SANTA ANA ACADEMY OF BARILI, INC.

H. ALQUIZOLA ST., POBLACION BARILI, CEBU

DAILY LESSON LOG

GRADE 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
November 4, 2019 November 5, 2019 November 6, 2019 November 7, 2019 November 8, 2019
Subject Learning I. Objectives I. Objectives I. Objectives I. Objectives
Area At the end of the session, At the end of the session, At the end of the session, At the end of the
the learner will be able to: the learner will be able to: the learner will be able session, the learner
to: will be able to:
English 7 1. Relate and 1. Relate and 1. Define what is
English/Language understand the understand the 1. Give the correct newspaper.
in Literature period of Rapid period of Rapid meaning of 2. Extract
(Philippine Development in the Development in the Homonyms information
Literature) Philippines. Philippines. 2. Distinguish from the
2. Identify the point of 2. Identify the point of homonyms from newspaper.
view of the story. view of the story. each other. 3. Identify the
3. Recognize local 3. Recognize local parts of
Program colors in a story. colors in a story. newspaper.
Standard:
The learner Values Integration: Values Integration:
demonstrates The students will be able The students will be able Values Integration:
communicative to appreciate the sense of: to appreciate the sense of: The students will be able
competence Cooperation, Creativity, Cooperation, Creativity, to appreciate the sense
through his/her Respecting Culture and Respecting Culture and of: Values Integration:
understanding of Faith and Wisdom. Faith and Wisdom. Cooperation, Creativity, The students will be
literature and Respecting Culture and able to appreciate the
other texts types Faith and Wisdom. sense of:
for a deeper Cooperation,
appreciation of Creativity, Respecting
Philippine Culture School standard/s: Culture and Faith and
and those of other School standard/s: Wisdom.
countries.
 To help students  To help students School standard/s:
grow to their full grow to their full
status as persons of status as persons of
dignity. dignity.  To help students
Grade Level grow to their full School standard/s:
Standard: status as persons
The learner of dignity.
demonstrates II. Subject Matter II. Subject Matter  To help
communicative (A.) Topic: The (A.) Topic: The students grow
competence period of Rapid period of Rapid to their full
through his/ her Development Development II. Subject status as
understanding of ( We Filipinos ( We Filipinos Matter persons of
understanding of are Mild are Mild (E.) Topic: The dignity.
Philippine Drinkers) Drinkers) period of Rapid
Literature and (B.) References: (B.) References: Development
other texts types Language In Language In ( We Filipinos
for a deeper Literature Literature are Mild VI. Subject
appreciation of (Philippine (Philippine Drinkers) Matter
Philippine Culture. Literature) 7 Literature) 7 (F.) References: (E.) Topic: The
Integrated Integrated Language In period of
Language Arts Language Arts Literature Rapid
K-12 revised K-12 revised (Philippine Developmen
Content Edition. Edition. Literature) 7 t ( We
Standard: Carbonell, et al Carbonell, et al Integrated Filipinos are
The learner 2016. Vibal 2016. Vibal Language Arts Mild
demonstrates Publishing Publishing K-12 revised Drinkers)
understanding of : House House Edition. (F.) References:
Philippine (C.) Time (C.) Time Carbonell, et al Language In
literature in the Allotment : 1 Allotment : 1 2016. Vibal Literature
Period of hour hour Publishing (Philippine
Emergence as a (D.) Instructional (D.) Instructional House Literature) 7
tool to assert one’s materials: materials: (G.) Time Integrated
identity; strategies Handouts, Handouts, Allotment : 1 Language
in listening to and PowerPoint PowerPoint hour Arts K-12
viewing of presentation, presentation, (H.) Instructional revised
informative and Visual Aids, Visual Aids, materials: Edition.
short narrative Books Books Handouts, Carbonell, et
texts; word PowerPoint al 2016.
relationships and III. Procedure Continuation… presentation, Vibal
associations; ( Lesson III. Procedure Visual Aids, Publishing
informative Development) ( Lesson Books House
speech forms; and The teacher Development) (G.) Time
use of presents pictures The teacher Allotment : 1
direct/reported about friendship/ discuss: Point of Continuation… hour
speech, hospitality. View III. Procedure (H.) Instructional
passive/active The teacher asks - First person point ( Lesson materials:
voice, simple past the students to of view Development) Handouts,
and past perfect describe the - Third person The teacher PowerPoint
tenses, and pictures shown. limited point of discuss: presentation
sentence The teacher then view Homonyms , Visual Aids,
connectors. let learners to read - Third person - Are same Books
the story (We omniscient point of sounding words
Filipinos are Mild view but different VII. Procedure (
Drinkers) meanings and Lesson
Performance spelling. Developme
Standard: IV. Assessment IV. Assessment The teacher asks nt)
The learner The learner will answer the learner to give The teacher
transfers learning a. Comprehension Exercise A. in the book more homonyms. presents
by: showing ways question: page 358. The teacher let the pictures about
of asserting one’s - What impression of - What point of view learner to select 5 friendship/
identity; American soldiers is used in an words from the hospitality.
comprehending does the narrator autobiography? A given example and You will learn
informative and tell about at the biography? The use it in a different
short narrative beginning of the story “The Return” sentence. Filipino values
texts using story? in lesson 5? My The learner such as those
schema and - What phrases in Father’s Tragedy in presents their that promote
appropriate the narrator’s Lesson 7. sentences orally to harmonious and
listening and description of the class. peaceful
viewing lambanog help you relationships,
strategies; predict what will V. Assignment close family ties,
expressing ideas, happen. Study Figures of respect for
opinions, and - What humor do you Speech elders and trust
feelings through find in the story? in a supreme
various formats; How is it achieved? being.
and enriching IV. Assessment Cite some
written and Other The learner answers the desirable
spoken activities/assessment: exercises in the book Filipino trait
communication Oral Participation page 368: Write a you show in a
using Quizzes homophone opposite certain
direct/reported Group works each of the following. situation.
speech,
active/passive V. Assignment See in the
voice, simple past V. Assignment The learner research learner’s
and past perfect The learner will about the parts of a manual.
tenses and answer the questions newspaper.
connectors about the story in a ½
correctly and crosswise.
appropriately. - What attributes of
the Filipinos are IV. Assessment
represented in the
 character of the Study and analyze:
local and foreign Match desirable traits
folk? How is this on your learner’s
true or untrue of manual. Write the
your own letters of your answer
perception of the in the blank before
two races? each number

