School MISAMIS OCCIDENTAL NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher RANIE LIVERO O. VILLAMIN Learning Area English 7

Daily Lesson Log Teaching Dates and Time NOVEMBER 20-24, 2017 Quarter Third Quarter
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and viewing of
Standards informative and short narrative texts; word relationships and associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
B. Performance The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening
Standards and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses and connectors correctly and appropriately.
C. Learning EN7OL-III-c-3: Employ the EN7G-III-c-2: Use the passive and active EN7G-III-b-1: Link sentences using EN7LC-III-c-6.2: Infer thoughts and REMEDIATION/
Competencies appropriate oral language and voice meaningfully in varied contexts logical connectors that signal feelings expressed in the text listened SUMMATIVE TEST
stance in an interview, a panel chronological and logical sequence and to
/Objectives discussion, in a forum and in a summation.
debate

II. CONTENT Oral Language and Stance Voices of Verbs Logical Connectors Inference

III. LEARNING
RESOURCES
A. References

1. Teacher’s None None None None

Guide Pages
2. Learner’s None None None None
Materials pages
3. Textbook Pages None None None None

4. Additional None None None None

Materials from
Learning
resource portal
B. Other Learning Written by Merly V. Malinis No Division LP https://staff.washington.edu/marynell/ https://www.youtube.com/watch?v=
Resources grammar/logicalconnectors.html VShVwQtIFF8
Lesson was developed by Mr. Ranie Livero O. http://writingcenter.unc.edu/handouts/
Villamin transitions-esl/ https://www.youtube.com/watch?v=
https://prezi.com/m0saycrlj3fr/logical- BIAQENsqcuM
connector-or-linking-words/
http://rexinteractive.com/UserFiles/IM/ https://www.youtube.com/watch?v=
Pointers-English- cukHWD1LnC8
2/Supplemental%20English%20High%20
School%20Grade%207%202nd%20Q%2
02.pdf
IV. PROCEDURES

I. LEARNING 1. Today, we will employ the 1. Today, we will use the passive 1. Today, we link 1. Today, we are going to infer
EPISODE 1 appropriate oral language and and active voice meaningfully in sentences using logical thoughts and feelings from
A. Motivation stance in an interview, a panel varied contexts connectors that signal a text listened to.
discussion, in a forum and in a
debate
2. It is important to use the passive chronological and 2. It is important to learn
and active voice meaningfully in logical.
2. It is important to Employ about this because inferring
the appropriate oral language and varied contexts in order to know 2. It is important to learn thoughts and feelings is a
stance in an interview, a panel the complexity of becoming an about logical connectors practice which increases our
discussion, in a forum and in a effective writer. By using passive because they help us sensitivity towards the
debate to show to the audience your voice, we show interest in the convey what we want
sincerity and reliability of your feelings and thoughts of
speech delivery.
person or object that experiences to express especially if other people.
an action rather than the person or we want to emphasize 3. After our discussion, you are
3. After the lesson, each object that performs the action. We the importance of it.
going to infer thoughts and
one of you will use correct use active in order to generate a 3. At the end of the lesson,
feelings from a text that you
stronger connection to the action; the students will link
stage stance and behavior will be listening. We will be
turn the call to action into a sentences using logical
when Employing the appropriate making a rubric to measure
oral language and stance in an
command; and make it easier for connectors.
interview, a panel discussion, in a those second language is English the relation and correctness
forum and in a debate or who comprehend text at a lower of your answers.
reading level to better understand
the message.
3. At the end of the lesson, each of
you will use active and passive
voices meaningfully in a 6 item
paper pen test.

