Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
A. 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
new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
July 9, 2018 – Monday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles; ways
of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-I-d-1: Discover literature as a means of connecting to a significant
past. Page 152 of CG 2016
Module 1: Lesson 2 Recalling My Ancestors’ Beliefs
Selection: The Origin of the World (Maranaw)
36-37
47-50
Tell the students they will be reading a new story about creation.
Ask the students about a story of creation that they have read before. Elicit
prior knowledge on customs and beliefs reflected in the story they have
read.
Tell the students that the selection they will be reading describes the
Maranaws’ beliefs on how the word was created and was divided into
different parts.
Silent reading of the selection.
Process Questions:
1. Who created the world according to Maranaw folklore?
2. How many layers comprised the world he created?
3. Describe the world he created. Describe its layers. Who inhabited each
layers?
4. How many layers comprised the sky? What was common to all layers?
5. Where was heaven found in the world of the early Maranaws? Who were
its inhabitants?
6. What was the function of the tree of life?
7. How is the soul of every person secured in one section of heaven?
 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
V. REMARKS
Discuss “This is Good to Know!”
-Pre Colonial Philippine Literature
-Myth
Deeping of the Lesson
Have the students answer the task with their partners.
Task 6. Myth as Folk Narrative
1. Is myth a traditional story of events?
2. Is it an attempt to explain or elaborate the origin or beginning of a people
or a practice, beliefs, or natural phenomenon?
3. Are its primary characters gods or supernatural beings often shown as
having human-life qualities?
4. Is a myth set in completely different from historical time?
5. Does it narrate typical events from gods or supernatural beings,
experiences, deeds and living conditions, which are able basic to human
life?
Is a myth set at the beginning of creating or at any early stage of prehistory?
Answer Task 7. Solidarity in Diversity on page. 50 of LM.
What does the story reveal about your identity as a Filipino?
How does the story help you to connect to the past?
Tasks serve as evaluation of learning.
Have the students research and read another story of creation from different
region. Ask them to identify the custom or beliefs in the story and how it
differs from the story they read.

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked 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?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (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
new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
July 10, 2018 – Tuesday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles; ways
of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-I-d-1: Discover literature as a means of connecting to a
significant past. Page 152 of CG 2016
EN7VC-I-b-8: Use structural analysis to determine the meaning of
unfamiliar words or expressions from the material viewed
EN7LC-I-b-5.2: Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect meaning
Module 1: Lesson 2 Recalling My Ancestors’ Beliefs
Selection: Legend of Maria Makiling
37-39
50-54
Let the students share their assignments.
Tell the students that they will be reading equally interesting narrative genre
during the pre-colonial period.
Ask the students what they heard about Maria Makiling.
Have them share their answers.
Direct students’ attention on Task 8. Language Linggo.
Have them answer individually on their notebook.
Answers:
1-2 explored –generosity
2. distressed
3. kindness
4. abundantly
5. enchantment
Induction Method
Task 9. Voice Projection Game
Process Questions:

