School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 1 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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 perfect tenses and sentence connectors.
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, 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.
EN7LC-III-c-6.2: Infer thoughts and EN7LC-III-c-6.2: Infer EN7LT-III-a-5: Discover literature EN7LT-III-a-5: Discover literature
feelings expressed in the text thoughts and feelings as a tool to assert one’s unique as a tool to assert one’s unique
listened to expressed in the text identity and to better understand identity and to better understand
EN7VC-III-a-13: Determine the key listened to other people other people
message conveyed in the material EN7RC-III-a-8.1: Use one’s EN7VC-III-a-13: Determine the key EN7OL-III-g3.4.1: Express ideas
viewed schema as basis for message conveyed in the and opinions based on text
EN7RC-III-a-8: Use one’s schema to conjectures made about a material viewed listened to
better understand a text text EN7V-III-a13.11: Categorize EN7LC-III-e-3.6: Follow steps in a
EN7LC-III-a-7: Use different listening EN7LT-III-a-5.1: Identify the words or expressions according to process
strategies based on purpose, topic distinguishing features of shades of meaning Follow rules of message relay
and levels of difficulty of simple literature during the Period EN7V-III-a13.11.1: Identify correctly
informative and short narrative texts of Emergence collocations used in a selection Relay the message correctly
EN7LC-III-a2.1/3.1: Note specific EN7RC-III-a-8: Use one’s schema Give ideas and opinions based on
details of the text listened to to better understand a text the text read
EN7VC-III-a-13: Determine the key Read the story orally, observing EN7G-III-a-1: Link sentences using
message conveyed in the material the correct pronunciation logical connectors that signal
viewed Study the pictures provided and chronological and logical
guess the Filipino characteristics’ sequence and summation
present
Copy the word which does not
belong in the group of words
enclosed in a box

II. CONTENT KALEIDOSCOPE WORLD KALEIDOSCOPE WORLD PLIANT LIKE A BAMBOO PLIANT LIKE A BAMBOO ICL
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 287 – 293 pp. 287 – 293 pp. 294 – 299 pp. 294 – 299

2. Learner’s Materials Pages Pages 300-302 Pages 300-302 Pages 302 – 308 Pages 302 – 308

3. Textbook Pages

4. Additional Materials from

1
 Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES/ ACTIVITIES
A. Reviewing Previous Lesson/
Presenting New Lesson
B. Establishing Purpose of the
Lesson
Audio of Kaleidoscope World
Present a short advertisement
showing diversity of human race.
Make sure to place the title,
“Acknowledging Diversity”. (You
might as well use the Dove
advertisement about women
loving their hairs and colors)
Ask students:
1. What is the video all about?
2. Does it show that people are
different from each other?
Divide the class into group of 8
members.
Instruct the groups to do Task 1
on page 300 for 5 minutes.
Tell students to post their outputs
on the wall near them.
Give time for each group to read
their output.
All the members of the group will
read what they have in common
while individual member of the
group will read his/her unique
quality/ies.
Audio of Kaleidoscope
World
Have a short review of
yesterday’s discussion.
Ask the students, “What
did we do yesterday?
What is the title of the
song which we listened
to?”
Reiterate that the song
“Kaleidoscope World”
became famous during
the Period of Emergence
and people at present
have differences.
Say, “I have here a magic
mic. I will be playing the
song. As I point the mic
to your group, you have
to sing that certain part
of the song. Are you
ready?”
Students’ sing the song.
Say, “Yesterday, I divided
you into groups. Since
you were not able to
finish the activity, I will
be giving you 20 minutes
to finalize your outputs.
After that, you are going
to report your outputs in
front. As I raise the card
containing the name of
your group, the leader
will come here in front to
get the papers which I
collected yesterday.”
Raise the cards
containing: PREDICT,
ASK, GUESS, RESPOND,
FOCUS, REVIEW.
Show pictures of Filipinos (as
heroes, actors, athletes).
Ask students what do they
have in common, and what
makes them different from
each other.
Say, “You are correct. They
are all Filipinos. Now, do you
have an idea of the famous
characteristics of Filipinos?
Hold your answers for a while
as we are going to play 4-pics
one word. Each of the items
shows Filipino characteristics.
The pictures show the
following: hospitable, polite,
thrifty, resourceful, family-
oriented, and resilient.
Check students’ answers.
For the short review, go back
to the Survey Map. Ask
students if their answers are
correct.
Ask students if they know how
to play the “Message Relay
Game”
For general instruction, tell
students to arrange the
directions in playing message
relay. Provide logical
connectors as clues.
Check students’ work.
Ask students to form a group
of 5 members. Students will
play message relay,
Students will relay the
following messages/lines from
the story:
1. For the Filipino would
welcome any kind of life
2
 that the gods would offer
him.
2. For the Filipino is endowed
with saving grace of
humor.
3. Like the bamboo tree, he
lets the winds of chance
and circumstances blow
all about him.
4. For his women have
enabled the Filipinos to
look upon the vicissitudes
of fortune as the bamboo
tree regards the angry
blasts of the blustering
wind.

The last person in the line will

be writing the message in a
cartolina. After which, instruct
the student to post their
answers on the board.

Tell students to read the

messages on the board.

C. Presenting Examples/ Ask: After distributing the After checking students’

Instances of the New Lesson 1. Based on your outputs, which papers, post the cards in answers, say, we are going to
is/are more dominant, your the blackboard. read a story entitled “PLIANT
difference/s or your Let students do the task LIKE A BAMBOO”. However,
similarities? for 20 minutes. before reading it, I want to
2. Do you think problems will find out what you think about
arise if people are different? it by answering Task 5.2 on
On the other hand, if they page 303.
have different beliefs? Why
or why not? Present a manila paper
Process students’ answers. containing the title, “Survey
Says”. Make a survey by
Students will listen to the song, asking students to raise their
“Kaleidoscope World” thrice. hands if they agree or
Instruct the students to fill in the disagree on the statements
blanks with the correct words provided. Write the number of
from the song. students who agreed and
disagreed. Tell your students
that you have to go over the
survey after reading the text.
D. Discussing New Concepts Check students’ answers. Instruct each group to Proceed to Task 5.3. Vocabox.