1. Probe and Probe and Respond A. Drill Teacher says: Teacher says:
Respond Logical connectors are used to join or Thoughts and feelings class make up
Review on the connect two ideas that have a particular our emotions. Because we are able to
kinds of speeches Identify the following sentences as Active
relationship. These relationships can be: relate our emotions with others, it
or Passive.
Task 11 Speak sequential (time), reason and purpose, makes us above all the creatures
1. The food was cooked by mother.
One’s Piece 2. Jen eats the food.
adversative (opposition and/or created by God. It is what makes us
unexpected result), and condition. human.
Source: 3. The mailman sent the letter. I’ll be giving you tips in inferring the
www.spearming- 4. Aldrin uses the calculator. (Focus only on connectors that show thoughts and feelings from a text that
tips.com/Article/Delivering- 5. The management closes the store. CHRONOLOGICAL, LOGICAL SEQUENCE, you have listened.
A-Eulogyaspx 6. God made the heavens and the earth. and SUMMATION.) 1. First is focus.
7. Bea and Lloyd dance the tinikling. 2. Second, you need to visualize the
Activity: Small Examples: person talking in front of you and
8. A lot of problems were solved by the
Group Discussions • NUMERICAL
President.
9. The trees were cut. – in the first place, first, secondly, listen to what he or she is talking
10. The A & E Placement Test will be initially about.
administered by the head teachers. 3. Third is to take note of important
• BEGINNING details that supports the feelings and
– at first, to start with, to begin with, for thoughts that you have inferred from
Answers:
a start, first of all, initially the text you have listened.
1. passive
2. active • CONTINUATION Inference is an educated guess about
3. active – previously, after this, afterwards, what is happening behind the scenes.
4. active eventually, subsequently, before this, Text Evidence + Prior Knowledge =
5. active next, then Inference
6. active
7. active • CONCLUSION
– finally, eventually, at last, in the end,
8. passive
last but not the least, as a final point,
9. passive
lastly, to conclude
10. passive
B. Pre-requisite skills: • SUMMATION – in conclusion, to sum
up, to summarize, in summary, in sum
 The subject of an active
voice sentence performs the
action of the verb: “I throw
the ball.”
 The subject of a passive
voice sentence is still the
main character of the
sentence, but something else
performs the action: “The
ball is thrown by me.

How to Recognize Active

and Passive Sentences ^
1. Find the subject (the main
character of the sentence).
2. Find the main verb (the action
that the sentence identifies).
3. Examine
the relationshipbetween the
subject and main verb.
 Does the subject perform
the action of the main
 verb? (If so, the sentence
is active.)
 Does the subject sit there
while something else —
named or unnamed —
performs an action on it?
(If so, the sentence
is passive.)
 Can’t tell? If the main
verb is a linking
verb (“is,” “was,” “are,”
“seems (to be),”
“becomes” etc.), then the
verb functions like an
equals sign; there is no
action involved — it
merely describes a state of
being.

II. LEARNING  In many respects, A. I DO: Teacher says: Teacher says:

EPISODE 2 Today, I am going to give you the steps I will play something and I want you
delivering a eulogy is on how to bake cookies. to listen very carefully.
I will show you how to use active and passive
more difficult than voices: When we bake we don’t just mix all the
Modeling other types of ingredients together in one bowl to Sane
speaking. The Consider the following sentences: make a cookie. There are steps that you
1. I love you. have to follow to be able to successfully Do you know what it’s like to
speaker must deal bake cookies. grow up with a mother like you?
with their own grief subject: “I” Instead of taking care of her child,
while at the same time action: “love” (Teacher will present the steps.) she comes in the middle of the
coping with the relationship: The subject (“I”) is the one FIRST, preheat the oven to 350°F. THEN, night drunk with a different man.
performing the action (“love”). grease the cookie sheets. AFTER THAT, My whole childhood was a living
stresses and strains stir the peanut butter and sugar together
The sentence is active. nightmare because of you. The
more usually in a medium bowl until smooth. NEXT, expectations that I had because
associated with public 2. You are loved by me. beat in the eggs, one at time, then stir in
of you. Don’t you dare tell me
speaking. Despite the subject: “you” the baking soda, salt, and vanilla. THEN,
that I wasn’t there for you! Or
action: “ loved” roll dough into 1 inch balls and place
challenges in that I didn’t care! Or I didn’t love
 delivering a speech of relationship: The subject (“You”) sits passively them 2 inches apart onto the prepared you! I loved you too much, and I
while the action (“loved”) is performed by cookie sheets. Bake for 8–10 minutes in tried too much. How many times
eulogy, it can be very somebody else (“me”). the preheated oven. LASTLY, allow did I take you to rehab? How
positive experience if cookies to cool on baking sheet for 5 many times, mom? How many
you choose to make it This sentence is passive. minutes before moving them to a wire times did you tell me that you
one. Although a rack to cool completely.
couldn’t do it? How many times
eulogy should contain Many people confuse the passive did you fail? I was there for you.
voice with the past tense. The Teacher says:
uplifting memories Now based from the recipe, there are You weren’t there for me. What
most common passive do you want me to do now? Give
and make reference to words that are capitalized. They are
constructions also happen to be what we call logical connectors. you another chance? I can’t. I
significant events, you past tense (e.g. “I’ve been The capital words are: can’t. I don’t have it in me
should not attempt to framed”), but “voice” has to do 1. First anymore. I can’t let you drown
narrate the person’s with who, while “tense” has to do 2. Then me again. I’m sorry, but I can’t.
entire life. Share with when. 3. After that
only part that you 4. Next
5. Then (After listening, the teacher will give
think is most 6. Lastly what feelings and thoughts he had
memorable. 2. WE DO: inferred from the text, and supports
The following connectors are used to these feelings and thought by the
This time we will make an example details he had taken note of when he
 Remember that a show CHRONOLOGICAL, LOGICAL
was still listening.)
of sentences together using the SEQUENCE, and SUMMATION.
eulogy is a speech or Let’s go back to the first connector used. Teacher says:
active and passive voices.
writing in praise not The first logical connector in the The person talking is angry. She is
only about a person paragraph is the word FIRST. Since it is telling her mother that her limits are
For example: always pushed. Hence, she said that
but also about things the beginning of the step therefore we
will use FIRST. she loved her too much. But
or animals especially The cat ate the mouse. To link the first step to the next step, we somehow, her mother still keeps on
one recently dead or used the logical connector THEN. Next is doing her vices. The person thinks
retired or a form of This sentence uses an active the logical connector AFTER THAT. After that her mother doesn’t deserve
that is a logical connector that shows another chance because she knows
endearment. voice. that her mother will blow it away
continuation in support to the second
sentence. Same is true with the step that again. She said, ‘I can’t let you drown
 A eulogy should How will you use the passive voice uses NEXT and followed by THEN. They me again. I’m sorry, but I can’t.
include: in this sentence? are used to show continuation. And to Teacher asks:
end the different steps or shall we say Do you have questions or
Student’s answer: the last step, we can make used of logical clarifications?
o Sentiments to The mouse was eaten by the cat. connectors that conclusion. Therefore
whom you we will use the word LASTLY.
dedicate your The bear was killed by the hunter.
eulogy This sentence uses a passive
o Happier times voice.
with the
deceased How will you use the active voice in
o Include this sentence?
anecdotes and
Student’s answer:
 real life The hunter killed the bear.
experiences
o Avoid TOL: in using either passive or
anything that active voice, I need to know first
might be the tense used in the sentence so
that I will know the equivalent form
considered
in using the voices of the verb.
offensive or
vulgar