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
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
1. When you addressed the second fruit bad, did you speak with the same
volume just like when you addressed the first fruit bag? Why>
2. When asked to address the third fruit bag, what did you do to make him
or her understand your questions?
3. How is voice projection important to language users?
Discuss the input (Voice Project and Volume)
Ask the students to copy the definitions on their notebook.
Task 10. Survey Question Read.
Have the students read silently the overview of the selection.
Read silently the first paragraph and then the last paragraph of the selection.
Task 11. Sleeping Beauty. Have the students read silently the story of Maria
Makiling. See page. 53-54 of LM.
Process Questions:
1. Who are the main and supporting characters in the story?
2. Why were Maria’s parents disagreeable with their daughter’s love affair
with Gat Dula?
3. In their disagreement, what did her parents do to her as punishment?
4. What happened to Gat Dula when Maria could not meet him physically?
5. How could Maria and Gat Dula’s love endure without seeing each other
physically? What could she do for him?
6. What do you think happened to both of them?
7. Why did Maria ask for Gat Dula’s soul from the gods?
8. If you were the author, how would you end the story? Why?
9. If you were Maria, would you do the same? Why?
Task 12. Narrative Type
Answer the following questions with a partner.
1. Does the story of Maria Makiling have a magical character?
2. Does the story have events that could have taken place in the past?
3. Why is the narrative called a legend?
4. What lesson in life does the legend teach you?
Note: The teacher will give an input about a legend.
Students will be asked what makes the difference between a myth and a
legend.
Have the students role play a part of the story that they liked best. Tell them
to apply voice projection and volume on their dialogue.
How does the story help you to connect to the past?
Tasks serve as evaluation of learning for the day!
 B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked 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?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time July 11, 2018 – Wednesday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (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
new lesson
D. Discussion new concepts and
practicing new skills #1
The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles; ways
of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-I-d-1: Discover literature as a means of connecting to a
significant past.
EN7LT-I-d-2.2.2: Explain the literary devices used Page 152 of CG
2016
Module 1: Lesson 2 Recalling My Ancestors’ Beliefs
Selection: Legend of Maria Makiling
Elements of a Story (Literary Device)
39-40
55-57
Have the students recall important details of the selection.
Note: The teacher will use the guide questions of the story to recall the
details.
Brainstorm the students on the elements of a story.
Have the students talk about by accomplish the KWL chart.
Note: Students will go back to this to accomplish the last column at the end
of the lesson.
What I Know What I Would like to What I learned
Know
Tell to the students that one way to analyze the story is knowing its elements
and other literary devices.
Deduction Method
Discuss with the students the important concepts on page 56.
Setting is the time and place in which a story takes place.
 Place (Geographical location); Where is the action of the story
taking place?

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
V. REMARKS
 Time (Historical period, time of the day, year, (etc).
 Weather Condition (It is cloudy, sunny, etc.)
 Social Condition (focusing on the speech, dress, mannerism,
customs, etc of a particular place. (Does the story contain local
color or cultural expressions typical in a setting? What is the daily
life of the character like?)
 Mood or Atmosphere- What feeling is conveyed at the start of the
story? Is it happy and cheerful or sad and frightening?
Characters and the characteristics of a person
Character is the person taking part in a narrative. A protagonist is clearly
central to the story with all major events having some importance to this
character. One character against the protagonist is the antagonist or the bad
guy.
The Characteristics of a Person
Characterization is the information the author provides about the character
themselves.
Direct Characterization- The writer tells you directly what a character is
like.
Indirect Characterization- The writer tells you information about a character
but doesn’t tell you about the character’s personality directly. This way, you
have to make your own judgment about the character.
 His/her physical appearance
 What he or she says, thinks, feels and hopes.
 What others say about him or her and how they react to him or her.
Have the students do Task 13. Setting the Scene on page 55 of LM.
Have the students answer Task 14 Friend or Foe page 56 of LM.
Have the students read the Legend of Makahiya. Have them identify the
setting and apply characterization.
How does your knowledge of literary device help you understand better the
story?
How does the story help you connect to the past?
See attached quiz.
Read another legend and identify the setting and apply characterization.
Identify the protagonist and antagonist.
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked 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?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7

LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time July 12, 2018 – Thursday Quarter 1

