DAILY LESSON LOG IN ENGLISH 8 PRESIDENT CORAZON C.

AQUINO HIGH GRADE LEVEL 8

June 24-28, 2019 SCHOOL
DAY 3 Ms.WILBETH T.P PANGANIBAN ROSEMARY, VANILLA
8:00- 9:20-11:20-12:20 1ST QUARTER

A. CONTENT STANDARDS
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCY
D. LEARNING OBJECTIVES
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means of exploring forces
that human beings contend with; various reading styles vis – à-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.
1. Achieve at least 75% correct answer from a 30- item quiz.

II. CONTENT Quiz # 1

III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE PAGES
2. LEARNER’S MATERIAL PAGES
3. TEXTBOOK PAGES
4. ADDIDTIONAL LEARNING Teacher made quiz
MATERIALS FROM LRMDS PORTAL/
INTERNET
IV. PROCEDURE
A. REVIEWING PREVIOUS LESSON OR Explain the purpose of the quiz.
PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR THE Explain the instructions/ directions.
LESSON
C. PRESENTING EXAMPLES/ INSTANCES OF
THE NEW LESSON
D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILL
E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILL
F. DEVELOPING MASTERY Have the students answer the quiz, silently.
G. FINDING PRACTICAL APPLICATION OF
THE CONCEPTS AND SKILLS IN DAILY
LIFE.
H. MAKING GENERALIZATIONS AND
ABSTRACTION ABOUT THE LESSON
I. EVALUATING LEARNERSADDITIONAL Check the quiz. Record
ACTIVITIES FOR APPLICATION AND
 REMEDIATION
J. Additional Activities for Application or
Remediation

V. REMARKS
VI. REFLECTIONS
A. NUMBER OF STUDENTS WHO EARNED
80% OF THE FORMATIVE ASSESSMENT
B. NUMBER OF LEARNERS WHO REQURE
ADDITIONAL ACTIVITIES FOR
REMEDIATION
C. DID REMEDIAL LESSON WORK? NUMBER
OF LEARNERS WHO HAVE CAUGHT UP
WITH THE LESSON
D. NUMBERS OF LEARNERS WHO CONTINUE
THE REMEDAITION
E. WHICH OF MY TEACHING STRATEGIES
WORK WELL?
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.
INSPECTED BY
 DAILY LESSON LOG IN ENGLISH 8
June 24-28, 2019
DAY 1-2
A. CONTENT STANDARDS
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCY
C. LEARNING OBJECTIVES
II. CONTENT
A. REFERENCES
1. TEACHER’S GUIDE PAGES
2. LEARNER’S MATERIAL PAGES
3. TEXTBOOK PAGES
4. ADDIDTIONAL LEARNING
MATERIALS FROM LRMDS PORTAL/
INTERNET
B. REVIEWING PREVIOUS LESSON OR
PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR THE
LESSON
C. PRESENTING EXAMPLES/ INSTANCES OF
THE NEW LESSON
D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILL
E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILL
F. DEVELOPING MASTERY
G. FINDING PRACTICAL APPLICATION OF
PRESIDENT CORAZON C. AQUINO HIGH GRADE LEVEL 8
SCHOOL
Ms.WILBETH T.P PANGANIBAN ROSEMARY, VANILLA
8:00- 9:20-11:20-12:20 1ST QUARTER
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means of exploring
forces that human beings contend with; various reading styles vis – à-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.
A. EN8V-lb-10.2 Scan for logical connectors to determine the text.
B. Oral language
COORDINATING CONJUCTIONS
III. LEARNING RESOURCES
p. 180
pp. 15-16
PowerPoint presentation of the lesson
IV. PROCEDURE
Recall past lesson.
Have them know what the four general classes of connectors are.
Let the student read the following lines then underline the connectors.
There are lines when I languidly linger and times when awaken and hurry in search of my goal, but correctly thou
hidest from before me. My desires are many, and my cry is pitiful.
Discuss the connectors used to express or connect the ideas.
Try to make sentences using connectors.
But, while, and, or, last, before
Call a volunteer to go in front and write his/her example.
 THE CONCEPTS AND SKILLS IN DAILY
LIFE.
H. MAKING GENERALIZATIONS AND Coordinating Conjuctions= may connect two subjects, two predicates, two objects or two simple sentences.
ABSTRACTION ABOUT THE LESSON =and, but, or, nor, for, yet, so are used as coordinating conjuctions.
And= is used to add something to what has already said. Ex: He is honest and kind.
But= adds something contrary to or different from what has been said. Ex: He is lazy but studious.
Or= implies a choice it connects ideas of equal value, giving one a chance to choose either idea.
So= is issued when the second part is consequence or effect of its part. Ex: He warned me so I had to
keep my word.
I. EVALUATING LEARNERSADDITIONAL Call on volunteers to recite, The Tree
ACTIVITIES FOR APPLICATION AND
REMEDIATION
J. Additional Activities for Application or
Remediation

V. REMARKS Prepare for a quiz on Thursday.

VI. REFLECTIONS
A. NUMBER OF STUDENTS WHO EARNED
80% OF THE FORMATIVE ASSESSMENT
B. NUMBER OF LEARNERS WHO REQURE
ADDITIONAL ACTIVITIES FOR
REMEDIATION
C. DID REMEDIAL LESSON WORK? NUMBER
OF LEARNERS WHO HAVE CAUGHT UP
WITH THE LESSON
D. NUMBERS OF LEARNERS WHO CONTINUE
THE REMEDAITION
E. WHICH OF MY TEACHING STRATEGIES
WORK WELL?
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.
INSPECTED BY