1. GRADES 1 to 12
DAILY LESSON LOG
School: PATROCINIO NATIONAL HIGH SCHOOL Grade Level: VII
Teacher: VINCENT R. CAILING Learning Area: ENGLISH
Teaching Dates and Time: SEPTEMBER 19-23, 2022 Quarter: FIRST
I. OBJECTIVES
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 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
Competencies/Objectives:
Write the LC Code for each
EN7LT-I-e-1: Discover literature
as a means of connecting to a
significant past
EN7LT-I-e-2.2.2: Explain the
literary devices used
EN7WC-I-e-4.3: Identify basic
features and kinds of paragraph
EN7WC-I-e-2.8.1: Recognize
the parts of a simple paragraph
EN7LC-I-e-5.1: Listen for
important points signalled by
volume, projection, pitch,
stress, intonation, juncture,
and rate of speech
EN7LC-I-e-5.2: Note the
changes in volume,
projection, pitch, stress,
intonation, juncture, and rate
of speech that affect meaning
EN7VC-I-e-6: Identify the
genre of a material viewed
(such as movie clip, trailer,
news flash, internet-based
program,documenta ry, video,
etc.)
EN7V-I-e-22.2: Select an
appropriate colloquial or
idiomatic word or expression
as a substitute for another
word or expression
EN7RC-I-e-2.15: Use non-
linear visuals as
comprehensive aids in
content texts
EN7SS-I-e-1.2: Transcode
orally and in writing the
information presented in
diagrams, charts, table,
graphs, etc.
EN7OL-I-e1.14.3: Use
the correct stress
(primary, secondary,
tertiary and weak)
when reading
passages
EN7G-I-e-11: Observe
correct subject-verb
agreement
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
two.
The Paragraph Stress Genre of a Material Viewed A Tale of Marinduque Subject-Verb
Agreement
III. LEARNING RESOURCES
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
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Copy of the text Copy of the lesson Projector / television Copy of the lesson Copy of the text
2. IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
A. Reviewing Previous Lesson
or Presenting the New
Lesson
Present the lesson “The
Kinds of Paragraph” to the
students.
Reviewing the previous
lesson.
Reviewing the previous lesson. Reviewing the previous
lesson.
Reviewing the
previous lesson.
B. Establishing a Purpose for
the Lesson
To deepen understanding
about paragraph
Ask the students:
What is a stress?
The teacher will show two short clips
taken from the internet. Let the students
give names to the clips.
Source:
www.youtube.com/watch?v=ZPckSoOgPU
To deepen understanding
on non-linear texts.
To widen their
vocabulary about
subject-verb
agreement.
C. Presenting
Examples/Instances of the
Lesson
A paragraph contains a group
of sentences arranged in a
certain order.
Present an example of a
word and help the students
identify how to stress it.
Elicit ideas from the students:
What is the difference between the two
clips?
Unlocking of difficult
words derived from the
story.
Present an example
of a sentence
following the correct
subject-verb
agreement.
D. Discussing New Concepts
and Practicing New Skills #1
Present an example of a
paragraph to the class.
Validate their answers. Validate their answers. Reading of the story
silently.
Let the students
identify the verbs as
singular or plural.
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
E. Discussing New Concepts and
Practicing New Skills #2
Discuss the basic features of a
paragraph:
Unity, Coherence,Completeness,
Emphasis/Order.
The emphasis that you put
in a certain syllable is
called stress.
The teacher will discuss the
news flash, weather report,
internet-based program, movie
trailer, and documentary.
Query:
How did the friendship of
Maring and Duque start?
Do you believe about the
tale of the risen islets?
Let them share what
they knew about the
topic.
F. Developing Mastery
(Leads to Formative Assessment
3)
Ask probing questions about the
topic to deepen understanding.
The teacher will discuss
on how words are stressed
out. It may be in the first
syllable, second syllable,
or third syllable.
Gather ideas from the students
about the lesson presented.
Let them share their opinion
about the lesson.
Assess the answers of
students from the given
activity.
Work in pairs:
Let the students give
an example of each
rules presented. Let
them share it to the
class.
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Discuss the types of paragraph to
the students:
Expository, Descriptive, Narrative,
and Persuasive
Query:
What do you feel from the
given activity?
Elicit ideas from the students:
What is the purpose of the
clips that you have seen?
Let the students answer
Task 11 on page 95.
Validate their answers
and add inputs if
necessary.
V. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
3. 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.
H. Making Generalizations and
Abstractions about the Lesson
Work in pairs:
Let the students identify the kinds
of the following paragraphs. Task
15 on page 84.
Ask the students:
What is the importance of
stressing the words
properly?
Group work:
Let the students do Task 5
Let’s Get Familiar. Let them
examine the item and put a
check mark under the column
NOT FAMILIAR and
FAMILIAR if they have heard
about the material.
Elicit answers from students
based on this question:
What lessons can we get from
the story?
Ask the students:
What is the impact of
an incorrect grammar
in a sentence?
I. Evaluating Learning Let the students do task 16.They
have to work with a group of ten
members and draw symbols and
signs so that he would see in
different establishments.
Let the students do Task 7
Stress it Out on page 92.
Let the students choose a
rapporteur to present their
output.
Let the students make a mind
map about the tale that they
have read.
Let the students do
Task 12 on page 96.
Let them create a
paragraph and
underline the verbs
used.
J. Additional Activities for
Application or Remediation
What is a stress? Do Task 6 Differing Views
on page 91.
Read in advance the story
The Tale of Marinduque.
Research about the rules of
subject-verb agreement.
Do Task 13 on page
96.
VI. REMARKS
VII.REFLECTION
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.
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:
VINCENT R. CAILING JOSE L. AMBONGLAY
Teacher I School Principal
