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School: Grade Level: 8

GRADES 1 to 12 Teacher: Learning Area: ENGLISH


DAILY LESSON LOG Teaching Dates and 1st
Time: Week 1 Quarter:

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
I. OBJECTIVES 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 contend with; various reading styles vis-a –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 persuasive speech based on a specific topic of interest keeping in mind the proper and effective use
of parallel structures and cohesive devices and appropriate features, stance and behavior.
C. Learning EN8LC-Ia-5.1 EN8LC-Ia-5.1 EN8LC-Ia-5.1 EN8LT-Ia-8: EN8LT-Ia-8:
Competencies/Objectives: Listen for important points Listen for important points Listen for important points Describe the notable literary Describe the notable literary
Write the LC Code for each signaled by volume, signaled by volume, signaled by volume, projection, genres contributed by African genres contributed by
projection, pitch, stress, projection, pitch, stress, pitch, stress, intonation, writers. African writers.
intonation, juncture and rate intonation, juncture and rate juncture and rate of speech.
of speech. of speech. EN8LT-Ia-8.1: EN8LT-Ia-8.1:
EN8WC-Ia-3.11 EN8WC-Ia-3.11 Identify the distinguishing Identify the distinguishing
Use the correct sounds of EN8WC-Ia-3.11 Use the correct sounds of features of notable African features of notable African
English Use the correct sounds of English chants, poems, folktales, chants, poems, folktales,
English poems and short stories. poems and short stories.

EN8WC-Ia-1.1: EN8WC-Ia-1.1:
Generate ideas and their Generate ideas and their
relationships relationships

EN8WC-Ia-1.1.6.1: EN8WC-Ia-1.1.6.1:
Present ideas using a variety Present ideas using a variety
of graphic organizers of graphic organizers
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.
II. CONTENT PROSODIC FEATURES OF PROSODIC FEATURES OF PROSODIC FEATURES OF HAND OF THE BLACK AFRICAN CHILD
SPEECH SPEECH SPEECH By Luis Bernardo BY Eku McGred
(STRESS) (INTONATION) (PAUSE) Honwana

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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Pgs. 4, 6,7 Pg. 8 pgs. Pgs. 11-12 Pg. 14
2. Learner’s Materials Pgs. 7-10 Pg. 11 Pgs. Pgs. 14-15 Pg. 16-17
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Videos, pictures, visual aids Visual aids Visual aids Multimedia, pictures, copy of Multimedia, pictures, copy of
the story the poem

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
IV. PROCEDURES 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.
A. Reviewing Previous Read the introduction to the Let students recall the Let students recall how proper Let students recall previous Recall previous lesson
Lesson or Presenting the students: importance of proper stressing intonation affects the message lesson about the prosodic about how Africans are
New Lesson “You are now in Grade 8. I am of words. Let them read the we convey. features of speech and how perceived by others
quite sure that you enjoyed following highlighted words. these affect our through the story of “The
the lessons and the activities Inform them to be sure raise communication skills. Hands of the Black”
which you took when you were their voice in the right syllable.
in grade 7. I am very sure too, Let students watch a short
that you fully understand now *Have you seen an African Provide students a video/ video clip or pictures about
your identity as Filipino. child? pictures that show/s the way the famous Africans who
However, there is one thing *I think I saw one when I of life of the Africans and how became successful and
you must remember, we are went to Tagaytay. they are treated for them to made a difference to the
only one among the members *You see there is an have an idea of what they are lives of others despite of
of that big global village called international university near about to read. the oppression that they’ve
Afro-Asia.” the city. experienced.
Have the students analyze the
video they’ve watched and
identify the challenges Africans
have to deal with.
B. Establishing a Purpose The teacher will present the The teacher will present the The teacher will present the The teacher will present the The teacher will present the
for the Lesson objective to the class. objective to the class. objective to the class. objective to the class. objective to the class.

