SCHOOL GRADE LEVEL 7

DAILY LESSON LOG TEACHER LEARNING AREA English

TEACHING DATES & TIME QUARTER II-Week 6

Session No. SESSION 1 SESSION 2 SESSION 3 SESSION 4

Date:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to
and 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.
B. Performance Standards The learner transfers 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 tenses and connectors correctly and appropriately.
C. Learning competencies/Objectives EN7LT-III-a-5: Discover literature EN7RC-III-a-8: Use one’s schema EN7VC-III-a-13: Determine the key EN7WC-III-a2.2.12: Identify
(LC Code for each) as a tool to assert one’s unique to better understand a text message conveyed in the material features of narrative writing
identity and to better understand EN7RC-III-a-8.1: Use one’s schema viewed EN7G-III-a-1: Link sentences
other people as basis for conjectures made about EN7LC-III-a-7: Use different listening using logical connectors that
EN7LT-III-a-5.1: Identify the a text strategies based on purpose, topic signal chronological and
distinguishing features of literature EN7OL-III-a-1.3: Express ideas, and levels of difficulty of simple logical sequence and
during the Period of Emergence opinions, feelings and emotions informative and short narrative texts summation
EN7V-III-a13.11: Categorize during interviews, group/panel EN7LC-III-a2.1/3.1: Note specific EN7WC-III-a-2.2: Compose
words or expressions according to discussions, forums/fora, debates, details of the text listened to simple narrative texts
shades of meaning etc
EN7V-III-a13.11.1: Identify EN7OL-III-a-5: Use the appropriate
collocations used in a selection prosodic features of speech during
interviews, discussions and forums

Using one’s schema to better Feature of Narrative Writing,

Determining Key message, using
Period of Emergence, understand a text, Expressing Link sentences using logical
II. CONTENT different listening strategies, Noting
Collocations ideas, opinions, Using appropriate connectors, Compose simple
specific details
prosodic features of speech Narrative text
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page/s
2. Learners’ Materials Page/s 300-308 332
3. Textbook Page/s
4. Additional Materials (LR)

Prepared by Marivic S. Kindahan of Nansiakan National High School of SDO Nueva Vizcaya
 B. Other Learning Resources
C. Integration
IV. PROCEDURE
A. Review of Previous Lesson/
Presentation of the New Lesson
B. Establishment of a Purpose
for the Lesson
Prepared by Marivic S. Kindahan of Nansiakan National High School of SDO Nueva Vizcaya
A differently Beautiful World.
(LM p. 300 Task 1) Teacher
divides learners into small groups
and provides art paper and
markers. Learners draw a large
flower with a circle at the center
on the art paper and the number
of petals should be equal to the
number of members in the group.
Through discussion with the
group, they identify their
similarities and differences.
Learners fill in the center of the
flower with something they have in
common and in the petals are
their unique qualities. The teacher
should remind the learners not to
use physical attributes.
An Emerging Change. (LM p.
300 Task 2) Teacher presents
pictures of events happened
during the Period of
Emergence and learners study
the picture and describe them.
Fact or Bluff! Learners read
statements about period of
emergence and identify if they
are true or false based on the
Values - Unity in diversity
“Hugot-cher” Hugot sa Teacher
Learners think of hugot lines
about the good works of a teacher
and share them to the class. The
teacher might as well give one as
sample for the learners.
What is the importance of
background knowledge to better
understand a text?
Video: Ang Tatlong Biik with English
Subtitles
“ Hugot-Lings” Hugot to siblings.
Learners share hugot lines about
siblings. Teacher may share firs
his/her hugot to motivate learners to
share theirs.
Teacher gives a brief background of
what is expected from among the
learners to accomplish in this session.
1. Determine the key message
conveyed in the material
viewed
2. Use different listening
strategies based on purpose,
topic and levels of difficulty of
simple
Remember and Narrate.
Teacher encourages learners
to recall the story of the
“Three Little Pigs” and ask
someone to narrate the
events.
Teacher processes the
narrative by letting the
learners point out the
sequence of events
Teacher introduces the word
Narrative and elicits the ideas
of the learners about the word
Teacher points out that
this session is focused on
the features of narrative
writing, linking sentences
using logical connectors,
and composing simple
narrative text
 presented pictures. If true, they
write FACT or BLUFF if false.
Teacher makes a smooth
transition of the lesson by
introducing selection written in
the period of Emergence
C. Presentation of Examples/ VocaBox (LM p. 304) Learners
Instances of the New Lesson read the words in the 5 boxes and
look for the word which does not
belong to the group
Teacher facilitates the processing
of the learners’ answers
D. Discussion of New Concepts and Directed Reading -Thinking
Practice Approach (DRTA)LM p. 304-
of New Skills (1) 307 Teacher chooses 4 best
readers to read the selection
“Pliant like the Bamboo” and
directs the learners in
answering the questions
presented in “Reflection Time”
E. Discussion of New Concepts and Locate, Reflect and Evaluate!
Practice LM p. 307 Teacher lets the
of New Skills (2) learners answer the task in their
notebook
Prepared by Marivic S. Kindahan of Nansiakan National High School of SDO Nueva Vizcaya
Naming 3-in-1s
Teacher asks learners to name
products labelled with “3-in-1”. S/He
also encourages them to name
other things/ events associated with
3-in-1
3-in-1. All-in-one.
Teacher reads first to the learner
afterwards, calls a learner or two
to read the article entitled” #3-in-
1” and it
Teacher groups the learners into
five. Have them list down
characteristics of 3-in-1 coffee
and list down also the
characteristics of learners
encountered by the teacher. Let
the learners compare and
contrast these characteristics
with the use of a Venn Diagram.
Have the students share their
output to the class.
Map what’s in your mind! LM p
313
3. Note specific details of the
text listened to
Viewing Time! Teacher presents a Using the story of the “Three
video entitled “Ang Tatlong Biik” (The Little Pigs” as springboard, the
Three Little Pigs) teacher gathers learners idea
Teacher may give guide questions to of the features of Narrative
the learners to facilitate understanding text and enhances this
of the material. through giving additional
inputs
The note I note! While a music is Interactive discussion on
being played the teacher passes a Logical Connectors see
flower to a student and the student appendix ______
passes it to the next. When the music
stops the learner draws a question
from the note box and answers it. The
process continues until all the
questions are answered correctly
1. Who were the characters in
the story?
2. What conflict arises between
the characters
3. How did they solve the
conflict?
4. How do you describe the
mother in the story?
5. If you were the third sibling,
how will you treat your first
two siblings?
Add more questions if
necessary…
Compare and Contrast! (Pair work) This is Good to Know!
Teacher facilitates drawing a Venn Teacher discusses briefly the
Diagram with three circles and let the Guidepost in Writing a
learners compare and contrast the

F. Development of Mastery
Prepared by Marivic S. Kindahan of Nansiakan National High School of SDO Nueva Vizcaya
What Kind of Persons are
Filipinos? Task 7 LM p. 307-308
My Lucky Number Task 8 LM p.
308
Teacher facilitates the
accomplishment of the two (2)
activities.
Learners scan the text and create a attitude of the three characters in the Narrative Text LM p. 332 or
mind map as to how the teacher story and let them discuss their Appendix 2.
described diversity in her classroom answers to the class.
Guide question may be given to
make the task easier to accomplish
1. What are the differences
among the learners that
the teacher encountered?
2. What did she say about
the fast learners?
3. Why did she say that
having diverse learners in
a class has its
advantages?
Role Playing Points of View. LM p Watch pa more! Learners view a clip Write what is real! Learners
313 Teacher groups the learners of the video and note down the value write a real-life experience.
into 5 and facilitates the following being taught by the clip (the part of
Tasks the video when the youngest among Rubrics for evaluating the
Group 1: Getting in the teacher’s the little pigs said, “Our unity is our narrative text should be
shoe: Place yourself on the strength”) presented first before the
teacher’s shoe. Create Strategies Then the learners share situations activity.
how you will address diversity in the they encountered that reflect strength
classroom. in unity.
Group 2: School Principal’s
Shoe: Create Strategies how you
will address diversity in the
classroom.
Group 3: Parent’s Shoe: Place
yourself in the shoe of a parent.
How will you help the Teacher
address diversity in the classroom?
Group 4: Mayor’s Shoe: How will
you help the school address
diversity in the classroom
Group 5: SSG President’s Shoe:
How will you help the teacher
address diversity in the classroom?
 G. Finding Practical Applications of Which of the character traits
Concepts identified do you possess? How
and Skills in Daily Living will you enhance this traits?
H. Making Generalizations and Period of Emergence (1935-1945)
Abstractions 1. During the Period of
about the Lesson Emergence, Japan invaded
the Philippines leading to the
destruction of buildings.
2. In this period, movies became
popular replacing zarzuela.
3. The English language was
widely used by the writers.
4. Carlos P. Romulo was one of
the famous writers during this
period.
I. Evaluating Learning
J. Additional Activities
for Application or Remediation
V. REMARKS ____ Objectives were attained.
____ Objectives were NOT
attained.
Reasons:
1. ________________________
2. ________________________
3. ________________________
VI. REFLECTION
A. No. of learners who earned 80% of
the interaction
B. No. of learners who require
additional activities
Prepared by Marivic S. Kindahan of Nansiakan National High School of SDO Nueva Vizcaya
How will you be of help in
addressing differences in the
community and in your family?
Why is background knowledge
important for a better understanding
of the text?
Oral Evaluation
3- great learning for the day
2-things worth sharing
1-question needing answer
Research/ Collect hugot lines about
siblings and share to the class
tomorrow
____ Objectives were attained.
____ Objectives were NOT
attained.
Reasons:
1. ________________________
2. ________________________
3. ________________________
How will you treat your brother or
sister who has a very different
personality from yours?
What strategies and techniques ca be
used to be able to determine the key
message of a material viewed?
____ Objectives were attained.
____ Objectives were NOT
attained.
Reasons:
________________________
________________________
________________________
How would you like your life
story be told?
What are the importance of
using logical Connectors?
What are the important things
to consider in writing a
narrative?
Narrative text will serve as
evaluation
____ Objectives were
attained.
____ Objectives were NOT
attained.
Reasons:
________________________
________________________
________________________
 for remediation who scored below 80%

C. Did the remedial lesson 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/supervisor can help
me solve?
G. What innovation o localized
materials did I use/discover which I
wish to share with other teachers?

Signature:
Prepared by:
Signature:
Name of Monitor/Observer

Prepared by Marivic S. Kindahan of Nansiakan National High School of SDO Nueva Vizcaya