629884528-Grade-7-DLL-St-Quarter-Week.pdf

Grade Level: Grade 7 Sampaguita & Rose
Checked by:
GRADE 7 Learning Area: ENGLISH Remarks:
DAILY LESSON LOG Teaching Dates & Time:Week 1 (August 22-26, 2022) Quarter: FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
EN7V-IV-c-23.2 EN7V-IV-c-23.3 EN7V-IV-c-23.4
Contextualize Objective:
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.
ANALOGY ANALOGY ANALOGY PSS
Instructional Plan in English 7 Instructional Plan in English 7 Instructional Plan in English 7
MELC MELC MELC
Annex 1B to DepEd Order No. 42, s. 2016
School: GUINOMAN NATIONAL HIGH SCHOOL
Teacher: JENEFER S. EDIANG
I. OBJECTIVES
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 sound 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 Competencies:
Write the LC code
for each Supply other words or
expressions that complete an
analogy
Supply other words or
analogy
analogy
Knowledge: Identify the
relationship between the words in
a pair on the basis of their
structure
Skills: Choose/supply the
word/pair of words that
completes the analogy.
Attitudes: Explain sincerely how
the skills used in analogy can be
applied in everyday life situation
II. CONTENT
Getting to Know Each Other
Stage/Setting-up House Rules
III. LEARNING
RESOURCES
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 concrete and manipulative materials as well
as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
fr Learning Resource
(LR) portal

Setting-Up the House Rules
Discuss what an analogy is…
B. Other Learning
Resources
K to 12 Grade 7 Curriculum Guide.
Marigondon, Lapu-lapu City
Division K to12 Learning Guide for
English Grade 7 (Quarter 4) pp. 17-
19.
Division K to12 Learning Guide for
English Grade 7 (Quarter 4) pp.
17-19.
Division K to12 Learning Guide
for English Grade 7 (Quarter 4)
pp. 17-19.
IV. PROCEDURES 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 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.
A. Reviewing Previous
Lesson or Presenting the
New Lesson
Introduction and Getting to know
the new atmosphere as a High
School student
Set a daily classroom routine
Activate student's stock
knowledge in English
Review what an analogy is and
what a synonym and antonym
are as presented the previous
day
Review of the previous concepts
presented about analogy
B. Establishing a purpose
for the lesson
Present the goal in this lesson
and let students read aloud the
goal for the day.
Let students read aloud again
the objective of the lesson
Students read aloud again the
objective of the day
C. Presenting
Examples/Instances of the
Lesson
*Explain the grading system and
talk about the house rules
*Present the coverage of the
lesson
Set up a mock Jeopardy board on
the classroom by taping pieces of
paper to the blackboard. Have
one word for each category
name.
Present the other 3 types of
analogy (Characteristics,
Part/Whole and Degree)
Introduce the other 5 types of
analogy
D. Discussing New Concepts
and Practicing New Skills #1
*Present and explain to the
students the Content Standards
and Performance Standards for
the first quarter
Analogy is a comparison between
two things that are usually
thought to be different from each
other, but have some similarities.
They help us understand things
by making connections and
seeing relationships between
them based on knowledge we
already possess.
Process each type and give
additional examples apart from
what is presented in the slide.
Discuss the ff. types
Type
Tool/Worker
Action/Object
Item/Purpose
Product/Worker
E. Discussing New Concepts
and Practicing New Skills #
2
Motivate learners to think and let
them give an example for each
type
F. Developing Mastery
( Leads to Formative
Assessment 3)
Present the first 2 types of
analogy (Synonym and Antonym)
Written Work on the first 5 types of
analogy
1. How did you arrive at your answers?
2. What steps did you take before you
came up with your answers?
3. What word relationships have you
encountered?
4. How do we call these comparisons?
5. From the examples we have, how do
you define analogy?

