School Valladolid National High School Grade Level 8

DAILY LESSON Teacher Christine A. Fuentespina Learning Area English

LOG Teaching Dates & Time Quarter 1

STE Group REGULAR Group

Session 1 (1 hr) Session 1 (1 hr)

I. OBJECTIVES

Grade Level Standard

The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
A. Content Standards 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
B. Performance proper and
Standards effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

C. Learning  EN8G-Ia-8: Use appropriate cohesive devices in  EN8G-Ia-8:Use appropriate cohesive devices in
Competencies / Objectives composing an informative speech. composing an informative speech.

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide N/A
N/A
pages
2. Learner’s Materials N/A
N/A
pages
3. Textbook pages
4. Additional N/A
Materials from Learning N/A
Resource (LR) portal
B. Other Learning
Resources 1. K to 12 Curriculum Guide (May, 2016) p. 1. K to 12 Curriculum Guide (May, 2016) p.
2. Learning Module pp. 76-78 & pp. 326- 327 2. Learning Module pp. 76-78 & pp. 326- 327
3. englishplus.com/grammar/00000377.htm 3. englishplus.com/grammar/00000377.htm
 4. Vibal English book 4. Vibal English book

IV. PROCEDURES

A. Reviewing previous Tell something about the pictures below. What is common Tell something about the pictures below. What is common
lesson or presenting the among the four pictures? among the four pictures?
new lesson

a. Connection/cohesive
b. Colorful
c.

B. Establishing a ACTIVITY 1 ACTIVITY 1

purpose for the lesson Directions: Read each sentence. Identify the connector used in Directions: Read each sentence. Identify the connector used in
each sentence. each sentence.

1. He was very rude to us but we forgave him.
2. She didn’t take an umbrella in spite of the fact that it was
raining.
3. “I thought you didn’t like spicy food.”
“On the contrary, I liked it very much.”
4. I’m too busy to take a vacation besides, I cannot leave my old
parents on their own.
5. All my friends will be at the party except of Andrew.
1. He was very rude to us but we forgave him.
A. was B. very C. but D. him
2. She didn’t take an umbrella in spite of the fact that it was
raining.
A. didn’t B. an C. in spite of D. the fact that
3. “I thought you didn’t like spicy food.”
“On the contrary, I liked it very much.”
A. Like B. I thought C. I thought D. On the contrary
4. I’m too busy to take a vacation besides, I cannot leave my old
parents on their own.
A. Too busy B. Besides C. I cannot D. on their own
5. All my friends will be at the party except of Andrew.
A. Except with B. all C. will be D. at

C. Presenting Correcting students answer in Activity 1. Correcting students answer in Activity 1.

examples/instances of the Feed backing and validating answers from students. Feed backing and validating answers from students.
new lesson
 D. Discussing new UNLOCKING OF DIFFICULTIES UNLOCKING OF DIFFICULTIES
concepts and
practicing new skills “TEXT TWIST”. You will rearrange the letters and find the TEXT TWIST”. You will rearrange the letters and find the best
#1 best word combination through the given meaning. word combination through the given meaning.

1. R N G I E A D – getting meaning from the symbol 1. R N G I E A D – getting meaning from the symbol
2. K M S N G I I M – used to quickly gather the most 2. K M S N G I I M – used to quickly gather the most
important information important information

E. Discussing new
concepts and Present PPT about Skimming. Present PPT about Skimming.
practicing new skills
#2

F. Developing mastery Study the sample table of contents excerpted from the book, The
(Leads to Formative Changing Face of the Filipino, the Salesian Tribute to the Youth
Assessment) of the Philippines. Note the division of the major ideas.
Answer the following questions:
1. What two main topics are covered in the Table of Contents?
2. What does the title of Part I suggest?
3. Which decade of the Filipino youth is the most fashionable?
4. In which decade of the Filipino youth where you born?
5. What does the title of Part II suggest?
Study the sample table of contents excerpted from the book, The
Changing Face of the Filipino, the Salesian Tribute to the Youth
of the Philippines. Note the division of the major ideas. (Provide
Choices)
Answer the following questions:
1. What two main topics are covered in the Table of Contents?
2. What does the title of Part I suggest?
3. Which decade of the Filipino youth is the most fashionable?
4. In which decade of the Filipino youth where you born?
5. What does the title of Part II suggest?

G. Finding practical PAIR WORK

applications of concepts Skim the information about the Frimsborough County library to
and skills in daily living answer the questions below. Skim the information about the Frimsborough County library to
answer the questions below.
1. The text is aimed at:
2. The text is about: 1. The text is aimed at:
3. Information is given about borrowing CDs. (True or False) A) Librarians B) Library users C) Council workers D) School
 4. A telephone number is provided. (True or False) students
5. What is the name of the library? 2. The text is about:
A) resources at Frimsborough County Library B) opening times
at Frimsborough County Library
C) resources at Rimsborough County Library
3. Information is given about borrowing CDs.
A) True B) False
4. A telephone number is provided.
A) True B) False
5. What is the name of the library?
A) Frimsborough Town Library B) Frimsborough County
Library
C) Frimsborough Village Library D) Framborough District
Library
H. Making 1. What is skimming? 1. What is skimming?
generalizations and 2. How do you skim a book? 2. How do you skim a book?
abstractions about the 3. Why is it important to learn how to skim? 3. Why is it important to learn how to skim?
lesson.

u I. Evaluating learning Directions: Skim the paragraph below then answer the questions Directions: Skim the paragraph below then answer the questions
that follow. that follow.

J. Additional activities Skim the given paragraph quickly. Then answer the questions Skim the given paragraph quickly. Then answer the questions
for application or that follow.
remediation
1. Parents who are actively involved in their children's education
engender positive results. One country that sets a good example
in this is Japan. This Japanese mother is involved in her
children's education. A Psychology Today article quotes George
De Vos, a University of California, Berkely anthropologist. He
has been studying Japanese culture for 25 years.
a. The topic of the paragraph is
____________________________________________________
__________________________________________
b. The general idea of the paragraph is
____________________________________________________
that follow. (Provide Choices)
1. Parents who are actively involved in their children's education
engender positive results. One country that sets a good example
in this is Japan. This Japanese mother is involved in her
children's education. A Psychology Today article quotes George
De Vos, a University of California, Berkely anthropologist. He
has been studying Japanese culture for 25 years.
a. The topic of the paragraph is
____________________________________________________
__________________________________________
b. The general idea of the paragraph is
____________________________________________________

V. REMARKS

VI. REFLECTION

A.No. of learners who

earned 80% in the
evaluation
B.No. of learners who
require additional
activities for remediation
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 strategies
work?
 G.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
H.What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked & validated by: Noted:

CHRISTINE A. FUENTESPINA MARICEL D. CASTILLO MONINA M. EBANO

English 8 Teacher English Coordinator Principal II