School: Grade Level: 8

GRADES 1 to 12 Teacher: Fytz & Ave Learning Area: ENGLISH

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials Pages
3. Textbook Pages
Teaching Dates and Time: Week 2 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 lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various Remediation/Enhancement
reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN8VC-Ib-8: Use context clues EN8G-Ib-7: Use parallel EN8WC-Ib-1.1.6: Organize ideas EN8G-Ib-8: Use appropriate
from the material viewed to structures. in one-step word, phrase, and cohesive devices in composing
determine the meaning of EN8V-Ib-10.2: Determine the sentence outline forms an informative speech
unfamiliar words or expressions meaning of idiomatic EN8OL-Ib-3.11: Use the EN8G-Ib-7: Use parallel
EN8WC-Ib-1.1: Generate ideas expressions by noting context correct sounds of English structures.
and their relationships clues and collocations EN8LC-Ib-5.1: Listen for
EN8LT-Ib-8: Describe the notable important points signaled by
literary genres contributed by volume, projection, pitch, stress,
African writers intonation, juncture, and rate of
EN8LT-Ib-8.1: Identify the speech
distinguishing features of notable
African chants, poems, folktales,
and short stories
EN8RC-Ib-7.2: Scan for logical
connectors to determine the text
type
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.
The Hands of the Blacks CLINE African Child ADJECTIVES AND TYPES
An excerpt from We Killed (Run-On Poem) OF ADJECTIVES
Mangy-Dog by Eku McGred
by Luis Bernardo Honwana from
http://www.poemhunter.com/poem/af
rican-child-3/
Lists the materials to be used in different days. Varied sources of materials sustain childrens 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.
pp. 11-13 Pp. 13-14 pp. 20
pp. 9-14 pp.19-20 pp. 13-15 pp.34-35

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
the New Lesson
B. Establishing a Purpose
for the Lesson
C. Presenting
Examples/Instances of
the Lesson
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
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.
We do purposive reading to
better understand the nature
of our global brothers, the
Africans.
Unlock difficult words found in
the selection by doing the
Vocabulary Group Dance Game
presenting strips of paper where
they will guess the meaning of
unfamiliar words or expressions
using context clues.
The Hands of the Blacks
An excerpt from We Killed
Mangy-Dog by Luis Bernardo
Honwana
Do Activity 4. What Do you
Know?
(Semantic
Web)
Engage yourself actively
discover words unknown to
you but may be familiar
with, of course, the African
people.
One of the reasons why
a reader cannot
comprehend a text is
his/her inability to
understand some idiomatic
expressions/vocabulary
words found in the text. We
will now try to unlock some
of these difficult words.
Lets talk about clines!
Lets go back to the story
of the Hands of the Blacks
by Luis Bernardo Honwana.
Activity 10: GOING
CLINING, ANYONE?
http://www.pdst.ie/sites/de
fault/files/Word%20Cline.p
df
Let us take turn identifying
notable prosodic features of our
African brothers.
Identify the difficult words by
recognizing some idiomatic
expressions found in the poem
entitled I Am An African Child.
ttps://www.poemhunter.com/p
oem/african-child-3/
To further reinforce the
learners reading skill, this is a
reading text that will enhance
your reading comprehension
through: the Run-On Poem.
Box full of stuff, let them Remediation/Enhancement
pick and describe words.
Discuss about adjectives
related to the previous
activity: (Brainstorming)
And what we do mainly is
DESCRIBING and we
describe a noun and tell
more about a person, place
or thing.
Adjectives describe nouns.
They give information about
something or someone that
we can discover with our
senses. They tell how
he/she/it looks, feel, sound,
smells, or tastes.
Choose the adjective
that makes the most
sense to complete the
sentence. Write it on the
line.
https://www.scribd.co
m/presentation/250547
283/Adjective-and-its-
kinds-ppt
 D. Discussing New
Concepts and Practicing
New Skills #1
Did you enjoy reading the tale?
Its informative and literary at
the same time, is it not?
Activity 5: INFORMATIONAL
PARAGRAPH FRAME
Discuss the definition and Activity 7. Run-On Poem
discipline of CLINE.
The poem should be read
without interruption; no
pausing nor variation in tone.
React to how you understand
the poem.
U Complete Me.
(Boardwork)
Complete the sentence by
writing the most
appropriate adjective.
http://www.k12reader.com

