School: TELACSAN NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: Rodalyn Joy M. Dizon Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Week 3 Quarter: 1st
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards: The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; Remediation/Enhancem
various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of ent/Performance Task
speech; and correct subject-verb agreement.
B. Performance Standards: The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using
appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in various situations; and
observing correct subject-verb agreement.
C. Learning EN8RC-Ia-7.2: Scan for logical EN8LT-Ia-8: Describe the EN8WC-Ia-1.1: Generate EN8G-Ia-7: Use parallel
Competencies/Objectives connectors to determine the text notable literary genres ideas and their relationships structures
: type contributed by African writers EN8WC-Ia-1.1.6.1: Present EN8G-Ia-8: Use
EN8LC-Ia-5.1: Listen for EN8LT-Ia-8.1: Identify the ideas using a variety of appropriate cohesive devices
important points signaled by distinguishing features of graphic organizers in composing an informative
volume, projection, pitch, stress, notable African chants, EN8OL-Ia-3.11: Use the speech
intonation, juncture, and rate of poems, folktales, and short correct sounds of English
speech stories
EN8VC-Ia-8: Use context clues
from the material viewed to
determine the meaning of
unfamiliar words or expressions

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
I AM AN AFRICAN SENTENCE STRESS SENTENCE Speech Delivery Remediation/Enhanceme
CHILD (Prosodic Features) INTONATION “What Is An Educated nt/Enrichment/Performa
(Prosodic Features) Filipino?” nce Task
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide Pages pp.4-7 pp.8-10 pp. 8-10
2. Learner’s Materials pp.3-7 pp. 18-19 pp. 8-11 pp. 15-16
Pages
3. Textbook Pages
 4. Additional Materials Worksheets
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing Previous Through this lesson, your Present sentences in
Lesson or Presenting the quest for knowledge on our different contexts focusing
New Lesson Afro-Asian families will on a word to be stressed.
gradually unfold and
eventually be satisfied. Let Read the following without
us begin our journey. fear or hesitation. By the
way, you will meet
these words in the
selections that follow.
village
remember
international
unbearable
surprising
In which syllable did your
voice rise in each word?
What about in
remember,
international,
unbearable
and surprising?
Worksheets
Present the lesson by
considering these
examples.
Question: What is the
difference in the way the
following two sentences
sound?
He is going tomorrow.
He is going tomorrow?
Answer: The ‘melodies’ of
the two sentences are
different:
• The melody of sentence
A drops at the end,
making it a statement.
• The melody of sentence
B rises at the end,
making it a question.
• In languages like
English, we call these
sentence melodies
intonations.
• All spoken languages
have intonations.
Handouts of Speech
Present a rubric for Remediation/Enhanceme
Oral Delivery nt/Performance Task
Oral Reading
Performance Rubric
Apprentice 7
Read word by word and
must be assisted with
many words.
Meaning is lost in the
difficulty with the words.
Basic 8
Reads word by word
with no logical grouping.
Speaks in a monotone,
with little change in pace
or voice inflection.
Speaks too softly to be
heard by all in audience.
Slurs and mumbles
words.
Learned 9
Usually groups words in
a logical manner.
Uneven emphasis given
to important content.
Tone and pace follow
text punctuation fairly
well.
Loudness of voice
varies.
Mispronounces some

B. Establishing a Purpose for
the Lesson
Have you ever thought of
traveling to Africa and Asia?
What would you like to know
about our African and Asian
neighbors?
file:///C:/Users/acer/Downloa
ds/ramirezjeromeamoduleine
nglishforgrade8students-
140626100916-phpapp02.pdf
words.
Exemplary 10
Groups words logically
when reading aloud.
Changes voice tone to
emphasize important
content.
Alters voice and pace in
accordance with text
punctuation.
Can be heard by all in
audience.
Enunciates each word
clearly.
Showing the intonation bar By encouraging them to Let us practice Stress
in sentences let them read share their reactions/ and Intonation upon
again the entire sentence observations about the reading the selection
that we have yesterday. dialogue.
Have you noticed the
melodious pattern of your
voice?
There is a continuous
elevation or depression of
pitch as you read the
group of words.
1. Have you seen an
African child before?
2. Humm! I think I
saw one when I went to
Tagaytay City last week?
3. You see, there is
an international university
near the city.
That’s what we call
intonation. Your voice may
rise, fall or circumflex
 (the combination of rising
and falling intonation) as in
the given example below.

