Republic of the Philippines

Department of Education
DIVISION OF CAPIZ

School TAPAZ NHS Grade 7

Grades 7 Teacher KRIZZIA MAE O. ADRIGUEZ Learning Area: English
Daily Lesson Log Week/Teaching Date Quarter: Fourth Quarter
Time Checked by:

____________________________
Principal
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
B. Performance Standards The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
C. Learning Competencies/ A.EN7RC-IV-b12.3: A.EN7LC-IV-b-8.1: A. EN7WC-IV-b.2.8.6: EN7G-IV-b-4: Use
Objectives Use lexical and contextual Determine the intentions of Distinguish between and imperatives and prepositions
( Write the LC code for cues in understanding speakers by focusing on their among a capsule biography, when giving instructions. COOPERATIVE
each) unfamiliar words and unique verbal and non-verbal biographical sketch,
expressions. cues. and feature article. EN7OL-IV-b-1.26: LEARNING
Give clear precise and concise
B.EN7LC-IV-b-8: B.EN7LT-IV-b-2.2: information, explanations and
Process information Explain how the elements instructions in varied oral
mentioned in the text specific to a genre contribute communication situations.
listened to. to the theme of a particular
literary selection. EN7RC-IV-b10.1:
Give and follow instructions
and directions.

A Shawl for Anita by Lolita A Shawl for Anita by Lolita M. Capsule biography, Imperatives and
II. CONTENT M. Andrada Andrada biographical sketch, and prepositions when
( Subject Matter) feature article giving instructions

III. LEARNINGRESOURCES
 A. References
1. Teacher’s Guide pages pp. 447-448 pp. 447-448 pp. 457-458 pp. 471; 483-485

2. Learner’s Material Pages pp. 439-441 pp. 439-441 pp. 454 PP.472; pp. 488-489
3. Textbook pages

4. Additional Materials from LR

portals

B. Other Learning Resources English Time p.21 English 7 Fourth Quarter

Instructional Plan in English Lesson Exemplars by Cablaida,
7 by Marilou L. Arbastro Jurilla, and Mabuting
http://depedbatangascity.org/r
https://www.depednegor.net
esources/deped-batangas-city-
/grade7.html learning-materials/

https://link.quipper.com/en/ Scene in the movie Bird Box

organizations/547fe489d11ff https://www.youtube.com/w
00002003bae/curriculum#cu atch?v=jfLVH9wWFew
rriculum

IV. PROCEDURES

A. Reviewing previous lesson Allow the students to recall Allow the students to recall Allow the students to recall Allow the students to recall
or presenting the new the previous lesson about the previous lesson about the their previous lesson about their previous lesson about
lesson the imperatives and the selection A Shawl for verbal and nonverbal cues. capsule biography,
prepositions. Anita. biographical sketch,
and feature article.
B. Establishing a purpose of (The teacher states the (The teacher states the (The teacher states the (The teacher states the
the lesson/ Motivation objectives of the lesson). objectives of the lesson). objectives of the lesson). objectives of the lesson).

Task 1: Shawl for a Purpose Task 1: Literary explorations: Task 1: Name it! Task 1: Watch It!
Show a shawl to students Ask the students to share the Ask the students to form a Ask students to watch one of
and ask them when do they changes happened in their word based on the letters the scenes in the bird box
usually use it. lives. posted on the walls, chairs of where Malorie and Tom were
the classroom. listening to Rick who was
giving them a direction on how
to go to their place.
 C. Presenting Examples/ Task 2: Expanding Task 2:Verbal and Non-verbal Task 2: Read It! Task 2: Write it!
instances of the new Vocabularies Cues Based on the words the Ask the students to write on
lesson/ Presentation Ask students to answer the Ask the students to read students will form, lead them the board the directions given
task on their LM. some sentences on the board to understand and by Rick in the movie.
and identify the speakers distinguish capsule
Let the students do a intention. biography, biographical
popcorn reading of the text sketch, and feature article.
A Shawl for Anita.
D. Discussing new concepts Task 3: Comprehension Task 4: True or False Discuss the topic on the
and practicing new skills Check Ask the students to identify if imperatives and prepositions
no.1. Ask the students to answer the statements are true or of place and directions.
the questions in the LM. false based on the
distinguishing features of
capsule biography,
biographical sketch, and
feature article.
E. Discussing new concepts Task 3: Collaborate Task 5: Identify Task 3: Guide Me!
and practicing new skills Divide the class into four Divide the class into three Write a short skit about a
no.2 groups and let each group do groups. stranger asking for directions
the task in the LM. G1: Capsule Biography to a place he wants to go to
G2: Biographical Sketch using at least five of the
G3: Feature Article expressions for giving
Ask each group to identify directions.
the features of their
designated text.
F. Developing Mastery Let the students present their Let the students present Let students present their
(Leads to Formative Assessment group activity. their work. group activity.
3.)

G. Finding practical application Cite instances showing the Cite instances showing the Cite instances showing the
of concepts and skills in importance of changes in a importance of knowing the importance of understanding
daily living person’s life. different kinds of imperatives and prepositions.
biographies.
H. Making Generalization and Have the students make Have the students make Have the students make
abstraction about the generalizations on the generalizations on the topic generalizations on the topics
lesson message of the story. about capsule biography, about imperative and
feature article and prepositions.
biographical sketch.
I. Evaluating learning Task 5: Change Recipe Task 6: Distinguish text Task 4: Knowledge Check
Ask the students to write a Using a graphic organizer, Ask the students to identify
five step procedure on how compare and contrast a the correct preposition for
to deal with changes. capsule biography, each of the following
 biographical sketch, imperatives.
and feature article.

J. Additional activities for

application and remediation

V. REMARKS

VI. REFLECTION

A. No. of learner who earned

80%

B .No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remedial lesson

work/ No. of learners who have
caught up with the lesson.

D. No of learner 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
/supervisor can help me solve? ________________________________________________________________________________________________________________________________
________________________________

G. What innovation or localized

materials did I use/discover ________________________________________________________________________________________________________________________________
which I wish to share w/other ______________________________________
teacher?