GRADE 1 to 12 School Grade level 8

DAILY LESSON LOG Teacher Learning Area English

Teaching Dates and Time July 8-12,2019 Quarter 1st Grading

Monday Tuesday Wednesday Thursday Friday

DATE July 8,2019 July 9,2019 July 10,2019 July 11,2019 July 12,2019
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis – à-vis
A. Content Standards 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.

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
B. Performance Standards
of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
a. Identify the four basic EN8VC-Ib-8: Use context clues from the EN8VC-Ib-8: Use context clues from the EN8VC-Ib-8: Use context clues from the EN8VC-Ib-8: Use context clues from the
types of sentences material viewed to determine the material viewed to determine the meaning of material viewed to determine the meaning material viewed to determine the
C. Learning according to structure meaning of unfamiliar words or unfamiliar words or expressions of unfamiliar words or expressions meaning of unfamiliar words or
Competencies/ b. Use the four basic types of expressions a. understand the values and a. understand the values and expressions
sentences according to
Objectives structure
a. understand the values and traditions of the Chinese as traditions of the Chinese as a. understand the values and
Write the LC code for traditions of the Chinese as reflected in this folktale. reflected in this folktale. traditions of the Chinese as
each reflected in this folktale. b. Narrates events logically b. Narrates events logically reflected in this folktale.
b. Narrates events logically b. Narrates events logically

II. CONTENT
Sentence Structure The Soul of the Great Bell The Soul of the Great Bell The Soul of the Great Bell The Soul of the Great Bell

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp.21-22 pp.35-43 pp.35-43 pp.35-43 pp.35-43
3. Textbook pages
4. Additional Materials from
Learning Resource(LR)
portal
B. Other Learning Resource
IV. Procedures
ACTIVITY Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
Review of the past lesson Review of the Past lesson Review of the Past lesson You have just read the Soul of the Great Bell. Have you You have just read the Soul of the Great Bell. Have
Activity 1: LET‘S CELEBRATE! Activity 1: LET‘S CELEBRATE! noticed the descriptions of the bell? Fill out the bell‘s you noticed the descriptions of the bell? Fill out the
description on the corresponding columns and answer bell‘s description on the corresponding columns and
the questions that follow. answer the questions that follow.
ANALYSIS Examine the ff. sentences. Identify This time, be ready to read a folktale from This time, be ready to read a folktale from China.
the subject and predicate. China. In reading the Soul of the Great Bell, In reading the Soul of the Great Bell, you will
1. We can wait here until you will surely meet some unfamiliar words surely meet some unfamiliar words which may
which may cause you to stop and analyze the cause you to stop and analyze the meaning of
Carlo call us.
meaning of each to understand the details of each to understand the details of the story.
2. May went to the work the story. Go over the following terms or expressions taken
but John went to the Go over the following terms or expressions from the Soul of the Great Bell. Read them to
party taken from the Soul of the Great Bell. Read yourself and figure out the meaning of each
them to yourself and figure out the meaning italicized word using context clues. Put a check
of each italicized word using context clues. mark in the circle of your chosen answer.
Put a check mark in the circle of your chosen
answer.
 ABSTRACTION The teacher prepared a comprehensive
lecture in each sentence structure
APPLICATION Tell whether each of the following
is simple, compound, complex &
compex, and compex.
1. Either the engine starts,
or we will remain here
all night.
2. All of my classmate
studied the problem and
solve it in a few
minutes.
Answer the following questions.
1. Why was it entitled the Soul of the
Great Bell?
2. What other Chinese traditions involve
bells? Compare and contrast these
traditions with Filipino traditions.
3. Do Filipinos and Chinese have similar
values? What makes you think so?
4. Has the story helped you understand
your identity as a Filipino and as an
Asian? How?
1. Why was it entitled the Soul of the Great 1. Why was it entitled the Soul of the
Bell? 2. What other Chinese traditions Great Bell? 2. What other Chinese
involve bells? Compare and contrast these traditions involve bells? Compare and
traditions with Filipino traditions. 3. Do contrast these traditions with Filipino
Filipinos and Chinese have similar values? traditions. 3. Do Filipinos and Chinese
What makes you think so? 4. Has the story have similar values? What makes you
helped you understand your identity as a think so? 4. Has the story helped you
Filipino and as an Asian? How? understand your identity as a Filipino and
as an Asian? How?
Answer the following questions. The Students will narrate the story in front The Students will narrate the story in
1. Why was it entitled the Soul of the of the class. front of the class.
Great Bell?
2. What other Chinese traditions involve
bells? Compare and contrast these
traditions with Filipino traditions.
3. Do Filipinos and Chinese have similar
values? What makes you think so?
4. Has the story helped you understand
your identity as a Filipino and as an
Asian? How?

EVALUATION Short quiz Go over the story of The Soul of the Great Go over the story of The Soul of the Great Bell. In Go over the story of The Soul of the Great Bell. Go over the story of The Soul of the Great
Bell. In the chart below, identify the values the chart below, identify the values and traditions In the chart below, identify the values and Bell. In the chart below, identify the values and
and traditions of the Chinese people that you of the Chinese people that you can deduce from traditions of the Chinese people that you can traditions of the Chinese people that you can
can deduce from the reading selection. Cite the reading selection. Cite the supporting detail or deduce from the reading selection. Cite the deduce from the reading selection. Cite the
the supporting detail or details in the story to details in the story to prove your claim. Then, supporting detail or details in the story to prove supporting detail or details in the story to
prove your claim. Then, answer the process answer the process questions that follow. your claim. Then, answer the process questions prove your claim. Then, answer the process
questions that follow. that follow. questions that follow.
Additional Activities for Construct at least one sentence in You have just read the Soul of the Great Bell. Have you
noticed the descriptions of the bell? Fill out the bell‘s
application or remediation each Sentence structure description on the corresponding columns and answer
the questions that follow.
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 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?