School ISALA Grade Level 7

DAILY LESSON LOG Teacher JULIUS U. BALDIVINO Learning Area English

Teaching Dates and Time Week 1 Quarter Second

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both
literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
B. Performance Standards The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals
or expressions in topic development, and appropriate prosodic features, stance, and behavior.
C. Learning EN7LC-II-a-6: Use listening strategies EN7VC-II-a-1/2: Note details, EN7OL-II-a-4: Use verbal and non- EN7WC-II-a-5: Extract information
Competencies/Objectives based on purpose, familiarity with the sequence, and relationships of ideas verbal cues in conversations, dialogs, from a text using a summary, precis,
Write the LC code for each topic and levels of difficulty of short and events and interviews and paraphrase
texts listened to EN7V-II-a-10.1: Discriminate between EN7OL-II-a-4.1: Use appropriate EN7G-II-a-1: Use phrases, clauses,
EN7LC-II-a-6.1: Extract information literal and figurative language verbal and nonverbal cues when and sentences appropriately and
from the text listened to EN7V-II-a10.1.1: Classify sample texts developing, maintaining and ending meaningfully
EN7LT-II-a-4: Discover the conflicts into literal or figurative conversations and dialogs
presented in literary selections and the EN7G-II-a-1: Use phrases, clauses,
need to resolve those conflicts in and sentences appropriately and
nonviolent ways meaningfully
EN7LT-II-a-4.1: Identify the
distinguishing features of literature
during the Period of Apprenticeship
II. CONTENT English for Today’s Work English for Today’s Work English for Today’s Work English for Today’s Work
Unit 2 Lesson 1 Unit 2 Lesson 1 Unit 2 Lesson 1 Unit 2 Lesson 1
How our forefathers kept fit Facts vs Opinions Generalizing Role Playing
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages 156-157 150 161-162 164-165
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Initial Task Review on the selection Review on facts and opinions Review on making generalizations
or presenting the new
lesson Let the students do simple kinaesthetic
B. Establishing a purpose for Defining vocabulary Defining fact and opinion Read the selection in Task 1 Identify the agreement of subject and
the lesson verb.
C. Presenting Let the students work on Task 1 Let the student work on Task 1 Making Generalizations Citing five examples to check their script
examples/instances of the
new lesson
D. Discussing new concepts Let the students work on Task 2 Providing examples on facts and opinions Writing Script for Role playing
and practicing new skills
#1
E. Discussing new concepts The students read the selection The students read the sentences and
and practicing new skills distinguish the facts and opinions.
#2 Discuss the content of the selection read

F. Developing mastery The learners will answer the TRUE or Let the students work on Task 2
(Leads to Formative FALSE activity in their notebook.
Assessment 3)
G. Finding practical Why do we need to know what facts and
applications of concepts opinions are?
and skills in daily living
H. Making generalizations What do we do to keep us fit? What is fact? Opinion?
and abstractions about the
lesson
I. Evaluating learning Individual output. Noting the answers of the learners. Divide the class into five groups and make The students will work on Task 3
Write at least five exercises they at home a script.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
 School ISALA Grade Level 7
DAILY LESSON LOG Teacher JULIUS U. BALDIVINO Learning Area English
Teaching Dates and Time Week 2 Quarter Second

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both
literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
B. Performance Standards The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals
or expressions in topic development, and appropriate prosodic features, stance, and behavior.
C. Learning EN7LC-II-b-3.3: Recognize main/key EN7VC-II-b-1/2: Note details, EN7V-II-b10.1.1: Classify sample texts EN7WC-II-b-5: Extract information
Competencies/Objectives ideas sequence, and relationships of ideas into literal or figurative from a text using a summary, precis,
Write the LC code for each EN7VC-II-b-1/2: Note details, and events and paraphrase
sequence, and relationships of ideas EN7G-II-b-1: Use phrases, clauses,
and events and sentences appropriately and
EN7LT-II-b-4: Discover the conflicts meaningfully
presented in literary selections and the EN7OL-II-b-4.1: Use appropriate
need to resolve those conflicts in verbal and nonverbal cues when
nonviolent ways EN7LT-II-0-4.2: developing, maintaining and ending
Identify the distinguishing features of conversations and dialogs
poems and short stories
II. CONTENT English for Today’s Work English for Today’s Work English for Today’s Work English for Today’s Work
Unit 2 Lesson 2 Unit 2 Lesson 2 Unit 2 Lesson 2 Unit 2 Lesson 2
Proper Exercise and Nutrition Reading Charts Primary vs Secondary Writing an Article
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages 168 170 172-173 174
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Initial Task Review on the selection Review on selection and chart Review on the selections about mental
or presenting the new health and XTC
 lesson Ask students about their failures and how
they are handling it
B. Establishing a purpose for Defining mental health Defining chart Identifying importance of dialogue Giving descriptions in how it is to be
the lesson healthy
C. Presenting Let the students work on Task 1 Let the student work on Task 1 Divide the class into three members in a
examples/instances of the group
new lesson
D. Discussing new concepts Providing examples on charts Let the students work on Task 4 Writing an article
and practicing new skills
#1
E. Discussing new concepts The students read the selection The students read the selection Discussing the Primary and Secondary Guidelines in writing descriptive article
and practicing new skills Sources
#2 Discuss the content of the selection read

