School: Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and Week 4 (Module 1) June 27-30
Time: 7:30-8:30 / 8:30-9:30 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
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 sounds 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 Holiday EN7G-I-d-11: Observe ENG7LCI-d-5.1: Listen for EN7WC-I-d-4.3: Identify EN7WC-I-d-4.3: Identify
Competencies/Objectives: June 26 correct subject-verb important signaled by basic features and kinds of basic features and kinds of
Write the LC Code for each agreement volume, projection, pitch, paragraph paragraph
stress, intonation, juncture,
and rate of speech
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.
Holiday Subject-Verb Agreement Listening to pitch, stress, Basic Features and Kinds of Basic Features and Kinds of
II. CONTENT June 26 Rule with Indefinite and intonation paragraph paragraph
Pronouns
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages

2. Learners Materials Pages 17-18-19

3. Textbook Pages English Arts I pages 10-11
English for the 21st century
learners pp. 49-50
English Communication for
progress pages 3, 4, 5
Communication for Communication for Progress
Progress I pp181-182 I pp181-182
English for the 21st century English for the 21st century
learners pp. 11-12 learners pp. 11-12

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 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
MONDAY TUESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Holiday --Ask the students to recall
June 26 the some rules in subject
verb agreement.
--Tell to students that they
will be learning additional
rules today.
-What do you know
indefinite pronouns? Fill in
the T-chart.
-Tell to students that they
will study s-v agreement
whose subjects are
indefinite pronouns.
--Direct students attention
to the sentences on the
board.
-Have them analyze the uses
of the indefinite pronouns.
-Discuss the s-v rules with
singular and plural
indefinite pronouns.
--Have the students answer
Task 5 Watch Out! (items 2,
3, 4, 5, 7, and 8.
WEDNESDAY
-Have the students read the
words with stress syllables.
-Call two students to read the
dialogue.
-Have the students recognize
the prosodic features in the
dialogue and have them talk
what are their insights on
this.
-Present examples of
sentences with pitch, stress,
and intonation.
(See attachment)
Discuss about pitch, stress,
and intonation.
--Present some
communicative exercises
-
THURSDAY FRIDAY
-In your high school years, -Recall what a paragraph is.
you will be asked to write a -Recall the basic parts.
number of different types of -Introduce the different kinds
texts for many of your of a paragraph.
subjects. (See attachment)
Before you learn how to
write an effective, well-
written paragraph, you
have to know its basic
parts.
-Have the students talk
about the basic parts of a
paragraph.
--Present an example of a
paragraph.
--Explain its basic parts or
features.
-Discuss the location of the
main idea of the paragraph.
-Have the students read
the paragraph on page. 182
of Communication for
Progress I book.
-Have them answer the
questions.
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E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
Discuss the s-v rules with
compound subjects joined
by either or or neither nor.
-Provide task/activity.
--Ask the students to do
Task 7. Extra, Extra! in LM
page 18.
Differentiated Tasks
(See attachments)
How can we use the
singular and plural
indefinite pronouns
effectively in our oral or
written communication?
Observe correct subject and
verb agreement.
Make sentences using
indefinite pronouns.
Discuss rising and falling
intonations.
-Give communicative
exercises.
--Give communicative
exercises.
-Have the students say the
sentences with correct
intonation.
--How are ideas
communicated through pitch,
stress, and intonation?
Oral Interaction
Mini Dialogue
-Discuss the different kinds
of a paragraph.
-Provide an activity to help
students identify its various
kinds.
-Present another paragraph
and have the students
identify its parts and its
kind.
-- -Ask the students to write a
. 4 to 5 sentence paragraph
answering this question:
What activity did you
enjoy most as a student?
Underline the topic
sentence once and the
closing statement twice.
-Have them observe
correct subject-verb
agreement rule.
How will you write a good
paragraph? Do you need to
consider in writing a good
paragraph?
-Have the students read the
paragraph and answer the
questions.
(See attached quiz)
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 Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Prepared by:
Checked by:
JOSENIA P. CONSTANTINO
Teacher
ROWENA MAYO LOTO
Head Teacher III

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