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 March 6, 2023 (Monday) – March 10, 2023 (Friday) Quarter 3ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
March 6, 2023 March 7, 2023 March 8, 2023 March 9, 2023 March 10, 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. Identify the various 1. Identify the various 1. Identify the various 1. Identify the various 1. Identify the various
factors that may factors that may factors that may factors that may factors that may
influence literary influence literary influence literary influence literary influence literary
selections; selections; selections; selections; selections;
2. Analyze some Philippine 2. Analyze some 2. Analyze some 2. Analyze some Philippine 2. Analyze some Philippine
literary pieces and the Philippine literary Philippine literary literary pieces and the literary pieces and the
I. OBJECTIVES factors that may have pieces and the factors pieces and the factors factors that may have factors that may have
influenced them; and that may have that may have influenced them; and influenced them; and
3. Write their own literary influenced them; and influenced them; and 3. Write their own literary 3. Write their own literary
title and explain the 3. Write their own literary 3. Write their own literary title and explain the title and explain the
factors that influence title and explain the title and explain the factors that influence factors that influence
them in creating their factors that influence factors that influence them in creating their them in creating their
own text. them in creating their them in creating their own text. own text.
own text. own text.
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 Explain how a selection may be Explain how a selection may be Explain how a selection may be Explain how a selection may be Explain how a selection may be
Competencies/ influenced by culture, history, influenced by culture, history, influenced by culture, history, influenced by culture, history, influenced by culture, history,
Objectives (Write the
environment or other factors environment or other factors environment or other factors environment or other factors environment or other factors
LC Code for each)
(EN7OL-IV-h-3) (EN7OL-IV-h-3) (EN7OL-IV-h-3) (EN7OL-IV-h-3) (EN7OL-IV-h-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.
VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR
II. CONTENT
FACTORS IN LITERARY FACTORS IN LITERARY FACTORS IN LITERARY FACTORS IN LITERARY FACTORS IN LITERARY
SELECTION SELECTION SELECTION SELECTION SELECTION
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 3 WEEK 3 WEEK 3 WEEK 3 WEEK 3
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 : questions : questions : questions : questions :
 Who among you here  Who among you here  Who among you here  Who among you here  Who among you here
have written a literary have written a literary have written a literary have written a literary have written a literary
text? text? text? text? text?
 Can you share the  Can you share the  Can you share the  Can you share the  Can you share the
reason why you wrote reason why you wrote reason why you wrote reason why you wrote reason why you wrote
the literary text? the literary text? the literary text? the literary text? the literary text?
B. Establishing a A literary selection or piece is A literary selection or piece is A literary selection or piece is A literary selection or piece is A literary selection or piece is
purpose for the written for different reasons. written for different reasons. written for different reasons. written for different reasons. written for different reasons.
lesson
Some of the reasons may Some of the reasons may Some of the reasons may Some of the reasons may Some of the reasons may
include the following: include the following: include the following: include the following: include the following:
 to amuse the readers;  to amuse the readers;  to amuse the readers;  to amuse the readers;  to amuse the readers;
 to make serious point;  to make serious point;  to make serious point;  to make serious point;  to make serious point;
 to create a picture;  to create a picture;  to create a picture;  to create a picture;  to create a picture;
and/or and/or and/or and/or and/or
 to share a feeling or  to share a feeling or  to share a feeling or  to share a feeling or  to share a feeling or
impression. impression. impression. impression. impression.
C. Presenting - Can you give examples of - Can you give examples of - Can you give examples of - Can you give examples of - Can you give examples of
examples/ instances literary texts written to literary texts written to literary texts written to literary texts written to literary texts written to
amuse? To make a serious amuse? To make a serious amuse? To make a serious amuse? To make a serious amuse? To make a serious
point? To create a picture? point? To create a picture? point? To create a picture? point? To create a picture? point? To create a picture?
To share a feeling or To share a feeling or To share a feeling or To share a feeling or To share a feeling or
impression? impression? impression? impression? impression?
