Grade 1 to 12 DAILY School Butansapa NHS
LESSON LOG Teacher Josenia P. Constantino
Date/Time February 5, 2018 – Monday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
Grade Level 7
Subject English
Quarter 4
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
EN7LT-IV-c-6: Discover through Philippine literature the need to
work cooperatively and responsibly in today’s global village
The Witch
by Edilberto K. Tiempo
Not available
Not available
English Communication Arts and Skills through Philippine Literature
pp. 293-300
Recall the previous lesson.
Have the students talk about the superstitious beliefs in their
barangay or community?
Pre-reading
Vocabulary
Directions: Get the meaning of the underlined words through context
clues.
1. I heard many strange stories about the witch, these are really
weird and abnormal.

D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
2. It squatted like a wet hen on a steep bank and below.
3. It contained the paraphernalia of the witchcraft, these things
are really strange.
4. There is an intricate rituals. It is really complicated.
5. Her notoriety was wide. She is really bad.
6. She was always came out unscathed. She had been harmed.
7. People were afraid of Minggay’s wrath. Thus, they do not
things that can arouse the anger of Minggay.
Reading of the selection – The Witch.
Comprehension Questions:
1. What does the narrator like in Tio Sabelo’s house?
2. Describe a witch based on what you know.
3. If you saw the hut, how would you have felt?
4. What were inside the hut?
5. What were they allegedly used for?
6. If you hurt the witch, what will happen to you?
7. Describe the interactions between Miggay and the villagers.
8. What animals did Minggay own? Are they normal animal?
9. What did the animals do for Minggay?
10. Is witchcraft nice or tolerable? Why? Why not?
11. Why is the balete tree considered something that erodes horror
and causes fear?
12. What happened to the narrator?
13. What was the advice of the old woman?
14. Did the advice work? Prove your answer?
1. If you were the boy, who was having this conversation with
the old woman? How would you feel?
2. Whom was the old woman longing for?
3. Why do you think Minggay hesitated to answer?
4. How did the boy fee about himself in the end?
5. Do you think the community was right in their judgment of
Minggay?
6. How should one treat people who are not as sociable as
others?
Small Group Session
1. Do you always have to believe what others say?
2. Why it is misleading to be superstitious?
3. What can be done about people who are negatively “labeled”
in a community? Are our people aware of civic duties in such
cases?
4. What could have been a reason for the author to write this
story?
5.
 H. Making generalizations How is community in the story different from our community today?
and abstractions about the
lesson
I. Evaluating Learning Comprehension check-up serves as evaluation

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTIONS
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?
G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Head Teacher III

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time February 6, 2018 – Tuesday Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.

C. Learning Competencies EN7LT-IV-c-6: Discover through Philippine literature the need to

work cooperatively and responsibly in today’s global village

II. CONTENT The Witch

by Edilberto K. Tiempo

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Not available
2. Learner’s Material pages Not available
3. Textbook pages English Communication Arts and Skills through Philippine Literature
pp. 293-300
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson

C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts
and practicing new skills
#1
 E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
1. If you were the boy, who was having this conversation with
the old woman? How would you feel?
2. Whom was the old woman longing for?
3. Why do you think Minggay hesitated to answer?
4. How did the boy fee about himself in the end?
5. Do you think the community was right in their judgment of
Minggay?
6. How should one treat people who are not as sociable as
others?
Small Group Session
7. Do you always have to believe what others say?
8. Why it is misleading to be superstitious?
9. What can be done about people who are negatively “labeled”
in a community? Are our people aware of civic duties in such
cases?
10. What could have been a reason for the author to write this
story?
How is community in the story different from our community today?

I. Evaluating Learning Comprehension check-up serves as evaluation

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTIONS
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?
G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Head Teacher III

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher Josenia P. Constantino
Date/Time February 7, 2018 – Wednesday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
Butansapa NHS Grade Level 7
Subject English
Quarter 4
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
EN7G-IV-c-5: Use verbs when giving information and making
explanations
Phrasal verbs
Not available
Not available
English Communication Arts and Skills through Philippine Literature
pp. 293-300
Recall the previous lesson in using imperatives and prepositions.
Fill in the blanks with the correct preposition to complete each
imperative sentence.
1. Get (in, on) the car.
2. Ride (in, on) a jeepney.
3. Take this jacket and umbrella (in, with) you.
4. Sit (by, beside) me.
5. Sit (by, beside) the window to see the lunar eclipse.
Suppose you are asked to give explanation and information about a
“witch” how would you do it?
When giving explanation or information about something, we use
phrasal verbs.

