School BARAS BARAS HIGH SCHOOL
GRADE 8
DAILY LESSON LOG
Teacher CARMELA P. HUNA
Teaching Dates and
Time
I. OBJECTIVES
Content
Standard
Performan
ce
Standard
Learning
Competen
cy/Objecti
ves
Write the LC code
for each.
Grade Level
8
Learning Area
ENGLISH
Quarter
1ST
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 using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. 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 contend
with; various reading style vis-a-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 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.
The students will be
able to:
The students will be
able to:
The students will be
able to:
The students will be
able to:
A. Master the art of
scanning
B. Appreciate the
importance of
scanning and;
A. Master the art of
skimming
B. Appreciate the
importance of
skimming and;
A. Master the art of
extensive reading
B. Appreciate the
importance of
extensive reading
and;
A. Master the art of
extensive reading
B. Appreciate the
importance of extensive
reading and;
Use the appropriate
reading style
(scanning, skimming,
speed reading,
intensive reading. Etc)
for one’s purpose.
EN8RC-Ii-7
C. Use scanning in
real- life situation.
C. Use skimming in
real- life situation.
Scan for logical
connectors to
determine the text
type
Skim to determine
key ideas.
EN8RC-Ia-7.2 and
EN8RC-Ib-7.2
EN8SS-Ic-1.5.1 and
EN8SS-Id-1.5.1
SCANNING
CONTENT
III. LEARNING
RESOURCES
References 2019 SlidePlayer.com
IV. PROCEDURES
Reviewing
previous
lesson or
presenting
the new
lesson
Establishing a
purpose for
the lesson
C. Use extensive
reading in real- life
situation.
C. Use extensive reading
in real- life situation.
Use the appropriate
reading style for one’s Read intensively to
purpose.
determine the author’s
purpose.
EN8RC-Ie- 7 and
EN8RC-If-7
EN8RC-Ig-7.1 and
EN8RC-Ii-7.1
SKIMMING
EXTENSIVE READING
INTENSIVE READING
CULMINATING TASK
Inc.
2019 SlidePlayer.com
Inc.
2019 SlidePlayer.com
Inc.
2019 SlidePlayer.com
Inc.
https://slidepla
yer.com/slide/79
59916/
https://slidepla
yer.com/slide/79
59916/
https://slidepla
yer.com/slide/79
59916/
https://slideplaye
r.com/slide/795991
6/
https://www.slide
share.net/aidaagu
ilar2/story-ofthe-aged-mother
N/A
The students….
The students….
The students….
The students….
will enumerate the will enumerate the will enumerate the will enumerate the
process of scanning.
process of skimming.
process of reading process of reading
extensively.
intensively.
The students…..
The students….
The students….
The students….
will be shown a will be shown three will be shown a video will be shown a cover
jumble- word puzzle related pictures and that tells a short story. page of a novel. They
N/A
that has a caption
“ The first “four”
words that you’ll see
describe you. They
must find four words
and present it to the
class.
https://www.pint
erest.ph/pin/275
493702175106840/
they must give their
judgment/
story
according to what they
understood in the
picture.
http://insatiabl
ereaders.blogspo
t.com/2016/09/bo
ok-blitz-motherat-seven-byveronika.html
They must understand have to give their own
the story in the given ideas of what could have
material.
possibly be the title and
the story of the cover
After watching the page.
video, they will be
asked the following https://www.comple
questions;
telynovel.com/self
A) What is the short publishing/writers
-toolbox-coverstory all about?
B) What
is
the design
weather when the ant
fell in the water?
C) What did the first
thing that dove do to
save the ant?
D) How many weeks
had gone since the
incident of ant falling
the water happened?
E) What did the hunt
call the ant when he
bit him?
https://www.yout
ube.com/watch?v=
Wp5QtAgsjuY
Presenting
examples/Ins
tances of the
new lesson
The prior activity helps The prior activity is a
the students scan the
form of skimming.
words and seek for the
The students were
words that they desire
able to gather
to gather. In this way,
general ideas to a
the students were able
limited resource but
to scan while enjoying
were still able to
the game.
collect
general
information enough
to explain or tell a
story about that
particular picture.
The prior activity helps
the
students
understand the logic
of intensive reading.
The students will be
able to answer what is
the story all about
because
they
understood the story,
but some questions
won’t be answered by
the students for they
will not focus on the
details like what did
the hunter call the ant
when he bit him?
Some students will
remember that the
hunter called the ant
pathetic, but most of
them just ignored the
vocabulary when they
were watching the
video.
