School: San Antonio High School Paranaque Grade Level: 8

Daily Lesson Learning

Log Teacher:
Teaching Dates
Maricar Teorima
Week 4: June 25-29, 2018
Area:
Quarter:
ENGLISH
First

DAY 1 DAY 2 DAY 3 DAY 4

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
OBJECTIVES 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.
Content Standards: 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.

Performance Standards: 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.

Learning
Competencies/Objectives: EN8LT-Ia-8.1: Identify the
Write the LC Code for each distinguishing features of
notable African chants,
poems, folktales, and
short stories
EN8LT-Ia-8: Describe the
notable literary genres
contributed by African
writers
EN8LC-Ia-5.1: Listen
for important points
signaled by volume,
projection, pitch,
stress, intonation,
juncture, and rate of
speech
EN8LT-Ia-8: Describe
the notable literary
genres contributed by
African writers
EN8RC-Ia-7.2: Scan for Assess if learning
logical connectors to objective
determine the text type
EN8LT-Ia-8:
EN8LT-Ia-8: Describe EN8LC-Ia-5.1
the notable literary EN8LT-Ia-8
genres contributed by Have been met for the
African writers week

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.
CONTENT INTRODUCTION TO AFRO- AFRICA: CUSTOMS, AFRICA: ITS LITERATURE ASSESSMENT
ASIAN LITERATURE VALUES AND
TRADITIONS

The hands of the Black (Poem )

Power Point presentation about Literature
LEARNING RESOURCES Power Point presentation about Africa

References Essential English: Essential English: Essential English:

Literature and Language Literature and Literature and
pp. 4-10 Language pp. 10-11 Language pp. 10-11
Learner’s Materials Pages English Module pp 11-12 English Module pp 14-17

Other Learning Resources https://www.youtube.com/ ttps://www.slideshare.n ttps://www.slideshare.net http://www.teachingenglis

watch?v=gVsRc5VDKKw&in et/josephestroga/introd /josephestroga/introducti h.org.uk/article/prosodic-
dex uction-to-english- on-to-english- features
literature?from_action=s literature?from_action=sa
ave ve
 School: San Antonio High School Paranaque Grade Level: 8
Daily Lesson Learning
Log Teacher:
Teaching Dates
Maricar Teorima
Week 4: June 25-29, 2018
Area:
Quarter:
ENGLISH
First
DAY 1 DAY 2 DAY 3 DAY 4
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
PROCEDURES 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.
Reviewing Previous Connecting Show Pictures of people Review Stress and
Lesson or Presenting the experience: from Africa. Intonation:
New Lesson
“Why do we find Show a short clip about Have the students read
stories told by our Africa, it cuter and practice conversation to
parents/ grandparents tradition and how the improve intonation.
endearing?” people of Africa survived
oppression.

Establishing a Purpose Ask students of Activity 3: It’s not WHAT

for the Lesson popular stories/tale to draw the students you said; it’s HOW you
narrated by famous interest, facilitate as they said it!
Filipino authors. view
the clip/pictures that
show who Afro-Asians
are.
Presenting Name that book! To Equip the students
Examples/Instances of with sufficient
the Lesson Show pictures of knowledge on the
famous literary works Question – What do you prosodic features
in which students can know about the people of of speech, they are going
relate. Asia and to read
Ask important literary Africa?
elements they have How did they find a way
learned from the text to survive in a harsh What is an Educated
environment and an Filipino?
Author oppressive society? Francisco Benitez
Characters ( An Excerpt)
Settings
Plot
moral lesson
Discussing New Before asking each
Concepts and Practicing Pair Work ---- group to read the
New Skills #1 Discussion on excerpt, have the
1. Find a partner
Literature student’s rad the sample
2. Discuss with him/her your
sentences given on the
views on the video clip you
have just watched. board.
Ask importance of Your teacher will give the
literature in their guidelines. Focusing on rising and
everyday lives 3. Complete the ‘My Initial falling intonation
Thoughts Are’ sheet below.
Oral and Written 4. Compare your answers
Literature. with those of your partner
by exchanging each other’s
work.

Daily Lesson
Log
PROCEDURES
Discussing New Concepts
and Practicing New Skills #2
Developing Mastery
(Leads to Formative
Assessment 3)
Finding Practical
Applications of Concepts
and Skills in Daily Living
School:
Teacher:
Teaching Dates
DAY 1
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.
Discussion on Literary
Genres.
 Fiction
 NonFiction
Subclassification:
 Prose
 Poetry
Discuss literary elements
to the students by using
the Philippine Literature
 The Wedding
dance
 The Mats
 The Centipede
Show more examples of
literary works in which
students are going to
sort according to the
type of literary genre
they belong.
San Antonio High School
Paranaque Grade Level: 8
Maricar Teorima Learning Area: ENGLISH
Week 4: June 25-29, 2018 Quarter: First
DAY 2 DAY 3 DAY 4
.
PROCESS QUESTIONS: Activity 7:
Question 1 – What traditions
Work with a partner
and values of Afro-Asians are
and read the
revealed in the video
clip presented? following dialog.
Think abput what
Question 2 – How much do you words will you
know about Africa’s values and stress and where
traditions? your voice ill
rise/fall
Question 3 – How are your Discussion on Famous
traditions and values similar authors of Africa and
their famous literary
and/or different from them?
works…
Question 4 – How important
is understanding to your
identity as an Asian?
Can you read the following
without fear or hesitation? By Read: The Village of
the way, you will meet Round and Square
Houses
these words in the selections
that follow.
1. village
2. remember
3. international
4. unbearable
5. surprising
 San Antonio High School
Daily Lesson School: Paranaque Grade Level: 8
Teacher: Maricar Teorima Learning Area: ENGLISH
Log Teaching Dates Week 4: June 25-29, 2018 Quarter: First

DAY 1 DAY 2 DAY 3 DAY 4

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
PROCEDURES 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.
Making Generalizations and have the students Try reading out loud the
Abstractions about the work in group. following sentences.
Lesson Process Questions:
Assign a literary work
and students are going 1. who is mother Naka?
1. Are you proud of the
to identify the 2. Illustrate a picture of
following: Filipino culture?
4th and 5th stanza
2. How do you find the created in your mind.
1. Type of literature native delicacies of
2. students are going Samar?
to list down the 3. He ate five pieces of
elements of the moron, drank a cup of
assigned text buko juice and ate a
 Author bowl of corn soup.
 Settings
4. Did he finish them all?
 Characters
5. It’s more fun in the
 Plot
Philippines.
 Theme

Evaluating Learning
Presentation of group Challenge yourself! Can
work you learn intonation on Short quiz about African
your own? Yes, Literature and Poets
Criteria
you can. Consider these:
1. Get a listing of
informative articles from a
newspaper or
magazine about any Afro-
Asian country (Africa,
Thailand, Japan
and/or Korea).
2. You may choose a
folktale from the country
of your choice.
3. Find a cassette tape
recorder with a built in
microphone.

Read about African

Additional Activities for Literature
Application or Remediation List down 5 famous
African authors and
their literary works
REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
REFLECTION 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.
No. of learners who
earned 80% in the
evaluation

No. of learners who

require additional
activities for
remediation

Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

No. of learners who

continue to require
remediation

Which of my teaching
strategies work well?
Why did these work?