GRADE 1 to 12 School Macalamcam B National High School Grade Level 7

DAILY LESSON LOG Teacher Jeralli Rose V. Hernandez Learning Area ENGLISH
Teaching Dates and Time September 11-15 2023 Quarter 1st Quarter WK 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 1. Use information presented in an article to infer, to evaluate, and to express critical ideas.
2. Express whether statement is true or false based on what you know.
3. Determine words or expressions in a selection that are similar or opposite.
4. Discuss the features of proverbs and their intended purpose.
5. Observe rules on subject-verb agreement.
A. 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.

B. Performance Standard 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; and
observing correct subject-verb agreement.
C. Learning EN7V-I-a-22: Distinguish between EN7 F-I-a-3.11: Observe the correct EN7LT-Ib-2.2: Explain how the EN7V-I-c-10.2: Use appropriate Enrichment/Remediation
Competency/Objectives slang and colloquial expressions in production of vowel and consonant elements specific to a genre idiomatic expressions in a variety of
Write the LC code for each. conversations sounds, diphthongs, blends, glides, contribute to the theme of a particular basic interpersonal communicative
etc. literary selection situations
EN7V-I-a-22.1: Distinguish
features of colloquial language EN7 F-I-a-3.11.1: Read worlds, EN7LT-Ic-2.2.1: Express
(fillers, contractions, etc.) and phrases, clauses, sentences and appreciation for sensory images used
slang paragraphs using the correct
production of vowel and consonant
sounds, diphthongs, blends and glides
II. CONTENT
Module 1 Module 1 Module 1 Module 1 Enrichment/Remediation
Lesson 1 – Valuing our Elders’ Lesson 1 – Valuing our Elders’ Lesson 2 – Searching for our Lesson 2 – Searching for our
Wisdom Wisdom Beginnings Beginnings

Slang and Colloquial Expressions Critical Vowel and Consonant Sounds: The Origin of This World (Maranao Idiomatic Expressions
[s], [I], [i], and [ʃ] Version)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Page 14 Page 14 Pages 14-15

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 2. Learner’s Materials
pages Pages 11-12 Pages 12-14 Pages 14-16

3. Textbook pages

4. Additional Materials
from Learning
Resource
(LR)portal
B. Other Learning Myths Brainstorming Machine, K to 12 Curriculum G (May, 2016), p.
Resource Retrieved from 148
http://teacher.scholastic.com/wr
Palomar, L. A. & Pimentel, K. R.
itewit/mff/mythmachine.htm
(2016). Interactive English 7.
Philippines: Jemma, Inc.
IV-PROCEDURES
A. Reviewing previous Directions: Acronyms are combination Directions: A tongue twister will Task 1: Sharing Time! Introduction: An idiom is a phrase that
lesson or presenting the of letters and numbers that stand for be posted on the board. Practice it Directions: With your partner, discuss has a different meaning than the literal
new lesson certain words or phrases. They are with a partner, and then be ready some of your answers to the posted meaning of the phrase. The meaning
often used in instant messages, questions and exchange ideas to find of an idiom in the mother tongue and
to read it aloud.
informal emails, and text messages. out how similar or different your culture has a completely different
Which of the common acronyms concepts are. meaning than the literal definition of
the phrase.

Task 1: L1 Idiom!
Directions: Every language and culture
have its own set of idioms, and the
Filipinos have their own as well. Look
at the example Filipino idiom below
and try to give its literal English
translation.

below do you know?

B. Establishing a purpose Task 2: We Slang! Directions: With a Task 2: L1 Please! (Pampilipit Dila) Task 2: Word Webs
for the lesson partner, study the Tagalog slangs Directions: Try to think of any tongue Directions: In triad, you will
below. Write the meaning, then be twisters in Filipino. Have a go at accomplish the task in soliciting
ready to give an example scenario in saying them yourself possible words you could associate
using it. with the following:

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C. Presenting Task 3: Pair Up! Directions: Study the Task 3: Locate, Reflect & Evaluate! Task 2: Idioms in Conversations!
examples/Instances of examples below and give three more You will accomplish the worksheet by Directions: Study the following
the new lesson pairs to complete the table. You may pair lines below. Then, be ready to
use a dictionary for this task.
answer the questions.
D. Discussing new Task 4: Talk Now! Directions: With a Task 3: Read it Aloud! Directions: You
concepts and practicing partner, make a list of the will be assigned to each paragraph of
new skills # 1 different people (or types of the short article. Some volunteers will
people) you interact with read it aloud while some of you will
regularly. Describe how you follow the reading quietly.
normally talk to those people
E. Discussing new Discussing the slang and colloquial Task 3: Pinoy Idioms!
concepts and practicing words. Directions: Idioms also display the
new skills # 2 culture of a certain group of people. In
the list below, give the meaning of the
popular Filipino idioms.
F. Developing mastery Task 4: Listen Well! Directions: Task 4: Reflect! Directions: You will Task 4: Short Skit!
(leads to Formative Identify sounds that you found difficult reflect on the following series of Directions: Create a skit that
Assessment 3) to produce. Write the words on the questions: demonstrates how a misinterpreted
board. idiom could cause some funny or
disastrous results. For example, a
doctor in an operating room asking for
"a hand"?
G. Finding practical  Task 5: Impromptu Dialogue Game  Task 5: Know the Sound! Directions: Task 5: M.I. Time! With your Multiple Task 6: The Book of Idioms!
application of concepts You will be separated into groups. The You will categorize the listed words Intelligence group, you will A publishing house is interested in
and skills in daily living teacher will bring out the paper bag according to the following critical accomplish the given task cards publishing a book about the most
filled with paper slips from the vowel and consonant sounds. below: common idioms that appear in
Scenario Worksheet. language nowadays. Your team has
been commissioned to do the research
and the writing for that book.
Each member of your team must
choose an idiom, research its origin,
and write a story about it. All the
stories from the different team
members will be compiled to make the
Book of Idioms. Remember to select
popular idioms, such as those you
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 read most often in stories, or used in
media, etc. Read the example story of
the origin of the idiom cold shoulder.
H. Making generalizations Task 7: Fill it! Directions: Fill in each
and abstractions about blank with the word that will make
the lesson each sentence correct. Then, read the
following sentences aloud.
I. Evaluating learning Prepare for a quiz Study the next lesson Directions: Based on the selection,
determine whether each statement is
true (T) or false (F).
J. Additional activities for
application or
remediation
IV. REMARKS

V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
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

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 teachers?

Prepared by: Noted:

JERALLI ROSE V. HERNANDEZ EDWIN A. CABANIG

Teacher III Teacher -In- Charge