I. Evaluating Learning
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 students learn?
80% of the total population
20% of the total population especially the students needing remediation
There was no remediation happened for this topics
10% of the total population.
Activity-based learning, of course, with the inputs from the teacher
Dealing with students who always need discipline and attention
I often used explicit methods in teaching the English language esp. for Grade 7 Students.
Prepared by:
SST-III
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
Ex. Apple is to red while _____ is
to yellow.
Tongue is to taste as _____ is to
smell.
1. Are those skills important to
you? Why?
2. How can these skills be applied in your
everyday life situation? Who can give
situations wherein those skills are
commonly used.
H. Making generalizations
and abstractions about the
lesson
Identify what kind of relationship
being presented in analogy
This type of comparison plays a
significant role not only in improving
problem solving and decision making
skills, but also in perception and memory,
as well as communication and reasoning
skills. Learning analogies can help with
reading and building vocabulary.
A. Choose the word that completes the
analogy and identify the relationship of
the pairs of words.
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
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?
JENEFER S. EDIANG

Noted by: FLORIELYN Q. SAJULGA
School Head

Checked by:
RODOLP JOHN T. RODRIGUEZ

Checked by:
DAILY LESSON LOG Teaching Dates & Time:W2 (August 30-Sept. 02, 2022) Quarter: FIRST
EN7V-IV-c-23.4 EN7V-IV-c-23.4 EN7VC-I-d-6
Holiday Analogy Analogy/Viewed Texts Genres of Viewing
pages 90-92
I. OBJECTIVES
Write the LC code
for each
analogy
analogy
Identify the genre, purpose,
intended audience and features of
various viewed texts such as movie
clip, trailer, newsflash, internet-
based program, documentary video
Attitudes: Explain sincerely how
the skills used in analogy can be
applied in everyday life situation
1. identify the different viewing genre.
2. describe the features of each genre.
II. CONTENT
Buwan Ng Wika
(Short Celebration)
III. LEARNING
RESOURCES
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 concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
A. References
Pages
Pages
(LR) portal
Learning Package/Teacher's
Guide
Grade 7 English First Quarter
Guide
Guide
B. Other Learning
Resources

Conduct a 10 item pre-test
IV. PROCEDURES 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 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
New Lesson
Revisiting and reviewing the
learning competency on analogy
since based from the result of the
formative test many students did
not attain the mastery level
Attention-getting signal: Set the
learning environment to learn
other skills and competencies
for the lesson
Present the goal again in this
lesson and let students read
aloud them aloud.
Remind students of the goal
and ask if these are achieved
or not?
Present objectives in the lesson
and let students read aloud
them aloud.
C. Presenting
Lesson
Analogy Game
WHICH ONE? Choose the
answer that best completes the
analogy.
Recording of students' scores
and feedback giving before
proceeding to the next
learning competency
*Ask students what are the
barriers and reasons of not
attaining the mastery level in the
competency
Present the new learning
competency
Task 2: The Genre Challenge
Copy the Grid below in your notebook.
Recall the titles of the story you have
read
and have them listed on the chart below.
You can include two titles in your
example. Are you ready to revisit your
memory? Come on! Start Recalling.
2
Reteaching of the concepts
Teacher Input:
1.Definition of Analogy
2.The different types of analogy will be
introduced to help the students understand
better the word relationships.
intended audience and
features of various viewed
texts such as movie clip,
trailer, newsflash, internet-
based program, documentary
video
Assessment 3)
Supply the missing word in every item
without the given choices:
1. fur:bear ::leaf:_____
2. cow:farm::lion:_______
3. driver:bus::pilot:_______
4. hot:cold::up:_____
5. pen:writer::hammer:________
Explain to students what the
competency is
How can these skills be applied in
your everyday life situation? Who
can give situations wherein those
skills are commonly used.