3
 and Practicing New Skills 1. Faces choose their reporters. Check students’ answers.
2. Races
3. Voices Read and discuss the story on
4. Choices pages 304-307.
5. Alone
6. Pure
7. Rich
8. Poor
9. Stand out
10. Blend
11. Friends
12. Foes
13. Color
14. Hue
15. Me
16. You
17. Kaleidoscope
18. Lie
19. Truth
20. Know
21. Dumb
22. Mind
23. Think
24. Peace
25. Gun
Instruct the class to sing the
song.
E. Developing Mastery Give a 5 – item “Matching Type Ask the students, “Do you
Activity”. Match the lines in agree or disagree with the
Column A to their meaning in lines from the story? Why or
Column B. why not?
Process students’ answers.

F. Finding Practical Application
of concepts and skills in
daily living
G. Making generalizations and
applications
H. Evaluating Learning
Ask students to complete the Ask the question: Ask students, “In what certain
statement: How can adopting the ways can you become pliant
“The line I love most from the characteristics of a bamboo like a bamboo?”
song, “Kaleidoscope World” is make you a stronger person in
_______________ because it made times of disasters?
me realized that
______________________.”
Instruct students to Complete the statement, “ A
complete Task 4 on page Filipino is like a bamboo
302. because ___________________”.
Divide the class into groups. Say, to check if you really
Instruct them to do Task 3. understood what you have
Collect students’ outputs (if they read, please answer Task 6:
cannot finish their tasks, tell Locate, Reflect, Evaluate! and
them that you are going to let Task 7: What kind of persons

4
 them continue the next day” are Filipinos? Pages 307-308.
Give students 20 minutes to
answer it.
Check students’ answers.
I. Additional Activities

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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

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 used/discover
which I wish to share with other
teachers?
Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS

School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 2 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

5
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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, 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.
EN7G-III-h-3: Use the past and EN7G-III-h-3: Use the past and EN7LC-III-g-7.1: Identify the EN7WC-III-c2.8.5: Compose a
past perfect tenses correctly in past perfect tenses correctly persons speaking and series of journal entries
varied contexts in varied contexts addressed, and the stand of EN7WC-III-g2.2.14: Compose a
EN7RC-III-b8.1: Use one’s EN7LC-III-b3.3/3.3.1: the speaker based on explicit travelogue
schema as basis for conjectures Recognize main points and statements made
EN7G-III-a-1: Link sentences supporting ideas in the text EN7WC-III-c2.8.5: Compose a Make a creative brochure or
using logical connectors that listened to series of journal entries pamphlet out of the journal
signal chronological and logical EN7LC-III-b3.3/3.3.1: Recognize written
sequence and summation main points and supporting
ideas in the text listened to
Write a journal based on
personal and factual recounts

SIMPLE PAST TENSE FORM SIMPLE PAST TENSE FORM WRITING ACTIVITY (FINAL MAKE A BROCHURE OR ICL
II. CONTENT OF THE VERB OF THE VERB TASK): A CELEBRITY WITH A PAMPHLET OUT OF THE
HEART JOURNAL WRITTEN
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 301 – 302 pp. 301 – 305 pp. 306 – 307 pp. 306 – 307

2. Learner’s Materials Pages pp. 310 – 311 pp. 310 – 311 pp.310 – 311 pp. 315 – 317

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES/ ACTIVITIES
A. Reviewing Previous Lesson/
Presenting New Lesson
Introduce a character to the
class (ex. Mario).
Through a picture, show a
series of actions which Mario
did yesterday. Ask students
to complete the paragraph:
Yesterday, Mario ________.
Then, he ___________. Next,
he ________________. Finally,
Distribute students’ papers
for checking.
Let the students listen to a
journal. (The teacher might
as well read sample of a
journal, ex. Diary of Anne
Frank)
Ask students:
1. Who do you think is the
writer/speaker in the
Sample of travel brochures
and travelogue
Check if students bring
their pictures and art
materials.
Show to the class pictures
of travel brochures and
travelogues (The teacher
should show a travel

6
 __________________. journal? brochure of the town’s
2. To whom is she writing/ nearby)
speaking?
3. What is he/she telling?
Feeling?
4. What are the words that
are synonymous to
journals? Words may
include: account
journal, log, notebook,
agenda, daybook, daily
record, chronicle,
program, dictionary.

B. Establishing Purpose of the Instruct students to answer Present an image showing Explain the definition of Ask students to give
Lesson Task 11: Language different types of students journal. observations about the
Connections on pages 309- inside the classroom or the Give guideposts/ directions travel brochures in terms
310 orally. picture, “Every Class Has”. in writing a journal. of:
Read something about it. 1. Font style
Process students’ answers Let your students listen to 2. Font size
on the following questions. you. 3. Pictures
1. What form of the verb is After reading ask your 4. Layout
used? students: 5. Contents/Text
2. When did the actions 1. What are the kinds
happen? of student the
3. What tense of the verb class has?
is used? 2. To whom do you
see yourself?
3. If you are the
teacher, how will
you deal with
these kinds of
students?
Process students’ answers.

C. Presenting Examples/
Instances of the New Lesson
D. Discussing New Concepts
and Practicing New Skills
Present a concept map (web Present directions and Tell students that they are
1). In the middle of the web rubric on Task 16: A going to make a brochure
is the phrase, “Past Tense”. Celebrity with a Heart. Give out of their journals.
Instruct students to emphasis that they are also
complete the web map by going to present the places Give and discuss the rubrics
filling in with the words and culture of the people for grading their brochures.
related to past tenses, as: they have interacted with.
Regular, Irregular Verbs,
Yesterday, Last +Time
Indicator, Ed and D, finished.
Discussion of the Simple Say, “Let us look into a
Past Tense teacher’s mind by reading
the #3-in-1 text by Sheryl

