Annex 1B to DepEd Order No. 42, s.

2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 1 (August 22-26, 2022) Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb agreement.

C.  Learning Competencies: EN7V-IV-c-23.2 EN7V-IV-c-23.3 EN7V-IV-c-23.4

Write the LC code
for each Supply other words or Supply other words or Supply other words or
expressions that complete an expressions that complete an expressions that complete an
analogy analogy analogy

Contextualize Objective: Knowledge: Identify the Skills: Choose/supply the Attitudes: Explain sincerely how
relationship between the words in word/pair of words that the skills used in analogy can be
a pair on the basis of their completes the analogy. applied in everyday life situation
structure

II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Getting to Know Each Other

Stage/Setting-up House Rules ANALOGY ANALOGY ANALOGY PSS

III. LEARNING 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Instructional Plan in English 7 Instructional Plan in English 7 Instructional Plan in English 7
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials MELC MELC MELC
fr Learning Resource
(LR) portal
 B. Other Learning K to 12 Grade 7 Curriculum Guide. K to 12 Grade 7 Curriculum Guide. K to 12 Grade 7 Curriculum Guide.
Resources Marigondon, Lapu-lapu City Marigondon, Lapu-lapu City Marigondon, Lapu-lapu City
Division K to12 Learning Guide for Division K to12 Learning Guide for Division K to12 Learning Guide
English Grade 7 (Quarter 4) pp. 17- English Grade 7 (Quarter 4) pp. for English Grade 7 (Quarter 4)
19. 17-19. pp. 17-19.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Introduction and Getting to know Set a daily classroom routine Review what an analogy is and Review of the previous concepts
Lesson or Presenting the the new atmosphere as a High what a synonym and antonym presented about analogy
New Lesson School student Activate student's stock are as presented the previous
knowledge in English day

B. Establishing a purpose Setting-Up the House Rules Present the goal in this lesson Let students read aloud again Students read aloud again the
for the lesson and let students read aloud the the objective of the lesson objective of the day
goal for the day.

C. Presenting *Explain the grading system and

Set up a mock Jeopardy board on
Present the other 3 types of Introduce the other 5 types of
Examples/Instances of the talk about the house rules analogy (Characteristics, analogy
the classroom by taping pieces of
Lesson *Present the coverage of the Part/Whole and Degree)
paper to the blackboard. Have
lesson
one word for each category
name.
D. Discussing New Concepts *Present and explain to the Analogy is a comparison between Process each type and give Discuss the ff. types
and Practicing New Skills #1 students the Content Standards two things that are usually additional examples apart from Type
and Performance Standards for thought to be different from each what is presented in the slide. Tool/Worker
the first quarter other, but have some similarities. Action/Object
They help us understand things Item/Purpose
by making connections and Product/Worker
seeing relationships between
them based on knowledge we
E. Discussing New Concepts already possess.
Motivate learners to think and let
and Practicing New Skills # them give an example for each
2 Discuss what an analogy is… type

F. Developing Mastery Present the first 2 types of 1. How did you arrive at your answers?
2. What steps did you take before you
( Leads to Formative analogy (Synonym and Antonym) came up with your answers?
Assessment 3) Written Work on the first 5 types of 3. What word relationships have you
analogy encountered?
4. How do we call these comparisons?
5. From the examples we have, how do
you define analogy?
G. Finding Practical Ex. Apple is to red while _____ is 1. Are those skills important to
you? Why?
Applications of Concepts to yellow. 2. How can these skills be applied in your
and Skills in Daily Living Tongue is to taste as _____ is to everyday life situation? Who can give
smell. situations wherein those skills are
commonly used.

H. Making generalizations Identify what kind of relationship This type of comparison plays a
significant role not only in improving
and abstractions about the being presented in analogy problem solving and decision making
lesson skills, but also in perception and memory,
as well as communication and reasoning
skills. Learning analogies can help with
reading and building vocabulary.

A. Choose the word that completes the

analogy and identify the relationship of
I. Evaluating Learning the pairs of words.

J. Additional activities for

application or remediation

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?
A. No. of learners who earned
80% in the evaluation 80% of the total population
B. No. of learners who require
additional activities for 20% of the total population especially the students needing remediation
remediation
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 10% of the total population.
require remediation
E.  Which of my teaching
strategies work well? Why did Activity-based learning, of course, with the inputs from the teacher
these work?
F.  What difficulties did I
encounter which my principal or Dealing with students who always need discipline and attention
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used explicit methods in teaching the English language esp. for Grade 7 Students.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III
Noted by: FLORIELYN Q. SAJULGA
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:W2 (August 30-Sept. 02, 2022) Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb agreement.

