Grades 7 School
Integrated School Grade Level
DAILY Teacher
LESSON LOG Teaching Dates and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
Don Alipio Fernandez, Sr.
Grade 7
Mary Grace M. Senen Learning Area English
February 5-9, 2018 / 2:00-3:00pm Quarter Fourth
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance and behaviour; and use of
imperatives, prepositions, verbs and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behaviour in various information-sharing formats.
-define reality and fantasy EN7RC-IVa-3.2: EN7WC-IVc-1.3: EN7G-IVc-5: Use verbs EN7WC-IVa-2.2:
EN7VC-IVa- Classify text types Organize information when giving information Compose simple
6.1:Differentiate reality narrative, expository, about a chosen topic and making explanations informative texts
from fantasy explanation, recount, using a graphic
-give information that are persuasive) organizer
considered real
Reality and Fantasy Text Types Sequencing of Events Verbs Weekly Test
Power point presentation Power point Chart, test papers Heath and Grammar
presentation Composition
 A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing 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
J. Additional activities for
application or remediation
V. REMARKS
Let students give the 3
simple tenses of the verb
and how it is used
Differentiate information
whether its reality or fantasy
Studying sentences
Discussion of the lesson
Identifying information
Not everything viewed in
social media are reality
people must know how to
differentiate reality from
fantasy to avoid fake news
Write 5 reality statements
that you know and provide
its source
Define reality from Give the different text
fantasy types and its definition
Identify the different Arrange events Define and identify the
text types chronologically kinds of verbs
Distribution of sample
test papers
Discussion of the Let students read the Let each student come in
lesson texts front and make an action
then their classmates will
guess what it was
Setting examples for Ask them to arrange Discussion on different
each kind of text the event logically kinds of verb
Knowing its Discussion of the Underlining verbs from
differences lesson. the sentences
Giving clues on how
to arrange events
logically.
Organization leads to Verbs can be confusing
peacefulness because not all of them
are in the form of action
Different text types Things could be easily A sentence always needs
have different understood if they are a verb
purposes organize
Viewing text types Write steps on how to Identify the underlined
and identifying its have good grades. verbs in the sentences
kind Arrange the events
chronologically
VI. REFLECTION

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 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 materials did I
use/discover which I wish to
share with other teachers?

Grades 8 School Don Alipio Fernandez, Sr. Integrated School Grade Level Grade 8
DAILY Teacher Mary Grace M. Senen Learning Area English
LESSON Teaching Dates and Time February 5-9, 2018 / 10:45-11:45am,1:00-2:00pm Quarter Fourth
 LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
2. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of: South and West Asian Literature as an expression of philosophical and religious beliefs,
information flow in various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use
of information sources, active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering
a memorized oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance and behaviour.
EN8OL-IVf-13:Use active EN8G-IVd-3: Use EN8OL-IVf-13:Use EN8RC-IV-2.21.1:
and passive constructions past and perfect tenses active and passive Identify positions of a
in journalistic contexts in journalistic writing constructions in topic sentence
journalistic contexts
Active and Passive Voice Perfect Tenses Active and Passive Voice Identifying the Topic Weekly Test
of the Verb of the Verb Sentence
Heath and Grammar Heath and Grammar Heath and Grammar chart
Composition Composition Composition
What are the differences of What are the voices of What are the differences
reality and fantasy the verb and what are of reality and fantasy
information? their differences? information?
Determine Active from How are the perfect Determine Active from Identify the different
 the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing 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
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
Passive Voice tenses of the verb used Passive Voice location of the topic
in the sentence sentence in the text
Studying sentences Studying sentences
Discussion of the lesson and Discussion of the Discussion of the lesson Discussion of the lesson
showing their differences lesson and showing their
differences
Transforming Active from Showing the Transforming Active from Reading texts
Passive Voice and vice differences of the Passive Voice and vice
versa simple tenses from the versa
perfect tenses
Oral recitation Giving sentences in Oral recitation Giving its gist/summary
the perfect form
Verbs have 2 voices, the Verbs have 2 voices, the
active and passive active and passive
Active Voice of the verb is Verbs have 12 tenses Active Voice of the verb The topic sentence is the
where the subject is the doer is where the subject is the main idea of the text
of the action while passive doer of the action while sometimes it is located
voice is when the subject is passive voice is when the on the first sentence, last
the receiver of the action subject is the receiver of or at the middle
the action
Transform sentences from Write sentences using Transform sentences from Viewing texts and
active to passive the perfect tense of the active to passive finding its topic
verb sentence
 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 materials did I
use/discover which I wish to
share with other teachers?

