School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: Grade 8 - Aphrodite

GRADE 8
Teacher: CHARITY JOY D. PALEYAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week 1 (June 5-9, 2017) 2:30-3:30 Quarter: 1

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. CONTENT The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with: various reading styles vis –
STANDARD 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 The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
STANDARD effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning EN8LC-Ia-5.1: EN8LT-Ia-8: EN8LT-Ia-8:
Competencies/Objectives: EN8LT-Ia-8.1: EN8LT-Ia-8.1:
Write the LC Code for EN8OL-Ia-3.11:
each
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 Stress, intonation, pitch, I am an African Child 1st PTA General Speech choir
pretest volume, juncture Assembly

III. LEARNING 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
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Voyages in Voyages in Voyages in

Pages Communication 8 Communication 8 Communication 8

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
The students are required Who are Africans?
to read the words written How do they look like?
on the board by the What continent are they
teacher. Let each student living?
note how they pronounce
the words.

B. Establishing a Purpose Utter words that have
for the Lesson different stress like
reCORD, REcord. Let
students tell the difference
between the two words
Let us take a look at the
poem and how the poet
presents an African child.

C. Presenting Guide them through the Let students read the

Examples/Instances of examples written in their poem aloud employing
the Lesson books as to the correct correct stress.
way of stressing a
monosyllable and
polysyllable

D. Discussing New Literate Circle.

Concepts and Practicing The concept on how a
New Skills #1 word is stressed is
presented.
Each group will practice
on their speech and action
so that they will present
the speech choir next
meeting.

The teacher will read a The criteria for judging the

passage to the students speech choir is presented.
and the students are
tasked to jot down in their
notebooks the
syllables/words that the
teacher stressed.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.
E. Discussing New Concepts
and Practicing New Skills
#2

F. Developing Mastery The teacher put the stress on Presentation. Each

(Leads to Formative the word/syllable then she’ll group will present the
Assessment 3) let the students pronounce it poem.
properly.
The students are
Each correct pronunciation is
expected to have
being noted by the teacher.
memorized the poem
incorporating correct
stressing, phrasing and
intonation.

G. Finding Practical
Applications of Concepts
and Skills in Daily Living
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
V. 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.
H. Making Generalizations
and Abstractions about
the Lesson

I. Evaluating Learning

J. Additional Activities for

Application or
Remediation

VI. REMARKS

All the students had delivered the speech choir with feelings.
Everybody seems to understand the lesson for the week.
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION 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% 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 work well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: NOTED:

CHARITY JOY D. PALEYAN SOLEDAD L. ALIGO

Teacher I Head Teacher III