GRADE 1 to 12 School QUEZON HIGH SCHOOL-PANABO NHS ANNEX Grade Level VII (7)

DAILY LESSON Teacher GLENDALE MONTEFALCON-SANTELLAN Learning Area ENGLISH

LOG Teaching Dates and Time (7A-8-9:30am, 7B-1-2pm, 7C-2- Quarter SECOND
3:00pm)

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
At the end of the lesson, the students are expected to:
1. Distinguish between and among the functions of verbal cues such as: repetition, contradiction, substitution, complementation, and accentuation.
2. Use the right oral language conventions when inquiring about summarizing, or reacting to what has been listened to, read, or observed.
3. Note and explain the use of familiar, colloquial, and idiomatic expression in oral communication.
4. Identify the characteristics of the epic as a literary form.
5. Use information presented in a narrative poem in inferring, evaluating, and expressing critical ideas.
6. Comparing and contrasting the verse and prose versions of a narrative poem.
7. Construct simple and compound sentences and organize them into a coherent text.
PROGRAM STANDARD:
The learner demonstrates communicative competence through his/her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
GRADE LEVEL STANDARD:
The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture.
CONTENT STANDARD:
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.
RC1g : Distinguish between and LC: Identify the characteristics of GS1e: Formulate compound OL: Observe correct oral
among the functions of verbal the epic as a literary form based sentences. language conventions when
cues such as repetition, on two parallel literary texts. RC1B: Use information retelling a story.
contradiction, substitution, RC1c: Determine the relevance presented in a reading selection GS: Observe correct written
complementation, and and unity of the elements of a to infer, evaluate, and express language conventions in retelling
accentuation. literary text vis--vis its intended critical ideas. a story.
LC: Identify the characteristics of purpose and production milieu. RC1d: Determine the validity
the epic as a literary form and unity of the details of a
according to an informative text. literary text vis--vis its intended
OL1g: Use the right oral purpose and production milieu.
language conventions when
inquiring about, summarizing, or
reacting to what has been
listened to, read,, or observed.

