GRADES 1 to 12 Butao Integrated

DAILY LESSON LOG School: School Grade Level: 7

Mariejo A. Bunot
Teacher: – Calmang Learning Area: English
Date and Time: Quarter: 1st Quarter

I. Objectives
A. Content Standard 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 Standard 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 Competency/ EN7SS-I-h-1.2: Give the meaning of given signs and symbols (road signs,
Objectives (Write the LC code for) prohibited signs, etc.)
II. CONTENT Signs and Symbols (Road & Prohibited Signs)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide (May 2016), p. 150
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Pictures of signs and symbols retrieved from
Learning Resource (LR)portal http://cdn.digitalcrate.net/2016/08/28/printable-community-safety-signs
l16843df6091d90a4.jpg

Meaning of road and prohibited signs retrieved from

http://www.rms.nsw.gov.au/roads/safety-rules/road-rules/signs.html

Meaning of road and prohibited signs retrieved from

http://www.rms.nsw.gov.au/roads/safety-rules/road-rules/signs.html

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ Instances of
the new lesson
(Present a picture to the students)
Tell me something about these pictures.
Were can you see these pictures?
What do you notice to these pictures?
What is the use of these pictures?
Directions: Form a group with five (5) members. Think of other examples of signs
and symbols that you can see around you. Using the bond papers, draw five signs
and afterwards, present your samples to the class while answering the questions
below:
1. What does this sign/symbol indicate?
2. Where do you usually see this sign?

D. Discussing new concepts and
practicing new skills # 1
*Each member will have his/her corresponding roles in the group. One
student will be the leader; two students will draw the signs; meanwhile, two
students will report the signs in front of the class.
Directions: Determine which of the provided signs and symbols are familiar to you,
and which of them are still unfamiliar. Write the number of the symbol inside your
chosen boxes.
 GRADES 1 to 12 Butao Integrated
DAILY LESSON LOG School: School Grade Level: 8
Teacher: Carla P. Allag Learning Area: English
Date and Time: Quarter: 1st Quarter

I. Objectives
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading style vis- a vis
purposes of reading; prosodic features that serve as carriers of meaning; ways by
which information may be organized, related, and delivered orally; and parallel
structures and cohesive devises in presenting information.
B. Performance Standard The learner transfers learning by composing and delivering an informative speech
based on a specific topic of interest keeping in mind the proper and effective use of
parallel structures and cohesive devices and appropriate prosodic features, stance
and behavior.
C. Learning Competency/ EN8G-Ia-8: Use appropriate cohesive devices in composing an informative speech.
Objectives (Write the LC code for)
II. CONTENT Cohesive Devices ( Transitional Words and Phrases)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages K to 12 Curriculum Guide (May, 2016) p. 18
4. Additional Materials from http://www.wordsearchfun.com/188085_transition_word_search_wordsearch.htm
Learning Resource (LR)portal
READING – Transitional Words and Phrases: Showing Relationships Within and
Between Sentences rev. July 2005
IV. PROCEDURES
A. Reviewing previous lesson or Introduction: Post the following 3 sentence strips up on the board.
presenting the new lesson o Marty saw the puppy.
o He recognized it.
o He picked it up.

Give 3 student volunteers three cards with 3 transition words on them (First, Then,
After that). Tell students that the transition words on the cards will help them put the
sentences in the correct order:

First, Marty saw the puppy. Then he recognized it. After that, he picked it up.

Ask them how the words change the meaning of the sentences.
B. Establishing a purpose for the Directions: Look for the following words inside the puzzle. Paste the puzzle in front
lesson of the class.

C. Presenting examples/ Instances of Directions: You will be given set of words and pictures to arrange into a diagram
the new lesson provided below;