School Angeles Luistro Integrated Senior High Grade Level

Grade 7
School
Teacher Learning
APRIL R. DIMAYUGA ENGLISH
Area
Grades 1 to 12 Teaching Quarter
Daily Lesson Log Dates and August 5, 2019/ 8-:10-9:10 am First
Time

MONDAY
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
I. OBJECTIVES 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.

A. Content Standard 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 Standard The learner transfers learning by: showing appreciation for 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 EN7LC-I-d-5.1: Listen for important points signaled by volume, projection,

Competencies/Objectives pitch, stress, intonation, juncture, and rate of speech
EN7OL-Id-1.14.3: Use the correct stress (primary, secondary, tertiary and
weak) when reading passages

Objectives:
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when
reading passages/sentences
3. Enhance understanding of stress through speaking exercises

II. CONTENT Word Stress

III. LEARNING RESOURCES List 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 of
concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
A. References

1. Teacher’s Guide pages pp.

 2. Learner’s Material
pages
VI. PROCEDURES
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
p. 92-95
What is an “IDIOM”?
Give some examples of idiomatic
expressions.
INQUIRY-BASED APPROACH (Cyclic Inquiry
Model and Practical Inquiry Model)
 TELL IT TO ME!
The teacher will tell some statements. The
students will figure out the missing letter as
suggested by each statement
1. I am the first letter of sea. –S
2. You’ll find me in tell but not in yell. –T
3. You’ll find me in rest but not in vest. –R
4. I’m in the middle of poems. –E
5. I have the sound of see. –S
6. I’m the third in best. –S
INTEGRATIVE APPROACH (Content Based
Instruction)
This part of the lesson
 SHIFT THE MEANING! integrates LITERACY because
The teacher will assign students to read it develops language ability. It
the sentence below. will help the students to have
“I love my sister.” better understanding in
“I love my sister.” expressing/ reading sentences
“I love my sister.” with proper stress.
“I love my sister.”
REFLECTIVE APPROACH (Self Evaluation/
Self Reflection)
The teacher will asked the following
questions based on the activity.
What did the speaker want to emphasize?
How does the meaning shift?
CONSTRUCTIVIST APPROACH (Direct
Instruction)
 STRESSING!
Try pronouncing the following words with a
correct stress.
F. Developing mastery INTEGRATIVE APPROACH (Thematic
(Leads to Formative Teaching & Learning By Design)
Assessment 3)
 WORD STRESS!
Listen to “Allen‘s Announcement” then
underline the part of the word (the syllable)
that is stressed in each word you hear.
This part of the lesson
integrates COGNITIVE SKILLS
such as reading,
mathematics, science, and
writing in the context of a
real-world subject that is
both specific enough to be
practical and broad enough
to allow creative exploration.
G. Finding practical CONSTRUCTIVIST APPROACH (Direct
applications of concepts Instruction)
and skills in daily living
 WITH FEELINGS!
Enhance your understanding of stress by
doing the following exercises with the
teacher and classmates.

A. Use the right stress to distinguish the

following heteronyms or words with the
same spelling but with different
pronunciations. Apply the right stress on
the syllable written in capital letters.

B. Use the right stress to pronounce the This part of the lesson
following two- and three-syllable words. integrates MATH SUBJECT
because the students will use
numbers to identify how
many syllables and write it to
the top of the syllable in the
given words with correct
stress.

H. Making generalizations INTEGRATIVE APPROACH (Content Based

and abstractions about the Instruction)
lesson
 READ IT TO ME!
Read the “Allen’s Announcement” with the
correct stress of words.
This part of the lesson
integrates LITERACY because
it develops language ability. It
will help the students to have
better understanding in
expressing/ reading sentences
with proper stress.
I. Evaluating learning CONSTRUCTIVIST APPROACH (Thinking
Skills)

 PUT A STRESS!
Directions: Put the stress on the underlined
word and identify its function in the
sentence.
1. That insult calls for an apology.
2. Should I apologize if I didn‘t insult her?
3. I hesitate to present such a little present to
her.
4. He has made a material progress, but he
needs to progress spiritually.
5. Anyone who tries to conduct himself
properly is praised for his conduct.

J. Additional activities for CONSTRUCTIVIST APPROACH (Activity

application or homework Based)

 ACT IT WITH STRESS!

Make a short skit using words with proper
stress. Make it in a pair. Be ready to present
your skit in front of the class.

VII. REMARKS

VIII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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?

Prepared by: Noted by:

APRIL R. DIMAYUGA ANTONINO S. PALAGANAS

Teacher I Head Teacher I