In the sentence,

“Have you seen an

African child before?”

Did your voice rise?

C. Presenting Look at the pictures or watch
Examples/Instances of the video about Africa found
the Lesson in the link “I am An African
Child c2010 Eku Mcgre
http://www.youtube.com/watc
h?v=BgP0xePGl8A,
https://www.youtube.com/wat
ch?v=z3H8DzN6Mo0
Define and explain what
sentence stress is.
The syllable where you
raised your voice is what
we call stress and the
rising and falling of voice is
called Intonation.
Discuss the Let a video presentation
meaning/importance and be presented to the class
rules of intonation. on how stress and
intonation is observed
What is Intonation? while reading a text.
Intonation is a term used
to refer to the distinctive
use of different patterns of
pitch that carry meaningful
information.

Pitch is the rate of

vibration of the vocal folds.
When we speak, normally
the pitch of our voice is
constantly changing. We
describe pitch in terms of
high and low.

D. Discussing New Concepts As you look at the pictures or
and Practicing New Skills watch the video about Africa
#1 found in the link
“I am An African Child c2010
Eku Mcgre
http://www.youtube.com/watc
h?v=BgP0xePGl8A,
Try to search for the answers
to the questions you
formulated in the previous
activity.
Putting the stress in the
sentence sample.
Stress refers to the
prominence given to a
syllable or word which
makes the word or syllable
stand out above the
adjacent syllable or word.
It can be word stress or
sentence stress.
Intonation, also known as
inflection is the movement
of the voice up or down,
Do these activities:
Activity 12: To Pause Or
Not To Pause? To Rise Or
To Fall?
◼ http://www.youtube.co
m/watch?v=g2bHdXcsz
J4
Group activity:
Allow students form 4
groups and read the
selection by analyzing the
tone of voice, pitch and
intonation
 along the line of sound.
When the voice rises, it
indicates a question which
is answerable by yes or
no. That’s rising intonation.
We use the rising
intonation with yes-no
questions.

Example: Have you read

any African short story?

When the voice falls down,

it indicates an answer.

Example: I haven’t.

An incomplete thought
ends in a rising inflection.

Example: I will save so

that someday, I can visit
South Africa, Nigeria and

Morocco…

Circumflex intonation
comes in a wavelike glide
frequent in connected
speech. Voice moves
upward and downward, at
other times, downward or
upward.

https://www.slideshare.net/
mahmoudhammad5070/se
ntence-stress-74976984

E. Discussing New Concepts After looking at the pictures
and Practicing New Skills or watching the video, answer
#2 the following with your
partner:
Answering specific
questions to alter the
sentence stress.
Try reading out loud the
following sentences.
Intonation Activity
Students practice group
◼ http://www.youtub reading
e.com/watch?v=Q
h6kUsJcu3k
 •Discuss with him/her your
views on the video clip you
have just watched.
•Compare your answers with
those of your partner by
exchanging each other’s
• Observe appropriate
connectors
upon comparing and
contrasting.
• Make use of graphic
organizer to present your
responses.
. Intonation Exercises to
1. Are you proud of the
Filipino culture?
2. How do you find the
native delicacies of
Samar?
3. He ate five pieces of
moron, drank a cup of
buko juice and ate a
bowl of corn soup.
4. Did he finish them all?
5. It’s more fun in the
Philippines.
enhance students’
knowledge with another
prosodic feature.
http://www.englishmediala
b.com/pronunciation/upper
-
intermediate%20intonation
%20exercise.htm
http://www.tolearnenglish.c
om/exercises/exercise-
english-1/exercise-english-
674.php
http://eolf.univ-
fcomte.fr/index.php?page=
92
Have your students write 5
words which would either
be a noun or a verb
depending on the stress.
Intonation Exercises to
enhance students’
knowledge with another
prosodic feature.
 http://www.englishmediala
b.com/pronunciation/upper
-
intermediate%20intonation
%20exercise.htm

