School: DON ALEJANDRO ROCES SR.

SCIENCE-TECHNOLOGY HIGH SCHOOL Grade Level: 7

GRADE 7
DAILY Teacher: MR. MICHAEL G. TEODORO Learning Area: ENGLISH
LESSON LOG Teaching Dates and Time: July 10, 12-14, 2017 Quarter: 1ST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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,
I. OBJECTIVES 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 how pre-colonial Phil. Literature and other text types lead him/her to connect to his or her past, embrace Filipino culture
and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts and observing correct subject-
verb agreement in order to appreciate oneself.
B. Performance The learner creatively tells a story using modern technology.
Standards:
C. Learning  Follow instruction given by the  recognize stress and intonation as  distinguish features of colloquial  describe a literary genre during the
Competencies/Objecti teacher. carriers of meaning (EN7LC-I-a-5) language and slang (EN7V-I-B-22.1) pre-colonial period (EN7LT-I-a-2)
ves:  Answer the quiz independently  observe the correct production of  identify the distinguishing features of
Write the LC Code for and honesty. vowel and consonant sounds, proverbs (EN7LT-a-2.1)  distinguish between oral and written
each language use (EN7WC-I-a-4)
 Value the importance of diphthongs, blends and glides
identifying learners’ weakness (EN7F-I-a-3.11.1)
and understanding on the
selected lessons.
 Get a very favorable result

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

QUIZ STRESS AND INTONATION, FEATURES OF COLLOQUIAL LITERARY GENRE DURING THE
II. CONTENT VOWEL AND CONSONANT LANGUAGE AND SLANG PRE-COLONIAL PERIOD ANG USE
SOUNDS, DIPHTHONGS, OF ORAL AND WRITTEN LANGUAGE
BLENDS AND GLIDES, PROSODY
AND PROSODIC FEATURES

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 14-30
Pages
2. Learner’s Materials Pages 10-40
Pages
3. Textbook Pages
4. Additional Materials Use English Worksheets and Learn
from Learning (UEWL), pp 49 – 64
Resource (LR) Portal
B. Other Learning http://www.academia.edu/5981417/A_d
Resources etailed lesson plan on how to teach
idioms and develop
speaking in teenager classrooms

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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
IV. PROCEDURES 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  Have a review on the Pre-viewing: Ask the students to arrange the jumbled Invite the students to play a game. Call
Lesson or Presenting lessons/topics discussed last Ask the students if they are familiar letters and define. two students to be the timer and scorer
the New Lesson week. with the proverb as shown in the a. SSSETR-STRESS in front of the class.
picture b. SSESRT-EEENNSCNT
SENTENCE-STRESS Form two groups with one
c. IIOOANNNTT INTONATION representative each who will stand in a
d. OOPRSDY-PROSODY row beside their respective groups to
e. IOORPSCD-EEUAFTRS answer the questions. One point is
PROSODIC FEATURES given for every correct answer.

As the teacher shows the strips of

proverbs with English translation
(previously prepared) one by one, tell
the groups, especially the
representatives to be familiar with every
proverb in original language or even
memorize it.

Then, as the teacher shows a picture

which is literally related to a particular
proverb, either representative has to
raise a hand first to get the chance to
recite it and interpret it orally (within 5-
10 seconds) for the group to get a point.
The group may coach its representative
provided that they can do it within the
allotted time or if the opponent has not
answered yet correctly. The group with
more points wins the game and winners
deserve an incentive

B. Establishing a Purpose  Ask the students about the Encourage them to listen, repeat
for the Lesson importance of quiz. after the teacher and remember the
right stress to distinguish the
heteronyms, and some commonly
mispronounced words.
Instruct them to form a group of three
students. Each group should copy the
chart into a short bond paper.
Tell them that as each group listens to the
three short passages at a time (to be read
Rhyme is the repetition of stressed
vowel sounds and all sounds following
them in words that are close together in
a poem like mean and screen.
 They should apply the right stress
on the highlighted syllables.
by the best three readers/ classmates
based on the previous activity), they
should check the appropriate speaker
column in the chart. They should be ready
to support their answers, too.

