School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and 1st
Time: Week 6 Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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.
A. Content Standards: 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.

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 EN8RC-If-7: Use the EN8VC-If-9: Organize EN8LT-If-7: Appreciate EN8WC-If-6.1: Arrange notes EN8G-If-7: Use parallel
Competencies/Objectives: appropriate reading style information from a material literature as a means of using a variety of graphic structures
Write the LC Code for each (scanning, skimming, speed viewed understanding the human organizers EN8G-If-8: Use appropriate
reading, intensive reading etc.) EN8V-If-6: Determine the being and the forces he/she EN8OL-If-5: Use appropriate cohesive devices in composing
for one’s purpose. meaning of words and needs to contend with prosodic features of speech an informative speech
EN8LC-If-5.2: Note the expressions that reflect the EN8WC-If-6: Organize notes when delivering lines
changes in volume, projection, local culture by noting context taken from an expository text
pitch, stress, intonation, clues
juncture, and rate of speech
that affect meaning

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.

The Hands of the DETERMINING WORD PARALLEL STRUCTURES

II. CONTENT
Blacks MEANING THROUGH
An excerpt from “ We CONTEXT CLUES
Killed Mangy-Dog”
by Luis Bernardo
Honwana
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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
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

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School: DANGCAGAN NHS ANNEX Grade Level: 8

GRADES 1 to 12
Teacher: HANNAH L. CARIÑO Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and 1st
Time: Week 6 Quarter:

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 At the beginning of this
Presenting the New Lesson Review prior knowledge lesson the teacher will
about Black people
ask the students
series of questions to
determine the level of
understanding in
regards to the
comprehension of the
tale given.
 What is the
selection all
about?
 How the pitch
and stress affect
the meaning of
the selection?
B. Establishing a Purpose for the Reading the selection using The students should
Lesson the appropriate reading know the meaning of the
style and understanding the difficult words using
 tale. context clues.

C. Presenting Examples/Instances of .
the Lesson Reading the selection “The The students should take
Hands of the Blacks note of the difficult words
An excerpt from “ We encountered while
Killed Mangy-Dog” reading to be defined
by Luis Bernardo using context clues
Honwana .

D. Discussing New Concepts and What is context clues?

Practicing New Skills #1 Listen to an audio clip to
understand the black people
better.

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School: Grade Level: 8
GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and 1st
Time: Week 6 Quarter:

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.
E. Discussing New Concepts and
Practicing New Skills #2 Once the audio clip is over Present the strategies
Have the students be able to
engage in discussion about the to help improve
selection and how the stress vocabulary.
and pitch used to convey
meaning.

F. Developing Mastery In a group of 5, the students Using a matrix chart,

 (Leads to Formative Assessment 3) will create a Process frame enumerate the unfamiliar
through completing the words encountered while
paragraph. reading and define what
each unfamiliar/difficult
word means using
context clues.

G. Finding Practical Applications of

Concepts and Skills in Daily Living ACTIVITY 6: PARTNER The students will make
CHATTER use of the dictionary to
compare the meanings
they have come up and
use those in a sentence
expected that they have
already understood as
they have already
unlocked the meaning.

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School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and 1st
Time: Week 6 Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. 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.
H. Making Generalizations and The students will share
Abstractions about the Lesson The students will present their outputs and have
the process frame they them write it in their
made in retelling the tale. notebooks to add in their
They will understand the
vocabulary.
process and flow of the
selection.

I. Evaluating Learning The students should answer The students will make a
Why the Black’s Hands matrix showing the
 are Lighter than the Rest difficult words
of their Bodies according encountered, meaning as
to the different tellers defined in the text and
dictionary meaning.
in the selection. Use a
matrix.

J. Additional Activities for

Application or Remediation

VI. REMARKS

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School: Grade Level: 8
GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and 1st
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?
VII. 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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