GRADES 1 to 12 Daily Lesson Log

Teaching JUNE 27, 2

School SASR Date
and
Time
Teacher JUANITA B. LAPPAY

DAY:

I. OBJECTIVES The learner demonstrates communicative competence

through his/her understanding of British-American
Literature, including Philippine Literature and other te
types for a deeper appreciation of Philippine Culture a
those of other countries.

A. Content Standards The learner demonstrates understanding of how Anglo

American literature and other text types serve as mean
of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation
and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/he
to participate actively in a speech choir.

B. Performance Standards The learner actively participates in a speech choir throu

using effective verbal and non-verbal strategies based
the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audienc
Contact

C. • Analyze literature as a means of discovering the s

Learning Competencies /
Objectives Write the LC code for
each
Objectives:
a. give the significance of proper punctuation and
capitalization through giving several interpretations on
sentences given. b. correct the article given utilizing pro
punctuation and capitalization
c. enumerate those remarkable personalities who contr
in the coming up of punctuation marks

II. CONTENT Lesson 1: Proper Capitalization and Punctuation

• History of Punctuation

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages pp. 5 – 8

2. Learner's Materials Pages pp. 18 – 20

3. Textbook Pages

4.
Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resource https://www.slideshare.net/sanny0802/punctuation-

powerpoint presentation
 IV. PROCEDURES

A. The teacher presents the following. After which, the

students identify the figure of speech used.
Reviewing previous lesson or
1. Let it snow, let it snow, let it snow.
presenting the new lesson
2. "Oh, woeful, oh woeful, woeful, woeful
day! 3. All the world’s a stage.
4. Seeking the bubble reputation
5. Sighing like furnace with a woeful ballad

B. Establishing a purpose for the Lesson The teacher gives the Short History of Punctuation.

A Short History of Punctuation

by: Polly M. Robertus
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
TAHTGNITIRWFOYAWAOTDEGNAHOYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOW
ED
WHEREANEWPARAGRAPHBEGANBYUNDERLININ
G
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE
THEREADERSSHOULDTAKEBREATH: THE . ROMANS .
MADE . WRITING . MUCH . EASIER . TO . READ . BY .
PUTTING . DOTS . BETWEEN . WORDS . AND . BY . MOV
. THE . FIRST . LETTER . OF. A . PARAGRAPH . INTO . THE
LEFT . MARGIN: THEY . ADAPTED . SOME . OF . THE .
GREEK . MARKS . SUCH . AS . THE . COLON . MARK . TO
INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATIO
N
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREADS
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER

What did you observe on the article given?

C. Presenting examples / instances of the
new lesson

Discussing new concepts and The teacher let the students read the article. The teache
practicing asks the following:
new skills #1 a. Did you understand the article?
D. b. What was it all about?
c. Can you grasp the meaning the article wants to conv
 The students are asked to give the proper punctuation
E. Discussing new concepts and
practicing and capitalization of the article.
new skills #2

Developing mastery The students present their output utilizing proper

(Leads to Formative Assessment 3) capitalization and punctuation.

F. Several students are called to explain the significance o

having spaces after each word.

G. Finding practical applications of • How does punctuation and capitalization after the
concepts of a certain sentence or article?
and skills in daily living • What is the effect of having incorrect punctuation
marks and capitalization?

Making generalizations and • What is a punctuation mark?

H.
abstractions

about the lesson • What is its importance in conveying an idea? • How does it affect the
idea of a certain sentence?
• Why is it important to use punctuation marks
I. Evaluating Learning Multiple Choice: Read each statement carefully and wri
only the letter of the correct answer.

1. He led the invention of lowercase letters which could

be written and read much faster.
a. Charlemagne b. Socrates c. Aristotle 2. He invented
marks to show where the readers should take breath.
a. Aristophanes b. Shakespeare c. Twain
3. They made their writing much easier by putting dots
between words and by moving the first letter of a parag
a. Greeks b. Romans c. Americans 4. It indicates phras
ending which was invented by the Greeks a. colon b. p
c. comma 5. It appeared as two lines instead as one du
the educational reform.
a. hyphen b. slash c. apostrophe

The students are asked to enumerate all the punctuatio

J. Additional activities for application or marks they know.
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 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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me
solve?

G. What innovation or localized materials did

I
Use or discover which I wish to share
with other teachers?