毓 僑 中 學

PHILIPPINE YUH CHIAU SCHOOL

Del Pilar, Cabatuan, Isabela
Transforming Lives through Education with Quality Assurance
___________________________________________________________________________________________________________________________________________________
________________
JUNIOR HIGH SCOOL DEPARTMENT
DAILY LESSON LOG IN ENGLISH 7
SY 2019-2020

WEEK 2: JUNE 17-21, 2019

1ST QUARTER GRADE LEVEL & SECTION: GRADE 7 – LAO ZI, KONG ZI, & ZHANG HENG
DAY 1: Monday DAY 2: Tuesday DAY 3: Wednesday DAY 4: Thursday DAY 5: Friday
(9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi;
3:20 Kong Zi; Zhang Heng) 3:20 Kong Zi; Zhang Heng) 3:20 Kong Zi; Zhang 3:20 Kong Zi; Zhang 3:20-4:10 Kong Zi;
Heng) Heng) Zhang Heng)
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.
PERFORMANCE STANDARD: The learner transfers learning by: showing appreciation for the past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expression; producing English sounds correctly and using the prosodic features of speech effectively in various situation; and
observing correct subject-verb agreement.
LEARNING TARGETS: 1. I can define Philippine 1. I can define myth; 1. I can describe 1. I can identify the use 1. I can identify the
At the end of the lesson, literature; 2. I can demonstrate SQ3R; of noun; pronouns and
the learners should be able 2. I can identify different understanding of 2. I can familiarize 2. I can recognize the antecedents of a
to say… types of Philippine literature through myself with the use noun and the noun sentence;
Literature; and answering some of SQ3R in reading determiner in each 2. I can construct
3. I can appreciate essential questions; and literature; and sentence; sentences using
Philippine Literature as 3. I can compare different 3. I can apply SQ3R as 3. I can use noun in pronouns.
means of connecting to stories of folk literature. a strategy and forming a sentence.
the past. technique in reading
literature.
LEARNING CONTENT: Introduction to Philippine Myth SQ3R (Survey, Noun and noun Pronoun and antecedent
Literature - The Creation Question, Read, Recite, determiner
- Malakas and Review)
Maganda
LEARNING RESOURCES:
a. Textbook, page/s - English Perspective 7, pp.4- English Perspective 7, English Perspective 7, English Perspective 7,
7 p. 124 pp. 87-91 pp. 96-98
b. References, page/s https:// English Perspective 7 English Perspective 7 English Perspective 7 English Perspective 7
 21stcenturylitph.wordpress.c Teachers Guide, pp.1-2 Teachers Guide, pp.1-2 Teachers Guide, p. 3 Teachers Guide, pp. 14-
om/introduction-to- 15
philippine-literature/
c. Materials Powerpoint presentation, tv, Powerpoint presentation, Powerpoint Powerpoint presentation, Powerpoint
manila paper, marker and presentation. Tv, marker, whiteboard Presentation, marker,
textbook textbook whiteboard, box and
strips of paper
LEARNING PROCEDURE
a. Routine Prayer; greetings; checking Prayer; greetings; checking Prayer; greetings; Prayer; greetings; Prayer; greetings;
of attendance; reminders on of attendance; reminders on checking of attendance; checking of attendance; checking of attendance;
discipline discipline reminders on discipline reminders on discipline reminders on discipline
b. Motivation Picture presentation: Tell Motivational Question: Picture observation: 4 pics 1 word Folktale: “Juan Gathers
something about the picture How does life in this world https://www.google.com. The learners will identify Guava”
presented created? ph/search? the name of the pictures
q=kid+reading+a+textboo presented.
k+gif&tbm=isch&source=
hp&sa=X&ved=2ahUKEwi
Mh-
Kmz47iAhWKUN4KHfBWA
N8QsAR6BAgHEAE&biw=
1366&bih=657#imgrc=Uq
Ubl_QsdifKOM:
c. Instruction/Delivery
c.1. Discussion The teacher will introduce Introduction of myth. SQ3R will be The teacher will ask what The teacher will
what is Philippine Pre-reading of the stories introduced. is their prior knowledge introduce the pronouns
Literature and its existing “The Creation” and They will define each about noun using the using sentences from
genres/types. “Malakas at Maganda” letter of the SQ3R. pictures that they the story read.
guessed. Group discussion will
Discussion will take take place.
place.
c.2. Learners will be grouped Group discussion: Reading literature by Sentences will be flashed The class will be
Activity/Independent into 5 (groupings may Answering the questions following the SQ3R on the screen and the grouped into two, the
vary). They will be tasked found in Activity 1 page 8 starting with the learners will identify one group will
to list all the literature that of their book unlocking of difficulties what are the noun and the construct a sentence
they have encountered. in the form of a game (4 determiner. with pronoun and its
pics 1 word) antecedent then the
other group will
identify the pronoun
 and antecedent used.
c.3. Enrichment - How can you relate the Small group activity: Questions will be The learners will be The learners will be
values that you have gained Learners will be grouped posted on the TV screen grouped according to grouped into 5. They
in the literature that you into 10 (groupings may before the reading their previous groups, will pick a strip of
have read in your real-life vary; each group must proper will start. each will be given a noun paper that contains
situation? consist of 3-4 members). Start of reading process and they will use it in a pronoun and its
Each group should make a sentence. antecedent inside the
Venn diagram that shows box then they will use it
the similarities and in a sentence.
differences of the two They will write their
myths. answer on the board.