Prepared by:
SST-III/Guinoman NHS
School Head
lesson
Ask students these questions:
What is analogy?
What are the ten types of analogy?
How
important is analogy in real life
situations?
Supply the missing word in every item
without the given choices
V. REMARKS
Time constrains…to be continued
next week
VI. REFLECTION
remediation
up with the lesson
require remediation
these work?
Dealing with students who always need discipline and attention. Moreover, students' fundamental skills in vocabulary and
comprehension need to be refreshed and strengthened
teachers?
JENEFER S. EDIANG

Grade Level: Grade 7 Rose
Checked by:
GRADE 7 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:
DAILY LESSON LOG Teaching Dates & Time:W4 (Sept. 12-16, 2022) Quarter: FIRST
EN7VC-I-d-6 EN7VC-I-d-6 EN7VC-I-d-6 EN7VC-I-d-6
Literary Genre and Subject-Verb Agreement
pp. 90-92 pp. 90-92 pp. 90-92 pp. 90-92 pages 90-92
I. OBJECTIVES
Write the LC code
for each
intended audience and features
of various viewed texts such as
movie clip, trailer, newsflash,
internet-based program,
documentary video
Knowledge:
1. identify the
different viewing genre.
Knowledge:
1. identify the different
viewing genre.
skills: Observe the correct subject-verb
agreement;
Attitude:
1. Display the
value of appreciating a literary
genre
II. CONTENT
III. LEARNING
RESOURCES
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 concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
A. References
Pages
Pages
(LR) portal
Guide
Guide
Guide

Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
How much you already know?
Deepened yesterday's discussion
Identify the different viewing genre
B. Other Learning
Resources
IV. PROCEDURES
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 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
New Lesson
Attention Getting Signal
Preliminary Activities
Review
of the Previous Lesson
Preliminary
Activities
Review of the Previous
Lesson
Preliminary
Activities
Review of the
Previous Lesson
Preliminary
Activities
Review of the Previous
Lesson
Review
of the Previous Lesson
for the lesson
Motive Question
Present objectives in the
aloud them aloud.
Motive Question
aloud them aloud.
Motive Question
aloud them aloud.
Motive Question
Present objectives
in the lesson and let students
read aloud them aloud.
C. Presenting
Lesson
PICTURE –WORD
Directions: Look at the illustrations:
Label each with its reflected
information. Feel free to express
your observation.
Post on screen the different genres
of viewing:
documentary, video,
and weather reports?
Review the points on the
strong need to observe
correct subject-verb
agreement in writing or in
speaking
Ask the following questions to the
students:
1.How did you find the activity?
2. Do the illustrations give appropriate
information?
3. How will you call each of these
illustrations?
4. Who do you think will benefit the
information in these illustrations?
Analyze the statements posted on
screen. Can you identify the genres
of viewing:
documentary, video,
and weather reports?
Discuss the rules in Subject-Verb
agreement
Teacher's Discussion on the
rules of Subject-Verb
Agreement
2
Teacher's discussion
Viewing refers to
perceiving, examining, and interpreting
meaning from visual
images. It is classified according to its
purpose and type of information
presented. The classification of
viewing is called genres of viewing
Introduce singularity/plurarity of
verbs and nouns as subject
Present sample singular
subjects and sigular verbs,
plural subjects and plural
verbs, call students to match
them based on their number
Assessment 3)
In each type of genre of viewing,
provide at least one television show
or
program that you know which you
can view from your television sets
or through the internet
Going back to the basics, let them
familiarize with the number of verbs
and verb forms in the present tense
Circle the correct verb of the
following sentences

What are the different viewing genre?
I. Evaluating Learning Assessment
Continued the next day… Continued the next day…
Prepared by: JENEFER S. EDIANG
New genres like media(films, websites,
billboards and the graphic novel like
comics ) are expanding what we consider
literature today with common literary
genre mentioned. Let’s try this…
Sit down on your television and jot
down Titles of the Program you
viewed. Then,
categorize each according to its
genre
Explain to students the
importance of knowing the correct
grammar be it in speaking and in
writing
Call students to explain the
importance of the topic as a
student, and in the future
lesson
A subject and verb must agree in
number.
Singular subject always take
a singular verb. Plural subject
takes a plural verbs.
A subject and verb must
agree in number.
Singular
subject always take a singular
verb. Plural subject takes a
plural verbs.
Circle the correct verb of the
following sentences
V. REMARKS
VI. REFLECTION
remediation
up with the lesson
require remediation
these work?
Dealing with students who always need discipline and attention. Moreover, students' fundamental skills in vocabulary and
comprehension need to be refreshed and strengthened
teachers?