7

E. Developing Mastery
F. Finding Practical Application
of concepts and skills in
daily living
G. Making generalizations and
applications
H. Evaluating Learning
I. Additional Activities
Santos Gatlabayan”
Reading of the text orally.
Answer Task 11.1 (A-C) orally -Discussion of the text
for the drill. through the processing
questions:
*Why do you think the
compared the class to a 3-
in -1 coffee?
*What are the differences
that she observed in her
class?
*What do we need to do
for us to live in harmony in
spite of differences?
Give the situation, “Your Students answer Task 13
mother was away from on page 313.
home for almost a month Process students’ answers.
and your mother have not
heard anything about your
town. Just last week, a fire
occurred. Your sister Anna
called your mother and told
you about it. However,
instead of using the past
tense form of the verb to tell
about the events, she uses
the present tense form of
the verb.”
Ask the questions:
1. Do you think your
mother will assume that
the fire only happens at
the time that your sister
calls?
2. What would your mother
feel afterwards?
3. What will happen if you
are not going to use the
correct past tense form
of the verbs?
Instruct students to answer Answer Task 14 on page Write a journal entitled, “A Making of brochures.
Task D-E. 313. Celebrity with a Helping
Collect students’ outputs. Heart”
For their assignment,
instruct students to bring
their picture, pictures of the
8
 places they have
mentioned in their journal
entries and art materials.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
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 used/discover
which I wish to share with other
teachers?

Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS

School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 3 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards: 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, feelings, through various formats; and enriching
written and spoken communication using direct/ reported speech, active/ passive voice, simple past and past perfect tenses and
9

C. Learning
Competencies/Objectives:
Write the LC Code for each
connectors correctly and appropriately.
EN7LT-III-b-5: Discover literature
as a tool to assert one’s unique
identity and to better understand
other people
EN7RC-III-c-8.2: Use the universe
of the text to activate one’s
schema
EN7V-III-b13.11.1: Identify
collocations used in a selection
EN7V-III-a13.11.1: Identify EN7V-III-a13.11.1: Identify EN7LT-III-d-5: Discover
collocations used in a selection collocations used in a selection literature as a tool to assert
EN7LT-III-h-3: Explain how a EN7LT-III-h-3: Explain how a one’s unique identity and to
selection may be influenced by selection may be influenced by better understand other people
culture, history, environment, and culture, history, environment, EN7LT-III-b-5.2: Identify the
other factors and other factors distinguishing features of
EN7LT-III-g-5: Discover literature EN7LT-III-g-5: Discover revolutionary songs, poems,
as a tool to assert one’s unique literature as a tool to assert short stories, drama, and
identity and to better understand one’s unique identity and to novels
other people better understand other people EN7LT-III-d2.2.2: Explain literary
EN7RC-III-i2.1.7: React to .EN7OL-III-d-3: Employ the devices used
assertions made by the author in appropriate oral language and
the text stance in an interview, a panel Identify elements of a narrative
EN7V-III-d-13.8: Determine words discussion, in a forum and in a
or expressions with genus-species debate
(hyponymous) relations in a
selection

II. CONTENT WHERE’S THE PATIS? WHERE’S THE PATIS? WHERE’S THE PATIS? ELEMENTS OF A NARRATIVE ICL
By Carmen Guerrero Nakpil By Carmen Guerrero Nakpil By Carmen Guerrero Nakpil
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.311- 18 pp.311 – 318 pp. 311 – 318 pp. 311 – 318

2. Learner’s Materials Pages Pages 321 – 322 Pages 321 – 325 Pages 321 – 325 Pages 321 – 325

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/ Give awards/rewards for the Ask students about what they
Presenting New Lesson top 5 best travel brochures. did yesterday.
Ask the questions:
1. What is the English
term of “patis”?
2. What is it made of?
3. Who are the top
manufacturer of patis
in the country?
4. What do you think will
happen if patis was
not discovered?
Ask students about the title Present the title, “Where’s
of the story read yesterday. the Patis?” and the
statement,
To check students “Food is also a way/tool to
understanding of settle differences among
yesterday’s reading, people and nation.”
present 5 statements which
can either be true or false Ask students to agree or
based on the text. disagree on the given
statement,
Students will identify the Processing of students’
truthfulness and falsity of answer.
10

B. Establishing Purpose of the
Lesson
Present Task 1: Deliciously
Different to the class (for
better visuals, the teacher will
print pictures of the food
listed).
Do the activity orally. Present
answers to the class.
5. Do you think patis is the given statements orally.
available abroad?
Why or why not?
Process students’ answer.
Instruct learners to answer Continuation of the reading. Ask the students, “Aside
task 5 on page 321-322 by Answer questions that from telling us the
completing a list of sentences follow each box. importance of food, is it
using proper expressions Processing of answers. (Where’s the Patis?) telling
-Inform learners that the us a story? Is it narrating
words used in Task 5 are something, an observation
called collocations. or experiences, perhaps?”
Give other examples of
collocations. Present this, “A narrative
text tells a story.”
Say, “Today, we shall be
reading a short story entitled,
“Where’s the Patis?” by
Carmen Guerrero Nakpil.

Instruct students to scan the

text and list down 10 words
used in the text that are
unfamiliar to them.

Students share their answers.

Present a vocabulary check

activity. Provide context clues
and choices.
Words may include:
1. Palate
2. Array
3. Herring
4. Mound
5. Yearning
6. Perishes
7. Hauteur
8. Concordant murmurs
9. Consommé
10. Convalescing
11. Emetic
12. Bouillabaisse
13. Astonished
14. Cruz
15. Debacles
16. Gastronomic
17. Inedible
18. Barbarian

