DLL2223 Eng7.1.1

GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 7
DAILY LESSON LOG Teacher APRIL JOY VALDEZ GUEVARRA Learning Area ENGLISH
Teaching Dates and Time AUGUST 22-26, 2022 Quarter FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 1
AUGUST 22, 2022 AUGUST 23, 2022 AUGUST 24, 2022 AUGUST 25, 2022 AUGUST 26, 2022
I. OBJECTIVES:
A. CONTENT STANDARD Administration of the Psychosocial Activities The learner demonstrates understanding of pre-colonial Philippine literature as means of
Psychosocial Support connecting to the past; various reading styles; ways of determining word meaning; the sounds
Evaluation 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 / 1.To assess how learners are 1. Cloud Relaxation
Objectives responding to psychosocial 2. Feelings Charades
Write the LC code for each support activities
2. Gauge their overall
psychosocial status or
adjustment in the transition
back to the in-person learning
modality
II. CONTENT Diagnostic Test & Introduction
Words of Wisdom Visual Thesaurus
to Philippine Literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Pages 15-19 Pages 21-23 Pages 22-23
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
(Learning Plan)
IV. PROCEDURES
A. Reviewing previous lesson or Asks the students to take the Learning Task 1: Working 1. Asks the students to read
presenting the new lesson 20 items diagnostic test. with Pictures the following words:
1. Look at the picture, what Compiled, native, ancestors,
saying or proverb can you gathered, comprehensive,
give/ make out of the picture. limited, complex, brief,
2. What other proverbs do elders, simple, lengthy,
you know? What do you get indigenous.
from these proverbs? 2. Form the correct pairs of
synonyms and antonyms.
B. Establishing a purpose for the Explain the objective of the Give the lesson objectives. Enumerate the lesson
lesson diagnostic test. objectives.
C. Presenting Asks the students to give their Let the students give more Asks the students to locate
examples/instances of the new ideas on LITERATURE and proverbs and ask them the other synonymous or
lesson PHILIPPINE LITERATURE. lessons they get from it. antonymous words in the
text.
D. Discussing new concepts and Process the students’ answer. Learning Task 2: True or False Have the students explore
practicing new skills #1 Write T if the statement is their awareness of thesaurus
true according to what you as a helpful tool in learning.
know and F if it is false. Be
ready to explain your answer
with a partner.
E. Discussing new concepts and Conceptualize the topics for Read and discuss the reading The teacher will show the
practicing new skills #2 English 7. text “Words of Wisdom”. following visual thesaurus for
the key concept in reading
section.
F. Developing mastery Asks the students their prior Locate information in the Ask the students’ awareness
(Leads to formative assessment knowledge on the concepts selection to determine of the words in the visual
3) given. whether each statement is thesaurus.
True or False.
G. Finding practical application Choose one proverb and
of concepts and skills in daily relate it in your life.
living
H. Making generalizations and Summarize your view about Answer: Differentiate synonyms and
abstractions about the lesson Philippine literature in one How proverbs affect our daily antonyms.
word. lives?
I. Evaluating learning Use Damiana Eugenio’s Match the words in Column A
system to classify the with their synonyms in
following proverbs. Use the Column B.
given codes.
J. Additional activities for Make a bookmark with a
application or remediation proverb that you like most.
V. REMARKS
VI. REFLECTION _____% of learners who _____% of learners who earned _____% of learners who earned _____% of learners who earned _____% of learners who earned
earned 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation.
A. No. of learners who earned B: B: B: B: B:

80% in the evaluation G: G: G: G: G:
Total: Total: Total: Total: Total:
B. No. of learners who require Yes. No. Yes. No. Yes. No. Yes. No. Yes. No.
additional activities for B: B: B: B: B:
remediation G: G: G: G: G:
Total: Total: Total: Total: Total:
C. Did the remedial lessons B: B: B: B: B:
work? No. of learners who have G: G: G: G: G:
caught up with the lesson. Total: Total: Total: Total: Total:
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 Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
anticipatory charts. anticipatory charts. charts. charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. ___Contextualization: projects. projects.
___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
media, manipulatives, repetition, manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
and local opportunities. opportunities. ___Text Representation: opportunities. opportunities.
___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
Speaking slowly and clearly, slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the slowly and clearly, modeling the
modeling the language you want language you want students to use, and providing samples of student language you want students to use, language you want students to use,
students to use, and providing and providing samples of student work. and providing samples of student and providing samples of student
samples of student work. work. work. work.
Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies
used: used: ___ Explicit Teaching used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh
play play activities/exercises play play
___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises ___ Diads activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Role Playing/Drama ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method Why? ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Lecture Method
Why? Why? ___ Availability of Materials Why? Why?
___ Complete IMs ___ Complete IMs ___ Learners’ eagerness to learn ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Availability of Materials
___ Learners’ eagerness to learn ___ Learners’ eagerness to learn collaboration/cooperation ___ Learners’ eagerness to learn ___ Learners’ eagerness to learn
___ Group member’s ___ Group member’s in doing their tasks ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks of the lesson in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson
Prepared by: Checked & Reviewed by: Approved:
APRIL JOY V. GUEVARRA ELVIRA E. ABELLA BERNADETTE O. UMAYAM

Teacher III Head Teacher III Principal IV

DLL2223 Eng7.1.1

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GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 7

A. No. of learners who earned B: B: B: B: B:

Prepared by: Checked & Reviewed by: Approved:

APRIL JOY V. GUEVARRA ELVIRA E. ABELLA BERNADETTE O. UMAYAM

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