School SEBITANAN INTEGRATED SCHOOL Grade Level GRADE 7

GRADES 1 to 12 Teacher CHRIS ANGELINA R. ESTIGOY, LPT Learning Area ENGLISH

DAILY LESSON LOG
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING
COMPETENCIES/OBJECTIVES
(Write LC Code for each)
Date September 18-22, 2023 Quarter FIRST
Time 7:30 – 8:30 Week 4
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.
(EN7VC-I-d-6) - Identifying the (EN7VC-I-d-6) - Identifying the (EN7VC-I-d-6) - Identifying the (EN7G-I-a-11) Observe correct (EN7G-I-a-11) Observe correct
genre, purpose, intended genre, purpose, intended genre, purpose, intended subject-verb agreement subject-verb agreement
audience and features of various audience and features of various audience and features of various
viewed texts such as movie clip, viewed texts such as movie clip, viewed texts such as movie clip,
trailer, newsflash, internet-based trailer, newsflash, internet-based trailer, newsflash, internet-based
program, documentary, video. program, documentary, video. program, documentary, video.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.

At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learners should be able to: learners should be able to: learners should be able to: learners should be able to: learners should be able to:

1. define the term genre; and
I. OBJECTIVES 2. identify the genre of the
material viewed;
3. organize information of the
material viewed and evaluate its
importance.
1. identify the different viewing
genre;
2. describe the features of each
genre; and
3. discuss how viewed materials
differ from each other by
examining the various example
presented.
1. differentiate the genres of
viewing by examining the various
examples presented;
2. determine the truthfulness of
material viewed; and
3. organize information of the
material viewed and evaluate its
importance.
1. Define Sentence;
2. Identify the correct usage of
subject and verb in a sentence
3. Construct sentences using
different subject-verb
agreements.
1. Define Sentence;
2. Identify the correct usage of
subject and verb in a sentence
3. Construct sentences using
different subject-verb
agreements.

II. CONTENT Literary Genre Literary Genre Literary Genre Subject-Verb Agreement Subject-Verb Agreement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
 4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Quarter 1-English 7 Module 2
PowerPoint Presentation,
Pictures, Video
The learners will answer the
Activity.
Pre-Activity 1: What I know
Choose the letter of the best
answer.
1. It is a commercial
advertisement for a feature film
that will be exhibited in the future
at a cinema.
2. It is a non-fictional, motion
picture intended to document
reality, primarily for the purposes
of instruction, education, or
maintaining a historical record.
3. It is a program available online
and is more likely to be free of
monthly charge.
The learners will answer Activity
1: Let’s Get Familiar
Below is a chart of materials or
programs which you can view
from your
television sets or through the
internet. Examine each item and
put a check mark
under the column not familiar if
you have not seen the material
Quarter 1- English 7 Module 2
PowerPoint Presentation,
Pictures, Video
The learners will watch a video
from the internet.
1. What is the material all about?
2. What is the genre used in the
material viewed?
3. What significant information
did you get from the material?
4. Are these information
essential to you as a student?
Quarter 1- English 7 Module 2
Quarter 1- English 7 Module 2 English Learner’s Material
English Learner’s Material
PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
Pictures, Video Pictures, Video Pictures, Video
The learners will present their Recall the different viewing Recall the Subject and Verb
homework. genre agreement rules and sentence
pattern.
Title of the Genre of
Material: Viewing:
Source: (TV channel/URL
from website)
1. What information did you
get from the material?
2. Are the information
essential? Why?
3. Are the information truthful?
What made you say so?
The teacher will show a picture The learners will answer the The learners will answer
of a news report. Activity 3: Language questions about subject-verb
Connections agreement.
Guide Questions:
1. What do you think is the
picture about?
2. Does the picture tell us
relevant information? Justify your
answer.
3. What do you know about the

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)
and familiar if
you have seen it.
Shows a video and photo
examples of documentary,
internet-based, movie trailer,
news flash, weather report,
Facebook/Youtube, One
Mindanao, Jessica Soho, Atom
Araullo Specials, and Weekly
Forecast.
What is a genre?
A genre is a classifying tool
which allows us to compare and
contrast works.
A literary genre is a classification
of literature.
Literature is any human
expression in written form. Yet,
those with too technical and
scholarly could be excluded. Any
attempts in writing with artistic
merit are literature.
Define the term Viewing and
discuss the genres of viewing:
news flash, weather report,
internet-based program, movie
trailer, and documentary
Why? subject shown in the picture?
4. How can you determine the
5. How do these information truthfulness of the idea
affect the Filipino culture? presented in
the given picture?
Discuss the three genres of Process Questions: The teacher will give examples
materials viewed. and the learners should be able
- Movie Clip 1. What do you notice about the to identify the correct usage of
- Trailer underlined words? subject and verb agreement.
- News Flash 2. How do you call the
underlined words?
Show examples of each genre. 3. What do you notice about the
boxed words?
4. Which of these words are
singular? Which are plural?
Discuss various genres of Define Sentence. Discuss the Basic Rule on
Movies, TV and online programs: Subject-Verb Agreement
- Animated Define Subject and Verb.
- Children
- Drama A subject is a part of a sentence
- Educational, that contains the person, place,
- Fantasy thing or idea performing the
- Horror action in a sentence.
- News
- Variety Show Verbs are the action words in a
sentence that describe what the
subject is
doing. Some verbs can function
as main verbs or helping verbs
also called an
auxiliary verb
Discuss the features of each Discuss Trailer and its elements Discuss the Basic Rule on Discuss the sentence pattern.
genre. and discuss News Flash and the Subject-Verb Agreement
importance of facts and (Subject + Verb + Object)
resources.
The learners will answer the Read the following sentences The learners will perform various
Activity: Name It and You have It! about the points to ponder for activities in subject-verb
genres of viewing. Choose and agreement.
Using the graphic organizer, circle the appropriate linking - Construct own
write at least two keywords to verbs in each sentence. sentences with proper
define each of the Genre of use of subject and verb
 Viewing. After thus, think of two 1. Viewing (is,are) an active agreement
examples for each genre. process of comprehending visual
media, such as in television and
online platform wherein there (is,
are) advertising images, films,
diagrams, symbols, photographs,
videos, drama, drawings,
sculpture and paintings.