Afterwards, let the three members in each

group take turns in reading the three
passages among themselves while
observing the prosodic features of
speech.

They should discuss the common ideas

which the three speakers talk about. They
should write their answers on the
Speaker’s Message column.

Have them realize that the prosodic

features of speech affect their
understanding of what they have listened
to and read. Discuss the input and tell
them to copy it into their notebooks.

C. Presenting Let them listen, repeat after the
Examples/Instances of  Giving clear instructions/directions teacher and remember the elision
the Lesson so that students will follow set of (omission) in some long words
rules and regulations during quiz. where unstressed vowels even
disappear.
The teacher will give them more
examples for drills/exercises if
necessary.
Have them realize that the prosodic
features of speech affect their
understanding of what they have listened
to and read. Discuss the input and tell
them to copy it into their notebooks.
TASK 12 Picture Words
Direct them to examine carefully at how
individual words used in the proverbs in
Task 11 convey exact meaning, feeling,
and sound. They should figure out what
each word adds impact to the proverb.
They should think about why the poet
chose those words.

Encourage them to copy the input
in their notebooks.
D. Discussing New QUIZ PROPER Task 8.2 Sentence Stress and
Concepts and Intonation
Practicing New Skills Let them use the right intonation to
#1 achieve the purpose or feeling
indicated in the sentences. They
should emphasize the appropriate
stress in the highlighted words.
TASK 10 Your Words Sound Familiar
Encourage two students to volunteer in
taking turns in reading a real-life dialogue
of John and Jerry orally; then, let them
answer the process questions, before
they complete the chart by supplying the
equivalent slang expressions.
Then, they should copy and complete
the chart in their notebooks by writing
the words that appeal to their sense of:
sight, smell, sound, taste and touch.
TASK 13 Language Connection
Task 13.1 Do You See What I See
Motivate the students to read orally and
study the given sentences. Lead them
to identify the form of the underlined
and encircled words as the subject and

E. Discussing New
Concepts and Pair Work: Allow students to read
Practicing New Skills (to each other) the given sentences
#2 and to identify the purpose or
feeling when it is spoken with rising
intonation and with rising-falling
intonation.
Let a pair say I love you to each
other three times stressing one
word every time and ask them what
special meaning one is trying to
convey to the other.
I love you.
I love you.
I love you.
Discuss with them the input and tell
them to copy it in their notebooks.
F. Developing Mastery  Students will answer in a 1 whole Have them do some research for
(Leads to Formative sheet of paper. some original dialogues, and
Assessment 3) prepare by twos to read those
dialogues in front of the class. They
should internalize their roles while
reading the dialogues. It is
important to remind them to
observe the prosodic features
before the presentation.
G. Finding Practical  Being honest Give some pointers for speech
Applications of improvement in English.
Concepts and Skills in
Daily Living
Process Questions:
1. What are the two boys talking about?
2. How are they related to each other?
How did you know?
3. What are these underlined words in the
dialogue? Do they help you in
understanding the dialogue?
4. What are the two spoken forms of
language used by people in everyday
speech? What is the difference between
these two forms of expressions?
Give the colloquial/slang equivalent of the
following formal expressions posted on
the board. Pick out appropriate
expressions from the dialogues. Give
more pairs. You may use a dictionary for
this task if necessary.
Group Activities:
Multiple Intelligence Activities
predicate and singular or plural. Ask
them to give the rules on subject-verb
agreement that they still remember and
which one is applicable in the given
sentence. Give them time to copy the
rules in their notebooks.
Task 13.2 More of Verbs
Let them read the sentences and
underline the correct form of the verb
given inside the parentheses.
Task 13.3 Paragraph Completion
Encourage each student to read the
given paragraph and fill in the blanks
with the correct form of the verb given
inside the parentheses.
(From Task 13.1 Do You See What I
See)
PROCESS QUESTIONS:
1. What are these underlined words?
How about the encircled words? What
do you notice of their forms?
2. Which of these words are singular?
Which are plural?

