Vision A vibrant university high school nurturing lives for a great future.

Mission To develop happy achievers equipped with life-relevant skills anchored on the trinity of virtues;
Scholarship, Character, and Service.

Core Values Extra-miler, Innovative, Self-oriented, Self-reliant, Loyal, God-loving

University of Bohol
JUNIOR HIGH SCHOOL
Tagbilaran City

DETAILED DAILY LESSON PLAN

TEACHER HANNAH ADELLIT B. RODRIGUEZ TEACHING DATES JUNE 17-21, 2019

SUBJECT/LEARNING FIRST
ENGLISH QUARTER
AREA

GRADE LEVEL 8 DATE SUBMITTED JUNE 20, 2019

ROLE Data Enumerator

Manages quantitative/qualitative data gathering

COMPETENCIES

VALUES Industry, God-loving, responsible, respectful, compassionate, extra miler, honesty

The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with: various
CONTENT STANDARD 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 structure and cohesive devices in presenting information.

Detailed Daily Lesson Plan in ENGLISH 8

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PERFORMANCE The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind
ER
STANDARD
G the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
EF The students will keep considering the following Students will understand that:
O
questions:
ESSENTIAL
R ENDURING
M
QUESTIONS:
A UNDERSTANDING: a. Reading style can be used based on one’s purpose.
T a. When are the different reading styles be used? b. There is a need to identify the purpose when reading to
1 supplement understanding.
b. In reading, why is there a need to identify what is the
purpose of the author? c. One can generate ideas and relationships by knowing
world associations.
c. How can one generate ideas and relationships in
reading material? d. One can present information in an organized manner
with the use of varied graphic organizers.
d. How can one present information in an organized
manner? e. The relevance of prosodic features in delivering a
message is that it helps better understanding to the listeners.
e. What is the relevance of prosodic features to gather
important points?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EN8RC-Ie-7: Use the EN8RC-Ig-7.1: Read EN8VC-Id-9: Organize EN8LC-Ia-5.1: Listen for STUDENTS GENERAL
appropriate reading style intensively to determine information from a important points signaled
ORIENTATION/
for one’s purpose the author’s purpose material viewed by volume, projection,
pitch, stress, intonation, CLUB FAIR
DEPED COMPETENCIES juncture, and rate of
EN8WC-Ia-1.1: Generate EN8WC-Ia-1.1.6.1: speech
ideas and their Present ideas using a
relationships variety of graphic
organizers EN8OL-Ia-3.11: Use the
correct sounds of English

I. OBJECTIVES At the end of the period, At the end of the period, At the end of the period, At the end of the period,

Detailed Daily Lesson Plan in ENGLISH 8

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the students will be able to: the students will be able the students will be able the students will be able
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G to: to: to:
EF
O ● Identify what are the
R different reading styles; ● Review the ● Distinguish the ● Determine important
M different reading styles; variety of graphic points signaled by
A
● Tell what is the organizers; volume, projection,
T
● Select the purpose of the author in ● Organize pitch, stress, intonation,
1
appropriate reading style the reading material information from a juncture, and rate of
depending on one’s read; material viewed; speech from a listening
purpose; ● Verify correct the ● Present organized material;
percept author’s information from a ● Form judgments
purpose from the material viewed using based on perceptions
● Use the appropriate reading material by a variety of graphic from the listening
reading style for one’s generating the ideas organizer material;
purpose independently and their relationships ● Orally use the
correct sounds of English
to enunciate correct

Reading Styles Intensive reading Graphic Organizers Prosodic Features

II. CONTENT (Scanning, skimming, Word Relationships

Speed reading, Intensive
reading)
Web source: Web source:

https://www.ph- https://www.cuesta.edu/stu
III. RESOURCE ludwigsburg.de/fileadmin/subsite dent/resources/ssc/study_gu
MATERIALS s/2b-engl-t- ides/vocabulary/807_vocab_
01/user_files/Rodgers/Introducti relations.html
on_to_the_Teaching_of_English_
_Modul_1c_/reading_styles_01_
herkoemmlich.htm