It’s
like
extensive reading. It’s
not important to
remember the details
like dates, places, and
names,
what’s
important is to know
the whole story or the
general idea/ message
of the story.
The students were able
to give their scrutiny to
the given photos and
were able give details
because of the prior
activity. This is a form of
reading
intensively,
putting the attention to
the details of the text
according to the purpose
of the author.
Sample cover photos
of the famous novel
books:
A) The notebook by
Nicholas Sparks
B) The Sun is also a star
by Nicola Yoon
C) The Storm Whale by
Benji Davies
teacher
will N/a
Discussing new The teacher will The teacher will The teacher will The
discuss…
discuss…
discuss…
concepts and discuss…
practicing
new skills # 1 Scanning is used to find Skimming: for getting Extensive reading is Intensive reading is used
a particular piece of
information. Run your
eyes over the text
looking for the specific
piece of information
you need. Use scanning
on schedules, meeting
plans, etc. in order to
find the specific details
you require. If you see
words or phrases that
you don't understand,
don't worry when
scanning.
the gist of something
The technique you use
when you're going
through a newspaper
or magazine: you read
quickly to get the main
points, and skip over
the detail. It's useful to
skim:to preview a
passage before you
read it in detail to
refresh
your
understanding of a
passage after you've
read it in detail.Use
skimming when you're
trying to decide if a
book in the library or
bookshop is right for
you.
How to skim?
Discussing new How to scan?
concepts and
State the specific Working quickly…
practicing
new skills # 2 information you are
looking for.
Read the title if there
is one.
Try to anticipate how Read the introduction
the answer will appear or the first paragraph
and what clues you if there is one.
might use to help you
used to obtain a general
understanding of a
subject and includes
reading longer texts for
pleasure, as well as
business books. Use
extensive reading skills
to improve your general
knowledge of business
procedures. Do not
worry if you understand
each word.
on shorter texts in order to
extract
specific
information. It includes
very close accurate reading
for detail. Use intensive
reading skills to grasp the
details of a specific
situation. In this case, it is
important
that
you
understand each word,
number or fact.
Examples of Extensive
Reading
Examples
Reading
The latest marketing
strategy book
A novel you read before
going to bed
Magazine articles that
interest you
A bookkeeping report
An insurance claim
A contract.
of
Intensive
N/a
locate the answer. For
example, if you were
looking for a certain
date,
you
would
quickly
read
the
paragraph
looking
only for numbers.
Read the first sentence
of
every
other
paragraph.
Notice any pictures,
charts, or graphs.
Notice any italicized or
boldface words or
phrases.
Use headings and any Read the summary or
other aids that will last paragraph if there
help you identify is one.
which sections might
contain
the
information you are
looking for.
Selectively read and
skip through sections
of the passage.
Developing
mastery
(leads to
Formative
Assessment
3)
The students….
The students…
The students…
The students…
The students…
A) will scan the given
material using the
strategies taught by
the teacher.
B)
each of them
will be given a
different material that
has
different
questions which they
will have to answer
through scanning the
A) will skim the given
article
using
the
strategies taught by
the teacher. They will
be given (2 to 3 mins.)
B) will report what
they have understood
in
skimming
the
article.
A) will borrow a thin
novel book at the
library, buy at the
store, or if they have
old novel books at
home that they can
use.
B) They have to read it
and make a summary
about the book.
C) They’ll submit the
output after five days.
A) Will be given a
specific stanza of a
poem.
B) Will
discuss
the
possible meaning of the
text that the author
wants to portray.
will be given a short
story and read it for 20
minutes. After reading,
they have to make a
cover photo of the
short story to asses if
they understood what
they have read. They
can take a picture of
themselves or draw a
cover photo. Taking
pictures in the internet
Article reference:
Sample poem:
material given for 5 https://thoughtc
minutes.
atalog.com/lilySAMPLE QUESTION:
Set A: In the Issue of
the Pasugo God’s
Message
last
December
2018,
Ronnie H. Mutya
wrote an inspiring
article in Christian
Achiever section of
the
magazine.
According to the
article, what is the job
of Bro. Eric Redulfin?
hunter/2015/03/3
-articles-aboutlove-youabsolutely-needto-read-rightnow/
The Rose That Grew From
Concrete
Did you hear about the
rose that grew
from a crack in the
concrete?
Proving nature's law is
wrong it
learned to walk with out
having feet.
Funny it seems, but by
keeping its dreams,
it learned to breathe fresh
air.