E. Discussing New
Concepts and Practicing
New Skills #2
F. Developing Mastery
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
CONNECT ME NOT.
What connections can you
make?
Respect Equality
Activity 6: PARTNER CHATTER
In pairs, spend two minutes
describing an object common to
African people.
The object (Photograph) will be
shown later once the allotted
time of two minutes is used by
your opponent.
Read these lists of words
carefully. You need to put
them in order according to
their meaning. Ask yourself
Which word has the
strongest meaning? Which
has the weakest meaning?
Write the weakest words
first.
1.Grumpy, cross, furious
2.Eat, gobble, nibble
ttps://www.slideshare.net/k
lyderaetrellnacua/clines
Group Contest of Making A
CLINE ON KITE.
A. WORDS IN A
CLINE.
Which of the following
group of words in a cline is
arranged in descending
order?
Place the KITE STRIP
on the words with correct
cline while arrange the
group of words to form a
CLINE.
A volunteer student should re-
read the poem for everybody
following the same procedure
how the first reader read it.
Conduct brainstorming how a
poem presented affect
understanding of learners.
Lets Be Simple!
Paraphrase the
message/thought wished to
convey in each paragraph in
outline form/graphic organizer.
Copyright
Adjectives Order
Sometimes we use two or
more adjectives together :
A / 'OPINION' ADJECTIVES
B / 'FACT' ADJECTIVES
1 / SIZE :
2 / AGE
3 / SHAPE :
4 / COLOUR :
5 / ORIGIN
6 / MATERIAL:
7 / PURPOSE :
Adjectives order Activity
This test comes from
http://www.tolearnenglish.c
om - the site to learn
English (test n42493) -
www.tolearnenglish.com -
All rights reserved - It is
forbidden to reproduce,
republish, redistribute,
resell or translate any
materials from this site in
either machine-readable
form or any other form.
 G. Finding Practical
Applications of
Concepts and Skills in
Daily Living
Did you feel that your activities
were successful? Why or Why
not? List your reasons.
How important is your
knowledge about CLINE in
your life especially in
reading?
Did you feel that your activities
were successful? Why or Why
not? List your reasons.
Why do you think it is
necessary for us to be
aware of the proper order
of adjectives when
communicating?

H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
Process Frame:
Based from the creation of the
Africans and why their hands
are white.
WHATS YOUR EVIDENCE?
Cite evidences why the hands of
Africans are black.
A cline is a graded
sequence of words whose
meanings go across a
continuum of meaning. It
came from the Greek word
clino meaning to slope.
Examples: shouted, yelled,
screamed, shrieked,
Friendly, sociable, outgoing,
gregarious
Notice the two extreme
words in each sample.
The word shouted is
milder compared with
shrieked, right?
Words in a Cline. Which of
the following group of
words in a cline is arranged
in descending order?
Blacken the circle that
corresponds to the letter of
your answer.
a. bright
clever
Did you understand the poem? Can possessive pronoun be
Do you now recognize how considered as adjective?
important prosodic features 1 / SIZE :
are? 2/ AGE
3 / SHAPE
4 / COLOUR :
5 / ORIGIN :
6 / MATERIAL:
7 / PURPOSE :
What is it used for ?
Racing car, frying pan,
rocking chair
https://www.slideshare.net/
Abuahmad1422/adjective-
order-presentation
Find the adjectives in the
Activity 8. Anticipation Guide following sentences.
1. He suggested they
clean the statue for their
community service
project.
2. The bank book was on
the kitchen table.

brilliant
b. clever
brilliant
bright
c. bright
clever
brilliant
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 d. bright
brilliant

clever

http://study.com/academy/
practice/quiz-worksheet-
the-basics-of-
powerpoint.html

J. Additional Activities for Retell the short story using Make your own cline using Make a 100 word
Application or graphic organizer. dictionary and other informative speech focusing
Remediation reference materials. on the richness of your
culture in your respective
https://www.slideshare.net/ areas. Encircle the adjective
elainemoran568/word-cline- and state its type.
lesson-plan

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students 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

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Page 5 of 5

Prepared & finalized by:

AVEGAIL ALARCON CONSTANTINO RAFAELITA F. RODRIGUEZ

Master Teacher I Head Teacher V
Quezon National High School Roxas Comprehensive NHS

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.