Start the lesson by letting the Following the previous activity, Give students a short This time we will get to
students watch a video it is also of great importance background/introduction of the know more our African
clips/pictures that show who that the learners learn how to African Literature and the brothers through their own
Afro-Asians are, following the inflect their voice theme of most of their literary understanding of
link. pieces. themselves by reading a
poem “African Child”
http://www.youtube.com/watc
h?v=BgP0xePGI8A
C. Presenting Test what leaners have In this activity let them read Inform students what is pause Unlock the meaning of the Before the interpretation of
Examples/Instances of learned after watching the out the following sentences and the importance of proper following words using a the poem unlock first the
the Lesson video clip through Activity1 by that the teacher have Pausing in conveying a vocabulary mapping sheet. meaning of some unfamiliar
answering the process provided. message. Find the meaning of the words students find in the
questions. following words: poem.
 Are you proud of the Pause  Catechism
 What traditions and Filipino culture? Appropriate pausing helps to  Baloney
values of Afro-Asians  How do you find the impart clarity in what you are  Kilns
are revealed in the native delicacies of saying. It can also be used in  Chimney
video clip presented? Capiz? such a way that your main  Bleach
 How much do you  He ate five pieces of points will make a lasting  Unbearable
know about Africa’s Suman, drank a cup of impression.
values and traditions? buko juice and ate a Definition Synonym
 How are your bowl of corn soup. Foolish or Fool,
traditions and values  Did he finish them all? nonsense madness,
similar and/or different  It’s more fun in the talk
from them? Philippines?
 How important is
understanding to your There is a continuous elevation
identity as an Asian? or depression of pitch as you Baloney
read the group of words.
Facilitate them in choosing That’s what we call
their respective partners, give intonation.
them time to brainstorm Insert meaning
following the guidelines and Your voice may rise, fall or Sentence:
process questions. circumflex (the combination of Her Idea is so baloney. We
Lastly, have them compare rising and falling intonation). need to disapprove it for it
their inputs with the class. is wrong or foolish.

Focus on the last question


(How important is
understanding to your identity
as an Asian?)
Def. in your synonym
*Understanding of this Own words

uniqueness in our culture and


traditions is important as it Vocabulary word
allows us to understand our
counter parts in the Afro-Asia
community, establish Sentence Picture
relationships and builds better
communication with them.
D. Discussing New Concepts Inform students that there are Aid them in noticing the rise Inform students when is the Group students into 5, each The poem will be read
and Practicing New Skills times when the message we and fall of the voice along the right time to Pause group will be given a copy of twice.
#1 want to convey are not clearly line of sound. the story/selection.
received or understood 1. Pause to Punctuate Inform students that they Group students into 5
because of the manner we say Intonation, also known as When you fail to pause when need to find out what groups, each group will be
or communicate to them. inflection is the movement of required by punctuation, you question/s about Africans the given a specific stanza of
the voice up or down, along make it difficult for others to story seeks to answer by the poem.
understand what you are completing the table.
the side of sound. When the reading aloud or saying.
Let students read the following voice rises, it indicates a Let students complete the
words: question which is answerable 2. Pause for Change of table to test their
 Village by yes or no. That’s rising Thought comprehension of the text
 Remember intonation. We use rising When you are making a read.
 International intonation with yes-no transition from one main point
 Unbearable to another, a pause Why the hands of the Blacks
questions.
 Surprising can give your listener/s an are lighter than the rest of
Example: Have you read any opportunity to reflect, to their bodies?
This activity focuses on the use African short story? adjust, to recognize the character explanation
of “Stress” or the prominence change in direction, and to
given to a syllable/word. grasp more clearly the next
Ask students in which syllable When a voice falls down, it thought about to be
did their voice rise in each of indicates an answer. presented.
the words?
Example: I haven’t. 3. Pause for Emphasis
An incomplete thought ends in A pause for emphasis gives
a rising inflection. your listener/s the opportunity
to reflect on what has just
Example: I will save so that been said, or it creates
someday, I can visit South anticipation for what is to
Africa, Nigeria, and Morocco… follow.

Circumflex intonation comes in 4. Pause to Allow for response


Allow your listener/s to
a wavelike glide frequent in
respond, if not orally,
connected speech. Voice
mentally, because
moves upward and downward,
communication is a two-way
at other times, downward or flow of thoughts.
upward.

