School: LAZI NATIONAL AGRICULTURAL SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Grade Level: 8
Teacher: LEAH C. CATILOC Learning Area: English
Teaching Dates and
Time: June 12 – 17, 2017 (week 2) Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
9:50-11:50- ACACIA 12:30-2:30-APITONG 9:50-11:50-GEMELINA 9:50-11:50-MOLAVE 9:50-11:50- GEMELINA
2:30-4:30- NARRA 2:30-4:30-MAHOGANY 12:30-2:30-MOLAVE 12:30-2:30-APITONG 12:30-2:30-ACACIA
2:30-4:30-MAHOGANY 2:30-4:30-NARRA
The learner demonstrates understanding of : African literature as a means of exploring forces that human beings connected 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.
EN8LC-Ia-5.1: Listen for important EN8LT-Ib-8: Describe the notable EN8V-Ib-10.2: Determine the EN8G-Ib-8: Use appropriate
points signaled by volume, projection, literary genres contributed by meaning of idiomatic expressions cohesive devices in composing an
pitch, stress, intonation, juncture, and African writers . by noting context clues and informative speech
rate of speech collocations
EN8LT-Ib-8.1: Identify the EN8G-Ib-7: Use parallel structures.
EN8LC-Ib-5.1: Listen for important distinguishing features of notable
points signaled by volume, projection, African chants, poems, folktales,
and short stories ,
pitch, stress, intonation, juncture, and
rate of speech
EN8RC-Ia-7.2: Scan for logical
connectors to determine the text
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II. CONTENT
III. LEARNING RESOURCES
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
IV.PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
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.
Quarter 1:SEARCHING FOR KNOWLEDGE
Lesson 1:Beginning the Knowledge Quest
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.
p. 6-19 p. 291-293 p.16-18 p. 6-19
Afro-Asian Literature Phoenix Afro-Asian Literature
Phoenix
Led TV,laptop,recorded speech Textbook ,laptop, Led Tv Textbook, laptop, Led TV PowerPoint Presentation
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.
Reading of the Poem Spelling Test Study the italicized words on the Singing of a song:
“I am An African Child” (The words are taken from the following sentences: Boys:Conjunt, conjuction what’s
-Teacher vocabulary building.) 1. Lina opened her eyes in a your function?
-Students strange room. Girls: Hooking up words and
-By Row Vocabulary Building: 2. The explanation opened her phrases and clauses.
-Selected Students Explain the difference in meaning eyes. Boys:Conjunt, conjuction what’s
among the following words: your function?
1. Habit, custom, tradition Letting the students give its Girls:Hooking up cars and making
2. start, begin, commence differences. them function?
3. fetch, carry, take (Repeat 2x)
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B. Establishing a Purpose for
the Lesson
At the end of the lesson, the students
will be able to:
4. forest, orchard, jungle,
wilderness
5. stab, thrust, wound
6.healing, soothing cooling
7.ought, should, would, might,
may
8. love, attract, fascinate, fancy
9. enter, burst into, slide into
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students will be able to: students will be able to: students will be able to:

a. listen for important points signaled by
volume, projection, pitch, stress,
intonation, juncture, and rate of speech,
b. listen for important points signaled by
volume, projection, pitch, stress,
intonation, juncture, and rate of speech,
and
a. describe the notable literary
genres contributed by African
writers , and.
b. identify the distinguishing
features of notable African
chants, poems, folktales, and
short stories.
a. determine the meaning of
idiomatic expressions by noting
context clues and collocations .
a. use appropriate cohesive
devices in composing an
informative speech, and
b. use parallel structures.

c. scan for logical connectors to

determine the text.

C. Presenting Listening to the recorded speech of “I “The Leopard”Folklore from Based on the song ,what does
Examples/Instances of the am an African Child” Central Africa conjunction or cohesive device
Lesson Idiom (Replay as many as you wish) Letting the students raise mean?
s
1.What shall we do when we listen to a questions of what they like to Letting the students enumerate the
Mean
certain listening text? know about the story. different types of cohesive devices
and its functions.
Reading of the Story Letting the students give examples

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D. Discussing New Concepts
and Practicing New Skills #1 remember when we listen?
2.What are the things we shall
3.How important is good listening?
(If you are going to do it orally of idioms.
,we could have interactive
reading)
If the students heard the
following words as the group
assigned read their lines, the
listeners will have to pay
attention to the following words
leopard—Grrr.
Ki-Ahha!
Luetsi-Hey!
Ntio-Hoha!
It may vary depending on your
ways.
Discussion: 1. When can we say that a certain
1. What are the distinguishing word is an idiom?
features of the story from the “ I
am An African Child “? 2. How can we identify idioms from
Give the difference between this other similar words?
story from the poem? 3. What references that we shall
2. What kind of story is this? use to find idioms?
3. Pygmies live in Central Africa.
Describe one.
4.Why could not Ki go with Luetsi
to visit her mother?
5. Why do you suppose Ntio did
not want to fetch Ki’s wife?
6. Was Ntio a brave man?
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 7. What plan did Luetsi form to
test her husband;s love for her?
Who was the bravest of the
three?

