Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
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
A. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
August 6, 2018 – Monday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: pre-colonial Philippine literature
as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.
EN7G-I-f-11: Observe correct subject-verb agreement
Sub-Skill: Agreement with the use of indefinite pronouns, correlative
conjunctions, compound subjects taken as one (referring to the same person,
place, or thing).
Module 1: Lesson 3 Connecting to My Past
Subject-Verb Agreement
57, 88-89
80, 223-113
Interactive Review: Have the students answer the drill.
1. Prince Madali and Prince Bantugan (is, are) brothers of the old king.
2. The good king and his sister, princess Datimbang (rescues, rescue) the
dead body of Prince Bantugan.
3. (Is, Are) Prince Madali a good prince?
4. There (is, are) the royal people from the Kingdom Between Two Seas.
5. Here (come, comes) the beautiful bride of Prince Bantugan.
Accomplish the KWL chart
What you Know What you Would like What you Learned
(Rules that you knew to know
already)
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
Study the following sentences derived from the epic “The Good Prince
Bantugan.” Find out if all the verbs agree with the subjects of each sentence.
1. The good and brave prince is Prince Bantugan.
2. Everyone loves Prince Bantugan.
3. Nobody likes the old king.
4. Either the old king or the young prince helps Prince Bantugan.
5. Not only the king but also the people in the palace feel sad about the
sudden death of Prince Bantugan.
Process the sentences and the responses of the students.
From the sentences, what additional rule can you formulate?
Additional rules:
1. The verb is singular if the two subjects are joined by and but they refer to
the same person, place or thing.
Examples: My friend and hero is loyal to me.
Bread and butter is the staple food of most Filipinos.
2. Singular indefinite pronouns such as: each one, everyone, no one,
somebody, anybody, nobody, something, someone, take singular verbs.
Examples: Everyone likes the prince because of his kindness.
Nobody likes the cruel king.
3. Plural indefinite pronouns such as several, few, both, require plural verbs.
Examples:
Many are called but few are chosen.
Both kings are kind to their people.
4. Subjects introduce by each, every, and no takes singular verb.
Examples: Each student is required to wear gloves, mask, and goggles
during laboratory class.
5. If two subjects are joined by or, nor, neither nor, either not, not only…but
also, the verb agrees to the nearest subject.
Examples:
Either the teacher or the students participate to the program.
Not the plates but the glass is broken.
Practice #1
Observe correct subject-verb agreement. Pick out the subject and choose the
correct verb that agrees with the subject.
1. Somebody (knocks, knocks) on my door.
2. Few people (admire, admires) the king.
3. Each student (is, are) required to participate to the program.
4. No one (is, are) allowed to enter this room.
5. My friend and confidant (is, are) my mother.
6. Few (was, were) punished for breaking the rules.
7. Each (has, have) a role to perform.
8. Everyone (is, are) expected to heed the wisdom of the elders.
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
Practice #2
A. Object correct-subject verb agreement. Choose the correct form of the
verb.
The good and brave prince (is, are) Prince Bantugan. Everyone
(admire, admires) him because of his bravery and kindness to the people in
the palace. He has a brother named King Baltog. The king is bad, thus, few
people (love, loves) the king. Because of this, the king (hates, hate) his
brother. So, the prince (decide, decides) to leave the palace.
B. Task 11.2 Brighten Up
See page 113.
Talk about the story of “The Good Prince Bantugan.” Observe correct
subject-verb agreement in your dialogue.
Group 1: Talk about the heroic deed/act of Prince Bantugan. You may add
some details to complete the heroic act of the prince before it leaves
Bumbaran.
Group 2: Talk about the attitude of the old king.
Group 3: Provide Q-A on the scene where the dead body of Prince
Bantugan was rescued by the good king of the Kingdom Between Two Sea
and his sister Princess Datimbang. (You may use other rules in S-V
agreement that you know).
Group 4. Talk about the bravery of Prince Madali and the old king.
See attached Rubrics.
Where can you use the rules in subject-verb agreement?
What additional rule did you learn in today’s lesson?
Note: The students will go back to the KWL chart to give answer to the last
column.
How does the knowledge on S-V agreement help you improve your
communication skill? (eg. your speaking and writing skill)
A. Choose the verb that agrees with each subject.
1. Puto and dinuguan (is, are) my favorite merienda.
2. Everyone (like, likes) the wedding reception.
3. Not only Molly and her mother, but also Blackie, their dog is very angry
when Paulo comes to their house.
4. Not only the mother, but also the children disagree with the father’s
decision to work abroad.
5. Either Ms. Mercado or the students use the classroom computer on a
regular basis.
6. Someone (use, uses) my email account without my consent.
7. Neither the hammer nor the nails (was, were) in the tool box.
8. Her attorney and confidant (is, are) Rosalie.

