School: Tambulig NHS- Tuluan Extension Grade Level: VII

GRADES 1 to 12
Learning
DAILY LESSON Teacher: JOLLY GAY O. TAUTO-AN Area: ENGLISH
LOG Teaching Dates and
Time: 7:30-8:30/ 9:45-10:45 Week 6 Quarter: First

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 the use pictures and context clues to get meanings of words and phrases. Determine how pitch, phrasing, and
I. OBJECTIVES
pacing affect understanding of a message. Observe the right pitch, phrasing, and pacing when reading texts or passages aloud or
participating in conversations. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations. To
organize ideas in the myths using comparison-contrast chart. Formulate correct simple sentences. Recognize the various sections of
the library. Use materials in the different sections in the library. Write a five-to-seven sentence paragraph on information gathered.
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
II. CONTENT
LC1d: Determine how pitch, phrasing,
and pacing affect understanding of a
message. VD2a:
OL1f: Observe the right phrasing and
pacing when reading texts or passages
aloud or participating in conversations.
RC1a: Use predictive and anticipatory
devices/tasks to activate prior
knowledge about the topic of
reading/viewing selection.
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 Origin of Rice
Ibaloi, version)
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
RC1e: Respond to ideas, issues, and
concerns presented in a reading or
viewing selection in creative forms.
OL1f: Observe the right phrasing and
pacing when reading texts or
passages aloud or participating in
conversations.
VD1F Use appropriate idiomatic
expressions in a variety of basic
interpersonal communicative
situations.
( The Origin of Rice
(Nabaloi versions)
GS1d: Formulate correct simple
sentences.
OL1f: Observe the right phrasing and
pacing when reading texts or passages
aloud or participating in conversations.
The origin of Rice
(Tagalog Version )
SS1c: Recognize the various
sections of the library.
SS1c: Recognize the various
sections of the library. RC1e:
Respond to ideas, issues, and
concerns presented in a reading or
viewing selection in creative forms.
WC1f: Follow steps in crafting a
simple paragraph of five to seven
sentences
Articles on Rice

III. LEARNING 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
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
 1. Teacher’s Guide Pages 45-46
2. Learner’s Materials 45
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Fact sheets/pictures
MONDAY
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
IV. PROCEDURES 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 Pre-assessment
Lesson or Presenting the Word of Mouth: Unlocking
New Lesson Vocabulary Difficulties (10
minutes) Ask students to give the
meanings of words through
pictures and context clues..
B. Establishing a Purpose for (Memory Lane: Activating Prior
Knowledge (5 minutes)
the Lesson
a. Ask students their knowledge
regarding rice. b. Have them listen to
the text “The Origin Rice” (Bohol
version) that you are to read. c.
Encourage them to focus on the
events of the story and observe
correct pitch, phrasing, and pacing.
C. Presenting Check It Up (15 minutes)
Examples/Instances of the
Lesson a. Process what the students
have listened to by
discussing the following: i.
Events ii. Problem/conflict
iii. Resolution/outcome
46
45-46
Fact sheets
TUESDAY
Filling the Gaps: Silent
Reading of Texts (20
minutes)
a. Give the instructions
before the students read
the texts. b. Make them
focus on the similarities
and differences among
texts.
. Have them listen to the text “The
Origin Rice” (tagalog version)
46 47-48
46-47 48-49
-
TV LM/ Activity Sheets
WEDNESDAY THURSDAY FRIDAY
Finding Meaning: Vocabulary
Development (20 minutes)
a. Introduce idiomatic
expressions by defining them
and by giving examples.
b. Ask students to use the given
idiomatic expressions in
meaningful sentences.
c. Expand their knowled
ge of idiomatic expressions by
asking them to do the research
task and the pictionary as
homework.
d. Explain what a pictionary is,
its purpose, and parts.
e. Encourage them to be
creative.
f. Suggested Criteria for
Evaluation:
D. Discussing New Concepts Mean What You Say: Oral Practice (15
minutes) a. Draw out from the students the
and Practicing New Skills importance of pitch, phrasing, and pacing
#1 in delivering a message. USING
CONTEXT CLUES IN FINDING
SYNONYMS (10 minutes)
See Task 1, ‘Your Discovery Tasks’.
b. Cite situations where students can use
varied pitches, phrasing, and pacing. c.
Ask students to work with a group and do
the task. d. Suggested Criteria for
Evaluation:
MONDAY
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
IV. PROCEDURES 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
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Establishing Links: Oral Practice
(10 minutes) a. Ask students to
complete the table comparing and
contrasting the three texts. b. Have
them evaluate the content/theme
of the texts by answering the given
questions. c. Remind the class to
observe the effective oral language
conventions in expressing their
ideas and reactions/opinions.
TUESDAY WEDNESDAY
Making It Simple: Grammar
Lesson (15 minutes)
a. Ask students to read aloud
the given sentences.
b. Review the basic parts of a
sentence.
c. Have them identify the
subject and the predicate.
d. Lead them in the discussion
of concept of simple subject and
simple predicate.
e. Draw out from the discussion
what simple sentences are.
THURSDAY FRIDAY
Supply and Demand: Guided
Practice (15 minutes)
a. Guide the students in
completing the paragraph with
appropriate subject and verb.
b. Give comprehension
questions for students to better
understand the paragraphs.
c. Have them explain their
answers.
Talk of the Town: Unguided
Oral Practice (20 minutes)
a. Have a short recap of what
the four myths say about rice.
b. Tell the class that they are to
share their knowledge about rice
by working on the group
activity.
c. Encourage them to choose the
topic that interests them the
most.
d. Review the importance of
pitch, phrasing, and pacing
when giving oral message.
 Applications of Concepts
and Skills in Daily Living
V. PROCEDURES
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
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.
INSIGHTS SHARING (20
minutes)
a. Each student will write on a sheet of
paper three ideas:
i. why the views of other people about us
matter
ii. how we could learn more about
ourselves through others
iii. why identity is such an important
subject for teenagers
b. Have each student discuss his/her
ideas with a partner.
c. Have each pair join another pair to
expand their sharing.
d. Call on a few students to share their
small group sharing.
e. Synthesize the lesson.
YOUR FINAL TASK
A Story from my Past
The learners will think of a story from
childhood when they played a prank on
a sibling, friend, or parent. They may
interview him or her if they are still in
good terms with the said person so that
you can get a more complete view of
that episode. They will complete the
statement that follows the grid.
The students may use other
people’s experience. They can
conduct interview with the
person and acquire what is
asked in the Final Task. They
can also use the social media to
attain this task.
VI. REMARKS

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
VII. REFLECTION 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?