GRADE 8 School Don Jose National High School Grade Level 8

DAILY LESSON LOG Teacher ARLENE T. GASPARD Learning Area ENGLISH

Teaching Dates and Time 7:15-8:15, 9:45-10:45, 12:45-1:45, 1:45-2:45 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

Date: JUNE 4, 2018 Date: JUNE 5, 2018 Date: JUNE 6, 2018 Date: JUNE 7, 2018 Date: JUNE 8, 2018

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
The learner demonstrates
understanding of: Southeast Asian
literature as a mirror to a shared
heritage; coping strategies in processing
textual information; strategies in
examining features of a listening and
viewing material; structural analysis of
words and propaganda techniques; and
grammatical signals for opinion-making,
persuasion, and emphasis.
The learner transfers learning by
composing and delivering a persuasive
speech based on an informative essay
featuring use of properly acknowledged
information sources, grammatical
signals for opinion-making, persuasion,
and emphasis, and appropriate prosodic
features, stance, and behavior.
EN8LT-Ia-8: Describe the notable
literary genres contributed by African
writers
EN8LT-Ia-8.1: Identify the
distinguishing features of notable
African chants, poems, folktales, and
short stories
I AM AN AFRICAN CHILD
pp.
The learner demonstrates The learner demonstrates
understanding of: Southeast Asian understanding of: Southeast Asian
literature as a mirror to a shared literature as a mirror to a shared
heritage; coping strategies in heritage; coping strategies in
processing textual information; processing textual information;
strategies in examining features of a strategies in examining features of a
listening and viewing material; listening and viewing material;
structural analysis of words and structural analysis of words and
propaganda techniques; and propaganda techniques; and
grammatical signals for opinion- grammatical signals for opinion-
making, persuasion, and emphasis. making, persuasion, and emphasis.
The learner transfers learning by The learner transfers learning by
composing and delivering a composing and delivering a composing and delivering a
persuasive speech based on an persuasive speech based on an
informative essay featuring use of informative essay featuring use of
properly acknowledged information properly acknowledged information
sources, grammatical signals for sources, grammatical signals for
opinion-making, persuasion, and opinion-making, persuasion, and
emphasis, and appropriate prosodic emphasis, and appropriate prosodic
features, stance, and behavior. features, stance, and behavior.
EN8OL-Ia-3.11: Use the correct
sounds of English
EN8LC-Ib-5.1: Listen for important
points signaled by volume,
projection, pitch, stress, intonation,
juncture, and rate of speech
INDEPENDENCE DAY BASIC ELEMENTS OF SPOKEN
LANGUAGE
PP. PP.
The learner demonstrates
understanding of: Southeast Asian
literature as a mirror to a shared
heritage; coping strategies in
processing textual information;
strategies in examining features of
a listening and viewing material;
structural analysis of words and
propaganda techniques; and
grammatical signals for opinion-
making, persuasion, and emphasis.
The learner transfers learning by
persuasive speech based on an
informative essay featuring use of
properly acknowledged
information sources, grammatical
signals for opinion-making,
persuasion, and emphasis, and
appropriate prosodic features,
stance, and behavior.
EN8OL-Ia-3.11: Use the correct
sounds of English
EN8OL-Ie-5: Use appropriate
prosodic features of speech when
delivering lines
BASIC ELEMENTS OF SPOKEN
LANGUAGE
(choral reading-I am an African
Child)
pp.
The learner demonstrates
understanding of: Southeast Asian
literature as a mirror to a shared
heritage; coping strategies in
processing textual information;
strategies in examining features of
a listening and viewing material;
structural analysis of words and
propaganda techniques; and
grammatical signals for opinion-
making, persuasion, and emphasis.
The learner transfers learning by
composing and delivering a
persuasive speech based on an
informative essay featuring use of
properly acknowledged
information sources, grammatical
signals for opinion-making,
persuasion, and emphasis, and
appropriate prosodic features,
stance, and behavior.
EID AL FITR
pp.

2. Learner’s Material pages pp. 16 PP. PP. 16-21 pp. 22-24 pp.
N/A N/A N/A n/a N/A
3. Textbook pages

4. Additional Materials N/A N/A N/A N/A

from Learning Resource
(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. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
N/A
Tell the students that the next lesson is
another African Literature.
Unlock the difficulties of the unfamiliar
words in the poem.
Tell the students the title of the poem
and its background.
Read the poem first then let the
students take turns in reading.
Discuss the selection using the process
questions.
Do a READ, REACT, REFLECT (Triple R)
Activity.
Specify the parts of the poem
Give reactions
Reflect on the insights gained that can
be applied in real life.
African children are like other children.
They should not be deprived of their
rights.
Output in application serves as
evaluation.
N/A N/A
Present the words stress, pause and
intonation
Let the students give the difference
between and among the three words.
Tell the students that this basic
elements of spoken language serve as
carriers of meaning
Discuss syllabic, word and sentence
stress
Provide examples and let the
students take turns in delivering the
words, phrases and sentences
Provide oral drills for mastery.
Give the copy of the poem I am an
African Child. Group the students into
5. Divide the poem to each group. Ask
them to show the syllabic and word
stress by capitalizing the syllable or
word that should be stressed.
Stress is one of the basic elements of
spoken language that serve as
carriers of meaning. They may aid or
interfere in the delivery of the
message.
Provide a 10-item quiz on word,
syllable and sentence stress.
N/A
Have a brief review of the lesson
on the basic elements of spoken
language- stress.
Inform the students that the
activity to be performed is a choral
reading.
Present the poem I am an African
Child to the students.
Have a brief discussion of choral
reading and the reading skills that
are learned and mastered in choral
reading.
Read first the poem per stanza
then let the students repeat after.
ALTERNATIVE CHORAL READING
Group the students into 10
members and assign the part of
the poem they are going to present
in choral reading. Give the rubric
in choral reading for their
guidelines.
Ask:
What is the importance of proper
stress, pause and intonation in
reading and speaking?
Output in application serves as
evaluation
VI. REFLECTION
DIAMOND- ____/_____ DIAMOND- ____/_____ DIAMOND- ____/_____ DIAMOND- ____/_____ DIAMOND- ____/_____
A. No. of learners who earned
EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____
80% on the formative
RUBY - ____/____ RUBY - ____/____ RUBY - ____/____ RUBY - ____/____ RUBY - ____/____
assessment
JADE - ____/____ JADE - ____/____ JADE - ____/____ JADE - ____/____ JADE - ____/____
DIAMOND- ____ DIAMOND- ____ DIAMOND- ____ DIAMOND- ____ DIAMOND- ____
B. No. of learners who
EMERALD - ____ EMERALD - ____ EMERALD - ____ EMERALD - ____ EMERALD - ____
require additional
RUBY - ____ RUBY - ____ RUBY - ____ RUBY - ____ RUBY - ____
activities for remediation
JADE - ____ JADE - ____ JADE - ____ JADE - ____ JADE - ____
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of students who
continue to require
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 innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted:

ARLENE T. GASPARD PERRY WINSTON O. LATOMBO ALVIN D. STA MARIA, EdD

Teacher II Subject Coordinator Principal I