School Batia High School Grade Level Grade 8

June Teacher Jzaninna Sol Bagtas Learning Area English

GRADES 1 to 12 Teaching October 3-7, 2022 Quarter 1st
DAILY LESSON LOG Dates and ATIS 12:30-1:30 (M) 8:30-9:30 (T, W, TH) CHICO 9:45-10:45 (T, W, TH) 8:30-9:30 (F)
Time

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
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;
A. Content
prosodic features that serve as carriers of meaning; ways by
Standards
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
B. Performance
keeping in mind the proper and effective use of parallel
Standards
structures and cohesive devices and appropriate prosodic
features, stance, and behavior.
LC: Identify LC: Identify LC: Identify
LC: Identify
signals that signals that the
the functions
indicate indicate functions of
of adverbs
coherence coherence adverbs
LO: Identify LOs: LOs:
signal words 1. Identify 1. Identify
C. Learning that show the parts of the parts of
Competencies / addition speech speech
LO: Identify
Objectives modified by modified by
signal words
(Write the LC code adverbs of adverbs of
that show
for each) manner and place
cause and
frequency 2. Modify
effect
2. Modify verbs using
relationship
verbs using adverbs of
adverbs of place
manner and
frequency
 Types of
Transitional Adverbs Types of
Transitional
II. CONTENT Signals (Adverb of Adverbs
Signals
(Cause-Effect Manner and (Adverb of
(addition)
Relationship) Adverb of Place)
Frequency)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
Instruct the
Tell the Ask the
Ask the students:
A. Reviewing students: students:
students: Construct a
Construct a Enumerate
previous lesson or Enumerate sentence that
sentence that signal words
presenting the signal words uses adverb of
uses a noun that indicate
new lesson that indicate frequency;
and identify its Cause-Effect
addition. adverb of
function Relationship
manner.
B. Establishing a Show the Project a video A. Ask the Divide the
purpose for the students an clip on “Internet students: class into two
lesson incoherent Influence on 1. What is the and let them
paragraph. Kids” biggest lie play the game
that you’ve “charades.”
Ask the Ask the encountered
students: students: in your life?
 - What is the 2. Do you still
video about? love those
people who
once lied to
you?

B. Let the
students
listen and to
and sing
along with
the song
“Love the
What is missing Way You Lie.”
in the
paragraph?
Instruct the C. Ask the
students: Recall the
students to
Explain its - How will answers in the
C. Presenting construct a
connection to you interpret Charades and
sentence on the
examples/ the lesson. the song? let the
influence of
instances of the Ask the students
internet to kids.
new lesson students: identify the
Ask five students D. Extract
- What are adverbs from
to share their lines from the
transition the answers.
answer in class. song that
signals?
contains
adverbs.

E. Ask the
students to
read the lines
and identify
the word
being
described in
the sentence.

D. Discussing new Guide Guide questions: Guide Guide

concepts and questions: •What transition questions: questions:
practicing new •What signals indicate •What is an • What parts
skills #1 transition cause-effect adverb? of speech are
signals indicate relationship. •What are modified by
E. Discussing new
addition. •Identify the the different Adverb of
concepts and •Identify the pattern used in types of Place?
 practicing new
skills #2 pattern used in constructing Adverb? •Give
constructing sentences for • What parts examples of
sentences for signal words of speech are sentences that
signal words that indicate modified by use adverb of
Project a Project a
paragraph on paragraph on
Project a Project a
the board the board and
paragraph on paragraph on
F. Developing and let the let the
the board and the board and
students students
mastery let the let the students
identify identify
(Leads to students identify signal
adverbs of adverbs of
Formative identify signal words that
manner and place as well
Assessment 3) words that indicate cause-
frequency as as the words
indicate effect
well as the they modify.
addition. relationship.
words they
modify.
Project a
picture on
Instruct the
Instruct the the board Project a
students:
students: and let the picture on the
Write a five-
Write a five- students board and let
sentence
G. Finding practical sentence interpret it. the students
paragraph about
paragraph Make them interpret it.
application of the cause and
about your write a three- Make them
concepts and skills effect of telling
daily routine. sentence write a three-
in daily living lies. Use signal
Use signal interpretatio sentence
words that
words that n using interpretation
indicate cause-
indicate adverb of using adverbs
effect
addition. manner and of place.
relationship.
adverb of
frequency.
Ask the Ask the Ask the Ask the
H. Making students: students: students: students:
generalizations What are the What are the What are the What are the
and abstractions key points on key points on key points on key points on
about the lesson today’s today’s today’s today’s
discussion? discussion? discussion? discussion?
I. Evaluating Have the class Have the class Let the class Let the class
learning group group answer an answer an
J. Additional themselves themselves into adjective adjective
 activities for
application or
into three. three. Project a worksheet. worksheet.
remediation Project a paragraph on
paragraph on the board and
the board and let them identify
let them the transition
identify the words that
transition indicate cause-
words that effect then, have
indicate them write their
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 work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
 me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by:

JZANINNA SOL BAGTAS IRENE S. VELASCO

Teacher I Principal I