School Batia High School Grade Level 8

Teacher Mayel Anne S. Araneta Learning Area English

Daily Lesson Log
Teaching Dates and Quarter 1st Quarter (Week 1)
Time

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard 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 Standard 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 EN8WC–Ia–[Link]: Present EN8RC–Ia–7.2: Scan for logical EN8VC-Ia-8: Use context clues EN8G–Ia–8: Use appropriate
Competencies/Objectives ideas using variety of graphic connectors to determine the text from the material viewed to cohesive devices in composing an
Write the LC code for each. organizers type determine the meaning of informative speech
EN8LT-Ia-8: Describe the notable unfamiliar words or expressions EN8WC-Ia-[Link]: Present ideas
literary genres contributed by EN8V–Ia–10.2: Determine the using variety of graphic organizers
African writers meaning of idiomatic
expressions by noting context
clues and collocations

Module 1 Lesson 1 Module 1 Lesson 1 Module 1 Lesson 1 Module 1 Lesson 1

II. CONTENT The Two Brothers ( An Egyptian Logical Connectors Idioms Writing an Informative Speech
Folktale )

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material
from Learning Resource
(LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous  Ask students what comes to Recall conjunctions. Present a news article which Recall logical connectors.
lesson or presenting the new their mind whenever they hear says: It rains cats and dogs in
lesson. the word Egypt. England. Ask if they know what
it means.
B. Establishing a purpose for  Show a video/pictures about  Show an image of a bridge  Why are idioms used? How do Show a video clip of famous people
the lesson Egypt including the Egyptian  Ask what basically the purpose they function? delivering their speeches.
mythical gods and goddesses. of a bridge is

C. Presenting Examples/ Task 1: Pic Me Up  Present sample sentences with  Present sentences with Present a sample written speech.
instances of the new lesson What can you see in the picture? underlined logical connectors. underlined idioms. Read it to class. Ask what the speech
Can you relate what is being  Guide students in figuring out  Have them figure out what is about.
shown in the picture? the functions of those each means.
connectors.

D. Discussing new concepts Task 2: Tale of Words Task 5: Task 7: Idiom in Action Task 9: Cohesion, Solution!
and practicing new skills #1 Find the meaning of the underlined Discussion on Logical
words through context clues. Connections Discussion on Idioms  Discussion on Cohesive devices
used in writing
 Giving of Examples
 Provide students drills about the
topic
E. Discussing new concepts Task 3: Reading Text Guessing Game: CHARADE Task 10: Write it up!
and practicing new skills #2  Let the students read the story  Giving of examples  Giving of instructions and
“The Two Brothers”  Students guess the idiom reminders about writing an
 Sharing of insights based from student’s informative speech
actions  Discuss salient points about the
topic “Saving Mother Earth”
 Discuss the rubrics to be used in
rating their output

F. Developing mastery Reinforcement Activity:

(Leads to Formative Story analysis on the elements of  Provide sentences in which Task 8: Finding Idioms  Ask students to underline the
Assessment 3) the narrative students will determine the cohesive devices they used in
appropriate connector to be  Discussion on the their written speech
used answers
 Ask them to identify its kind
G. Finding practical  How is Anpu as a big brother to  How will the knowledge you  Do idiomatic expressions  Why is it important to learn the
applications of concepts and Bata? acquired from our discussion make written work mechanics in writing? Will they
skills in daily living  Is he able to take care of Bata as help you become better interesting? be useful? How?
he was supposed to? Why? communicator of the English
Justify your answer. language?

H. Making generalizations  Does the conflict between the  Summing up: What are logical Sentence Completion:  What are cohesive devices and
and abstractions about the brothers in the story still exist at connectors and their kinds? I understand that Idioms are their functions?
lesson present time? Cite an example. ____________ so _________.
Explain your answer.
I. Evaluating learning Task 4 Chat Box – Small Group Task 6: Over and Over
Work List down the logical connectors  QUIZ on Idioms  Ask for volunteer students to
 Characterization used in the selection and identify share their work
 Students create a character map their kinds (Conjunction,  Peer Feedbacking
Preposition, Subordinating
of the following characters in
Conjunction)
the story read entitled “The
Tale of two Brothers- Anpu and
Bata”

J. Additional activities for Make a research about logical Task 11: Sum it up!
application or remediation connections. Let the students accomplish the
graphic organizer
V. REMARKS
VI. REFLECTION
A. [Link] learners who earned
80% on the formative
assessment
B. [Link] learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? [Link] learners who
have caught up with the
lesson.
D. [Link] learners who
continue to require
remediation
E. Which of my teaching
strategiesworked 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:

MAYEL ANNE S. ARANETA MELISSA M. MARTIN

English 8 Teacher Principal I