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School: Capiz National High School Grade Level: 8

GRADES 1 to 12
Teacher: James Lawrence C. Reyes Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: July 31- August 4, 2017 Quarter: 1ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


July 31, 2017 August 01, 2017 August 02, 2017 August 03, 2017 August 04, 2017
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if 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  Define what is  Define what is  Compare the structure  Compare the  Compare the structure
Competencies/Objectives: clause; clause; of simple and structure of simple of simple and
Write the LC Code for each  Identify the two  Identify the two compound sentences, and compound compound sentences,
kinds/types of kinds/types of  Know the three ways in sentences,  Know the three ways
clauses. clauses. which simple sentences  Know the three ways in which simple
may be linked to form in which simple sentences may be
compound sentences sentences may be linked to form
 Write simple and linked to form compound sentences
compound sentences. compound sentences  Write simple and
 Write simple and compound sentences.
compound
sentences.
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 Independent & Independent & Simple and Compound Simple and Compound Simple and Compound
Dependent Clause Dependent Clause Sentences Sentences Sentences
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 concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Pgs. Pgs. Pgs. Pgs. Pgs.
2. Learner’s Materials Pages Pgs. Pgs. Pgs. Pgs. Pgs.
3. Textbook Pages
4. Additional Materials from  Visual Aids  Visual Aids  Visual Aids  Visual Aids  Visual Aids
Learning Resource (LR)
portal
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV. PROCEDURES 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 what is a  Recall what is a  Recall previous lesson  Recall previous lesson  Recall previous lesson
Presenting the New Lesson sentence and what sentence and what about the two types of about the two types of about the two types of
makes a group of makes a group of clauses and how they clauses and how they clauses and how they
words a sentence words a sentence differ from each other. differ from each other. differ from each other.
B. Establishing a Purpose for the  A clause is a group of  A clause is a group of  From our previous lesson,  From our previous lesson,  From our previous lesson,
Lesson words that has a subject words that has a subject we have learned that a we have learned that a we have learned that a
and predicate. and predicate. sentence is made up of sentence is made up of sentence is made up of
group of words expressing group of words expressing group of words expressing
a complete thought a complete thought a complete thought
 Introduce to the students  Introduce to the students  Introduce to the students
that there are four types of that there are four types of that there are four types of
sentences according to sentences according to sentences according to
structure structure structure
C. Presenting  Inform students that  Inform students that  The first two groups of  The first two groups of  The first two groups of
Examples/Instances of the there are two types of there are two types of sentences are made up sentences are made up sentences are made up
Lesson clauses: Independent & clauses: Independent & only of main only of main only of main
Dependent Clause Dependent Clause clause/independent clause clause/independent clause clause/independent clause
D. Discussing New Concepts and  Main/ Independent  Main/ Independent  Simple Sentence- has  Simple Sentence- has  Simple Sentence- has
Practicing New Skills #1 Clause- has a subject Clause- has a subject only one main clause and only one main clause and only one main clause and
and predicate and can and predicate and can no subordinate clause. no subordinate clause. no subordinate clause.
stand alone. stand alone.  A simple sentence may  A simple sentence may  A simple sentence may
 Every sentence must  Every sentence must have a compound have a compound have a compound
have atleast one main have atleast one main subject, a compound subject, a compound subject, a compound
clause. A sentence clause. A sentence predicate or both. predicate or both. predicate or both.
may have more than may have more than
one main clause. one main clause.
Ex. The wind blows and Ex. The wind blows and
Main Clause 1 Main Clause 1
Windmills turn. Windmills turn.
Main Clause 2 Main Clause 2
 Both of the clauses in  Both of the clauses in
the f.f sentence are the f.f sentence are
main clause because main clause because
both can stand alone. both can stand alone.

E. Discussing New Concepts and  Subordinate/Dependent  Subordinate/Dependent  A compound sentence  A compound sentence - A compound sentence
Practicing New Skills #2 Clause- has a subject Clause- has a subject has two or more main has two or more main has two or more main
and predicate but it and predicate but it clauses/independent clauses/independent clauses/independent
cannot stand alone as a cannot stand alone as a clauses. clauses. clauses.
sentence. sentence.  Each main clause of a  Each main clause of a - Each main clause of a
 A subordinate clause  A subordinate clause compound sentence compound sentence must compound sentence
must be attached to a must be attached to a must have its own have its own subject & must have its own
main clause in order for main clause in order for subject & predicate. predicate. subject & predicate.
it to make sense. it to make sense.
Subordinate clauses Subordinate clauses  Compound sentences  Compound sentences are - Compound sentences
frequently begin with a frequently begin with a are usually joined by a usually joined by a are usually joined by a
subordinating subordinating comma, a colon and a comma, a colon and a comma, a colon and a
conjunctions or relative conjunctions or relative coordinating coordinating coordinating
pronouns. pronouns. conjunctions. conjunctions. conjunctions.
Ex. Windmills turn, Ex. Windmills turn, -
Main Clause Main Clause
When the wind blows. When the wind blows.
Subordinate clause Subordinate clause
F. Developing Mastery  Identifying main  Identifying main  Identifying simple and  Identifying simple and  Identifying simple and
(Leads to Formative clause/subordinate clause/subordinate compound sentences compound sentences compound sentences
Assessment 3) clause. clause.
G. Finding Practical Applications  .    
of Concepts and Skills in Daily
Living

H. Making Generalizations and  Summarize the topic by Summarize the topic by Summarize the topic by Summarize the topic by Summarize the topic by
Abstractions about the Lesson answering questions and answering questions and answering questions and answering questions and answering questions and
clarifying ideas clarifying ideas clarifying ideas clarifying ideas clarifying ideas
I. Evaluating Learning     

J. Additional Activities for


Application or Remediation

IV. REMARKS

Checked by:

Mr. Allen O. Aguirre


SSHT VI- English Department