School: Grade Level: VII

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: WEEK 4 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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 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.
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading
styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading
styles; participating in conversations using appropriate context- dependent expressions; producing English sounds correctly and
using the prosodic features of speech effectively in various situations; and observing correct subject- verb agreement.
C. Learning EN7LT-Ib-2.2: Explain how the EN7LT-Ic-2.2.1: Express EN7 F-I-a-3.11: Observe EN7V-I-c-10.2: Use appropriate idiomatic
Competencies/Objectives elements specific to a genre appreciation for sensory the correct production of expressions in a variety of basic
vowel and consonant interpersonal communicative situations
Write the LC code for contribute to the theme of a images used sounds, diphthongs,
each particular literary selection blends, glides, etc.
Appreciate the culture
and beliefs of the
Maranao people
II. CONTENT The Origin of This World The Origin of This World The Origin of This Idiomatic Expressions (2 Days)
(Maranao Version) (Maranao Version) World (Maranao
Version)
(Conituation)
(Conituation)
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
Teaching Guide (First Quarter),
pp. 14-15
Learning Package (First Quarter),
pp. 14-16
English 7 Palomar, L. A. & Pimentel, K. R.
(2016). Interactive English 7.

4. Additional Materials K to 12 Curriculum Guide (May
from Learning 2016), p. 149
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the students about this:
lesson or presenting
the new lesson Do you believe in a Supreme
Being? What is your concept of
a Supreme Being?
B. Establishing a purpose Task 1: Sharing Time!
for the lesson Directions: With your partner,
discuss some of your answers
to the posted questions and
exchange ideas to find out how
similar or different your
concepts are.
C. Presenting Task 2: Word Webs
examples/instances of
the new lesson Directions: In triad, you will
accomplish the task in soliciting
possible words you could
associate with the following:
D. Discussing new
concepts and practicing Task 3: Locate, Reflect &
new skills #1 Evaluate!
You will accomplish the
worksheet by pair.
Communication Arts
Book, pp. 98-99
Ask the students :
What have you learned from
the previous lesson?
The teacher will show a
picture of a Maranao and
ask the students to
guess what culture the
person belongs to.
The teacher will ask the
students to recall the
other versions of the
origin of this world that
they have discussed in
the previous lessons.
The teacher will discuss
the Maranao version of
the origin of this world.
Philippines: Jemma, Inc.
K to 12 Curriculum G (May, 2016), p.
148
The teacher will Let the students reflect on the
ask the students sentence “You are the apple of my
to review the eye.”
previous lesson.
The teacher will
ask the students Task 1: L1 Idiom!
to identify the Directions: Every language and culture
has its own set of idioms, and the
purpose of the
Filipinos have their own as well. Look at
lesson which is to the example Filipino idiom below and try
explain the origin to give its literal English translation.
of the world
(Maranao version)
in written, oral
and visual forms.
Task 2: Idioms in Conversations!
Directions: Study the following lines
below. Then, be ready to answer the
questions.
The teacher will Activity& Analysis
then ask the  Task 3: Pinoy Idioms!
students to Directions: Idioms also display the
culture of a certain group of people. In
explain the
the list below, give the meaning of the
concept in their popular Filipino idioms.
 own words.
E. Discussing new The teacher will ask the Task 4: Short Skit!
concepts and practicing students to analyze the Directions: Create a skit that
new skills #2 Task 4: Reflect! elements of the story. demonstrates how a misinterpreted
Directions: You will reflect on the idiom could cause some pretty funny
following series of questions: or disastrous results. For example, a
doctor in an operating room asking for
"a hand"?
F. Developing mastery The teacher will ask the The teacher will Task 5: Switch it!
(Leads to Formative Task 5: M.I. Time! students to identify how then ask the Directions: Replace each italicized
Assessment 3) With your Multiple Intelligence this story is related to students to idiom with its meaning. Choose your
group, you will accomplish the
the Maranao culture and illustrate their
given task cards below: answers from the box.
beliefs. own version of
the origin of the
world (Maranao
version) and
present it to the
class.
G. Finding practical Task 4: Talk Now! The teacher will ask the The teacher will Task 6: The Book of Idioms!
applications of concepts Directions: With a partner, make students to write a short ask the students A publishing house is interested in
and skills in daily living a list of the different people (or reflection about the to identify the publishing a book about the most
types of people) you interact common idioms that appear in language
story. practical
with regularly. Describe how nowadays. Your team has been
you normally talk to those applications of commissioned to do the research and
people. the origin of the the writing for that book.
world (Maranao Each member of your team has to
version) in their choose an idiom, research its origin,
daily lives.
and write a story about it. All the
stories from the different team
members will be compiled in order to
make the Book of Idioms. Remember
to select popular idioms, such as
those you read most often in stories,
or used in media, etc. Read the
example story of the origin of the
 idiom cold shoulder.
H. Making generalizations Let the students give their The teacher will ask the Let the students give their generalization about
and abstractions about generalization about what they have students to summarize what they have gained from the
the lesson gained from the the Maranao version of discussion
discussion
the origin of this world.
I. Evaluating learning The students will be The teacher will prepare 10 The students will perform the “Book Idioms”
The teacher will prepare 10 items quiz evaluated based on their items quiz about the rules with the rubrics presented by the teacher
about the rules discussed. answers to the discussed.
questions, their
participation in the
discussion, and their
written reflection.
J. Additional activities for The students will be
application or assigned to read the
remediation other versions of the
origin of this world
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 lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
 can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?