GRADES 1 to 12 School San Juan National High School Grade Level 7

DAILY LESSON Learning ARALING

PLAN Teacher DONNA R. SABUGA-A
Area PANLIPUNAN
Date and Time August 5, 2019 Quarter 1st Quarter
Ang mag-aaral ay naipamamalas ng mag-aaral ang pag-unawa sa ugnayan ng
A. Content Standards kapaligiran at tao sa paghubog ng sinaunang kabihasnang Asyano.

Ang mag-aaral ay malalim na nakapaguugnay-ugnay sa bahaging ginampanan

B. Performance
Standards ng kapaligiran at tao sa paghubog ng sinaunang kabihasnang Asyano

C. LC Code
1. Napapahalagahan ang yamang tao ng Asya.
I. OBJECTIVES 2.
3.

II. SUBJECT MATTER Synonyms and Antonyms

III. LEARNING RESOURCES

A. References:
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Other References Teachnet.com

IV. PROCEDURES
A. Review previous lesson or Students will review lesson of synonyms and antonyms
presenting new lesson
B. Establishing a purpose for
the lesson
Ask the for examples of pairs of word that are synonyms. Write them on the board. Go
C. Presenting examples/
instances of the new lesson through the same process for antonyms

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making a generalizations and
abstractions about the lesson
I. Evaluating learning
Discuss why learning synonyms and antonyms is useful in reading and writing. (Helps
with reading comprehension and enables students to use more variety in their writing.
 Allow students to work in pairs.
 Handouts sports section from the newspaper to each pair.
 Instruct students to rewrite headlines using as many synonyms as they can.
 Next have students rewrite headlines using as many antonyms as they can.
Have students share their new headlines using many antonyms as they can.
Have students share their new headlines with the rest of the class.
Play a word game, having students call out synonyms and antonyms after hearing a word
you’ve given.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted by:

GRADES 1 to 12 School Casinglot National High School Grade Level 7

 DAILY LESSON Learning
Teacher CLAUDINE B. PACHECO ENGLISH
PLAN Area
Date and Time December 5, 2017 Quarter 3rd Quarter
The Learners understanding of: Philippine literature in the period of Emerge as a tool to
assert one’s identity strategies in listening to viewing of informative and short narrative
A. Content Standards texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfer learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing
B. Performance
strategies; expressing ideas, opinions, and feelings through various formats; and
Standards
enriching written and spoken communication using direct/reported speech, active/passive
voice, simple past and past perfect and connectors correctly and appropriately.
C. LC Code EN7VC-IIIe-14
1. Make stand on the material viewed.
I. OBJECTIVES 2. Determine the correct order of Adjective in a sentence.
3. Complete the sentence by putting adjectives in correct sequence.

II. SUBJECT
MATTER
Order of the Adjective

III. LEARNING RESOURCES

A. References:
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Other References www.slideshare.net/marcomed

IV. PROCEDURES
A. Review previous lesson or
presenting new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Ask the students what is synonyms and antonyms.
In English, it is common to use more than are adjective before a noun, for example. “He’s
a silly young fool” or “ she’s a smart, energetic woman. “ When you use more than one
adjective you have to put them in the right order, according to type.
 Describe-the-Picture
Students will work on the correct arrangement of adjective to properly describe the
picture.

Discuss the new lesson to the students.

D. Discussing new concepts
and practicing new skills #1
The order of adjectives

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery
 Let the students do some excises on the types of adjectives. Choose the correct
order of adjective in the following sentences given.
G. Finding practical
applications of concepts and
skills in daily living
H. Making a generalizations and
abstractions about the lesson
Watch the video snipped from avatar and do the next task.
 The following statement are base from the film.
I. Evaluating learning
 Determine the correct sequence of the adjective inside the parentheses

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted by:

