- The document is a daily lesson log for an English class at Patrocino National High School for the week of September 12-16, 2022. - The lesson objectives for the week include reading comprehension, listening skills, identifying genres, basic paragraph features, stress patterns in reading, and subject-verb agreement. - The lessons cover content such as a Philippine hero tale, line graphs, rate of speech, idiomatic expressions, and subject-verb agreement. - Learning activities and assessments are outlined step-by-step for each day, including class discussions, readings, examples, and exercises to practice and evaluate comprehension.

1. GRADES 1 to 12
DAILY LESSON LOG
School: PATROCINIO NATIONAL HIGH SCHOOL Grade Level: VII
Teacher: VINCENT R. CAILING Learning Area: ENGLISH
Teaching Dates and Time: SEPTEMBER 12 – 16, 2022 Quarter: FIRST/Week 4
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures 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 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/Objectives:
Write the LC Code for each
EN7RC-I-d-7.1: Read
intensively to find answers to
specific questions
EN7LC-I-d-5.1: Listen for
important points signalled by
volume, projection, pitch, stress,
intonation, juncture, and rate of
speech
EN7VC-I-d-6: Identify the
genre of a material viewed
(such as movie clip, trailer,
news flash, internet-based
program, documentary, video,
etc.)
EN7WC-I-d-4.3: Identify basic
features and kinds of
paragraph
EN7OL-I-d1.14.3: Use the
correct stress (primary,
secondary, tertiary and weak)
when reading passages
EN7LC-I-d-5.2: Note the
changes in volume,
projection, pitch, stress,
intonation, juncture, and rate
of speech that affect meaning
EN7LT-I-d-1: Discover
literature as a means of
connecting to a significant
past.
EN7LT-I-d-2.2.2: Explain the
literary devices used
EN7V-I-d-10.2: Use
appropriate idiomatic
expressions in a variety of
basic interpersonal
communicative situations
EN7G-I-d-11: Observe
correct subject-verb
agreement
II. CONTENT
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.
The Good Prince Bantugan Line Graph Rate of Speech Idiomatic Expressions Subject-verb
agreement
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 from
Learning Resource (LR)
portal
Self-Learning Modules Self-Learning Modules Self-Learning Modules Self-Learning Modules Self-Learning Modules
B. Other Learning Resources Copy of the text Sample line graph Copy of the lesson Copy of the lesson Copy of the text

2. IV. PROCEDURES
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 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
Presenting the New Lesson
The teacher will present a
symbol to the class. Let them
identify what different symbols
shown.
Reviewing the previous
lesson.
Reviewing the previous lesson. Reviewing the previous
lesson.
Reviewing the previous
lesson.
B. Establishing a Purpose for the
Lesson
Let the students identify the
tribe of the given Philippine
literary heroes as shown in the
picture.
Information can be
transmitted not only through
linear presentation, sentences
or paragraphs.
Rate of speech is how fast or
slow you say your words.
Ask students about their
stock knowledge in idiomatic
expressions.
Query:
What is a conjunction?
C. Presenting
Examples/Instances of the
Lesson
One kind of narrative that is
often told and retold is the hero
tale, the epic. This is a story
about a legendary hero who
exhibits qualities admired in a
person, in addition to great
fighting ability and mental
alertness.
Discuss some of the
responses of the students.
Query:
What should be the best way
of talking or speaking?
Discuss some of the
responses of the students.
Discuss some of the
responses of the
students.
D. Discussing New Concepts and
Practicing New Skills #1
Unlocking of difficult words from
the selection.
Let the students study the
chart containing the result of
a survey taken from two
sections of Grade 7 classes.
Let them study the data
presented.
Discuss some of the
responses of the students.
Boardwork activity about
idiomatic expressions.
Let the students cite
examples of
conjunctions.
IV. PROCEDURES
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 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
Reading of the selection silently. After analyzing the graph,
ask the students about
what can they conclude
from the graph. Validate
their answers.
Discussion of the rate of
speech:
Faster, slower, combination
Elicit ideas from the students
on how to find the meaning
of the sentence using
idiomatic expressions.
Discuss the additional
rules in subject-verb
agreement.

3. F. Developing Mastery
(Leads to Formative Assessment
3)
Probing questions about the
selection will then follow. Assess
their answers.
Discuss the kinds of graph
to the class and its
purpose.
Ask probing questions to the
students to deepen
understanding about the topic.
Assess the answers of
students from the given
activity.
After discussing, let the
students give one
example on each of the
following conjunctions.
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Let the students share their
knowledge about this question:
What characteristic of Bantugan
makes him a hero?
Query:
What do you feel from the
given activity?
Elicit from the students their
observations, corrections and
generalizations about the topic.
Discussion about idiomatic
expression.
Work in pairs:
Let the students read
the sentences on Task
11, and check if the
subject agrees with the
verb.
V. PROCEDURES
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 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 and
Abstractions about the Lesson
Sharing of insights:
What characteristics or belief of
our ancestors can be generalized
from the story?
Ask the students:
What is the importance of
the knowing the different
kinds of graphs?
Ask the students:
What is the importance of
varying your rate of speech?
Elicit answers from students
based on this question:
What is the importance of
idiomatic expression in a
sentence?
Validate their answers
and add inputs if
necessary.

4. I. Evaluating Learning Let the students answer the
questions on page 76.
Let the students do Task 10
on page 79. They have to
do this by pair. They have
to examine the data
presented in the paragraph
and interpret it using an
appropriate graphical
presentation. They may use
colors to highlight their
presentation.
Let the students do Task 12
on page 80.
Work in pairs:
Let the students do Task7
Idiomatic Connection on page
76. They will be given
sentences derived from the
epic which they have read.
They have to explain the
meaning of the underlined
words or phrases.
Work in pairs:
Let the students give
10 sentences using
the given verbs.
J. Additional Activities for
Application or Remediation
Research about the kinds of
graph.
What is a rate of speech? Give the synonyms and
antonyms of words.
Give 10 sentences using but,
and, and each.
Let the students give
10 sentences using
the given verbs.
VI. REMARKS
VII.REFLECTION
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?
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?

5. 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?
Prepared by: Checked by:
VINCENT R. CAILING JOSE L. AMBONGLAY
Teacher I School Principal