Republic of the Philippines

Department of Education
REGION XII
SCHOOLS DIVISION OF SOUTH COTABATO
TEODORO P. PRUDENTE NATIONAL HIGH SCHOOL

ENGLISH 7
DAILY LESSON LOG
QUARTER 1/Week 1
School: TEODORO P. PRUDENTE NHS Grade Level: GRADE 7 Quarter: FIRST Date: August 22-26, 2022
ENGLISH 7
9:45-10:45
Daily Lesson Log Teacher: RUSSEL JOY S. CALAN Subject: ENGLISH Week: 1 Time:
3:00-4:00
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading
Standard: styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.

B. The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading
Performance styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the
Standard: prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
C. Learning EN7LT-Ia-1: Discover EN7LT-Ia-2.1: Identify the EN7V-I-a-22: Distinguish EN7 F-I-a-3.11: Observe Lesson Planning/
Competencies literature as a means of distinguishing features of between slang and the correct production of Reading Program/
/Code: connecting to a significant proverbs, myths, and colloquial expressions in vowel and consonant Homeroom Guidance
past legends conversations sounds, diphthongs,
EN7LT-Ia-2: Describe the EN7V-I-a-22.1: blends, glides, etc.
different literary genres Distinguish features of EN7 F-I-a-3.11.1: Read
during the pre-colonial colloquial language (fillers, worlds, phrases, clauses,
period contractions, etc.) and sentences and paragraphs
slang using the correct
production of vowel and
consonant sounds,
diphthongs, blends and
glides
I. Objectives: a. Understand different 1. Understand the unique 1. Distinguish between 1. Distinguish vowel and
literary forms during pre- features of proverbs, slang and colloquial consonant sounds
colonial period myths, and legends expressions in
2. Discuss the features of conversations 2. Observe the correct
b. Describe the different proverbs, their intended production of vowel and
literary genres during the purpose, and the setting 2. Distinguish features of consonant sounds
 pre-colonial period during which they were colloquial language (fillers, 3. Enhance production of
produced contractions, etc.) and critical vowel and
c. Appreciate the 3. Express appreciation of slang consonant sounds through
connection with different proverbs as drills
Philippine‘s rich past source of wisdom and 3. Practice colloquial
through the different values during certain expressions through an
literary forms situations impromptu dialogue

II. Content: Philippine Literature Proverbs Slang and Colloquial Critical Vowel and
during Pre-Colonial Expressions Consonant Sounds: [s], [I],
Period [i], and [ʃ]
III. Learning
Resources:
A. Materials 1. print out example 1. Proverbs on strips of 1. Visual Aids 1. Audio inputs
pictures of literary forms paper
2. ¼ manila papers 2. Hand outs of 2. Worksheets
―Classification of Proverbs‖
3. Wi-Fi Modem for
Internet Connection (if
possible)
B. References 1. K to 12 Curriculum K to 12 Curriculum Guide 1. K to 12 Curriculum G 1. K to 12 Curriculum G
Guide (May 2016), p. 148 (May 2016), p. 148 (May, 2016), p. 148 (May, 2016), p. 148
2. Pre-Colonial Philippine 2. Teaching Guide (First
Literature, Retrieved from Quarter), pp. 5-6 2. Teaching Guide (First 2. Teaching Guide, pp. 14
http://philfolks.blogspot.c 3. Learning Package (First Quarter), pp. 14
3. Learning Module, pp.
om/p/pre-colonial- Quarter), pp. 3-4 3. Learning Module (First 12-14
philippine-literature.html 4. Cariaga-Enriquez, D. B. Quarter), pp. 35-36
3. Ramallosa, G. (2000). (2003). Philippine
The Literatures of the Literature: A Regional 4. Colloquial English,
Philippines. Lucena City: Approach. Retrieved from
Enverga University Press, Navotas: Navotas Press. http://www.linguahouse.c
Inc. 5. Proverbs Project Rubric, om/
Retrieved from
https://www.rcampus.com
/rubricshowc.cfm?
code=SB4253&sp=yes&
IV. Procedures:
A. Long before the Spaniards We are not aware that the In general, Filipinos are One of the first problems
Introduction came to the Philippines, statements that our fond of inventing words in pronunciation is how to
the Filipinos already have grandparents use while and borrowing foreign differentiate between
their own culture. It was conversing with their peers terms and use them to letters and sounds. In
 influenced by Malaysians, are nuggets of wisdom vary spoken language. English there are over 60
Indonesians, Chinese,during their times. Wisdom Even students like you distinct sounds; Webster
Arabs, Persians, and other in the pre-colonial period develop your own slang gives 64. Since all of these
foreigners who came to was not just theoretical words. Tagalog slang words sounds have to be
trade with them. Much of knowledge but practical come and go, and usually represented by 26 letters,
ancient literature was oral,
expertise. It was passed on the life of a slang word the alphabet is badly
community-bound, andfrom generations to depends on where it was overworked. This fact
derived from the peoples’ generations, with versions created (e.g., television, accounts for many
experiences andand translations varying radio shows) and how often difficulties in
observations. So why do from one region to another, they are used. In this pronunciation. We write in
you think we should study Filipino proverbs or lesson, you will examine letters but we speak in
the literatures of the salawikain, reflect the language and be aware sounds. If we insist upon
Philippines? traditional Filipino beliefs, of the changes in your own considering letters and
and customs. The wisdom language use. sounds as identical, we
it gives is encapsulated in shall find ourselves
short rhyming two-liners completely confused.
easy to remember.
B. For the next activity, you Task 1: Form It! Task 1: Text Speak! Task 1: Twist It!
Preliminary will be grouped into five Directions: Each group Directions: Acronyms are Directions: A tongue twister
Activity with the following roles: will be given a jumbled combination of letters and will be posted on the
1. facilitator proverb in cut-out strips numbers that stand for board. Practice it with a
2. recorder of paper and form it for certain words or phrases. partner, and then be ready
3. time keeper 1 minute. They are often used in to read it aloud.
4. reporter/s instant messages, informal
5. materials manager 1. The pain of the little emails, and text messages. Task 2: L1 Please!
finger is felt by the whole (Pampilipit Dila)
body. Directions: Try to think of
2. A sleeping shrimp is any tongue twisters in
carried away by the Filipino. Have a go at
current saying them yourself.
3. The goodness of the
ruled depends on the
worth of the leader.
4. A man is the richest if
he is contented even with
little.
5. A person‘s tongue is
only three inches long but
can kill even a king.

