GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 7
DAILY LESSON LOG Teacher APRIL JOY VALDEZ GUEVARRA Learning Area ENGLISH
Teaching Dates and Time FEBRUARY 13-17, 2023 Quarter THIRD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 1
FEBRUARY 13, 2023 FEBRUARY 14, 2023 FEBRUARY 15, 2023 FEBRUARY 16, 2023 FEBRUARY 17, 2023
I. OBJECTIVES:
A. CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture.
B. Performance Standards
C. Learning Competencies / Use correct and appropriate Use correct and appropriate Use correct and appropriate Use correct and appropriate
Use correct and appropriate
Objectives multimedia resources when multimedia resources when multimedia resources when multimedia resources when
multimedia resources when orally
Write the LC code for each orally giving information, orally giving information, orally giving information, orally giving information,
giving information, instructions,
instructions, making instructions, making instructions, making instructions, making
making explanations, and narrating
explanations, and narrating explanations, and narrating explanations, and narrating explanations, and narrating
events in personal or factual
events in personal or factual events in personal or factual events in personal or factual events in personal or factual
recounts. (EN7OL-IV-e-3.10)
recounts. (EN7OL-IV-e-3.10) recounts. (EN7OL-IV-e-3.10) recounts. (EN7OL-IV-e-3.10) recounts. (EN7OL-IV-e-3.10)
II. CONTENT Using correct and appropriate Using correct and appropriate Using correct and appropriate Using correct and appropriate
ICL
multimedia resources multimedia resources multimedia resources multimedia resources
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
(Learning Plan)
IV. PROCEDURES
A. Reviewing previous lesson or Have you ever tried to use In the last lesson of the first
presenting the new lesson different creative techniques quarter, you learned how to
on presenting your ideas? transcode information from linear
to non-linear texts and vice-
versa. Let us try if you still
remember these key points
discussed previously by
answering the activity that
follows.
B. Establishing a purpose for the Well, it is very difficult to
lesson provide an appropriate
resource when it comes to
presenting details of a certain
topic. Sometimes you are
confused about what to use so
that you will have a good one.
C. Presenting So, in this learning kit, you will
examples/instances of the new learn the different multi-media
lesson resources which you can use
for creating a better
presentation of yours, from
simple to create one!
Have fun learning and achieve
the goal you wanted!
D. Discussing new concepts and What is Multimedia Resources? Different multimedia resources can Interactive Content is any type of
practicing new skills #1 be used when orally giving content such as calculators,
information, instructions, making assessments and interactive
explanations, and narrating events. infographics, white papers, and
Below is a list of various videos that requires and
multimedia formats used in an encourages users to actively
educational context. engage with it rather than
passively consume it. Examples:
Interactive Quizzes, Surveys,
and Polls, Interactive E-books.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Guided Practice 1: Being Wise is
(Leads to formative assessment a Choice!
3) Direction: Identify the following.
Choose the letter of the correct
answer inside the table. Write
the correct answer on your
paper.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Guided Practice 2: Smiley for
Analyzing!
Read and analyze each
statement. On your paper, draw
if it is correct and if it is not. Write
your answer on your paper.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION _____% of learners who _____% of learners who earned _____% of learners who earned _____% of learners who earned _____% of learners who earned
earned 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation.
A. No. of learners who earned B: B: B: B: B:
80% in the evaluation G: G: G: G: G:
Total: Total: Total: Total: Total:
B. No. of learners who require Yes. No. Yes. No. Yes. No. Yes. No. Yes. No.
additional activities for B: B: B: B: B:
remediation G: G: G: G: G:
Total: Total: Total: Total: Total:
C. Did the remedial lessons B: B: B: B: B:
work? No. of learners who have G: G: G: G: G:
caught up with the lesson. Total: Total: Total: Total: Total:
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 Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
anticipatory charts. anticipatory charts. charts. charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. ___Contextualization: projects. projects.
___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
media, manipulatives, repetition, manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
and local opportunities. opportunities. ___Text Representation: opportunities. opportunities.
___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
Speaking slowly and clearly, slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the slowly and clearly, modeling the
modeling the language you want language you want students to use, and providing samples of student language you want students to use, language you want students to use,
students to use, and providing and providing samples of student work. and providing samples of student and providing samples of student
samples of student work. work. work. work.
Prepared by: Checked & Reviewed by: Approved:
APRIL JOY V. GUEVARRA ELVIRA E. ABELLA BERNADETTE O. UMAYAM
Teacher III Head Teacher III Principal IV