2. Viewing helps us acquire

information and appreciate ideas
that visually communicated by
others. It (is, are) a way of
portraying information in the
record, thus, giving more
emphasis on the importance of
mental faculty.

3. On television, news flash (is,

are) an important, timely piece of
news that (is,are) delivered
quickly that could interrupt the
currently aired program.

G. Finding general applications
of concepts and skills in daily
living
The learners will answer the
activity: Weekly Television/Online
Viewing Log
As an average student, you
spend at least 900 hours a year
in school and 1,200 hours
viewing television, movies, and
online videos. With that, you get
tons of information about the
world and how you could interact
with people.
The learners will answer the
activity: Weekly Television/Online
Viewing Log
As an average student, you
spend at least 900 hours a year
in school and 1,200 hours
viewing television, movies, and
online videos. With that, you get
tons of information about the
world and how you could interact
with people.
The learners will answer Activity
1 B: Portrait of a Character
In a short bond paper, draw or
paint a portrait of one of the
characters in the movie clip or
trailers you had watched.
Surround your portrait with the
drawing or icons or images that
represent something about the
character, a thing that will
represent his personality.
The learners will answer Activity
1 B: Portrait of a Character
In a short bond paper, draw or
paint a portrait of one of the
characters in the movie clip or
trailers you had watched.
Surround your portrait with the
drawing or icons or images that
represent something about the
character, a thing that will
represent his personality.
Directions: Show what you’ve
got. Choose a category of genre
and express yourself creatively.
You may use different kinds of
chart.
1. Essay about your friend.
2. Timeline of Events in your Life
3. Family Tree
4. Poster about your dream job.
5. Say thank you to pandemic
frontlines through a drawing.

Use this log to keep track of your
daily television or online viewing
habits whether done at home or
at your neighbor’s place. At the
end day 5, add the viewing time
Use this log to keep track of your
daily television or online viewing
habits whether done at home or
at your neighbor’s place. At the
end day 5, add the viewing time

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
for each day to discover your
daily total for viewing.
For those who do not have
access to television, you may
write zero in your viewing time
The teacher inquires:
1. How do you check for valid
information?
2. Why is it very important to
validate the information from
social media?
The teacher will present show
two clips taken from the internet.
Activity: Viewing Prelude
Be able to answer the following
1. What is the difference
between the two clips?
2. Where and when do we
usually see these clips?
3. What is the purpose of each?
for each day to discover your
daily total for viewing.
For those who do not have
access to television, you may
write zero in your viewing time
The teacher inquires:
1. How do you check for valid
information?
2. Why is it very important to
validate the information from
social media?
Assessment: The learners will
answer the following:
Write True if you agree with
statement below and False if you
disagree.
1. Everyone needs to be a
thoughtful viewer.
2. Documentaries are non-
fictional genre.
3. Genres of viewing may come
in fiction or non-fiction.
4. Genre does not change over
time.
5. Animation is an excerpt of full-
length film.
Your teacher will assign
materials from the internet. You
will be given link. After viewing,
write a report by answering
questions below.
Be able to answer the following
questions:
1. What is the material about?
2. What is the genre of the
material viewed?
3. What information did you get
from the material?
4. Are the information essential?
Why?
5. Are the information truthful?
What made you say so?
The teacher inquires:
1. What is a sentence?
2. What is the golden rule in
subject-verb agreement?
3. What do you need to
remember about subjects and
verbs in sentences?
The learners will answer the
Activity: What I have Learned
Read the following sentences
about the points to ponder for
genres of viewing. Choose and
circle the appropriate linking
verbs in each sentence.
The teacher inquires:
1. What is a sentence?
2. What is the golden rule in
subject-verb agreement?
3. What do you need to
remember about subjects and
verbs in sentences?
The learners will have an
assessment about genres of
viewing and subject and verb
agreement.
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 who scored below
80%
C. Did the remedial lesson
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?
Sit down on your television and
jot down Titles of the Program
you viewed. Then, categorize
each according to its genre.
Write them on your notebook.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Assignment: Watch a particular
television/online program. After
viewing, answer the chart below
considering the following data.
Title of the Genre of
Material: Viewing:
Source: (TV channel/URL
from website)
1. What information did you
get from the material?
2. Are the information
essential? Why?
3. Are the information truthful?
What made you say so?
.
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Have an advance study about
the subject and verb agreement.
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Have an advance study about the
Voices of the Verb.
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
 Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
G. What innovation or localized Planned Innovations:
materials did I use/discover __ Localized Videos
which I wish to share with other __ Making use big books from
teachers? views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Prepared by:
CHRIS ANGELINA R. ESTIGOY, LPT
Teacher I
GRADES 1 to 12
DAILY LESSON LOG
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
School SEBITANAN INTEGRATED SCHOOL
Teacher CHRIS ANGELINA R. ESTIGOY, LPT
Date September 25-29, 2023
Time 7:30 – 8:30
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Checked and noted by:
Grade Level
Learning Area
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
GOODWILL C. GUINTO
Head Teacher III
GRADE 7
ENGLISH
Quarter FIRST
Week 5
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition

CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING
COMPETENCIES/OBJECTIVES
(Write LC Code for each)
VII.OBJECTIVES
VIII. CONTENT
IX. LEARNING RESOURCES
A. References
5. Teacher’s Guide Pages
6. Learner’s Material
Pages
7. Textbook Pages
8. Additional Materials
from Learning
Resources (LR Portal)
B. Other Learning Resources
X. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
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.
(EN7G-III-c-2) Use the passive and active voice meaningfully in varied context.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
At the end of the lesson, the learners should be able to:
1. Identify active sentences from its passive structure.
2. Change active sentence to passive and vice-versa.
3. Appreciate the use of active and passive sentences in an appropriate situation taking into account.
ACTIVE AND PASSIVE VOICE
Quarter 1 – Module 3
PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
PowerPoint Presentation, Pictures, Video
Pictures, Video Pictures, Video Pictures, Video
Short review on identifying the subject and verb in the sentence and Review about active voice and Review the rules in converting Review subject and verbs in the
identify whether the subject is the doer or the receiver of the action. passive form in the sentence. active sentence to passive sentence and identify whether
sentence. the subject is the doer and
receiver of an action.
Review Active and Passive Voice
and the general rules in
converting Active to Passive
sentence and vice versa.
B. Establishing a purpose for the The learners will answer the pre-activity to determine how much they The learners will answer the SPOT THE DIFFERENCE!
lesson know about the lesson. following sentences.

Underline the subject of the sentence once, the verb twice. Identify whether the subject in
the sentence is the doer or
1. We make butter from milk. receiver of the action. Write D if
2. Somebody cleans this room every day. the subject is the doer of the
3. People never invite me to parties. action, write R if the subject is
4. Lydia threw her teammate the ball. the receiver of the action.
5. The principal awarded Rachel first prize. _____1. Baldo drives the cart.
_____2. The cart is driven by
Baldo.
_____3. The carabao eats the
grass.
_____4. The grass was eaten by
the carabao.
_____5. The folks receive the
guest.
C. Presenting Verbs can be either active or passive in voice. Voice indicates the Example of an ACTIVE Example 1 - A song is sung by
examples/instances of the new form of a transitive verb that shows whether the subject is the doer or sentence. Gizelle.
lesson the receiver of the action. Here the ‘song’ is the subject,
The servant cooks special food ‘sing’ is the verb and ‘Gizelle’ is
for the rich. the entity who did the action of
Subject + active verb + object singing and ‘song’ is the entity on
whom action has been done.
Example of a PASSIVE
statement Example 2 - The homework was
finished by James.
Special food is cooked by the In this example, ‘homework’ is
servant. the subject and ‘finish’ is the
verb. ‘James’ is the one who did
Subject +passive verb + object the action of finishing and
of the preposition by ‘homework’ is the entity on whom
action has been
done.

Example 3 - The shoe was

chewed by the puppy.
Here ‘shoe’ is the subject and
‘chew’ is the verb. The ‘puppy’ is
the one who did the action of
chewing and ‘shoe’ is the entity

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
on whom action has been done.
Discuss Active Voice. Discuss the rules in changing Passive Voice: In passive voice, Remember! Not all sentences
Active sentence into passive. the subject receives the action can be changed to the passive
ACTIVE VOICE expressed by the voice. Only an active voice of the
General rules of converting verb. sentence with a direct object can
When the subject does or “acts upon” the verb, the sentence is said active voice to passive voice: be made passive.
to be in the active voice. These examples show that the subject is 1. The subject in the active voice
doing the verb’s actions. becomes the object in the For example: “Tarsiers live in the
passive voice and the object in rainforests.” cannot be changed
• The old father (subject) gives (verb) the money to the boy. the active voice becomes the to passive voice because the
• Carlos Bulosan (subject) revealed (verb) the reality about social subject in the passive voice. sentence does not have a direct
discrimination in the text. object.
• The rich man (subject) accused (verb) the poor family of stealing 2. Put ‘by’ in front of the subject
the spirit of his family’s food by smelling. in the passive voice. Another example is, ‘She is
• The judge (subject) pounded (verb) the gavel. dancing.” cannot be changed as
• My brothers (subject) threw (verb) a small change in a straw hat. 3. Use 3rd form of verb + is/ am/ well to passive voice because the
are/ was/ were/ been/ being sentence does not have a clear
according to the tense in passive known object.
voice.
Finally, “He died in 2005.” has no
known object thus, cannot be
converted into
passive voice
Discuss Passive Voice. Discuss the rules in changing
Passive sentence into active.
PASSIVE VOICE
General rules of converting from
When the subject receives the action of the verb, the sentence is passive voice to active voice
said to be in the passive voice. 1. The subject of passive voice
becomes object in active voice
These examples show how the and the object
subject-verb relationship has changed. in passive voice becomes the
subject in active voice.
• The poor family was accused by the rich man for stealing the 2. Remove the preposition ‘by’.
spirit of his family’s food by smelling. 3. Use 1st form of the verb.
(active verb- accused: passive verb- was accused)
Look for a “by” phrase
• The gavel was pounded by the judge. (e.g. The boy was chased by the
(active verb-pound: passive verb-was pounded) dog.)
If you find one, the sentence may
• A small change was thrown by my brothers in a straw hat. be in the passive voice. Rewrite
(active verb-threw: passive verb-was thrown) the sentence so that the subject
 buried in the “by” clause is closer
Because the subject is being “acted upon’ (or is passive), such to the beginning of the sentence.
sentences are said to be in the passive voice.
 The boy was chased by the
dog.
A sentence in the passive voice will not always include the doer of -The dog chases the boy.
the action. There are instances in the passive voice when the doer or
the agent is no longer mentioned. Look at the sentences below.  The entire house was painted
by Tom.
-Tom painted the entire house.
 The ball was caught by Henry.
-Henry catches the ball
F. Developing Mastery (Leads to Work It Out! Re-write the following sentences
Formative Assessment) into active voice.
The learners will answer Activity 1. This time, test your knowledge of 1. A song is sung by the artist as
active and passive voices with he paints.
Directions: Identify whether the verb in the sentence is in the active this grammar exercises. 2. The piano is pounded by the
voice or passive voice. little girl when mad.
Each sentence given below is in 3. New dentures are wanted by
Write AV for the active voice and PV for passive voice. the active voice. Change it into the man with no teeth.
__________1. The Tourism Secretary visited the province of passive voice. 4. The internet is surfed by many
Palawan. of my friends during class.
___________2. She made her first stopover at Puerto Princesa City. Example: Sofia watered the 5. Storms are forecasted by the
___________3. She was expected to meet with local officials. flowers. weatherman tomorrow.
___________4. She was brief on the damages caused by the super Answer: The flowers were
typhoon. watered by Sofia. Example: The flowers were
___________5. Many persons were confirmed dead on the island of watered by Sofia.
Busuanga. 1. He sings a song. Answer: Sofia watered the
___________6. Heavy casualties were reported in the municipalities ______________________ flowers.
of Coron and Linapacan. 2. The boy killed the spider 1.______________________
___________7. The relief operations were supervised by Philippine ______________________ 2.______________________
National Red Cross. 3. I will finish the job by the end 3.______________________
___________8. The provincial government also distributed relief of this week. 4.______________________
goods to the evacuees. ______________________ 5.______________________
___________9. The affected residents blamed the illegal loggers for 4. They have informed him of his
the flash floods that claimed the lives of the people in the mother’s death.
municipality. _______________________
___________10. Evacuees said they were not able to save anything 5. They took all the necessary
because they had to run for their lives to escape the cascading mud. precautions.

