School: LAS NIEVES NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: MA. VICTORIA C. EBUÑA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
10/9-13/2023 Quarter: 1st QUARTER
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. GRADE LEVEL 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. Learning Competencies MELC: Identify and use signals that indicate coherence (e.g. additive - also, moreover; causative - as a result, consequently; conditional/ concessional -
otherwise, in that case, however; sequential - to begin with, in conclusion; clarifying - for instance, in fact, in addition)
Objectives At the end of the lesson, students At the end of the lesson, students At the end of the activities, the At the end of the activities, the
are expected to: are expected to: learners are expected to: learners are expected to:
HRGP
a. identify the sounds of phonemic a. identify the sounds of a. define Digraphs; 1. Answer questions correctly. ACTIVITIES: I
symbols from the given word; phonemic symbols from the given b. identify words that contain 2. Write down their answers CAN BE
b.appreciate words using phonemic word; Digraphs; legibly. BETTER
symbols: short vowel sounds;and b. appreciate words using c. value the importance of 3. Observe honesty while /LITERACY
c.write words using phonemic phonemic symbols: long vowel Digraphs in speaking; answering the exam. AND
symbols; sounds; and d. write words using the NUMERACY
c.write words using phonemic symbols of Digraph. ACTIVITIES
symbols;

II. CONTENT
HRGP: Steps
SHORT VOWEL SOUND LONG VOWEL SOUND DIGRAPH Summative Test week 3-4 to Self-
Discipline
III. LEARNING RESOURCES
A. References GRADE 8 MODULE QUARTER 1, GRADE 8 MODULE QUARTER 1, GRADE 8 MODULE QUARTER 1, GRADE 8 MODULE QUARTER
CURRICULUM GUIDE ENG 8 CURRICULUM GUIDE ENG 8 CURRICULUM GUIDE ENG 8 1, CURRICULUM GUIDE ENG 8
1. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources https://pronuncian.com/ https://pronuncian.com/ https://teflpedia.com/Digraph
introduction-to-short-vowels introduction-to-long-vowels https://
littlegeniusacademy.co.in/
blog_details/reading-with-
digraphs-and-
diphthongs#:~:text=Digraphs
%3A%20Two%20letters
%20that%20make,combination
%20of%20two%20vowel
 %20sounds.
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. ACTIVITY SOUND DRILL SOUND DRILL SOUND DRILL Discuss with the students
the directions for answering
the summative test.
Students should be able to
answer and finish the
summative test within 1
hour.
C. ANALYSIS What makes a sound a short vowel? What is a long vowel sound? A digraph is a combination of
two letters that work together
The term short vowel is used to Long vowel is the term used to to spell a single sound.
refer to the sounds that most often refer to vowel sounds whose
correspond to the letters 'a,' 'e,' 'i,' pronunciation is the same as its Digraph Word Origin
'o,' and 'u' when the vowel occurs letter name. The five vowels of Digraph is a Greek word that
individually between consonants the English spelling system ('a', actually describes two letters
(Consonant-Vowel-Consonant, or 'e,' 'i,' 'o,' and 'u') each have a that come together. The first
CVC pattern). It is important to note corresponding long vowel two letters di means two, and
that the term short is not referring sound /eɪ/, /i/, /ɑɪ/, /oʊ/, /yu/. graph means written. So, the
to the length of time the vowel Long vowels are generally the word digraph refers to
sound is pronounced—it is merely a easiest vowels for non-native something that is written that
label. English speakers to distinguish has two parts, in this case, two
and pronounce correctly. letters.
Students will listen to an audio of
short vowel sounds. It is easier to hear vowel sounds Example:
within words than it is to hear the "ch" / tʃ/ as in much, child and
sound alone. Listen to the also /k/ as in chemistry,
following words to help learn to psychology, and /ʃ/ as in chef,
hear individual sounds. charade, machine, and
nonchalant
Students will listen to an audio of "ng" /ŋ/ as in song, thing
long vowel sounds. "ph" /f/ as in phase, graph
"sh" /ʃ/ as in fish, ship
"th" /θ/ as in think, path and
also /ð/ as in then, breathe
“j” //dʒ/ as in job,join, jar
D. ABSTRACTION Let the students read the following Let the students read the Let the students give examples
words and have them write the following words and have them of words that contain
words using phonemic symbols. write the words using phonemic Digraphs and have them write
symbols. the words using the symbols.
Example: Cat - /kaet/
How essential is it to know the
Spit-/spIt/ Got-/gat/ Sake - /seIk/ Hope-/ Hoʊp/ proper pronunciation of these
 Bat-/baet/ Won-/ Wan/ Peek -/pIk/ Dispute-/dispyute/ words?
Bet-/bEt/ Rat-/raet/ Fight-/faIt/ Put-/pʊt/ Do you think it has an impact
Sit-/ sIt/ Fat-/faet/ Soon-/sun/ Dog-/dɔg/ on delivering speech?
Cut-/cʌt/ Oil-/ ɔIl/ Down-/daʊn/ Why or why not?

E. APPLICATION Activity: Write the words read by Activity: Write the words read by Group activity:
the teacher using phonemic the teacher using phonemic Each group will be given a
symbols. symbols. poem and they must read it
properly. Then, identify the
Nod-/nad/ Help-/hElp/ Fate-/feit/ Spoon-/spun/ Digraph words found in the
Pet- /pEt/ Vat- /vaet/ Deep- /dip/ Saw- /sɔw/ poem.
Vet-/vEt/ Bun-/bʌn/ Rite-/rait/ Coin-/cɔIn/
Run-/rʌn/ Cop-/cap/ Rope-/roʊp/ Frown-/fraʊn/
Wrap-/wraep/ Gum-/gʌn/

F. ASSESSMENT I. Rewrite the following sentences Activity: Activity: Rewrite the following
using phonemic symbols. Complete the table below by sentences using the symbols.
filling in words that belong to the
Ex: following vowel sounds. 1.Chemistry
The kid has a gum on his lip. 2.Brochure
Answer: /the/ /kId/ /haes/ /eI/ /I/ /aI/ /u/ /ɔI/ 3.Joint
/a/ /gʌm/ /on/ /hIs/ /lIp/ 4.Justice
5.Sing
1. Pam sat on it. 6.Ring
2.Ben had a red van. 7.Shiny
3.Cat sat on his lap. 8.Sharp
4.Liz has a funny red wig. 9.Thumb
5.He fed the pig. 10.Those
/ʊ/ /u/ /ɔ/ /ɔI/ /
II. Complete the table by writing aʊ/
words that belongs to the
following phonemic symbols.

/ae/ /E/ /I/ /ʌ/ /a/

II. Read the poem then classify

 the underlined words according
to their sound.

G. ASSIGNMENT
V. Remarks

VI. REFLECTIONS

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
 who scored below 80%
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 this work?
F. What difficulties did I
encountered 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?

Integrations:
BKD WATCH LOCALIZED IM’S SOLID WASTE TOURISM

Prepared by: MA. VICTORIA C. EBUÑA Checked by: _____ANALYN L. YUTING___ Approved by: ____JEHO C. RAÑIN_____
SST I/English 8 Subject Teacher Head Teacher II/ LNNHS Academic Track Head Secondary School Principal III