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
IV. PROCEDURES 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.
E. Discussing New Concepts Discuss ion: 8. If you were one of the Discussion of idioms
and Practicing New Skills #2 1. What are the words that were given characters, who will you be ?
emphasis? Why?
2. Why did you say that these words
were given emphasis?
3. Why do we have to give emphasis on
these words?
4. What are the cohesive devices used?
5. How does each cohesive device
function?
F. Developing Mastery Perform a speech choir or choral Group 1. Use the following idioms in the Group 1
(Leads to Formative reading of the poem “I am an African Complete the Venn sentence: Give one sentence for each type of
Assessment 3) Child” Diagram Group 1 coordinating conjunctions.
Give emphasis on those words which According to Hoyle
folkt Poe are emphasized on the poem. Ace in the hole
ales m Ad-lib Group 2
Between you and me Give one sentence for each type of
Group 2: Group 2 subordinating conjunctions.
Complete the graphic organizers Add insult to injury

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 In with the gang
For a song
Elements
Up to now
of
Group 3
Folktales
By no means
Above all
Off the record
Down –to-earth
Group 4
All ears
Clam-up
Barking up the wrong tree
From a to z
G. Finding Practical How important is good listening to Discuss: Why do we use idiomatic Why do we need to use
Applications of Concepts attain good communication to others? What real life experience you expressions in expressing ourselves coordinating conjunctions in
and Skills in Daily Living have that is similar to any of the sometimes? expressing ourselves?
characters in the story? What are its impact to
How did you face the experience? communication?

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
IV. PROCEDURES 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.
H. Making Generalizations Idioms are______
Elements of Folktales
and Abstractions about the
Subordina
ting
Lesson Conjuctio
Things to
ns
Consider
in listening
Coordinatin
g
Conjunctio Page 6 of 10
n
I. Evaluating Learning Perform a speech choir or choral Perform the following elements
reading. of the story of the Leopard.
(Rubrics will be used to rate students Through a role-play.
performance) Group 1:Setting
Group 2. Conflict
Group 3:Climax
Group 4:Resolution
Group 5: Ending
Rubrics will be used for grading
students.
Fill in each blank with the correct Write an informative essay. Make
idiomatic expression from the list sure you use cohesive devices in
given below. composing the essay with the
According to Hoyle theme “ If I were an African Child”
Ace in the hole
Ad-lib
Add insult to injury
All thumbs
All ears
Anybody’s game
Ashes in one’s mouth
Barking up the wrong tree
Clam up
1. That is fine work. You have done
everything_____.
2. “With you as our______.” The
coach told the seven-foot player.
3. First he stepped on my toes,
then he told me it was my fault.He
certainly_______.
4.Her pride in her beauty turned to
______when she did not win .
5. When an actor forgets his
lines ,he_____.
6. She knew the answer , but
she________.
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J. Additional Activities for
Application or Remediation
In your group , take a video of your
performance for the speech choir
presentation of the poem “ I am An
African Child”.
Write a summary of the story “
The Leopard”
7. Do not let her clean that
valuable vase, she is _______.
8.I’m not guilty ;you ari
we_________
9. I was _______when I heard them
mention my name.
10. Memorize this poem well;do
not attempt to_______.
Make a compilation of 100 idioms Prepare for the theme writing .
from A to Z.
Format
Idioms:
Meaning:
Sentence:

V. REMARKS

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
VI. REFLECTION 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 ACACIA
earned 80% in the
evaluation

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 NARRA

APITONG

MAHOGANY

GEMELINA

MOLAVE

ACACIA

NARRA

B. No. of learners who require APITONG

additional activities for
remediation MAHOGANY

GEMELINA

MOLAVE
ACACIA

NARRA
C. Did the remedial lessons
work? No. of learners who APITONG
have caught up with the
lesson MAHOGANY

GEMELINA

MOLAVE
D. No. of learners who continue ACACIA
to require remediation
NARRA

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 APITONG

MAHOGANY

GEMELINA

MOLAVE
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?

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