School: TAGUDIN INTEGRATED SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Grade Level: 8
Teacher: JULIEVENCE F. ALAMAY Learning Area: ENGLISH
Teaching Dates and
Time: Week 1 Quarter: FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet 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.
The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature;
relationship of visual, sensory, ad verbal signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety
of effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic
feature, stance, and behavior.
Determine the meaning of words and expressions that reflect local culture by noting context clues.
1. identify the types of context clues;
2. use context clues in determining the meanings of unfamiliar words that reflect local culture and;
3. appreciate local culture by understanding the meanings of unfamiliar words that reflect them.
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.
CONTEXT CLUES
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.
ADM & SLK
ADM & SLK, POWERPOINT PRESENTATION
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Lesson or
Presenting the New Lesson Directions: Arrange the
jumbled letters to complete the
sentences that suggest ways to
know the meanings and to
memorize unfamiliar words.
Write your answer in your
notebook.

1. TNIOCE unfamiliar
words when you’re
reading. Write them QUIZ DAY
DIAGNOSTIC TEST in your notebook.

2. CKHEC the general

context or the
surrounding words
that are familiar to
understand the
meaning of the
unfamiliar word.

3. VRFIEY your
understanding of the
unfamiliar word in
the dictionary or
with someone else
(teacher, parents or
friends).

4. RETLAE the
unfamiliar word with
a familiar word that
will make it easier
to remember.

5. PACRICTE using
the unfamiliar word.
Using the it

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
repeatedly is the
best way to
remember it.
What are context clues?
DIFFERENT TYPES OF
CONTEXT CLUES
1. Definition/Description -
The author provides
definition or description of
an unknown word in a
sentence.
ex. The balsa, that is, a
small raft made of bamboo,
is found in the Philippines.
 “A small raft made
of bamboo” is the definition
of “balsa”.
2. Synonym/Restatement -
The author uses a word
having the same meaning
as another word in a
sentence.
ex. The diwata or
goddess was worshiped by
Filipinos before
Christianization.
 The word “goddess”
is the synonym of “diwata”.
3. Antonym/Contrast - The
author uses a word having
an opposite meaning with
another word in a sentence.
ex. The Filipinos are
charged of indolence but
they are actually
hardworking.
 The word
“hardworking” is the
opposite of “indolence”.
Synonyms as Context
Clues
Examples:
*It was an idyllic day -
sunny, warm, and perfect
for a walk in the park.
*She hums continuously, or
all the time, and it annoys
me.
*The crime he committed
was egregious; he’ll never
recover from this
horrendous scandal.
*His animosity, or hatred, of
his sister divided the family.
Bill felt remorse, or shame,
for his harsh words.
*This situation is a
conundrum, a puzzle that’s
difficult to solve.
Definitions as Context
Clues
A synonym is one way to
understand meaning. But,
how about a straightforward
definition? It’s hard to
misconstrue a context clue
when the actual definition is
provided.
Antonyms as Context
Clues
Sometimes, the best way to
understand something is to
understand what not to do
or what something isn’t. In
the same way, an antonym,
or an opposite, can convey
meaning. If you point out
the differences, you can
come to understand each
component better.
Marty is gregarious, unlike
his brother who is quiet and
shy.
Attempting to avoid the
accident was futile; it was
impossible for either of them
to stop in time.
This painting of the
landscape is picturesque,
while the one of the old
house is just plain ugly.
The feral cat would not let
us pet him, unlike our
friendly cat.
Our sweltering summer
days were quickly replaced
by the cold flashes of fall.