C.  Learning Competencies: EN7V-IV-c-23.4 EN7V-IV-c-23.4 EN7VC-I-d-6

Write the LC code Supply other words or Supply other words or Identify the genre, purpose,
for each expressions that complete an expressions that complete an intended audience and features of
analogy analogy various viewed texts such as movie
clip, trailer, newsflash, internet-
based program, documentary video
Contextualize Objective: Attitudes: Explain sincerely how 1. identify the different viewing genre.
2. describe the features of each genre.
the skills used in analogy can be
applied in everyday life situation
II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Buwan Ng Wika
Holiday Analogy
(Short Celebration)
Analogy/Viewed Texts Genres of Viewing

III. LEARNING 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
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
pages 90-92
Pages
3. Additional Materials Learning Package/Teacher's Learning Package/Teacher's Learning Package/Teacher's
fr Learning Resource Guide Guide Guide
(LR) portal Grade 7 English First Quarter Grade 7 English First Quarter Grade 7 English First Quarter

B. Other Learning
Resources
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
IV. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Revisiting and reviewing the

Lesson or Presenting the learning competency on analogy
New Lesson since based from the result of the Attention-getting signal: Set the
formative test many students did learning environment to learn
not attain the mastery level other skills and competencies

B. Establishing a purpose Present the goal again in this Remind students of the goal Present objectives in the lesson
for the lesson lesson and let students read and ask if these are achieved and let students read aloud
aloud them aloud. or not? them aloud.

C. Presenting Analogy Game Recording of students' scores

Examples/Instances of the WHICH ONE? Choose the and feedback giving before
Lesson answer that best completes the proceeding to the next
Conduct a 10 item pre-test
analogy. learning competency

D. Discussing New Concepts *Ask students what are the Present the new learning Task 2: The Genre Challenge
Copy the Grid below in your notebook.
and Practicing New Skills #1 barriers and reasons of not competency Recall the titles of the story you have
attaining the mastery level in the read
competency and have them listed on the chart below.
You can include two titles in your
example. Are you ready to revisit your
memory? Come on! Start Recalling.
E. Discussing New Concepts Reteaching of the concepts Identify the genre, purpose,
Teacher Input:
and Practicing New Skills # 1.Definition of Analogy
intended audience and
2 2.The different types of analogy will be features of various viewed
introduced to help the students understand texts such as movie clip,
better the word relationships. trailer, newsflash, internet-
based program, documentary
F. Developing Mastery Supply the missing word in every item video
without the given choices:
( Leads to Formative 1. fur:bear ::leaf:_____
Assessment 3) 2. cow:farm::lion:_______ Explain to students what the
3. driver:bus::pilot:_______ competency is
4. hot:cold::up:_____
5. pen:writer::hammer:________

G. Finding Practical How can these skills be applied in

Applications of Concepts your everyday life situation? Who
and Skills in Daily Living can give situations wherein those
skills are commonly used.
 H. Making generalizations Ask students these questions:
and abstractions about the What is analogy?
What are the ten types of analogy?
lesson How
important is analogy in real life
situations?

Supply the missing word in every item

I. Evaluating Learning without the given choices

J. Additional activities for

application or remediation

V.   REMARKS
Time constrains…to be continued
next week

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?
A. No. of learners who earned
80% in the evaluation 80% of the total population

B. No. of learners who require

additional activities for 20% of the total population especially the students needing remediation
remediation
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 10% of the total population.
require remediation
E.  Which of my teaching
strategies work well? Why did Activity-based learning, of course, with the inputs from the teacher
these work?
F.  What difficulties did I
encounter which my principal or Dealing with students who always need discipline and attention. Moreover, students' fundamental skills in vocabulary and
supervisor can help me solve? comprehension need to be refreshed and strengthened
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used explicit methods in teaching the English language esp. for Grade 7 Students.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS

Noted by: FLORIELYN Q. SAJULGA

School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Rose

GRADE 7 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:W4 (Sept. 12-16, 2022) Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb agreement.

C.  Learning Competencies: EN7VC-I-d-6 EN7VC-I-d-6 EN7VC-I-d-6 EN7VC-I-d-6

Write the LC code Identify the genre, purpose, Identify the genre, purpose, Identify the genre, purpose, Identify the genre, purpose,
for each intended audience and features of intended audience and features of intended audience and features of intended audience and features
various viewed texts such as movie various viewed texts such as movie various viewed texts such as movie of various viewed texts such as
clip, trailer, newsflash, internet- clip, trailer, newsflash, internet- clip, trailer, newsflash, internet- movie clip, trailer, newsflash,
based program, documentary video based program, documentary video based program, documentary video internet-based program,
documentary video
Contextualize Objective: Knowledge: Knowledge: skills: Observe the correct subject-verb Attitude:
agreement;

1. identify the 1. identify the different 1. Display the

different viewing genre. viewing genre. value of appreciating a literary
2. describe the features of each genre. 2. describe the features of each genre. genre
II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Literary Genre and Subject-Verb Agreement

III. LEARNING 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
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
pp. 90-92 pp. 90-92 pp. 90-92 pp. 90-92 pages 90-92
Pages
3. Additional Materials Learning Package/Teacher's Learning Package/Teacher's Learning Package/Teacher's
fr Learning Resource Guide Guide Guide
(LR) portal Grade 7 English First Quarter Grade 7 English First Quarter Grade 7 English First Quarter
 B. Other Learning
Resources Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
IV. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Attention Getting Signal Attention Getting Signal Attention Getting Signal Attention Getting Signal Attention Getting Signal
Lesson or Presenting the
New Lesson

B. Establishing a purpose Motive Question Motive Question

Preliminary
Motive Question
Preliminary
Motive Question
for the lesson Present objectives in the Present objectives in the Present objectives in the Present objectives
Preliminary Activities Activities Activities Preliminary Preliminary Activities
lesson and let students read lesson and let students read lesson and let students read in the lesson and let students
Activities
aloud them aloud. aloud them aloud. aloud them aloud. read aloud them aloud.