11

C. Presenting Examples/
Instances of the New Lesson
D. Discussing New Concepts
and Practicing New Skills
E. Developing Mastery
Divide the class into 6 groups.
The groups will do the
following tasks.
Groups 1-3: A Sauce for a
Cause (Instead of reading the
short article about sauces,
instruct students to
enumerate the sauces they
are using at home, along with
the food that match the
sauces.)
Groups 4-6: A Condiment for
All Seasons (Show picture of a
patis)
Students may opt to draw
images (as sauces,
condiments and food) for
better presentation.
Presentation per group.
19. Denationalize
20. Savor
Check students’ answer.
Ask students, “Again, who is Discussion of the elements
the writer of “Where’s the of narrative text on page
Patis”?” 326.
Present a short biography of
the writer
Instruct one student to read
her biography. Ask follow up
questions.
Oral Reading of the Story Divide the class into 5
“Where’s the Patis?” groups. Instruct them to do
the tasks found on their
The teacher reads the book.
paragraphs in the first box. Group 1 – Setting the Table
Students will follow reading Group 2 – Let’s Do Eat!
with their eyes. Ask students Group 3 – In the Mood for
to answer the question Food
presented after the box. Group 4 – Condiments for
Everyone
Call for one student to read Group 5 – In line for food
the paragraphs on the second
box.
Ask students to answer the
question presented after the
box.
Presentation and processing
of answers.
12
 F. Finding Practical Application
of concepts and skills in
daily living
G. Making generalizations and
applications
H. Evaluating Learning
Imagine you are a visitor in a If you were going to travel
house, and the food served to abroad, what Filipino trait
you tastes bland. How are you would you like to show to the
going to ask nicely for a people living there and why?
condiment?
Process students’ answer.
Fill in the blanks,
“Based on the activity we had,
I believe the next story that
we are going to read is about
_________(one word only).
Sharing of answers.
Ask the learners to prepare
1/8 sheet of paper. Have
them write their names on
their paper.

Teacher picks a paper in the

box and call the learner
whose name is written on
that paper. Instruct him/her
to choose a question card
and answer it.
I. Additional Activities

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
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 used/discover
which I wish to share with other
teachers?
13
Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS

School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 4 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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, 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.
EN7LT-III-f2.2.3: Determine EN7LT-III-i-5: Discover literature as EN7G-III-a-1: Link sentences EN7WC-III-a2.2: Compose
tone, mood, technique, and a tool to assert one’s unique using logical connectors that simple narrative texts
purpose of the author identity and to better understand signal chronological and logical EN7G-III-a-1: Link sentences
EN7VC-III-c-13: Determine the other people sequence and summation using logical connectors that

14
 key message conveyed in the EN7LC-III-d3.18: Determine the signal chronological and logical
material viewed EN7VC-III-d-13: Determine the key order of ideas as signaled by sequence and summation
EN7LT-III-d2.2.2: Explain message conveyed in the material cues
literary devices used viewed EN7LC-III-e-3.6: Follow steps in Write a narrative text entitled.
EN7LT-III-d2.2.2: Explain literary a process “My Daily Dish”
devices used
Define what mood is Use logical connectors
Give the mood one felt EN7RC-III-g-9: Identify the author’s correctly.
towards the movie clips intentions for writing
watched
Identify the mood of the story List information about theme based
on the movie clip watched

Identify the genre of the movie

posters presented

II. CONTENT MOOD and TONE THEME LOGICAL CONNECTORS WRITE A NARRATIVE TEXT ICL
ENTITLED “MY DAILY DISH”

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages pp. 311 – 318 pp. 311 – 318 pp. 319 – 326 pp. 319 – 326

2. Learner’s Materials Pages p. 327 p. 327 pp.319-321 pp. 331

pp.328-329
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES/ ACTIVITIES
A. Reviewing Previous Lesson/
Presenting New Lesson
Ask students, “Can food
change your mood?
Process students’ answers.
https://www.youtube.com/watc
h
?v=MSPO194N0OU
Ask students about what they
have learned yesterday.
Show a video showing how
one’s mood can affect one’s
health.
Ask the question, “How can
your mood affect your health?”
Process students’ answers.
Review of the last lesson. Give a 5 – item test about
Say and ask: logical connectors.
1. “The “Where’s the
Patis?” also talks about Check students’ works.
food. Again, what are
our viands that have
patis in it?”
2. Who among you here
knows how to cook the
foods that you have
mentioned?
3. If you do not know how
to cook it, what are you
going to use or look for
so you can cook them
properly?
15

B. Establishing Purpose of the
Lesson
C. Presenting Examples/
Instances of the New Lesson
D. Discussing New Concepts
and Practicing New Skills
E. Developing Mastery
Present statements with
jumbled words. Tell
students to arrange the
jumbled words to come up
with the meaning of mood.
Do the same with tone.
Ask students to give
expound the definitions
given.
Discussion of mood and its
examples. Make a contrast
of tone from mood by
discussing the definition
and examples.
Show 3 movie clips/
Say, “Yesterday, we talk about
mood of a narrative. This time,
we will tackle about “Theme”.
Show pictures of movie posters.
Ask students to determine if
the movie is about love, life,
death, etc. (Strips of words as
love, life, death, rebirth should
be provided also. Students will
only place the strip under the
movie posters.
Checking of answers.
Say, “The genres of the movies
can somehow give us hint
about the themes of their
stories.”
Discussion of theme and
different kinds of theme.
Match the kinds of theme to its
4. If you follow the recipes
correctly, can you come
up with a delicious
meal?
Process students’ answer.
This time, you will be
reading about a recipe. This
is not a food recipe, but
rather a recipe for a better
living.
Students do Task 8:
Language Connections, A)
Gastronomical Language
(The teacher might as well
present the paragraph on
the board.)
Teacher calls a student to
read a paragraph on the
board.
What do you think is the
wrong in the recipe?
Tell students that they need
to change the location of
the italicized words for
them to correct the
paragraph.
How were you able to
correct the recipe?
Discussion of logical
connectors
Let students answer Task 8,
Students will watch a video
showing different Filipino
foods.
Ask students, “Which
among the food presented
in the video is your
favorite?”
Follow up with, “Are there
food or delicacies which are
delicious and are also
famous in your towns which
are not mentioned in the
video?”
Process students answer.
Present and discuss Task
10: A Unique Taste with the
Same Flavor on page 331.
Give guideposts/ questions
and rubrics for their writing
activity.
Tell students that they
should include the recipe of
the food and they should
use 5 – 10 logical
connectors.
16
 advertisements showing definition. B) Language Feast
different kinds of moods
and mood.
Make an activity sheet
containing moods and tone
insides the bubbles.
Instruct students to tick
the mood and tone present
in the movie clip.
F. Finding Practical Application Ask: Ask students, “If you are going How can you apply logical
of concepts and skills in 1. What are the to write your own life story, connectors in your daily
daily living things that can put what theme will you use? living?
you in a bad Why?” In what ways can we
mood? In a good use/apply logical
mood? connectors?
2. How can you What value/trait can you
change a bad derive from logical
mood to a good connectors?
mood?
3. What will happen
to you if you are
always in a good
mood?
G. Making generalizations and Give a hashtags telling Instruct students to give three Complete the statement:
applications something about mood words related to theme. Logical connectors are
and tone. _______.
H. Evaluating Learning Instruct students to go Instruct students to go back to Students will do the
back to the story, “Where’s the story, “Where’s the Patis?”. differentiated activity:
the Patis?”. Let them find Provide a checklist to the Group 1-Cycle of a Butterfly
lines from the text that students. They will tick whether Directions: Cut and paste
elicit the 5 moods listed on the given themes are present in the life cycle of a butterfly
the visuals. the story or not. If it is present, into the correct order .Write
they need to provide lines from the steps.
the text. Group 2- Arrange the steps
in adding integers with the
same sign
Group 3-Sequence the
steps on how to make a cup
of tea
I. Additional Activities

