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
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
August 28, 2018 – Tuesday Quarter 2
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: Philippine literature during the
Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and
figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral communication; and types
of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.
EN7SS-II-a-1: Use appropriate mechanisms/tools in the library for locating
resources
EN7SS-II-a-1.5.3: Use the card catalog, the online public access catalog, or
electronic search engine to locate specific resources
EN7SS-II-a-1.5.3: Use the card catalog, the online public access catalog, or
electronic search engine to locate specific resources
Page 155 of 247 (2016 CG)
Using Card Catalogs and Online Public Access Card Catalogs
156-158
172-173
Have the students present their assignment (additional activity). Process the
answers.
Tell the students that they will be learning to locate resources using
appropriate mechanisms or tools in the library.
Ask the students of the kinds of books or any reading and informational
materials they can find the library.
What tools do you use to locate resources in the library?
How do you locate resources using tools in the library?
Elicit students’ answers to the questions.
Present the following:
a. Library
b. classification of books in the library
c. card catalogs
(See attachment)
D. Discussion new concepts and
practicing new skills #1
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
Deepen the lesson by providing examples of Card catalogs and its parts.
Practice 1:
Identify the parts of the card catalogs provided for them.
(See attachment)
Discuss with the students the Online Public Access Catalog
An OPAC (Online Public Access Catalog) is an online bibliography of a
library collection that is available to the public. OPACs developed as stand-
alone online catalogs, often from VT100 terminals to a mainframe library
catalog.
Examples:
Group Work
Make a card catalog (subject, title, or author) using the information of
the books provided to you. Write it on Manila paper given to you.
See attached Rubrics
Give instances where you can use the card catalog or OPAC.
How do you benefit from it?
What are the two ways of finding references?
A. Study the card catalog and answer the questions below.
 1. Who is the author of the book?
2. What is the title of the book?
3. Who published the book?
4. Where was the book published?
5. When was the book published?
6. How many pages does the book have?
7. Does the book contain illustrations?
8. What is its call number?
9. Is the book fiction or nonfiction?
10. What kind of a catalog card is it?

B. Which of the catalog cards below will give you the following
information? Write only the letter?

(See attachment)
J. Additional activities for Go to the library make your own card catalog. Use ¼ index card.
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______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time August 29, 2018 – Wednesday Quarter 2
7:30-8:30 (Opal) / 8:30-9:30 (Gold)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Philippine literature during the
Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and
figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral communication; and types
of phrases, clauses, and sentences.
B. Performance Standards The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.
C. Learning Competencies EN7SS-II-a-1: Use appropriate mechanisms/tools in the library for locating
resources
EN7SS-II-a-1.5.3: Use the card catalog, the online public access catalog, or
electronic search engine to locate specific resources
Page 155 of 247 (2016 CG)
II. CONTENT Using Card Catalogs and Online Public Access Card Catalogs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 156-158
2. Learner’s Material pages 172-173
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review the kinds of a card catalog.
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
E. Discussing new concepts Discuss with the students the Online Public Access Catalog
and practicing new skills
#2 An OPAC (Online Public Access Catalog) is an online bibliography of a
library collection that is available to the public. OPACs developed as stand-
 alone online catalogs, often from VT100 terminals to a mainframe library
catalog.

Examples:

F. Developing mastery Group Work

(Leads to Formative Make a card catalog (subject, title, or author) using the information of
Assessment 3) the books provided to you. Write it on Manila paper given to you.

G. Finding practical Give instances where you can use the card catalog or OPAC.
applications of concepts How do you benefit from it?
and skills in daily living
H. Making generalizations What are the two ways of locating references?
and abstractions about
the lesson
I. Evaluating Learning A. Study the card catalog and answer the questions below.

1. Who is the author of the book?

2. What is the title of the book?
3. Who published the book?
4. Where was the book published?
5. When was the book published?
6. How many pages does the book have?
7. Does the book contain illustrations?
8. What is its call number?
9. Is the book fiction or nonfiction?
10. What kind of a catalog card is it?
 B. Which of the catalog cards below will give you the following
information? Write only the letter?
(See attachment)
J. Additional activities for Go to the library make your own card catalog. Use ¼ index card.
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______________

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
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
August 30, 2018 – Thursday Quarter 2
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: Philippine literature during the
Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and
figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral communication; and types
of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.
EN7LC-II-b-3.3 Recognize main/key ideas
English Learner’s Material 7 and Skill Builders for Efficient Reading 10 and
Skill Builders for Efficient Reading 9
128-130; 40-43; 16-17
Project EASE Module 4 pp. 4-5
Have the students review the parts of a paragraph.
A. Topic sentence
B. Supporting details
C. Conclusion
There are several good reasons why a young person should
try to get a job when school is out, especially in summer. He will meet
people and probably make new friends. He will learn the value of
money and learn to spend it wisely. He will experience the discipline
which the job demands and will become a more responsible person.
Most important of all, he will realize that he is an individual who is
capable and worthy of trust.
Process Question:
1. What does the paragraph talk about?
2. Where did you find the main idea? How did you locate it?
3. How did you recognize the main idea?
 Explain to the students, that they will be studying how to recognize idea
through listening.

C. Presenting Have the students listen to a short paragraph.

examples/instances of the
new lesson
Are you an adventurous type? Would you like to visit the
moon with Jules Verne or sail the seven seas with Sinbad? How
about circumnavigating the globe like Basco de Gama, or better still,
ride in a time machine that will take you to all those places and times
in the past when exciting adventures happened? All theses you can
do through reading. For reading enables a person to vicariously
experience many things otherwise beyond his search.

1. What does the paragraph talk about?

2. What does it ask you?
3. How did you recognize the idea talk about in the paragraph?

D. Discussion new concepts and Main idea is the key idea in every paragraph. It is found in the topic
practicing new skills #1 sentence of a paragraph. Every paragraph has one main idea.

Listen to another paragraph and identify the main idea.

The world we live in without disgust is the beauty which

every now and then men create out of chaos- the picture they
pain, the music they compose, the books they write, and the lives
they lead. Of all these, the richest in beauty is a life well-lived.
That is the perfect work of art.

Questions:
1. What is the main idea of the selection?
A. A perfect work of art is a thing of beauty.
B. Many people often regard this world with disgust.
C. Man is capable of creating beauty out of chaos.

2. According to the selection, what saves man from the chaos of this world?
A. his flexibility in time of crisis
B. his ability to create works of art
C. his complacent and easy-going nature
D. his appreciation of the beauty of nature.

3. To what does the phrase “perfect work of art” refer?

A. the books men write
B. the music men compose
C. the pictures men pain
D. the life men spend well
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
Listen to the paragraphs that the teacher will read. Recognize the main idea.
1. Young lion cubs can be as affectionate as kittens. If you hold one of them on
your lap it will relax comfortably in your arms, almost as if it were a baby. Pat
it on the head or stroke its fur and you will hear it purr and wait for you to do it
again. If mama lioness is near, she will be growling softly to warn you to be
careful with her affectionate baby. But the cub will pay no attention. It just
wants you to go on patting it.
The paragraph is about a/an
A. domesticated lion cub
B. troublesome lion cub
C. affectionate lion cub
2. Blossoms sprouted everywhere, growing from stems that sprang up from
the ground and out of tree trunks. Rizza had never seen so many plants
before! These growths were shaped like the green plants of Earth, but they
were in totally different colors. The leaves were red and orange and the
flowers were streaked with pinks and yellows, browns and blues.
The paragraph describes
A. earth
B. plants
C. colors
3. Leonardo da Vinci is best known as a painter, but he was also a sculptor
and a musician. He was a talented engineer and inventor and an important
figure in the history of science. Leonardo da Vinci was a man of many
talents.
The paragraph is chiefly about the
A. many talents of Leonardo da Vinci.
B. well-known paintings of Leonardo da Vinci
C. contributions of Leonardo da Vinci to science.
Give instances where we can easily identify the main or key idea.
Possible answers:
- Through listening attentively
- Through identifying the topic sentence
- Through identifying key words
Why is it important to recognize the main idea? How does it help us to
easily understand the text that you have listened to?
Listen to each paragraph and recognize the main idea. Write the letter
that corresponds to your answer.
1. The dictionary is a very important reference. As a student, knowing how
to find information in it in the shortest time possible is necessary. The words
in the dictionary are arranged alphabetically. It is then important to know
whether a certain letter is at the beginning, middle or end of the alphabet so
no time will be wasted.
The paragraph is mainly about
 A. how words are arranged in a dictionary.
B. the dictionary as an important reference.
C. getting information in the shortest time possible.
2. Herbs, which are flowering plants, have several interesting uses. The
leaves, seeds and even the underground roots can be used as spices when
cooking. Fragrances for perfume and soap often come from herbs. One of
the most interesting and perhaps the oldest, use of these plants is for making
medicines. Ancient people believed that herbs had the power to heal
sickness.
The paragraph is about
A. the uses of herbs.
B. medicine made from herbs.
C. cooking spices from herbs.
3. Bamboo is one of the most useful grasses in the world. In fact, it may be
more like a tree than like a grass. It has leaves as thick as trees. It can be
used to make fences, houses, ladders, toys, umbrellas and rafts. Its leaves
are used as food for animals or to make paper. From the stem are made
buckets, water pipes, flutes and flowerpots. The juice from bamboo is
turned into medicine and the young stems are eaten as vegetable. There are
literally hundred of uses for bamboo.
The paragraph is about the
A. many uses of bamboo.
B. similarities of the bamboo and a tree.
C. different parts of bamboo.
4. . Three types of ants, each with a different task to perform, live in an ant
colony. There is usually only one queen ant. She lays the eggs. The male
ants fertilize the queen’s eggs. Female ants or workers do such things as
gathering food, defending the colony from enemies and caring for the young
ants.
The paragraph is about
A. the queen ant
B. kinds of ants in a colony
C. workers defending the colony

5. Our country’s interest in bicycling is growing. Bicycle racing, both

indoors and outdoors, is a fast growing sport. Some people join clubs that
have racing teams. Others join clubs that plan tours. These tours may be as
short as neighborhood circuits or as long as cross-country trips. More and
more people of all ages are taking these bike tours.
The paragraph is about
A. taking a cross-country bike tour.
B. reasons for joining a bike club.
C. the growing popularity of bicycling.
J. Additional activities for
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______________