School: LAZI NATIONAL AGRICULTURAL SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: CLAUDIA C. BOMEDIANO Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: July 1-5, 2019 (week 5) Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9:40-11:40 - MORGANITE 12:30-2:30 - ZIRCON 9:40-11:40 - CARNELIAN 9:40-11:40 - ZIRCON 9:40-11:40 - MORGANITE
12:30-2:30 - CARNELIAN
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 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 EN7VC-I-B-8: Use structural EN7VC-I-B-8: Use structural analysis to EN7VC-I-B-8: Use structural EN7VC-I-B-8: Use structural analysis to
Competencies/Objective analysis to determine the meaning determine the meaning of unfamiliar analysis to determine the meaning determine the meaning of unfamiliar
s: of unfamiliar words or expressions words or expressions of unfamiliar words or expressions words or expressions
Write the LC Code for each
EN7LT-I-b-1: Discover literature as a EN7LT-I-b-1: Discover literature as a EN7LT-I-b-1: Discover literature as EN7LT-I-b-1: Discover literature as a
means of connecting to a means of connecting to a significant a means of connecting to a means of connecting to a significant
significant past past significant past past

EN7LT-I-b-2.2: Explain how the EN7LT-I-b-2.2: Explain how the EN7LT-I-b-2.2: Explain how the EN7LT-I-b-2.2: Explain how the
elements specific to a genre elements specific to a genre contribute elements specific to a genre elements specific to a genre contribute
contribute to the theme of a to the theme of a particular literary contribute to the theme of a to the theme of a particular literary
particular literary selection selection particular literary selection selection

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

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 two.
Module 1 - Lesson 2 Recalling My Module 1 - Lesson 2 Recalling My Module 1 - Lesson 2 Recalling My Module 1 - Lesson 2 Recalling My
Ancestors’ Belief Ancestors’ Belief Ancestors’ Belief Ancestors’ Belief

Literature - The Origin of the World Literature - The Origin of the World Literature - The Legend of Maria Literature - The Legend of Maria
(Maranaw) (Maranaw) Makiling Makiling
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
III. LEARNING RESOURCES
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Reference/s
1. Teacher’s Guide Pages pp. 31-49 pp. 31-49 pp. 31-49 pp. 31-49
2. Learner’s Materials Pages Module 1, lesson 2 pp. 45-68 Module 1, lesson 2 pp. 45-68 Module 1, lesson 2 pp. 45-68 Module 1, lesson 2 pp. 45-68
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
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
IV. PROCEDURES 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.
A. Reviewing Previous Lesson Task 4.1 Word Structure Task 4.1 Word Structure Task 11 Sleeping Beauty Task 11 Sleeping Beauty
or Presenting the New
Lesson

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B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills
#1
E. Discussing New Concepts
and Practicing New Skills
#2
F. Developing Mastery
(Leads to Formative
Assessment 3)
At the end of the lesson, the students
will be able to:
a. use structural analysis to determine
the meaning of unfamiliar words or
expressions
b. discover literature as a means of
connecting to a significant past
c. explain how the elements specific to a
genre contribute to the theme of a
particular literary selection
Copy the chart and the newly formed
words.
Read each sentence and fill in the blank
with appropriate word.
Task 5. In the Beginning
The Origin of the World (Maranaw)
Task 5 Writing p. 9
At the end of the lesson, the
students will be able to:
a. use structural analysis to
determine the meaning of
unfamiliar words or
expressions
b. discover literature as a means
of connecting to a significant
past
c. explain how the elements
specific to a genre contribute to
the theme of a particular
literary selection
Copy the chart and the newly
formed words.
Read each sentence and fill in the
blank with appropriate word.
Task 5. In the Beginning
The Origin of the World
(Maranaw)
Task 5 Writing p. 9
At the end of the lesson, the
students will be able to:
a. use structural analysis to
determine the meaning of
unfamiliar words or expressions
b. discover literature as a means of
connecting to a significant past
c. explain how the elements
specific to a genre contribute to
the theme of a particular
literary selection
Make a simple diagram to
differentiate a myth from a legend.
Work with a partner. Recall the
important points of the legend,
Maria Makiling. Complete the
worksheet by describing in details
the given elements.
Task 17 Plot Me
Task 18.3 Complete Me Now p.62
At the end of the lesson, the students
will be able to:
a. use structural analysis to determine
the meaning of unfamiliar words or
expressions
b. discover literature as a means of
connecting to a significant past
c. explain how the elements specific to
a genre contribute to the theme of a
particular literary selection
Make a simple diagram to differentiate
a myth from a legend.
Work with a partner. Recall the
important points of the legend, Maria
Makiling. Complete the worksheet by
describing in details the given
elements.
Task 17 Plot Me
Task 18.3 Complete Me Now p.62
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 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. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
Process Questions:
1. Who created the world according
to the Maranaw folklore?
2. How many layers comprised the
world he created?
3. Describe the world he created and
its layers. Who inhabited each
layer?
Have them make their own
generalizations on the importance of
understanding the structural analysis of
the word.
Fill in each blank with appropriate
prefix/suffix to form a new word that
fits the context of the sentence.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
MORGANITE
ZIRCON
CARNELIAN
MORGANITE
Process Questions:
1. Who created the world
according to the Maranaw?
2. How many layers
comprised the world he
created?
3. Describe the world he
created and its layers. Who
inhabited each layer?
Have them make their own
generalizations on the
importance of understanding the
structural analysis of the word.
Fill in each blank with appropriate
prefix/suffix to form a new word
that fits the context of the
sentence.
Process Questions:
1. Who are the main characters
in the legend?
2. What do you think happen to
the both of them?
3. How would you end the
story?
Have them make their own
generalizations on the importance
of recalling our ancestral beliefs as
well as its usefulness in shaping our
identity.
Task 19 Ancestral Recall
Process Questions:
1. Who are the main characters in
the legend?
2. What do you think happen to the
both of them?
3. How would you end the story?
Have them make their own
generalizations on the importance of
recalling our ancestral beliefs as well as
its usefulness in shaping our identity.
Task 19 Ancestral Recall
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 additional activities for ZIRCON
remediation
CARNELIAN

C. Did the remedial lessons MORGANITE

work? No. of learners who
ZIRCON
have caught up with the
lesson CARNELIAN

MORGANITE

D. No. of learners who continue ZIRCON

to require remediation
CARNELIAN

E. Which of my teaching
strategies work well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

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