School: Sampaloc National High School Grade Level: 8 – Sampaguita/Rose

GRADE 1 to 12
Teacher: Maria Carmela Rachel G. Esclanda Learning Area: ENGLISH 8
DAILY LESSON LOG
Teaching Dates and Time: June 04 - 08, 2018 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: African literature as a means of exploring forces that human beings I/C Learning
conntend with; variuos reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of Group Activity
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 I/C Learning
the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior. Group Activity

C. Learning Competencies/Objectives:
Write the LC Code for each
Orientation Pre-test EN8RC-Ia-7.2: Scan for
Classroom Rules logical connectors to determine
the text type
EN8LC-Ia-5.1: Listen for
important points signaled by
volume, projection, pitch,
stress, intonation, juncture,
and rate of speech
EN8VC-Ia-8: Use context I/C Learning
clues from the material viewed Group Activity
to determine the meaning of
unfamiliar words or expressions
EN8V-Ia-10.2: Determine the
meaning of idiomatic
expressions by noting context
clues and collocations

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.
Orientation Pre-test CONTEXT CLUES I/C Learning
II. CONTENT Classroom Rules LOGICAL Group Activity
/IDIOMATIC
CONNECTORS
EXPRESSION
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES 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 Journeying through Journeying through
Literature and Language Literature and Language
3. Textbook Pages
4. Additional Materials from Learning Express Ways Express Ways
Resource (LR) Portal
B. Other Learning Resources
 MONDAY TUESDAY WEDNESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Let students connect
Presenting the New Lesson sentences using logical
connectors
B. Establishing a Purpose for the Lesson Express importance of
using logical connectors to
join or connect two ideas
that have a particular
relationship.
C. Presenting Examples/Instances of the Logical connectors can be
Lesson placed at the beginning or in
the middle of the sentence.
Give a lot of examples.
D. Discussing New Concepts and Logical Connectors are not
Practicing New Skills #1 interchangeable. In other
words, you cannot remove
one of these words and add
any other. The best way to
explain how to use these
words is to simply give you
examples.
E. Discussing New Concepts and Use the same sentences in
Practicing New Skills #2 order to illustrate how the
words are used and to show
their different positions in
the sentences. The
positions of the words that
we show you are the most
common but not necessarily
the only positions.
THURSDAY FRIDAY
Let students analyze
sentences and meaning of
underlined words
Explain use of context clues
Discussion of key points:
( teacher provide examples)
Instead of looking a word up
in the dictionary, practice
using context clues to find
the meaning of unknown
words.
Make students aware that
sometimes there is not
enough information in one
sentence to determine the
meaning of the unknown
word. They may have to
read surrounding sentences
to help.
Tell the students that the
nonsense word "elepods"
could be any article of
clothing that may be worn at
the pool.
Write this sentence on the
board below the first
sentence: "The girls wanted
to show off their pretty
painted toenails."
Explain to the students that
if they read this next, they
can more clearly tell what
the meaning of "elepods" is
since it gives the clue about
showing off their toenails.
Tell students that from this
example, we can determine

F. Developing Mastery Board Work Activities
(Leads to Formative Assessment 3)
(provided by teacher)
G. Finding Practical Applications of Board Work activities:
Concepts and Skills in Daily Living (provided by teachers)
H. Making Generalizations and Don't overuse
connectors! It is
Abstractions about the Lesson
unnecessary to use them
everywhere in your writing.
Use connectors when you
want to do the following:
 clearly show a
relationship
between ideas
 add information that
builds on the idea in
the preceding
sentence
I. Evaluating Learning Activity:
(Provided by teacher)
J. Additional Activities for Application or Activity:
Remediation Create your own sentence
using logical connectors.
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 learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
that "elepods" are sandals
or flip-flops.
Board work activities
(Provided by teacher)
Apply context clues in
your own lives, for
examples
 Remind them to
look for
surrounding
words that they
know to help
them determine
the meaning of
an unfamiliar
word.
Activity:
Context Clues
Ask students to write the
following sentence and
replace the nonsense word
with a word that makes
sense: "People enjoy
swimming in the indoor
wendoy in the winter since it
is too clod to be outdoors."
Have the students write a
short explanation of how
they arrived at their answer.
B. No. of learners who require additional
activities for remediation
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 work
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 used/discover which I
wish to share with other teachers?