C. Presenting PICTURE –WORD Post on screen the different genres How much you already know? Review the points on the
Examples/Instances of the Directions: Look at the illustrations: of viewing: strong need to observe
Label each with its reflected movie clip, trailer, newsflash, correct subject-verb
Lesson information. Feel free to express
Review Review
internet-based of the Previous
program, Review of the agreement in writing or in Review
your
of observation.
the Previous Lesson Lesson
documentary, video, Previous Lesson of the Previous Lesson
speaking
and weather reports? Review of the Previous
D. Discussing New Concepts Ask the following questions to the Analyze the statements posted on Discuss the rules in Subject-Verb Teacher's
Lesson Discussion on the
students: screen. Can you identify the genres
and Practicing New Skills #1 1.How did you find the activity? agreement rules of Subject-Verb
2. Do the illustrations give appropriate
of viewing: Agreement
information? movie clip, trailer, newsflash,
3. How will you call each of these internet-based program,
illustrations? documentary, video,
4. Who do you think will benefit the and weather reports?
information in these illustrations?
E. Discussing New Concepts Teacher's discussion Deepened yesterday's discussion Introduce singularity/plurarity of Present sample singular
and Practicing New Skills # verbs and nouns as subject subjects and sigular verbs,
2 Viewing refers to plural subjects and plural
perceiving, examining, and interpreting verbs, call students to match
meaning from visual them based on their number
images. It is classified according to its
purpose and type of information
presented. The classification of
viewing is called genres of viewing
F. Developing Mastery Identify the different viewing genre In each type of genre of viewing,
( Leads to Formative provide at least one television show
Assessment 3) or Going back to the basics, let them
Circle the correct verb of the
program that you know which you familiarize with the number of verbs
can view from your television sets and verb forms in the present tense following sentences
or through the internet
G. Finding Practical Sit down on your television and jot Explain to students the
New genres like media(films, websites, down Titles of the Program you importance of knowing the correct Call students to explain the
Applications of Concepts billboards and the graphic novel like
and Skills in Daily Living viewed. Then, grammar be it in speaking and in
comics ) are expanding what we consider
categorize each according to its
importance of the topic as a
literature today with common literary writing
genre student, and in the future
genre mentioned. Let’s try this…

H. Making generalizations A subject and verb must agree in A subject and verb must
and abstractions about the number. agree in number.
lesson Singular subject always take Singular
What are the different viewing genre? a singular verb. Plural subject subject always take a singular
takes a plural verbs. verb. Plural subject takes a
plural verbs.
Circle the correct verb of the
I. Evaluating Learning Assessment following sentences

J. Additional activities for

application or remediation

V.   REMARKS
Continued the next day… Continued the next day…

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?
A. No. of learners who earned
80% in the evaluation 80% of the total population
B. No. of learners who require
additional activities for 20% of the total population especially the students needing remediation
remediation
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 10% of the total population.
require remediation
E.  Which of my teaching
strategies work well? Why did Activity-based learning, of course, with the inputs from the teacher
these work?
F.  What difficulties did I
encounter which my principal or Dealing with students who always need discipline and attention. Moreover, students' fundamental skills in vocabulary and
supervisor can help me solve? comprehension need to be refreshed and strengthened
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used explicit methods in teaching the English language esp. for Grade 7 Students.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS
Noted by: FLORIELYN Q. SAJULGA
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: ANALIZA R. SAJUL Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 5 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb agreement.

C.  Learning Competencies: EN7G-III-c-2 EN7G-III-c-2 EN7G-III-c-2 EN7G-III-c-2 Reading Remediation Class
Write the LC code Use passive and active voice Use passive and active voice Use passive and active voice Use passive and active voice
for each Independent Cooperative
meaningfully meaningfully meaningfully meaningfully Learning (ICL)
Contextualize Objective: Knowledge: Knowledge: Skills: Change active sentence to Attitude: Appreciate the use of active
passive and vice versa and passive sentences in an appropriate
situations

II.   CONTENT Content1.isDefine the lesson is all about. It 1.

what verb Define verb
pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
2. Explain verb as
2.
Explain verb as an action word has a VOICE an action word has a VOICE
3. Identify active
3. ACTIVE
sentences from its passive structure and PASSIVE VOICE READING
Identify active sentences from its passive
structure
III. LEARNING 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
n/a n/a n/a
Pages
2. Learner’s Materials
page 378-380 page 378-380 378-380 378-380 n/a
Pages
3. Textbook Pages
4. Additional Materials English Curriculum Guide (as of English Curriculum Guide (as of English Curriculum Guide (as of English Curriculum Guide (as of
fr Learning Resource May 2016) May 2016) May 2016) May 2016) n/a
(LR) portal
B. Other Learning Dolch Phrase Cards
Resources ECAS ECAS ECAS ECAS English Reading Kit Level 1
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Preliminary Activities Pose the question: Greetings Greetings

Lesson or Presenting the Checking of attendance Why are values important to Checking of Attendance Checking of Attendance Explain to students that during
New Lesson Short convo of things to note people? Independent Cooperative
for English subject with Mrs E. Review: What were the Review: What is figure of Learning, reading remediation
characteristics of folk narratives? speech? How can you determine class takes place
its meaning?

