School: Kibawe National High School- Poblacion Campus Grade Level: 7

GRADES 1 to 12 Teacher: Junalyn M. Algones Learning Area: ENGLISH

DAILY LESSON Teaching
LOG Dates and
Time: Quarter: FIRST
MONDA TUESDA WEDNESDAY THURSDAY FRIDAY
Y Y
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: . The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and cohesive
devices in presenting information.
B. Performance Standards: The learner transfers learning by composing and delivering a persuasive speech based on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behavior.

C. Learning EN8V-Ie-4:Use appropriate strategies EN8SS-Id-1.5.1: EN8G-Ia-8: Use appropriate cohesive

Competencies/Objectives in unlocking the meaning of unfamiliar Skim to determine key ideas devices in composing an informative
: words EN8SS-Ie-7: speech.
Write the LC Code for Use the appropriate reading style (scanning,
each S skimming, speed reading, intensive
T reading) for one‟s purpose
U
II. CONTENT D Searching For Knowledge
Skimming
Cohesive Devices (Transitional Words and
N E Unlocking Difficulties Phrases)
III. LEARNING O N
RESOURCES T
A. References S
1. Teacher’s Guide Pages C ‘
2. Learner’s Materials L O
Pages A R
3. Textbook Pages S I
4. Additional Materials S E K to 12 Curriculum Guide (May, 2016) p. K to 12 Curriculum Guide (May, 2016) p. 175 K to 12 Curriculum Guide (May, 2016) p. 175
from Learning N 175
Resource (LR) portal (HOL T
B. Other Learning .
IDAY www.enhancemyvocabulary.com/ http://www.howtolearn.com/tag/httpwww- http://www.wordsearchfun.com/
Resources
A improve-expand-vocabulary.html 3.
) T howtolearncom201302skimming-and- 188085_
scanning-two-important-strategies-for- transition_word_search_wordsearc
I
O speedingup-your- h.html 3
MONDA N
TUESDA WEDNESDAY THURSDAY FRIDAY
Y Y
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous RECALL & TELL REVIEW REVIEW
Lesson or Presenting the Ask the students about their learnings in The teacher will ask the students to have a short recap The teacher will ask the students to have a
New Lesson their English 7. regarding the previous topic. short recap regarding the previous topic.

B. Establishing a Purpose UNSCRAMBLE GAME Introduce the text and let the students scan the text. Post the following 3 sentence strips up on
for the Lesson The teacher will post scrambled letters on the board.
the board. The students will arrange o Marty saw the puppy.
the letters to form a word, right after the o He recognized it.
teacher gave its meaning.
o He picked it up
Give 3 student volunteers three cards with
3 transition words on them (First, Then,
After that). Tell students that the
transition words on the cards will help
them put the sentences in the correct
order: First, Marty saw the puppy. Then he
recognized it. After that, he picked it up.
C. Presenting CONTEXTUAL CLUES
Examples/Instances of The teacher will give a 5 item vocabulary
the Lesson quiz and the students will choose the
letter of the group of words that can
replace the word in bold in
each sentence.
D. Discussing New HAVE YOUR OWN DICTIONARY DISCUSSION:
Concepts and Practicing Read the words and look up their The teacher will discuss the topic
New Skills #1 meanings in the dictionary. Then, read the
passage carefully. Fill in the blanks with .
the appropriate words from the box. Use
each word once only.

E. Discussing New DISCUSSION: The teacher will elaborate the process of skimming.
Concepts and Practicing The teacher will discuss the different
New Skills #2 strategies used in unlocking the
unfamiliar
words used in the given activities.
F. Developing Mastery VOCABULARY GUESSING
(Leads to Formative The teacher will provide words and let
Assessment 3) the students choose the correct meaning
using the strategies discussed.

G. Finding Practical GENERATING IDEAS GENERATING IDEAS Pen and Paper

Applications of Concepts Ask: Ask: Circle the letter that correctly identifies
and Skills in Daily 1. How are these strategies helpful 1. What two main topics are covered in the the nature of the underlined transition in
Living in understanding what you have Table of Contents?
read? each of the following sentences.
2. What does the title of Part I suggest?
3. Which decade of the Filipino youth is the
most fashionable?
4. In which decade of the Filipino youth were
you born?
5. What does the title of Part II suggest?

H. Making Generalizations The students will summarize the key Ask the students to share what they observed
and Abstractions about takeaways from the activity. Reiterate the during their skimming exercise and write their
the Lesson importance of context clues in enhancing findings on the board.
reading comprehension and vocabulary
development. Encourage students to
continue practicing this skill in their
reading assignments.
 I. Evaluating Learning Unscramble the jumbled letters to form an Use this information about the Frimsborough Paper and Pencil Test. ( MULTIPLE
appropriate word that will complete County library to answer the questions in the CHOICE)
the sentence. level A and B quizzes:

J. Additional Activities for

Application or
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?