D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Examples:
1. It is said that the witch take vengeance to those who hurt her.
2. The old woman tried to get up after falling.
3. I told her to go ahead with his plan of knowing the witch.
A phrasal verb is a phrase that consists of a verb and another element
such as a noun, an adverb, or a preposition.
The following are some phrasal verbs and their intended meanings.
Phrasal Verb Meaning Sample Sentences
break down stop functioning The bus broke down
a kilometer away
from destination.
get over overcome a problem, He got over the issue
recover from an illness that he was not
promoted
get up stand The woman tried to
get up after the
slipping.
go ahead proceed I told her to go
ahead with the plan.
turn off stop the energy flow She ask the clerk to
turn off the machine.
work out exercise, be successful His plan worked out!
take off start to fly The plane will take
off in 10 minutes.
Identify the phrasal verb in each sentence.
1. The judge turned down the appeal of the young man.
2. After we finished our meal, we asked for the bill.
3. The wedding Mark and Michelle was called off because of the
terrible weather.
4. The SEA Games always end with a closing ceremony.
5. You should follow up the request with the secretary.
Group 1: Make five (5) sentences that give explanation using the
examples of phrasal verbs. (Refer to the chart)
Group 2: Use the following phrasal verbs in sentences that give
information.
 Delight in
 Pick out
 Look forward to
 Show up
 Cut down

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Group 3. Use the following phrasal verbs in sentences that gives
explanation:
1. Tear down
2. Deal with
3. Wake up
4. Think about
5. Put off
Group 4. Make your own sentences with phrasal verbs that expresses
information or explanation.
State your learning:
I have learned that __________________________________.
Now I can make sentences ___________________________.
A. Underline the phrasal verb in the following sentences.
1. We missed out the sale yesterday because we had to attend
a party.
2. Jeremy has worked out a way to solve the problem.
3. They told me to carry on with what I am doing.
4. I will read up on Philippine history.
5. The boss decided to shut down the factory.
B. Encircle the correct phrasal verb that best completes the following
sentences that express information or explanation.
6. To be able to finish your task for the day don’t not (put off,
put on) things for tomorrow.
7. The company is in bankruptcy, thus the board of directors
have decided to (shut up, shut down) the operation of the
company.
8. The road to success is rough, thus to succeed, you must
(carry in, carry on) your plans well.
9. I have been using this burn fats medicine for a long time, but
to see its best effect, you must have to (work out, work for).
10. The meeting was (called up, called out) because there is no
quorum.
Make sentences using phrasal verbs that expresses information or
explanation.
VI. REFLECTIONS
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?
G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Head Teacher III

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time February 8, 2018 – Fridau Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.

C. Learning Competencies EN7G-IV-c-5: Use verbs when giving information and making
explanations

II. CONTENT Phrasal verbs

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not available
2. Learner’s Material pages Not available
3. Textbook pages English Communication Arts and Skills through Philippine Literature
pp. 293-300
4. Additional Materials from
Learning Resources (LR)
Portal
C. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson

C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
Identify the phrasal verb in each sentence.
1. The judge turned down the appeal of the young man.
2. After we finished our meal, we asked for the bill.
3. The wedding Mark and Michelle was called off because of the
terrible weather.
4. The SEA Games always end with a closing ceremony.
5. You should follow up the request with the secretary.
Group 1: Make five (5) sentences that give explanation using the
examples of phrasal verbs. (Refer to the chart)
Group 2: Use the following phrasal verbs in sentences that give
information.
 Delight in
 Pick out
 Look forward to
 Show up
 Cut down
Group 3. Use the following phrasal verbs in sentences that gives
explanation:
1. Tear down
2. Deal with
3. Wake up
4. Think about
5. Put off
Group 4. Make your own sentences with phrasal verbs that expresses
information or explanation.
State your learning:
I have learned that __________________________________.
Now I can make sentences ___________________________.
A. Underline the phrasal verb in the following sentences.
1. We missed out the sale yesterday because we had to attend
a party.
2. Jeremy has worked out a way to solve the problem.
3. They told me to carry on with what I am doing.
4. I will read up on Philippine history.
5. The boss decided to shut down the factory.
B. Encircle the correct phrasal verb that best completes the following
sentences that express information or explanation.

H. Additional activities for
application or remediation
V. REMARKS
1. To be able to finish your task for the day don’t not (put off,
put on) things for tomorrow.
2. The company is in bankruptcy, thus the board of directors
have decided to (shut up, shut down) the operation of the
company.
3. The road to success is rough, thus to succeed, you must
(carry in, carry on) your plans well.
4. I have been using this burn fats medicine for a long time, but
to see its best effect, you must have to (work out, work for).
5. The meeting was (called up, called out) because there is no
quorum.
Make sentences using phrasal verbs that expresses information or
explanation.

VI. REFLECTIONS
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?
G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Head Teacher III

Date_______________ Date_________________ Date______________