GRADE 1
TO 12
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
Session Day & Time
C. Learning
Competency or
Objectives (Write the LC
code for each.)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal)
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose
for the lesson
School Ambaguio High School Grade Level 7
Teacher MARIBEL G. INGOSAN Learning Area ENGLISH
DAILY LESSON LOG Teaching Dates June 10, 11, 12, 13, 14, 2019 Quarter First
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.
Mon: 1:00-2:00, 2:00-3:00, 3:00-4:00 Tue: 1:00-2:00, 2:00-3:00, 3:00-4:00 Wed: 1:00-2:00, 2:00-3:00, 3:00-4:00 Thurs: 1:00-2:00, 2:00-3:00, 3:00-4:00 Fri: 1:00-2:00, 2:00-3:00, 3:00-4:00
1. EN7SS-Ib-1.5.1: Skim for major ideas 1. EN7WC-I-a-4: Distinguish between EN7WC-Ib-4.2: Differentiate literary 1. EN7OL-I-b1.14: Use appropriate
using headings as guide oral and written language use HOLIDAY writing from academic writing prosodic features of speech like
2. EN7V-Ib-8: Distinguish features of 2. EN7WC-I-a-4.1: Recognize the 2. EN7G-Ib-11: Observe correct subject- pitch, stress, juncture, intonation,
colloquial and slang language common purposes for writing verb agreement volume and projection and
3. EN7LT-I-b-2.2: Explain how the 3. EN7G-I-a-11: Observe correct subject- rate/speed of speech in differing oral
elements specific to a genre contribute to verb agreement communication situations
the theme of a particular literary selection 2. EN7G-Ib-11: Observe correct
subject-verb agreement
Skimming: slang and colloquial Oral & Written Language Independence Day Literary and Academic Writing Sharing (Literary Writing)
language Common Purposes for Writing Continuation: Subject-verb
agreement
p. 35
English Expressways II, p. 111-113
Workbook in English II, p. 56 http://www.nottingham.ac.uk/
studyingeffectively/studying/
writer/whywrite/index.aspx
What are the elements of a Drill: Info Hunt game (apply Drill Game on the common purposes for Differentiate academic and literary
folktale? skimming) writing: What Am I? writing
Info Hunt Game on Slang & Let the students listen to the text Why Have you ever read a piece of literature Statement of the objectives and
Colloquial language in a text Do We Write. that seemed to speak directly to you? Did standards
For motivation, ask the students to you ever identify strongly with a character
answer the question by writing their that you felt as if you were reading your
responses on the balloons. own thoughts? Did you ever feel as if you
Why Do We Write? were seeing your own life unfold on the
page?
3. Let them share their answers to the
class.
1
 C. Presenting examples or
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 3)
G. Finding practical
application 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
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?
Prepared by:
MARIBEL G. INGOSAN
1. Show a short dialogue using slang and
colloquial language. Have the students
determine which dialogue uses colloquial
and w/c uses slang.
-Discussion or sharing insights about the
dialogue
2. Have the students read a selection about
slang and colloquial language. Ask
questions regarding the selection in which
the students could apply skimming skill.
Discuss slang and colloquial language
based on the words taken from the text
Discuss skimming as it is applied in the
previous activity.
Have the students skim an article
(Homemade Ice Cream)
Have the students differentiate scanning
and skimming and colloquial and slang
language.
Paper-and-Pencil Test: Skimming
What is oral and written language?
1. Ask the students to give their ideas as to Have the students read two selections Performance/Sharing proper
what a paragraph is based on a given text. then compare.
Discuss the following points:
• A paragraph is a group of sentences that
develops an idea. • The first sentence of a
paragraph should be indented. • The
sentences in the paragraph support and give
examples of the main idea.
2. Introduce the common purposes for writing
based on a given text.
• Persuade • Entertain • Inform
3. Give a short oral example of each purpose.
Discuss oral and written language based Discuss the features of literary and Continuation of discussion on
on the previous listening activity academic writing based on the selections subject-verb agreement based on
that they have read. sample sentences
Break the students into small groups and
give them samples of paragraphs. Ask
them to identify the purpose of each
paragraph and to explain their answers.
Group Game: Let the students identify Game: Tell My Kind! Students will identify which verb
the purpose of each given paragraph. Paragraphs will be flashed and students should be used in the sentence.
will identify the type of writing applied.
Have the students write three short Think of a story that created an impact or Let the students construct 5 to 10-
paragraphs like they have encountered effect in your life. Identify the most sentence paragraph about their own
in class. They are to write a persuasive, significant or outstanding trait and action friend applying correct subject-verb
entertaining, and informative paragraph. of the character, the setting and the agreement
significant event which helped develop
the theme of the story. Write about it in
five to ten sentences observing correct
subject-verb agreement.