Checked by:
GRADE 7 Teacher: ANALIZA R. SAJUL Learning Area: ENGLISH Remarks:
DAILY LESSON LOG Teaching Dates & Time:Week 5 Quarter: FIRST
EN7G-III-c-2 EN7G-III-c-2 EN7G-III-c-2 EN7G-III-c-2 Reading Remediation Class
ACTIVE and PASSIVE VOICE READING
n/a n/a n/a
page 378-380 page 378-380 378-380 378-380 n/a
n/a
ECAS ECAS ECAS ECAS
I. OBJECTIVES
Write the LC code
for each
Use passive and active voice
meaningfully
meaningfully
meaningfully
meaningfully
Independent Cooperative
Learning (ICL)
Knowledge:
1. Define verb
2.
Explain verb as an action word has a VOICE
3.
Identify active sentences from its passive
structure
Knowledge:
1. Define verb
2. Explain verb as
an action word has a VOICE
3. Identify active
sentences from its passive structure
Skills: Change active sentence to
passive and vice versa
Attitude: Appreciate the use of active
and passive sentences in an appropriate
situations
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
(LR) portal
English Curriculum Guide (as of
May 2016)
May 2016)
May 2016)
May 2016)
B. Other Learning
Resources
Dolch Phrase Cards
English Reading Kit Level 1

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
New Lesson
Checking of attendance
Short convo of things to note
for English subject with Mrs E.
Pose the question:
Why are values important to
people?
Greetings
Checking of Attendance
Review: What were the
characteristics of folk narratives?
Greetings
Checking of Attendance
Review: What is figure of
speech? How can you determine
its meaning?
Explain to students that during
Learning, reading remediation
class takes place
for the lesson
Stress the importance of
understanding the voice of the
verb
Reading of
the Lesson objectives
and let them read aloud the goal
for the day.
for the day.
for the day. Stress the importance of being
able to read and comprehend
C. Presenting
Lesson
Identify whether the sentence is an
active or passive. Write the word of
your
answer on a separate sheet of
paper.
5 Active Sentences and 5
Passive sentences are posted
Remind students that a sentence
emphasizing the subject performing an
action is in active voice while a
sentence emphasizing the action or
the object of the sentence is in passive
voice.
Review on the salient points on
active and passive and passive
to active
Using the dolch phrase cards,
teacher facilitates the
remediation
Answer the What I know activity
by slowly introducing active and
passive voice
Call a student to identify the
pattern of the sentence and label
them as passive or active
Active and passive voice in
different tenses
Board work: call a student to
transform the active sentences
to passive sentences
2
In every sentence, you need to identify
the verb whether it is in the
active or passive voice. When the subject
does or “acts upon” the verb, the
sentence is said to be in the active voice.
When the subject receives the action
of the verb, the sentence is said to be in
the passive voice.
Look closely at the given
sentences. Notice that they follow
the given pattern in forming active
and passive sentences.
Present Simple Tense
Present Continuous
Past simple
Past Continuous
Present Perfect
Past Perfect
Future
simple
Board work: call a student to
transform the passive sentences
to active sentences
Assessment 3)
Post sentences in active and
passive forms and call students
to identify the subject and the
verbs
Which of these paragraphs do
you find more comprehensive
and commonly used in writing?
Exercises on the 12 tenses of the
verbs
Transform the ff. sentences into
active
Lead the students in answering
the question,"What are the
importance of using active and
passive voice?
Lead the students in answering
the question,"What are the
importance of using active and
passive voice?
How does the form of the
changes? What are the points to note in
changing the active to passive
and vice versa?