Prepared: Checked:

MARIACARMELA RACHEL G. ESCLANDA DELFIN A. ESCOBIÑAS

English Teacher Principal II
 School: Sampaloc National High School Grade Level: 10 – Diamond/Emerald
GRADE 1 to 12
Teacher: Maria Carmela Rachel G. Esclanda Learning Area: ENGLISH 10
DAILY LESSON LOG
Teaching Dates and Time: June 04 - 08, 2018 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
D. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and I/C Learning
resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication Group Activity
public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

E. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. I/C Learning
Group Activity

F. Learning Competencies/Objectives: Orientation Pre-test EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: Get I/C Learning

Write the LC Code for each Classroom Rules Determine the effect of textual information that can be used in Group Activity
aids like advance organizers, everyday life from news
titles, non-linear illustrations, reports, speeches, informative
etc. on the understanding of a talks, panel discussions, etc.
text EN10VC-Ia-1.4/2.4:
Determine how connected
events contribute to the totality
of a material viewed
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.
Orientation Pre-test CONNECTING I/C Learning
VIII. CONTENT Classroom Rules TEXTUAL AIDS EVENTS Group Activity
Deadalus and Icarus
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
IX. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages
6. Learner’s Materials Pages Journeying through Journeying through
Literature and Language Literature and Language
7. Textbook Pages
8. Additional Materials from Learning Express Ways Express Ways
Resource (LR) Portal
D. Other Learning Resources

X. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
K. Reviewing Previous Lesson or Let students realize the use Ask students questions
Presenting the New Lesson of graphic organizer about Deadalous and Icarus

L. Establishing a Purpose for the Lesson Express importance of Contribution of Mythology to

using graphic organizers society
M. Presenting Examples/Instances of the Graphic organizers are Discussion of key points of
Lesson visual displays of key the story.
content information
designed to benefit
learners who have difficulty
organizing
information
N. Discussing New Concepts and Graphic organizers can be Ask students questions with
Practicing New Skills #1 categorized in regards to the sequence of
many ways according to the events in the story.
way they
arrange information:
hierarchical,
conceptual,
sequential, or
cyclical
O. Discussing New Concepts and Cite examples of the Ask students questions with
Practicing New Skills #2 following: regards to the sequence of
hierarchical, events in the story.
conceptual,
sequential, or
cyclical.
P. Developing Mastery Board Work Activities Board work activities
(Leads to Formative Assessment 3) (Provided by teacher)
(provided by teacher)
Q. Finding Practical Applications of Board Work activities: Apply context clues in
Concepts and Skills in Daily Living (provided by teachers) your own lives, for
examples
R. Making Generalizations and Make a Let students summarize the
Abstractions about the Lesson presentation on Filipino story and connect this to
Traits using the chosen real life experiences.
graphic organizer.

S. Evaluating Learning Activity: Activity:

(Provided by teacher) Context Clues
 T. Additional Activities for Application or Activity: Ask students to answer
Remediation Draw a graphic organizer Task 8 to task 12
for each type.

XI. 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 learn?
XII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies work
well? Why did these work?
M. What difficulties did I encounter which
my principal or supervisor can help me
solve?
N. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared: Checked:

MARIACARMELA RACHEL G. ESCLANDA DELFIN A. ESCOBIÑAS

English Teacher Principal II

GRADE 1 to 12
DAILY LESSON LOG
XIII. OBJECTIVES
G. Content Standards:
H. Performance Standards:
I. Learning Competencies/Objectives:
Write the LC Code for each
XIV. CONTENT
XV. LEARNING RESOURCES
E. References
9. Teacher’s Guide Pages
10. Learner’s Materials Pages
11. Textbook Pages
12. Additional Materials from
Learning Resource (LR) Portal
F. Other Learning Resources
School: Sampaloc National High School Grade Level: 8 – Sampaguita/Rose
Teacher: Maria Carmela Rachel G. Esclanda Learning Area: ENGLISH 8
Teaching Dates and Time: June 12 – 14, 2018 Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend I/C Learning
with; variuos reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by Group Activity
which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind I/C Learning
the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior. Group Activity
No classes EN8LT-Ia-8: Describe the EN8WC-Ia-1.1: Generate N8G-Ia-7: Use parallel structures I/C Learning
Holiday notable literary genres ideas and their relationships EN8G-Ia-8: Use appropriate Group Activity
Independence Day contributed by African writers EN8WC-Ia-1.1.6.1: Present cohesive devices in composing an
EN8LT-Ia-8.1: Identify the ideas using a variety of informative speech
distinguishing features of graphic organizers
notable African chants,
poems, folktales, and short EN8OL-Ia-3.11: Use the
stories correct sounds of English
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.
No classes LITERARY GENRES PARALLEL I/C Learning
Holiday ENGLISH SOUNDS
Independence Day
GRAPHIC STRUCTURES/COHESIVE Group Activity
ORGANIZERS /y/ DEVICE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
Journeying through Journeying through Journeying through Literature
Literature and Language Literature and Language and Language
Express Ways II Express Ways II Express Ways II
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
XVI. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
U. Reviewing Previous Lesson or No classes Let students read a story Spelling Bee Let students analyze sentences
Presenting the New Lesson Holiday and meaning of underlined words
Independence Day Stick pictures of graphic
organizers on the board
V. Establishing a Purpose for the Lesson No classes Identify which kind of Improve students word Explain use of parallel structure
Holiday literary genre the story bank
Independence Day belongs
Let students analyze the
types of graphic organizers
W. Presenting Examples/Instances of the No classes Cite examples of stories Spell words Discussion of key points:
Lesson Holiday read ( teacher provide examples)
Independence Day
Let students explain the Principles of subject verb
use of each graphic agreement
organizer.
X. Discussing New Concepts and No classes Classify story to whether it Practice Spelling Familiarize students with
Practicing New Skills #1 Holiday is Fiction or Non-Fiction grammar rules
Independence Day

Y. Discussing New Concepts and No classes Discuss Genres under Practice reading English Discuss key point in subject verb
Practicing New Skills #2 Holiday fiction. Discuss Genres sound /y/ agreement
Independence Day under non-fiction.

Z. Developing Mastery No classes Review given examples Board Work Activities Board work activities
(Leads to Formative Assessment 3) Holiday (Provided by teacher)
Independence Day (provided by teacher)

AA. Finding Practical Applications of No classes Make students Identify the Board Work activities: Apply contextsubject verb
Concepts and Skills in Daily Living Holiday examples (provided by teachers) agreement in sentence
Independence Day
construction
BB. Making Generalizations and No classes Let students recite and Give examples of Summarize rules in subject verb
Abstractions about the Lesson Holiday explainthe literary Genres /y/ sound and use it in a agreement
Independence Day sentence
 CC. Evaluating Learning No classes Short Quiz on Activity: Activity:
Holiday LiteraryGenres (Provided by teacher) Subject verb agreement
Independence Day

DD. Additional Activities for No classes Activity: Ask students to write a

Application or Remediation Holiday Board work spelling. paragraph using parallel
Independence Day structure

XVII. 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 learn?
XVIII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned 80% in
the evaluation
P. No. of learners who require
additional activities for remediation
Q. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies work
well? Why did these work?
T. What difficulties did I encounter
which my principal or supervisor can
help me solve?
U. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared: Checked:

MARIACARMELA RACHEL G. ESCLANDA DELFIN A. ESCOBIÑAS

English Teacher Principal II
 School: Sampaloc National High School Grade Level: 10 – Diamond/Emerald
GRADE 1 to 12
Teacher: Maria Carmela Rachel G. Esclanda Learning Area: ENGLISH 10
DAILY LESSON LOG
Teaching Dates and Time: June 12 – 14, 2018 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and I/C Learning
resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication Group Activity
public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. I/C Learning
Group Activity

