School PINAGLABANAN NATIONAL HIGH Grade Level 7

DAILY SCHOOL
LESSON LOG Teacher ELJOHN C. TIMBANGAN Learning Area ENGLISH
Teaching Dates and Time July 22, 2023, 10:00-11:00 AM Quarter FOURTH

A. PROGRAM STANDARD The learner demonstrates communicative competence (ANNOTATIONS) REMARKS/COMMENTS

through his/ her understanding of literature and other -PPST INDICATORS/ KRA
texts types for a deeper appreciation of Philippine Culture OBJECTIVES/RUBRIC
and those of other countries. INDICATORS TO BE OBSERVED
DURING THE CLASSROOM
OBSERVATION
(For TI-TII-TIII)
B. 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 bahevior; and use of
imperatives, prepositions, verbs, and wh-questions.
C. 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.
D. Learning Competencies/ a. EN7RC-IVc-2.12: Make Objectives:
Objectives generalizations from different text a. state what is seen in picture
(Write the LC code for each.) types b. view a dance presentation
c. execute an action word, and;
b. EN7LT-IVc-6: Discover through
d. complete verbs by
Philippine literature the need to work transcoding letters
cooperatively and responsibly in
today’s global village
c. EN7G-IVc-5: Use verbs when giving
 information and making explanations

II. CONTENT/TOPIC Keeping Abreast with Changes (Verbs) Values: Participate and work
cooperatively with the group. Be
flexible, and strong in dealing with
challenges.
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English 7 Learner’s Material
2. Learner’s Materials pages LM 449-454
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources KRA 3- (COT-Obj. Uses
มองนานๆ (Mong Nan Nan) - Vitamin A _ Covered by differentiated, developmentally
FLI_P (lyrics) - YouTube appropriate learning experiences to
address learners’ gender, needs,
Materials: Pictures, Visual Aids, Laptop, Projector, strengths, interests and experiences.)
Speaker,
and DLP, Video Clip, Teacher-Made Visual.
MOV---The students will perform
differentiated activities (Independently,
by pair and group task) through the use
of video, and selection/ excerpt.)
IV. PROCEDURES
A. Daily Routine
MOL
Greetings (Selected students will lead the MOL) KRA 3- (COT-Obj. 7 Plans, manages
Checking of Attendance and implements developmentally
sequenced teaching and learning
B. Reviewing previous lesson or processes to meet curriculum
presenting the new lesson requirements and varied teaching
Are you ready? contexts.)
Show the shawl to the class. MOV---The students assigned for daily
 Ask: What is this? routine and provide activity sheets/the
presentations which will be given to the
What are the elements of the short story? students who are absent.
.
(Show through power point presentation.)
C. Establishing a purpose for the Everybody stands, let’s have some fun first before we KRA 1-(COT: Obj.1- Applies
lesson/Motivation/Motive Questions start our lesson for this day. knowledge of content within and
across curriculum teaching areas.)
*Play the song “Mong Nan Nan-Vitamin A” covered
by FLIP
MOV--- Contextualization, gender-
มองนานๆ (Mong Nan Nan) - Vitamin A _ Covered by fair, and integrations across
FLI_P (lyrics) - YouTube learning areas like MAPEH and
within learning areas like answering
Did you know the music? questions are observable.

The music entitled “ Mong Nan Nan -Vitamin A” is a

Thai song covered by FLIP and is trending nowadays in
TikTok here in the Philippines with over 44.3M views. KRA 3- (COT: Obj. 8 Selects,
This time, I want all of you to show your dancing skills to develops, organizes, and uses
the music as I play it again. Is it ok for all of you? appropriate teaching and learning
Let us start. resources, including ICT, to address
*Play the Tiktok dance “Mong Nan Nan - Vitamin A” learning goals.)
by FLIP again
MOV--- Presenting the song/music
Ask: video through the use of Powerpoint,
What actions you did upon imitating the dance laptop, and speakers.
“Mong Nan Nan”?

D. Presenting examples/instances of the *Show different pictures of actions. KRA 1-(COT: Obj.1- Applies
new lesson knowledge of content within and
across curriculum teaching areas .)

MOV--- Contextualization,
localization, and integrations across
learning areas like MAPEH and
within learning areas like answering
 questions based on the illustrations
are observable.

Ask:
-What does each picture tell?

-Say something about the pictures?

-Construct sentences stating what you see in it.

-What actions can you associate with these

pictures?

- Jumbled letters are given, try to arrange them to

come up with our lesson for today.

BSVRE

Ask: Try to guess what the topic is.

E. Discussing new concepts and *Presenting the lesson through a slide deck
practicing new skills #1 presentation.
KRA 1- (COT: Obj.1 Applies
Verb- a word that expresses an action or state of being. knowledge of content within and
across curriculum teaching areas .)
Action verbs and state-of-being verbs are strong enough
to be used in sentences by themselves, so they are called MOV--- Presenting the topic
 main verbs. through the use of Powerpoint, and
laptop. Learners participate in the
Examples: game.
I love cheese. (I- subject, love- verb)
Andrea turned the page. (Andrea- subject, turned-verb)
The teacher plays the piano. ( teacher-subject, plays-verb)

Let’s have a game. I will group you into three.

I have here sentences. Using the illustration boards, write
the verbs seen in the sentences as fast as you can. Did
you understand class?