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
17
 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 used/discover
which I wish to share with other
teachers?

Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS

School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 5 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards:
C. Learning
Competencies/Objectives:
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, 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.
EN7LT-III-f-5: Discover EN7LT-III-f-5: Discover literature EN7LT-III-f-5: Discover literature EN7LT-III-f-5: Discover literature as
literature as a tool to assert as a tool to assert one’s unique as a tool to assert one’s unique a tool to assert one’s unique
identity and to better identity and to better understand
18
 Write the LC Code for each one’s unique identity and to identity and to better understand other people other people
better understand other understand other people EN7LT-III-d2.2.2: Explain literary EN7LT-III-f2.2.3: Determine tone,
people EN7RC-III-e-2.8: Make devices used mood, technique, and purpose of
the author
a. read and analyze a given predictions about the text
Identify the conflict reflected EN7OL-III-a-1.3: Express ideas,
text EN7RC-III-g-9: Identify the on the pictures given opinions, feelings and emotions
b. share one’s opinion on the author’s intentions for writing during interviews, group/panel
assertions given by the author a. read and analyze a given Give the setting on the pictures discussions, forums/fora, debates,
c. value the message text presented etc.
conveyed in the story b. share one’s opinion on the EN7LT-III-d2.2.2: Explain literary
assertions given by the author devices used
c. value the message conveyed Arrange the events in their correct
order
in the story Share ideas by answering Task 8:
Are you the Happiest Person in the
World?

II. CONTENT THE HAPPIEST BOY IN THE THE HAPPIEST BOY IN THE SETTING UP THE CONFLICT ADVENTURE MAP OF A PLOT
WORLD WORLD

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages pp. 329 – 335 pp. 329 – 335 pp. 336 – 337 pp. 338 – 341

2. Learner’s Materials Pages pp. 339 – 343 pp. 339 – 343 pp. 339 – 343 pp. 343 – 344

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/ Divide the class into 8 groups. Show word strips containing the Review of the last lesson Ask students if they can still
Presenting New Lesson Give each group an emoticon. names of the characters in the through an activity. remember the story, “The
Group 1 – Happy story. Happiest Boy in the World”.
Group 2 – Sad 1. Julio Ask the following question:
Group 3 – Excited 2. Ka Ponso 1. Who are the characters Present events that happened
Group 4 – Angry 3. Jose in the story “The in the story. Instruct students
Group 6 – Worried Happiest Boy in the to arrange the events that
Group 7 – Hopeful Instruct students to tell World?” happened in the story.
Group 8 – Hesitant something about the persons 2. When and where did
listed. the story take place? Processing students answer.
Instruct each group to write at 3. What is/are the
least three things that can Process students answer. problems that Julio and
make them feel the emoticons Jose face in the story?

19
 given to them (5 minutes).
B. Establishing Purpose of the Presentation and processing Continue with the oral reading Processing students’ Say, “Each event corresponds
Lesson of answers. and discussion of the story. answer. to the different parts of the
story or plot.”
C. Presenting Examples/ Say, “Today, we are going to
Instances of the New Lesson read a story entitled, “The
Happiest Boy in the World”.

Before reading the story,

instruct students to answer
Task 6: To Where I belong on
page 338.

The teacher presents a short

biography of NVM Gonzales.
D. Discussing New Concepts Oral Reading of the Story “The Discussion of Setting Up the Discussion of B. The Adventure
and Practicing New Skills Happiest Boy in the World” by Conflict. Map of Plot. The teacher will
NVM Gonzales (paragraphs post graphic organizers
found on the first two boxes). showing plot for greater
Students shall answer the understanding.
questions found after each
box orally. Tell students that
they may use the given
emoticons as guide or clues.
E. Developing Mastery Answer On the Hot Seat Show students 5 pictures in Tell if the events in “The
(Process Questions) on page different settings (time and Happiest Boy in the World” fall
342. place). Let students give under exposition, rising action,
the setting. climax, falling action and
resolution.
Show pictures showing
different kinds of conflict.
Let them identify the
conflict present.
1. Man fighting
against another
man
2. Man having doubts/
making choices/
decisions
3. Man trying to
survive a disaster
4. Man being judged
and discriminated
by the society.
Check students’ answers.

20
 F. Finding Practical Application
of concepts and skills in
daily living
G. Making generalizations and
applications
H. Evaluating Learning
I. Additional Activities
Present the situation,
“Imagine you are a father/
mother, would you let your
son or daughter live in other’s
house in order for him/her to
go to school?”
Why do you think NVM
Gonzales wrote “The Happiest
Boy in the World”?
Students share their ideas.
“Agree or Disagree: Happiness
does not only come on material
things.”
Give reasons for your choice.
Ask students: Ask students, “If the correct
1. What are the causes of flow of the plot will not be
conflicts? followed, what will happen to
2. How are you going to the story?”
prevent yourself from
engaging into conflicts Process students’ answers.
to another man? To
yourself? To your
society? To nature?
What is a plot? How about its
parts?

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
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 used/discover
which I wish to share with other
teachers?

Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS

21
 School: Tagudin National High School Grade Level: 7
GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 6 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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, 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.
EN7LC-III-a2.1/3.1: Note EN7WC-III-d2.2.13: Compose EN7WC-III-b2.1: Compose personal EN7VC-III-b-13: Determine the key
specific details of the text an anecdote based on a and factual recounts message conveyed in the
listened to significant personal Write an informative speech about material viewed
EN7G-III-h-3: Use the past and experience. embracing diversity EN7VC-III-e-14: Make a stand on
past perfect tenses correctly the material viewed
in varied contexts

22
 Write sentences using the past
perfect tense form of the verb

II. CONTENT PAST PERFECT TENSE WRITING AN ANECDOTE WRITING AN INFORMATIVE HUNGER IN BAROK
SPEECH
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 342 – 345 pp. 342 – 345 pp. 346 – 358 pp. 351 – 354

2. Learner’s Materials Pages pp. 345-346 pp.346 pp.349 pp.355-362

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/ Ask students, “Who can
Presenting New Lesson still remember our lessons
on the Past Tense Form of
the Verb?”
Process students’ answer.
Ask students to share
things that they can
remember from their
listening activity.
Have a short review of Let students watch a movie
yesterday’s activity by asking clip showing hunger and
students about 2 words that famine.
they have written on their Ask students:
outputs. 1. What is the movie clip all
about?
2. Describe the people in the
video.
3. Do they have enough food
to it?
4. What do you think should
you and the government
do to help these people?

Process students’ answers.

B. Establishing Purpose of the
Lesson
Present Task 9: Language Say, “What you have Present Task 11: Embracing Say, “Today, we shall be
Connections listened yesterday is an Each Other’s Differences. reading another story and will
example of an anecdote.” be meeting new characters by
Answer questions that NVM Gonzales.”
follow.
Tell students that the story
they will read was set on the
Period of Emergence. It was
the time when Filipinos had
based their literary themes on
social context.

23
 C. Presenting Examples/
Instances of the New Lesson
D. Discussing New Concepts
and Practicing New Skills
E. Developing Mastery
F. Finding Practical Application
of concepts and skills in
daily living
G. Making generalizations and
applications
H. Evaluating Learning
I. Additional Activities
Say, “Today, we shall be
learning about the Past
Perfect Tense.”
Discussion of Past Perfect
Tense
Let students listen to an
anecdote that contains
verbs in the perfect tenses.
Instruct students to list
down verbs in perfect past
tense form.
Students answer the
activity on page 346 (B.
Perfecting the Past)
Discussion on Discussion of the Guideposts in Students answer Task 5:
“Anecdotes”. writing an informative speech. Wordy Bubble Vocabulary on
page 356 orally.
Divide the class into 6 Presentation of rubrics. Read the story and answer
groups. Instruct students the questions that follow.
to do Task 10: Differently
the Same. Learners will predict what will
Group 1 – Hopefully, Just happen next in the story by
Like Ka Ponso using the questions provided
Group 2 – A Helping as their guide.
Checklist
Group 3 – Get the
Message Across
Group 4 – Classroom
Patrol
Group 5 – A Letter for a
Friend
Group 6 – Quotable
Quotes
Ask students to list down the
important roles that the
farmers play in our lives.
Add, “What will happen if
there are no farmers? How will
you show your appreciation to
the farmers?”
The Hunger in Barok made
me realize that
_________________.
Presentation of outputs. Writing Proper.
Process students’ Collect students output. If they
outputs. cannot finish it, give the
Give feedbacks. activity as an assignment.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
24
 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 used/discover
which I wish to share with other
teachers?
Prepared by: Checked: Date:
KARRINA JUNE A. PANELO LEILANI B. NAVARRO
Subject Teacher Head Teacher III, BantayNHS _________________________________________
School: Tagudin National High School Grade Level: 7
GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 7 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards: 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, 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.

25
 C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7LT-III-d-5: Discover literature
as a tool to assert one’s unique
identity and to better
understand other people
EN7LT-III-d2.2.2: Explain literary
devices used
Complete the summary of the
story by filling in the blanks with
the correct words
EN7G-III-e-3: Use direct and EN7OL-III-d-3: Employ the
reported speech appropriately in appropriate oral language and
varied contexts stance in an interview, a panel
discussion, in a forum and in a
debate
EN7G-III-h-3: Use the past and
past perfect tenses correctly in
varied contexts
EN7G-III-g-3: Use direct and
reported speech appropriately
in varied contexts
EN7OL-III-d-3: Employ the
appropriate oral language and
stance in an interview, a panel
discussion, in a forum and in a
debate
EN7G-III-h-3: Use the past and
past perfect tenses correctly in
varied contexts
EN7G-III-g-3: Use direct and
reported speech appropriately
in varied contexts
Practice for the role play
presentation

II. CONTENT HUNGER IN BAROK DIRECT AND REPORTED THE BLOOD OF A HERO PRACTICE FOR THE ROLE ICL
SPEECH PLAY PRESENTATION
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 351 – 359 pp. 360 – 363 pp. 364 – 369 pp. 364 – 369

2. Learner’s Materials Pages pp.355-362 pp. 365 pp. 368 - 370 pp. 368 – 370

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/
Presenting New Lesson
B. Establishing Purpose of the
Lesson
Assess if they can still
remember the story by
providing a “fill in the
blanks” activity (provide
choices to the students)
Checking and processing of
answers.
Present Task 7: Language Collect students’
Connections on page 364. homework.
Ask one representative
Answer questions that follow. from each group to read
his/her work.
Give feedbacks.
Process students’ answers. Retain the groupings.
Tell the students that they
are going to use all the
language and literary skills
that they developed in this
lesson to perform the final
task.
Check if students are done
with their scripts.
Remind the students about
the rubrics to be used on
the presentation.
Give time for students to
make their props and
practice for the
presentation.

26
 Present Task 9. The Blood of The teacher facilitates the
the Hero. practice.

C. Presenting Examples/ Discuss the conduct of the

Instances of the New Lesson talk show (This is Good To
Know. A. Gearing Up The
Show, B. Running the Show,
C. Ending the Show)
Presentation of the rubrics.