G. Finding general applications The learners will do Activity 4: Remember me this way.
of concepts and skills in daily Draw the Venn Diagram and differentiate how statements are formed Task 5 : Identify Me If You Can!
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Answer the following questions:
1. What is an active sentence?
2. What is a passive sentence?
Construct a sentence using active voice/passive voice.
for both active and passive voice. You have to jot down in the On your activity notebook, write
diagram which describes such definitions of active and passive Active if the statement is in active
voices. Please refer to the examples below for your easy reference. voice and Passive
1. The subject receives the action expressed by the verb. if it is passive voice.
2. The action is done on/upon the subject. __1. The boy teased the girl.
3. The receiver of the action is preceded by the verb. __2. A cake was made by my
4. The doer of the action is preceded by the verb. mother yesterday.
5. Meaning is clearer and direct. __3. The girl was teased by the
6. Meaning can be confusing and indirect. boy.
7. The receiver of the action is followed by the verb. __4. She has written a novel.
8. The subject performs the action expressed by the verb. __5. The police have caught the
9. The doer of the action is followed by the verb thief.
10.The subject of the sentence is doing the action __6. Have you finished the
report?
__7. This experience will never
be forgotten by me.
__8. Somebody stole my pen
yesterday.
__9. She was not beaten by me.
__10. My pen was stolen by
somebody yesterday
The learners will answer The learners will answer
questions being asked: questions being asked:
What are the rules that we need What are the rules that we need
to follow in changing an active to follow in changing a passive
sentence into passive? sentence into active?
Directions: Change Active sentences into Passive. SUMMING UP!
1.The students bring new school things today. Write True if the statement is
Answer: New school things are brought by the students today. correct and False if it is not true.
___1. In active voice, the subject
2. The principal talked about home learning this morning. of the sentence is doing the
Answer: Home learning was talked about by the principal this action.
morning ___2. In passive voice, the action
is done on/upon the subject.
3. The guards will keep the safety of the students. ___3. The doer of the action is
Answer: The safety of the students will be kept by the guards. followed by the verb in active
voice.

J. Additional activities for
application or remediation
XI. REMARKS
XII.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
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?
4.Someone brought my books in the classroom. ___4. The doer of the action is
My books were brought by someone to the classroom. preceded by the verb in active
voice.
5.The teachers will meet the Regional Director. ___5. The receiver of the action
Answer: The Regional Director will be met by the teachers. in active voice is preceded by the
verb.
___6. The receiver of the action
in passive voice is followed by
the verb.
___7. In passive voice, meaning
is more clear and direct.
___8. In active voice, meaning
can be confusing and indirect.
___9. The tone is authoritative
and subjective in active voice.
___10. The tone is neutral or
objective in passive voice.
Inside the house, be a keen observer. Check out who is cooking, Directions: Cut out a picture of any school activity where teachers
cleaning, studying, playing and construct different kinds of sentences and students are involved. Paste it in a short bond paper.
either active or passive by using the object they are using. Create at
least five sentences of active voices and another five sentences of Do the following:
passive voices. Write it in your activity notebook. Easy right? This •Write 5 active sentence of what you have observe from the picture.
will only prove how exceptional you are in using the active and •Write 5 passive sentence of what you have observe from the
passive voices in various manners. picture.
•Submit your output next meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
___ / ___ of Learners who require ___ / ___ of Learners who require ___ / ___ of Learners who require ___ / ___ of Learners who require ___ / ___ of Learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
___ / ___ of Learners who earned 80% ___ / ___ of Learners who earned 80% ___ / ___ of Learners who earned 80% ___ / ___ of Learners who earned 80% ___ / ___ of Learners who earned 80%
above above above above above
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
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:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation