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
9. Peanuts and popcorn (is, are) common party snacks.
10. Either an orange or prunes (is, are) healthful for breakfast.
B. Find the error in the following verb and write the correct form of the verb
on the blank.
___________ 1. The teacher-in-charge and English teacher are Mr. John
Pena.
___________ 2. Not the coach but the players needs stamina.
___________ 3. Either the children or their parents attends the party.
___________ 4. Not the plates but the glass are broken.
___________ 5. Not only the students but also the teachers attends the
forum.
1. Neither a letter of recommendation nor good grades (guarantees,
guarantee) a scholarship.
2. Neither falling rocks nor icy pavement (keep, keeps) automobiles off the
road.
3. Both rivers and streams (provide, provides) irrigation to farmland.
4. Toast and tea (is, are) my favorite breakfast.
5. Her friend and companion (is, are) George.
6. Either the tortoise or the hare (win, wins) the race.
7. Raisins or an apple (make, makes) good snack.
8. Nobody (agree, agrees) with her idea.
9. Everyone (support, supports) his plans in making some changes in school.
10. Neither Kaye nor her friends (like, likes) winter.
_______ out of _______ for Gold
_______ out of _______ for Gold
_______ for Gold _________ for Opal
 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 School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
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
Josenia P. Constantino Subject English
August 7, 2018 – Tuesday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
The learner demonstrates understanding of: pre-colonial Philippine literature
as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-e-2.8.1: Recognize the parts of a simple paragraph
Module 1: Lesson 3 Connecting to My Past
82-83
Have the students answer the drill.
1. Neither foxes nor dogs (eat, eats) only meat.
2. A steak or the scallops (is, are ) the best choice tonight.
3. My best friend and chess partner (is, are ) Miguel.
4. Either the moon or the planets (shines, shine) brightly at certain times.
5. Someone (talk, talks) to her in rude manner.
Tell the students that they will learning a new lesson.
Elicit students’ prior knowledge on the parts of a paragraph and its kinds.
Present a paragraph. Have the students identify the parts of a paragraph.
Being a hero can be defined in many ways. Several qualities like
courage, respect, and strength can define heroism. A hero is noted for his or
her actions for being brave, powerful, and acting with honor. In the epic
poem, Bantugan, the main character Bantugan shows all of these
characteristics by defending the Bumbaran kingdom, and his people. He is a
true hero by honoring his country and exerting his power and strength to
 protect others. Bantugan embodies the qualities of bravery, being powerful,
and demonstrating his honor; therefore, he can be considered a true hero.

1. What is being talked about in the paragraph? What is the main idea?
2. What supports the main idea?
3. How is the paragraph organized? Are all ideas connected to each other?
4. What are the parts of the paragraph?

D. Discussion new concepts and A paragraph contains a group of sentences arranged in a certain order. A
practicing new skills #1 sentence states an idea. A paragraph develops an idea. Paragraph grows out
of sentences.

A paragraph has three basic parts, the introduction which introduces the
topic, the body which presents ideas that support the topic and the
conclusion which ties up all the ideas.

A paragraph has basic features:

1. Unity
2. Completeness
3. Coherence
4. Emphasis or Order

Practice #1. Identify the parts of the paragraphs below.

Identify the basic parts of the following paragraphs. Write the numbers that
correspond to your answer.
A.
1. The best vacation is a trip to the beach. 2. There is a lot to do at the beach.
3. You can go swimming, build a sandcastle, or maybe even go surfing. 4.The
beach is very relaxing. 5. Many people enjoy listening to the sound of the
ocean and lying in the sun. 6. When you plan your next vacation, be sure to
remember that the beach is your best choice.

Topic Sentence:_____________________________
Supporting Details: ___________________________
Conclusion: __________________________________

B.
1. This past weekend I had the time of my life. 2. First, Friday night, I had
my best friend over and we made a delicious, mouth-watering pizza. 3.
After we ate, we had a friendly video game competition. 4. On Saturday, my
dad took us out on the boat. 5. The weather was perfect and the water was
warm. It was a great day to go for a swim. 6. Later that night, we went to the
movies. 7. We saw an action packed thriller and ate a lot of popcorn. 8.
Finally, on Sunday, we rode our bikes all over town. 9. By the end of the
day, my legs were very tired. I only hope that next weekend can be as fun as
this one.
Topic Sentence:_____________________________
Supporting Details: ___________________________
Conclusion: __________________________________
 E. Discussing new concepts and Discuss the kinds of paragraphs with the students.
practicing new skills # 2 Provide example of each.
Have the students identify the kinds of a paragraph.

F. Developing mastery (Leads See attachments.

to Formative Assessment 3)

G. Finding practical applications Practice your writing skill.

of concepts and skills in daily Just like the epic “The Good Prince Bantugan,” the hero defended his country
living from enemy, thus he was loved and liked by everyone in the palace. What
about you? Who is your hero? Write a short paragraph about him or her. Be
sure that your paragraph has the basic parts and features.

H. Making generalizations and Why it is important to know the basic parts and features of a paragraph?
abstractions about the lesson How does your knowledge on this can help you improve your writing skill?

I. Evaluating Learning See attachment.

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation _______ out of _______ for Gold

_______ out of _______ for Gold

B. No. of learners who require

additional activities for _______ for Gold _________ for Opal
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 School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time August 8, 2018 – Wednesday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
The learner demonstrates understanding of: pre-colonial Philippine literature
as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-e-2.8.1: Recognize the parts of a simple paragraph
Module 1: Lesson 3 Connecting to My Past

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages 82-83
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review the basic parts and features of a paragraph.
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 Discuss the kinds of paragraphs with the students.
practicing new skills # 2 Provide example of each.
Have the students identify the kinds of a paragraph.

F. Developing mastery (Leads See attachments.

to Formative Assessment 3)

G. Finding practical applications Practice your writing skill.

of concepts and skills in daily Just like the epic “The Good Prince Bantugan,” the hero defended his country
living from enemy, thus he was loved and liked by everyone in the palace. What
 about you? Who is your hero? Write a short paragraph about him or her. Be
sure that your paragraph has the basic parts and features.

H. Making generalizations and Why it is important to know the basic parts and features of a paragraph?
abstractions about the lesson How does your knowledge on this can help you improve your writing skill?

I. Evaluating Learning See attachment.

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation _______ out of _______ for Gold

_______ out of _______ for Gold

B. No. of learners who require

additional activities for _______ for Gold _________ for Opal
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 School Head

Date_______________ Date_________________ Date______________