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 – 6th Week
LOG July 8-12, 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
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.
B. Performance Standard
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.
C. Learning Competency/Objectives
Write the LC code for each.

EN7LT-Id-1: Discover EN7LT-Id-1: Discover EN7VC-Ic-3.1.3: Give the EN7VC-Ic-3.1.3: Give the EN7VC-Ic-3.1.3: Give the
literature as a means of literature as a means of meaning of given signs meaning of given signs meaning of given signs
connecting to a significant connecting to a significant and symbols (road signs, and symbols (road signs, and symbols (road signs,
past. past. prohibited signs, etc.) prohibited signs, etc.) prohibited signs, etc.)

II. CONTENT 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.

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
Module I Module I Module I Module I Module I
Lesson 3 Lesson 3 Lesson 3 Lesson 3 Lesson 3
The Good Prince Bantugan The Good Prince Bantugan Task 9 and 10 Task 2 Task 16
Graphical and linear connections Connected on the Road Connected to Symbols
73-76 73-76 70 71 84
TV/PPT Presentations TV/PPT Presentations Pictures/Tarpapel Pictures/Tarpapel Pictures
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.
Have the class identify to which Recall the epic of Bantugan. Ask Have a review of what a graph is Form the class into 5 groups. Review the importance of
tribe the given literary heroes the class on which among the including its different forms. Ask them to give the meaning of knowing different signs and
belong. Ask them to share what three stories presented did they the symbols presented. Ask them symbols.
they know about them. like the most. Ask them to gather how these symbols can be of
and organize their data. help. Present a picture game, the
team who gives the correct name
and meaning of symbols earns a
point.
Tell the class what an epic is. Based on their data gathered, tell
the class that they can organize
their data through the use of
graphs.
Show the class some road signs.
Have the class identify the
meaning and essence of
understanding these road signs.
Discuss the epic, “The Good Explain what a graph is including Discuss some of the mostly used
Prince Bantugan”. Ask process its purpose. road signs and the importance of
questions. Differentiate line, bar, and circle using and knowing these
graphs. symbols.
F. Developing mastery Show the class the data on Task Have the class examine the data Do Task 4: Connected to the Ask the class to make their own
(leads to Formative Assessment 9 and have the interpret it using presented in paragraph on Task Target. sign/symbol. Have them explain
3) the guide questions 10 and interpret it using an every shape, color, letters, and
appropriate graphical lines present in their work.
presentation.
G. Finding practical application of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning . Ask the class to make a survey Do Task 16: Connected to Spelling Quiz.
of what food do most students Symbols.
buy. Have them rganize their
data using an appropriate graph.
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