School MABILBILA INTEGRATED SCHOOL Grade Level 7

GRADES 1 to 12 Teacher MARIBETH B. BISTA Learning Area English

DAILY LESSON LOG Week 1 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards 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 o

B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate
subject-verb agreement
C. Learning EN7VC-I-a-8: Use structural
Competencies/Objectives analysis to determine the meaning
of unfamiliar words or
Write the LC code for expressions from the material
each viewed
EN7LT-I-a-1 Discover literature
as a means of connecting to a
significant past
EN7LT-I-a-2.1: Identify the
distinguishing features of
proverbs, myths, and legend
EN7F-I-a-3.11: Observe the
correct production of vowel and
consonant sounds, diphthongs,
blends, glides, etc.
EN7RC-I-a-7: Use the
appropriate reading style
(scanning, skimming, speed
reading, intensive reading etc.) for
one’s purpose
II. CONTENT Module 1- Lesson 1
Searching for My
Beginnings
“Words of Wisdom”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
EN7F-I-a-3.11: Observe the correct
production of vowel and consonant
sounds, diphthongs, blends, glides,
etc.
EN7F-I-a-3.11.1: Read words
phrases, clauses, sentences and
paragraphs using the correct
production of vowel and consonant
sounds, diphthongs, blends and
glides
EN7RC-I-a-7: Use the appropriate
reading style (scanning, skimming,
speed reading, intensive reading
etc.) for one’s purpose
Module 1- Lesson 1
Searching for My Beginnings
“Stress, Ditphongs, Glide,
Blend”
EN7LC-I-a-5: Recognize prosodic
features: volume, projection, pitch,
stress, intonation, juncture, and
speech rate that serve as carriers of
meaning.
EN7V-I-a-22.1: Distinguish
features of colloquial language
(fillers, contractions, etc.) and
slang
EN7LT-I-a-2.1: Identify the
distinguishing features of
proverbs, myths, and legends
Module 1- Lesson 1:
Searching for My Beginnings
“Colloquial language &
Slang”
EN7G-I-a-11: Observe correct ICL
subject-verb agreement
EN7WC-I-a-4: Distinguish
between oral and written
language use
EN7WC-I-a-4.1: Recognize the
common purposes for writing
EN7LT-I-a-2.1: Identify the
distinguishing features of
proverbs, myths, and legend
Module 1- Lesson 1:
Searching for My Beginnings
“Subject-Verb Agreement”
 pages
2. Learner’s Material Pp12-39 Pp 12-39 P12-39 P12-39
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Laptop, television, summative test notebook, pictures
IV. PROCEDURES
A. Reviewing previous Initial Task: The Philippines Review on proverbs and its Review on stress, dipthongs, Review on colloquial and slang
lesson or presenting the during the Pre-Colonial Period categories glides, and blends through activity
new lesson pp.12-15

Let the students view the different

painting presented and let them
describe the kind of life the
Filipinos had during the Pre-
Colonial Period
B. Establishing a purpose for Defining proverb and its
the lesson categories
C. Presenting Let the students work on Task 4:
examples/instances of the Puzzle Me No More pp.16-17
new lesson
Defining stress, phonetics,
dipthongs, and semivowels
Reading on the text about stress
and its definition
Read the real-life dialogue
between John and Jerry.
Answer the process questions:
1. What did the two boys talk
about?
2. How are they related to one
another? How do you know?
3. What can you say about the
underlined words in the dialogues?
How do we call them?
4. What are the two spoken forms
of language used by people in
everyday speech?
5. What is the difference between
these two forms of expressions?
Identify the agreement of subject and
verb.
Task 13: Language Connections
Discuss the rules on Subject-Verb
Agreement
Providing examples of sentences on
the provided rules of subject-verb
Task 13.2. More of Verbs.
Read the following proverbs and
choose the correct form of the verb
inside the parentheses
1. A stitch in time (saves, save) nine.
2. Noisy is the can that (contains,
contain) nothing.
3. He who speaks too much (works,
work) too little.
4. A desperate person (holds, hold) on
to a knife edge.
5. Whatever you (does, do) think about
it seven times.
D. Discussing new concepts Let the students work on Task 5: Providing examples on stress, Defining colloquial language and Do Task 14: Writing for a Purpose
and practicing new skills Sounds of Language on p17. phonetics, dipthongs and slang.
#1 semivowels.