Continued the next day… Continued the next day… Continued the next day…
80% of the total population present
20% of the total population present including the non-reader and the syllabic readers.
I often used code swithching in teaching the English language
Prepared by: ANALIZA R. SAJUL
SST-I/Guinoman NHS
School Head
lesson
Active: Subject+Verb+Object
Passive: Object+Verb(Verb be +
Main Verb) +Subject
Active and passive voice
comparison
Main Verb) +Subject
Main Verb) +Subject
Summative test is scheduled on
Monday
V. REMARKS
one on one remediation is
needed
VI. REFLECTION
remediation
No one needs remediation in Grade 7 A for this topic , since the attendance is always perfect and students were so participative but some of them
were so poor in spelling. For grade 7 B students, many of them cannot understand simple english language plus the presence of non readers, these
made the lesson difficult on the part of the teacher and for the students as well
up with the lesson
require remediation
these work?
Traditional method. Students were so participative esp. when given a task in which they had to give sample titles in myth, legend and
fables. There was something a connection from their lessons in the past through the folktales they had read.
Delivering my lessons to students who were frequently absent, to behaviour problem students who were not attentive to classes and to
non-readers
teachers?

Checked by:
EN7G-III-h-3 EN7G-III-h-3 EN7G-III-h-3 EN7G-III-h-3 Reading Remediation Class
Simple Past and Past Perfect Tense READING
n/a n/a n/a n/a
311-312, 345-346 311-312, 345-346 311-312, 345-346 311-312, 345-346
n/a
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
I. OBJECTIVES
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
Competencies:
Write the LC code for each
Use the past and past perfect
tenses correctly in varied
contexts
tenses correctly in varied contexts
contexts
contexts
Learning (ICL)
Knowledge:
1. Review the simple tenses of the
verb
2. identify past forms of the
verbs in regular and irregular forms
Knowledge:
3. detect the differences in the
simple past tense and the past
perfect tense of the verb
Skills:
1. write about past events
using simple past and past perfect
tense
Attitude:
1. Realize the importance of
the verb tense in any language
learning situations
Reading Comprehension
Exercises
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
(LR) portal
Most Essential Learning
Competency
Competency
Competency
Competency
B. Other Learning
Resources
Dolch Phrase Cards

check the students answer
An anecdote of a perfect past
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.
New Lesson
Attention Getting Signal of Mrs E
Attention Getting Signal of
Mrs E
for the lesson
1. Review about the use of past form
and the past participle of the verbs in
both regular and irregular
2. Present the goal in this
lesson and let them read aloud the
goal for the day.
goal for the day.
goal for the day.
2. Present the goal in
this lesson and let them read aloud
the goal for the day.
C. Presenting
Lesson
Ask students about the forms of
these verbs in the simple past forms
and in the past participle form.
The simple past tense describes
an actions that happened in the
past. It is formed by adding /d/
and /ed/ to the past participle of
the verb.
The past perfect tense describes
actions that happened in the
past but ended at a specific
moment. It is formed by
adding /had/ to the past
participle of the verb.
The past perfect tense describes
actions that happened in the
past but ended at a specific
moment. It is formed by
adding /had/ to the past
participle of the verb.
and Practicing New Skills
#1
Verb Flash
Complete the table of twelve verbs
which may either regular or irregular
Teacher's Input on the Simple
Past Form of the Verb
Language Connection Activity
Teacher's Input
on the Past perfect tense (page
345-246)
A sample of a story using past
perfect tense
2
Sample
take took
taken dance
danced danced
teach taught taught
think thought thought
Grammar Exercises on the past
form of the verb
Perfecting the past. Analyze the
given pictures. Write a sentence
for each picture, and use past
perfect tense in writing your
sentence.
Sentence completion using past
perfect tense
Assessment 3)
Give the past form of the verb in the
parenthesis. (B) and Complete the
following sentences using /was/ or
/were/ LM page 311
Quick Write: most of you have
experiences that may have been
funny, emotional or even shocking.
Share that unforgettable experience by
writing a journal using the past perfect
tense.