Give time limit to each

D. Discussing New Concepts Divide the class into
and Practicing New Skills 5groups. They will do task A
on page 362 – 364.
Group 1 – The Moody Story
Group 2 – Toning in With the
Writer
Group 3 – The T-Chart
Theme
Group 4 – Locally Yours
Group 5 – Happy to Help
E. Developing Mastery
F. Finding Practical Application
of concepts and skills in
daily living
G. Making generalizations and
applications
H. Evaluating Learning Presentation of students’
outputs.
Process students’ outputs
and give feedbacks.
I. Additional Activities
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn?
group. (3- 5minutes per
group)
Discuss about direct and
reported speech on page 365.
Instruct students to answer
Task B. What Did You Say?
orally.
Ask, “Imagine you are in a
conversation, what do you
think will happen if you cannot
transform a direct speech to
an indirect speech correctly?”
Contrast direct and indirect
speech.
Students do Task 8. Rescue Students will do the activity.
Hotline
Divide the class into 6 groups
to determine their writing
tasks; however, the activity
will be done individually. If the
students cannot finish the
activity, allow them to bring it
home.
Give feedbacks for the
practices.

27
 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 used/discover
which I wish to share with other
teachers?

Checked: Date:
Prepared by:
KARRINA JUNE A. PANELO
LEILANI B. NAVARRO _________________________________________
Subject Teacher
Head Teacher III, BantayNHS

School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 8 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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, 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.
EN7OL-III-d-3: Employ the EN7VC-III-d-13: Determine the key EN7G-III-c-2: Use the passive EN7OL-III-c-3: Employ the
appropriate oral language and message conveyed in the material and active voice meaningfully appropriate oral language and
stance in an interview, a panel viewed in varied contexts stance in an interview, a panel
discussion, in a forum and in a discussion, in a forum and in a
debate EN7V-III-a13.11: Categorize words or debate

28

II. CONTENT
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 Resources
IV. PROCEDURES/ ACTIVITIES
A. Reviewing Previous Lesson/
Presenting New Lesson
B. Establishing Purpose of the
Lesson
expressions according to shades of EN7OL-III-a-5: Use the
EN7G-III-h-3: Use the past and meaning appropriate prosodic features
past perfect tenses correctly EN7V-III-g13.11.2: Identify words or of speech during interviews,
in varied contexts expressions with part-whole discussions and forums
(partitive) relations
EN7LT-III-a-5: Discover literature as a
tool to assert one’s unique identity
and to better understand other peopl
ROLE PLAY PRESENTATION MY FATHER GOES TO COURT ACTIVE AND PASSIVE VOICE PANEL DISCUSSION ICL
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 364 – 369 pp. 371 – 374 pp. 374 – 378 pp. 379 – 382
-- pp.373 – 377 pp.379 pp.384-387
Draw lots for the Show students picture of To check students’ Ask students if they worked
presentation. “Ipaglaban Mo” TV Show. comprehension, give a on their assignment. Check
Ask: matching type activity that for those who did not make
1. Who are familiar with shows cause and effect that their assignments.
this TV show? happened in the story.
2. What is this all about?
3. Why do you think people Process students’ answers.
go to court?
Reiterate the rubrics done. Say, “Today we shall be reading Let students watch a video Presentation and discussion
Give rules during the a story, entitled, “My Father clip (Task 7: Language of Task 11 and Task 11.B on
conduct of the Goes to Court” by Carlos Connection, Video Clip). pages 385 – 386.
presentation. Bulosan. We will find out later Instruct them to do the
why the father needs to go to activity that follows.
court.
Process students’ answers.
Students answer Task 3: Treat
Me and Task 4: Vocabulary
Exercise orally.
Ask students to analyze the
words by looking at words that
are related to the expression
29
 “Justice delayed, Justice denied.”

C. Presenting Examples/ Present a short biography of Give rubrics for panel

Instances of the New Lesson Carlos Bulosan. discussion.
D. Discussing New Concepts Oral reading of the story and Discussion of active and Present the topic for panel
and Practicing New Skills answering the questions that passive voice. discussion, “Culture should
follow (segmented reading) be left behind in favor of
modernization”.

Give students time to write

an outline of their ideas and
opinion.
E. Developing Mastery Presentation by group. Students answer comprehension Students answer activity C:
Give grades, feedbacks questions on page 377. Sentence Craft on pages
and commendation. 379 – 380.

F. Finding Practical Application Present the quotation, “Don’t

of concepts and skills in judge a book by its cover” –
daily living instruct students to give explain
the quotation by giving real life
situations.
G. Making generalizations and
applications
H. Evaluating Learning Ask learners to complete Panel Discussion Proper
the “Big Idea Chart” on Give feedbacks, and
page 370. commendations.
I. Additional Activities For their assignment,
instruct students to do Task
11:A Photo Essay on page
384-
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
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

30
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 used/discover
which I wish to share with other
teachers?
Prepared by:
KARRINA JUNE A. PANELO
Subject Teacher
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Checked: Date:
LEILANI B. NAVARRO _________________________________________
Head Teacher III, BantayNHS
School: Tagudin National High School Grade Level: 7
Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 9 Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 perfect tenses and sentence connectors.
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, 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.
EN7RC-III-h2.13: Distinguish fact from EN7OL-III-a-1.3: Express ideas, EN7G-III-a-1: Link sentences EN7OL-III-d-3: Employ the
opinion, fantasy from reality in the opinions, feelings and emotions using logical connectors that appropriate oral language and
text during interviews, group/panel signal chronological and logical stance in an interview, a panel
discussions, forums/fora, debates, sequence and summation discussion, in a forum and in a
EN7LT-III-a-5: Discover literature as a etc. debate
tool to assert one’s unique identity EN7OL-III-a-5: Use the EN7WC-III-i2.2.15: Compose a
and to better understand other appropriate prosodic features of personal letter to a friend, Familiarize oneself with the
people speech during interviews, relative, and other people conduct of debate
discussions and forums
31
 EN7LT-III-i-3: Explain how a selection EN7VC-III-d-13: Determine the key
may be influenced by culture, history, message conveyed in the
environment, and other factors material viewed
EN7LT-III-i-3: Explain how a
EN7RC-III-e-2.8: Make predictions selection may be influenced by
about the text culture, history, environment, and
other factors
EN7RC-III-a-8: Use one’s schema to EN7G-III-a-1: Link sentences using
better understand a text logical connectors that signal
chronological and logical
sequence and summation

