School: BUTANSAPA NATIONAL HIGH SCHOOL Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and Week 6 (Module 1) JULY 10-14
Time: 7:30-8:30 / 8:30-9:30 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Objectives must be met over the 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 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.
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.
EN7SS-I-f-1.2: Transcode EN7SS-I-f-1.2: EN7V-I-f-22.2: Select an EN7V-I-f-22.2: Select an EN7G-I-f-11:
orally and in writing the Transcode orally and in appropriate colloquial or appropriate colloquial or Observe correct
information presented in writing the information idiomatic word or idiomatic word or subject-verb
diagrams, charts, table, presented in diagrams, expression as a substitute expression as a substitute agreement
graphs, etc. p. 153 charts, table, graphs, etc. for another word or for another word or p. 153
p. 153 expression. p. 153 expression. p. 153

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.
Transcode orally and in Transcode orally and in Select an appropriate Select an appropriate Subject-Verb
writing the information writing the information colloquial or idiomatic colloquial or idiomatic Agreement:
II. CONTENT presented in diagrams, presented in diagrams, word or expression as a word or expression as a Portions, Sums,
charts, table, graphs, etc. charts, table, graphs, etc. substitute for another substitute for another and Measurements
word or expression word or expression
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages Not Applicable Not Applicable 35 35

2. Learners Materials Pages Not Applicable Not Applicable 35-36 35-36

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 3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
the Lesson
English for the 21st century English Expressways II. English Communication English Communication English Arts I. 2000.
learners pp. 57-60 2007. pp 135, 137 Arts and Skill through Arts and Skill through pp 136, 137, 138, 139.
English Arts I. 2000. pp 175, New Horizons in Learning Philippine Literature Philippine Literature English for the 21st
176, 177, 179 English I. 1999. pp 55-56. Century Learners
English
Communication Arts I
pp. 85-86
-
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
A.1 Review on Subject- A. Review the uses of tables, Presentation of the New Recall the colloquial A. S-V Agreement
Verb Agreement with charts, and diagrams. Lesson review
words or idioms
Collective Nouns -Our conversations carry -Introduce the topic:
B. How to transcode orally B. Tell the students that they words with different Subject Verb
will learn to transcode the
and in writing the formality levels known as Agreement with
information in tables to
information presented in chart, graphs, and diagrams. register. One of which is portions, sums, and
diagrams, graph, chart, the use of colloquial measurement
table, and line
KWL -Graphic Organizer to -Have the students
assess on what they know talk on what they
about colloquial words. know about s-v
agreement portions,
sums, and
measurement.
-Ask: Why it is
important to know
and to learn the
subject and verb
agreement with
portions, sums, and
measurement?
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C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
Have the students study -Provide the meaning of -Have the students
and talk about the colloquial to the students. study the sentences.
information presented. -Present examples. - Grammatical
Let them share their analysis
insights on the difference
between the informations
Discuss the uses of tables, -Discuss causal or -Discuss the rules
graphs, charts, and informal conversation are and provide
diagrams. also colloquial. examples for
-Show examples. -Provide examples. expressions that
-Provide simple - Present a simple show portion
practice/task. practice/task. -Provide simple
practice/task
Transcoding -Discuss the pair of -Discuss the rules and
information into a table, colloquial words or provide examples for
or information in a table idioms. sums, amounts, and
into a graph. -Provide examples and measurements.
meanings of pair -Provide simple
-Cooperative colloquial words or practice/task
Learning/Small Group idioms.
Transcode the following -Present simple
information into a pie practice/task.
chart.
Cooperative -Have the students work -Provide another
Learning/Small Group: on the task. practice/task.
-Transcode the Fill in the blanks
information into a graph with the appropriate
colloquial or idioms.
Distribution of Select from the list.
Commonly Used Social
Networking Sites based
on 100 people
surveyed.
Conduct a survey with -Have the students work -Have the students
your classmates on any of in group. work in group.
the following: Group Work Group Work
1. Most watched tv
programs
2. Favorite food
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H. Making Generalizations
and Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
3. Commonly play online
games
Present in tables and (idioms) in sentences.
graphs
What What I What I
I have have
Know Known Learned
-Have the student answer the
quiz.
(See attachment)
Do the tasks on page 135 and
137 of your English
Expressways book.
Use the following pair
of colloquial words
How can you use the -What does the
colloquial words rule say about the
(pair colloquial) or subject and verb
idiomatic expression agreement with
to communicate portion and
effectively? percentage?
-How about with
the use of sums,
amounts, and
measurement?
- Provide quiz to -Have the
assess the students students answer
learning. the quiz.
Select the
appropriate
colloquial idiom
to complete the
sentences.
-Give additional task. -Provide additional
Choose the appropriate task.
pair phrase of
colloquial to complete
the sentences.
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 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
V. REFLECTION 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

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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover which
I wish to share with other teachers?

Checked by:
Prepared by:

ROWENA MAYO LOTO

JOSENIA P. CONSTANTINO Head Teacher III
Teacher
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