SCHOOL Moonwalk National High School
TEACHER MARIA JANELLE N. ORSAIS
GRADES 1 to 12
DAILY LESSON LOG
SCHEDULE
(DATE/TIME)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. Reference/s
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook Pages
4. Additional Material from
Learning Resource (LR) portal
B. Other Learning Resources
IV. 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
GRADE LEVEL 8
LEARNING AREA English
FIRST DAY SECOND DAY
July 1, 2019 (Monday) July 2, 2019 (Tuesday)
1:40- 2:40 Banks 4:00- 5:00 Lister 4:00- 5:00 Lister 6:00- 7:00 Banks
2:40- 3:40 Bernard 5:00- 6:00 Brown 5:00- 6:00 Brown
June 11, 2019 (Tuesday) June 12, 2019 (Wednesday)
12:40- 1:40 Haeckel 12:40- 1:40 Haeckel
2:40- 3:40 Carson 1:40- 2:40 Bernard 2:40-3:40 Carson
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.
Expand the learners’ awareness on - Determine the essence of one’s
African Cultural Values hands regardless of its color in the
eyes of God
African Cultural Values The Hands of the Blacks by Luis
Bernardo Honwanna
pp.9-10
Internet
Short recapitulation of the previous Short recapitulation of the previous
lesson. (African Culture and lesson. (African Cultural Values)
Tradition)
Ask the class what Filipino cultural Let the students compare their hands
values they observed that aren’t with that of the Africans.
practiced nowadays. Have them
share their opinions in it.
Unlocking of difficulties using various
strategies to help improve vocabulary.
QUARTER 1
THIRD DAY FOURTH DAY
July 3, 2019 (Wednesday) July 4, 2019 (Thursday)
4:00- 5:00 Lister 4:00- 5:00 Lister
5:00- 6:00 Brown July 5, 2019 (Friday)
June 13, 2019 (Thursday) 12:40- 1:40 Haeckel 4:00- 5:00 Brown
12:40-1:40 Banks 2:40- 3:40 Carson 1:40- 2:40 Bernard 5:00- 6:00 Banks
1:40- 2:40 Bernard 5:00- 6:00 Haeckel 2:40- 3:40 Carson
- Familiarize oneself with the various 1. Expand one’s knowledge on the
strategies to help improve different forms of adjective
vocabulary complement
Strategies to Help Improve Adjective Complement
Vocabulary
pp. 12 pp.14-15
Internet
Short recapitulation of the previous Short recapitulation of the previous lesson.
lesson. (The Hands of the Blacks)
Ask: Whenever you find difficult words Ask: What part of speech is usually used to
in your moment of reading, what do you give color/meaning to a sentence?
always do in the absence of dictionary?
Activity Show sentences on the board which used
Write all the unfamiliar words you different forms of adjective complement.

D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment)
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
applications or remediation
V. REMARKs
VI. REFLECTION
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 lesson work?
No. of learners who have caught
up with the lessons.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these
Talk about the African cultural
values and involve the students to
share their ideas in it.
Ask the class what they know about
the African culture.
Tell them that studying the culture of
the different countries can help them
learn their values that could be
applied in their lives.
Ask some questions related to the
discussion.
Short test
Reading of the story
Process Questions:
1. Who answered why the black’s
hands are lighter than their bodies?
2. Why do you think each of them gave
such explanation?
Group Activity:
Why the Blacks’ hands are lighter than
their bodies?
Tell the class how we were created by
God equally. Ask each of them how
each sees others differently but same in
the eyes of God.
Ask: Relate the story to one sample of
discrimination. Tell how one handles
this one incident in his or her life.
God created the Blacks to be different
but their hands is one of the evidences
to show equality in God’s eyes.
encounter. Find a way what each word Have the students observe each.
means. Use the given table to summarize
your work.
Share to the class how you learned the Discuss the different forms of adjective
meaning of each one. complement.
Discuss the various strategies to help improve Sentence construction using Adjective
vocabulary. Complement
1. Context clues
2. Word Structure
3. Visual-Oral Association
Seatwork on Vocabulary Development Activity:
Complement or Not?
How do you use your understanding of
words in one situation you are get caught
unprepared?
 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?