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Teacher KATHY CLAIRE P. BALLEGA Learning Area English

Teaching Dates and June 19-23, 2017 (Acacia- 8:30-9:30; Narra- 10:45- Quarter 1st Quarter
Time 11:45; Mahogany- 3:00-4:00)
Session 1 Session 2 Session 3 Session 4 Session 5
DAILY LESSON LOG Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
I. OBJECTIVES and remedial activities may be done for developing content knowledge and competencies. These are assessed 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 Standard The learner demonstrates concrete understanding of the prosodic features of speech, 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
culture and values that will guide him/ her in appreciating his/ her identity as Asian.
B. Performance Standard The learner organizes and presents an informative and creative exhibit to show the different cultures and values of selected Afro- Asian countries.
C. Learning EN8G-Ia-7: Use parallel
Competencies/Objectives structures
EN8G-Ia-8: Use appropriate
cohesive devices in composing an
Write the LC code for each. informative speech
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.
Who are the Big Players?
II. CONTENT Informational Paragraph
I Am An African Child Afro- Asian Enduring Cline ICT
Traditions and Values
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide pages
2. Learners Material pages pp. 15-16 pp. 16-18 pp.18-19 pp. 19-20
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources Internet Resources, English 8 Learning Material
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 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 lesson or Recall the output presented In pairs, spend two minutes Recall the output presented by Present some words: shouted,
presenting the new lesson. by the group on the describing an object the group on the previous yelled, screamed, shrieked
previous lesson. common to African people. lesson. friendly, sociable, outgoing,
The object (photograph) gregarious
will be shown later once
the allotted time of two Notice the two extreme words
minutes is used by your in each sample. The word
opponent. shouted is milder compared
with shrieked, right?
It goes the same with friendly
and gregarious. Therefore, the
rule of thumb is find first the
two extreme words and place
similar shades of words in
B. Establishing a purpose for the Present the objectives of This is how the activity is Present the objectives of the Present the objectives of the
lesson the lesson. done. lesson. lesson.
1. You will show cue cards
to help your partner in
identifying the object.
2. As you describe the
object aided by the cue
cards, your partner will
describe the hidden/secret
object. Other members of
the opposite group are
writing down the
descriptive words you
3. When finished, your
partner will announce his
4. The process will be
repeated. It is now your
turn to guess the right

How many unknown words

were discovered by your
group? Your teacher will
assess how each group
fared in this activity.
C. Presenting Examples/ Let the students read and Let the students view a
instances of the new lesson comprehend the selection video about the selection.
texts provided.
Give them the motive
D. Discussing new concepts and Create a paragraph frame The teacher will read the Directions: Directions:
practicing new skills #1 that corresponds to the poem to the students 1. Identify key individuals 1. Select any lines from the
organization of details in without interruption; no connected to an idea or selection The Hands of the
the text just read. pausing nor variation in concept by listing them down Blacks. The lines must contain
tone. in column 1. word or words which you have
The students will be called 2. You will gather information encountered for the first time.
to retell what they have The teacher may also call on these key individuals with 2. List down the words; find a
read. one learner to re-read it for focus on their contributions to dictionary or a thesaurus and
everybody. enduring traditions and look for different
Present the paragraph values. The key question is: meanings/synonyms of these
frame to guide the students Are these tradition and values words.
in retelling the tale. still practiced today? 3. Choose two extremes among
3. Write these down in the synonyms. These will
Discuss about informational Column 2. become the boundaries of the
paragraph frames. 4. You can also explore digital cline. When done, place the
resources if you have access to remaining words in between
them. these boundaries.
5. Create a connection among 4. Write these words on a set of
the key individuals and the list cards. Use recycled materials
in Column 2. such as old calendars, shoe
6. A sample is done for you at boxes and the likes.
the next page to make this 5. Exchange cards with your
activity easy and enjoyable. classmates; list down their own
words until you have a rich copy
of clines.
6. If internet is accessible,
upload your compilation - thats
what we call e-portfolio of
vocabulary. If not, you can
improvise your own portfolio
using recyclable materials.
E. Discussing new concepts and Let the students realize
practicing new skills #2 what is the importance of
the prosodic features.
F. Developing mastery Let the students give their Ask the students if they Let the students give their Let the students give their
insights and learnings recognized the prosodic insights and learnings. insights and learnings.
(Leads to Formative Assessment features
G. Finding practical applications Ask the students what is Ask the students how can the Ask the students
of concepts and skills in daily the lesson brought about activity can make a difference
living by the poem in their lives a s a student
H. Making generalizations and Let the students gives the Let the students gives the Let the students gives the
abstractions about the lesson summary of their learnings. summary of their learnings. summary of their learnings.
I. Evaluating learning Graded Recitation Paper and Pen test Individual Output
J. Additional activities for
application or remediation

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be 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% on
the formative assessment

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

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:


Teacher I


Principal I