D. Discussing New Concepts and
Practicing New Skills #1
4. Example/Explanation -
The author provides
examples or explanation of
an unknown word in a
sentence.
ex. Piscatorial
creatures such as bisugo,
salmon and tawilis can be
found in the Philippine
seas.
 “Bisugo, salmon
and tawilis” are examples of
“piscatorial” creatures.
5. Cause and Effect - The
author explains the
unfamiliar word as part of a
cause and effect
relationship.
ex. The mayor said the
town was destitute; so,
spending on new recreation
facility was
impossible.
 The word
“destitute” means the lack
of strength or resources.
1. The curtains
are borrowed or bought and
hung at windows and
doorways. Dozens of plates
are borrowed and arranged
carefully on the banggera,
the open bamboo shelf
hanging out of the kitchen
window.
˗ from I. V. Mallari,
“The Town Fiesta”
(Philippines)
 “Banggera” is a
bamboo shelf -
definition/description.
2. They
rendered to their parents
She was virtuous, unlike her
Here are a few examples: evil and conniving brother.
*
The manager wanted a
weekly inspection, which is
a methodical examination of
*all the equipment.
Diane was lethargic; she
didn't have the energy to get
out of bed.
*The dates are listed in
chronological order; they
start at the beginning and
end with the last event.
*The doctor’s writing was
utterly illegible; no one
could read those scribbles.
*She heard the cry of the
banshee, a spirit that
alludes to the death of a
family member.
*He knew his future was
precarious and likely to fall
apart.
Explanations as Context
Clues
Has a friend or family
member ever asked you to
just come right out with it?
Sometimes, readers don’t
want to search for your
meaning. Instead, if you
provide a bigger picture and
offer added detail or
context, the reader will
come to understand the
tricky word. Here are some
examples:
The team was elated
because they just found out
 absolute obedience. When
the parents were ill, the
children gave offerings of
food, precious metals and
other gifts to their gods and
anitos to implore help for
the early recovery of the
sick.
˗ from Eufronio M.
Alip, “The Family Ties of
Early Filipinos” (Philippines)
 “Anitos” are spirits
or deities -
synonym/restatement.
3. Because of
the high esteem of the
children for their elders,
they avoided any
semblance of offensive
behavior. When a man
talked with his superiors, or
to one to whom respect was
due, he took off his putong
(sort of turban or hat) and
sat either on the ground
or on his heel bones.
˗ from Eufronio M.
Alip, “The Family Ties of
Early Filipinos” (Philippines)
 “Putong” is a hat or
a turban -
example/explanation.
they placed in the
semifinals.
During the demonstration, a
skirmish broke out so the
police were called to restore
order.
We know the dog has a kind
disposition because we’ve
never seen her bite or
scratch anyone.
I called him a nuisance
because he annoyed me
with his incessant line of
questioning.
Something in the
refrigerator is so putrid, a
wave of odor wafted out
when we opened the door.
It’s no surprise he winced in
pain after hitting his thumb
with the hammer.

E. Discussing New Concepts and

Practicing New Skills #2
4. The
customers began to rush
from the marketplace. The
sellers gathered their things.
Then we heard bursts of
loud noises. Everyone was
running. “The murahaliin are
coming!” Wherever people
scattered they ran into men
with guns.
˗ from Francis Bok
with Edward Tivman,
“Escape from Slavery”
 (Africa)
 “Murahaliin” means
armed men - cause and
effect.
5. I spent my
days playing games and
running in the fields. But
what I liked to do most was
follow my father around as
he worked on the farm. I
felt my father‘s love every
day. One day he called me
muycharko, which means
“twelve men”.
˗ from Francis Bok
with Edward Tivman,
“Escape from Slavery”
(Africa)
 “Muycharko” means
twelve men -
definition/description.
F. Developing Mastery I. Using context clues,
(Leads to Formative Assessment 3) identify the meaning of the
italicized African words in
each sentence. (MODULE
BASED)

II. Answer the crossword

puzzle below by arranging
the jumbled letters to come
up with the corresponding
Ilocano terms for the African
words in activity one.
(MODULE BASED)
G. Finding Practical Applications of Construct a paragraph
Concepts and Skills in Daily Living about your community using
local words that reflect local
culture.

H. Making Generalizations and What are the different types

Abstractions about the Lesson of context clues?
 Why are context clues
important?
I. Evaluating Learning QUIZ 1:

Read each item with

understanding. Identify the
type of context clue used in
each sentence. (MODULE
BASED)

PERFORMANCE TASK 1:

J. Additional Activities for CREATE A SEMANTIC WEB ABOUT CONTEXT CLUES.

Application or Remediation

IV.REMARKS

PREPARED BY:
JULIEVENCE F. ALAMAY
Subject Teacher

CHECKED BY:
CHERRY MAY HERNANDO
School Principal
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

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?
V. REFLECTION 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?
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