The Malakas at
Creation Maganda

Similarities

c.4. Assessment Each group will present Presentation of the output Group discussion: Directions: Encircle the Learners will answer
their outputs with their by group. Answering the posted correct determiner that the Grammar Practice 2
answer on the question questions that will help would complete the on page 99 of their
presented. them understand more sentence. book.
the given literature 1. I haven’t got (any/
some/ many) pictures in
my album.
2. Kara picked (those/
that/ the) apples for me.
3. I have to finish solving
(any/ some/ all) the
assigned math problems
in my book.
4. My sister doesn’t like
to drink (a lot/ much/
several) of milk.
5. Would you mind
bringing me (these/
 those/ this) books I left
on my table?
INTERVENTION Create a sentence using Directions: Box the
the nouns below: antecedent then
1. Several fruits underline the pronoun
2. None of the students in each sentence.
3. a lot of sugar 1. The girls sitting on
the bench are eating
their lunch.
2. John drives his own
car on the hi-way.
3. The bird flew out f
its nest.
4. Jean and Jack went
out to play, they went
on the swings in the
backyard.
5. Denice likes to eat,
so she cooks a lot of
food.

Prepared and Submitted by: Checked by: NOTED:

MYLENE P. TABIOS MARVIE C. OLPENDO MARIETESS S. CAFIRMA

Subject Teacher Department Coordinator Principal

SHERWIN D. DAQUIOAG
Subject Teacher

FERMILA JANE D. TAGARIAN

Subject Teacher
 毓 僑 中 學
PHILIPPINE YUH CHIAU SCHOOL
Del Pilar, Cabatuan, Isabela
Transforming Lives through Education with Quality Assurance
___________________________________________________________________________________________________________________________________________________
________________
JUNIOR HIGH SCOOL DEPARTMENT
DAILY LESSON LOG IN ENGLISH 7
SY 2019-2020