E. Discussing new concepts The students read the selection
and practicing new skills “Words of Wisdom.”
#2 Discuss the content of the
selection read
The students read the sentences Discuss the purpose of a written text:
read the given sentences using a. to entertain
the appropriate stress on the b. to inform
italicized words. c. to persuade
1. He is my friend.
2. He is my friend.
3. He is my friend.
4. He is my friend.
5. He is my friend?
6. He is my friend.
Discuss on the feeling/purpose of
each sentence.

F. Developing mastery The learners will answer the Read the following sentences Give the slang equivalent of the Read the selections on page 33 of
(Leads to Formative TRUE or FALSE activity in their using rising intonation. following colloquial expressions. your book and identify he purpose of
Assessment 3) notebook. 1. This is yours Colloquial Slang the author
2. Liza is your friend  How are *What’s up!
3. Thank you you doing?
4. I need bananas, mangoes *Doing
5. He is handsome *Relaxing
*Go there
What is the speaker’s *Have fun
purpose/feeling when it is spoken *Really tired
with rising intonation? How about
if spoken with falling intonation?
G. Finding practical Why do we need to observe
applications of concepts proper stress in delivering our
and skills in daily living words?
H. Making generalizations What is the origin of proverb? What is stress?
and abstractions about
the lesson
I. Evaluating learning Individual output. Noting the answers of the Divide the class into two groups Task 15: Proverbs on Parade
Write at least five original learners. with one representative. As a strip *Choose your favourite proverb and
proverbs of the Ilocanos of proverb is flashed, the group will write it in big, bold letters in one-eight
read and memorize. illustration board. Consider having
Afterwhich , a picture shall be appropriate and colourful design on it.
shown, the group will recite the *In a group of ten, go around the
 proverb (in original language) that classroom while showing your proverb
is related to the picture shown and to everyone
will interpret it. *On your seats, explain the meaning of
your proverb in five to ten sentences in
your notebook.
*One by one, explain the meaning of
your proverb orally without treading
what you wrote in your notebook.
J. Additional activities for Task 18: The Elder’s Cane
application or remediation Follow the guidelines as you do your
illustration and oral presentation
V. REMARKS
VI. 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
teachers?
 Prepared by:
MARIBETH B. BISTA Checked by: LEILANI NAVARRO
Subject Teacher Head Teacher, Bantay NHS

GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 2 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards 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

B. Performance Standards 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-dependen

C. Learning EN7VC-I-b-8: Use structural analysis
Competencies/Objective to determine the meaning of
s unfamiliar words or expressions from
Write the LC code for each the material viewed
EN7LT-I-b-1: Discover literature
as a means of connecting to a
significant past
EN7SS-I-b-1.5.1: Skim for major
ideas using headings as guide
EN7V-I-b-22.1: Distinguish features
of colloquial language (fillers,
contractions, etc.)and slang
EN7LT-I-a-2.1: Identify the
distinguishing features of
proverbs, myths, and legends
EN7LT-I-b-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection
EN7LC-I-b-5.1: Listen for
important points signalled by
volume, projection, pitch, stress,
intonation, juncture,
and rate of speech
EN7G-I-b-11: Observe correct
subject-verb agreement
EN7WC-I-b-4.2: Differentiate literary ICL
writing from academic writing
EN7OL-I-b1.14: Use appropriate
prosodic features of speech like pitch,
stress, juncture, intonation, volume
and projection and rate/speed of
speech in differing oral communication
situations
EN7OL-I-b-1.14.2: Observe the correct
pitch levels (high, medium, low) when
reading lines of poetry, sample sentences
and paragraphs

