DAILY LESSON LOG

Teacher Violeta A. Dela Cruz Grade Level Seven

Teaching Date Nov.26, 2018 Learning Area English
Teaching Time 6:50 – 7:40 St. Francis Quarter Third
7:40- 8:30 St. Calungsod
9:50 – 10:40 St. James
10:40- 11:30 St. Ruiz
11:30 – 12:20 St. Luke

Objectives must be met during the day and connected to the

curriculum standards.
I. OBJECTIVES
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
A. Content Standard:
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past 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 ,
B. Performance Standard 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.
EN7LT-III-d-5: Discover literature as a tool to assert
C. Learning Competencies/Objectives one’s unique identity and to better understand other
(Write the LC code for each) people .

Text : Where is the Patis?

II. CONTENTS by Carmen Guerrero Nakpil

III. LEARNING RESOURCES Textbook, visual aids

A. References
1. Teacher’s Guide pages 112
2. Learner’s Materials pages 328 - 329
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

These steps should be done during the day.

Constructivism/ Direct Instruction / Chunking
Pedagogical Approach / Strategy / Activity
Read Aloud
A. Establishing a purpose for the lesson Patis is part of Philippine culture.

B. Presenting examples/ instances of the new 1. Motivation : Do you remember our activity last Friday
about sauce for a cause?
lesson.
2. Presentation of the lesson
 Discussing new concepts and new skills
First reading of the selection : (by the teacher)
(Activity #2)
 As she reads the selection, she has to stop on the “wait”
part and let the students answer the question/s.

 Developing Mastery Ex. If you will be given a chance to travel to another

(leads to Formative Assessment) country, where will you go? Why?

 Finding practical applications of concepts It is believed that reading aloud to students is a good
and skills in daily living pr practice, as it increases their vocabulary , etc.
Eating a meal – lunch or dinner, Filipinos love to have
 Making Generalization and abstractions
A sauce that go with the viand. Be it patis, soy sauce with
about the lesson calamansi, or bagoong.
C. Evaluating Learning Asking questions as the selection is chunked’
D. Additional activities for application or
remediation
1 REMARKS
2 REFLECTION
St. Francis St. Ruiz
A. No. of learners who earned 80% on the
St. Calungsod St. Luke
formative assessment St. James
No. of learners who require additional
activities for remediation
B. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
C. No. of learners who continue to require
remediation
D. Which of my teaching strategies worked
well? Why did these work?
E. What difficulties did I encounter which my
principal or supervisor can help me solve?
F. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?

Checked by: Noted:

Prepared by:

VIOLETA A. DELA CRUZ ZENAIDA G. ARCENA GINA C. BENCITO

Teacher II Head Teacher III – English Principal III

DAILY LESSON LOG

Teacher Violeta A. Dela Cruz Grade Level Seven
Teaching Date Nov.20, 2018 Learning Area English
Teaching Time 6:50 – 7:40 St. Francis Quarter Third
7:40- 8:30 St. Calungsod
9:50 – 10:40 St. James
10:40- 11:30 St. Ruiz
11:30 – 12:20 St. Luke

Objectives must be met during the day and connected to the

curriculum standards.
I. OBJECTIVES
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
A. Content Standard:
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past 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 ,
B. Performance Standard 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.
EN7G-III-a-1: Link sentences using logical connectors
C. Learning Competencies/Objectives that signal chronological and logical sequence and
(Write the LC code for each) summation .

Logical Connectors
II. CONTENTS
III. LEARNING RESOURCES Textbook, visual aids
A. References
1. Teacher’s Guide pages 112
2. Learner’s Materials pages 328 - 329
3. Textbook pages English communication Arts and Skills Through Fil. Lit.
pp. 208-209
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources English II (BEC) p. 236

These steps should be done during the day.

Pedagogical Approach / Strategy / Activity

Constructivism/ Thinking Skill/ RMFD
A. Establishing a purpose for the lesson Students must learn how to write chronologically
Continuation of “ The Patis and I”
B. Presenting examples/ instances of the new
lesson.

 Discussing new concepts and new skills (Recall) What are the different logical connectors?
1. Enhancement Exercise :
(Activity #2)
(Model) Writing a “How –to” Process Paper
Have them use chronological connectors in preparing
Polvoron.
  Developing Mastery 2. (Familiarity) How to cook adobo
(leads to Formative Assessment)
 Finding practical applications of concepts Logical connectors maybe chronological, additional in-
and skills in daily living formation, beginning, or summation/closure.

 Making Generalization and abstractions Logical connectors are used to link two or more ideas
about the lesson related with one another.