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?
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition

Prepared by: Checked and noted by:

CHRIS ANGELINA R. ESTIGOY, LPT GOODWILL C. GUINTO

Teacher I Head Teacher III

School SEBITANAN INTEGRATED SCHOOL Grade Level GRADE 7

GRADES 1 to 12 Teacher CHRIS ANGELINA R. ESTIGOY, LPT Learning Area ENGLISH
DAILY LESSON LOG Date October 9-13, 2023 Quarter FIRST
Time 7:30 – 8:30 Week 7
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
CONTENT STANDARDS
sounds of English and the prosodic features of speech; and correct subject-verb agreement.
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.
LEARNING MELC: Use direct and reported speech appropriately in varied contexts MELC: Use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming, close
COMPETENCIES/OBJECTIVE EN7G-III-e-3 reading, etc.) EN7RC-IV-b-10
S
(Write LC Code for each)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
At the end of the lesson, the learners should be able to: At the end of the lesson, the learners should be able to:
1. Differentiate between direct speech and reported speech. 1. Use the appropriate reading styles; scanning, skimming, speed reading, and intensive reading
I. OBJECTIVES 2. Transform direct speech to reported speech. for one’s purpose.
2. Scan for specific information.
3. Use skimming technique to skim for major ideas.
4. Read intensively to find answers to specific questions.

Reading Styles: Reading Intensively to Find

II. CONTENT Direct and Reported Speech Skimming, Scanning, and Skimming for Major Ideas Answers to Specific Questions
Intensive Reading
III. LEARNING RESOURCES
A. References
9. Teacher’s Guide Pages
10. Learner’s Material
Pages
11. Textbook Pages
MELC PAGE 188 MELC PAGE 188 MELC PAGE 188

file:///E:/SY%202022- file:///E:/SY%202022- file:///E:/SY%202022-

2023/2.%20MODULES/ENGLISH/ENGLISH 2023/2.%20MODULES/ENGLISH/
%207/Modules/Quarter%201/English ENGLISH%207/Modules/Quarter%201/
2023/2.%20MODULES/
file:///F:/SY%202022-2023/2.%20MODULES/ENGLISH/ENGLISH %207%20-%20Q1%20- English%207%20-%20Q1%20- ENGLISH/ENGLISH%207/
12. Additional Materials %207/Modules/Quarter%201/English%207%20-%20Q1%20- %20M1%20Reading%20Styles.pdf %20M2%20Skimming%20for%20Major Modules/Quarter%201/English
%20Ideas.pdf
from Learning %20M11%20Direct%20and%20Reported%20Speech.pdf %207%20-%20Q1%20-
Resources (LR Portal) %20M3%20Reading
%20Intensively%20to%20Find
%20Answers%20to
%20Specific
%20Questions.pdf