 Take Note:

 How to Say It
Words are
powerful.
They convey
your message. 3. YOU DO:
Word choice
This time, you will use active and
and need just
passive voice meaningfully in
as much varied contexts.
attention as
speech Students will use active and
organization passive voices in their own
and purpose. sentences.
Select clear,
appropriate, Teacher will ask each one to write
and descriptive their sentence on the board.
words that best
communicate Teacher will give corrective
feedback.
your ideas.
Every word
should add
value and
meaning to the
speech.

 Your Body
Speaks
Body language
is an important
 aspect of
speaking
because it
enhances your
message and
adds your
credibility. It
also helps
release any
nervousness
you may feel.
Stance,
movement,
gestures, facial
expressions,
and eye
contact help
communicate
your message
and achieve
your speech’s
purpose.
Body language
should be
smooth,
natural, and
convey the
same message
that your
listeners hear.

 Vocal Variety
Your voice has
a major effect
on your
audience. A
lively,
 enthusiastic
voice attracts
and keeps
listener’s
attention.
Your speaking
voice should
be pleasant,
natural,
powerful,
expressive,
and audible.
Use volume,
pitch, rate, and
quality as well
as appropriate
pauses to
reflect and add
meaning and
interest to your
message.
Your voice
should reflect
the thoughts
you are
presenting.

III. LEARNING B. Form four groups. Directions: Use active and passive Directions: Complete the recipe below Teacher says:
EPISODE 3 voices meaningfully in varied by supplying the appropriate logical I want you to find a partner, and work
Ask a representative connector. with each other in inferring the
A. Guided from each group to contexts. thought and feelings from the text that
PANCAKE
Practice pick a number on a you will be listening.
lottery. Each number A. Use passive: _______, whisk 1 1/2 cups flour, 3
has its corresponding 1. Jose Rizal wrote two novels. tablespoons sugar, 1 1/2 teaspoons Paradox
2. Marilyn mailed the letter. baking powder, 1/2 teaspoon salt and I am stumbling in pursuit of
topic. Then, act out a 1/4 teaspoon baking soda in a medium grace. I hunt patience with a
3. The man eats the hamburger
speech of eulogy on a bowl. vengeance. On the mornings
chosen topic that your ________,whisk 1 cup plus 2 when my brother’s tired muscles
B. Use active: tablespoons milk, 4 tablespoons melted held to the pillow, my father
teacher will tell you butter and 1 egg in a separate bowl;
1. The syringe was used by the nurse. used to tell him, “For every
for Mother Nature. __________, fold into the flour mixture moment you aren’t playing
until just combined (it's OK if there are
 2. Flowers were planted by the some lumps). basketball, someone else is on
gardener. _________, brush a large non-stick the court practicing.”
dying river skillet or griddle with butter and heat I spend most of my time
sterile field 3. The verdict is given by the judge. over medium-low heat. ________, add wondering if I should be
decaying animals ¼ cupful of batter and cook until bubbly somewhere else. Instead, I have
cut down trees on top and golden on the bottom, about learned to shape the words
4 minutes. ________, flip and cook until thank you with my first breath
golden on the bottom, about 2 more each morning, my last breath
minutes. (Makes 6 to 8 pancakes.) every night. When the last
breath comes, at least I will
know I was grateful for all the
places I was so sure I was not
supposed to be. All those places I
made it to, all the loves I held, all
the words I wrote. And even if it
is just for one moment, I know, I
will be exactly where I am
supposed to be.

