Grade 1 to 12 School ROSARIO NATIONAL HIGH SCHOOL Grade level SEVEN

DAILY LESSON Teacher MARIVIC A. GALLANOSA Learning Area ENGLISH 7

LOG
July 1-6, 2018/ 7- 7:55 Felipe/ 7:55- 8:50
Teaching Dates and Time Quarter FIRST
Felipe/ 9:20-10:20 Campos/ Mojica- 1:55-2:40
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC Code for
each)
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.
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.
EN7RC-I-c-7.1: Read
Intensively to find answers
to specific questions EN7RC-I-a-3.11: Observe
correct production of
EN7V-I-c-1-.2; Use the vowels and consonants EN7V-I-c-1-.2; Use the
appropriate idiomatic sounds appropriate idiomatic EN7LT-I-a-1: Discover
expressions in a variety of expressions in a variety of literature as means of
basic interpersonal basic interpersonal connecting to a significant
communicative situations. EN7LC-I-a-5.1: Listen for communicative situations. past
important points signaled
by volume, projection,
ENVC-I-c-3.1.3: Give the pitch, stress, intonation, ENVC-I-c-3.1.3: Give the EN7LT-I-a-2: Describe the
meaning of the given signs juncture, and rate of meaning of the given signs different literary genres
and symbols (road signs, speech and symbols (road signs, during pre-colonial period
prohibited signs etc.) prohibited signs etc.)
EN7LT-I-a-2.1: Identify the
distinguishing features of
proverbs, myths and
legends

Pedagogical Approach The Integrative Approach The Constructivist Integrative Approach The Integrative Approach The Constructivism
Approach Approach
Strategies Scaffold Knowledge Activity Based Content-Based Scaffold Knowledge Thinking Skills
Integration Integration
Activity
I. OBJECTIVES
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
A. Reviewing previous lesson or
The 4As Activity
At the end of the lesson,
the students should be able
to;
a. determine the meaning
of the given idiomatic
expressions;
b. use the given idiomatic
expressions figuratively;
and
c.recognize different road
signs and symbols
Deducing the Meaning of
Idiomatic Expressions:
(Giving the Meanings of
Signs and Symbols and
Evaluating their
Meanings)
Curriculum Guide v.2016
English Arts I, p. 148-150
Daily Routine
The 3 As Activity
At the end of the lesson,
the students should be able
to;
a. demonstrate in-depth
reading to answer the
specific questions;and
b. use restatement as a
type of context clues.
Demonstrating In-Depth
Reading: In Spring It is
Dawn
Curriculum Guide v.2016
English Expressways pp.
2017
Daily Routine
4 As Activity The 4As Activity The RMFD Activity
At the end of the lesson,
the students should be
able to;
At the end of the lesson, the At the end of the lesson,
a. pronounce the pair of the students should be
students should be able to;
words with proper a. determine the meaning of able to;
blending and the given idiomatic a. recall the past by
expressions; determining the different
production of vowel expressions used during
sound; b. use the given idiomatic the pre-colonial period;
b. read words, phrase or expressions figuratively; and
b. determine the different
clause using correct features of proverbs; and
production of c.recognize different road
signs and symbols
consonants sounds; c. use some proverbs in
and expressing their feelings
c. express love for
environment through
reciting a poem.
“For the Young Yearning A Deducing the Meaning of Knowing Your Roots:
Song of Green (Production Idiomatic Expressions: The Story of Lam-Ang
of Consonant and Vowel (Giving the Meanings of *Proverbs
Sounds) Signs and Symbols and
Evaluating their Meanings)
Curriculum Guide Curriculum Guide v.2016 Curriculum Guide
v.2016 v.2016
English Arts I, p. 218 English Arts I, p. 148-150 English Arts 2-5
Daily Routine Daily Routine Daily Routine
presenting the new lesson *Prayer *Prayer *Prayer *Prayer *Prayer
*Greetings *Greetings *Greetings *Greetings *Greetings
*Checking of Attendance *Checking of Attendance *Checking of *Checking of Attendance *Checking of
*Review the previous *Review the previous Attendance *Review the previous Attendance
lesson lesson about SKIMMING *Review the previous lesson *Review the previous
and SCANNING lesson about intonation lesson

Speech Improvement: Presenting the new lesson

*Let the student read
*What do you notice
this tongue twister:
about the trees in your
community? Are they
becoming fewer or are
there more trees now?

*Have you experienced to

engrave your name? How
did you feel?