D. Discussing new VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR VARIOUS INFLUENCES OR
concepts and
practicing new skills FACTORS IN LITERARY FACTORS IN LITERARY FACTORS IN LITERARY FACTORS IN LITERARY FACTORS IN LITERARY
#1
SELECTION SELECTION SELECTION SELECTION SELECTION

1. Cultural influence – it may 1. Cultural influence – it may 1. Cultural influence – it may 1. Cultural influence – it may 1. Cultural influence – it may
be demonstrated through be demonstrated through be demonstrated through be demonstrated through be demonstrated through
human behavior, vocabulary human behavior, vocabulary human behavior, vocabulary human behavior, vocabulary human behavior, vocabulary
or language used, human or language used, human or language used, human or language used, human or language used, human
emotions or perspectives, emotions or perspectives, emotions or perspectives, emotions or perspectives, emotions or perspectives,
and material items. It also and material items. It also and material items. It also and material items. It also and material items. It also
shows common beliefs and shows common beliefs and shows common beliefs and shows common beliefs and shows common beliefs and
actions within a group or actions within a group or actions within a group or actions within a group or actions within a group or
society. society. society. society. society.

2. Historical influence – it 2. Historical influence – it 2. Historical influence – it 2. Historical influence – it 2. Historical influence – it
can be expressed through can be expressed through can be expressed through can be expressed through the can be expressed through
the presentation or the presentation or the presentation or presentation or connection the presentation or
connection of the literary connection of the literary connection of the literary of the literary text on the connection of the literary
text on the actual important text on the actual important text on the actual important actual important events that text on the actual important
events that happened in the events that happened in the events that happened in the happened in the past. It events that happened in the
past. It expresses the past. It expresses the past. It expresses the expresses the happenings in past. It expresses the
happenings in the life or happenings in the life or happenings in the life or the life or development of a happenings in the life or
development of a country, a development of a country, a development of a country, a country, a group of people, development of a country, a
group of people, an group of people, an group of people, an an institution, etc. group of people, an
institution, etc. institution, etc. institution, etc. institution, etc.
3. Environmental influence –
3. Environmental influence – 3. Environmental influence – 3. Environmental influence – it shows how the surrounding 3. Environmental influence –
it shows how the it shows how the it shows how the circumstances, such as it shows how the
surrounding circumstances, surrounding circumstances, surrounding circumstances, collective of social and surrounding circumstances,
such as collective of social such as collective of social such as collective of social cultural conditions affect the such as collective of social
and cultural conditions affect and cultural conditions affect and cultural conditions affect development of the text. It and cultural conditions affect
the development of the text. the development of the text. the development of the text. can facilitate or discourage the development of the text.
It can facilitate or discourage It can facilitate or discourage It can facilitate or discourage interactions among people. It It can facilitate or discourage
interactions among people. It interactions among people. It interactions among people. It can also influence people’s interactions among people. It
can also influence people’s can also influence people’s can also influence people’s behavior, mood, and can also influence people’s
behavior, mood, and behavior, mood, and behavior, mood, and motivation to act. behavior, mood, and
motivation to act. motivation to act. motivation to act. motivation to act.
 4. Economic influence – it
4. Economic influence – it 4. Economic influence – it 4. Economic influence – it shows how the financial 4. Economic influence – it
shows how the financial shows how the financial shows how the financial status or economic shows how the financial
status or economic status or economic status or economic experiences of the author or status or economic
experiences of the author or experiences of the author or experiences of the author or the writer affect the experiences of the author or
the writer affect the the writer affect the the writer affect the development of the the writer affect the
development of the development of the development of the selection. development of the
selection. selection. selection. selection.
E. Discussing new
concepts and
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 these various influences these various influences these various influences these various influences these various influences
abstractions about in literary selections? in literary selections? in literary selections? in literary selections? in literary selections?
the lesson Why? Why not? Why? Why not? Why? Why not? Why? Why not? Why? Why 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