GRADE 1 to 12 School KAYSUYO NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher MR. ALVIN C. PEÑALBA Learning Area ENGLISH 8 (Afro-Asian Literature)
Teaching Dates and Time June 25-29, 2018 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 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 assessed 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 Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings contend with; various
reading styles vis – 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.
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.
- Discover through
Literature the symbolic
relationship between man
and his environment and
the need of the former to
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings contend with; various
reading styles vis – 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.
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.
- Use different reading
styles to sort the text and
ones purpose for reading.
- Scan rapidly for sequence
signals or connectors as
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings contend with; various
reading styles vis – 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.
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.
- Use different reading
styles to sort the text and
ones purpose for reading.
- Scan rapidly for sequence
signals or connectors as
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings contend with; various
reading styles vis – 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.
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.
- Use appropriate volume
and enunciation that meet
the needs of an oral
communication argument.
- Observe correct
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings contend with; various
reading styles vis – 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.
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.
-

III. CONTENT
V. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
I. PROCEDURES
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
protect the latter. basis for determining the basis for determining the pronunciation of critical
- Demonstrate a heghtened rhetorical organization of rhetorical organization of vowel and consonant
sensitivity to the need of texts. texts. sound.
others for a better
understanding of man
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.
- What is an Educated - The Hands of the Black - -
Filipino
Learners module and Textbook
23,24 21,14,15 21,14,15
12,13 14,15 14,15
12,13 14,15 14,15
Textbook, Speaker, Chalkboard, Textbook, Speaker, Chalkboard, Textbook, Speaker, Chalkboard, Textbook, Speaker, Chalkboard, Textbook, Speaker, Chalkboard,
Laptop/Tablet, Visual aid, Laptop/Tablet, Visual aid, Laptop/Tablet, Visual aid, Laptop/Tablet, Visual aid, Laptop/Tablet, Visual aid,
Projector, Textbook Projector, Textbook Projector, Textbook Projector, Textbook Projector, Textbook
Textbook - Language in Textbook - Language in Textbook - Language in Textbook - Language in Textbook - Language in
Literature (Afro-Asian Literature) Literature (Afro-Asian Literature) Literature (Afro-Asian Literature) Literature (Afro-Asian Literature) Literature (Afro-Asian Literature)
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 teacher will be facilitating a The students will be stating The students will be stating
brainstorming activity answering what is their favourite part of the what is their favourite part of the
the question “What for you is an body and why it is their body and why it is their
Educated Filipino?”. favourite. favourite.
The teacher will let the students The teacher will be explaining The teacher will be explaining
complete the table regarding “The hands of the blacks” and “The hands of the blacks” and
what is an educated Filipino. its relation to their own identity. its relation to their own identity.
They will interview their
classmates for responses.
The teacher will be presenting The teacher will be presenting a The teacher will be presenting a
the text what is an educated video which shows the life of the video which shows the life of the
Filipino. He will be facilitating African People. African People.
“Unlocking of Difficulties” activity
regarding the lesson.
The teacher will discuss the The teacher will let the students The teacher will let the students
concepts of what educated guess the content of the book guess the content of the book
Filipino is all about. just by reading the title. just by reading the title.
Sharing insights of the students The teacher will clarify if the The teacher will clarify if the
 practicing new skills # 2 understanding about the true students analyzation of the title students analyzation of the title
characteristics of an educated is somewhat relevant to the is somewhat relevant to the
Filipino. context. context.
F. Developing mastery The students will be reading the The teacher will be dividing the The teacher will be dividing the
(leads to Formative Assessment text aloud in relation to the students into five. Each group students into five. Each group
3) proper use of intonation and will have to analyse the will have to analyse the
stress in speaking. characters being introduced by characters being introduced by
the teacher. the teacher.
G. Finding practical application of The students will reflect on how The students will reflect on The students will reflect on
concepts and skills in daily living will they going to appreciate characteristics that they should characteristics that they should
being an educated Filipino. possess which is known to possess which is known to
Africans. Africans.
H. Making generalizations and Sharing insights about what the Sharing insights about what the Sharing insights about what the
abstractions about the lesson students had learned regarding students had learned regarding students had learned regarding
the lesson. the lesson. the lesson.
I. Evaluating learning The students will be presenting The students will be having a The students will be having a
their gathered meaning of what presentation of their analyzation presentation of their analyzation
is an educated Filipino. of the characters. They will be of the characters. They will be
graded through the use of the graded through the use of the
rubric. rubric.
J. Additional activities for Read the text “The hands of the
application or remediation black”
II. REMARKS

III. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?