ENGLISH School General Santos City SPED Integrated School Grade Level 7

DAILY Teacher PIA GELLE LLORENTE COJA-AGBO Learning Area ENGLISH

LESSON
LOG Teaching Dates and Time February 20, 2023 (Monday) – February 24, 2023 (Friday) Quarter 3ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
February 20, 2023 February 21, 2023 February 22, 2023 February 23, 2023 February 24, 2023
7:45 – 8:45 7 – Coja-Agbo 7:45 – 8:45 7 – SPA-Andoy 7:45 – 8:45 7 – 7 Coja-Agbo 7:45 – 8:45 7 – 7 Coja-Agbo 7:45 – 8:45 7 – 7 Coja-Agbo
8:45 – 9:45 7 – SPA-Andoy 8:45 – 9:45 7 – SPA-Andoy 8:45 – 9:45 7 – 7 Janeo-Gula 8:45 – 9:45 7 – 7 Janeo-Gula 8:45 – 9:45 7 – 7 Janeo-Gula
10:00 – 11:00 7 – Janeo-Gula 3:00 – 4:00 7 - SPA-Andoy
SPECIFIC OBJECTIVES: SPECIFIC OBJECTIVES: SPECIFIC OBJECTIVES: SPECIFIC OBJECTIVES: SPECIFIC OBJECTIVES:
1. Familiarize the tools in 1. Familiarize the tools in 1. Familiarize the tools in 1. Familiarize the tools in 1. Familiarize the tools in
communication communication communication communication communication
focusing on oral focusing on oral focusing on oral focusing on oral focusing on oral
language, stance and language, stance and language, stance and language, stance and language, stance and
behavior; behavior; behavior; behavior; behavior;
2. Identify the functions of 2. Identify the functions of 2. Identify the functions of 2. Identify the functions of 2. Identify the functions of
oral language, stance oral language, stance oral language, stance oral language, stance oral language, stance
and behavior in oral and behavior in oral and behavior in oral and behavior in oral and behavior in oral
I. OBJECTIVES communication communication communication communication communication
situations; situations; situations; situations; situations;
3. Identify various 3. Identify various 3. Identify various 3. Identify various 3. Identify various
informal informal informal informal informal
communication communication communication communication communication
situations – giving situations – giving situations – giving situations – giving situations – giving
instruction, making instruction, making instruction, making instruction, making instruction, making
explanations, and explanations, and explanations, and explanations, and explanations, and
narrating events. narrating events. narrating events. narrating events. narrating events.
A. Content The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past and
Standards past perfect tenses, and sentence connectors.
B. Performance The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using direct/reported speech, active/passive voice, simple
Standards past and past perfect tenses and connectors correctly and appropriately
C. Learning Use appropriate oral language, Use appropriate oral language, Use appropriate oral language, Use appropriate oral language, Use appropriate oral language,
Competencies/ stance and behavior stance and behavior stance and behavior stance and behavior stance and behavior
Objectives (Write the in giving instructions, making in giving instructions, making in giving instructions, making in giving instructions, making in giving instructions, making
LC Code for each) explanations and narrating events explanations and narrating events explanations and narrating events explanations and narrating events explanations and narrating events
(EN7OL-IV-a-3). (EN7OL-IV-a-3). (EN7OL-IV-a-3). (EN7OL-IV-a-3). (EN7OL-IV-a-3).
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.
II. CONTENT Appropriate Oral Language, Appropriate Oral Language, Appropriate Oral Language, Appropriate Oral Language, Appropriate Oral Language,
Stance, and Behavior Stance, and Behavior Stance, and Behavior Stance, and Behavior Stance, and Behavior
III. LEARNING List the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and 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
2. Learner’s
Materials pages
 3. Textbook pages
4. Additional SSLM ENGLISH 7 QUARTER 3 SSLM ENGLISH 7 QUARTER 3 SSLM ENGLISH 7 QUARTER 3 SSLM ENGLISH 7 QUARTER 3 SSLM ENGLISH 7 QUARTER 3
Materials from WEEK 2 WEEK 2 WEEK 2 WEEK 2 WEEK 2
Learning Resource
(LR) portal
B. Other Learning INTERNET, MHPSS Modules INTERNET, MHPSS Modules INTERNET, MHPSS Modules INTERNET, MHPSS Modules INTERNET, MHPSS Modules
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the students' demonstration of
learning, which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES
learning, question their learning processes, and draw conclusions about what they learned about their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing the PRELIMINARIES PRELIMINARIES PRELIMINARIES PRELIMINARIES PRELIMINARIES
previous lesson or
presenting the new a. Breathing Exercise a. Breathing Exercise a. Breathing Exercise a. Breathing Exercise a. Breathing Exercise
lesson b. Prayer b. Prayer b. Prayer b. Prayer b. Prayer
c. Checking of attendance c. Checking of attendance c. Checking of attendance c. Checking of attendance c. Checking of attendance
d. Quick ‘kumustahan’ d. Quick ‘kumustahan’ d. Quick ‘kumustahan’ d. Quick ‘kumustahan’ d. Quick ‘kumustahan’