B. Establishing a purpose Stress the importance of Present the goal in this lesson Present the goal in this lesson Present the goal in this lesson
for the lesson understanding the voice of the and let them read aloud the goal and let them read aloud the goal and let them read aloud the goal
verb for the day. for the day. for the day. Stress the importance of being
able to read and comprehend

C. Presenting Readingisof
Identify whether the sentence an 5 Active Sentences and 5 Remind students that a sentence Review on the salient points on
the Lesson
active objectives
or passive. Write the word of Passive sentences are posted emphasizing the subject performing an active and passive and passive
Examples/Instances of the action is in active voice while a Using the dolch phrase cards,
your to active
Lesson answer on a separate sheet of sentence emphasizing the action or teacher facilitates the
paper. the object of the sentence is in passive remediation
voice.

D. Discussing New Concepts Answer the What I know activity Call a student to identify the Active and passive voice in Board work: call a student to
and Practicing New Skills #1 by slowly introducing active and pattern of the sentence and label different tenses transform the active sentences
passive voice them as passive or active to passive sentences

E. Discussing New Concepts In every sentence, you need to identify Look closely at the given Present Simple Tense Board work: call a student to
the verb whether it is in the
and Practicing New Skills # active or passive voice. When the subject
sentences. Notice that they follow transform the passive sentences
2 does or “acts upon” the verb, the the given pattern in forming active Present Continuous to active sentences
sentence is said to be in the active voice. and passive sentences. Past simple
When the subject receives the action Past Continuous
of the verb, the sentence is said to be in
the passive voice. Present Perfect
Past Perfect
F. Developing Mastery Which of these paragraphs do Exercises on the 12 tenses of the
Future Transform the ff. sentences into
Post sentences in active and you find more comprehensive verbs
simple active
( Leads to Formative passive forms and call students and commonly used in writing?
Assessment 3) to identify the subject and the
verbs

G. Finding Practical How does the form of the

Applications of Concepts Lead the students in answering Lead the students in answering changes? What are the points to note in
and Skills in Daily Living the question,"What are the the question,"What are the
changing the active to passive
importance of using active and importance of using active and
and vice versa?
passive voice? passive voice?
 Active: Subject+Verb+Object Active: Subject+Verb+Object Active: Subject+Verb+Object
H. Making generalizations
and abstractions about the
lesson Active and passive voice
comparison

Passive: Object+Verb(Verb be + Passive: Object+Verb(Verb be + Passive: Object+Verb(Verb be +

Main Verb) +Subject Main Verb) +Subject Summative
Main Verb)test is scheduled on
+Subject
I. Evaluating Learning Monday

J. Additional activities for

application or remediation

V.   REMARKS
one on one remediation is
Continued the next day… Continued the next day… Continued the next day…
needed
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?
A. No. of learners who earned
80% in the evaluation 80% of the total population present

B. No. of learners who require No one needs remediation in Grade 7 A for this topic , since the attendance is always perfect and students were so participative but some of them
additional activities for were so poor in spelling. For grade 7 B students, many of them cannot understand simple english language plus the presence of non readers, these
remediation made the lesson difficult on the part of the teacher and for the students as well
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 20% of the total population present including the non-reader and the syllabic readers.
require remediation
E.  Which of my teaching Traditional method. Students were so participative esp. when given a task in which they had to give sample titles in myth, legend and
strategies work well? Why did fables. There was something a connection from their lessons in the past through the folktales they had read.
these work?
F.  What difficulties did I
encounter which my principal or Delivering my lessons to students who were frequently absent, to behaviour problem students who were not attentive to classes and to
supervisor can help me solve? non-readers
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used code swithching in teaching the English language
teachers?

Prepared by: ANALIZA R. SAJUL

SST-I/Guinoman NHS

Noted by: FLORIELYN Q. SAJULGA

School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: ANALIZA R. SAJUL Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 6 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.

B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech
effectively in various situations; and observing correct subject-verb agreement.

C.  Learning EN7G-III-h-3 EN7G-III-h-3 EN7G-III-h-3 EN7G-III-h-3 Reading Remediation Class

Competencies: Use the past and past perfect Use the past and past perfect Use the past and past perfect Use the past and past perfect
Write the LC code for each tenses correctly in varied tenses correctly in varied contexts tenses correctly in varied tenses correctly in varied Independent Cooperative
contexts contexts contexts Learning (ICL)

Contextualize Objective: Knowledge: Knowledge: Skills: Attitude: Reading Comprehension

1. Review the simple tenses of the 3. detect the differences in the 1. write about past events 1. Realize the importance of Exercises
verb simple past tense and the past using simple past and past perfect the verb tense in any language
2. identify past forms of the perfect tense of the verb tense learning situations
verbs in regular and irregular forms

II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Simple Past and Past Perfect Tense READING