F. Developing mastery The learners will answer Task 2 Let the students work on Task 3 Identifying different sources as Primary or
(Leads to Formative Secondary
Assessment 3)
G. Finding practical Why do we need to know about charts? Why do we need to know about Primary Why do we need to write an article?
applications of concepts and Secondary Sources?
and skills in daily living
H. Making generalizations What is Mental Health? What is chart? What is Primary and Secondary Sources? What are articles?
and abstractions about the
lesson
I. Evaluating learning Individual output. Giving another chart to study Identify the following sources as Primary The students will work on Final Task
Write at least three things you do to keep or Secondary
your mind at bay. 1. Essay on Galileo’s diary
2. News Report
3. K-zone Magazine
4. PDu30’s speeches
5. Documentary on Marcos
6. Writing your diary
7. Watching the Lion King
8. Reading an experience in the zoo
9. Taking pictures
10. Writing an essay about the article
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
 School ISALA Grade Level 7
DAILY LESSON LOG Teacher JULIUS U. BALDIVINO Learning Area English
Teaching Dates and Time Week 3 Quarter Second

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both
literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
B. Performance Standards The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals
or expressions in topic development, and appropriate prosodic features, stance, and behavior.
C. Learning EN7LC-II-c2.1/3.1: Note specific EN7SS-II-c-1.5.3: Use the card EN7G-II-c-1: Use phrases, clauses, EN7WC-II-c-5: Extract information
Competencies/Objectives details/elements of the text listened to catalog, the online public access and sentences appropriately and from a text using a summary, precis,
Write the LC code for each EN7VC-II-c-11: Narrate events catalog, or electronic search engine to meaningfully and paraphrase
chronologically/ Arrange ideas logically locate specific resources EN7OL-II-c-2.7: Employ correct turn-
based on a material viewed EN7LT-II-c-4: Discover the conflicts taking, turngiving and topic control
EN7V-II-c-10.1.2: Identify figures of presented in literary selections and the strategies in conversations and dialogs
speech that show comparison (simile need to resolve those conflicts in
metaphor, personification) nonviolent ways
EN7LT-II-c-2.2: Explain how the
elements specific to a genre contribute
to the theme of a particular literary
selection
II. CONTENT English for Today’s Work English for Today’s Work English for Today’s Work English for Today’s Work
Unit 2 Lesson 3 Unit 2 Lesson 3 Unit 2 Lesson 3 Unit 2 Lesson 3
Identifying the Main Idea Skimming Pronouns Creative Campaign
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages 175-178 179-181 181-182 183
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson The teacher will present a song. (Paraiso) Review on identifying the Main Idea Review on skimming and the selection Review on Pronouns
 or presenting the new
lesson
B. Establishing a purpose for Identifying the Main Idea Defining Skimming Defining and identifying Pronouns Conducting Campaign
the lesson
C. Presenting Finding the Main Idea Let the student work on Task 1 Kinds of Pronouns Presenting examples of Environmental
examples/instances of the Campaign in the country
new lesson
D. Discussing new concepts The students will work on Task 1 Providing examples to skim on Let the students work on Activity 1 The students will work on Final Task 1
and practicing new skills
#1
E. Discussing new concepts The students will read the selection by
and practicing new skills skimming, “Living within the Circle”
#2
F. Developing mastery The students will answer Task 2 Let the students work on Activity 1 The students will work on another activity The students will work on their proposals
(Leads to Formative
Assessment 3)
G. Finding practical Why do we need to find the Main idea of a Why do we need to know about Why do we need to know about Why do we need to have a campaign
applications of concepts topic? skimming? Pronouns? concerning the environment?
and skills in daily living
H. Making generalizations What is the Main Idea? What is Skimming? What are pronouns? What is a Campaign?
and abstractions about the
lesson
I. Evaluating learning Individual output. Giving another selection to skim on Individual output The students will present their Campaign

The students will read 5 selections and The students will answer a 10-item
find the main idea. practice test on pronouns
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
 School ISALA Grade Level 7
DAILY LESSON LOG Teacher JULIUS U. BALDIVINO Learning Area English
Teaching Dates and Time Week 4 Quarter Second

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both
literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
B. Performance Standards The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals
or expressions in topic development, and appropriate prosodic features, stance, and behavior.
C. Learning
Competencies/Objectives
Write the LC code for each

II. CONTENT English for Today’s Work English for Today’s Work English for Today’s Work English for Today’s Work
Unit 2 Lesson 4 Unit 2 Lesson 3 Unit 2 Lesson 3 Unit 2 Lesson 3
Identifying the Main Idea Skimming Pronouns Creative Campaign
III. LEARNING
RESOURCES
A. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages 186-190
8. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson The teacher will ask the ordinances being Review on the previous lesson The teacher will ask the students if they Review on the previous lesson
or presenting the new established in their community. have gone to Pasig or what they know
lesson about the place
B. Establishing a purpose for Writing Process analysis paragraph
the lesson
C. Presenting Reading an Article The students will read the Article, “On Tenses of Verbs
examples/instances of the “Why Recycle?” Pasig”
new lesson
D. Discussing new concepts The students will do Task 1 Transitional Devices
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills Discussing the Indefinite Pronouns
#2
F. Developing mastery The students will do Activity 1 The students will do Activities 2 & 3 The teacher will present examples The students will do Activity 1
(Leads to Formative
Assessment 3)
G. Finding practical Why do we need to know about the
applications of concepts Indefinite pronouns?
and skills in daily living
H. Making generalizations What are Indefinite Pronouns? What are Transitional Devices? What are tenses?
and abstractions about the
lesson
I. Evaluating learning Individual output. The students will do Task 1 The students will do Final Task 1

The students will answer the following

sentences
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION