GRADES 1 to 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies or
Objectives
(Write LC Code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learners' Guide pages
3. Textbook pages
4. Additional Materials
from Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a Purpose
for the lesson
C. Presenting examples or
instances of the new
lesson
School MANGALDAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher Learning Area ENGLISH
Teaching Dates and Time December 3-7, 2018 Quarter THIRD
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 assessed 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.
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.
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.
EN7-LT-III-d-5: Use literature to
understand people better. EN7-LT-III-d-2.2.2: Explain the
EN7-RC-III-d-2.8: Predict the
EN7G-III-d-3: Use direct and reported speech appropriately in varied context.
elements of a short story.
events in a short story.
Elements of Short Story
Hunger in Barok Direct and Reported Speech
(Tone, Characters, Theme)
Grade 7 English Teacher’s Guide Grade 7 English Teacher’s Guide
Grade 7 English Teacher’s Guide pages 360-364
pages pages 358-360
Grade 7 English Learner’s Grade 7 English Learner’s Material
Grade 7 English Learner’s Material pages 364-366
Material pages 356-362 pages 362-364
Introduce the text by asking the
students to remember the words Guide the learners as they discover
Direct the learners to the speech bubbles in the LM. Call two volunteers to read the conversation
in the last activity for they will more about the elements of a short
in front of the class.
encounter them as they read the story through an activity.
story.
Group the learners into five and ask
them to do the tasks assigned to Ask the learners to analyze the sentences carefully. Ask them about their observations about the
their group number. Provide at following:
Challenge the students to find the
least ten minutes for the learners  Formation of the sentences
social context as they read the
 Verb tenses used in the sentences
story. to finish their task. Ask each
Process the activity by using the questions presented in the LM. Lead the learners to discover
group to present their output in more about the topic by allowing them to study the notes presented in the LM.
front of the class.
Ask the learners to read the
Process the activity by focusing Discuss the notes in the LM and have the students analyze the examples given. Provide
story Hunger in Barok by N. V.
on the literary devices and more examples and ask the learners to identify if they are direct or reported speech. Ask
M. Gonzalez. Remind them to
 stop on the “Guess What?”
part, and answer the
question/s provided.
Instruct the learners to predict
D. Discussing new concepts
what will happen next in the
and practicing new skills
story by using the questions
#1
provided as their guide.
E. Developing Mastery Ask the learners to answer A
(Leads to Formative look to the Future on page
Assessment 3) 362.
F. Evaluating Learning
V. REMARKS
VI. REFLECTION
elements of the short story as the learners to justify their answers. Let them focus on the formation of direct and
used by the groups. reported speech.
Give comments and feedbacks
Let them also find out how to change direct speech to reported speech and vice versa.
regarding the presentation of the
Give your comments and feedback regarding the answers of the students.
learners.
Sum up the important points
mentioned by the learners. If Provide more meaningful activities where the learners will have a chance to practice the
needed, provide your input on skill that they have learned during the lesson. Have them change the statements in direct
the literary devices and elements speech to reported speech and vice versa.
of short story.
PERFORMANCE TASK #3: Travelogue

A. No. of Learners who earned 80% in

the evaluation

B. No. of Learners who scored below

80% & need/s 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

worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized material
did I use/undiscover & wish to share
with other teachers?