C. Learning Competencies/Objectives: No classes EN10LT-Ia-14.2: Explain how EN10WC-Ia-12.1: Identify EN10OL-Ia-3.14: Identify the I/C Learning
Write the LC Code for each Holiday the elements specific to a features of persuasive texts factors of public speaking Group Activity
Independence Day selection build its theme

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.
No classes THEME FACTORS OF PUBLIC I/C Learning
II. CONTENT Holiday Group Activity
Independence Day PERSUASIVE TEXTS SPEAKING

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
G. References
13. Teacher’s Guide Pages
14. Learner’s Materials Pages Journeying through Journeying through Journeying through
Literature and Language Literature and Language Literature and Language
15. Textbook Pages
16. Additional Materials from Express Ways Express Ways Express Ways
Learning Resource (LR) Portal
H. Other Learning Resources
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or No classes Theme is the central idea or Watch the Persuasive Cite examples of public I/C Learning
Presenting the New Lesson Holiday message in a literary work. Writing For Kids: What is It? speaking Group Activity
Independence Day It is not the subject of the video on YouTube. After
work (students often get the watching, ask the students:
two definitions of theme  What is persuasive
confused). It is a perception writing?
about human life.  Why do people
write persuasive
texts?
 What different types
of persuasive texts
are there?
B. Establishing a Purpose for the Lesson No classes  Themes are rarely Express importance of Contribution of Public I/C Learning
Holiday stated directly. They using persuasive text Speaking to society Group Activity
Independence Day usually must be
inferred.
 The theme is revealed
by the way characters
change in a story,
conflicts in the story,
and statements made
by the narrator or
characters.
 Understanding theme
involves understanding
plot, characters, and
setting.
C. Presenting Examples/Instances of the No classes Discuss Plot: Give examples of Discussion of key public I/C Learning
Lesson Holiday  Analyze cause and persuasive text. speaking Group Activity
Independence Day effect.
 Identify the main
conflict and minor
conflicts.
Example: The main conflict,
Ulrich's and Georg's hatred
for one another, puts them
in a bind. Their misfortune
causes them to realize their
foolishness. The
approaching wolves don't
care.
D. Discussing New Concepts and No classes  Analyze Character As an introduction to THREE IMPORTANT I/C Learning
Practicing New Skills #1 Holiday Motivation: persuasive writing, display FACTORS OF PUBLIC Group Activity
Independence Day  Note which and discuss slide 5 of the SPEAKING
characters are Developing Persuasive ETHOS - CREDIBILITY OR
dynamic and which Writing Skills PowerPoint THE SPEAKER
are static. Encourage the students to LOGOS - LOGICAL
 Look for evidence suggest additional ARRANGEMENT OF
regarding character examples of persuasive WORDS OR
motives. texts to add to the list on the SENTENCES
 Evaluate the slide. PATHOS – ABILITY TO
characters' . CREATE CONNECTION
personality. BETWEEN SPEAKER AND
Example: Ulrich and Georg THE AUDIENCE
are motivated by hatred
initially. Their hatred softens
and they become motivated
by love. Their misfortune
matures them quickly.
E. Discussing New Concepts and No classes Visualize Setting: Discuss the structure of Ask students questions with I/C Learning
Practicing New Skills #2 Holiday  Evaluate what persuasive texts, as regards to the sequence of Group Activity
Independence Day effect the setting outlined on slide 6. Discuss events in the story.
has on the the first example text on
characters and on slides 7-8, then encourage
the mood of the the students to label the
story. second example text on
Example: The harsh setting slides 9-10.
reflects the harsh feelings of
the two men. It forces each
man's character change and
each man's impending
doom.
F. Developing Mastery No classes Recognize Theme: Board Work Activities Board work activities I/C Learning
(Leads to Formative Assessment 3) Holiday  Note any sentences (Provided by teacher) Group Activity
Independence Day or sections that (provided by teacher)
strike your fancy.
 Observe how
characters change
and what they
learn.
 Look at the title.
Example: "There are better
things in life than getting the
better of a boundary
dispute."
 G. Finding Practical Applications of No classes Teaching Theme Lesson Board Work activities: Apply factors in public I/C Learning
Concepts and Skills in Daily Living Holiday Plan Procedures (provided by teachers) speaking in daily living Group Activity
Independence Day Copy down the above notes
on theme.

