School: Grade Level: VII

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: WEEK 6 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 EN7RC-I-e-2.15: Use non- EN7SS-I-f-1.2: EN7G-I-a-11: Observe correct EN7G-I-a-11: Observe Enrichment/
Competencies/Objectives linear visuals as Transcode orally and in subject-verb agreement correct subject-verb Remediation
agreement
Write the LC code for comprehensive aids in writing the information
each content texts presented in diagrams,
charts, tables, graphs,
etc.
II. CONTENT Transcoding Non-linear Transcoding Non-linear Subject-Verb Agreement Subject-Verb Enrichment/
Visuals Visuals Agreement Remediation
(Graphic Organizer) (Graphic Organizer)
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Learner‘s Material (1st) p. 21 Teaching Guide (First
pages Quarter), pp. 17-18
2. Learner’s Material Learning Package (First
pages Quarter), pp. 9
3. Textbook pages K to 12 Curriculum Guide (May K to 12 Curriculum G (May,
2016), p. 150 2016), p. 148

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Task 1: 4 Pics, 1 Word!
lesson or presenting Directions: Analyze the
the new lesson pictures below to figure out
the word we are looking
for.
B. Establishing a purpose Task 2: Organize a Chart!
for the lesson Directions: You will be given
pictures to complete the
organizational chart.
C. Presenting Task 3: Group then Think!
examples/instances of
the new lesson Directions: After the chart
has been completed, be
ready to answer the following
questions:
D. Discussing new Task 4: Get the gist!
concepts and practicing Directions: In one word,
new skills #1 summarize each uses of
graphic organizers in the
classroom setting. Use the
word web below.
Ask the students : When a sentence has more than Ask the learners
What have you learned one subject per verb, those if they remember
from the previous subjects form a compound the subject-verb
lesson? subject. Compound subjects can
agreement rules
be singular, plural, or a mix of
they learned in
both.
the previous
lesson.
The teacher will ask Task 1: Watch Out! Explain that the
the learners what Directions: Study the given purpose of the
they know about sentences. Write C if the lesson is to
sentence observes correct
non-linear visuals. review and
subject-verb agreement. If it
does not, write I. practice the
rules of subject-
verb agreement.
The teacher will Task 2: Practice Makes Show the
show the learners Perfect! learners
Directions: Below is an
example of non- examples of
exercise based on the
linear visuals and sentences with
contents of the article The
explain the concept. Maranao Tribe from Lake subject-verb
Lanao. Specify the verb, which agreement
will agree with its subject in errors and Ask
each sentence. The teacher the learners to
will elicit some of your identify the
observations, with particular
errors and
focus on the subjects and
verbs of the sentences. explain why
they are errors.
The teacher will Discussion of Subject – Verb Ask the learners
give the learners a Agreement to work in pairs
scenario and ask to find the errors
them to create a and correct
graphic organizer them.
with the given
information.
E. Discussing new The learners will be
concepts and practicing asked to present
new skills #2 their graphic
organizers in class.
F. Developing mastery The teacher will
(Leads to Formative provide feedback to
Assessment 3) the learners on their
graphic organizers.
G. Finding practical Task 5: Create Graphics! The teacher will ask Task 4: Extra, Extra! Ask the
applications of concepts Directions: With a partner, the learners to Directions: Below is a learners how
and skills in daily living read again the ―The Origin identify situations student‗s draft of an they can use
of this World‖ and complete introduction for an article about
where they can use the rules of
the organizer below. Be diversity in the Philippines. If a
guided with the rubric that the knowledge of sentence observes proper subject-verb
follows non-linear visuals. subject-verb agreement, write agreement in
C. If it does not, rewrite the their everyday
sentence. lives.
H. Making generalizations The teacher will ask Ask the learners
and abstractions about the learners to Task 3: Sum it up! to summarize
the lesson Make generalizations concerning the rules of
explain the concept subject-verb
the following rules concerning
of non-linear visuals agreement.
subject-verb agreement:
in their own words.
I. Evaluating learning Directions: Using the The learners will be 10 Item Quiz 10 Item Quiz
following criteria, choose the evaluated through
appropriate number from the formative
following scale that reflects
assessment 3 where
your assessment of the
student‘s work. 1 = Weak 2 = they will create a
Moderately Weak 3 = graphic organizer
Average 4 = Moderately with the given
Strong 5 = Strong information.
J. Additional activities for The learners are
application or asked to research
remediation more about non-
linear visuals and
create their own
graphic organizers.
 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?