II. CONTENT Lesson 2: Recalling My Lesson 2: Recalling My

Ancestors’ Beliefs Ancestors’ Beliefs
III. LEARNING
 RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages PP 41-68 Pp41-68 P13-15 Pp41-68
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Tv, laptop, downloaded pictures Tv. Laptop, downloaded Tv, Laptop Tv, laptop
text/picture
IV. PROCEDURES
A. Reviewing previous Do the Initial Task: Four-in-One. Review on the text read Review on the rule discussed on
lesson or presenting the new View the following drawings. Then subject-verb agreement
lesson complete the two words given
below using the four-in-one
pictures and consonants.
c r t n

s y
Process Questions:
1. Which picture is a symbol of
Maranaw art and is believed to be
a symbol of good fortune?
2. Which one shows a
mischievous little creature that is
believed by Maranaw people to
have magical powers?
3. Which one is believed as the
great Being?
4. How about you? Do you believe
in a Supreme Being? Why?

B. Establishing a purpose for View the painting of Fernando

the lesson Amorsolo. Fill out the chart in the
book on page 43 based on the
guide questions provided.
C. Presenting Let the learners understand the
examples/instances of the new meaning of some unfamiliar words
lesson found in the text to be read.
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
Reading of the selection “The
Origin of the World (Maranaw)
Discuss the text read
Answer the process question of
the text read.
Noting the answers of the learners.
Identify the features of myth, Discuss the presented rule on
legend subject-verb agreement
Study the examples of myth,
and legend
*The Legend of Maria
Makiling”,
Do Task 18. 3 Complete Me Now.
Read and analyse the given
sentences, and write the correct
form of the verb in your notebook.
Use the word in parentheses as
your guide.
1. There (be) ___ animals in the
mountain.
2. (Do) ___ animals protect Maria
Makiling?
3. The trees and the flowers
(protect) the animals in the
mountain.
4. Here (be) ____ a dangerous
beast taken from the mountain.
5. The people and the animals (be)
___ all scared of her.
Giving more board activities on Task 19. Ancestral Recall
subject-verb agreement Divide the class into five groups
and let each group do the following
activities
Group 1 Slo-Tations
Group 2 Challenge for the Future
Group 3Believe Me Please
Group 4 Time Travel to the Past
Group 5 Ancient Billboard
 application or remediation
V. REMARKS
VI. 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 teachers?
Prepared by:
MARIBETH B. BISTA
Subject Teacher
 GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 3 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content 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 sp
Standards
B. Performance Standards 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; produci

C. Learning EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-2.2.1: EN7G-I-c-11: ICL

Competencies/Objectives Give the meaning of Use appropriate Express Observe correct
given signs and idiomatic appreciation for subject-verb
symbols (road expressions in a sensory images agreement
signs, prohibited variety of basic used EN7OL-I-c-
signs, etc.) interpersonal EN7RC-I-c-7.1: 1.14.2: Observe
EN7RC-I-c-7.1: communicative Read intensively the correct pitch
Read intensively situation to find answers to levels (high,
to find answers to EN7WC-I-c-4.2: specific questions medium, low) when
specific questions Differentiate literary EN7V-I-c-10.2: reading lines of
EN7LT-I-c-1: writing from Use appropriate poetry, sample
Discover literature academic writing idiomatic sentences and
as a means of expressions in a paragraphs
connecting to a variety of basic EN7WC-I-c-4.2:
significant past interpersonal Differentiate literary
EN7LT-I-c-2.2.1: communicative writing from
Express situation academic writing
appreciation for
sensory images
used