H. Making Generalizations and No classes Read "The Interlopers" by Make a Give tips on improving I/C Learning
Abstractions about the Lesson Holiday Saki or any other short presentation using public speaking Group Activity
Independence Day story. persuasive text.

I. Evaluating Learning In small groups, implement Activity: Activity: I/C Learning

strategies for recognizing (Provided by teacher) Factors of Public Speaking Group Activity
theme.

J. Additional Activities for Application or No classes Write down information for Activity: None I/C Learning
Remediation Holiday recognizing theme. Cite examples of persuasive Group Activity
Independence Day Write a paragraph text.
discussing and analyzing
theme in "The Interlopers."
The topic sentence should
be an explicit statement of
theme. The paragraph must
include specific details from
the story.
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 learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
V. No. of learners who earned 80% in the
evaluation
W. No. of learners who require additional
activities for remediation
X. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies work
well? Why did these work?
AA.What difficulties did I encounter which
my principal or supervisor can help me
solve?
BB. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared: Checked:

MARIACARMELA RACHEL G. ESCLANDA DELFIN A. ESCOBIÑAS

English Teacher Principal II
 School: Sampaloc National High School Grade Level: 8 – Sampaguita/Rose
GRADE 1 to 12
Teacher: Maria Carmela Rachel G. Esclanda Learning Area: ENGLISH 8
DAILY LESSON LOG
Teaching Dates and Time: June 18 – 22, 2018 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
J. Content Standards: The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend I/C Learning
with; variuos reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by Group Activity
which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.

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

L. Learning Competencies/Objectives:
Write the LC Code for each
EN8LC-Ib-5.1: Listen for
important points signaled by
volume, projection, pitch,
stress, intonation, juncture,
and rate of speech
EN8VC-Ib-8: Use context
clues from the material viewed
to determine the meaning of
unfamiliar words or
expressions
EN8V-Ib-10.2: Determine
the meaning of idiomatic
expressions by noting context
clues and collocations
EN8LT-Ib-8: Describe the notable I/C Learning
literary genres contributed by Group Activity
African writers
EN8LT-Ib-8.1: Identify the
distinguishing features of

II. CONTENT
III. LEARNING RESOURCES
I. References
17. Teacher’s Guide Pages
18. Learner’s Materials Pages
19. Textbook Pages
20. Additional Materials from
Learning Resource (LR) Portal
J. Other Learning Resources
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.
VOLUME, PROJECTION, CONTEXT CLUES LITERARY GENRES I/C Learning
PITCH, STRESS, IDIOMATIC Group Activity
INTONATION, JUNCTURE, EXPRESSIONS
AND RATE OF SPEECH
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
Journeying through Journeying through Journeying through Journeying through Literature
Literature and Language Literature and Language Literature and Language and Language
Express Ways II Express Ways II Express Ways II Express Ways II

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let Students read a script
with expressions.
Improve speaking skills by
applying proper tone of
voice
Give example of the
following volume,
projection, pitch, stress,
intonation, juncture, and
rate of speech
Differentiate volume,
projection, pitch, stress,
intonation, juncture, and
rate of speech
Define volume, projection,
pitch, stress, intonation,
juncture, and rate of speech
TUESDAY WEDNESDAY THURSDAY FRIDAY
Let students analyze Let students read some Introducing Literary Genres
sentences and meaning of idiomatic expression
underlined words
Explain use of context Improve students Explain use of genre
clues understanding
Discussion of key points: Identify meaning of Discussion of key points:
(teacher provide examples) idiomatic expressions (teacher provide examples)
Instead of looking a word Literary Genre
up in the dictionary,
practice using context
clues to find the meaning of
unknown words.
Make students aware that Give example of Idiomatic Familiarize students with Literary
sometimes there is not Expressions Genres
enough information in one
sentence to determine the
meaning of the unknown
word. They may have to
read surrounding
sentences to help.
Tell the students that the Give example of Idiomatic Discuss kinds of literary genres
nonsense word "elepods" Expressions
could be any article of
clothing that may be worn
at the pool.
Write this sentence on the
board below the first
sentence: "The girls
wanted to show off their
pretty painted toenails."
Explain to the students that
if they read this next, they
can more clearly tell what
the meaning of "elepods" is
since it gives the clue
about showing off their
toenails.
Tell students that from this
example, we can determine
 that "elepods" are sandals
or flip-flops.