What I Can do Activity
Gammar exercise
Accomplished Accomplished Well done!
20% of the total population present needs remediation particularly in reading comprehension. They cant comprehend paragraphs esp the academic
Group remediation went well
I often used code swithching in teaching the English language
What is the importance of
knowing the correct form of the
verbs?
When are we going to use the past
form of the verb?
Past perfect tense is used when you
are talking about a completed action
before something in the past.
lesson
Regular Verbs in the past are
formed by simply adding /d/, or
/ed/ while in irregular verbs might
be that an entire spelling
changes
Use simple past in:
a. past actions that are now
finished
b. situations in the past
c. a series of actions
in the past
Past perfect tense is formed by
using had+past participle
What I have Learned. Complete
the sentence
The past perfect tense…
Verb Flash activity serves as
formative assessment
Identifying Past perfect tense in
the sentence
Assessment
1-10 Choose the correct
answers from the given choices
Let them have a copy of a list of
regular and irregular verbs in
present, past and past participle
Research about past perfect
tenses.
V. REMARKS
VI. REFLECTION
remediation
up with the lesson
require remediation
these work?
Traditional method. Students were so participative esp. when given a task in which they had to give sample titles in myth, legend and
fables. There was something a connection from their lessons in the past through the folktales they had read.
Delivering my lessons to students who were frequently absent, to behaviour problem students who were not attentive to classes and to
non-readers
teachers?

Checked by:
EN7G-III-e-3 EN7G-III-e-3 EN7G-III-e-3 Reading Remediation Class
School-Based Teacher's Day District World Teacher's Day
364-366 364-366 364-366 364-366
n/a
I. OBJECTIVES
C. Learning
Competencies:
Use direct and reported speech
appropriately in varied contexts
appropriately in varied contexts Independent Cooperative
Learning (ICL)
Knowledge:
1. recognize the differences
between direct and reported speech
2. become familiar with verb
tense changes required for reported
speech;
Skills:
1. correct punctuation when
writing quotes
2. change direct speech into
reported speech
Skills:
3. demonstrate the use of direct and
reported speech in writing
Attitude:
1. Formulate a realization on
the famous quotes and turn them into
reported speech
Exercises
II. CONTENT
Summative Test on the
previous lesson
Direct Speech and Reported
Speech
Direct Speech and Reported
Speech
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
(LR) portal
Competency
Competency
Competency
Competency

B. Other Learning
Resources
powerpoint presentation and week 5
module
module
module
module
Dolch Phrase Cards
New Lesson
for the lesson
Remind students of the previous
competency and lesson
objectives and make the whole
class ready for the summative
test
1. The goal in this learning competency is to
achieve linguistic competence and to be able
to use grammar as a tool or resource in the
comprehension and creation of oral and
written discourse efficiently, effectively, and
appropriately according to situation.
2. Post the objectives and
let students read them aloud
Flash the objectives on screen
and let students read them aloud
C. Presenting
Lesson
Flash the instructions and directions
for the summative test
Pre-test: Directions: Change direct
speech into reported speech and vice
versa. Choose the correct answer
from the choices given and write it on
a separate sheet.
Reporting Verbs - verbs used to indicate
quoted or reported speech. There are
several reporting verbs but in journalism
the most common is say
e.g. The Presidential Spokesperson
Harry Roque said Duterte would appear
on
GMA tomorrow.
#1
Students are instructed to
prepare 1/2 lengthwise for the
test
In the previous lesson, you have
learned how to use the past and past
perfect tenses correctly in varied
contexts.
Let us try how well you’ve learned.
Write the verbs in the correct tense
(simple past or past perfect).
Quotation Marks - punctuation
marks used to indicate that the text
represents
the exact words (direct speech)
someone has spoken. These
punctuation marks
vary from language to language.
2
Let them answer the summative
test on their paper
Teacher's Input of what is Direct
speech or the qouted speech and
reported speech or indirect
speech
Time and Place References - words
and phrases that refer to time and
place, e.g.,
yesterday, two weeks ago, here,
there, etc. These often need to be
changed in
reported speech.
Assessment 3)
Test I- LC #1
Test II- LC#2
Test III-LC #3
Simply identify reported speech from
direct speech
Boardwork on changing direct
speech to reported speech and
reported speech to direct speech