II. CONTENT Lesson 3: Connecting to My Past

III. LEARNING Laptop, images, manila paper, illustration board, paper, pencil, formative test notebook, summative test notebook,
RESOURCES
A. References
1. Teacher’s Guide pages
 2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in
daily living
H. Making generalizations and
Pp69-86
Laptop, images, manila paper, illustration board, paper, pencil, summative test notebook,
Instruct the class to read the
Introduction for them to get an
overview of where they are
headed to and for them to be
aware of the desired result
Let the students do Task 1: Let’s
Connect
Task 2: Connected on the Road
Show the pictures of Lam-ang,
Bantugan, Aliguyon and Tuwaang.
Let the students identify from
which tribe does each tribe belong
Provide a short information about
epics
Reading of the text “The Good
Prince Bantugan”
Answering of the questions about
the text read and also the process
question
Pp68-86
Invite the class to read the
sentences derived from the
epic, “The Good Prince
Bantugan”
-backseat driver
-my way or the highway
-missed the boat
-hit the road
Defining of idiom and its uses
Have the class look for other
idioms
Let them use in sentences
Pp 68-86
Review on the meaning of idiom
and the idiom used
Checking of assignment
Task 9: Graphical Connection Do Task 11: Language
Connections
Discuss another rule on s-v
agreement
Let the students interpret graphs Do Task 12: Like a Road
and tables
Have them read the data in the
table then process the activity by
asking the questions and allow
them to do the required tasks
 abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
Noting on the answers of the Encourage the class to analyse the Noting on the answers of the
learners data and in choosing appropriate learners
graph. Encourage them to use
colors and other shapes in plotting
data
Assignment:
Look for other idiomatic
expressions. Provide their
meaning and use them in
sentences

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 teachers?
Prepared by:
MARIBETH B. BISTA
 Subject Teacher

GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 4 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
Standards ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
B. Performance Standards 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; produci

C. Learning EN7WC-I-d-4.3: N7V-I-d-10.2: EN7VC-I-d-6: EN7OL-I-d- ICL

Competencies/Objectives Identify basic Use appropriate Identify the genre 1.14.3: Use the
features and kinds idiomatic of a material viewed correct stress
Write the LC code for each
of paragraph expressions in a (such as movie clip, (primary,
EN7RC-I-d-7.1: variety of basic trailer, news flash, secondary, tertiary
Read intensively interpersonal internet-based and weak) when
to find answers to communicative program, reading passages
specific questions situations documentary, video EN7LT-I-d-1:
Discover literature
as a means of
connecting to a
significant past.
EN7LT-I-d-2.2.2:
Explain the literary
devices used
EN7LC-I-d-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
 and rate of speech
that affect meaning
III. CONTENT

III. LEARNING Laptop, images, manila paper, illustration board, paper, pencil, formative test notebook, summative test notebook,
RESOURCES
K. References
1. Teacher’s Guide pages
3. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review on the past lesson Review on the kinds of Ask the learners to provide Review on what was discussed the
lesson or presenting the new discussed paragraphs and its Family Tree of his/her family yesterday.
lesson features
L. Establishing a purpose for Ask the learners their idea on
the lesson the poster found in their book on
page 89
M. Presenting Let the students watch short clip
examples/instances of the from the internet
new lesson
N. Discussing new concepts Discuss the basic features of a Do Task 7: Stress it Out!
and practicing new skills #1 paragraph and its kinds

O. Discussing new concepts Read the selection “A Tale of

and practicing new skills #2 Marinduque.”

P. Developing mastery
(Leads to Formative
Assessment 3)
Q. Finding practical applications
of concepts and skills in
Do Task 13: Connected to the Let the students work on
Rules the Final Task which is to
create a flipbook of the
heroes or characters from
the literary pieces
discussed in class.
1.What is the difference Answer the process question of the
between the two clips? selection read
2. Where and when do we
usually see these clips?
3. What is the purpose of each?
4. Do you know how to make
one?
 daily living
R. Making generalizations and
abstractions about the
lesson
S. Evaluating learning Checking on the output of the Presentation of output Do Task 6: Differing views Do Task 9: Stressed!
learners Rubrics:
Creativity
Organization
Presentation
Language, Mechanics &
Convention
T. Additional activities for
application or remediation
V. REMARKS
VI. 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 teachers?
Prepared by:
 MARIBETH B. BISTA
Subject Teacher

GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 5 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
Standards ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
B. Performance Standards 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; produci

C. Learning EN7G-I-e-11: EN7RC-I-e-2.15: EN7LT-I-e-1: EN7RC-I-e-2.15: ICL

Competencies/Objectives Observe correct Use non-linear Discover literature Use non-linear
subject-verb visuals as as a means of visuals as
Write the LC code for each
agreement comprehensive aids connecting to a comprehensive aids
EN7WC-I-e-2.8.1: in content text significant past in content texts
Recognize the parts N7V-I-e-22.2: EN7LT-I-e-2.2.2: EN7SS-I-e-1.2:
of a simple Select an Explain the literary Transcode orally
paragraph appropriate devices used and in writing the
colloquial or information
idiomatic word or presented in
expression as a diagrams, charts,
substitute for table, graphs, etc
another word or
expression
IV. CONTENT Lesson 5: Valuing My Elders’ Wisdom
III. LEARNING
RESOURCES
U. References
1. Teacher’s Guide pages
 4. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review on the selection read Reading of the introduction Review on the previous lesson Review on the previous lesson
lesson or presenting the new of the new lesson discussed discussed
lesson
B. Establishing a purpose for Do Task 11: Language Let the students identify
the lesson Connections the meaning of the images
presented in the book on
page 102
C. Presenting Discuss another rule on s-v Ask the learners if they still Defining myth
examples/instances of the agreement have with them their
new lesson grandparents and how do
they treat them
D. Discussing new concepts Do Task 3: Wisdom that Reading of the selection “Why
and practicing new skills #1 Lingers There is High Tide During Full
Moon”
E. Discussing new concepts
and practicing new skills #2

F. Developing mastery Do Task 12: Create a two- Do task 5: Moon vs Tide

(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
paragraph story derived from a
Tale of Marinduque. Apply the
rules on s-v agreement
Evaluating the output of the
Let the students think of
words which they can What
associate with the moon
Who Where
and with the tide. Let them
Title
write their answers on the
When Why
provided boxes
Evaluating the output of Divide the class into 3 groups Presentation of output on the
 learners the learners and let each group do the activity provided
following activities
Group 1 High Phase
Group 2 Valuable Phase
Group 3 True to Life Phase

J. Additional activities for

application or remediation
V. REMARKS
VI. 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 teachers?
Prepared by:
MARIBETH B. BISTA
Subject Teacher
 GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 6 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content 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 sp
Standards
B. Performance Standards 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; produci

C. Learning EN7OL-I-f- EN7V-I-f-22.2: EN7G-I-f-11: EN7WC-I-f-2.8.1: ICL

Competencies/Objectives 1.14.4: Use the Select an Observe correct Recognize the parts
rising intonation appropriate subject-verb of a simple
Write the LC code for each
pattern with Yes No and tag colloquial or agreement paragraph
questions; the rising-falling idiomatic word or
intonation with information seeking expression as a
questions, option questions and substitute for
with statements another word or
expression
EN7G-I-f-11:
Observe correct
subject-verb
agreement
II.CONTENT Lesson 5: Valuing My Elders’ Wisdom
III. LEARNING
RESOURCES
V. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
 3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review on the previous lesson Recall the definition of Recall on the s-v rules
lesson or presenting the new idioms discussed already
lesson
B. Establishing a purpose for Defining Stress and Intonation
the lesson
C. Presenting Presenting the activities of
examples/instances of the Intonation and Stress through
new lesson the following tasks:
Task 9.1: High Time
Task 9.2: Highlight
Task 9.3: High Wanes
Task 9.3.1: High Chat

D. Discussing new concepts Do Task 10: Once in a Blue Discuss another s-v rule Discuss the steps in writing a
and practicing new skills #1 Moon paragraph