Example:

*He ate 5 pieces of suman,


drank a cup of buko juice and
ate a bowl of corn soup.
*it’s more fun in the
Philippines
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
IV. PROCEDURES 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.
E. Discussing New Inform students that there are What have you noticed to the Have students process their Group students into 5
Concepts and Practicing times when a word conveys first set of questions? work by analyzing their groups, each group will be
New Skills #2 another meaning when used in What about in the second set? answers. given a specific stanza of
a sentence. To show contrast What type of questions are the poem
and emphasis one must put they?  How the explanations
the right stress on the right of the different Students will be guided by
syllable. characters the following questions for
similar/different from their poem
The teacher will give examples each other? interpretation/analysis.
of words where contrast and  In summary, what is Stanza 1
emphasis on stress must be the general perception 1. What are the quality/ies
carefully identified. of the characters of the African, the persona
SUS-pect (noun) regarding Africans? speaking in the poem is/are
Sus-PECT (verb)  What makes the most proud of?
explanation of the 2. How does his views
Ask students to think of other mother differ from the about himself differs’ from
words that change its rest of the character in the characters explanation
meaning depending on where the story? in the story of “The Hands
we put the stress. of the Black”?
3. Does the persona
speaking in the poem agree
to the negative perception/s
of the characters in the
story of “The Hands of the
Black”? Why or Why not?
4. In general, what feeling
of the persona is being
represented/evoked in the
first stanza in the poem?
Justify your answer.

Stanza 2
1. Explain in depth,
the line “often the
target of pity”. Cite
evidences from the
story of “The Hands
of the Blacks” or
even in present
situation, which can
support your
answer.
2. What does the line
“my future is not
confined to charity”
reveal about the
Africans?
3. What is the African
in the poem asking
from you a reader,
and why do you
think he is asking
for it?
Stanza 3
1. What does the line
“Do not hide my
fault, show me my
wrong, I am like
any other” reveals
about Africans?
2. Why does the
African speaking in
the poem asking
you to teach him
how to dream?
3. What does the
African in the poem
mean when he said,
“ I will become
Stanza 4
1. What does persona
speaking in the
poem meant in the
line “I Am The Son,
Daughter Of The
Soil”
2. What does the
persona meant in
the line “rich in
texture and
content, full of
potential for a
better
TOMORROW”?
3. How about the line
“teach me
discipline, teach me
character, teach me
hard work.”
4. What does the
African meant in
the line “TEACH ME
TO THINK, LIKE
THE STAR WITHIN
ME.”
Stanza 5
1. What do the lines
“Give me a library
with books, give me
a scrap yard and
discarded
electronics, Give me
a broken bicycle”
suggest about
Africans
2. Why do you think
the African in the
poem, is asking you
to give him
freedom?
What does “windmill”
symbolize?
F. Developing Mastery PRONUNCIATION BINGO Provide different examples of Let students do Activity 12: Have students reflect on the Let students share their
(Leads to Formative Teacher makes a bingo game sentences where students are The teacher will provide the moral of the story by doing the poem interpretation to the
Assessment 3) contrasting the pronunciation asked to identify what type of students an excerpt from the do the 3 minute pause activity: class.
of nouns and verbs with the intonation is the most essay taken from “What is an
same spelling. appropriate. Educated Filipino” Have the students complete
Let the students group nouns the following statements:
from verbs. Students
Note:  I changed my attitude
/ denotes a short break/pause about…
in speech in the middle of a  I became more aware
sentence of…
// denotes a longer  I was surprised
break/pause in speech at the about…
end of a sentence  I felt…
CAPITAL LETTERS denote a  I related to…
stressed word  I empathized with…
G. Finding Practical Analyze the usage of the Let students make a dialogue Have the students compare
Applications of Concepts underlined word in the using the different types of & contrast the two literary
and Skills in Daily Living sentence whether it is a noun intonation they have learned pieces using the graphic
or a verb Have them performed it to the organizer. Using the venn
class. diagram
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
V. PROCEDURES 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.
H. Making Generalizations How does stress affect the What is the importance of How does necessary pausing In conclusion, what do the How does the poem differ
and Abstractions about meaning of the word? knowing the prosodic features affect our speech in effective perceptions of the different from the story of the Hands
the Lesson (intonation) of speech in communication? characters in the story applied of the Black?
effective communication? in real life?

What social issue is being


discussed in the story of “The
Hands of the Black”
I. Evaluating Learning Let students give 5 pairs of Let the students read a Make a journal entry regarding
words that can be used paragraph using the the students’ realization on the
interchangeably as noun or appropriate intonation. story of “The Hands of the
verb and used it in the Black”
sentence.

Let students read the poem Let students do the Activity


J. Additional Activities for African Child with correct 9: Who are the Big Players?
Application or stress, intonation and pause
Remediation
Provide scoring rubric for the
assessment of the students’
performance

VI. 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
VII. REFLECTION done to help the students learn?
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

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?

By: James Lawrence C. Reyes


Capiz NHS