III. LEARNING 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
n/a n/a n/a n/a
Pages
2. Learner’s Materials
311-312, 345-346 311-312, 345-346 311-312, 345-346 311-312, 345-346
Pages
3. Textbook Pages
4. Additional Materials Most Essential Learning Most Essential Learning Most Essential Learning Most Essential Learning
fr Learning Resource Competency Competency Competency Competency n/a
(LR) portal
B. Other Learning Dolch Phrase Cards
Resources Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation English Reading Kit Level 1
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Preliminary Activities Preliminary Activities Preliminary Activities Preliminary Activities Preliminary Activities
Lesson or Presenting the Checking of attendance Checking of attendance Checking of attendance Checking of attendance Checking of attendance
New Lesson Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of
Mrs E

B. Establishing a purpose 1. Review about the use of past form 1. Review about the use of past form 1. Review about the use of past form 1. Review about the use of past form
for the lesson and the past participle of the verbs in and the past participle of the verbs in and the past participle of the verbs in and the past participle of the verbs in
both regular and irregular both regular and irregular both regular and irregular both regular and irregular

2. Present the goal in this 2. Present the goal in this 2. Present the goal in this 2. Present the goal in
lesson and let them read aloud the lesson and let them read aloud the lesson and let them read aloud the this lesson and let them read aloud
goal for the day. goal for the day. goal for the day. the goal for the day.
C. Presenting Ask students about the forms of The simple past tense describes The past perfect tense describes The past perfect tense describes
Examples/Instances of the these verbs in the simple past forms an actions that happened in the actions that happened in the actions that happened in the
and in the past participle form. past. It is formed by adding /d/ past but ended at a specific past but ended at a specific
Lesson
and /ed/ to the past participle of moment. It is formed by moment. It is formed by
the verb. adding /had/ to the past adding /had/ to the past
participle of the verb. participle of the verb.
D. Discussing New Concepts Verb Flash Teacher's Input on the Simple Language Connection Activity A sample of a story using past
and Practicing New Skills Past Form of the Verb perfect tense
#1
Complete the table of twelve verbs
which may either regular or irregular

Teacher's Input
on the Past perfect tense (page
E. Discussing New Concepts Sample Grammar Exercises on the past Perfecting the past. Analyze the Sentence completion using past
345-246)
and Practicing New Skills # take took form of the verb given pictures. Write a sentence perfect tense
2 taken dance for each picture, and use past
danced danced perfect tense in writing your
teach taught taught sentence.
think thought thought
F. Developing Mastery Give the past form of the verb in the An anecdote of a perfect past Quick Write: most of you have
parenthesis. (B) and Complete the experiences that may have been
( Leads to Formative funny, emotional or even shocking.
following sentences using /was/ or
Assessment 3) check the students answer /were/ LM page 311 Share that unforgettable experience by
writing a journal using the past perfect
tense.
G. Finding Practical What is the importance of When are we going to use the past Past perfect tense is used when you
Applications of Concepts knowing the correct form of the form of the verb? are talking about a completed action
verbs? before something in the past.
and Skills in Daily Living What I Can do Activity

H. Making generalizations Use simple past in: Past perfect tense is formed by
and abstractions about the Regular Verbs in the past are a. past actions that are now using had+past participle
formed by simply adding /d/, or finished What I have Learned. Complete
lesson
/ed/ while in irregular verbs might b. situations in the past the sentence
be that an entire spelling c. a series of actions The past perfect tense…
changes in the past
Verb Flash activity serves as Gammar exercise Identifying Past perfect tense in Assessment
I. Evaluating Learning formative assessment the sentence 1-10 Choose the correct
answers from the given choices

J. Additional activities for Let them have a copy of a list of Research about past perfect
regular and irregular verbs in
application or remediation present, past and past participle tenses.

V.   REMARKS
Accomplished Accomplished Well done!

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?
A. No. of learners who earned
80% in the evaluation 80% of the total population present
B. No. of learners who require 20% of the total population present needs remediation particularly in reading comprehension. They cant comprehend paragraphs esp the academic
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught Group remediation went well
up with the lesson
D. No. of learners who continue to 20% of the total population present including the non-reader and the syllabic readers.
require remediation
E.  Which of my teaching Traditional method. Students were so participative esp. when given a task in which they had to give sample titles in myth, legend and
strategies work well? Why did fables. There was something a connection from their lessons in the past through the folktales they had read.
these work?
F.  What difficulties did I
encounter which my principal or Delivering my lessons to students who were frequently absent, to behaviour problem students who were not attentive to classes and to
supervisor can help me solve? non-readers
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used code swithching in teaching the English language
teachers?

Prepared by: ANALIZA R. SAJUL

SST-III/Guinoman NHS
Noted by: FLORIELYN Q. SAJULGA
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: ANALIZA R. SAJUL Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 7 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb agreement.