WEEK 3: JUNE 24-28, 2019

1ST QUARTER GRADE LEVEL & SECTION: GRADE 7 – LAO ZI, KONG ZI, & ZHANG HENG
DAY 1: Monday DAY 2: Tuesday DAY 3: Wednesday DAY 4: Thursday DAY 5: Friday
(9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi; 2:30- (9:10-10:00 Lao Zi;
3:20 Kong Zi; Zhang Heng) 3:20 Kong Zi; Zhang Heng) 3:20 Kong Zi; Zhang 3:20 Kong Zi; Zhang 3:20-4:10 Kong Zi;
Heng) Heng) Zhang Heng)
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.
PERFORMANCE STANDARD: The learner transfers learning by: showing appreciation for the past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expression; producing English sounds correctly and using the prosodic features of speech effectively in various situation; and
observing correct subject-verb agreement.
LEARNING TARGETS: 1. I can define fable; 1. I can determine the 1. I can identify the 1. I can identify the 1. I can identify
At the end of the lesson, 2. I can identify the noun and the verb in parts of the different types of the complete
the learners should be able literary elements of a sentence; sentence; sentences; subject and
to say… a story; 2. I can distinguish the 2. I can determine 2. I can determine predicate in
3. I can compare the differences of words the complete the type of each sentence;
literary elements of based on its stress; subject and sentence used in 2. I can determine
the stories I have 3. I can pronounce a predicate in a the sentence; the type of
read. word with the sentence; 3. I can write a sentence used in
correct stress. 3. I can create a paragraph using each sentence
sentence that has the types of
complete subject sentences
and predicate in presented.
describing the
picture.
LEARNING CONTENT: Fable Oral Language and Fluency Sentence Types of sentences Continuation of the
Literary Elements -Subject -Declarative, written work
 -Predicate Interrogative, Short Quiz
Exclamatory and
Imperative
LEARNING RESOURCES:
a. Textbook, page/s English Perspective 7, pp.8 English Perspective 7, English Perspective 7, - -
& 16 pp.125 - 126 pp. 92 - 93
b. References, page/s English Perspective 7 English Perspective 7 English Perspective 7 https://www.english- -
Teachers Guide, pp.5-6 Teachers Guide, p. 7 Teachers Guide, pp.1-2 grammar-
revolution.com/sentence-
types.html
c. Materials Powerpoint presentation, tv, Powerpoint presentation, tv Powerpoint Powerpoint presentation, Powerpoint
presentation. Tv, marker, whiteboard Presentation, marker,
textbook whiteboard, box and
strips of paper
LEARNING PROCEDURE
a. Routine Prayer; greetings; checking Prayer; greetings; checking Prayer; greetings; Prayer; greetings; Prayer; greetings;
of attendance; reminders on of attendance; reminders on checking of attendance; checking of attendance; checking of attendance;
discipline discipline reminders on discipline reminders on discipline reminders on discipline
b. Motivation Guessing game: Motivational question: Describe the picture in Situations will be shown There will be a 25- item
Learners will guess the How important is it for a one word. on the screen; the quiz on the topics that
name of the story through speaker to speak clearly? learners will try to show they have already
the pictures presented. their reactions through finished. Please see the
making a conversation. attachment.
c. Instruction/Delivery
c.1. Discussion From the titles of the story, For the learners to The learners will form a The conversation will be After their quiz they
learners will identify the understand more the sentence using the listed. They will try to will continue with their
genre of the stories that are importance of speaking words they will give identify what type of written work with the
presented. skills, the teacher will then they will identify sentence does it show. previous day.
They will define fable. present two sentences the subject and the Discussion will take
Literary elements will be which will have the same predicate on the place. The output will be
introduced. words but will have sentences. assessed based on the
different used and meaning Discussion will take rubric on day 4.
based on how to pronounce place.
it.
c.2. The class will be grouped The learners will be having The class will be There will be a sentence
Activity/Independent into 6. Each group will pick a speaking skill drill by grouped into two. The posted/written on the
one literary element and following the audio. first group will give a board, the learners will
 that will be used in sentence and the other determine the type of
comparing the two literary group will identify the sentence used in each
pieces which have been complete subject and sentence.
read prior to that day. complete predicate and
vice versa.
c.3. Enrichment Their works will be They will try to practice Book Activity: The Writing Activity: The
presented and will be their speaking skill in the learners will answer learners will write their
evaluated according to the speech lab. Grammar Practice 1 in reflection in a form a
rubric below: their book on pages 93- paragraph with 5-7
94. sentences about the
picture presented using
the types of sentences
discussed.
d. Assessment Comparison of the stories – 3 The learners will be given a The teacher will show a Rubric in assessing the
Collaboration – 2 time to pronounce all the picture on the TV, then output:
Clarity – 2 words that will be given to the learners will create a
Presentation – 3 them. sentence with complete Organization of ideas – 5
Total 10 subject and predicate to Grammar Usage -5
describe what is on the Style in Writing -3
picture. Cleanliness -2
Total 10
INTERVENTION

Prepared and Submitted by: Checked by: NOTED:

MYLENE P. TABIOS MARVIE C. OLPENDO MARIETESS S. CAFIRMA

Subject Teacher Department Coordinator Principal

SHERWIN D. DAQUIOAG
Subject Teacher

FERMILA JANE D. TAGARIAN

Subject Teacher