II. CONTENT MAN IN DAPITAN MAN IN DAPITAN SUBORDINATING INTRODUCTION TO DEBATE ICL
CONJUNCTIONS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 385 – 387 pp. 385 – 387 pp.391-393 pp. 394 – 397

2. Learner’s Materials Pages pp.390-396 pp.390-396 pp-400 pp.400-405

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/
Presenting New Lesson
B. Establishing Purpose of the
Lesson
Present Task 1: Facts or Bluffs
Limit the statements to three
(English is our second language,
People judge others through
appearance, There is nothing
young people can teach older
people)
Encourage learners to
reasons for their stand.
Guide students to the
activity.
Show a short movie clip showing
the life of Dr. Jose Rizal in
Dapitan.
Ask students:
Post pictures that show the
plot of the story, “Man in
Dapitan”.
Tell students to give the
events that happened in the
story based on the pictures
given. Students should use
logical connectors to link the
give events. (if students will have
a hard time with
accomplishing the activity,
next the teacher might as well
give the events and students
are just going to write the
logical connectors).
Present Task 7: Field Reporting
Show pictures of different Collect students’ activity.
bridges around the world (1 Ask five (5) students to
international, nation and read their letter.
town, as Golden Gate
Bridge, San Juanico Bridge, The teacher may use a
Amburayan) background music while
students are reading for a
Ask students if they know more dramatic effect.
the names of the bridges.
Continue to ask, “What is Give feedbacks and
the function of the bridge?” commendations.
Say, “Conjunction is like a Divide the class into 6
bridge.” groups.
Present Task 11. Six
Present Task 9: A. Thinking HAT Tools.
Conjunction Group Work
32
 1. Who is the man in the video? Group 1 – Fact Hat
2. What did this man do in Group 2 – Informative Hat
Dapitan? Group 3 – Feeling Hat
3. When was he exiled in Group 4 – Negative Hat
Dapitan? Group 5 – Positive Hat
4. What can you remember Group 6 – Creative Hat
about Dr. Jose Rizal?

C. Presenting Examples/ Present Task 3: Predicting Allot 25 minutes for students Discussion of Subordinating
Instances of the New Lesson Outcomes to prepare for the Field Conjunctions on page 398-
Reporting. 399.
Say, “Today we shall be reading a
story entitled, “Man in Dapitan” Present guide questions found
by Loreto Paras Sulit”. on page 396.

Do Task 5: Line Match orally.

D. Discussing New Concepts Present a short biography of Give students 15 – 20

and Practicing New Skills Loreto Paras – Sulit. minutes to do the task.

Present Task 6. Reading Time. Give 5 minutes time limit

Oral Reading of the story. for the presentation.
E. Developing Mastery Answer comprehension questions Students do Task 9.B. Let’s
on page 396. Connect (Exercises on
Subordinating
Conjunctions).
F. Finding Practical Application Ask, Students do Task 9.C. i-
of concepts and skills in 1. “Do you consider doctors as Message
daily living heroes? Why or why not?” Process students’ answers.
2. If you were a doctor, what
kind of disease do you want
to cure? Why?
G. Making generalizations and
applications
H. Evaluating Learning Each group will be presenting Instruct students to do Task Presentation by group.
for 5 minutes. D. E-mail Writing to a Friend Process students’ outputs.
Give feedbacks and (if they cannot finish the
commendations. letter, they can have it as a
homework.)
I. Additional Activities
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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

33
 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 used/discover
which I wish to share with other
teachers?
Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS

School: Tagudin National High School Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Mrs. Karrina June A. Panelo Learning Area: English
Teaching Dates and Time: Week 10 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: 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 perfect tenses and sentence connectors.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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, 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.
EN7OL-III-c-3: Employ the EN7WC-III-b2.1: Compose EN7OL-III-c-3: Employ the
appropriate oral language and personal and factual recounts appropriate oral language and
stance in an interview, a panel EN7G-III-a-1: Link sentences using stance in an interview, a panel
discussion, in a forum and in a logical connectors that signal discussion, in a forum and in a
debate chronological and logical debate
sequence and summation
EN7G-III-i-3: Use the past and
past perfect tenses correctly in
varied contexts
Write a speech for debate
presentation using personal and

34
 factual recounts, statistics

Use logical connectors to show

connection and relationship
between and among ideas
presented

Use past and past perfect tense

forms of the verb in the speech

II. CONTENT DEBATE SPEECH WRITING FOR DEBATE DEBATE PROPER THIRD PERIODICAL THIRD PERIODICAL
EXAMINATION EXAMINATION
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 396 – 397 pp. 396 – 397

2. Learner’s Materials Pages pp.401 – 405 pp.401 – 405 pp. 401 – 405

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/ Review of last week’s Ask students about their Reiterate the rubric and
Presenting New Lesson activity. topics for debate. conduct of the debate.
B. Establishing Purpose of the Let students watch a sample Give guide questions in
Lesson of debate. writing their speeches for
debate presentation.
Give them checklist of
observations. Instruct
students to check if the
following statements are
observed.
C. Presenting Examples/ Discuss the sample of
Instances of the New Lesson debate watched and
checking of the activity.
D. Discussing New Concepts Present and discuss Task 12.
and Practicing New Skills A Bit of Beat (Simple
Debate).

Give rubrics for the debate

presentation.

Retain groupings. Identify

sets of two opposing teams

35
 (Group 1 Vs. 6, 2 Vs. 5, 3 Vs.
4).

Give topic/ resolutions/issues

for each set.
E. Developing Mastery
F. Finding Practical Application
of concepts and skills in
daily living

G. Making generalizations and

applications
H. Evaluating Learning Writing of Speeches Debate Proper
Give feedbacks and
commendation
I. Additional Activities Give students pointers to
review for the Third
Quarterly Exam.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
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 used/discover
which I wish to share with other
teachers?

Prepared by: Checked: Date:

KARRINA JUNE A. PANELO LEILANI B. NAVARRO _________________________________________

Subject Teacher Head Teacher III, BantayNHS
36
37