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 II. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Theme: Appreciating Myself Primary Selections: An Excerpt from The Life of Lam-ang (An Iloko Epic)
Sub-theme: Becoming a Real Hero An adapted text about Philippine epic
Parallel Selection: The Story of Lam-ang (A Summary)
Grade 7 English Learning Package
Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-Literacies
Grade 7 English Curriculum Guide
Grade 7 Teaching Guide, pp.76-81
Grade 7 English Learning Package, pp.72-81
(no textbook)
a. Worksheets for the different activities
b. Copies of the listening and reading texts
Task 1: MEET MY HEROES,
page 1 of the LP or Learning
Package (10 minutes)
a. Say names or show pictures
of heroes students are likely
to be familiar with. Ask them
what binds those individuals
together.
b. Instruct students to do in
their notebooks the table on
page 1 of the LP
c. Let them pair off and
exchange ideas about their
favourite heroes.
d. Review with them basic
rules of courtesy and proper
conduct when listening to or
orally exchanging
information/ideas with
someone.
Task 2: MEET ANOTHER HERO, PRESENTATION: Language and Writing
page 2 of the LP (15 minutes) Task 2. MEET LAM-ANG THE Task 5. EXPRESS IDEAS
a. Tell students they are to CHILD (15 minutes) COMPLETELY (10 minutes)
listen to a short text twice. a. Have the character web on a. Make students do Task 5 on
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E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
During the first listening they
are just to carefully listen
and understand the contents
of the passage. During the
second reading they are to
take down key words that
will help them do the next
activity.
b. Let them fill the gaps in the
text describing an epic hero
on page 2.
c. Discuss the characteristics
of an epic hero and how his
qualities are similar to an
different from other types of
heroes.
Task 3: SPOT THE
DIFFERENCE OR THE
SIMILARITY, page 2 of LP (5
minutes)
a. Write the four (4) set of
words on the board.
b. Read to the students the
sentences that use the
target vocabulary words.
Elicit their answers and
clarify if necessary.
c. Ask for additional examples
of words for each word set
for better understanding and
retention.
Listening and Reading Lessons
Teachers reading of the text &
students note taking (10
minutes)
a. Ask students this question:
What is the best quality of
your favourite hero? Then
say: As you listen to me read
an excerpt from an Iloko
the board.
b. Ask the students to refer to
their answers to the
homework and write on the
board the qualities that
describe Lam-ang as a child.
c. Pose questions that will
allow students to synthesize
and arrive at a
generalization regarding the
qualities and kind of
character Lam-ang has.
Task 3. SPOT THE
DIFFERENCE (15 minutes)
a. Give students a copy of the
excerpt from Lam-angs
story and make them read it.
b. Let them do the Task 3 on
page 6 of the LP.
c. Instruct them to pay
attention to and take note of
the differences between the
two versions of the text.
Guide students in giving and
explain the reasons for the
differences they noted.
d. Take up the qualities that
distinguish a verse from a
prose material.
Task 4: MATCH AND CHECK
your UNDERSTANDING (20
minutes)
a. Check student
understanding of the reading
text by doing Task 4 on page
7 of the LP.
b. Take up students answers
and discuss with them their
page 7 of the LP.
b. Give very specific
instructions that their
answers should be in
complete simple sentences.
c. Take up student answers.
Task 6. COMBINE IDEAS (15
minutes)
a. Call attention to the
choppiness of the sentences
the students constructed in
Task 5.
b. Recall the previous lessons
(LPs 7,8 & 9) on compound
sentences.
c. Let students combine the
simple sentences they
produced in Task 5 using
appropriate connectors.
d. Discuss the kind of
relationship ideas must have
for them to be combines in a
compound sentence..
Reading Language and Writing
Task 7. The STORY of LAM- a. Let students pair off and get
ANG...the EPIC (25 minutes) ready for a cooperative
a. Reproduce semantic web on composition.
page 9 as a handout. b. Give the following
b. Form triads instructions to your students:
c. Take up the sample answer i. Using the ideas in
with the students before your semantic web,
asking them to do the task. construct simple
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G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
epic, find out the best quality
of the hero in the story.
b. Read twice the excerpt from
the story of Lam-ang to the
students. As you read,
demonstrate to them how
different verbal cues may be
utilized to express meaning.
c. Ask students to take down
key ideas about the
characters, their actions, and
personal qualities.
TASK 1. MEET THEM; KNOW
THEM, page 4 of LP (20 minutes
a. Tell students to pair off and
together use their notes in
doing the grid that will better
familiarize them with Lam-
ang, the other characters
and their qualities.
b. Discuss the characters and
their extra-ordinary qualities.
c. Let the students identify the
features of an epic that are
shown in the story.
Homework
Reproduce copies of the
summary of The Story of Lam-
ang on page 5 of the LP and ask
students to:
a. Read it at home
b. Do the character web in
task 2 found on page 6
of the LP.
opinions and comments
regarding the qualities and
actions of the different
characters.
c. Make them cite details from
the story that speak of (1)
the culture of the region
where the story originated as
well as (2) Filipino national
traits.
d. Allow students to express
critical ideas about the
contents of the material and
the manner by which those
were put together to form the
story.
Homework
Instruct students to go back to
their notes and review their
previous lessons on compound
sentences.
d. Combine the triads to form sentences
groups 6. Let them compare characterizing The
and arrive at agreed upon Story of Lam-ang
answers. as an epic and
e. Settle group disagreements Lam-ang as an epic
during class discussion and hero.
synthesis. ii. Pair together
f. Discuss further the qualities sentences that may
of an epic that are evident in be combines into
the story. Make students cite compound
proofs. sentences and fuse
them as one using
the appropriate
connector.
iii. Organize your
sentences to form a
coherent text.
Homework
Tell students to go to the
Filipiniana section of the library
and find materials contain other
Filipino epics such as Ibalon of
Bicol, Darangan of Mindanao,
etc. Instruct them to get the
details from each and to get
ready to share the stories with
the class.
Enrichment
a. Tell students to refer to their
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 answers to the homework
and do Task 1 on pages 9-10
of the LP.
b. Let them share their stories
with each other.
c. Ask them to retell their
favourite epic by doing one of
the options in Task 2 on page
10. Organize the
presentations depending on
the students choices.
Remind students that their
presentations must reflect
insights drawn from the
weeks lessons.
J. Additional activities for application
or remediation
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80% 7A- Out of ______ learners there are about ______ learners who earned 80% above in the evaluation.
in the evaluation 7B- Out of ______ learners there are about ______ learners who earned 80% above in the evaluation.
7C- Out of ______ learners there are about ______ learners who earned 80% above in the evaluation.
B. No. of learners who require 7A- Out of ______ learners there are about ______ learners who require additional activities for remediation who scored below 80% in the evaluation.
additional activities for remediation 7B- Out of ______ learners there are about ______ learners who require additional activities for remediation who scored below 80% in the evaluation.
who scored below 80% 7C- Out of ______ learners there are about ______ learners who require additional activities for remediation who scored below 80% in the evaluation.
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?

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F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized I used contextualization where they can connect the lessons to their real-life experiences for them to make their activity easier to comprehend with.
materials did I use/discover which
I wish to share with other
teachers?

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