C. Evaluating Learning (Task 2)

D. Additional activities for application or Assignment :

remediation How to Cook Adobo
1. REMARKS
2. REFLECTION
St. Francis St. Ruiz
A. No. of learners who earned 80% on the
St. Calungsod St. Luke
formative assessment
St. James
No. of learners who require additional
activities for remediation
B. Did the remedial lessons work? No. of
learners who have caught up with the lesson
C. No. of learners who continue to require
remediation
D. Which of my teaching strategies worked
well? Why did these work?
E. What difficulties did I encounter which my
principal or supervisor can help me solve?
F. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Checked by: Noted:

Prepared by:

VIOLETA A. DELA CRUZ ZENAIDA G. ARCENA GINA C. BENCITO

Teacher II Head Teacher III – English Principal III

DAILY LESSON LOG

Teacher Violeta A. Dela Cruz Grade Level Seven

Teaching Date Nov.21, 2018 Learning Area English
Teaching Time 6:50 – 7:40 St. Francis Quarter Third
7:40- 8:30 St. Calungsod
9:50 – 10:40 St. James
10:40- 11:30 St. Ruiz
11:30 – 12:20 St. Luke

Objectives must be met during the day and connected to the

curriculum standards.
I. OBJECTIVES
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
A. Content Standard:
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past 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 ,
B. Performance Standard 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.
EN7G-III-a-1: Link sentences using logical connectors
C. Learning Competencies/Objectives that signal chronological and logical sequence and
(Write the LC code for each) summation .

II. CONTENTS Logical Connectors

III. LEARNING RESOURCES Bond paper

A. References
1. Teacher’s Guide pages 112
2. Learner’s Materials pages 328 - 329
3. Textbook pages Workbook in English I by Marie Cielo Cariño pp. 34 - 35
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

These steps should be done during the day.

Pedagogical Approach / Strategy / Activity

Constructivism/ Thinking Skill/ TGA
A. Establishing a purpose for the lesson Students must learn how to write a coherent paragraph

B. Presenting examples/ instances of the new (Tell) Logical Connectors or Transition words are used to
show the sequence of ideas in the paragraph.
lesson.
 Discussing new concepts and new skills (Guide) Number the sentences in the way that they
should appear in a paragraph. Connecting words are
(Activity #2)
underlined to help you. Then, write the sentences in
paragraph form.

(Act) Informal Writing 3.2

Logical Connectors
 Developing Mastery
(leads to Formative Assessment) A. ____ For example, ostriches and penguins cannot fly.
______ The fastest birds can fly 160 km. per hour.
  Finding practical applications of concepts The sentences in a paragraph are well- organized so
and skills in daily living that the flow of thought is not broken.

 Making Generalization and abstractions Logical connectors are used to link two or more ideas
about the lesson rerelated with one another.

C. Evaluating Learning (Act) Enhancement Exercise :

B. _____ This great invention was the result of many
D. Additional activities for application or
years of training.
remediation _____ But Bell was the first to succeed.
I provided the students with a format of a paragraph.
But many students still did not follow, which means that
1. REMARKS
they do not know the rules in paragraph writing. I will
make this a process writing.
2. REFLECTION
St. Francis St. Ruiz
A. No. of learners who earned 80% on the
St. Calungsod St. Luke
formative assessment St. James
No. of learners who require additional
activities for remediation
B. Did the remedial lessons work? No. of
learners who have caught up with the lesson
C. No. of learners who continue to require
remediation
Process writing. Because it is repeated writing, the
D. Which of my teaching strategies worked
students will eventually learn the rudiments of writing.
well? Why did these work?
E. What difficulties did I encounter which my
principal or supervisor can help me solve? None
F. What innovation or localized materials did I
use/discover which I wish to share with other N/A
teachers?

Checked by: Noted:

Prepared by:

VIOLETA A. DELA CRUZ ZENAIDA G. ARCENA GINA C. BENCITO

Teacher II Head Teacher III – English Principal III

DAILY LESSON LOG

Teacher Violeta A. Dela Cruz Grade Level Seven

Teaching Date Nov.22, 2018 Learning Area English
Teaching Time 6:50 – 7:40 St. Francis Quarter Third
7:40- 8:30 St. Calungsod
9:50 – 10:40 St. James
10:40- 11:30 St. Ruiz
11:30 – 12:20 St. Luke

Objectives must be met during the day and connected to the

curriculum standards.
I. OBJECTIVES
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
A. Content Standard:
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past 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 ,
B. Performance Standard 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.
EN7G-III-a-1: Link sentences using logical connectors
C. Learning Competencies/Objectives that signal chronological and logical sequence and
(Write the LC code for each) summation .

