School Grade Level 8
Teacher Learning Area English
Daily Lesson Log
Teaching Dates and Quarter 1st Quarter (Week 2)
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 EN8RC-Ib-7.2: Scan for
Competencies/Objectives logical connectors to determine EN8V-Ib-10.2: Determine the
EN8OL-Ib-3.11: Use the correct
Write the LC code for each. the text type meaning of idiomatic
sounds of English
EN8LC-Ib-5.1: Listen for expressions by noting context
EN8WC-Ib-1.1.6: Organize ideas
important points signaled by clues and collocations EN8WC-Ib-1.1: Generate
in one-step word, phrase, and
volume, projection, pitch, EN8LT-Ib-8: Describe the ideas and their relationships
sentence outline forms
stress, intonation, juncture, and notable literary genres EN8G-Ib-7: Use parallel
EN8G-Ib-8: Use appropriate
rate of speech contributed by African writers structures
cohesive devices in composing an
EN8VC-Ib-8: Use context EN8LT-Ib-8.1: Identify the
informative speech
clues from the material viewed distinguishing features of
to determine the meaning of notable African chants, poems,
unfamiliar words or expressions folktales, and short stories
Module 1 Lesson 2 Module 1 Lesson 2 Module 1 Lesson 2 Module 1 Lesson 2
II. CONTENT TEXT TYPES / CONTEXT IDIOMATIC EXPRESSIONS / GENERATING IDEAS / PARALLEL STRUCTURES /
CLUES THE HANDS OF THE BLACKS OUTLINING INFORMATIVE SPEECH
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 Using a K-W-L chart, let the Ask the students about the Group Game: “Guhitbulaga” Task 11: Say it together!
lesson or presenting the new students organize their thoughts previous discussion using Idiomatic Expression. The
lesson. about their previous learning in Let them share about the video group will only get the score if Speech Drills. Vowel Sounds
English 7 as well as their they watched at home about they can identify the idiom and
expectations for English 8. Africa use it in a sentence. The other Individual
team may also steal as usual. With a partner
In groups
B. Establishing a purpose for Share some thoughts about Flash sentence strips. Talk about how they generate Why is an informative speech
the lesson Afro-Asian Literature. Let them read aloud each ideas. Check their written?
idiomatic expression and guess background knowledge about
its meaning. it.
C. Presenting Examples/ Present some articles taken Present the topic: Generating Read a sample informative speech.
instances of the new lesson from newspapers and other Present Idiomatic Expressions. Ideas
sources.
Let the students read silently.
D. Discussing new concepts Task 1: FYI Discussion on the Task 5: Discussion on Idiomatic Task 7: Discussion on Task 12 & 13: Cohesive Devices
and practicing new skills #1 different text types (Narrative, Expressions and giving of generating ideas and its steps
Informative, and Argument). examples
Task 2: Am I Your Type?
E. Discussing new concepts Task 3: Take Note! Students Task 6: Discussion on the Task 9: Discussion on Parallel Task 14: Discussion on
and practicing new skills #2 watch a video about Africa and narrative “The Hands of the Structures and giving of Informative Speech and the steps
take note of the important Blacks” examples
details. Answering and processing the Task 10: Complete Me!
Small Group Work – Sharing of comprehension questions
ideas from their graphic
organizers
As students discuss, remind
them to be aware of some of the
prosodic features of speech like
volume, intonation, and rate of
speech.
F. Developing mastery Task 4: Meant to Hear Let the students enumerate why Task 8: Relate Much Task 15: Prepare an outline for the
(Leads to Formative Determining the meaning of the black’s hands are white informative speech. Use the facts
Assessment 3) the given words taken from the Let the class use the and information you have researched
video clip they have watched. provided graphic organizer to about.
explain their belief.
G. Finding practical Is taking notes is an essential What is discrimination? How would the steps in How would the knowledge you
applications of concepts and skill to do every day as a How can a student like you stop generating ideas help you gained from our discussion help
skills in daily living student? Why? discrimination? improve your writing skills? you become more proficient in
Explain your answer. using our second language?
H. Making generalizations What treasures can we find in How did the story change your What new concept did you Sentence Completion:
and abstractions about the Africa? Compare and contrast thinking about Africans? learn from what we discussed I learned that _____________.
lesson Africa with Philippines. this day?
I. Evaluating learning Socratic Method (Question & Quiz: Idiomatic Expression Quiz: Parallelism Task 16: Deliver Your Piece
Answer)
Students read in front of the
class the informative speech they
have written.
J. Additional activities for Watch more videos about Africa. Choose 5 idiomatic expressions Choose a topic. Research about Task 17: Write a journal entry about
application or remediation Share your notes in class and use them in sentences. it and jot down notes. Prepare their learning experiences from the
tomorrow. for a writing activity tomorrow. module’s activities.
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
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:
MAYEL ANNE S. ARANETA MELISSA M. MARTIN
English 8 Teacher Principal I