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
Practice volume,
projection, pitch, stress,
intonation, juncture, and
rate of speech
Apply proper volume,
projection, pitch, stress,
intonation, juncture, and
rate of speech
Let students explain
volume, projection, pitch,
stress, intonation, juncture,
and rate of speech
Board work activities
(Provided by teacher)
Apply context clues in
your own lives, for
examples
Remind them to look for
surrounding words that
they know to help them
determine the meaning of
an unfamiliar word.
Board Work Activities
(provided by teacher)
Board Work activities:
(provided by teachers)
Let students explain some
idiomatic expressions that
they know
Board work activities
(Provided by teacher)
Apply knowledge of literary
genres by answering activities
Differentiate Literary Genres
given

I. Evaluating Learning Quiz Activity: Activity: Activity:

Context Clues (Provided by teacher) Literary Genre

J. Additional Activities for Application
or Remediation
Assignment Ask students to write the Activity: Ask students to write examples
following sentence and Board work spelling. of Literary Genres they know
replace the nonsense word
with a word that makes
sense: "People enjoy
swimming in the indoor
wendoy in the winter since
it is too clod to be
outdoors."
Have the students write a
short explanation of how
they arrived at their
answer.

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 learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
CC. No. of learners who earned 80% in
the evaluation
DD. No. of learners who require
additional activities for remediation
EE. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
FF. No. of learners who continue to
require remediation
GG. Which of my teaching strategies
work well? Why did these work?
HH. What difficulties did I encounter
which my principal or supervisor can
help me solve?
II. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared: Checked:

MARIACARMELA RACHEL G. ESCLANDA DELFIN A. ESCOBIÑAS

English Teacher Principal II
 School: Sampaloc National High School Grade Level: 10 – Diamond/Emerald
GRADE 1 to 12
Teacher: Maria Carmela Rachel G. Esclanda Learning Area: ENGLISH 10
DAILY LESSON LOG
Teaching Dates and Time: June 18 – 22, 2018 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and I/C Learning
resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication Group Activity
public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. I/C Learning
Group Activity

C. Learning Competencies/Objectives:
Write the LC Code for each
EN10RC-Ib-2.15.2:
Determine the effect of textual
aids like advance organizers,
titles, non-linear illustrations,
etc. on the understanding of a
text
EN10LC-Ib-4: Determine the
implicit and explicit signals,
verbal, as well as non-verbal,
used by the speaker to
highlight significant points
EN10VC-Ib-1.4/2.4: EN10V-Ib-13.9: Differentiate I/C Learning
Determine how connected formal from informal definitions Group Activity
events contribute to the totality of words
of a material viewed

