Grades 1 to 12 School Daraga National High School Grade Level Grade 8

Teacher JANETTE M. ROXAS Learning Area ENGLISH

Daily Lesson Log Teaching Dates & Sept. 18-22, 2023 Quarter 1st
Time 12: 45 – 7:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standard
A. Learning Competencies/Objectives
(Write the LC Code for each)
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.
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.
EN8LT-Ia-8.1: Identify the distinguishing features of notable African chants, poems, folktales, and short stories
EN8LC-Ia-5.1:
Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture and rate of speech.

EN8OL-Ia-3.11
Use the correct sounds of English
II. CONTENT
Diphthongs SENTENCE STRESS SENTENCE Speech Delivery
“I am an African Child” INTONATION “I am an African Child?

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Handouts Visual Aids Visual Aids, Worksheets Drills
Learning Resource (LR) portal Copy of the Poem
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Daily Lesson Plan DLP-English-8.pdf
http://usefulenglish.ru/phonetics/english-vowel-sounds
(at least for 5 minutes) (at least for 5 minutes) Present sentences in Question: What is the
5-item spelling activity 5-item spelling activity different contexts difference in the way the
focusing on a word to be following two sentences
Let the students identify Let the students read the stressed. sound?
In which syllable did
different landmarks words below:
your voice rise in each He is going tomorrow.
from the different child word? He is going tomorrow?
African-Asian countries. chocolate
Bright What about in
Articulate remember,
international,
Hide unbearable
Soil and surprising?
Afraid
Making
Ask the students, “What Ask the students to Have you noticed the Answer: The ‘melodies’ Let us practice Stress and
are your qualities as a identify the sounds melodious pattern of your of the two sentences are Intonation upon reading
Filipino child that will produced in each voice? different: the selection
help the society be underlined letter/s. There is a continuous
elevation or depression of • The melody of
successful and
pitch as you read the sentence A drops at
progressive?” Child--/ay/or //ai/ group of words. the end, making it a
Chocolate—/ey/ or/eI/ statement.
Bright—/ay/ or /aI/ 1.Have you seen an African • The melody of
Articulate- /ey/ or/eI/ child before? sentence B rises at
the end, making it a
Hide-/ay/or //ai/ question.
2.Humm! I think I saw one
Soil-/oy/ or /oI/ when I went to Tagaytay • In languages like
Afraid-/ey/ or/eI/ City last week? English, we call these
Making -/ey/ or/eI/ sentence melodies
intonations.
• All spoken languages

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
have intonations.
Let the students read Tell the students that Define and explain what Discuss the
the poem, “The African those sounds are called sentence stress is. meaning/importance and
Child”. Then, answer the vowel diphthongs. rules of intonation.
question below. The syllable where you
raised your voice is what
we call stress and the
What are the qualities rising and falling of voice is
of an African child that called Intonation.
will help him achieve his
dreams in life?
The students answer the Let the students define Stress refers to the What is Intonation?
questions below: the term diphthongs. prominence given to a
syllable or word which Intonation is a term used
1. What are the qualities makes the word or syllable to refer to the distinctive
Diphthong is a sound stand out above the use of different patterns of
of an African child? formed by the adjacent syllable or word. pitch that carry meaningful
2. What are the past conjunction of two information
experiences of the vowels in a single It can be word stress or
African child that hinder syllable, in which the sentence stress.
his desire to improve in sound begins as one
life? vowel and moves Intonation, also known as
3. What are the inflection is the movement
towards another (as in
requests of the African of the voice up or down,
rain, slow, and chair). along the line of sound.
child so he can have a
When the voice rises, it
better tomorrow?
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?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical application of
With their seatmate, let Introduce the different When the voice falls down, Pitch is the rate of
the students discuss vowel diphthongs. it indicates an answer. vibration of the vocal
their answers to the folds. When we speak,
questions below Then. Example: I haven’t. normally the pitch of our
1. /aʊ/ as in Town
voice is constantly
let them share their 2. /aɪ/ as in Light An incomplete thought changing. We describe
answer to the class. 3. /eɪ/ as in Play ends in a rising inflection. pitch in terms of high and
4. /eə/ as in Pair low.
5. /ɪə/ as in Deer Example: I will save so that
What emotion/feeling 6. /oʊ/ as in Slow someday, I can visit South
can be reflected from 7. /ɔɪ/ as in Toy Africa, Nigeria and
the poem? 8. /ʊə/ as in Sure
Morocco…
Circumflex intonation
comes in a wavelike glide
frequent in connected
speech. Voice moves
upward and downward, at
other times, downward or
upward.
How strong is the desire Let the students give Try reading out loud the Small Group Activity:
of the child to get what other examples of following sentences.
he wants? Explain your diphthongs. Strips of papers with a
answer. 1. Are you proud of the sentence. Students will
Filipino culture? apply correct intonation
pattern.
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.
Let the students share The students will realize How does the changing of Let them answer:
 concepts and skills in daily living their reflection about that learning to read voice affect
the poem. diphthongs is important communicating with How does the pattern of
in accurate pronunciation others? yours voice affect
of words. communication?
H. Making generalizations and Let the students wrap- Let the student share What should we How can prosodic features
abstractions about the lesson up the lesson. what they have learned remember when applying of speech help you in
about diphthongs. sentence stress? conveying your message
clearly?
I. Evaluating learning In one-paragraph, Identify the words with Intonation Exercises Paper and Pencil Test Students by group present
answer the question vowel diphthongs. Read the text, a choral reading observing
below. “What is an Educated stress and intonation
Filipino? “
If you were the African Francisco Benitez
( An Excerpt)
child, what would you
wish to have as armor
for a better future?
J. Additional activities for application Identify at least 3 names
or remediation of successful Africans. What is sentence stress? What is sentence Practice reading the Prepare for a long test
Include the field where intonation? poem, “I am an African about Word Stress and
they excel and the story Child.” Intonation.
how they become
successful.
Annex 1B to DepEd Order No. 42, s. 2016

Prepared by: Noted:

JANETTE M. ROXAS MARY JEAN L. BAS ALICIA R. LIM

Teacher II HTI, English Principal IV