1. As part of their P.E. class, the Grade 7 Falcon

students jump fifty times.
2. Don’t skip your meal.
3. The children play sipa on the school ground.
4. Maria brushes her teeth every day.
5. Sarah dances gracefully.
F. Discussing new concepts and *Independent Practice: KRA 2- COT: Obj. 4 Manages
practicing new skills #2 classroom structure to engage
Fill in the blanks with the correct verb to complete the learners, individually or in groups, in
thought of the sentences. Choose your answer from the meaningful exploration, discovery,
box. and hands-on activities within a
will be taught knew sunk was dressed range of physical learning
environments.
1. The instructors ______the classes as a team.
2. Dianne _______the true meaning of the poem. MOV---Presenting the activity through
Powerpoint and laptop.
3. If the television show goes off, then Derrick
_____ is sad.
4. Stephen’s boat has not ______since he got it
patched.
5. Even though Marie wanted the red dress, she
________for the blue one.

G. Developing mastery (leads to Guided Practice

Formative Assessment 3) A Pair Share Task: KRA 1- (COT -Obj.1 Applies
 knowledge of content within and
Directions: Read the excerpt carefully. Underline all the across curriculum teaching areas .)
verbs you will find. Choose 5 verbs and use them in
sentences. MOV---Values integration like being
flexible, and strong in dealing with
Pliant like the Bamboo challenges are integrated into the
By I.V. Mallari context of the selection given.
There is a story in Philippine folklore about a
mango tree and a bamboo tree. Not being able to agree as (Learners are tasked to write
to which was stronger of the two, they called upon the sentences using verbs.)
wind to make the decision.

The wind blew hardest. The mango tree stood

fast. It would not yield. It knew it was strong and sturdy. KRA 2- (COT: Obj. 4 Manages
It would not sway. It was too proud. classroom structure to engage
It was too sure of itself. But finally, its root gave way, learners, individually or in groups, in
and it tumbled down. meaningful exploration, discovery,
and hands-on activities within a
The bamboo tree was wiser. It knew it was not as range of physical learning
robust as the mango tree. And so every time the wind environments.)
blew, it bent its head gracefully. It made loud
protestations, but let the wind have its way. When finally MOV---Presenting the excerpt through
the wind got tired of blowing, the bamboo tree still stood Big book.
in all its beauty and grace.
H. Finding practical applications of Group Activity consisting of 9 to 10 members, each
concepts and skills in daily living group will have a leader. KRA 2- (COT: Obj. 5 Manages
learner behavior constructively by
House Rules/Standards/Guidelines: applying positive and non-violent
(Follow the mnemonic/memory device.) discipline to ensure learning-focused
G- Give thoughtful feedback environment.)
R- Respect others & their thoughts
O- On task all the time MOV---To minimize and prevent
U- Use soft voices misbehavior, house rules/
P- Participate actively standards/guidelines are set before
S- Stay with your group doing the activity.
Rubrics in Participation/Group Activities: KRA 2- (COT: Obj. 4 Manages
POINTS INDICATORS
 10 -Shows eagerness and cooperation to do classroom structure to engage
the task, participate actively, do great help learners, individually or in groups, in
to the group meaningful exploration, discovery,
9 -Shows eagerness and cooperation to do and hands-on activities within a
the task, good followers only range of physical learning
8 -Participated but late, with teacher’s environments.)
Supervision
7 -Activity was done but does not show
eagerness to participate or cooperate MOV---Learners are given time to
6 -No interest in participating in the activities do the activity and let them have a
group presentation afterward.

The VERB Travelogue:

With their respective groups, let them do the

verb travelogue. Give each of the groups a piece of
Manila paper and a Pilot pen. Each group is tasked to jot
down as many action verbs as they can see, think of, and
observe from inside and outside their classroom. Set the
timer for two minutes. When the time is up, compare the
verbs they wrote with the other groups. Cross off any
verbs similar to the other groups. The group with the
most unique and different verbs will be declared the
WINNER.

(Learners are given recognition for the task they have

done and presented)

I. Making generalizations and Ask:

abstractions about the lesson What is a verb? KRA 1- (COT: Obj 3 Applies a
When do we use verbs? range of teaching strategies to
How important is a verb in a sentence? develop critical and creative
thinking, as well as other higher-
order thinking skills.)
 MOV---Learners are given Higher-
order thinking Skills (HOTS)
questions about the lesson.
J. Evaluating learning Let’s Discover…Let’s Do It…

Direction: With your group, complete the KRA 1- (COT: Obj 2 Uses a
statements given to you by finding the correct range of teaching strategies that
letters that correspond to the numbers they enhance learner achievement in
represent. literacy and numeracy skills.)

A B C D E F G H I J K MOV--- Contextualization,
L localization, gender-fair and
1 2 3 4 5 6 7 8 9 10 11 12 integrations across learning areas
like Mathematics and
M N Ň NG O P Q R S T within learning areas like the
U English Alphabet.
13 14 15 16 17 18 19 20 21 22 23

V W X Y Z
24 25 26 27 28
KRA 3- (COT-Obj. 9 Designs,
1. We all had to __ __ __ __ __ and say cheese for selects, organizes, and uses
picture 19 13 9 12 5 diagnostic, formative and summative
2. My mother wants us to __ __ __ __ in a church assessment strategies consistent with
choir. 19 9 14 7 curriculum requirements.)
3. It is so tough to go to __ __ __ __ __ at night
before Christmas. 19 12 5 5 16 MOV--- Perform simplified
4. We will bake a cake, decorate it, then __ __ __ Mathematical equivalent of the
it. 5 1 English Alphabet and Recording is
20 done right away after the
5. Boys in our class always __ __ __ __ basketball presentation to interpret the result of
after class. 16 12 1 25 the learners’ progress.

K. Additional activities for application or Assignment:

remediation Construct 5 sentences using different kinds of verbs.
Write your answers on a half sheet of paper.
 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
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
ELJOHN C. TIMBANGAN
Secondary Teacher I

Checked and Observed by:

JOEL O. ARTILLAGA
Head Teacher II