II. CONTENTS Logical Connectors - Quiz

III. LEARNING RESOURCES Textbook, visual aids

A. References
1. Teacher’s Guide pages 112
2. Learner’s Materials pages 328 - 329
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

These steps should be done during the day.

Pedagogical Approach / Strategy / Activity

Constructivism/ Thinking Skill/ TGA / Activity- based
A. Establishing a purpose for the lesson To assess students’ learning.
1.Quiz:
B. Presenting examples/ instances of the new 1- 5. Write your morning schedule using chronological
lesson. connectors.

 Discussing new concepts and new skills 6-10. Number the sentences in which they should appear
in the paragraph.
(Activity #2)
2. Checking/recording
3. Group Activity :
Using strips of paper where sentences of a story
entitled “Strength in togetherness” are written.
Each strip will be given to each group member; they will
 Developing Mastery
then arrange the sentences in the order in which they
(leads to Formative Assessment) should appear in the paragraph.
  Finding practical applications of concepts
and skills in daily living
 Making Generalization and abstractions Logical connectors are used to link two or more ideas
about the lesson related with one another.

C. Evaluating Learning Quiz

D. Additional activities for application or

remediation none
It is really wrong to assume that a lesson is easy for the
students. I asked them to list down the things that they
1. REMARKS do before going to school using logical connectors. Many
of them do not know the verb : tooth brushing, wear,put
on, etc.
2. REFLECTION
St. Francis 10/23 St. Ruiz 5
A. No. of learners who earned 80% on the
St. Calungsod 20/35 St. Luke 12
formative assessment St. James 23/40
No. of learners who require additional
activities for remediation
B. Did the remedial lessons work? No. of
learners who have caught up with the lesson
C. No. of learners who continue to require
remediation
D. Which of my teaching strategies worked
well? Why did these work?
E. What difficulties did I encounter which my None
principal or supervisor can help me solve?
F. What innovation or localized materials did I N/A
use/discover which I wish to share with other
teachers?

Checked by: Noted:

Prepared by:

VIOLETA A. DELA CRUZ ZENAIDA G. ARCENA GINA C. BENCITO

Teacher II Head Teacher III – English Principal III

DAILY LESSON LOG

Teacher Violeta A. Dela Cruz Grade Level Seven
Teaching Date Nov.23, 2018 Learning Area English
Teaching Time 6:50 – 7:40 St. Francis Quarter Third
7:40- 8:30 St. Calungsod
9:50 – 10:40 St. James
10:40- 11:30 St. Ruiz
11:30 – 12:20 St. Luke

Objectives must be met during the day and connected to the

curriculum standards.
I. OBJECTIVES
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
A. Content Standard:
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past 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 ,
B. Performance Standard 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.
EN7G-III-a-1: Link sentences using logical connectors
C. Learning Competencies/Objectives that signal chronological and logical sequence and
(Write the LC code for each) summation .

II. CONTENTS Text: Where’s the Patis ?

III. LEARNING RESOURCES Textbook, visual aids

A. References
1. Teacher’s Guide pages 112
2. Learner’s Materials pages 320 - 325
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

These steps should be done during the day.

Constructivism/ Thinking Skills/TGA
Pedagogical Approach / Strategy / Activity

A. Establishing a purpose for the lesson “ Patis” is part of Filipino culture.

Task 1:Deliciously different.
B. Presenting examples/ instances of the new Group the following foods according to their origin.
lesson. Luzon/ visayas/Mindanao
Task 2. A Sauce for a Cause.
 Discussing new concepts and new skills
The teacher reads a short article about the different
(Activity #2) sauces in the Philippines. Have the students list down
all the sauces mentioned in the artiicle.

 Developing Mastery
(leads to Formative Assessment)
  Finding practical applications of concepts
and skills in daily living
 Making Generalization and abstractions
about the lesson
C. Evaluating Learning
D. Additional activities for application or
remediation
1. REMARKS
2. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
No. of learners who require additional
activities for remediation
B. Did the remedial lessons work? No. of
learners who have caught up with the lesson
C. No. of learners who continue to require
remediation
D. Which of my teaching strategies worked
well? Why did these work?
E. What difficulties did I encounter which my
principal or supervisor can help me solve?
F. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by: Noted:

VIOLETA A. DELA CRUZ ZENAIDA G. ARCENA GINA C. BENCITO

Teacher II Head Teacher III – English Principal III