Grade

GRADES 1 to 12 School: Aringin High School Level: 7

DAILY LESSON Learning
PLAN Teacher: Jennilyn A. Paloma Area: ENGLISH
Teaching
Dates: JULY 1-5, 2019 Quarter: 1st (First)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
I. OBJECTIVES 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 The learner transfers learning by: showing appreciation for the literature of the past;
Standards: 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 EN7V-I-e-22.2: Select EN7LT-I-e-1: ESP/ EN7G-I-e-11: Observe
Competencies/Object an appropriate Discover literature ENHANCEMENT correct subject-verb
ives: colloquial or idiomatic as a means of READING agreement
Write the LC Code for word or expression as connecting to a SCHEDULE (ICL)
each a substitute for significant past EN7LC-I-e-5.1:
another word or EN7LT-I-e-2.2.2: Listen for important
expression Explain the literary points signalled by
devices used intonation
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can
be tackled in a week or two.
II. CONTENT
MYTH SUBJECT-VERB
IDIOMS (Why There is High AGREEMENT
Tide During a Full
Moon) INTONATION
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A.References
1. Teacher’s Guide
 Pages
2. Learner’s Materials P. 103 pp. 104-107 pp.108-110 pp.111-113
Pages
3. Textbook Pages English 7 English 7 English 7 English 7

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A.Review The previous topic will Recalling Idioms Recalling Intonations
be recalled by some
students.
Have a recap on the
topics discussed the
day before.
B. Motivation Sentences/phrases Moon vs. Tide: The Spin-A-Moon: The students
will be posted on the students will think of will spin the moon-wheel to
board. The students some words that choose a verb and a
will process the they can associate pronoun. Then, they will use
sentences then they with the moon and it in a sentence. They will
will tell what the with the tide. Have 2 students read try to determine if it is
sentences mean. the conversation in grammatical or
the book (p.108) ungrammatical.
C. Lesson Proper The definition, the The story will be Important rules of the S-V
nature, and the discussed with the Discussion will begin agreement will be taught in
functions of idiomatic students. The by defining intonation. the class. The techniques in
expressions will be students will find out Followed by the falling identifying if the subject is
tackled. what punishments and rising intonation. singular or plural will be
the main characters Show the class how emphasized. Series of
get from disobeying the tone and pitch of examples will be presented
the immortal law of the voice vary at the and analyzed in class.
their parents. end of statements.
D.Generalization The students will have The nature of myth Intonation will be Basic rules of subject-verb
knowledge of will be familiarized understood by the agreement will be taught to
idiomatic expressions by the learners. learners. As well as learners.
and will know how to the differences
use them. between rising and
falling intonations.
E. Evaluation Match me! Face the Phases: Students will be A quiz will be given in class.
Match the given The students will be identifying the
idiomatic expression grouped into three: appropriate intonation
 to their meaning. Group 1 (High in a number of
Phase) sentences.
Group 2 (Valuable
Phase)
Group 3 (True to Life
Phase)
F. Assignment Look for 3 examples
of idiomatic examples
and their meaning.

v. REMARKS NONE
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
VI. REFLECTION 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.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:

JENNILYN A. PALOMA
Subject Teacher
Noted by:

HAZEL C. MILLET

Principal I