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School Baybay National High School Grade Level Grade 8

GRADE 8 Teacher Paul James G. Luzon Learning Area English


DAILY LESSON LOG Teaching Dates and Time August 1-5, 2016 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


Organize notes taken from Arrange notes in one- Determine the meaning of Use the appropriate Note the changes in
I. OBJECTIVES reading style (scanning,
an expository text step word, phrase, and words and expressions that volume, projection,
sentence outline forms reflect the local culture by skimming, speed reading, pitch, stress, intonation,
noting context clues intensive reading etc.) for juncture, and rate of
one’s purpose
speech that affect
meaning
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles
vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in presenting information.

B. Performance Standards The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/ Objectives EN8WC-Ih-6: EN8WC-Ih-6.2: EN8V-Ih-6: EN8RC-Ii-7: EN8LC-Ii-5.2:


Write the LC code for each
II. CONTENT Organizing Notes Arranging Notes Context Clues Skimming Intonation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Elicit the student’s prior Recall the techniques in Let the students read the Let them read a brief Ask them the meaning of
presenting the new lesson knowledge in organizing arranging notes. short article. article. intonation.
notes.

B. Establishing a purpose for the Let the students give the Explore the articles. Ask the purpose of context Give the advantages of Ask why we have to use
lesson uses of organizers. clues. skimming. intonation.
C. Presenting examples / instance of Give examples of organizers. Discuss organizers. Show examples on the ways Show the examples of Show them a video about
the new lesson how to use context clues. articles highlighting the intonations.
skimming to get the
ideas.
D. Discussing new concept and Perform Task in LM Perform Task in LM Perform Task in LM Perform Task in LM Perform Task in LM
practicing new skills #1

E. Discussing new concept and Guess the graphic organizers Give the name of the Get the meaning of the new Skim the article to answer Critique the video
practicing new skills #2 used. organizers. word. the questions.

F. Developing mastery Discuss student’s responses. Draw your own organizers. Discuss the answers of the Discuss the students Report the responses
(Leads to Formative Assessment 3) students. answers.

G. Finding practical application of Cite instances that depicts Games about organizers. Write a reflection about the Cite instances that depicts Give comments
concepts and skills in daily living the uses of graphic uses of context clues the use of skimming.
organizers.

H. Making generalizations and Summarize the day’s Finish the open-ended Finish the open-ended Finish the open-ended Summarize the topic
abstractions about the lesson discussion questions. questions. questions.
I learned that… I learned that… I learned that…
I realized that… I realized that… I realized that…
I. Evaluating learning Organize notes taken from Arrange notes in one- Determine the meaning of Use the appropriate Note the changes in
an expository text step word, phrase, and words and expressions that reading style (scanning, volume, projection,
sentence outline forms reflect the local culture by skimming, speed reading, pitch, stress, intonation,
noting context clues intensive reading etc.) for juncture, and rate of
one’s purpose
speech that affect
meaning
J. Additional activities for application Give time to students to do Perform the LM task Perform the LM task Perform the LM task Perform the LM task
or remediation peer tutoring.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______
the evaluation 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______
8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______
Average _______ Average _______ Average _______ Average _______ Average _______
B. No. of learners who require 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______
additional activities for remediation 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______
8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______
Average _______ Average _______ Average _______ Average _______ Average _______
C. Did the remedial lessons work? Yes No Yes No Yes No Yes No Yes No
No. of learners who have caught up 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______
with the lesson 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______
8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______
Average _______ Average _______ Average _______ Average _______ Average _______

D. No. of learners who continue to 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______
require remediation 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______
8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______
Average _______ Average _______ Average _______ Average _______ Average _______

E. Which of my strategies worked


well? Why did these work?

F. What difficulties did I encounter


which my principal or supervisor can
help me solve?

G. What innovation or localized


materials did I use/discover which I
wish to share with other teachers?
Gender and Development (GAD)
Integration
Class Proficiency Level (CPL) 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______ 8-Gladiolus _______
8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______ 8- Rosemary _______
8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______ 8- SPS 1 _______
Average _______ Average _______ Average _______ Average _______ Average _______

Prepared by: Checked by:

PAUL JAMES G. LUZON


Teacher I ESTELA A. SUAREZ
Department Head