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IV. PROCEDURE
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A. INTRODUCTION/
G The teacher divides the A quick oral recitation The students are given 5 With the use of
EF
PREPARATION class into five groups. Each using the same sample minutes for the pre- multimedia, teacher
O
of the group is given 4 situations from assessment activity. plays a listening material.
R
M different materials. The yesterday’s lesson are
A teacher instructs the given to review.
T following to the class: With the use of the self- While listening, students
1 assessment approach, take note of important
1. Read the given
The teacher then asks, students have to grade points signaled by
materials;
themselves on their volume, projection, pitch,
2. Jot down notable “What are the different
understanding of what stress, intonation,
differences; reading styles?”
graphic organizers are or juncture, and rate of
3. Analyze content and
what are they for. speech from a listening
what makes them
material.
notable Volunteer students
answer with the term
The groups were given 10 After the given time, the
alone and another give
minutes to do the activity. students do other pairs In the process, students
when to use it.
compare approach can discover what
where they are given volume, projection, pitch,
After 10 minutes, every series of texts and they stress, intonation,
Teacher would ask the
group will have 4 members have to select the best juncture, and rate of
question,
to give their answers for graphic organizer to be speech are based on
questions 2 and 3, “Among the given used then will have to their understanding on
reading styles, which agree as to what the terms.
among the following graphic organizer be
Students’ answers are requires used appropriately.
written on the board. Similar comprehension? The listening material is
ones are grouped. played twice.
The pairs are given with
Students answer may the following instructions:
After all the 5 groups had not be the exact answer
Detailed Daily Lesson Plan in ENGLISH 8
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given their answers, the right away but the 1. The activity is only
ER
class as a whole assesses teacher leads the good for 10
G Teacher asks:
EF the answers. students to the correct minutes.
O one. 2. Random pairs are “Based on the listening
R called to show material, what judgments
M The teacher asks: their collated can you infer from it?”
A
The teacher then posts outputs.
T “Based on your answers,
the Essential Question of
1 the reading materials read
day’s lesson, “In Then post the Essential
exhibit what?”
reading, why there is a Question of day’s lesson,
need to identify what is
The teacher then post “What is the relevance of
the purpose of the
Students’ answers may vary. the Essential Question of prosodic features to
tauthor?”
the day’s lesson, gather important
points?”
“How can one present
The teacher then leads the
“How can one generate information in an
students to the lesson of the
ideas and relationships organized manner?”
day which is on reading
in a reading material?”
styles.

Through their collaborated

answers which were written
in the board, the class as a
whole determines what
reading style it is.

The teacher then posts the

Essential Question of the
day’s lesson, “When the
different reading styles are
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be used?”
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B. GLESSON Sheets of paper are given The teacher gives a The class now has a Given the factors that
EFDEVELOPMENT to students. These papers reading material for the “partners” presentation. were used to assess the
O
consist of example situations students to read then The teacher randomly listening material, the
R
M where a certain reading instructs the following: picks a pair to present teacher presents the
style is employed. Students 1. Tell what is the their outputs. factors again.
A
purpose of the
T have to locate them to their
author in the
1 intended reading style.
reading material
Soliciting prior knowledge
read by
or what the students
answering the After all the texts were
The class is given 3 minutes comprehension have understood from
presented, the
to do the activity. They will questions given at the terms, the teacher
processing is done to
paste their answers on the the end; uses the T-Chart to write
check whether the
board. 2. Jot down ideas students answers.
graphic organizer used
that are
were appropriate.
significant in the
After 3 minutes, the class reading selection. With the terms given, the
checks. 3. After writing all processing is done and
the significant further examples as to
ideas determined how to effectively
Through this activity, the in the selection,
employ it is done.
organize them
entire class can master
according to the
what appropriate reading
relationship.
style to use in a specific After the lesson
situation. discussion, the teacher
The students are given
20 minutes to do the groups the class where
activity. they have to rehearse for
a group speech on
After 20 minutes, Monday. The speech
students do the Large must be informative.
group Discussion. Each group must employ
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the correct sounds in
ER
G English guided by the
EF The teacher asks the prosodic features of
O comprehension volume, projection, pitch,
R questions addressed for stress, intonation,
M the class to answer.
juncture, and rate of
A
speech in a time frame of
T The answers to be given
2 minutes.
1 by the students must be
verified correctly as to
the percept author’s
purpose from the A rubric is given ahead
reading material and for students to be guided
how the ideas relate to where to concentrate.
one another.

Students who were

listening can give their
affirmation or negation
to the answer of the one
who gave an answer.

Teacher asks,
“How did you organize
the ideas you have
written?”

Students’ answers vary.

Students give their answers After the activity, The teacher asks the The class is given the
on the Essential Question students can edit their Essential Question again, remaining time to meet
posted earlier. answers based on the with their groups and to
“How can one present
C. GENERALIZATION & thoughts that they heard designate tasks.
information in an
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VALUING from the other students. organized manner?”
ER
G Students will be asked: After the group meeting
EF
“If you are to rate your and task designation,
O Then, the teacher asks Random students
understanding on today’s one member of every
R the Essential Question answer the question.
M lesson using the reactions, group answers the
again,
A Essential Question,
T “In reading, why there is
“What is the relevance of
1 a need to identify what
prosodic features to
is the purpose of the
gather important
author?”
points?”

“How can one generate

How will you rate yourself? ideas and relationships
in a reading material?”

Some students may give

their reasons for giving such Volunteer students
a reaction. answer the Essential
Questions orally.

Formative Test # 1 Formative Test # 2 Formative Test # 3 Formative Test #4

D. ASSESSMENT/
EVALUATION
Worksheet Worksheet Graphic Organizers Oral Delivery

E. REINFORCEMENT/
ASSIGNMENT Research on graphic
organizers

Detailed Daily Lesson Plan in ENGLISH 8

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Prepared
EF by:
O
R
HANNAH
M ADELLIT B. RODRIGUEZ
Subject
A Teacher
T
Checked by:
1 Approved by:

CAROLITE C. KIBIR GRACE G. FILOMENO

Subject Area Coordinator School Principal

Detailed Daily Lesson Plan in ENGLISH 8

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