B. Other Learning Resources PowerPoint Presentation, Pictures, Video, Flash Cards

IV. PROCEDURES
A. Reviewing previous lesson or Review Phrases, Clauses and Review on how to change direct We have learned that reading is a Review! Let’s begin in the household
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
Sentences.
THINK-PAIR-SHARE
Directions: Read the following
statements carefully then change
the following direct speeches to
reported speeches.
1. Mark said to her, “I believe in
the power of prayers.”
A. Mark said to her I believe in the
power of prayers.
B. Mark told her that he believed
in the power of prayers.
C. Mark told to her that I believe in
the power of prayers.
When we share what others have
said, we do it in two ways
1. Direct speech is saying exactly
what the original speaker has
said. In written form, this is
enclosed in quotation marks
(“…”). Ex. James said to Lena, “I
will put my faith in God.”
2. Reported Speech is repeating
or reporting what the original
speaker has said. Ex. James told
Lena that he would put his faith in
God.
When we change direct speech to
reported speech, we must often
change the tense and the
pronouns. Remember, the person
is simply reporting or repeating
what the original speaker has
said.
Examples: (Direct Speech) He
said, “I am afraid.” (The pronoun
used in the quoted part is „I‟ in the
speech to reported speech.
Task 1: What Did I Say?
Directions: Look at the images of
the community with empty speech
bubbles. Fill it with what you think
they could be saying.
Transform!
Directions: Use the sentences to
form direct and reported speech.
Direct Speech
Doctor to my mom: ―You must
lose weight.
Reported Speech
The doctor advised Mom to lose
great habit that can change
human life significantly. It can
entertain us; amuse us and enrich
us with knowledge and
experiences narrated.
Directions: Decide which reading
style is used in each sentence. On
the space before the number,
write Scan if the answer is
scanning; Skim if the answer is
skimming, and IR if intensive
reading.
There exist some reading
techniques, which if mastered at a
growing stage can help us, be
better and far more
comprehensive readers. I want
you to read this bible verse and
answer the following questions.
I can do all things through Christ
who strengthens me. (Philippians
4:13)
Answer each question carefully.
Encircle the letter of the answer.
1. You're reading a chapter in
your textbook to prepare for a
test. What is the best thing to
look for to find the most
important information quickly?
a) the bold words
b) picture captions
c) chart
d) the first sentence of each
paragraph
(2 more questions will be given)
In everyday life, we have to read
many texts ranging from books,
newspapers, pamphlets,
journals to e-mails. Many times,
it is impossible to read the whole
text due to various reasons.
Most of the time, of course, the
reason is a shortage of time.
What other reasons do you have
very often?
Such situations certain
techniques come to help.
Certain reading skills are
employed by readers to get the
desired information from the
text. These skills include
skimming.
When we read quickly without
pausing to study the details, it is
chores. Below are the jumbled
sentences from a paragraph
on how to gut or clean a fish.
Arrange the following
sentences in
logical/chronological order for
the paragraph. Number the
sentences from 1-8.
(Questions will be posted on
the board)
Intensive reading involves
reading large quantities of
materials, directly and fluently.
Intensive Reading has
different purposes. They are
the following: information
searching, general
comprehending, new
information learning,
information evaluating and
synthesizing, summarizing,
and paraphrasing.
Another technique, the SQ3R
Method introduced by Francis
Pleasant Robinson in his
book, Effective Study (1946),
where S stands for Survey; Q
for questions; and the 3Rs for
Read, Recite, and Review.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
first person. The verb is in the
present tense.) (Reported
Speech) He said that he was
afraid. (The pronoun becomes
„he‟ in the third person to refer to
the original speaker. The verb is in
the past tense.)
When reporting declarative
sentences, notice that „believe‟ in
the direct speech becomes
“believed‟ in the reported speech
and „will provide‟ in the direct
speech becomes „would provide‟
in the reported speech.
When reporting imperative
sentences, you have to know
whether the command is positive
or negative (uses not or never).
Notice that the first picture is a
positive command so just use the
word „to‟ before the verb.
weight.
(2 more examples will be given)
Discuss the differences in
form/structure between direct and
reported speech. Use the list
below as your guide to the
discussion:
a. Kinds of Reported Speech
(order, statement, yes-no
question)
b. Rules Changing Direct to
Reported Speech (tense, word
order, adverb, punctuation)
c. When to use direct and
reported speech
- Let’s talk about these reading
1. Who is the Divine Being who
helps you accomplish the things
you want in life?
2. What will Christ do to help us?
How?
How? Your answers may vary.
You can use your experiences in
the past or your knowledge about
God.
Ask this question to the students:
How did you find the answers?
What techniques did you use?
styles or skills we use according
to our purpose in reading.
What are these reading skills or
styles? They are scanning,
skimming, and intensive reading.
called skim reading or skimming.
(Konar, 2009: p.154)
To skim, prepare yourself to
move rapidly through the pages.
You will not read every word;
you will pay special attention to
typographical cues-headings,
boldface and italic type,
indenting, bulleted, and
numbered lists. You will be alert
for keywords and phrases, the
names of people and places,
dates, nouns, and unfamiliar
words. In general, follow these
steps:
Guided Practice
Let’s do these together. Skim
the text (60 seconds) and
answer the questions.
Let us try this to read and
what is the real purpose of the
family?
(Text will provided on the
board or PowerPoint
presentation)
Family Unity
He commanded them that
there should be no contention
one with another, but that they
should look forward with one
eye, having one faith and one
baptism, having their hearts
knit together in unity and love
one towards another. [Mosiah
18:21] (To be continued)
Guided Practice
1. What is missing in Mark’s
family?
2. What do you think makes a
happy family?
3. Do you think your family is
more like Mark’s or Blaine’s?
4. When have we felt unified,

F. Developing Mastery (Leads to
Formative Assessment)
Guided Practice
She said, “My faith in God will
help me overcome my problems.”
How will you report this
statement?
This statement should be reported
this way:
She said that her faith in God
would help her overcome her
problems. We know that the
original speaker is feminine so we
used the pronoun „she‟ and „her‟
which are all in third person. We
also changed the tense of the
verbs.
Task 8: He Says, She Says!
Directions: Pick cards with direct
quotes. Then, convert the direct
quotes into reported speech.
(Provided by the teacher)
Guided Practice
Let’s try a few items as a practice
exercise.
Group Activity:
Team Scanning
Will end the life expectancy of
alligators from the text below.
1. How long do alligators live?
(Reading text will be provided)
Team Skimming
Let us say that you are doing a
research project on alligators. You
may want to put in your report
how alligators are different than
crocodiles by skimming, reading
titles, bold words, first and last
sentences of the paragraphs you
may find the information quickly.
Team Intensive Reading
Using the same text with the
alligator, let us use these reading
Questions:
1. This text is about:
a) library resources c) fines and
other fees
b) opening hours
d) membership conditions
4 more questions will be given.
THINK PAIR SHARE
Read the passage about
Michael and his problems.
Indicate whether the statement
given is true or false. Write T if
it’s true and F if it’s false in the
provided spaces.
(Text will be provided as
students handouts, with the
comprehension question)
working together, and caring
about each other?
Let’s have another practice:
Read the paragraph taken
from “Letter to His Father” by
Franz Kafra, then answer the
following questions.
(Will be provided as a
handouts and also in
powerpoint presentation)
Questions:
1. Who are the characters in
the letter?
2. What is the big problem
stated in the letter?
3. Why is the writer afraid of
his father?
4. When does the writer feel

