School Eduardo Barretto Sr.

National High School Grade Level 8

Teacher CHERRY MAY G. CAISIP Learning Area ENGLISH
GRADE 1 to 12 Teaching Dates July 10, 2018 Quarter 1st Quarter
DAILY and Time
LESSON LOG
TUESDAY
OBJECTIVES
A. Content Standard The learner demonstrates concrete understanding of the prosodic features of speech, study and
research skills, making sense of unfamiliar words, using non-linear texts to show
relationships between ideas through oral literatures of selected Afro-Asian countries and
informative texts to familiarize oneself with the traditions and values that will guide him/her
in knowing his/her identity as an Asian.
B. Performance The learner presents an informative and creative exhibit to show the different traditions and
Standard values of selected Afro-Asian countries.
C. Learning Use the appropriate reading style (scanning, skimming, speed reading, intensive reading, etc.)
Competency/ for one's purpose. (EN8RC-If-7)
Objectives 1. Execute a simple reading activity applying the different reading style on the literature piece
Write the LC code for each. "The Hands of the Blacks"
I. CONTENT RECOGNIZING ROLES IN LIFE

II. LEARNING
RESOURCES
A. References 1st Quarter Module
1. Teacher’s Guide N/A
pages
2. Learner’s Materials 14-15
pages
3. Textbook pages N/A
4. Additional Materials Manila Paper
from Learning Resource
(LR)portal
A. Other Learning https://www.thoughtco.com/reading-identifying-skill-requirement-1212012
Resource
III. PROCEDURES

A. Reviewing previous A short reading activity about the literary piece “The Hands of the Blacks” for two minutes
lesson or presenting the new and a sharing for 3 minutes about the things that they’ve read.
lesson
B. Establishing a Relate the motivational activity to the lesson by asking the students how they’ve read the story
purpose for the lesson in the span of two minutes ( Ask at least 2-3 students)
C. Presenting examples/ Reading can be an arduous task as it is difficult to know how to improve skills. There are
Instances of the new lesson different types of reading skills.
 Skimming - reading rapidly for the main points
 Scanning - reading rapidly to find a specific piece of information
 Extensive - reading a longer text, often for pleasure with emphasis on overall meaning
 Intensive reading - reading a short text for detailed information
D. Discussing new  Write different categories of written material on board. i.e. magazines, novels, train
concepts and practicing new schedules, newspapers, advertising, etc.
skills  Have students describe how they go about reading each kind of material. You may
want to prompt them by asking the following questions:
 Do you read every word in the tv schedule?
 Do you understand every word you read when reading a novel?
 What kind of clues can the presentation of the material give?
 How much time do you spend reading the newspaper? Do you read every single word?
 What kind of assumptions do you make when you read the first few lines, or a headline?
(i.e. Once upon a time....)
 How much time do you spend reading the various types of materials?

E. Developing Mastery Divide students into small groups and give them the skills summary and short worksheet.
Identify the reading skills required in the following reading situations:
(There is sometimes not a single correct answer, several choices may be possible according
to your reading purpose. If you find that there are different possibilities, state the situation in
which you would use the various skills.) Answer:
 1. The TV guide for Friday evening. 1. Scanning
2. An English grammar book 2. Intensive
3. An article in National Geographic magazine about Animals on Earth 3. Extensive
4. A good friend's homepage on the internet 4. skimming
5. The opinion page in your local newspaper 5. scanning/skimming
F. Finding practical Present various "real world" materials (i.e. magazines, books, scientific materials, computer
application of concepts and manuals etc.) and ask students to identify the necessary skills required.
skills in daily living
G. Making Have students discuss their opinions about the various skills required for the reading
generalizations and materials.
abstractions about the lesson
H. Evaluating learning Identify the reading skills required in the following reading situations: (There is sometimes
not a single correct answer, several choices may be possible according to your reading
purpose. If you find that there are different possibilities, state the situation in which you
would use the various skills.) Answer:
6. The weather report in your local newspaper 6. Scanning
7. A novel 7. Extensive
8. A poem 8. Intensive
9. An email or letter from your best friend 9.Intensive
10. A recipe 10. Intensive
I. Additional activities N/A
for application or
remediation
III. REMARKS
IV. REFLECTION
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
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: Inspected by:

CHERRY MAY G. CAISIP MARIA LUISA N. TAMAYO

Teacher I Head Teacher III

Submitted to: Checked by:

SANTIAGO A. ILAG FLORENTINO A. LARA

English Coordinator PRINCIPAL I