H. Making  Quiz measures learners STRESS is a simple way of giving
Generalizations and understanding on specific emphasis to certain syllables in a
Abstractions about lessons/topics. word, or to certain words in a
the Lesson phrase or sentence.
In English, stressed syllables are
louder than non-stressed syllables.
They are also longer and have a
higher pitch.
Second language speakers who
want to improve their ability to
speak should try to expose
themselves to good materials –
watch English films and TV shows,
mimic good native speakers, and
practice a lot.
Here are some pointers for speech
improvement in English. It should
not be spoken word for word.
Connect words to form sound
groups. Examples: Good morning.
(Magandang umaga po.) How are
you? (Kamusta ka na.) Filipinos
tend to differentiate stressed
syllables from the unstressed ones.
All vowels remain full vowels.
American accent does not require
excessive lip, tongue and jaw
movement. Tongue should be lying
relaxed at the bottom of the mouth.
All tension should be released in
the jaw, and the lips should be
lightly parted as a small and light
object is between them.
SENTENCE-STRESS refers to
particular words in a sentence.
These words are important as they
are spoken with loudness.
FORMAL, as well as informal language
serves different purposes. The tone, the
choice of words and the way the words
are put together vary between the two
styles. FORMAL LANGUAGE is used
when writing for professional or academic
purposes like research. INFORMAL
LANGUAGE is more casual and
spontaneous. It is used when
communicating with friends or family
either in writing or in conversation. It is
used when writing personal emails, text
messages and in some business
correspondence.
A COLLOQUIAL LANGUAGE is used in
ordinary conversations, like in speaking
with classmates, teachers, visitors, etc.
SLANG is the use of informal words and
expressions that are not considered
standard in the speaker's dialect or
language. It is also the misuse of words
and phrases that are incorrect or illogical
when taken in the literal sense: I floated
on cloud nine, higher than a kite. Most
slang expressions are spoken, not written
and would be considered inappropriate in
formal types of communication.
3. What do you need to remember
about a subject and a verb in a
sentence?
4. What rules on subject-verb
agreement do you still remember?
RULES ON SUBJECT-VERB
AGREEMENT
• Subjects and verbs must agree in
number.
Example: Compassion is the sibling of
love.
Water and oil don’t mix together.
• Who, that, and which are considered
singular or plural according to the noun
directly in front of them. Do not get
confused by the words that come
between the subject and the verb; they
do not affect agreement.
Example: One who spends too much
time choosing ends up with cracked
wares
Those who act tough are really
cowardly.
• Prepositional phrases between the
subject and the verb do not affect
agreement.
Example: Faith in God brings us
success in life.
A friend in need is a friend indeed.
 INTONATION indicates the total
pattern of pitch change within an
utterance. It is usually associated
with the intent behind the sentence.

PROSODY is the study of the tune

and rhythm of speech and how
these features contribute to
meaning.

PROSODIC FEATURES of speech

refer not only to the speakers’ ability
to blend sounds, put words together
and stress syllables and words, but
also to understand the message
being conveyed by the text.

I. Evaluating Learning  Students are expected to answer
the exercise with a very favorable
result/passing core or at least
getting an almost perfect score.
Activity:
Research for some original
dialogues on being a good Filipino
citizen and prepare to read those
dialogues in front of the class the
next meeting. Remember to
internalize your roles and to
observe the prosodic features of
speech. (Pair Work)
Group Activities:
Students will give think of 5
colloquial/slang language with
corresponding formal expressions and
write in a cartolina. Each group has only 5
minutes.
Writing for a Purpose
• Direct the students by pair to read
another form of folk literature (legend)
and lead the students to identify the
purpose of writing through the process
questions. Let them read and copy the
input inside the box into their notebooks
so that the students may always have
notes to study anytime.

• Have them identify the purpose of

writing in the given short selections if it
is to inform, to persuade or to entertain.
While answering, they may go back to
the input box if necessary.
J. Additional Activities
for Application or
Remediation