School: BUKAL SUR NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: MRS. SARAH JANE B. MASILUNGAN Learning Area: ENGLISH

DAILY LESSON LOG 8:45- 9:45
Teaching Dates and Time: JUNE 17-21 , 2019 2:30-3:30 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
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 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.
The learner demonstrates concrete understanding of the prosodic features of speech, study and 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 traditions
and values that will guide him/her in knowing his/her identity as an Asian.
The learner presents an informative and creative exhibit to show the different traditions and values of selected Afro-Asian countries.

C. Learning 1. Unlock the unfamiliar words

Competencies/Objectives that they will meet in the
: excerpts.
Write the LC Code for 1. Determine the moral of the
each excerpts “The Hands of the
Blacks”.
2. Read and discuss with their
group the excerpts.
3. Share thoughts and opinions
about the moral of the excerpts.
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.
1. Know the context clue and its most common types. 1. Determine the word
2. Participate in the discussion by answering unfamiliar words. structure
3. Identify the meaning of the word using the common types of 2. Participate in the discussion
context clues. by answering unfamiliar
words.
3. Identify the meaning of the
word using word structure.

II. CONTENT The Hands of the Blacks Context Clues Word Structure/ Dictionary

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
RESOURCES concrete 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 Pages 9- 10 Page 12 Page 12

Pages

3. Textbook Pages

4. Additional Materials
from Learning
 Resource (LR) portal
B. Other Learning http://www.bluerivernews.com/ http://vd-p.d91.k12.id.us/ Curriculum_Resources/Sheltered% http://vd-p.d91.k12.id.us/
Resources images/hands.jpg 20Instruction%20(SIOP)/Component%202_Building Curriculum_Resources/Shelter
%20Background/Four% 20Vocabulary%20Strategies.pdf. ed% 20Instruction
%20(SIOP)/Component
%202_Building
%20Background/Four%
20Vocabulary
%20Strategies.pdf.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a Purpose
for the Lesson
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.
GICL
The teacher asks the students The teacher asks the students random questions. Those questions Review of the past lesson about
to get their partner and has equivalent letter, the letters are composed of “CONTEXT context clues.
compare their hands to them. CLUES”. Each student that will receive a letter will post it on the
Describe the hands of their board.
partner.
Why the hands of the blacks Context Clues Word Structure
are lighter than their bodies? - are words, phrases, and sentences that
surround an unfamiliar word and help you -Being aware of the structure
recognize the meaning of an unknown word or parts of the word is another
way of recognizing the
meaning of an unfamiliar word.
The prefixes, suffixes and the
roots of the words have their
own meanings, and if these are
combined with the other words
in the sentence, they will serve
as hints to the correct meaning
of the unknown word.

C. Presenting Building Vocabulary: Most Common Types Context Clues Affix

Examples/Instances of the 1. Synonyms - used when the text has words or - a morpheme that is attached
Lesson phrases that similar in meaning to the unknown word to a root word to
Example: form a new word
The narrator in the poem was euphoric at his son's
victory, for he cried out triumphantly when the boy 1. Prefix- - a morpheme that

D. Discussing New Concepts Read and discuss the story with
and Practicing New Skills
#1
came home. comes before a root word
- victorious; triumphant; very happy and excited Examples:
auto- (automobile)
in- (incorrect)
over- (overcharge)
2. Suffix- - a morpheme that
comes after a root word
Examples:
-ful (forgetful)
-ish (childish)
-ive (active)
2. Antonyms - words that reveal the opposite meaning How many corners does a
their group. (15mins.) in relation to the unknown word tetra pack have?
Example:
Although Mary was willing to play in the snow, Have your pedicure in Bob’s
Jack was reluctant because he was so cold.
beauty parlor.
- not willing to do something
She stood there immobile.

Structure Meaning

Tetra - four

Pedi - foot

Cure - take care

Im - not

Mobile - moving

E. Discussing New Concepts The teacher plays a short video
and Practicing New Skills
#2
3. Examples - are specific details in a text that are
about the excerpts. used to clarify the meaning of a word
Example:
Projectiles include those items that are shot forward
such as a cannon shell, bullet, or rocket.
- things (such as bullet or rocket) that are shot from
Weapon
Example:
The prisoner was in a state of wrath—a feeling of
intense anger.
- extreme anger

F. Developing Mastery
(Leads to Formative Comprehension Check:
Assessment 3) 1. Who was the narrator of the
excerpts?
2. Who said that the hands of
the blacks are lighter than their
bodies?
3. How will you describe the
boy?
4. How did he know the
answer about his question?
5. Was he satisfies with the
answers of the people he asked
for? Why?
6. To whom he got the
satisfying answer? What was
the answer of his mother?
G. Finding Practical If you were the boy, would you
Applications of Concepts be able to do the same way
and Skills in Daily Living when you are looking for
answer? Why?
4. Definition - is usually signaled by a form of the
verb to be (am, is, are, was, were) or by commas or
dashes
wrath - extreme anger
Example:
An evanescent ring surrounded the moon as it rose.
It was there for a moment, and then it disappeared.
- lasting a very short time; brief; momentary
5. Explanation - words or phrases that explain the
unfamiliar word's meaning
evanescent
Exercises
a. This situation is a conundrum - a puzzle.
conundrum
- a confusing or a difficult situation
b. Marty is gregarious, not like his brother
who is quiet and shy.
gregarious
- sociable; outgoing; extrovert
c. Famous conquistadors include Cortes, who
conquered Aztec Mexico and Pizarro, who
conquered Inca Peru.
conquistadors
- conquerors; ones that take control of
(a country or city) through the use of force
Identify the meaning of the underlined word by matching column : Match column A to
A to B. column B to get the meaning
the words contain prefixes,
1. None of these fags-Marlboro, Philip Morris, Champion, Hope, suffixes and roots. Write the
and Evergreen- is available in that store.
correct answer on the space
provided for each number.
2. A man who is adroit has several ways of solving his problems;
an inexperienced man, on the other hand, can think of only one
remedy to his problem. A B
3. A smattering of knowledge about a job will result in a slow 1. militarism a. not able to
promotion, but an in-depth knowledge of it will lead to better be run away from
paying capacity.
2. undeniable b. state of
4. To shun someone is to have nothing to do with that person.
 letting out air

3.bicultural c. able to be
filled again

4. exhalation d. not judging

5. inescapable e. cannot be
denied

6. dispossessed f. someone
5. Elis is a blithe young girl. She always greets everyone with a who looks at something again
smile. in a new way

7. refillable g. material
that offers no resistance to
electricity

8. superconductor h.related
to the army

9. nonjudgmental i. related
to two cultures in one
country

10. revisionist j. removed

from ownership

H. Making Generalizations What moral lesson did you get What is context clue? What are suffixes and prefixes?
and Abstractions about in the excerpts? What are the most common types of context clues?
the Lesson
I. Evaluating Learning Oral Recitation Quiz Oral Recitation

J. Additional Activities for

Application or
Remediation
 V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

SARAH JANE M. LASAT LORNA A. PLATA
Teacher I Head Teacher III