ST.

VINCENT INSTITUTE OF TECHNOLOGY

715 Hilton St. Cefel’s Park Subdivision 3, Caloocan City
Tel. No. 09056834973

DAILY LESSON LOG

TEACHER: MS. JOSIELYN L. DACAYO LEARNING AREA: ENGLISH 7
TEACHING DATES: July 19, 2021 – July 23, 2021 QUARTER: FIRST
TEACHING TIME: 8:00 – 8:50 SECTION: GENESIS

TUESDAY THURSDAY
MONDAY WEDNESDAY FRIDAY
I. OBJECTIVES (ASYNCHRONOUS (ASYNCHRONOUS
(SYNCHRONOUS) (SYNCHRONOUS) (FORMATIVE/ASYNCHRONOUS)
) )
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways
A. CONTENT STANDARDS
of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
B. PERFORMANCE
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
STANDARDS
features of speech effectively in various situations; and observing correct subject-verb agreement.
EN7LT-I-a-1: Discover literature as a means EN7F-I-a-3.11.1: Read words phrases, clauses,
of connecting to a significant past. sentences and paragraphs using the correct production
EN7LT-I-a-2: Describe the different literary of vowel and consonant sounds, diphthongs, blends
genres during the pre-colonial period and glides
EN7LC-I-a-5.1: Listen for important points signaled
At the end of the lesson, the students must be by volume, projection, pitch, stress, intonation,
able to: juncture, and rate of speech
C. LEARNING
COMPETENCIES N7LC-I-a-5.2: Note the changes in volume,
1. Understand different literary forms projection, pitch, stress, intonation, juncture, and rate
during pre-colonial period; of speech that affect meaning
2. Describe the different literary genres
during the pre-colonial period; At the end of the lesson, the students must be able to:
3. Appreciate the connection with
Philippine‘s rich past through the 1. Recognize prosodic features (intonation and pitch)
different literary forms. that serve as carriers of meaning.
D. CONTENT Filipino Folklore Pitch and Intonation in Speaking Quiz Day
E. LEARNING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
RESOURCES
Exploring Literature and Grammar 7, Second Exploring Literature and Grammar 7, Second Edition,
REFERENCES
Edition, pp. 2-12 pp. 12-14
TEACHER’S GUIDE Exploring Literature and Grammar 7, Second Exploring Literature and Grammar 7, Second Edition,
PAGES Edition, pp. 1-3 pp. 1-3
Textbook: Exploring Literature and Grammar Textbook: Exploring Literature and Grammar 7,
LEARNER’S MATERIALS
PAGES
7, Second Edition, pp. 2-12 Second Edition, pp. 12-14
Module: Week 1 Module: Week 1
Exploring Literature and Grammar 7, Second Exploring Literature and Grammar 7, Second Edition,
TEXTBOOK PAGES
Edition, pp. 2-12 pp. 12-14
ADDITIONAL MATERIAL
FROM LEARNING PowerPoint Presentation PowerPoint Presentation
RESOURCES
OTHER LEARNING https://www.aswangproject.com/visayan-
https://lrmds.deped.gov.ph/detail/1183
RESOURCES origin-myth/

F. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

REVIEW PREVIOUS Conduct a sharing of

Review of the lesson about
LESSON OR PRESENTING insight about the creation
Filipino folklore.
NEW LESSON of the universe.
Present the term folklore.

Answer the following

Present the term intonation.
questions:
1. What are
Answer the following questions:
folklores?
ESTABLISHING A 1. What is intonation?
2. What is the
PURPOSE FOR THE 2. What is the importance of
difference
LESSON intonation?
between folklore
3. Why do we need to have
and folktales?
variation of intonation and
3. What is the
pitch when we speak?
significance of
studying
folklores?
Let the students relate the Let the students read the sentence
PRESENTING
stories they know to below:
EXAMPLES / INSTANCES
stories that their
OF NEW LESSON
classmates know. Kaptan was so angry.
DISCUSSING NEW
CONCEPTS AND Discuss the
Discuss the Rising-Falling (2-3-1)
PRACTICING NEW characteristics and types
Pattern
SKILLS of folklores.
#1
Use the right stress to distinguish
Ask the students to the following heteronyms or
words with the same spelling but
answer the exercises:
with different pronunciations.
DISCUSSING NEW
Apply the right stress on the
CONCEPT AND  Vocabulary
syllable written in capital letters.
PRACTING NEW SKILLS Check A pp. 5-6
#2  Comprehension
NOUN VERB
Check pp. 7 A PROject proJECT
and B CONtent conTENT
COMbat comBAT

Let the students complete

the statement below.
Listen to a TV talk
Let the students Ask the students to determine the
DEVELOPING MASTERY show or to a news
“Through the different answer the: pattern of this statement:
(LEADS TO FORMATIVE report and try to
literary forms during the Comprehension Check
ASSESSMENT) observe the intonation
pre-colonial period, we C pp. 8  Where is Maguayan?
pattern of the people.
are able to
know_____________”.