C.  Learning EN7G-III-e-3 EN7G-III-e-3 EN7G-III-e-3 Reading Remediation Class

Competencies: Use direct and reported speech Use direct and reported speech Use direct and reported speech
Write the LC code for each appropriately in varied contexts appropriately in varied contexts appropriately in varied contexts Independent Cooperative
Learning (ICL)

Contextualize Objective: Knowledge: Skills: Skills: Attitude: Reading Comprehension

1. recognize the differences 1. correct punctuation when 3. demonstrate the use of direct and 1. Formulate a realization on Exercises
between direct and reported speech writing quotes reported speech in writing the famous quotes and turn them into
2. change direct speech into reported speech
2. become familiar with verb reported speech
tense changes required for reported
speech;
II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Summative Test on the Direct Speech and Reported Direct Speech and Reported District World Teacher's Day
School-Based Teacher's Day
previous lesson Speech Speech

III. LEARNING 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
364-366 364-366 364-366 364-366
Pages
3. Textbook Pages
4. Additional Materials Most Essential Learning Most Essential Learning Most Essential Learning Most Essential Learning
fr Learning Resource Competency Competency Competency Competency n/a
(LR) portal
 B. Other Learning Dolch Phrase Cards
powerpoint presentation and week 5 powerpoint presentation and week 5 powerpoint presentation and week 5 powerpoint presentation and week 5 English Reading Kit Level 1
Resources module module module module

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Preliminary Activities Preliminary Activities Preliminary Activities

Lesson or Presenting the Checking of attendance Checking of attendance Checking of attendance
New Lesson Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E

B. Establishing a purpose Remind students of the previous 1. The goal in this learning competency is to
achieve linguistic competence and to be able
Flash the objectives on screen
for the lesson competency and lesson to use grammar as a tool or resource in the and let students read them aloud
objectives and make the whole comprehension and creation of oral and
class ready for the summative written discourse efficiently, effectively, and
appropriately according to situation.
test
2. Post the objectives and
let students read them aloud

C. Presenting Flash the instructions and directions Pre-test: Directions: Change direct Reporting Verbs - verbs used to indicate
for the summative test speech into reported speech and vice quoted or reported speech. There are
Examples/Instances of the several reporting verbs but in journalism
versa. Choose the correct answer
Lesson from the choices given and write it on the most common is say
e.g. The Presidential Spokesperson
a separate sheet. Harry Roque said Duterte would appear
on
GMA tomorrow.
D. Discussing New Concepts Students are instructed to In the previous lesson, you have Quotation Marks - punctuation
learned how to use the past and past marks used to indicate that the text
and Practicing New Skills prepare 1/2 lengthwise for the perfect tenses correctly in varied
test represents
#1 contexts. the exact words (direct speech)
Let us try how well you’ve learned. someone has spoken. These
Write the verbs in the correct tense punctuation marks
(simple past or past perfect). vary from language to language.

E. Discussing New Concepts Let them answer the summative Teacher's Input of what is Direct Time and Place References - words
and Practicing New Skills # test on their paper speech or the qouted speech and and phrases that refer to time and
reported speech or indirect place, e.g.,
2 yesterday, two weeks ago, here,
speech
there, etc. These often need to be
changed in
reported speech.
F. Developing Mastery Simply identify reported speech from Boardwork on changing direct
( Leads to Formative Test I- LC #1 direct speech speech to reported speech and
Assessment 3) Test II- LC#2 reported speech to direct speech
Test III-LC #3
G. Finding Practical There are only two options when we There are only two options when we
Applications of Concepts need to convey other people’s words. need to convey other people’s
They are direct and indirect speech. words.
and Skills in Daily Living They are direct and indirect speech.

H. Making generalizations Direct speech is a sentence that gives a

statement or thought in its original form
Direct speech is a sentence that gives a
statement or thought in its original form
and abstractions about the according to how the original speaker said it. It according to how the original speaker said it. It
uses quotation marks while Reported speech is uses quotation marks while Reported speech
lesson a sentence that expresses the content of a is a sentence that expresses the content of a
statement statement
without quoting just like what is done in direct without quoting just like what is done in direct
speech. The message of the original speech. The message of the original
speaker is conveyed or reported in your own speaker is conveyed or reported in your own
words. You often need to change verbs words. You often need to change verbs
and pronouns to keep the original meaning. and pronouns to keep the original meaning.

Research at least 1 famous qoute

I. Evaluating Learning from a famous author.

J. Additional activities for

application or remediation

V.   REMARKS
Continued the next week for
Checking is done the next day Continued the next day
rules in transformation.
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?
A. No. of learners who earned
80% in the evaluation 80% of the total population present

B. No. of learners who require 10% of the total population.

additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 20% of the total population present including the non-reader and the syllabic readers.
require remediation
E.  Which of my teaching Activity-based learning, of course, with the inputs from the teacher
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or Delivering my lessons to students who were frequently absent,the behaviour problem students who were not attentive to classes and to
supervisor can help me solve? non-readers
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used code swithching in teaching the English language esp. for Grade 7 Students.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS

Noted by: FLORIELYN Q. SAJULGA

School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: ANALIZA R. SAJUL Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 8 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb agreement.

