School WAWA NATIONAL
HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials
3. Textbook pages
4. Additional Materials from LR
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
G. Finding practical
applications of concepts and
skills in daily living
Grade Level G8
Teacher REJOY O. Learning ENGLISH
PANGANIBAN Area
June 20, 2019
Teaching Date and Time G8 9:30-10:30 AM Quarter FIRST
1. To accurately read sentences using the correct intonation.
2. Participate actively in the activities.
The learner demonstrates understanding of: African literature as a means of exploring forces that human
beings contend with; various reading style 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 devises in presenting information.
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.
EN8LC-Ia-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture,
and rate of speech.
Rising and Falling Intonation
p.11
p.11
Slideshare.com
The teacher will start their lesson with a spelling bee followed by the review of
yesterday’s activity.
Task 1: ECHO GAME!
The teacher will conduct an echo game by giving question and answer; the pupils
will repeat the teacher like an echo.
Teacher: are you in college?
Pupils: are you in college?
Teacher: Who is you teacher?
Pupils: who is your teacher?
Solicit ideas from the student about their prior knowledge about the rising and falling
intonation.
Task 2: HEAR ME!
Listening: Let the student listen to a conversation to be read by the teacher.
Discussion: Intonation
Task 3: LET’S PRACTICE!
Let the students practice the right intonation for each sentence.
Task 4: PAIR UP!
With a partner, let the students perform the dialogue below using the rising and
falling intonation.

H. Making generalizations and
abstraction about the lesson
I. Evaluating Learning
Rubrics:
Eye contact- 15%
Enthusiasm- 15%
Elocution- 20%
Correct pronunciation- 50%
Total: 100%
Ask: What is the importance of knowing the right intonation?
Task 5:
Have the students fill in the gaps with the phrases in the box using correct intonation
while reading.
Final Task:
Let the students identify whether the statement is in rising or falling intonation.
_____1. What is the date to day?
_____2. Why did you do it?
_____3. Aren’t they good in doing their role?
_____4. Why are you late?
_____5. That’s nice with you!

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
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
lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or supervisor
can helped me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Prepared: Noted:

REJOY O. PANGANIBAN GERLIE C. LOPEZ

Teacher II Principal I