GRADE 1 to 12 School TEMPORAN NATIONAL HIGH SCHOOL Grade and Section 8-AQUAMARINE

DAILY LESSON LOG Teacher CYRIL A. VERDADERO Subject ENGLISH 8

Date & Time Quarter FIRST QUARTER, WEEK2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES OBJECTIVES must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed. 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 learners to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the Curriculum guide or Most Learning Competency Standards.
A. Content Standards: The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various 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.

B. Performance Standards: The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior

c. Learning EN8LT-Ib.1: Identify the EN8BG-Ib-7: Use parallel EN8OL-Ib-3.11:Use the EN8-Ib-8:Use of cohesive Enrichment/
Competencies/Objectives: distinguishing features of structures. correct sounds of English devices in composing an Remediation
notable African EN8V-Ib-10.2:Determine the EN8LC-Ib-5.1: Listen for informative speech
Chants,poems,foktales and meaning of idiomatics important points signaled by
short stories volume,projection,pitch,stre
EN8RC-Ib-7.2:Scan for ss,intonation,juncture and
logical connectors to rate of speed
determine the text type
EN8WC-Ib-1.1: Generate
ideas and their relationships
EN8RC-Ib-7.2: Identify the
distinguishing features of
notable African
chants,poems,fokltales and
short stories
D. Detailed Learning
Competencies/Objectives:
I. CONTENT
The Hands of the Blacks
An excerpt from “We killed African Child (Run on Adjectives and types of
CLINE
Mangy-Dog” by Luis Poem) by Ecu McGred Adjectives
Bernardo Honwana
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 2. LEARNING
RESOURCES
A. References
B. Pages
3. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting Examples
/Instances of the Lesson
D. Discussing New Concepts
and Practicing New Skills
E. Developing Mastery
These steps should be done on 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 automatically 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.
We do purposive reading Engage yourself actively discover Let us take turn identifying Box full of stuff, let them pick
to betterunderstand the words unknown to you but maybe notable prosodic features of and describe words
nature of our global familiar with,of course,the African our African brothers.
brothers,the Africans. people.
Unlock difficult words One of the reasons why a reader Identify the difficult words by Discuss about adjectives
found in the selection by cannot comprehend a text is his/her recognizing some idiomatic related to the previous
doing the Vocabulary Group inability to understand some EXPRESSIONS FOUND IN activity.(Brainstorming)
Dance Game presenting idiomatic expressions words found THE POEM ENTITLED “I And , what we do mainly is
strips of paper where they in the text. We will know try to AM AN AFRICAN CHILD”. DESCRIBING and we
will guess the meaning of unlock some of these difficult
describe a noun and tell
unfamiliar words using words.
context clues. more about a person, place a
thing.
The Hands of the Blacks Let’s go back to the story of the Hands To further reinforce the
An excerpt from “We of the Blacks by Luis Bernardo learners reading skills, this is a
killed Mangy-Dog” by Honwana reading text that will enhance
YOUR reading comprehension
Luis Bernardo Honwana
ACTIVITY: GOING, CLINING, through”THE RUN POEM
ANYONE?
Do Activity: What do you
know?
(Semantic web)
Did you enjoy reading the Discuss the definition and RUN ON POEM:
tale? It’s informative and discipline of CLINE. The poem should be reread the
literary at the same time, poem for everybody ff. the
is it not? same procedure how the first
reader read it.
Conduct a brainstorming how
a poem presented affect
understanding of learners.
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(Leads to Formative
Assessment 3)
F. Finding Practical
Applications of Concepts and
Skills in Daily
G.Making Generalizations
and Abstractions about the
Lesson
H. Evaluating Learning
ACTIVITY: PARTNER
CHATTER
In pairs , spend two
minutes describing an
object common to African
people.
The
object(PHOTOGRAPH)
will be shown later once
the allotted time of two
minutes is used by your
opponent.
Did you feel that your
activities were successful?
Why or Why not?List your
reasons.
Process Frame:
Based from th creation of
the Africans and why their
hands are white.
What is your evidence?
Cite evidences why the hands
of Africans are black.
A cline is a graded sequence of words Let’s Be Simple! Adjectives order activity.
whose meanings go across a continuum
of meaning. It came from the Greek Paraphrase the message
word “clina” meaning to slope.
thought washed to convey in
each paragraph in outline
Examples:
form/graphic organizer.
shouted,yelled,screamed,shrieked,
friendly,sociable,outgoing,gregarious
ACTIVITY: ANTICIPATION
Words in CLINE. Which of the ff. GUIDE Find the adjectives in ff.
groups of words in a cline is arranged in sentences.
descending order? Blacken the circle 1. He suggested they
that corresponds to the letter of your
clean the statue for
answer.
their community
a. Bright
service.
Brilliant 2. The bank book was on
Bright the kitchen table.
b. Bright
Clever
Brilliant
c. Bright
Brilliant
clever
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I. Additional Activities for Retell the story using Make your own cline using
Application or Remediation graphic organizer. dictionary and other reference
materials.

4. REMARKS

5. REFLECTION

A. No. of learners who earned

80% in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the lesson
B. No. of learners who continue
to require remediation
C. Which of my teaching
strategies work well? Why did
these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
D. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by: CHECKED APPROVED BY :

CYRIL A. VERDADERO ANDREW T. LICATAN

Subject Teacher SCHOOL HEAD

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