FINDING PRACTICAL Make some possible twist

APPLICATIONS OF of events which can make Let the students read aloud the
CONCEPTS AND SKILLS “The Story of Bathala” folktale that they have written.
IN DAILY LIVING more interesting.
Let the students answer Let the students answer the
MAKING the question: question:
GENERALIZATIONS AND
ABSTRACTIONS ABOUT Why do we need to study Why do we need to have variation
THE LESSON the literature of the of intonation and pitch when we
Philippines? speak?
EVALUATING THE Comparing and Writing a folktale. Make a video recording while Write your Fill in the Blanks:
LEARNERS contrasting similar or reading aloud the story “The observation of the 1. Ask students to open
almost similar stories in Sultan Learned a Lesson” on page intonation pattern. joinmyquiz.com
different places using a 13-14. 2. And enter this code
Venn diagram. 3. 4880 8262
ADDITIONAL
Ask the students to have an advance
ACTIVITIES FOR
reading of “Bakunawa and the Seven
APPLICATION OR
Moons.”
REMEDIATION
The lesson will be
The lesson will be continued
G. REMARKS continued through
through activities the next day.
activities the next day.
H. REFLECTION
NO. OF LEARNERS WHO
EARNED 70% ON THE 45 out of 49 students 45 out of 49 students 42 out of 49 students meet the 42 out of 49 students
41 out of 49 students meet the standards.
FORMATIVE meet the standards. meet the standards. standards. meet the standards.
ASSESSMENT
NO. OF LEARNERS WHO
REQUIRE ADDITIONAL 4 out of 49 students need 4 out of 49 students 7 out of 49 students need 7 out of 49 students
8 out of 49 students need remediation.
ACTIVITIES FOR remediation. need remediation. remediation. need remediation.
REMEDIATION
DID THE REMEDIAL
Yes, 4 out of 4 Yes, 7 out of 7
LESSON WORK? NO. OF Yes, 4 out of 4 learners
learners caught up Yes, 7 out of 7 learners caught up learners caught up Yes, 8 out of 8 learners caught up with
LEARNERS WHO HAVE caught up with the lesson
with the lesson after with the lesson after the remedial. with the lesson after the lesson after the remedial.
CAUGHT UP WITH THE after the remedial.
the remedial. the remedial.
LESSON
NO. OF LEARNERS WHO
CONTINUE TO REQUIRE None None None None None
REMEDIATION
Differentiated Differentiated
Differentiated instruction
WHICH OF MY instruction is very Differentiated instruction is very instruction is very
is very much effective
TEACHINGS much effective much effective because it caters to much effective Differentiated instruction is very much
because it caters to the
STRATEGIES WORKED because it caters to the the multiple because it caters to the effective because it caters to the multiple
multiple
WELL? WHY DID THIS multiple intelligences present in each multiple intelligences present in each student
intelligences present in
WORK? intelligences present student intelligences present
each student
in each student in each student
WHAT DIFFICULTIES
DID I ENCOUNTER
Unstable internet Unstable internet Unstable internet
WHICH MY PRINCIPAL Unstable internet connection Unstable internet connection
connection connection connection
OR SUPERVISOR CAN
HELP ME SOLVE?
WHAT INNOVATION OR Giving quizzes to my Giving quizzes to my Giving quizzes to my learners in a Giving quizzes to my Giving quizzes to my learners in a form
LOCALIZED MATERIALS learners in a form of a learners in a form of a form of a quiz bee or a local game learners in a form of a of a quiz bee or a local game show is a
DID I USE DISCOVER quiz bee or a local game quiz bee or a local show is a great help, since it’s not quiz bee or a local great help, since it’s not a typical pen
 game show is a great game show is a great
show is a great help, since
help, since it’s not a help, since it’s not a
WHICH I WISH TO it’s not a typical pen and a typical pen and paper test, the
typical pen and paper typical pen and paper and paper test, the students enjoy the
SHARE WITH OTHER paper test, the students students enjoy the quiz and are not
test, the students enjoy test, the students enjoy quiz and are not threatened by it.
TEACHERS enjoy the quiz and are not threatened by it.
the quiz and are not the quiz and are not
threatened by it.
threatened by it. threatened by it.

SIGNATURE OF TEACHER: MS. JOSIELYN L. DACAYO