Note to the teacher:

The teacher will play the text through
the speakers.

After 5 minutes, the teacher will

instruct the learners to exchange
their papers with other pairs.

The teacher will call learners to read

what thoughts and feelings have they
inferred from the text they have
listened.

C. Independent Using the correct stage Directions: Use active and passive Directions: Complete the recipe below Teacher says:
Practice voices meaningfully in varied by supplying the appropriate logical Get a ¼ sheet of paper, and on that
stance and behavior, act connector. paper, write the thoughts and
out the eulogy for a pet contexts.
A PIECE OF CAKE feelings you have inferred from the
written by Delma B. _________, gather your ingredients. text you have listened.
Diquino found on pages Pound cake is one of the simplest cake
A. Use passive: to bake. You will need 1 cup unsalted Love Letter from Toothbrush to
294-295 of your LM. butter, 1 cup sugar, pinch of salt, 2
1. The researchers found the cure. Bicycle Tire
2. Sidharta Gautama Buddha founded teaspoons vanilla extract, 5 eggs, and 2 They told me that I was
cups cakes - flour. After gathering the meant for the cleaner life, that
Buddhism. ingredients, the next step is to preheat you would drag me through the
3. Government employees pay taxes. the oven to 250°F. ______, grease a mud. They said that you would
cake pans. Pound cakes are best baked tread all over me, that they could
B. Use active: in deep pans. _________, cream the see right through you, that you
butter and sugar. Place the butter and were full of hot air, that I would
the sugar in a mixing bowl and beat always be chasing, always
 1. The murderer was captured by the them together until the mixture is light, watching you disappear after
police. fluffy, and creamy. ______, add the sleeker models, that it would be a
eggs and vanilla. Keep beating the vicious cycle.
2. The assignments will be submitted mixture until the eggs are completely But I know better. I know
by the students. incorporated. _______, stir in the cake about your rough edges and I
3. The computers were shut by flour. Be careful not to over mix it. have seen your perfect curves,
________, pour the batter into the pan. and I will fit into any spaces you
_________________, bake the cake for let me. If loving you means
an hour and 15 minutes. The cake is getting dirty, bring on the grime,
finished when a toothpick inserted at I will leave this porcelain home
the center comes out clean behind. I’m used to twice a day
relationships, but with you, I’ll
take all the time. And I know, we
live in different world and we’re
always really busy.
But in my dreams, you spin
around me so fast I always wake
up dizzy. So maybe one day you’ll
grow tired of the road and roll on
back to me. And when I blink my
eyes into the morning, your smile
will be the only thing I see.
IV. LEARNING The Independent practice is the Directions: Use active and The independent practice serves as an The independent practice serves as
EPISODE 4 Evaluation itself. evaluation itself. an evaluation itself.
Note to teacher: Please give corrective
passive voices meaningfully in
Assessment/ feedback. varied contexts. Name of Can Link Can’t Remarks Name of Can Can’t Remarks
Evaluation 1. The winning novel was chosen Students Link Students Infer Infer
by a panel of famous fiction
writers.
2. The book on glaciers was never
sent to the bookstore by the
publishers.
3. A ball traveling at incredible
speed was thrown by the veteran
pitcher.
4. The impatient server cleared
the dishes from the table.
5. The grocery clerk writes a note
on the brown paper bag.
6. The three committee members
made a motion.
V. Remarks

VI. Reflection
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
C. remediation
D. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
E. No. of learners
who continue to
require
remediation
F. Which of my
teaching
strategies work?
Why did these
work?
G. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
H. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teacher?