B. Establishing a purpose for the (ACTIVITY- Build on (ACTIVITY- Build on Pre-activity (ACTIVITY- Build on (RECALL- past
lesson students’ ideas) students’ ideas) Speech students’ ideas) experiences)
Match the idiomatic Let the students tell the Improvement Match the idiomatic
expressions (phrasal meaning of the following Practice saying the expressions (phrasal 1. Can you still
verbs) in column A with words or phrases following words as one verbs) in column A with remember the lives of
their meanings in word their meanings in column our ancestors during
column B. 1. The children shoo or B. the Pre-Hispanic
COLUMN A drive away the birds drinkit tothemarket COLUMN A Period?
1. Care for 2. The farmer tried to acupoftea 7. Care for
2. Carry out scare--- to frighten – sayit onthetable 8. Carry out 2. What Are the
3. Go on the birds aheapofdirt 9. Go on cultures and tradition
4. Take Part 3. He had a wary look, callher inanhour 10. Take Part we already had before
5. Take pity pale and weak. apinchofsalt 11. Take pity the Spaniards came?
6. Win Over 4. The birds stayed, 12. Win Over
 COLUMN B
1. To show likeness or
fondness
2. To do, to practice
3. To continue
4. To participate
5. To show compassion
or kindness for
6. To gain support
that is, they would COLUMN B
not fly away. 7. To show likeness or
fondness
8. To do, to practice
9. To continue
10. To participate
11. To show compassion
or kindness for
12. To gain support

C. Presenting examples/ instances (ANALYSIS- Make (ANALYSIS- Make ACTIVITY (ANALYSIS- Make thinking (MODEL- Follow
thinking visible) thinking visible) Key point / visible) Procedures/Steps)
Let the students read the Explicitation
Questions to ponder: passage entitled, “In Speaking English Questions to ponder: Present the proverbs
1. Is it easy to find the Spring It is Dawn”. correctly does not mean 3. Is it easy to find the used during the Pre-
meaning of those pronunciation each meaning of those Hispanic Era:
idioms without Let them answer the word distinctly and idioms without putting
putting it into following questions: separately. The sounds it into sentences? *Walang ligaya sa lupa
sentences? 1. What are four are connected from the 4. What do you think is ang hindi dinilig ng luha
2. What do you think is seasons mentioned word to another or idiom all about? (There is no earthly joy
idiom all about? in the article? blended together to that is not watered with
2. What specific details make the meaning tears)
does Sei Shonagon clear.
use to describe each *Walang utang na di
of the four seasons? Read the phrases pinagbayaran
3. Does the author below observing proper (No debt remains
show preference for blending and correct unpaid)
a particular season? production of
Prove your answer. vowel and consonant
4. Based on the sounds
author’s description, 1. A glass of water
which season do you 2. Night or wrong
prefer? 3. In favor of it
5. State the topic or 4. As cool as the
main idea of the wind
article. 5. As sharp as a
knife
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
(ABSTRACTION-
Encourage Listening to
others)
Idiomatic expressions are
not found in the
dictionary. It is an
expression that cannot
be taken literally but it is
understood figuratively.
Context refers to the
sentence or paragraph in
which you find a word.
Sometimes, you can find
clues in the context.
ABSTRACTION-
Encourage Listening to
others)
Discuss further the
idiomatic expressions
and supply more
examples
Let them look at the
pictures presented:
**Picture of road signs
(ABSTRACTION- ANALYSIS
Encourage Listening to 1. First reading of
others) the poem by the
teacher.
* In-depth Reading/
Intensive Reading- calls 2. Second reading
for gaining and of the poem by the
understanding accurate students in chorus.
information and ideas, 3. Ask these questions:
recognizing the
organization of ideas, 1.To whom is the poem
and interpreting what addressed?
you are reading 2.What is the
significance of the line
*In-depth reading is to “Never tell the children
look for topic sentence trees are numb”?
or main idea 3.Is it right for people to
carve their names on
the bark of trees?
Explain
4.What vowel sound can
you produce with the
highlighted words?
(ABSTRACTION- ABSTRACTION
Encourage Listening to Using contrasting
others) sounds of /e/ and /e/
. 1. The teacher will
A main idea is important model the correct
information that tells pronunciation first
more about the /e/
overall idea of a Feel Weal
paragraph or section of a Bead Each
text. Seat Beater
Using Restatement as a /e/
Type of Context Clues Fell Well
(ABSTRACTION- Encourage
Listening to others)
Idiomatic expressions are
not found in the dictionary.
It is an expression that
cannot be taken literally
but it is understood
figuratively.
Context refers to the
sentence or paragraph in
which you find a word.
Sometimes, you can find
clues in the context.
(ABSTRACTION- Encourage
Listening to others)
Discuss further the
idiomatic expressions and
supply more examples
Let them look at the
pictures presented:
**Picture of road signs and
symbols**
(FAMILIAR-Repeat the
performance/scaffoldin
g)
Different Features of
Proverbs
*Proverbs expressing
general attitude
*Ethical proverbs
recommending certain
virtues and condemning
certain
*Proverbs expressing a
system values.
*Proverbs expressing
general truths and
observations about life
and human nature
*Humorous proverbs
*Miscellaneous
proverbs
(DECIDE-Form a
conclusion)
*Do you think these
proverbs are still useful
today?
*Why did our ancestors
use these proverbs in
expressing their
feelings/desires?
 and symbols**
1. Keep right
2. No loitering
3. Silence!
4. Exit
5. Entrance
F. Developing mastery (APPLICATION- Promote (APPLICATION- Promote
(Leads to Formative Assessment 2) autonomy/lifelong autonomy/lifelong
learning) learning)
Individual Exercise:
Let them draw a symbol
which may be useful in
their school and in
community. Instruct
them to provide
explanation through the
use of phrasal verbs or
idiomatic expressions
Bed etch 6. Keep right
1. The word “or” Set better 7. No loitering
2. A dash or pair of 8. Silence!
dashes 9. Exit
3. A comma or a 10. Entrance
pair of commas
4. The phrases in
other words, that
is, also known as,
and sometimes
called
APPLICATION (APPLICATION- Promote Group Activity
Group 1 (Add some autonomy/lifelong Group 1- Create
events in this poem and learning) humorous proverbs and
recite it in front) present it through
Elsie Marley’s grown so Individual Exercise: singing
fine, Let them draw a symbol Group 2- Create Ethical
She won’t get up to feed which may be useful in proverbs through acting
the swine. their school and in Group 3- Create
But lies in bed ’til eight community. Instruct them humorous proverbs
or nine, to provide explanation through talk show
And surely she does through the use of phrasal Group 4- Create
take her time. verbs or idiomatic proverbs expressing
expressions system of values
Group 2 (Present this through a short
through a rhyme) dialogue. (Radio
Do your ears hang low? Broadcast)
Do they wobble to and
fro?
Can you tie them in a
knot?
Can you tie them in a
bow?
Can you throw them
o’er your shoulder
Like a continental
soldier?
 Do your ears hang low?
Group 3 (Present it
through broadcasting)
Ben and Jen
Have a big fast hen
That big fat hen
Is in a pen!
Ken has a hen
No, he has a ten!
Ken, Ben and Jen