What desirable Filipino

trait should you show
in situation? How
would you show it?

Prepared by: Checked by: Approved by:

KHRISTI ANN P.PARAZ YELINDA Y. COMPACION SR. VILMA P. ESMAEL, OND

English Teacher Academic Coordinator Directress/Principal

 SANTA ANA ACADEMY OF BARILI, INC.
H. ALQUIZOLA ST., POBLACION BARILI, CEBU

DAILY LESSON LOG

GRADE 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
November 11, 2019 November 12, 2019 November 13, 2019 November 14, 2019 November 15, 2019
Subject Learning I. OBJECTIVES
Area

English 7
II. VALUES
English/Language
INTEGRATION
in Literature
III. PROCEDURE
(Philippine
IV. ASSESSMENT
Literature)
V. ASSIGNMENT

Program
Standard:
The learner
demonstrates
communicative
competence
through his/her
understanding of
literature and
other texts types
for a deeper
appreciation of
Philippine Culture
and those of other
countries.

Grade Level
Standard:
The learner
demonstrates
communicative
competence
through his/ her
understanding of
understanding of
Philippine
Literature and
other texts types
for a deeper
appreciation of
Philippine Culture.

Content
Standard:
The learner
demonstrates
understanding of :
Philippine
literature in the
Period of
Emergence as a
tool to assert one’s
identity; strategies
in listening to and
viewing of
informative and
short narrative
texts; word
relationships and
associations;
informative
speech forms; and
use of
direct/reported
speech,
passive/active
voice, simple past
and past perfect
tenses, and
sentence
connectors.

Performance
Standard:
The learner
transfers learning
by: showing ways
of asserting one’s
identity;
comprehending
informative and
short narrative
texts using
schema and
appropriate
listening and
viewing
strategies;
expressing ideas,
opinions, and
feelings through
various formats;
and enriching
written and
spoken
communication
using
direct/reported
speech,
active/passive
voice, simple past
and past perfect
tenses and
connectors
correctly and
appropriately.
 Prepared by: Checked by: Approved by:

KHRISTI ANN P.PARAZ YELINDA Y. COMPACION SR. VILMA P. ESMAEL, OND

English Teacher Academic Coordinator Directress/Principal

 SANTA ANA ACADEMY OF BARILI, INC.
H. ALQUIZOLA ST., POBLACION BARILI, CEBU

DAILY LESSON LOG

GRADE 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
November 11, 2019 November 12, 2019 November 13, 2019 November 14, 2019 November 15, 2019
Subject Learning
Area

English 7
English/Language
in Literature
(Philippine
Literature)

Program
Standard:
The learner
demonstrates
communicative
competence
through his/her
understanding of
literature and
other texts types
for a deeper
appreciation of
Philippine Culture
and those of other
countries.

Grade Level
Standard:
The learner
demonstrates
communicative
competence
through his/ her
understanding of
understanding of
Philippine
Literature and
other texts types
for a deeper
appreciation of
Philippine Culture.

Content
Standard:
The learner
demonstrates
understanding of :
Philippine
literature in the
Period of
Emergence as a
tool to assert one’s
identity; strategies
in listening to and
viewing of
informative and
short narrative
texts; word
relationships and
associations;
informative
speech forms; and
use of
direct/reported
speech,
passive/active
voice, simple past
and past perfect
tenses, and
sentence
connectors.

Performance
Standard:
The learner
transfers learning
by: showing ways
of asserting one’s
identity;
comprehending
informative and
short narrative
texts using
schema and
appropriate
listening and
viewing
strategies;
expressing ideas,
opinions, and
feelings through
various formats;
and enriching
written and
spoken
communication
using
direct/reported
speech,
active/passive
voice, simple past
and past perfect
tenses and
connectors
correctly and
appropriately.
 Prepared by: Checked by: Approved by:

KHRISTI ANN P.PARAZ YELINDA Y. COMPACION SR. VILMA P. ESMAEL, OND

English Teacher Academic Coordinator Directress/Principal