Republic of the Philippines

Department of Education
Region XII
DIVISION OF COTABATO
SAGUING NATIONAL HIGH SCHOOL
DAILY DETAILED LESSON PLAN
TEACHER: NORAYSA L. BATAWAN TEACHING DATE AND TIME: ___________________________________
SUBJECT: GRADE 8

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: African literature as a
meand 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.
B. Performance Standards: The learner transfers learning by composing and delivering an
informative speech based on specific topic of interest keeping in mind
the proper and effective use of parralel structures and coheive devices
and appropriate prosodic features, stance, and behavior.
C. Learning Competencies/Objectives: 1. EN8LC-Ia-5.1: Listen for important points signaled by STRESS syllables.
2. Distinguish the primary stress and the secondary stress of a word.
3. Realize the important points of stress in communicating with other
people.
II. CONTENT/SUBJECT MATTER
TOPIC: STRESS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages: ________________
2. Learner’s Materials Pages: ________________
3. Textbook Pages: ________________
4. Additional Materials from Learning
Resources (LR) portal: ________________
B. Other Learning Resources: ________________
IV. PROCEDURES
A. Reviewing previous lesson or presenting the - how was your vacation?
new lesson - what lessons have you learned during your grade 7 last school year?

B. Establishing a purpose for the lesson - what do you know about the values and traditions of the African?

C. Presenting examples/instances of the new - allow students to watch the video of who Africans are.
lesson - Group Activity
- discuss answers of the students.

D. Discussing new concepts and practicing new - present different words to the students and let them read it.
skills # 1 -in which syllable did your voice raised in the word “village”?

E. Developing mastery (Leads to Formative -discuss what is stress

Assessment 3) - how are you going to determine the primary stress in the polysyllabic
words?
- how are you going to read the secondary stress in the word
“international?

F. Finding practical applications of concepts and - how does being monotonous in conversing with other people leads to
skills in daily living misunderstanding your point?

G. Making generalizations & abstractions about -what is syllables?

the lesson - what is stress?
- allow students to read the highlighted word in the phrase and be sure to
read it in the right syllable.

INSTRUCTIONS: Distinguish the right stress of the syllables in the given

H. Evaluating learning word. Put dot in top of the stress syllables in the given words.

1. Economic
2. Conducting
3. Protest
4. Estimate
5. Democracy
I. Additional activities for application or
 remediation

V. 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:

D. No. of learners who continue to require a

remediation:

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?

Prepared by:
NORAYSA L. BATAWAN
Teacher –I
Checked by:

GLOWENA C. TOLENTINO
Principal-I