School: LINDANG NATIONAL HIGH SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: HANS ARBER B. LASOLA Learning Area: ENGLISH
DAILY LESSON
LOG Teaching Dates and Time: June 3-7,2019 Quarter: 1ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards: The learner demonstrates the 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 1.Understand the unique

Competencies/Objectives: features of proverbs,
Write the LC Code for each myths, and legends
2.Discuss the features of
proverbs, their intended
purpose, and the setting
during which they were
produced

EN7LT-Ia-2.1: Identify the

distinguishing features of
proverbs, myths, and
legends
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 Proverbs

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 148

2. Learner’s Materials Pages 2-4

3. Textbook Pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources

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 guided by demonstration of learning by
IV. PROCEDURES 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. Reviewing Previous Lesson or Task 1: Form It!
Presenting the New Lesson Directions: Each group will
be given a jumbled proverb
in cut-out strips of paper
and form it for 1 minute.

B. Establishing a Purpose for the Task 2. True or False?

Lesson Directions: On your paper,
write T if the statement is
true according to what you
know and F if it is false. Be
ready to explain and
exchange ideas with a
partner

C. Presenting Examples/Instances
of the Lesson

D. Discussing New Concepts and Task 3: Visual

Practicing New Skills #1
Thesaurus
Directions: Explore
your awareness of a
thesaurus as a helpful
tool in learning
synonyms and
antonyms. Give the
synonyms of the word
―proverb‖ by forming
the jumbled letters
below.
 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 guided by demonstration of learning by the
IV. PROCEDURES 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.
E. Discussing New
Concepts and Practicing
New Skills #2

F. Developing Mastery Task 4: Jigsaw Group - Classification of Proverbs

(Leads to Formative Directions: Your group will be given a handout on proverbs
Assessment ) categorized by the following values:
Family Thrift Courage and
Solidarity Daring
Honesty LeadershipModesty

PrudenceFriendship Consideration
for others
Industry Charity Greed

Each group member will be an ―expert‖ who is responsible

for learning his/her assigned ‗Values‘. Members go and
talk with ―experts‖ of other groups with the same topic.
After meeting with members of other groups, the
―experts‖ return to their own groups and present their
learnings/findings. The process can be explained further
through the picture below:

G. Finding Practical
Applications of Concepts
and Skills in Daily Living
 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 guided by demonstration of learning by the
V. PROCEDURES 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.
H. Making Generalizations SYNTHESIS (15-20 minutes)
a. The class will describe the Angeles family.
and Abstractions about b. Have them cite events/situations in the story that support their descriptions.
the Lesson c. Make the class see the social dynamics of a Filipino family.
d. Highlight the importance of the members of the family even the dead ones

I. Evaluating Learning Task 7: “Proverb to

Re’meme’ber”
Directions: Using
the proverb you
created, make your
own ‗meme‘ and
post it in your group
in EDMODO
(educational social
networking site).
Other details about
the task will be
posted on the
website.

J. Additional Activities for

Application or
Remediation

VI. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION 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 use/discover which I
wish to share with other teachers?