School: San Vicente National High School Grade Level: 8

DAILY LESSON LOG Teacher: Mercury Shane D. Sinatao Learning Area: English
Teaching Dates & Time: Week 6 Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
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
Competencies/ Identify and use Identify and use Use a range of verbs, Use a range of verbs, Use a range of verbs,
Objectives signals that indicate signals that indicate adjectives and adverbs to adjectives and adverbs to adjectives and adverbs to
( Write the Lode for convey emotional response or
coherence (e.g. coherence (e.g. convey emotional response convey emotional response
each) reaction to an issue to
additive - also, additive - also, or reaction to an issue to persuade or reaction to an issue to
moreover; causative moreover; causative persuade A. identify the persuade
– as a result, – as a result, A. identify the appropriate A. identify the
consequently; consequently; appropriate verbs, adjectives used in appropriate adverbs
conditional/concessio conditional/concessi used in conveying conveying emotions used in conveying
nal – otherwise, in onal – otherwise, in emotions and and opinions for emotions and
that case, however; that case, however; opinions for persuasion; opinions for
sequential – to begin sequential – to begin persuasion; B. use appropriate persuasion;
with, in conclusion; with, in conclusion; B. use appropriate adjectives, in B. use appropriate
clarifying – for clarifying – for verbs, in expressing expressing emotions adverbs in expressing
instance, in fact, in instance, in fact, in emotions and and opinions for emotions and
addition) addition) opinions for persuasion; opinions for
A. identify transition A. Identify various persuasion; C. appreciate the persuasion;
signals used in transition signals C. appreciate the importance of C. write a persuasive
sentences and within the context. importance of conveying emotional paragraph using
paragraphs; B. Adopt conveying emotional response or reaction verbs, adjectives, and
B. classify the meaningfully the response or reaction to an issue for adverbs.
sentences to create a importance of to an issue for persuasion;
paragraph and transitional words in persuasion;
C. Construct connecting ideas
paragraph using C. create a short
transitional words. story with transition
signals.
II.CONTENT Transition Signals Transition Signals Verbs to convey emotional adjectives to convey adverbs to convey emotional
( Subject Matter) response or reaction to an emotional response or response or reaction to an
issue to persuade reaction to an issue to issue to persuade
persuade

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher's Guide page on Teacher's Guide page on Teacher's Guide page on Teacher's Guide page on Teacher's Guide page on
pages coherence signals coherence signals coherence signals coherence signals coherence signals
2. Learner’s Material Learner's Materials page on Learner's Materials page on Learner's Materials page on Learner's Materials page on Learner's Materials page on
pages coherence signals coherence signals coherence signals coherence signals coherence signals
3. Textbook pages Textbooks with sample texts Textbooks with sample texts Textbooks with sample texts Textbooks with sample texts Textbooks with sample texts
4. Additional Materials Additional materials with texts Additional materials with Additional materials with texts Additional materials with texts Additional materials with texts
from Learning for analysis texts for analysis for analysis for analysis for analysis
Resource LR portal
B. Other Learning Whiteboard or chalkboard Whiteboard or chalkboard and
Resources and markers/chalk markers/chalk
IV. PROCEDURE
A. Reviewing previous REVIEW REVIEW Recap Provide the Verb Sort the Adjectives
Lesson or presenting
new lesson
B. Establishing a purpose Fill in the blank Picture Analysis 15 ITEM Pre-test Arrange the Words Classifying Adverbs
for the lesson

C. Presenting examples/ What is transition signals? Discuss the role of Arrange the letters Giving Reactions
instances of the new coherence signals in guiding
lesson. the reader or listener
through the flow of
information.
D. Discussing new What are the 9 types of Examples of Transition Discussion different verbs adjectives that are used to adverbs that help you
concepts and Transition Signals? Signals that you can use to show positive and negative express your thoughts and
practicing new skills. communicate your emotions. emotions convincingly
#1 emotions or opinions to about an issue.
certain issues.
E. Discussing new . Determining types of Linking Verbs and Modals
concepts and Transition used in the
practicing new skills sentence.
#2.

F. Developing Mastery Arrange the sentences in the Classify Verbs Match the Adjective Identifying the Adverbs
(Lead to Formative correct order to make a
Assessment 3) paragraph.

G. Finding practical Giving their own examples Giving examples

application of
concepts and skills in
daily living

H. Making
Generalizations and
Abstraction about the
Lesson.
I. Evaluating Learning
J. Additional Activities
for Application or
Remediation
Summarize the key concepts Word Search Feel the Pics ( Picture Fill in the Box
discussed during the lesson Analysis)
and facilitate a class
discussion on the general
rules and patterns of using
coherence signals.
15 Item Quiz create a short story with Assessment 2: Fit them Choose the Adjective Writing a Friendly Lette
transition signals. Right

V. REMARKS
VI. REFLECTION
A. No. of learners
earned 80%in the
evaluation.
B. No. of learners who
required additional
activities for remediation
who scored below 80%
 C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learner 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
used/discover which I
wish to share with other
teachers?

Prepared by:
Checked by:
MERCURY SHANE D. SINATAO
Teacher I LANIE Q. NITCHA
School Principal II