Grades 9 School Don Alipio Fernandez, Sr. Integrated School Grade Level Grade 9
DAILY Teacher Mary Grace M. Senen Learning Area English
LESSON LOG Teaching Dates and Time February 5-9, 2018 / 7:30-8:30am Quarter Fourth
 Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards
B. Performance Standards
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
values in a changing world; also how to use the features of a full length play, tense consistency, modals, active and passive construction
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions

C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
Relate text content to a
particular social issues,
concerns, or dispositions in
real life
A Raisin in the Sun
Analyse dialogue as Use the active and Deliver dialogues with
one of the elements in passive voices of the verb proper feelings and
building the theme of correctly emotions
play
Predicting a Dream Active and Passive Dialogue Weekly Test
Voice of the Verb

III. LEARNING RESOURCES

A. References
3. Teacher’s Guide pages
2. Learner’s Materials pages P431-434 P436-438 P439 P438
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Heath and Grammar
Composition

IV. PROCEDURES

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
What is discrimination?
Why is it entitled A Raisin
in the Sun
What is A Raisin in the What are the differences
Sun all about? of reality and fantasy
information?
What could be you Determine Active from Distinguish the
dream for your future? Passive Voice importance of dialogue

C. Presenting
examples/instances of the
new lesson
D. Discussing 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
J. Additional activities for
application or remediation
V. REMARKS
Assigning dialogues to read
Reading an introduction
about the story and the
author
Dialogue Reading
Processing the text as it
unfolds
Mothers dream for their
child sometimes doesn’t
match but a mother knows
best
Accomplish the bubble map
in the play
Recalling the story Studying sentences Reading of dialogues
Let students observe Discussion of the lesson Discussion of the lesson
the pictures and ask and showing their
them to predict the differences
dream of the people in
the picture
Do the Text Hub Transforming Active Let students think of
Activity from Passive Voice and their favorite character
vice versa in the television or story
and let them deliver the
said lines
Oral recitation
People who have Verbs have 2 voices, the
dreams succeed more active and passive
than those who do not
know what their life
may be
Active Voice of the verb Dialogue reveals the
is where the subject is the plot, the character and
doer of the action while the setting of the play.
passive voice is when the
subject is the receiver of
the action
Write a 10 sentence Transform sentences Group students by 5 and
essay entitled What My from active to passive let them have a role
Life could be 10 years playing of the story
from now
VI. REFLECTION

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 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 materials did I
use/discover which I wish to
share with other teachers?

Grades 10 School Don Alipio Fernandez, Sr. Integrated School Grade Level Grade 10
DAILY Teacher Mary Grace M. Senen Learning Area English
LESSON LOG Teaching Dates and February 5-9, 2018 / 3:00-4:00pm Quarter Fourth
Time
 Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
A. Content Standards how to use the language of research campaigns and advocacies.

The learner competently presents a research report on a relevant socio-cultural issue.

B. Performance Standards

C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
Explain literary devices
Literary Devices
Get familiar with Explain how the Observe the language of
technical terms used in elements specific to a research, campaigns,
research genre contribute to the and advocacies
theme of a particular
literary selection
Research Terms A Martian sends a Interviewing Weekly Test
Postcard Home

III. LEARNING RESOURCES

A. References
4. Teacher’s Guide pages
2. Learner’s Materials pages P422-424 P434 P427-431 P435-436
3. Textbook pages chart
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Why are literary devices
important in writing?
To identify the meaning of
literary terms and its uses
Why do you need to
write a research?
To love to do a Determine the literary
research devices used
A Martian Sends a
Postcard Home is about
what?
To determine the
importance of interview
in research
 C. Presenting
examples/instances of the
new lesson
D. Discussing 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
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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
Invite students to read first
the terms
Let them answer the Magic
Square Box Activity
Invite them to show to class
what they had come up with
Literary devices add beauty
to the reading and writing of
poetry and prose
Do the Making Strange
Guess Activity
Ask them the Doing the Puzzling
importance of research Activity
writing
What benefits can Processing their answers Discussion of the lesson
people get from
research
Discussion of the terms Unlocking of Difficulty Let students give the
points to be considered
in interviewing
Showing samples of Reading the poem
each part Processing the poem
Things were developed Literary devices let The interview carries
through research people create images by out the answers to the
imagination questions in research
Write a title for your Draw things that can be Make an Interview
research seen in the poem and Guide
copy the line where it is
mentioned
 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 materials did I
use/discover which I wish to
share with other teachers?