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.
EFFECT OF TEXTUAL IMPLICIT AND FORMAL FROM I/C Learning
AIDS EXPLICIT SIGNALS INFORMAL Group Activity
II. CONTENT OVERVIEW
DEFINITIONS OF
WORDS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
K. References
21. Teacher’s Guide Pages
22. Learner’s Materials Pages Journeying through Journeying through Journeying through Journeying through
Literature and Language Literature and Language Literature and Language Literature and Language
23. Textbook Pages
24. Additional Materials from Express Ways Express Ways Express Ways Express Ways
Learning Resource (LR) Portal
L. Other Learning Resources
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or No classes Theme is the central idea or Watch the Persuasive Cite examples of public I/C Learning
Presenting the New Lesson Holiday message in a literary work. Writing For Kids: What is It? speaking Group Activity
Independence Day It is not the subject of the video on YouTube. After
work (students often get the watching, ask the students:
two definitions of theme  What is persuasive
confused). It is a perception writing?
about human life.  Why do people
write persuasive
texts?
 What different types
of persuasive texts
are there?
B. Establishing a Purpose for the Lesson No classes  Themes are rarely Express importance of Contribution of Public I/C Learning
Holiday stated directly. They using persuasive text Speaking to society Group Activity
Independence Day usually must be
inferred.
 The theme is revealed
by the way characters
change in a story,
conflicts in the story,
and statements made
by the narrator or
characters.
 Understanding theme
involves understanding
plot, characters, and
setting.
C. Presenting Examples/Instances of the No classes Discuss Plot: Give examples of Discussion of key public I/C Learning
Lesson Holiday  Analyze cause and persuasive text. speaking Group Activity
Independence Day effect.
 Identify the main
conflict and minor
conflicts.
Example: The main conflict,
Ulrich's and Georg's hatred
for one another, puts them
in a bind. Their misfortune
causes them to realize their
foolishness. The
approaching wolves don't
care.
D. Discussing New Concepts and No classes  Analyze Character As an introduction to THREE IMPORTANT I/C Learning
Practicing New Skills #1 Holiday Motivation: persuasive writing, display FACTORS OF PUBLIC Group Activity
Independence Day  Note which and discuss slide 5 of the SPEAKING
characters are Developing Persuasive ETHOS - CREDIBILITY OR
dynamic and which Writing Skills PowerPoint THE SPEAKER
are static. Encourage the students to LOGOS - LOGICAL
 Look for evidence suggest additional ARRANGEMENT OF
regarding character examples of persuasive WORDS OR
motives. texts to add to the list on the SENTENCES
 Evaluate the slide. PATHOS – ABILITY TO
characters' . CREATE CONNECTION
personality. BETWEEN SPEAKER AND
Example: Ulrich and Georg THE AUDIENCE
are motivated by hatred
initially. Their hatred softens
and they become motivated
by love. Their misfortune
matures them quickly.
E. Discussing New Concepts and No classes Visualize Setting: Discuss the structure of Ask students questions with I/C Learning
Practicing New Skills #2 Holiday  Evaluate what persuasive texts, as regards to the sequence of Group Activity
Independence Day effect the setting outlined on slide 6. Discuss events in the story.
has on the the first example text on
characters and on slides 7-8, then encourage
the mood of the the students to label the
story. second example text on
Example: The harsh setting slides 9-10.
reflects the harsh feelings of
the two men. It forces each
man's character change and
each man's impending
doom.
F. Developing Mastery No classes Recognize Theme: Board Work Activities Board work activities I/C Learning
(Leads to Formative Assessment 3) Holiday  Note any sentences (Provided by teacher) Group Activity
Independence Day or sections that (provided by teacher)
strike your fancy.
 Observe how
characters change
and what they
learn.
 Look at the title.
Example: "There are better
things in life than getting the
better of a boundary
dispute."
 G. Finding Practical Applications of No classes Teaching Theme Lesson Board Work activities: Apply factors in public I/C Learning
Concepts and Skills in Daily Living Holiday Plan Procedures (provided by teachers) speaking in daily living Group Activity
Independence Day Copy down the above notes
on theme.

H. Making Generalizations and No classes Read "The Interlopers" by Make a Give tips on improving I/C Learning
Abstractions about the Lesson Holiday Saki or any other short presentation using public speaking Group Activity
Independence Day story. persuasive text.

I. Evaluating Learning In small groups, implement Activity: Activity: I/C Learning

strategies for recognizing (Provided by teacher) Factors of Public Speaking Group Activity
theme.

J. Additional Activities for Application or No classes Write down information for Activity: None I/C Learning
Remediation Holiday recognizing theme. Cite examples of persuasive Group Activity
Independence Day Write a paragraph text.
discussing and analyzing
theme in "The Interlopers."
The topic sentence should
be an explicit statement of
theme. The paragraph must
include specific details from
the story.
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 learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
JJ. No. of learners who earned 80% in the
evaluation
KK. No. of learners who require additional
activities for remediation
LL. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
MM. No. of learners who continue to
require remediation
NN. Which of my teaching strategies
work well? Why did these work?
OO. What difficulties did I encounter
which my principal or supervisor can
help me solve?
PP. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared: Checked:

MARIACARMELA RACHEL G. ESCLANDA DELFIN A. ESCOBIÑAS

English Teacher Principal II