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery Provide activities on Intonation Do Task 10.1: Idiom Do Task 11.2. Brighten Up Let the students write a paragraph
(Leads to Formative and Stress Immersion based from the provided sentences
Assessment 3) formed in the organizer
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning Evaluating the output of Provide more board work Evaluating the output of the
the learners activities on the s-v rule learners
J. Additional activities for
application or remediation
V. REMARKS
 VI. 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 teachers?
Prepared by:
MARIBETH B. BISTA
Subject Teacher

GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 7 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

 I. OBJECTIVES
A. Content 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 sp
Standards
B. Performance Standards 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; produci

C. Learning EN7OL-I-f- EN7V-I-f-22.2: EN7G-I-f-11: EN7WC-I-f-2.8.1: ICL

Competencies/Objectives 1.14.4: Use the Select an Observe correct Recognize the parts
rising intonation appropriate subject-verb of a simple
Write the LC code for each
pattern with Yes No and tag colloquial or agreement paragraph
questions; the rising-falling idiomatic word or
intonation with information seeking expression as a
questions, option questions and substitute for
with statements another word or
expression
EN7G-I-f-11:
Observe correct
subject-verb
agreement
II.CONTENT Lesson 5: Valuing My Elders’ Wisdom
III. LEARNING
RESOURCES
W. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review on the previous lesson Recall the definition of Recall on the s-v rules
lesson or presenting the new idioms discussed already
lesson
B. Establishing a purpose for Defining Stress and Intonation
the lesson
C. Presenting Presenting the activities of
examples/instances of the Intonation and Stress through
new lesson the following tasks:
Task 9.1: High Time
Task 9.2: Highlight
 Task 9.3: High Wanes
Task 9.3.1: High Chat

D. Discussing new concepts Do Task 10: Once in a Blue Discuss another s-v rule Discuss the steps in writing a
and practicing new skills #1 Moon paragraph

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery Provide activities on Intonation Do Task 10.1: Idiom Do Task 11.2. Brighten Up Let the students write a paragraph
(Leads to Formative and Stress Immersion based from the provided sentences
Assessment 3) formed in the organizer
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning Evaluating the output of Provide more board work Evaluating the output of the
the learners activities on the s-v rule learners
J. Additional activities for
application or remediation
V. REMARKS
VI. 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 teachers?
Prepared by:
MARIBETH B. BISTA
Subject Teacher

GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Week 8 Quarter First
Teaching Dates and Time

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content 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 sp
Standards
B. Performance Standards 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; produci

C. Learning EN7VC-I-g-9: EN7SS-I-g-1.2: EN7SS-I-g-1.2: EN7V-I-g-22.3: ICL

Competencies/Objectives
Write the LC code for each
Organize information from a Give the meaning of Give the meaning of Explain the predominance of
material viewed given signs and symbols given signs and colloquial and idiomatic expressions in
EN7LT-I-g-1: (road signs, prohibited, etc symbols (road oral communication
Discover literature as a means of EN7LT-I-g-2.3: signs, prohibited EN7VC-I-g-9:
connecting to a significant past Draw similarities and EN7LC-I-g-5.1: Organize information from a
differences of the featured Listen for important material viewed
selections in relation to the points signaled by
theme volume, projection,

II.CONTENT
III. LEARNING
RESOURCES
X. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
Lesson 6: Celebrating My Heroes’ Beliefs
Do Task 1: Proud to be a Hero!
Let the students identify the
pictures of heroes
Let the students share the
things they know of the heroes
presented to them
Do Task 2: The People’s Hero
Find out what unique qualities
are shown in the following
lines:
“Change should start from
within. It doesn’t have to be
big or glamorous. It doesn’t
EN7LT-I-g-1: pitch, stress,
Discover literature as a EN7VC-I-g-9:
means of connecting to a Organize
significant past information from a
material viewed
Let the learners share their Review on the lesson discussed Review on the definition of idiom
own personal hero.
Let the learners identify
the meaning of some of
the unfamiliar terms
-haunt
-havoc
-zeal
-scourge
-exhausted
Recall the meaning of an Identify the meaning of idioms.
epic a. take heart
Reading the selection b. at the drop of a hat
“Indarapatra and c. came off with flying colors
Sulayman” d. far and wide
d. scare you to death