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. 2Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (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
new lesson
D. Discussion new concepts and
practicing new skills #1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles; ways
of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-I-d-1: Discover literature as a means of connecting to a
significant past.
EN7LT-I-d-2.2.2: Explain the literary devices used Page 152 of CG
2016
Module 1: Lesson 2 Recalling My Ancestors’ Beliefs
Selection: Legend of Maria Makiling
Elements of a Story (Literary Device)
40-42
57-61
Let the students share their answers. (This serves as review for the day).
Note: This a continuation of lesson in Day 3. Refer to same content for
Procedure B.
Present pictures that shows conflict/struggle between two persons.
Refer to page 57 for the pictures.
Process Questions:
1. Which characters seem to have some trouble?
2. What could have caused their trouble?
3. In, life, when does conflict arise?
Discuss about the Conflict of a story.
 Conflict is the energy of a story.
It is conflict or struggle that gives any story its energy. There are
many conflicts- the possibilities are endless.
 External Conflict- one character in conflict with another character/s;
one character in conflict with a group or a whole society; one
character in conflict with something in nature.
 Internal Conflict- may involve a character’s struggle to make a
 decision or to overcome some feelings such as fear, suspicion,
hostility or sadness.

Have the students answer go back to the story of Maria Makiling and have
them answer the following questions:

1. What caused the main character’s unhappiness?

2. What was the conflict in the legend?
3. Which part of the legend reveals the conflict?
4. Did Maria face an outside enemy? Why?
5. How can the interaction between the characters be a sourced of conflict?

E. Discussing new concepts and Discuss the Theme of a story.

practicing new skills # 2 Theme- life lesson of a story or the author’s message; the idea the writer
wished to convey about an important subject; expressed in a sentence; not
usually stated directly; can have two or more themes but one often stands
out as the principal theme.

Discuss the Plot of a Story (refer to page 60 of LM).

Subject –usually expressed in a word or two; love childhood or death.

Do Task 16. The Main Thing
F. Developing mastery (Leads Reread the legend of Maria Makiling and accomplish activity on page 59 of
to Formative Assessment 3) LM.

G. Finding practical applications Do Task 17 Plot Me.

of concepts and skills in daily
living
H. Making generalizations and What are the literary devices used to understand the story?
abstractions about the lesson How do the literary devices help you understand the story?

I. Evaluating Learning See attached quiz.

J. Additional activities for Have the students do Your Discovery tasks on page 63-65
application or remediation Orient them on their Final Task.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked 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?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7

LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time July 13, 2018 – Friday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (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
new lesson
The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles; ways
of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of
speech effectively in various situations; and observing correct subject-verb
agreement.
EN7G-I-d-11: Observe correct subject-verb agreement
Agreement when using Here and There and Do verbs
Module 1: Lesson 2 Recalling My Ancestors’ Beliefs
Selection: Legend of Maria Makiling
Subject-Verb Agreement
43-44
61-62
Have the students present their output.
Accomplish the K W L chart.
Ask the students to write the rules they know about S-V agreement.
Ask them what else they would like to learn.
What I Know What I Would like to What I Learned
know
Begin the lesson with a Game.
Task 18.1. Word of Game.
Task 18.2. Do you See what I See?
Refer to page 61 of LM.
Process Questions:
1. What do you notice about the word inside the highlighted boxes?
2. What tense of the verb is used in the word inside each box?
3. Which of the words are singular? Plural?
4. What do we need to remember in the agreement between subject and the
verb in each sentence?
5. How does the agreement with the subject and verb affect the meaning of
 the message of the sentence?

D. Discussion new concepts and Discuss the Subject and Verb Agreement Rules. (See page. 61 of LM).
practicing new skills #1 Answer Task 18.3 Complete Me Now! on page 62 of LM.
Answers:
1. are
2. do
3. protect
4. is
5. are
6. is
7. are
8. does
9. work
10. do
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads Task 18. 4 Make Me Whole on page 62 of LM.
to Formative Assessment 3)
G. Finding practical applications Group Work
of concepts and skills in daily Make sentences that show subject and verb agreement using Here and There
living and Do verbs (interrogative sentences).

H. Making generalizations and What additional rule did you learn today?
abstractions about the lesson What does the knowledge on S-V agreement help you improve writing your
sentences?
I. Evaluating Learning See attached quiz.

J. Additional activities for See attached activity.

application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked 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?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________