School: Salinas High School GRADES 1 to 12 DAILY LESSON LOG Grade Level: 8 Teacher: Leomarr Ysrael A. Disay Learning Area: ENGLISH Teaching Dates and Time: MONDAY I. OBJECTIVES A. Content Standards: B. Performance Standards: C. Learning Competencies/Objectives: Quarter: Third TUESDAY WEDNESDAY THURSDAY FRIDAY The learners shall demonstrate understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis. The learners shall transfer learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior. The learners shall use The learners shall use The learners shall use The learners shall use The learners shall use appropriate cohesive appropriate cohesive appropriate cohesive parallel structure. parallel structure. devices in various types of devices in various types of devices in various types of (EN8G-Ia-7) (EN8G-Ia-7) speech. (NO LC) speech. (NO LC) speech. (NO LC) II. CONTENT Using Appropriate Cohesive Devices in Entertaining Speech Using Appropriate Cohesive Devices in Demonstrative Speech Summative Quiz Parallel Structure Using Parallel Structure with Elements Joined By Coordinating Conjunctions DepEd Self-Learning Module; Reliable Pages in the Internet DepEd Self-Learning Module; Reliable Pages in the Internet DepEd Self-Learning Module; Reliable Pages in the Internet DepEd Self-Learning Module; Reliable Pages in the Internet DepEd Self-Learning Module; Reliable Pages in the Internet 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 IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson The teacher will let the students watch a video of a celebrity delivering a message. She will ask them to identify what type of speech he is delivering. The teacher will let the students watch a video of a chef describing how to prepare a recipe. She will ask them to identify what type of speech he is delivering. The students will be asked to recall the lessons they have learned the previous days. B. Establishing a Purpose for the Lesson The teacher will tell the students that they are going to learn how to compose a well-written entertaining speech by giving special attention to cohesive devices used. The teacher will let the students read and examine a short written speech. She will ask the students to identify the cohesive devices used. The teacher will tell the students that they are going to learn how to compose a well-written demonstrative speech by giving special attention to cohesive devices used. The teacher will let the students read and examine a short written speech. She will ask the students to identify the cohesive devices used. The teacher will tell the class that they are going to check how much they have learned through a 30-item multiple choice test. The teacher will discuss how each of the cohesive devices is used in the text and what other alternative cohesive devices could be used in place of it. The teacher will discuss how each of the cohesive devices is used in the text and what other alternative cohesive devices could be used in place of it. The students will take the The teacher will explain test individually. parallelism to the students by pointing out the faulty constructions in the comic strip. C. Presenting Examples/Instances of the Lesson D. Discussing New Concepts and Practicing New Skills #1 The students will be asked to talk about the proper behavior that they must exercise during the test. 1. The teacher will let the students examine sets of pictures. She will ask them to identify which does not belong the group. 2. The teacher will ask the students to explain what do we mean when we say two lines are parallel. The teacher will tell the class that the concept of parallelism is also being discussed in the English subject, and that it is what they are going to learn about. The teacher will ask the students to identify the coordinating conjunctions included in the acronym FAN BOYS. In addition, she will ask them to recall the purpose of coordinating conjunctions. The teacher will let the students read a comic strip. She will let them answer processing questions orally. The teacher will post the following sentences with faulty parallelism, and then she will ask the students to identify the coordinating conjunctions. 1. Every morning, we make our bed, eating breakfast and feed the dog. 2. I will not sing a song, nor dance. 3. Emma’s research highlights the importance of cell membrane and helps in improving drug uptake in the cell. The teacher will ask the students to determine whether each of the three sentences has faulty parallelism. When the students have already figured out that all three The teacher will tell the class that they are going to discuss how to achieve parallelism in sentences with elements joined by coordinating conjunctions. E. Discussing New Concepts and Practicing New Skills #2 The class will fill in the The class will fill in the missing cohesive devices missing cohesive devices in in an entertaining speech. a demonstrative speech. The class will examine a short passage by identifying and correcting the faulty parallelism. F. Developing Mastery Similar activity as above will be given to students, but they will work individually. The teacher will ask the students to cite instances when they should choose to write an entertaining speech. The teacher will ask, “What is the importance of cohesive devices in writing an entertaining speech?” Similar activity as above will be given to students, but they will work individually. The students will answer a ten-item multiple choice quiz. The teacher will ask the students to cite instances when they should choose to write a demonstrative speech. The teacher will ask, “What is the importance of cohesive devices in writing a demonstrative speech?” The teacher will ask, “Do faulty parallelism have the same effect to written and spoken communication? Why?” The teacher will ask, “Why do we need to observe parallelism in our writings?” 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 V. REMARKS The formative assessment The formative assessment The main activity which is a The formative assessment shall serve as the shall serve as the summative test shall serve shall serve as the evaluation. evaluation. evaluation. as the evaluation. has errors in construction, she will guide the them in correcting the faulty parallelisms. The students will be grouped by five. Each group will correct sets of sentences with faulty parallelism. The students will improve a passage with faulty construction by correcting the errors in parallelism. The teacher will ask, “What could happen if we keep on making faulty parallelism in our writing?” The teacher will ask the students to react on this statement, “Words and phrases within a sentence should match in structure, but not necessarily in tense.” The formative assessment shall serve as the evaluation. VI. REFLECTION 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?