http://www.tolearnenglish.c
om/exercises/exercise-
english-1/exercise-english-
674.php

http://eolf.univ-
fcomte.fr/index.php?page=
92

F. Developing Mastery Activity 2: WHAT DO YOU
KNOW?
I KNOW ARE…
Use the semantic web to
indicate what you know about
Africa. You may use a word
or a phrase
They will determine the
sentence strips.
Challenge yourself! Can
you learn intonation on
your own? Yes, you can.
Do Activity 3: It’s not
WHAT you said; it’s HOW
you said it!
First, record a
presentation. A sample
informative text is
shown below.
Small Group Activity: Students by group
present a choral reading
Strips of papers with a observing stress and
sentence. Students will intonation
apply correct intonation
pattern.
◼ http://cornwalltube.com/
view.php?video=Xfwpg
MdWkUE&feature=yout
ube_gdata&title=Intona
tion

Count the number of vocal

fillers and other distractive
expressions.

Listen to your delivery.

Focus on intonation, stress
and pause.

Concentrate on specific
word choice to avoid
vocal

What is an Educated
Filipino?

G. Finding Practical
Applications of Concepts What is the significance of
and Skills in Daily Living understanding your identity
as an Asian?
H. Making Generalizations The students will share their
and Abstractions about understanding of the identity
the Lesson of Asian and Africans.
I. Evaluating Learning PROCESS QUESTIONS:
Question 1 – What traditions
and values of Afro-Asians are
revealed in the video clip
presented?
Francisco Benitez
( An Excerpt)
How the lesson on stress Let them answer: How does the pattern add
has made you more self- beauty to the delivery of a
confident in How does the pattern of piece?
communicating with yours voice affect
others? communication?
How does the changing of
voice affect
communicating with
others?
Activity 4: LET’S DO IT How can prosodic features
AGAIN! of speech help you in • Intonation is a term
conveying your message used to refer to the
Read group A silently, and clearly? distinctive use of
then read the words aloud. different patterns of
Can you pinpoint the pitch that carry
syllables in each word meaningful information.
where you gave an
emphasis to? If you can,
then you have just used
stress.
Read group B silently,
and then read them aloud.
Can you distinguish which
group of words rises or
falls at the end of the
sentence; or a
combination of both? If
you can, you have just
used intonation.
What should we remember
when applying sentence
stress?
Open this link for Paper and Pencil Test
assessment. Presentation of result
◼ http://www.youtube.co based from the exerted
http://www.englishmedia m/watch?v=k80wiT0t2r efforts of every group.
c&feature=related
lab.com/pronunciation/u
◼
 Question 2 – How much do pper-
you know about Africa’s intermediate%20intonati
values and traditions? on%20exercise.htm
Question 3 – How are your
http://www.tolearnenglis
traditions and values similar
and/or different from them? h.com/exercises/exercis
e-english-1/exercise-
Question 4 – How important english-674.php
is understanding to your
identity as an Asian? http://eolf.univ-
fcomte.fr/index.php?pag
e=92

J. Additional Activities for What can you say about your Once you have gone . Let the students identify
Application or hands? over each of the ◼ and list on the
Remediation activities presented, http://www.youtube.co board/manila paper/strips
choose one of the m/watch?v=qLGJb63m of paper words,
activities you enjoyed kyA&feature=channel sentences using varied
and adapt it when you discipline of stress and
are with your group, intonation,
especially during the
independent/cooperative
learning session. A
scoring rubric shall be
provided by your teacher.

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared & finalized by:

RODALYN JOY M. DIZON MISCHEL F. LIRAG

Secondary School Teacher I Head Teacher III
Telacsan National High School Telacsan National High School