Task 2. True or False?

C. Activity Task 1: Arrange and Fill Task 3: Visual Thesaurus Task 2: We Slang! Task 3: Read it Aloud!
it! Directions: Explore your Directions: With a partner, Directions: You will be
Directions: You will be awareness of a thesaurus study the Tagalog slangs assigned to each
given set of words and as a helpful tool in learning below. Write the meaning, paragraph of the short
pictures to arrange into a synonyms and antonyms. then be ready to give an article. Some volunteers
diagram provided below: example scenario in using will read it aloud while
it. some of you will follow the
reading quietly.

D. Analysis Task 2: Let’s Explain! Task 4: Jigsaw Group - Task 4: Talk Now! Task 4: Listen Well!
Your group‘s reporter/s Classification of Directions: With a partner, Directions: Identify sounds
will present your output Proverbs make a list of the different that you found difficult to
with emphasis on the Directions: Your group people (or types of people) produce. Write the words
placement of the will be given a handout you interact with regularly. on the board.
pictures given. While on proverbs categorized Describe how you normally
listening to the reports, by the following values: talk to those people.
try to compare your Family Solidarity Thrift
output from the other Courage and Daring
groups’ outputs. Honesty Leadership
Modesty Prudence
Friendship
Consideration for others
Industry Charity Greed
 Each group member will
be an ―expert‖ who is
responsible for learning
his/her assigned

‗Values‘. Members go
and talk with ―experts‖
of other groups with the
same topic. After
meeting with members
of other groups, the
―experts‖ return to their
own groups and present
their learnings/findings.
The process can be
explained further
through the picture
below:

E. Abstraction Task 3: Complete Me! Task 5: Reflect!  Man, I‘m starving! I‘m Task 5: Know the Sound!
Directions: The students gonna get something to eat Directions: You will
“Through the different will reflect on the and then call you back. categorize the listed words
literary forms during the statement below. according to the following
pre-colonial period, we are The proverbs of any people  We gotta get this done critical vowel and
able to are expressive of their before we can go anywhere. consonant sounds.
know_____________________ perspective of life.  Lemme know if you need
____”. a hand with that.
These words have
special registers,
meaning they are
appropriate for certain
contexts but not for
others.
 F. Application Task 4: Add Some More! Task 6: Wisdom to Share! Task 5: Impromptu Task 6: Loud & Clear!
Directions: With the Directions: Create your own Dialogue Game Directions: Enhance your
description given on proverb based on your You will be separated into pronunciation of a few
different literary forms, chosen values from the groups. The teacher will critical vowel and
share other examples classification. bring out the paper bag consonant sounds based
you know. filled with paper slips from on some parts of the
the Scenario Worksheet. article. You will be guided
 Proverbs: ____________ Each group will pick a slip by your teacher.
 Riddles: ______________ of paper from the bag and
 Myths: ________________ read the scenario out loud.
 Legends: _____________ You will be given20
 Folktales: _____________
seconds to create a short
 Working Songs: ________
 Lullabies: ______________ dialogue between two or
more students using
Tagalog slang and
colloquial expressions to fit
the scenario.
G. Evaluation Directions: In a ½ Task 7: “Proverb to Task 3: Pair Up! Task 7: Fill it!
crosswise, answer the Remember” Directions: Study the Directions: Fill in each
previous question Directions: Using the examples below and give blank with the word that
posted by your teacher: proverb you created, three more pairs to will make each sentence
Why do we need to make your own ‗meme‘ complete the table. You correct. Then, read the
study the literature of and post it in your may use a dictionary for following sentences aloud.
the Philippines? group in EDMODO this task.
(educational social
networking site). Other
details about the task
will be posted on the
website.
V. Remarks: Re-teaching Transfer of lesson to the following day Lack of Time No Class Achieved
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?

RUSSEL JOY S. CALAN