Checking is done the next day Continued the next day
I often used code swithching in teaching the English language esp. for Grade 7 Students.
Prepared by:
There are only two options when we
need to convey other people’s words.
They are direct and indirect speech.
need to convey other people’s
words.
lesson
Direct speech is a sentence that gives a
statement or thought in its original form
according to how the original speaker said it. It
uses quotation marks while Reported speech is
a sentence that expresses the content of a
statement
without quoting just like what is done in direct
speech. The message of the original
speaker is conveyed or reported in your own
words. You often need to change verbs
and pronouns to keep the original meaning.
uses quotation marks while Reported speech
is a sentence that expresses the content of a
statement
Research at least 1 famous qoute
from a famous author.
V. REMARKS
Continued the next week for
rules in transformation.
VI. REFLECTION
remediation
up with the lesson
require remediation
these work?
Delivering my lessons to students who were frequently absent,the behaviour problem students who were not attentive to classes and to
non-readers
teachers?
JENEFER S. EDIANG

School Head

Checked by:
EN7G-III-e-3 EN7G-III-e-3 EN7G-III-e-3 EN7G-III-e-3 Reading Remediation Class
Direct Speech and Reported Speech
364-366 364-366 364-366 364-366
n/a
I. OBJECTIVES
C. Learning
Competencies:
appropriately in varied contexts Independent Cooperative
Learning (ICL)
Knowledge:
1. recognize the differences
between direct and reported speech
2. become familiar with verb
tense changes required for reported
speech;
Skills:
1. correct punctuation when
writing quotes
2. change direct speech into
reported speech
Skills:
3. demonstrate the use of direct and
reported speech in writing
Attitude:
1. Formulate a realization on
the famous quotes and turn them into
reported speech
Exercises
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages
(LR) portal
Competency
Competency
Competency
Competency

Reading Exercises
Present the instructions for the test
Summative Test
Summative Test
Summative Test
B. Other Learning
Resources
module
module
module
module
Dolch Phrase Cards
New Lesson
Attention Getting Signal of
Mrs E
for the lesson
1. The goal in this learning competency is to
achieve linguistic competence and to be
able to use grammar as a tool or resource in
the comprehension and creation of oral and
written discourse efficiently, effectively, and
appropriately according to situation.
2. Post the objectives and
let students read them aloud
C. Presenting
Lesson
Reporting Verbs - verbs used to indicate
quoted or reported speech. There are
several reporting verbs but in journalism
the most common is say
e.g. The Presidential Spokesperson Harry
Roque said Duterte would appear on
GMA tomorrow.
Present 1 quoted speech by the
famous author, Albert Einstien
Remind students of the points
and rules to consider in changing
direct speeches to reported
speeches
#1
Quotation Marks - punctuation marks
used to indicate that the text
represents
the exact words (direct speech)
someone has spoken. These
punctuation marks
vary from language to language.
"Genius is one percent inspiration and
ninety-nine percent perspiration."
Turn this famous quoted speech into
reported speech.
Transform direct speeches to
reported speech.
2
Time and Place References - words
and phrases that refer to time and
place, e.g.,
yesterday, two weeks ago, here, there,
etc. These often need to be changed in
reported speech.
Do the same with the 5 quoted
speech written on your activity
notebook.
reported speech.
Assessment 3)
Boardwork on changing direct
speech to reported speech and
reported speech to direct speech
Choose one qouted speech you like
most and explain how these quotes
related to you.
reported speech.

Summative Test
Continued the next day
need to convey other people’s words.
Read and report what someone said
and write your reflection and/or
realization in life about each of the
brief quotable passages on your
activity notebook.
Direct speeches should be
reported accurately to avoid
conflict and misunderstanding.
Direct speeches should be
reported accurately to avoid
conflict and misunderstanding.
lesson
statement
What is the significance of using
direct and reported speech
appropriately in varied contexts?
statement
statement
Research at least 5 famous qoute
from a famous author.
reported speech.
Read the story "The Happiest Boy in
the World".
V. REMARKS
Continued the next week for
rules in transformation.
Checking of the test will be done
next week…
VI. REFLECTION
remediation
up with the lesson
require remediation
these work?
non-readers
teachers?

