School Dauin National High School
DAILY LESSON LOG Teacher Maria Eula Pauline A. Elumir
Date / Time August 14-18, 2017; 7:30 AM-8:30 AM; 10:50-11:50 AM;
3:00-4:00PM
Session 1 M
I. OBJECTIVES
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings conntend with; variuos
reading styles vis – à-vis
purposes of reading; prosodic
A. Content Standards 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
B. Performance
in mind the proper and effective
Standards use of parallel structures and
cohesive devices and
appropriate prosodic features,
stance, and behavior.
C. Learning
Competencies
Objectives
II. CONTENT
III. LEARNING
Session 2 T
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings conntend with; variuos
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.
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts (EN8LC-IIa-7)
“Tale of Ch’unhyang”
Grade Level 8
Session 3 W
The learner demonstrates
understanding of: African
literature as a means of exploring
forces that human beings
conntend with; variuos 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.
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts (EN8LC-IIa-7)
“Tale of Ch’unhyang”
Learning Area ENGLISH
Quarter SECOND
Session 4 Th
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings conntend with; variuos
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.
Employ projective listening
strategies with longer stories
(EN8LC-IIa-7.2)
“Beliefs, Social Structures and
Practices”
Session 5 F
The learner demonstrates
understanding of: African
literature as a means of
exploring forces that human
beings conntend with; variuos
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.
Employ projective listening
strategies with longer stories
(EN8LC-IIa-7.2)
“Beliefs, Social Structures and
Practices”
 RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials 294-298 294-298 302 302
Pages

3. Textbook Pages
4. Additional Materials
from LR Portal
B. Other Learning
Resources

IV. PROCEDURES
  Students will now be  Students will now review the  Students will now be asked  Students will be asked
A. Reviewing Previous viewing sample pictures story discussed what beliefs were depicted about the beliefs that they
Lesson or that show Korean culture in the story discussed so far discussed in the text
Presenting  They will be asked what
New Lesson country the pictures are
depicting
B. Establishing a   Students will now have an  Students will now be asked  They will be asked why they  They will be asked why they
Purpose for the activity regarding beliefs what they felt while reading think these are the beliefs of think these are the beliefs of
Lesson followed by Koreans the story. Koreans Koreans
C. Presenting   They will now read the story  Students will be viewing  They will now read an  Continue reading the article
Examples/Instances entitled, “The Tale of pictures that depict Korean article about Beliefs, Social
of the New Lesson Ch’unhyang” words found in the text structures and practices
D. Discussing New   After reading the story,  Students will be asked if  Discussion of the text  Discussion of the text
Concepts and students will now have the they were able to get the
Practicing New “Jigsaw” activity meaning of the words
Skills #1
E. Discussing New   Afterwhich, they will now Discussion of these words
Concepts and share their answers to the
Practicing New class
Skills #2
   Students will now answer  Discussion of the story  They will now share their  They will now continue to
the process questions for thoughts on the text through share their thoughts on the
F. Developing Mastery the story. the “Reading Prompt” text through the “Reading
activity Prompt” activity
G. Finding Practical   Students will now go back  Students will now be asked  They will now share their  They will now share their
Applications of to their groups to answer what they think was the answers to their partners answers to their partners
Concepts and Skills the questions lesson of the story
in Daily Living
H. Making   They will now share their  Students will be asked how  They will now answer the  They will now answer the
Generalizations answers to the class. they can relate this to their process questions for the process questions for the
and Abstractions life activity activity
about the Lesson
  Students will now be  They will now share their  They will now share their
asked individually, for answers with their partner answers with their partner
I. Evaluating Learning
their reaction to the story
J. Additional Activities   
for Application or
Remediation
. Will continue the lesson next
V. REMARKS meeting

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
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
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?

Submitted by: MARIA EULA PAULINE A. ELUMIR Checked by: JOELOU M. AGUIRRE Date: ________________
T1 Principal I