Long live the rose that
grew from concrete
when no one else ever
cared.
is prohibited. After
doing so, the students
will explain their craft.
Sample
story
reference:
“The Story of the Aged
Mother”
https://www.slide
share.net/aidaagu
ilar2/story-ofthe-aged-mother
Finding
practical
application
of concepts
and skills in
daily living
The students…
The students…
A) Will visit a library
and find a good book
that they like
B) Will get the title,
author, and create
three sentences that
will tell the whole
story of the book they
scanned.
C) Submit their work
to the teacher.
A) Will visit a library
and find a good book
that they like
B) Will get the title,
author, and create
three sentences that
will tell the whole
story of the book they
skimmed.
C) Submit their work
to the teacher.
The prior activity
helped the students
applied what they
have
learned
in
choosing a book that
they want. This is a
real- life application.
The students…
The students…
The students…
A) Will visit a library
and find a good book
that they like
B) Will get the title,
author, and create
three sentences that
will tell the whole
story of the book they
skimmed.
C) Submit their work
to the teacher.
D) Borrow the book
The prior activity that they chose.
helped the students
applied what they The prior activity
have
learned
in helped the students
choosing a book that applied what they
they want. This is a have
learned
in
real- life application.
choosing a book that
they want. This is a
real- life application.
A) will be given a
sample internet bill.
B) Will intensively read
the bill.
C) Their parents must
have been receiving a
bill every month, so they
must understand that
it’s
important
to
intensively read the bill
for their safety and
security.
will be given a short
story and read it for 20
minutes. After reading,
they have to make a
cover photo of the
short story to asses if
they understood what
they have read. They
can take a picture of
themselves or draw a
cover photo. Taking
pictures in the internet
is prohibited. After
doing so, the students
will explain their craft.
https://www.dreams
time.com/stockillustrationinternet-providerisp-expenses-billdocument-templatelayout-vectorimage48050047
Sample
story
reference:
“The Story of the Aged
Mother”
https://www.slide
share.net/aidaagu
ilar2/story-ofthe-aged-mother
Making
generalizations
and
abstractions
about the
lesson
Recap to the lesson.
Recap to the lesson.
Recap to the lesson.
Recap to the lesson.
Recap to the lessons,
scanning, skimming,
intensive
and
extensive reading.
Evaluating
learning
The students…
The students…
The students…
The students…
The students…
A) Will be divided boy
group and each group
will have a copy of a
newspaper.
B) Will be given a
scenario. Pretending
they are adult and have
to find a job using the
newspaper.
C) Will write important
details of the job they
found.
D) Present it to the
class and explain why
they thought that those
are the jobs they prefer.
A) Will be divided by
group that has three
members each
B) Will be given a travel
catalog that has a visual
representation
and
details of the travel
tour.
C) Will skim the catalog
for 2 minutes.
D) Will explain the tour
in front of the class.
A) will borrow a thin
novel book at the
library, buy at the
store, or if they have
old novel books at
home that they can
use.
B) They have to read it
and make a summary
about the book.
C) They’ll submit the
output after five days.
Students’ performances
will be rated using the
rubrics prepared by the
teacher.
https://totalhighs
peed.com/customers
/forms/serviceagreement
https://villaget
ours.net/tourcatalog/
and
https://www.euro
pamundo.com/eng/
brochure.aspx
The students…
The students…
will be given a short
story and read it for 20
minutes. After reading,
they have to make a
cover photo of the
short story to asses if
they understood what
they have read. They
can take a picture of
themselves or draw a
cover photo. Taking
pictures in the internet
is prohibited. After
doing so, the students
will explain their craft.
Reference of sample
installation agreement:
Catalog reference:
Additional
activities for
application
or
remediation
V. REMARKS
VI. REFLECTION
A) Will be given a copy of
different contract or
agreement.
B) They must intensively
read the contract.
C) They must highlight
important details in the
contract.
D) They must answer
the questions that will
be given after reading
the contract.
The students…
Will
be
given Will be given articles Will be given a short
magazines to scan.
to skim.
story
to
read
extensively.
N/A
N/a
No. of learners who
earned 80% in the
evaluation
No. of learners who
require additional
activities for
remediation who
scored below 80%
Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked
well? Why did
these work?
What difficulties did I
encounter which
my principal or
supervisor can help
me solve?
What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: MISS CARMELA P. HUNA
TEACHER I
Checked by: MR. DANILO S. CAPINDING
PRINCIPAL II