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation who scored
have to be published. Even the
smallest and simplest things
we do make things better
around us is a start of greater
things.”
“Cooperation and unity are
keys to make significant change
happen.”
Answer the following Challenge
Questions. Organize the
student’s answer in the graphic
organizer.
Sharing of answers
Identify the characters and
important events of the
selection read.
Answering the process
questions
Noting on the answers of
the learners
Use the given idiomatic
expressions in sentences
Group the learners into five (5) Provide the appropriate idiomatic
Each group will have a task to expression to complete the
accomplish meaning of the sentences on page
Group 1 Story Board of the 134 of the book
Heroes
Group 2 Quest Map
Group 3 The Adventures of
King Indarapatra and Sulayman
Group 4 A Hero’s Tribute
Group 5 The Award for Best
Hero Goes to …
Presentation of output Checking of answers
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 teachers?
Prepared by:
MARIBETH B. BISTA
Subject Teacher
 GRADES 1 to 12 School MABILBILA INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher MARIBETH B. BISTA Learning Area English
Teaching Dates and Time Week 9 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content 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 sp
Standards
B. Performance Standards 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; produci

C. Learning EN7VC-I-g-9: EN7SS-I-g-1.2: EN7SS-I-g-1.2: EN7V-I-g-22.3: ICL

Competencies/Objectives Organize information from a Give the meaning of Give the meaning of Explain the predominance of
material viewed given signs and symbols given signs and colloquial and idiomatic expressions in
Write the LC code for each
EN7LT-I-g-1: (road signs, prohibited, etc symbols (road oral communication
Discover literature as a means of EN7LT-I-g-2.3: signs, prohibited EN7VC-I-g-9:
connecting to a significant past Draw similarities and EN7LC-I-g-5.1: Organize information from a
differences of the featured Listen for important material viewed
selections in relation to the points signaled by
theme volume, projection,
EN7LT-I-g-1: pitch, stress,
Discover literature as a EN7VC-I-g-9:
means of connecting to a Organize
significant past information from a
material viewed
II.CONTENT Lesson 6: Celebrating My Heroes’ Beliefs
III. LEARNING
RESOURCES
Y. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
 (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Do Task 1: Proud to be a Hero!
Let the students identify the
pictures of heroes
Let the students share the
things they know of the heroes
presented to them
Do Task 2: The People’s Hero
Find out what unique qualities
are shown in the following
lines:
“Change should start from
within. It doesn’t have to be
big or glamorous. It doesn’t
have to be published. Even the
smallest and simplest things
we do make things better
around us is a start of greater
things.”
“Cooperation and unity are
keys to make significant change
happen.”
Answer the following Challenge
Questions. Organize the
student’s answer in the graphic
Let the learners share their Review on the lesson discussed Review on the definition of idiom
own personal hero.
Let the learners identify
the meaning of some of
the unfamiliar terms
-haunt
-havoc
-zeal
-scourge
-exhausted
Recall the meaning of an Identify the meaning of idioms.
epic a. take heart
Reading the selection b. at the drop of a hat
“Indarapatra and c. came off with flying colors
Sulayman” d. far and wide
d. scare you to death
Use the given idiomatic
expressions in sentences
Identify the characters and
important events of the
selection read.
Answering the process Group the learners into five (5) Provide the appropriate idiomatic
questions Each group will have a task to expression to complete the
accomplish meaning of the sentences on page
 organizer. Group 1 Story Board of the 134 of the book
Heroes
Group 2 Quest Map
Group 3 The Adventures of
King Indarapatra and Sulayman
Group 4 A Hero’s Tribute
Group 5 The Award for Best
Hero Goes to …
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning Sharing of answers Noting on the answers of Presentation of output Checking of answers
the learners
J. Additional activities for
application or remediation
V. REMARKS
VI. 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 teachers?
Prepared by:
MARIBETH B. BISTA
Subject Teacher