 GRADES 1 to 12
DAILY LESSON
PLAN
A. Content Standards
B. Performance
Standards
C. LC Code
I. OBJECTIVES
II.SUBJECT MATTER
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Other References
IV. PROCEDURES
A. Review previous lesson or
presenting new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making a generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Prepared by:
School Casinglot National High School Grade Level 7
Learning
Teacher CLAUDINE B. PACHECO ENGLISH
Area
Date and Time December 6, 2017 Quarter 3rd Quarter
The Learners understanding of: Philippine literature in the period of Emerge as a tool to
assert one’s identity strategies in listening to viewing of informative and short narrative
texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfer learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and
enriching written and spoken communication using direct/reported speech, active/passive
voice, simple past and past perfect and connectors correctly and appropriately.
EN7LT_IIIe-5
1. Discover literature as a tool to assert one’s unique identity and to better understand
other people.
2.
3.
Immersing in a Changed life.
Language in Literature Philippine Literature
Reviewing the Previous Lesson.
 Unveil What you know
 What beliefs do you know about how to see one’s future partner in Life?
Unlock the Meaning of words.
A hard, bitter, vengeful face.
Read the Selection entitled “May Day Eve” (excerpt) Nick Joaquin
Discussing on the selection read.
 Sharing insights.
 Interpret
 Analyze
Identifying conflict
Literary skills:
Recognizing Flashback.
Noted by:
 GRADES 1 to 12 School Casinglot National High School Grade Level 7
DAILY LESSON Learning
PLAN Teacher CLAUDINE B. PACHECO ENGLISH
Area
Date and Time December 7, 2017 Quarter 3rd Quarter
The Learners understanding of: Philippine literature in the period of Emerge as a tool to
assert one’s identity strategies in listening to viewing of informative and short narrative
A. Content Standards texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfer learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing
B. Performance
strategies; expressing ideas, opinions, and feelings through various formats; and
Standards
enriching written and spoken communication using direct/reported speech, active/passive
voice, simple past and past perfect and connectors correctly and appropriately.
C. LC Code EN7WC-IIIe-2.2.13
1. Compose an anecdote based on a significant personal experience.

I. OBJECTIVES 2.
3.

II.SUBJECT MATTER Writing a Personal Experience.

III. LEARNING
RESOURCES

A. References:
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Other References Language in Literature Philippine Literature

IV. PROCEDURES
A. Review previous lesson or Reviewing the Previous Lesson.
presenting new lesson
B. Establishing a purpose for
the lesson

C. Presenting examples/
instances of the new lesson
Give the basic dicta for writing an acceptable personal anecdote are set forth in the lesson, namely:
 Give the anecdote an interesting
D. Discussing new concepts  Limit the anecdote to one incident.
and practicing new skills #1  Start with an introduction that sets the scene and produces a mood for the anecdote
Put the events in a chronological order.. etc.

The students will write there sample personal experience. The teacher will check there
E. Discussing new concepts
and practicing new skills #2 works.

F. Developing mastery
G. Finding practical
Let some of the students share of their personal experiences in life that they can’t forget.
applications of concepts and
skills in daily living
H. Making a generalizations and
abstractions about the lesson
Let the students rewrite again of their personal experiences in a chronological order.
I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted by:

 GRADES 1 to 12 School Casinglot National High School Grade Level 7
DAILY LESSON Learning
PLAN Teacher CLAUDINE B. PACHECO ENGLISH
Area
Date and Time December 8, 2017 Quarter 3rd Quarter
The Learners understanding of: Philippine literature in the period of Emerge as a tool to
assert one’s identity strategies in listening to viewing of informative and short narrative
A. Content Standards texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfer learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing
B. Performance
strategies; expressing ideas, opinions, and feelings through various formats; and
Standards
enriching written and spoken communication using direct/reported speech, active/passive
voice, simple past and past perfect and connectors correctly and appropriately.
C. LC Code
1.
I. OBJECTIVES 2.
3.

II. SUBJECT MATTER ARAW NG PARANGAL

III. LEARNING
RESOURCES

A. References:
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Other References

IV. PROCEDURES
A. Review previous lesson or
presenting new lesson
B. Establishing a purpose for
the lesson

C. Presenting examples/
instances of the new lesson

D. Discussing new concepts

and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2

F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making a generalizations and
abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted by: