School MALAWAG NATIONAL HIGH SCHOOL
Teacher KATHY CLAIRE P. BALLEGA
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
Grade Level GRADE 8 (ACACIA/ NARRA/ MAHOGANY/)
Learning Area English
Teaching Dates and June 19-23, 2017 (Acacia- 8:30-9:30; Narra- 10:45- Quarter 1st Quarter
Time 11:45; Mahogany- 3:00-4:00)
Session 1 Session 2 Session 3 Session 4 Session 5
Monday Tuesday Wednesday Thursday Friday
Objectives must be met 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 assessed 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 concrete understanding of the prosodic features of speech, research skills, making sense of unfamiliar words, using non- linear
texts to show relationships between ideas through oral literatures of selected Afro- Asian countries and informative texts to familiarize oneself with the
culture and values that will guide him/ her in appreciating his/ her identity as Asian.
The learner organizes and presents an informative and creative exhibit to show the different cultures and values of selected Afro- Asian countries.
EN8G-Ia-7: Use parallel
structures
EN8G-Ia-8: Use appropriate
cohesive devices in composing an
informative speech
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.
Who are the Big Players?
Informational Paragraph
I Am An African Child Afro- Asian Enduring Cline ICT
Frames
Traditions and Values
List the materials to be used in different days. Varied sources of materials sustain childrens 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.
pp. 15-16 pp. 16-18 pp.18-19 pp. 19-20
Internet Resources, English 8 Learning Material
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.
Recall the output presented In pairs, spend two minutes Recall the output presented by Present some words: shouted,
by the group on the describing an object the group on the previous yelled, screamed, shrieked
previous lesson. common to African people. lesson. friendly, sociable, outgoing,
The object (photograph) gregarious
will be shown later once

B. Establishing a purpose for the
lesson
C. Presenting Examples/
instances of the new lesson
the allotted time of two Notice the two extreme words
minutes is used by your in each sample. The word
opponent. shouted is milder compared
with shrieked, right?
It goes the same with friendly
and gregarious. Therefore, the
rule of thumb is find first the
two extreme words and place
similar shades of words in
between.
Present the objectives of This is how the activity is Present the objectives of the Present the objectives of the
the lesson. done. lesson. lesson.
1. You will show cue cards
to help your partner in
identifying the object.
2. As you describe the
object aided by the cue
cards, your partner will
describe the hidden/secret
object. Other members of
the opposite group are
writing down the
descriptive words you
used.
3. When finished, your
partner will announce his
guess.
4. The process will be
repeated. It is now your
turn to guess the right
object.
How many unknown words
were discovered by your
group? Your teacher will
assess how each group
fared in this activity.
Let the students read and Let the students view a
comprehend the selection video about the selection.
texts provided.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
Create a paragraph frame
that corresponds to the
organization of details in
the text just read.
The students will be called
to retell what they have
read.
Present the paragraph
frame to guide the students
in retelling the tale.
Discuss about informational
paragraph frames.
Let the students give their
insights and learnings
Give them the motive
question:
The teacher will read the
poem to the students
without interruption; no
pausing nor variation in
tone.
The teacher may also call
one learner to re-read it for
everybody.
Let the students realize
what is the importance of
the prosodic features.
Ask the students if they
recognized the prosodic
features
Directions:
1. Identify key individuals
connected to an idea or
concept by listing them down
in column 1.
2. You will gather information
on these key individuals with
focus on their contributions to
enduring traditions and
values. The key question is:
Are these tradition and values
still practiced today?
3. Write these down in
Column 2.
4. You can also explore digital
resources if you have access to
them.
5. Create a connection among
the key individuals and the list
in Column 2.
6. A sample is done for you at
the next page to make this
activity easy and enjoyable.
Let the students give their
insights and learnings.
Directions:
1. Select any lines from the
selection The Hands of the
Blacks. The lines must contain
word or words which you have
encountered for the first time.
2. List down the words; find a
dictionary or a thesaurus and
look for different
meanings/synonyms of these
words.
3. Choose two extremes among
the synonyms. These will
become the boundaries of the
cline. When done, place the
remaining words in between
these boundaries.
4. Write these words on a set of
cards. Use recycled materials
such as old calendars, shoe
boxes and the likes.
5. Exchange cards with your
classmates; list down their own
words until you have a rich copy
of clines.
6. If internet is accessible,
upload your compilation - thats
what we call e-portfolio of
vocabulary. If not, you can
improvise your own portfolio
using recyclable materials.
Let the students give their
insights and learnings.
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Let the students gives the
summary of their learnings.
Graded Recitation
Ask the students what is
the lesson brought about
by the poem
Let the students gives the
summary of their learnings.
Paper and Pen test
Ask the students how can the Ask the students
activity can make a difference
in their lives a s a student
Let the students gives the
summary of their learnings.
Individual Output

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students
learn? 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% on
the formative assessment

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

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?

DATE CHECKED/OBSERVED
OBSERVATION NOTES

Prepared by:

KATHY CLAIRE P. BALLEGA

Teacher I

Noted:

ELEANOR B. MONTAA
Principal I