G. Finding general applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
There may be a lot of rules in this
lesson and it may confuse you but
if you believe in yourself and the
wisdom of God, using direct and
reported speech will be a walk in
the park for you. You just have to
be careful when repeating what
others have said. Make sure that
you are accurate and truthful.
What are the 3 things you have
remembered, 2 examples you
have learned, and 1 question you
have about the lesson.
styles. Read the text from
beginning to end. Compare and
contrast alligators from crocodiles
using this table.
(Table will be provided to the
students as a handout)
Read this text using Scanning. Study the leaflet below and
Then answer the questions that answer the following questions.
follow. Write the letter of the
answer to space before the
number.
(Questions will be flashed through
ppt)
Tell the required reading style in
the following reading situations.
Choose from these choices:
Scanning, Skimming, and
Intensive Reading.
1. The TV guide for Friday
evening
2. An English grammar book
3. A good friend`s homepage on
the Internet
4. An advertising email – so called
1) What is this leaflet about?
2) Who has produced it?
3) Who are the target customers
of such a product?
We all share the benefits of a
healthy and safe workplace so
always be mindful about the
safety of yourself and the people
around you.
To wrap everything up that we
have talked about in this lesson,
let us always remember that:
To skim well, you have to push
your eyes along so that it takes
in large blocks of words. In
general, ignore everything but
the nouns and verbs. Skimming
is no different from speed
reading, except that skimming is
afraid of his father?
5. How can the writer find
courage to ask his own father
about his big problem?
What does the verse below
suggest?
He commanded them that
there should be no contention
one with another, but that they
should look forward with one
eye, having one faith and one
baptism, having their hearts
knit together in unity and love
one towards another. (Mosiah
18:21)
Intensive reading uses the
following strategies. Indicate
what each acronym stands for.
1. SQ3R
2. 3Rs
3. SMART

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 who
scored below 80%
C. Did the remedial lesson 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
Read the following statements
carefully. Complete the following
reported speeches by choosing
the correct word from the choices
inside the parentheses.
1) Tina told Jane, “I am so
confident today.” Tina told Jane
(that, if) she was confident that
day.
(4 MORE QUESTIONS WILL BE
GIVEN TO THE STUDENTS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
___ / ___ of Learners who require
additional activities for remediation
___ / ___ of Learners who earned 80%
above
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
Use It!
Directions: Transform the direct
speech to reported speech. The
first number is done for you.
___ / ___ of Learners who require
additional activities for remediation
___ / ___ of Learners who earned 80%
above
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
'spam'
5. An email or letter from your best three components are: rapid
friend
Consider whether you ever read
for these purposes and what
reading strategy you tend to use.
Write A for scanning, B for
skimming, and C for Intensive
Learning. Number 1 is answered
for you. Do the next items. Write
your answer in column 4.
This is going to be provided via
handouts.
___ / ___ of Learners who require
additional activities for remediation
___ / ___ of Learners who earned 80%
above
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
a searching-out operation. Its
reading; un-wandering attention;
and keeping in mind what you’re
looking for.
Directions: Give yourself 60
seconds to skim through the
paragraph below. When you are
finished, proceed to answer the
given questions.
(Text will be provided as
students handouts, with the
comprehension question)
1. What has wheels on it that
you can find in large numbers at
a supermarket?
2. Why can this be a problem?
3. How can you avoid spending
more than what you have
planned?
4. Why is it a good idea to use a
basket instead of a trolley?
___ / ___ of Learners who require
additional activities for remediation
___ / ___ of Learners who earned 80%
above
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
Directions: Read the selection
carefully. Then answer the
questions about it.
(Text will be provided as
students handouts, with the
comprehension question)
1. What is the function of the
family?
2. What are the seven types of
a family?
3. Why is family so important?
4. How does your family help
you?
5. How do you support your
family when they need you?
___ / ___ of Learners who require
additional activities for remediation
___ / ___ of Learners who earned
80% above
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
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?
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of
the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views
of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition

Prepared by: Checked and noted by:

CHRIS ANGELINA R. ESTIGOY, LPT GOODWILL C. GUINTO

Teacher I Head Teacher III
School SEBITANAN INTEGRATED SCHOOL Grade Level GRADE 7
GRADES 1 to 12 Teacher CHRIS ANGELINA R. ESTIGOY, LPT Learning Area ENGLISH
DAILY LESSON LOG Date October 16-20, 2023 Quarter FIRST
Time 7:30 – 8:30 Week 8
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
CONTENT STANDARDS
sounds of English and the prosodic features of speech; and correct subject-verb agreement.

PERFORMANCE STANDARDS
I. OBJECTIVES
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Learning Resources
5. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
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.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
Identify the distinguishing features Identify the literary genre during Pre-Colonial Period Understand the Features of Proverbs, Myths, and Legends.
of proverbs.
Connecting to Significant Past Features of Proverbs, Myths, and Legends Reading
The Literary Genres during the Pre-Colonial Period
through Proverbs
Module 1 – Lesson 1
Searching for my Beginnings
Earling 7 Textbook Page 12-22
English 7 - Q1 - M14 The Literary Genres during the Pre-Colonial
English 7 Module 15
English 7 - Q1 - M13 Connecting Period
to Significant Past through
Proverbs
file:///F:/SY%202022- file:///F:/SY%202022-
2023/2.%20MODULES/ 2023/2.%20MODULES/
ENGLISH/ENGLISH%207/ ENGLISH/ENGLISH%207/ file:///E:/SY%202022-2023/2.%20MODULES/ENGLISH/ENGLISH
Modules/Quarter%201/English Modules/Quarter%201/English PowerPoint Presentation, %207/Modules/Quarter%201/English%207%20-%20Q1%20-
%207%20-%20Q1%20- %207%20-%20Q1%20- Pictures, Video, Flash Cards %20M15%20Features%20of%20Proverbs,%20Myths,%20and
%20M13%20Connecting%20to %20M14%20The%20Literary %20Legends%20Reading.pdf
%20Significant%20Past %20Genres%20during%20the
%20through%20Proverbs.pdf %20Pre-Colonial%20Period.pdf
Directions: Identify if the statement Identify the literary genres of the presented items below. Choose the Directions: Decide whether each statement is true or false. Write T
is a proverb or not. Write P if the answer from the box below. if the statement is true, and F if it is false. Write your answer on
statement is a proverb, and N if it the blank before each number.
is not. Write the answer on the
blank. 1. Legend is not true but is based on facts like real people, places
and events.
2. Proverbs are inferior to other kinds of literature in conveying a
message.
3. Myths are historic in nature.

