GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/Objectives:
Write the LC Code for each
School:
Teacher:
Teaching Dates and Time:
MONDAY
JOSE RIZAL APOC-APOC NHS
JOAN QUIAMCO-BEDIORES
7:45-8:45/8:45-9:45
TUESDAY
WEDNESDAY
Grade Level:
Learning Area:
Quarter:
THURSDAY
8
ENGLISH
FIRST
FRIDAY
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.
. The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos 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 a persuasive 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.
EN8LC-If-5.2: Note the changes
in volume, projection, pitch,
stress, intonation, juncture, and
rate of speech that affect
meaning.
EN8OL-If-5: Use appropriate
prosodic features of speech
when delivering lines
EN8G-If-7: Use parallel
structures
 Know about
conjuction.
 Identify conjunctions
in a sentence
 Differentiate
coordinating
conjunction from
subordinating
conjunction
 Constuct sentences
using coordinating
conjuctions.
EN8V-Ie-4: Use appropriate
strategies in unlocking the
meaning of unfamiliar words
EN8RC-If-7: Use the
appropriate reading style
(scanning, skimming, speed
reading, intensive reading etc.)
for one’s purpose
EN8G-If-7: Use parallel
structures.
Differentiate Simple sentence,
coumpound sentence, complex
sentence, and compoundcomplex sentences.
Construct sentences.
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.
II.
CONTENT
III. LEARNING RESOURCES
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
Sentence stress
Conjunction
Vocabulary Mapping
Characteristic of Indian
Literature
Kinds of sentences according
to Simple sentence,
coumpound sentence,
complex sentence, and
compound-complex
sentences.
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 materials
as well as paper-based materials. Hands-on learning promotes concept development.
71-73
77
74-75
78-81
76-79
82-85
87
95
WEDNESDAY
THURSDAY
Writer’s Choice: grammar and
composition
MONDAY
TUESDAY
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
Presenting the New Lesson
Review about the traditional
dances ofAfro- Asian people
Take a look from the lines taken
from the excerp of “The
Prophet”
Read the selection about Indian
Literature
Define sentence.
B. Establishing a Purpose for the
Lesson
How can you better understand
your identity as an Asian?
Identify words used to connect
the ideas in the sentence
What is the parts of sentences
C. Presenting Examples/Instances of
the Lesson
Read the passage about Indian
culture. Focus on giving
emphasis on words in the
message. Students will listen
carefully.
Discuss about Sentence stress.
Connect clauses or phrases
using conjunction.
Give the meaning of the
italicized word using the
vocabulary mapping procedure
Follow the process for
vocabulary mapping
Explain the key points about
coordinating and subordinating
conjunction
Give the definition of skimming
and its importance in getting
information from a reading text.
Discuss the four kinds of
sentences according to
structure.
Allow students to identify the
stressed and unstressed word in
the selection.
Do activity 2.:practice makes
perfect.
Allow students to connect word
or group of words using
conjunction.
Instruct students to do activity 5.
Ask students to construct their
own sentence using each
structure.
Sentence stress refers to the
emphasis or prominence given to
a syllable of certain words in a
sentence.
A. Coordinating conjunctions
tie together words and wordgroups which have the same
grammatical construction.
List of coordinating
conjuntions: F – for A – and N
– nor B – but O – or
B. Subordinating Conjunctions
D. Discussing New Concepts and
Practicing New Skills #1
Differentiate content words from
function words.
Allow student to read the
sentences posted on the board.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
Have you experienced finding
serenity in nature when you have
a problem?
Subordinators are function
words that join dependent
clauses to main clauses; they
are of two types: those that
pattern like because and form
that pattern like who, whom,
Skimming is one skill which can
help you get a quick overview of
the material you are reading. To
skim is to get the gist or the
general understanding of a
reading material.
Kinds of Sentences According
to Structure A. Simple
sentence – is a sentence with
one independent clause and no
subordinate clause. It may
contain two or more verbs or
two or more subjects
connected by subordinators,
but this does not alter the fact
that only one thought is
expressed.
Compound Sentence – is a
sentence composed of two or
more independent clauses but
no subordinate clauses. The
whose, which and that. These
words not only introduce the
subordinate clause but link it to
the main clause. Their chief
function is to make clear what
the relation between the two
clauses is. The chief relations
they show are time, place,
cause, result, exception,
condition, and alternative.
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V.
Activity:
Retrieval chart
clauses of a compound
sentence may be separated by
semi-colons or commas
followed by coordinating
conjunctions; or semi-colons
followed by sentence
connectors. You may separate
the two main clauses of a
compound sentence into two
simple sentences
Complex Sentence - is a
sentence containing one
independent clause and at
least one subordinate clause.
Compound-Complex Sentence
– contains two or more
independent clauses and at
least one subordinate clause.
Activity 10: Sentence Structure
Test
Do activity 3:
Connect me if I’m right
Construct sentences using
coordinating and subordinating
conjunction.
Read the story Mahabharata and
Ramayana. Try to get
information through skimming.
Write your reflection about
nutrition month celebration
using the kinds of sentences.
REMARKS
VI. REFLECTION
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?
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?
Checked by:
MARIVIC T. DELGADO
Principal 1