SST-I/Guinoman NHS
School Head

Checked by:
DAILY LESSON LOG Teaching Dates & Time:Week 7(August 5-9, 2019) Quarter: FIRST
EN7RC-I-a-7: EN7RC-I-e-2.15
Reading Techniques Non-linear visuals 1st quarter exam 1st quarter exam Selection of Athletes
Page 16-17 Pages 77-79
ECAS ECAS Page 36 ECAS Pages 52-53 ECAS Page 61-62
I. OBJECTIVES
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
Competencies:
Use the appropriate reading style
(scanning, skimming, speed
reading, intensive reading etc.) for
one’s purpose
Use non-linear visuals as
comprehensive aids in content
texts
Identify the reading technique
used in a situation
Differentiate linear from non-linear
text
II. CONTENT
III. LEARNING
RESOURCES
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 concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.
A. References
Pages
Pages
3. Textbook Pages
(LR) portal
May 2016)
May 2016)
May 2016)
May 2016)
B. Other Learning
Resources

New Lesson
What are the features of a
paragraph?
1. Preliminaries
 Greetings
 Checking of attendance Review: What are
those reading techniques discussed
yesterday?
What is the difference between intensive
reading and skimming?
for the lesson
Let students read aloud the
objectives of the day.
Let students read aloud the
objectives of the day. Objectives
are presented through a slides.
C. Presenting
Lesson
As a student, you will have to do a lot
of reading and research. Therefore,
you must learn how to read fast and
obtain the necessary info. you need all
at once.
Present a sample linear text and
non-linear visuals. Ask them to
identify each as linear or non-
linear.
#1
Discuss the following: 1.
Scanning for specific information
2. Skimming rapidly
for major ideas using headings as
guide 3. Intensive reading to
answer specific questions
Teacher presents non-linear visuals, tell
them that non-linear visuals can take in
many forms.
Non-linear visuals/texts are:
1. Graphs (line graph, bar graph,
pie graph, tables, pictograph)
2. Graphic Organizers
3. Cartoons, pictures (Comic strips)
4. Map, Diagram and everything that use
minimal words to explain a particular thing.
2
Give specific activity for each
technique
(Group Task Differentiated Instruction) Do
task 10: Linear Connection
G1-Read the paragraph in page 79.
Carefully examine the data presented in the
paragraph and interpret it using an
appropriate graphical presentation.
Encourage them to use colors to highlight
parts or data in their presentation.
G2-Draw a graphical representation of the
data in the paragraph
G3-Differentiate linear and non-linear
through a Venn Diagram
Assessment 3)
Group 1: Scan the paragraph to
answer the ff. questions
Group 2: Skim the paragraph and
answer the questions
Group 3: Give situations that require
intensive reading
Ask a representative to report their output.
Teacher provides feedback and correct
students work constructively particularly in
the use of texts. Show the correct answer
afterwards.

Practice reading at home
Prepared by:
The technique you choose will
depend on the purpose of your
reading.
In reading non-linear texts, concepts,
processes, relationships, experiences and
situations can be effectively demonstrated in
concise format and spaced in non-linear
forms without having to go through several
stages of presenting linear materials. These
could help to have fast and better
understanding of the text.
lesson
Scannning- a technique that enables
you to search for specific information
Skimming- a technique that
enables you to look rapidly for major
ideas using headings as guide
Intensive reading_
What are non-linear visuals?
Differentiate linear from non-linear
texts.
Why do we use non-linear visuals?
Group activity serves as
evaluation
Read the paragraph and carefully examine
the data presented in the paragraph.
Interpret it using an appropriate non-linear
visuals.
Draw a graphic organizer that is
most suited in organizing your
lessons during the first quarter.
V. REMARKS
VI. REFLECTION
remediation
up with the lesson
require remediation
these work?
non-readers
teachers?
JENEFER S. EDIANG

Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head

629884528-Grade-7-DLL-St-Quarter-Week.pdf

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