A. Recall A. Recall A. Recall A. Recall A. Recall

The teacher will ask some The teacher will ask some The teacher will ask some The teacher will ask some The teacher will ask some
questions about the icons on the questions about the icons on the questions about the icons on the questions about the icons on the questions about the icons on the
screen: screen: screen: screen: screen:
 Are you familiar with these  Are you familiar with these  Are you familiar with these  Are you familiar with these  Are you familiar with these
pictures? pictures? pictures? pictures? pictures?
 Can you identify what  Can you identify what  Can you identify what  Can you identify what  Can you identify what
each action mean? each action mean? each action mean? each action mean? each action mean?
B. Establishing a  Who among you here  Who among you here  Who among you here  Who among you here  Who among you here
purpose for the have experienced giving have experienced giving have experienced giving have experienced giving have experienced giving
lesson a speech in front of a a speech in front of a a speech in front of a a speech in front of a a speech in front of a
crowd? crowd? crowd? crowd? crowd?
 What did you feel? How  What did you feel? How  What did you feel? How  What did you feel? How  What did you feel? How
did you do your speech? did you do your speech? did you do your speech? did you do your speech? did you do your speech?
C. Presenting - Can you share an experience - Can you share an experience - Can you share an experience - Can you share an experience - Can you share an experience
examples/ instances when you did your speech? when you did your speech? when you did your speech? when you did your speech? when you did your speech?
D. Discussing new Language, stance, and behavior Language, stance, and behavior Language, stance, and behavior Language, stance, and behavior Language, stance, and behavior
concepts and are tools used for are tools used for are tools used for are tools used for are tools used for
practicing new skills
communication to express your communication to express your communication to express your communication to express your communication to express your
#1
ideas effectively. These tools ideas effectively. These tools ideas effectively. These tools ideas effectively. These tools ideas effectively. These tools
enhance the meaning of the enhance the meaning of the enhance the meaning of the enhance the meaning of the enhance the meaning of the
message conveyed by the message conveyed by the message conveyed by the message conveyed by the message conveyed by the
speaker. Also, they are speaker. Also, they are speaker. Also, they are speaker. Also, they are speaker. Also, they are
representations of your representations of your representations of your representations of your representations of your
thoughts and feelings. thoughts and feelings. thoughts and feelings. thoughts and feelings. thoughts and feelings.
 Oral Language Oral Language Oral Language Oral Language Oral Language

Language is the means to Language is the means to Language is the means to Language is the means to Language is the means to
transfer your messages to transfer your messages to transfer your messages to transfer your messages to transfer your messages to
another person. If you speak another person. If you speak another person. If you speak another person. If you speak the another person. If you speak
the same language, it is easier the same language, it is easier the same language, it is easier same language, it is easier to the same language, it is easier
to understand each other. to understand each other. to understand each other. understand each other. to understand each other.
However, when the language However, when the language However, when the language However, when the language However, when the language
used is not common to both of used is not common to both of used is not common to both of used is not common to both of used is not common to both of
you, there is a greater you, there is a greater you, there is a greater you, there is a greater you, there is a greater
possibility for misinterpretation possibility for misinterpretation possibility for misinterpretation possibility for misinterpretation possibility for misinterpretation
which may lead to which may lead to which may lead to which may lead to which may lead to
misunderstanding. misunderstanding. misunderstanding. misunderstanding. misunderstanding.

Characteristics of Effective Oral Characteristics of Effective Oral Characteristics of Effective Oral Characteristics of Effective Oral Characteristics of Effective Oral
Language Language Language Language Language
1. Clarity 1. Clarity 1. Clarity 1. Clarity 1. Clarity
2. Directness 2. Directness 2. Directness 2. Directness 2. Directness
3. Appropriateness 3. Appropriateness 3. Appropriateness 3. Appropriateness 3. Appropriateness
4. Vivid 4. Vivid 4. Vivid 4. Vivid 4. Vivid

Stance and Behavior Stance and Behavior Stance and Behavior Stance and Behavior Stance and Behavior
1. Stand with confidence 1. Stand with confidence 1. Stand with confidence 1. Stand with confidence 1. Stand with confidence
2. Face your audience with 2. Face your audience with 2. Face your audience with 2. Face your audience with 2. Face your audience with
your hands on the side your hands on the side your hands on the side your hands on the side your hands on the side
with your chin up. with your chin up. with your chin up. with your chin up. with your chin up.
3. Use your hands to 3. Use your hands to 3. Use your hands to 3. Use your hands to 3. Use your hands to
emphasize your emphasize your emphasize your emphasize your emphasize your
message when speaking message when speaking message when speaking message when speaking message when speaking
E. Discussing new Different Communication Different Communication Different Communication Different Communication Different Communication
concepts and Situations Situations Situations Situations Situations
practicing new skills
#2
F. Developing
mastery
(Leads to Formative
Assessment 2)

G. Finding practical
applications of
concepts and skills
in daily living

H. Making  Is it important to learn  Is it important to learn  Is it important to learn  Is it important to learn  Is it important to learn
generalizations and about appropriate oral about appropriate oral about appropriate oral about appropriate oral about appropriate oral
abstractions about language,, stance and language,, stance and language,, stance and language,, stance and language,, stance and
the lesson behavior? Why? Why behavior? Why? Why behavior? Why? Why behavior? Why? Why behavior? Why? Why
not? not? not? not? not?
I. Evaluating learning

J. Additional -
activities for
application

V. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervisors can provide for you so that you can ask them relevant questions when you meet them.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
COJA- JANEO- JANEO-
SECTIONS ANDOY ANDOY COJA-AGBO COJA-AGBO JANEO-GULA COJA-AGBO JANEO-GULA
AGBO GULA GULA
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation who
scored below
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 that
my principal or
supervisor can help
me solve?
G. What innovation
or localized
materials did I
use/discover that I
wish to share with
other teachers?
Prepared by:

PIA GELLE L. COJA-AGBO Checked by:

MARIZEL C. MALABUYOC