SCHOOL GRADE LEVEL 8

TEACHER LEARNING AREA English

GRADE 1 TO 12 TEACHING DATE AND TIME QUARTER Second

DAILY LESSON LOG

I. OBJECTIVES September 30 October 1 October 2 October 3

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory,
A. Content Standards and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative
language; and appropriate grammatical signals or expressions suitable to patterns of idea development.

The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
B. Performance Standards
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/ Objectives EN8G-IIh-9 EN8G-IIh-9 EN8G-IIh-9 EN8G-IIh-9

SENTENCES ACCORDING
COMPOUND_COMPLEX
II. CONTENT COMPOUND SENTENCE COMPLEX SENTENCE TO STRUCTURE
SENTENCE
(Evaluation)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Page NONE NONE NONE NONE

2. Learner's Material Page 21-22 21-22 21-22 NONE

3. Textbook Pages NONE NONE NONE NONE

4. Additional Materials From
NONE NONE NONE NONE
Learning Resource (LR) Portal
www.google.com www.google.com www.google.com www.google.com
B. Other Learning Resources
www.scrib.com www.scrib.com www.scrib.com www.scrib.com
IV. PROCEDURES
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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 (Leads to
Assessment 3)
The teacher facilitates the recall
of their lesson about simple
sentence and it’s structure.
The teacher recalls the lesson
about COORDINATING
CONJUNCTIONS to activate
their schema.
The teacher tells the students
construct sentences with
coordinating conjunctions and
the teacher writes these
sentences on the board.
The teacher asks the students
what they call those sentences
they gave and then discusses
COMPOUND SENTENCES.
The teacher discusses also that
they should not be confused with
the structures of simple sentence.
The teacher lets the students play
the COORDINATING BOARD
GAME
The teacher lets the students
recapitulate their lesson about
compound sentences and they give
also some examples.
The teacher recalls the lesson
about SUBORDINATING
CONJUNCTIONS to activate their
prior knowledge.
The teacher asks the students to
give some example of sentences
with subordinating conjunctions.
The teacher asks the students to
identify the sentences given by
them.
The teacher discusses the complex
sentence and its components.
The teacher lets the students play
the SUBORDINATING BOARD
GAME.
The students recall their lesson
about COMPLEX SENTENCES.
The teacher again discusses the use
of coordinating and subordinating
conjunctions.
The teacher write an example of
COMPOUND-CIMPLEX
SENTENCE and the students try to
dissect the sentence by identifying
the independent and dependent
clauses.
The teacher tackles the compound-
complex sentence and its structure.
The teacher gives them 5 sentences
to dissect for mastery.
The teacher lets the students
construct their own compound-
complex sentences.
The teacher recalls their lesson
about Simple, Compound,
Complex and Compound-
complex Sentences.
The teacher discusses the
instructions of the activity.
The teacher gives the students
the copy of their activity. They
are going to locate the different
kinds of sentences according to
structure in a paragraph and they
are going to dissect them.
The students begin their activity.
The activity continues.
The teacher asks the students if
they can still follow.
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G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions About the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
V. REMARKS
The teacher asks the students to
give their insights and opinions
about their lesson and its
importance on their life as a
students and in the future.
The students give a synopsis of
their lesson by giving the
essential points in the discussion.
The teacher gives them 10
sentences and they are going to
dissect them by identifying the 2
independent clauses and
coordinating conjunction.
The teacher instructs the students
to read about complex sentence.
The lesson was carried out and the activities were all done. The students also showed understanding about the lesson.
The students write a simple
The teacher lets the students write a
paragraph about their most
simple paragraph about their
memorable event in their life as a The activity continues.
saddest experience as a students in
student using COMPLEX
the school
SENTENCE.
The teacher facilitates the giving of
The students summarize their The teacher instructs the students
generalizations of the students of
lesson about complex sentence3. to finalize their answers.
the lesson.
The paragraph written by the
The teacher gives the students The teacher collects the acticity
students serves as their written
sentence to dissect. sheets.
work for the day.
The teacher lets the students
The students read and review for
research and read about
the long quiz about sentence NONE
COMPOUND-COMPLEX
structure..
SENTENCE.
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VI. REFLECTION

A. No. of learners who earned 80% in the

There 43 students who earned 80% in the evaluation.
evaluation

B. No. of learners who require additional

There 7 students who need additional activities for remediation.
activities for remediation who scored 80%

C. Did the remedial lesson work? No. of

learners who have caught up with the Yes, the remedial lesson worked.
lesson

D. No. of learners who continue to require

NONE
remediation

E. Which of my teaching strategies worked

Used of pictures and games because they were all active in the discussion.
well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me NONE
solve?

G. What innovation or localized materials

did I use/discover which I wish to share NONE
with other teachers?

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