Group 4 (Present this

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
through narration with
acting)
Fred looked for his net.
He and Jen want to go
fishing.
“I bet I can catch ten
more!”
Said Fred. Jen and Fred
went to the boat
And met four men. “ Do
not get wet in the
boat”, said the men,
Fred and Jen got the
nets and started to
catch a fish
Ask this question to Ask this question to Ask these question: Ask this question to Ask this question to
students: students: Why is it students: students:
1. Is it important for us 1. Why is it important to important to properly 1. Is it important for us to 1. Why is it important
to know these road signs read intensively? produce long /e/ and know these road signs and to know our roots?
and symbols? Why? short /e/ sounds? symbols? Why?
How can you
distinguish the two
sounds? Explain
Again, what is idiomatic Again, how do we know Again, what is idiomatic Again, what are the
expressions? the meaning of the Again, what are the two expressions? different features of

I. Evaluating learning
J. Additional activities for
application
What are the road signs words without the use of vowel sounds that we What are the road signs proverbs?
and symbols found in dictionary? learned today? and symbols found in
Rosario? What is the message of Rosario?
the poem presented?
Give the meaning of the Write /e/ and /e/. . Locate information in
italicized words 1. Neat the text to determine
1. The independent 2. Net whether each
farmers grow millet 3. Mean statement is TRUE or
and plantains – fruit 4. Men FALSE
like green bananas 5. Sell 1.Only few people work
2. At the time of this on compiling literature
story there was a 2.Proverbs and other
drought or a forms of folk literature
prolonged absence were introduced by the
of rain. Spaniards
3. The food was scarce, 3.All proverbs are poetic
insufficient. and figurative in nature
4. They planted millet, 4. If proverbs can
cereal plant bearing instruct, they can
small nutritious definitely prescribe
seeds, for their daily 5.Our proverbs reflect a
needs. lot of things about our
5. The wife saw all the culture
birds hop or spring
with both feet at
once around the
children.
none None Instruct the students none For the students’
about the additional assignment:
activities
Give more examples of Write other examples of
the two vowel sounds proverbs
 we discussed

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ____ out of 172 earned 80% in the evaulation.
in the evaluation.
B. No. of learners who require ___ learners were required for additional activities for remediation/enhancement.
additional activities for
remediation who scored below
C. Did the remedial lessons work?
No. of learners who have caught up Yes. There are ____ who caught up the lesson.
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?