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 Reading a selection about Filipino
practicing new skills #2
F. Developing Mastery (Leads to Task 2 Page 15
Formative Assessment)
As a student, you have to learn
about the past to better
understand your present situation.
Moreover, understanding the past
helps you appreciate the wisdom
of your ancestors that still
influences you these days.
Let us discover how literature
specifically proverbs, mirrors our
life and identity as Filipinos as it
connects us to our significant past.
To begin our discussion today,
take a look at these pictures. What
can you say about these pictures?
What do you think is common
among the pictures?
If your idea of these pictures is
about the life of the Filipinos a
long time ago, then you are right!
These pictures show how the
Filipinos during the Pre-Colonial
period lived.
Proverbs.
Work with a partner and state your
agreement or disagreement with
the statements below. Be ready to
justify your answer.
We have learned that pre-colonial inhabitants of the Philippines have a
rich oral tradition of literature. The oral literature of the pre-colonial
Filipinos bore the marks of the community. The subject was always the
common experiences of the people like food gathering, creatures and
objects of nature, works at home, fields, forests, seas, and caring for
children.
A literary genre is a style of writing. All genres have particular features
and functions that distinguish them from one another. For example,
literature has four main genres: poetry, drama, fiction, and nonfiction.
Describe the literary genres during the pre-colonial period. These are
proverbs, myths, and legends.
Guided Practice
Let’s try a few items as a practice exercise. Do a thumbs up if you think
that the sentence is correct. Do the thumbs down if the sentence is
incorrect. Let’s begin!
1. Proverbs are also known as “the wisdom of many and the wit of one‟
4. Myth is a story that was created to usually explain the mysteries
of the universe and usually features gods and goddesses.
5. Proverbs are composed of poetic two-liners with rhyme.
We learned that a literary genre is a style of writing. All genres
have particular features and functions that distinguish them from
one another.
For example, literature has four main genres: poetry, drama,
fiction, and non-fiction.
There are other genres under these main genres. During the pre-
colonial period in the Philippines, poetry and fiction literary genres
emerged.
Discussion of Poetry and Fiction.
Among those given genres, what do you like reading the most?
Based on what you learned, to what literary genre does the
excerpt below belong?
In the beginning, the goddess of the sea, Maguayen, and the god
of the sky, Kaptan, had a bitter quarrel. Kaptan threw rain, thunder,
and lightning that reached the sea. Maguayen in turn threw waves
and hurricanes that reached the sky...
Answer: Myth
Discussion of the features of proverbs, myths and legends.
Identify the following examples according to their genre. Write P
for a proverb, L for a legend, and M for myth.

G. Finding general 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
6. REMARKS
7. REFLECTION
As Filipinos we must value and
preserve proverbs, because these
are cultural treasures that reflect
our ancestor ‘s wisdom, mirror our
culture, identity, and experience as
individuals, and connect us to our
significant past.
Let us always remember that:
During the pre-colonial period,
Filipinos had already a civilized
government.
Proverbs are brief instructive
expressions that suggest a
specific action, behavior, or
judgment. They reflect the
wisdom, values, and culture of the
native Filipinos.
Directions: Choose the best
meaning of the proverb in each
number. Encircle the letter of the
best answer.
1. There is no need to cry over
spilled milk.
A. Instead of looking for revenge,
show love and forgiveness.
B. There is no point in wasting
emotion over something that has
already happened and can't be
changed.
C. Easy come, easy go.
(4 more questions will be given)
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
2. In Filipino, proverbs are called “tula‟.
3. The proverb suggests a specific action, behavior, or judgment.
Present this quote to the class
“The truth of your character is expressed through the choice of your
actions.” -Dr. Steve Maraboli
To wrap everything up that we have talked about in this lesson, let us
always remember that:
- Literary genres have different features that distinguish them from one
another. During the pre-colonial period in the Philippines, poetry and
fiction stories emerged.
Identify the literary genre that is being described in each item. Choose
your answer from the box. Write the correct answer in the space before
each item.
Legends
Myths
Proverbs
__________1. Gods and Goddesses are present in the stories.
__________2. They are short sentences that people often quote which
give advice or tell you something about life.
(3 more questions will be given)
GROUP ACTIVITY
Describe each literary genre by giving its familiar features.
Directions: Identify the genre that the following features describe.
Write A if the statement talks about Proverb, B for Legend, and C
for Myth. Write your answer in the space provided before each
item.
_____ 1. It is a brief instructive expression that suggests action,
behavior, and judgment.
_____ 2. A story that is traditionally based. It comes from the
Greek word ‘mythos’.
_____ 3. They serve as our guide on how to live our lives in a right
and meaningful way.
_____ 4. The main characters of these stories are gods,
demigods, and supernatural humans.
_____ 5. It is a narrative that is based on facts such as real
people, places, or events.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
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?
___ / ___ of Learners who require
additional activities for remediation
___ / ___ of Learners who earned
80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
___ / ___ of Learners who require
additional activities for
remediation
___ / ___ of Learners who earned
80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
___ / ___ of Learners who require
additional activities for
remediation
___ / ___ of Learners who earned
80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
___ / ___ of Learners who
require additional activities for
remediation
___ / ___ of Learners who
earned 80% above
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition

Prepared by: Checked and noted by:

CHRIS ANGELINA R. ESTIGOY, LPT GOODWILL C. GUINTO

Teacher I Head Teacher III