GRADE 1 to 12 School Diosdado Macapagal High School - Mexico Grade Level Seven

DAILY LESSON Teacher Ms. Norina Lorraine C. Liscano Learning Area English
Teaching Date and Time Quarter 1st Quarter – 2nd Week
LOG June 17 – 21, 2019 6:00 AM – 11: 50 AM

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over a week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7OL-Ib-1.14: Use
appropriate prosodic
features of speech like
EN7G-Ic-11: Observe EN7G-Ic-11: Observe EN7G-Ic-11: Observe EN7WC-Ia-4.1:
pitch, stress, juncture,
correct subject-verb correct subject-verb correct subject-verb Recognize the common
intonation, volume and
agreement. agreement. agreement. purposes for writing.
projection and rate/speed
of speech in differing oral
communication situations.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Sentence Stress and Oral and Written Forms of

Subject-Verb Agreement Subject-Verb Agreement Purpose of Writing
Intonation Language
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
24-25 30-31 30-31 32 34
Chalk/chalkboard TV/ PowerPointPresentations TV/ PowerPointPresentations TV/ PowerPointPresentations Chall/chalkboard
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Task 8.2: Have the class use the Have a review of the previous Recall the rules of subject-verb Dyads: Have the class read Task 15: Proverbs on Parade
right intonation to achieve the lesson. agreement that were discussed. another form of folk literature with Ask the class to choose their
purpose or feeling indicated. their seatmate. favourite proverb and write it in
Have them emphasize the Answer process questions that big, bold letters in one-eight
appropriate stress for each follow. illustration board. Then have
italicized word. them go around the classroom.
Tell the class that everything that After the short parade, let them
we read has a purpose. explain the meaning of their
chosen proverb in their
notebooks.
One by one, have the class
explain the meaning of their
proverbs orally without reading
what they wrote on their
notebook.
Discuss sentence stress and Enumerate and discuss the first Ask the class to read the Discuss point of view and Discuss oral and written forms of
intonation, and prosodic features. three rules on subject-verb paragraph entitled “Barking Dogs author’s purpose. language.
agreement. Provide examples to Seldom Bite” and fill in the blanks
the class. with the correct form of the verb.
Enumerate and discuss author’s
purpose.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
Provide more sentences to the Have the class give their own Dyad: With a partner, have the
class for practicing sentence- examples for each rule. class identify the author’s
stress and intonation. purpose of the given selection.

H. Making generalizations and Ask them why it is necessary for

abstractions about the lesson readers to know the author’s
purpose.

I. Evaluating learning Answer Task 13.2: More of Show the class some sentences Task 16: Advice from the
Verbs. and have them complete it by Ancient: ask the class to analyze
supplying the correct form of the a given proverb, identify its
verb. message, lesson, and reason
why it is created.
Spelling Quiz.
J. Additional activities for application
or remediation

IV. REMARKS

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
 require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

PREPARED BY: NOTED BY :

NORINA LORRAINE C. LISCANO ROSARIO C. SANTOS
TEACHER PRINCIPAL IV