School: Carmen Integrated School Grade Level: 7

GRADES 1 to 12 Teacher: Gracel Mae V. Espinoza Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and WEEK 2
Quarter: 3RD QUARTER
Time: December 16-20, 2024

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE: December 16, 2024 December 17, 2024 December 18, 2024 December 19, 2024 December 20, 2024
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text
skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s
purpose, context, and target audience.
B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
Standard based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
C. Learning Learning Competency
Competencies /
Objectives EN7INF-III-4 Extract significant information.
EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts.
EN7INF-III-8 Draw inferences and conclusions to formulate sound judgment:
 author’s purpose and meaning
 target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
EN7INF-III-11 Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, and
summarizing
D. CONTENT  Drawing inferences about the author’s purpose and target audience
Catch-Up Friday
 Analyzing real-world issues presented
 Analyzing how textual evidence supports arguments by summarizing, paraphrasing, and quoting
 Analyzing how non-linear texts summarize and/or represent information
 Synthesizing significant information
E. INTEGRATION Local, regional, and national
celebrations/holidays SDG 10.
Reduced Inequalities
SDG 16. Peace, Justice, and Strong Institutions
II. LEARNING RESOURCES
A. References ENGLISH 7 MATATAG LESSON EXEMPLAR
IV. TEACHING AND LEARNING PROCEDURES
A. Reviewing Short Review Short Review
previous lesson The teacher will Ask students to read the
or presenting the conduct a review short text about
new lesson and lesson renewable energy and
generalization. answer the questions that
follow.

Note: After reading the

short passage the
teacher can discuss the
questions to the students.
B. Establishing a Have the students work
purpose for the in pairs or small groups.
lesson Ask them to read the
short passage and
answer the questions.

Note: Facilitate a class

discussion where each
group shares their work.
What clues did they find
that support their
interpretation of the
author's purpose?
C. Presenting The teacher will conduct an
Examples/Instanc activity Unlocking
es of new lesson Content Vocabulary
(Match the following
vocabulary words from the
text with their definitions)
D. Discussing new The teacher will do lesson
concepts and introduction about
practicing new understanding the
skills #1 author's purpose and
intention.

E. Discussing new Activity 1. Have

concepts and students read a text
practicing new skills and draw inferences
#2-- about the author's
purpose and target
audience based on
textual clues. Also, have
them analyze the
information presented
in a text about a real-
world issue (ocean
acidification).

Text: Our Oceans in

Peril: The Silent
Threat of Acidification

F. Developing Activity 2. Analyzing Real-

mastery World Issues.
Directions: Choose one of the
(Leads to
following graphic organizers to
Formative help you analyze the previous
Assessment) text (Our Oceans in Peril: The
Silent Threat of Acidification)
and its connection to the world
around us.
G. Finding practical Activity 3. Decoding
applications of Author’s Message.
concepts and
Ask students to read a short
skills in daily expository text about artificial
living intelligence. Guide them
through identifying clues within
the text that reveal the author's
purpose (inform, persuade,
entertain).
H. Making In this activity, the
generalizations learners will draw the
and abstractions given following emojis
 about the lesson that represent how you
feel about each
statement.
Next activity will be their
reflection of learning.
I. Evaluating The teacher will conduct The teacher will conduct a (The conduct of assessment
Learning an assessment of the formative assessment. (10-item will be on next week.)
discussed lesson from test)
the last week.
A. Multiple Choice
(Structures of A. Expository Text Structure.
Expository Text) Identify what is asked in each of
B. Identification the following
(Transition items. Encircle the letter that
Markers) corresponds to the correct
answer.

B. Transition Markers: Complete

each sentence by filling in the
blanks with the correct transition
marker. Choose your answers
from the box.
J. Additional
activities for
application and
remediation
V. Remarks Note observations on any of the Effective Practices Problems Encountered
following areas:
strategies explored

materials used

learner engagement/
interaction

others
VI. TEACHER’S REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
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
this work?
F. What difficulties
did I encountered
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: Checked and verified by:

GRACEL MAE V. ESPINOZA BENNY M. CUADRADO

English 7 Subject Teacher MT-I/ JHS Coordinator

Noted by:

FREDDIE Q. MAGLASANG
MT-II/School Head