C.  Learning EN7G-III-e-3 EN7G-III-e-3 EN7G-III-e-3 EN7G-III-e-3 Reading Remediation Class

Competencies: Use direct and reported speech Use direct and reported speech Use direct and reported speech Use direct and reported speech
Write the LC code for each appropriately in varied contexts appropriately in varied contexts appropriately in varied contexts appropriately in varied contexts Independent Cooperative
Learning (ICL)

Contextualize Objective: Knowledge: Skills: Skills: Attitude: Reading Comprehension

1. recognize the differences 1. correct punctuation when 3. demonstrate the use of direct and 1. Formulate a realization on Exercises
between direct and reported speech writing quotes reported speech in writing the famous quotes and turn them into
2. change direct speech into reported speech
2. become familiar with verb reported speech
tense changes required for reported
speech;
II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Direct Speech and Reported Speech

III. LEARNING 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
364-366 364-366 364-366 364-366
Pages
3. Textbook Pages
4. Additional Materials Most Essential Learning Most Essential Learning Most Essential Learning Most Essential Learning
fr Learning Resource Competency Competency Competency Competency n/a
(LR) portal
 B. Other Learning Dolch Phrase Cards
powerpoint presentation and week 5 powerpoint presentation and week 5 powerpoint presentation and week 5 powerpoint presentation and week 5 English Reading Kit Level 1
Resources module module module module

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Preliminary Activities Preliminary Activities Preliminary Activities Preliminary Activities Preliminary Activities
Lesson or Presenting the Checking of attendance Checking of attendance Checking of attendance Checking of attendance Checking of attendance
New Lesson Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of Mrs E Attention Getting Signal of
Mrs E

B. Establishing a purpose 1. The goal in this learning competency is to

achieve linguistic competence and to be
Flash the objectives on screen Flash the objectives on screen Flash the objectives on screen
for the lesson able to use grammar as a tool or resource in and let students read them aloud and let students read them aloud and let students read them aloud
the comprehension and creation of oral and
written discourse efficiently, effectively, and
appropriately according to situation. Reading Exercises
2. Post the objectives and
let students read them aloud

C. Presenting Reporting Verbs - verbs used to indicate Present 1 quoted speech by the Remind students of the points Present the instructions for the test
quoted or reported speech. There are famous author, Albert Einstien
Examples/Instances of the several reporting verbs but in journalism
and rules to consider in changing
Lesson the most common is say direct speeches to reported
e.g. The Presidential Spokesperson Harry speeches
Roque said Duterte would appear on
GMA tomorrow.

D. Discussing New Concepts Quotation Marks - punctuation marks "Genius is one percent inspiration and Transform direct speeches to Summative Test
used to indicate that the text ninety-nine percent perspiration." reported speech.
and Practicing New Skills Turn this famous quoted speech into
represents
#1 the exact words (direct speech) reported speech.
someone has spoken. These
punctuation marks
vary from language to language.

E. Discussing New Concepts Time and Place References - words Do the same with the 5 quoted Transform direct speeches to Summative Test
and phrases that refer to time and speech written on your activity reported speech.
and Practicing New Skills # place, e.g.,
2 yesterday, two weeks ago, here, there,
notebook.
etc. These often need to be changed in
reported speech.

F. Developing Mastery Boardwork on changing direct Choose one qouted speech you like Transform direct speeches to Summative Test
( Leads to Formative speech to reported speech and most and explain how these quotes reported speech.
Assessment 3) reported speech to direct speech related to you.
G. Finding Practical There are only two options when we Read and report what someone said Direct speeches should be Direct speeches should be
Applications of Concepts need to convey other people’s words. and write your reflection and/or reported accurately to avoid reported accurately to avoid
They are direct and indirect speech. realization in life about each of the conflict and misunderstanding. conflict and misunderstanding.
and Skills in Daily Living brief quotable passages on your
activity notebook.

H. Making generalizations Direct speech is a sentence that gives a

statement or thought in its original form
What is the significance of using Direct speech is a sentence that gives a
statement or thought in its original form
Direct speech is a sentence that gives a
statement or thought in its original form
and abstractions about the according to how the original speaker said it. It
direct and reported speech according to how the original speaker said it. It according to how the original speaker said it. It
uses quotation marks while Reported speech appropriately in varied contexts? uses quotation marks while Reported speech uses quotation marks while Reported speech
lesson is a sentence that expresses the content of a is a sentence that expresses the content of a is a sentence that expresses the content of a
statement statement statement
without quoting just like what is done in direct without quoting just like what is done in direct without quoting just like what is done in direct
speech. The message of the original speech. The message of the original speech. The message of the original
speaker is conveyed or reported in your own speaker is conveyed or reported in your own speaker is conveyed or reported in your own
words. You often need to change verbs words. You often need to change verbs words. You often need to change verbs
and pronouns to keep the original meaning. and pronouns to keep the original meaning. and pronouns to keep the original meaning.

Research at least 5 famous qoute Transform direct speeches to Summative Test

I. Evaluating Learning from a famous author. reported speech.

Read the story "The Happiest Boy in

J. Additional activities for the World".
application or remediation

V.   REMARKS
Continued the next week for Checking of the test will be done
Continued the next day
rules in transformation. next week…
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?
A. No. of learners who earned
80% in the evaluation 80% of the total population present

B. No. of learners who require 10% of the total population.

additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 20% of the total population present including the non-reader and the syllabic readers.
require remediation
E.  Which of my teaching Activity-based learning, of course, with the inputs from the teacher
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or Delivering my lessons to students who were frequently absent,the behaviour problem students who were not attentive to classes and to
supervisor can help me solve? non-readers
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used code swithching in teaching the English language esp. for Grade 7 Students.
teachers?