(For oral reading or sharing on Friday)
Differentiate oral & written language. Differentiate academic from literary What is subject-verb agreement?
Ask: What are the common purposes for writing
writing? Define or differentiate the three.
The practical application activity can True-False test Underline the appropriate verb for
serve as an evaluation using a rubric to the sentence.
be explained to the students
The application activity can be part of the
students’ homework if they are not finished.
Checked and Verified by: Noted by:
CARINA B. CORDERO NAZARIO P. KIMAYONG
2
 Subject Teacher
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
Teaching Day & Time
C. Learning Competency
or Objectives (Write the LC
code for each.)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
JHS Dep’t Head Designate School Head
GRADE 1 School Ambaguio High School Grade Level 8
TO 12 Teacher MARIBEL G. INGOSAN Learning Area ENGLISH
DAILY LESSON LOG Teaching Dates June 10, 11, 12, 13, 14, 2019 Quarter First
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis – à-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 devices in presenting information.
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.
Mon-7:30-8:30, 8:30-9:30, 9:50-10:50 Tue-7:30-8:30, 8:30-9:30, 9:50-10:50 Wed-7:30-8:30, 8:30-9:30, 9:50-10:50 Thu-7:30-8:30, 8:30-9:30, 9:50-10:50 Fri-7:30-8:30, 8:30-9:30, 9:50-10:50
1. EN8LT-Ib-8.1: Identify the 1. EN8RC-Ib-7.2: Scan for logical 1. EN8WC-Ib-1.1: Generate ideas and their
distinguishing features of notable connectors to determine the text type relationships 1. EN8OL-Ib-3.11: Use the correct
African chants, poems, folktales, 2. EN8G-Ib-8: Use appropriate cohesive sounds of English
and short stories devices in composing an informative
speech
2. EN8LT-Ib-8: Describe the notable 3. EN8LC-Ib-5.1: Listen for important points
literary genres contributed by African HOLIDAY signaled by volume, projection, pitch,
writers stress, intonation, juncture, and rate of
3. EN8V-Ib-10.2: Determine the speech
meaning of idiomatic expressions
by noting context clues and
collocations
I Am an African Child by Eku Logical Connectors/ Cohesive Independence Day Writing an informative speech Performance
McGred Devices
English Expressways II. 2007. pp English Expressways II, p. 130, 212- English Expressways II, p. 130, 212-
191-19 213 213

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples or
What lessons have you learned
from The Hands of the Blacks?
-Statement of the aim
-Vocabulary development: word
Drill Game: Truth or Lie? What are some of the logical
connectors that are usually used
especially when we want to give or add
information?
If you were to narrate a very Have the students watch a short video
interesting event in your life, how of an informative speech. Ask: What
would you start to make it interesting was the speech all about?
to listen to?
Have the students read a narrative Present or give written copies of the
3
 instances of the new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
study box
- Stating the Motive Questions
- Choral Reading of the poem
-Sharing insights
(The All-American Slurp) and list speech.
down all the logical connectors being
used.
Discuss how the cohesive devices Discuss the features of an informative
are used in the narrative. speech based on the speech.
Discuss the use of other cohesive Discuss the difference of an informative
devices as they are used in essay and an informative speech.
sentences.
Ask: What are cohesive devices/
logical connectors?

F. Developing mastery (leads Agree or Disagree? Have the students link the sentences Have the students determine if the
to Formative Assessment 3)
with the appropriate connector. sentence or paragraph is informative or
not.
G. Finding practical Group Activity (Differentiated Have the students work in pairs and Have the students write a short
application of concepts and Activities)
skills in daily living read a paragraph then discuss what informative speech about the
Collage, Drama/Skit, Song, Drawing
and Comic Strip the paragraph focuses on and how importance of being educated.
they are going to improve it.
H. Making generalizations What is all about the Africans? Fill What are cohesive devices/ logical What is an informative speech? What is
and abstractions about the
lesson up the graphic organizer. connectors? its main purpose?
I. Evaluating learning The DIs will serve as evaluation Paper-and-Pencil Test Paper-and-Pencil Test
using a rubric
J. Additional activities for Have the students write a short Have the students continue or
application or remediation
paragraph/ speech on how to finish writing their informative
achieve one’s goals in life. speech.
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?
Prepared by: Checked and Verified by: Noted by:
MARIBEL G. INGOSAN CARINA B. CORDERO NAZARIO P. KIMAYONG
Subject Teacher JHS Dep’t Head Designate School Head