Grade Level: 8 Learning Area: ENGLISH School: Teacher: GRADE 1 to 12 DAILY LESSON LOG 2ND Teaching Dates and Time: WEEK 9 MONDAY I. OBJECTIVES TUESDAY Quarter: WEDNESDAY THURSDAY 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: East Asian Literature as an art from inspired and influenced by nature; relationship of visual, sensory, ad verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea development. B. Performance Standards: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic feature, stance, and behavior. C. Learning Competencies/Objectives: Write the LC Code for each EN8SS-IIi-1.2: Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts EN8RC-IIi-2.15: Organize information in tables, graphs, and maps EN8LC-IIi-7: Employ appropriate listening skills and strategies suited to long descriptive and narrative texts EN8VC-IIi-1.3: Predict the gist of the material viewed based on the title, pictures, and excerpts EN8VC-IIi-17: Discern positive and negative messages conveyed in a material viewed EN8V-IIi-10.24: Discriminate between literal and figurative language EN8LT – IIi-3: Explain how a selection may be influenced by culture, history, environment, or other factors EN8WC-IIi-2.2: Develop paragraphs that illustrate each text type ( narrative in literature, expository, explanatory, factual and personal recount, persuasive) EN8LC-IIi-7.2: Employ projective listening strategies with longer stories EN8OL-IIi-3: Deliver a self-composed entertainment speech using all the needed speech conventions EN8G-IIi-9: Use appropriate grammatical signals or expressions suitable to each pattern of idea development: General to particular Claim and counterclaim Problem-solution Cause-effect And others 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 FRIDAY PIE GRAPHS FIREFLY HUNT CLINE CAUSE AND EFFECT III. LEARNING RESOURCES 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. 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 Page 134-135 Page 191-195 Page 179 Page 176-177 English Expressways II https://www.youtube.com /watch?v=C7u4z8KcTu0 English Expressways II English Expressways II English Expressways III MONDAY IV. PROCEDURES TUESDAY A. Reviewing Previous Lesson or Presenting the New Lesson According to a Chinese saying “ A picture is worth a thousand words” this saying is true with the graphs Differentiate the following: Explicit – means direct or expressly stated Implicit – means implied or hinted B. Establishing a Purpose for the Lesson Interpret Information presented in a pie graph C. Presenting Examples/Instances of the Lesson Graphs are popular forms of charts because they are easy to create and read Abstract Information by Noting Explicit and Implicit Details Used Read the selection and find out the effect of saving, loving, and protecting nature on a person D. Discussing New Concepts and Practicing New Skills #1 E. Discussing New Concepts and Practicing New Skills #2 WEDNESDAY THURSDAY FRIDAY 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. Graphs are pictures of information, not pictures of things you can see. The information in graphs is often called data Pie graphs are useful in showing the proportional distribution of items that make up one whole amount. It shows comparison among items Video clips: https://www.youtube.com /watch?v=C7u4z8KcTu0 Replay: Video clips: https://www.youtube.com /watch?v=C7u4z8KcTu0 The British Council Teaching English website defines a cline as ‘a scale of language items that goes from one extreme to another, for example, from positive to negative, or from weak to strong’. Differentiating between Shades and Meaning When you speak, read or write, you come across or use words like because, since, as a result, therefore, so, so that, then. The way of placing related words within a slope to show degrees of intensity is called making a Cline Discussion of key points: ( teacher provide examples) The use of cline for vocabulary enables you to see how words in the same situational environment relate Clines also help you create connotative meanings in degrees 2. Because + clause+ stating the cause + clause stating the effect Expressing Causes and Effects 1.Clause stating the effect + because +clause stating the clause 3. Clause stating the effect + because of + noun phrase giving a reason or cause 4. Because of + noun phrase giving the reason or cause + clause stating the effect Board work activities (Provided by teacher) Activity: (Group work) As a member of the school governing council, you were tasked to prepare a budget proposal of Student’s Nutrition Program and present it with a graph Activity : Answer comprehension Check 1-4 on page 195 Board Work Activities G. Finding Practical Applications of Concepts and Skills in Daily Living It is the way of life among the Filipinos and even among other Asians to think of the family’s welfare. If you were the boy in the story how will you show to the people that you are a nature lover? Board Work activities: (provided by teachers) Apply cause and effect in your own lives, for example, understanding that attending class leads to better grades. H. Making Generalizations and Abstractions about the Lesson Graphs were made to identify and prioritized its basic needs The firefly hunt is taken from that novel. It tells about a popular recreational activity in Japan. It shows the Japanese kinship with nature. This lesson focuses on vocabulary development which treats words not mere grouping of independent words but a collection of interconnected words The easiest method for teaching cause and effect in reading is to use graphic organizers. I. Evaluating Learning Activity : As a student, you should learn to budget your daily allowance. What are your expenses in school? Make your own budget plan by presenting it in a pie graph. Activity: Answer comprehension check 5-7 on page 195 Activity: (Provided by teacher) Activity: Cause and Effect Organizer J. Additional Activities for Application or Remediation Activity: Interview your parents about your expenses or budget at home then, create a pie graph about it Activity: Write an essay on their personal experience/ encounter with nature or fireflies. Activity: Create your own cline of synonyms or antonyms. Be creative. Activity: Tim forgot his English book So he was unable to complete his homework. Cause: Effect: F. Developing Mastery (Leads to Formative Assessment 3) V. (provided by teacher) REMARKS 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 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. 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?