Prepared by: ANALIZA R. SAJUL

SST-I/Guinoman NHS

Noted by: FLORIELYN Q. SAJULGA

School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 7 Sampaguita & Rose

GRADE 7 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 7(August 5-9, 2019) Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.    OBJECTIVES
A.  Content Standards: The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sound of English and the prosodic features of speech; and correct subject-verb agreement.
B.  Performance Standards: The learner transfers learning by : showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech
effectively in various situations; and observing correct subject-verb agreement.

C.  Learning EN7RC-I-a-7: EN7RC-I-e-2.15

Competencies: Use the appropriate reading style Use non-linear visuals as
Write the LC code for each (scanning, skimming, speed comprehensive aids in content
reading, intensive reading etc.) for texts
one’s purpose
Contextualize Objective: Identify the reading technique Differentiate linear from non-linear
used in a situation text

II.   CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Reading Techniques Non-linear visuals 1st quarter exam 1st quarter exam Selection of Athletes

III. LEARNING 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
RESOURCES paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Pages 77-79
Page 16-17
Pages
3. Textbook Pages
4. Additional Materials English Curriculum Guide (as of English Curriculum Guide (as of English Curriculum Guide (as of English Curriculum Guide (as of
fr Learning Resource May 2016) May 2016) May 2016) May 2016)
(LR) portal
B. Other Learning
Resources ECAS ECAS Page 36 ECAS Pages 52-53 ECAS Page 61-62
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.

A. Reviewing Previous Preliminary Activities 1. Preliminaries

 Greetings
Lesson or Presenting the Checking of attendance  Checking of attendance Review: What are
New Lesson What are the features of a those reading techniques discussed
paragraph? yesterday?
What is the difference between intensive
reading and skimming?
B. Establishing a purpose Let students read aloud the Let students read aloud the
for the lesson objectives of the day. objectives of the day. Objectives
are presented through a slides.

C. Presenting As a student, you will have to do a lot Present a sample linear text and
Examples/Instances of the of reading and research. Therefore, non-linear visuals. Ask them to
you must learn how to read fast and identify each as linear or non-
Lesson obtain the necessary info. you need all
linear.
at once.

D. Discussing New Concepts Discuss the following: 1. Teacher presents non-linear visuals, tell
them that non-linear visuals can take in
and Practicing New Skills Scanning for specific information many forms.
2. Skimming rapidly
#1 for major ideas using headings as Non-linear visuals/texts are:
guide 3. Intensive reading to 1. Graphs (line graph, bar graph,
answer specific questions pie graph, tables, pictograph)
2. Graphic Organizers
3. Cartoons, pictures (Comic strips)
4. Map, Task
Diagram and everything that use
E. Discussing New Concepts Give specific activity for each (Group
minimal
Differentiated Instruction) Do
task 10: words
Linear to explain a particular thing.
Connection
and Practicing New Skills # technique G1-Read the paragraph in page 79.
2 Carefully examine the data presented in the
paragraph and interpret it using an
appropriate graphical presentation.
Encourage them to use colors to highlight
parts
Ask aor data in their presentation.
F. Developing Mastery Group 1: Scan the paragraph to
G2-Draw
representative
a graphical
to report their output.
representation of the
answer the ff. questions Teacher provides feedback and correct
( Leads to Formative data in the
students paragraph
work constructively particularly in
Group 2: Skim the paragraph and G3-Differentiate linear and non-linear
Assessment 3) answer the questions the use of texts. Show the correct answer
through a Venn Diagram
afterwards.
Group 3: Give situations that require
intensive reading
G. Finding Practical In reading non-linear texts, concepts,
processes, relationships, experiences and
Applications of Concepts The technique you choose will situations can be effectively demonstrated in
and Skills in Daily Living depend on the purpose of your concise format and spaced in non-linear
reading. forms without having to go through several
stages of presenting linear materials. These
could help to have fast and better
understanding of the text.
H. Making generalizations Scannning- a technique that enables What are non-linear visuals?
and abstractions about the you to search for specific information Differentiate linear from non-linear
Skimming- a technique that texts.
lesson enables you to look rapidly for major
ideas using headings as guide
Why do we use non-linear visuals?
Intensive reading_

Read the paragraph and carefully examine

Group activity serves as the data presented in the paragraph.
I. Evaluating Learning evaluation
Interpret it using an appropriate non-linear
visuals.

Draw a graphic organizer that is

J. Additional activities for
Practice reading at home most suited in organizing your
application or remediation lessons during the first quarter.

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?
A. No. of learners who earned
80% in the evaluation 80% of the total population present

B. No. of learners who require

additional activities for 10% of the total population.
remediation
C. Did the remedial lessons work?
No. of learners who have caught There was no remediation happened for this topics
up with the lesson
D. No. of learners who continue to 20% of the total population present including the non-reader and the syllabic readers.
require remediation
E.  Which of my teaching Activity-based learning, of course, with the inputs from the teacher
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or Delivering my lessons to students who were frequently absent,the behaviour problem students who were not attentive to classes and to
supervisor can help me solve? non-readers
G. What innovations or localized
materials did I used/discover
which I wish to share with other I often used code swithching in teaching the English language esp. for Grade 7 Students.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