DAILY LESSON LOG IN ENGLISH 8
AQUINO HIGH
June 13-14, 2019
DAY THREE
A. CONTENT STANDARDS
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCY
D. 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
A. 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
PRESIDENT CORAZON C.
GRADE LEVEL 8
SCHOOL
MS.WILBETH T. PANGANIBAN ROSEMARY, VANILLA
8:20-9:20, 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. Skim to determine key ideas and purpose of the author.
B. Explain how the elements specific to a genre contribute to the theme of a particular
literary selection.
THE RAMAYANA
III. LEARNING RESOURCES
Manila paper and pictures
IV. PROCEDURE
Have the class match the 5 content words A to B in the excerpts.
Determine the key ideas and purpose of the author and explain how the elements specific to a
genre contribute to the theme.
Have them answer the posted quotation orally.
“Evil is always trying to destroy the Good.”
Discuss the genre of the story and the author’s purpose.
Have them read the story silently. Present the background of the story. Tell them how the
story revealed the attitude or trait of every super hero.
Literary Circle
 OF THE CONCEPTS AND SKILLS IN 1.Discussion Director
DAILY LIFE. 2. Oral Reader
3. Summarizer
4. Passage Picker
5. Connector
6. Word Wizard

H. MAKING GENERALIZATIONS AND
ABSTRACTION ABOUT THE LESSON
I. EVALUATING LEARNERSADDITIONAL
ACTIVITIES FOR APPLICATION AND
REMEDIATION
J. Additional Activities for Application or
Remediation
Kalidasa= was a Classical Sanskrit writer, widely known as the greatest poet and dramatist in the
Sanskrit language of India.
Epic=is a long narrative about the deeds of super heroes.
The Ramayana= is one of two great Indian epics, the other one is Mahabharata.
= it tells about life in India around 1000 BCE and offers in dharma.
Have them answer the questions in a ½ sheet of paper.
1. Who is Rama?
2. Why was Queen Kaikeyi angry?
3. If you were given the chance to end the story, what would be?

V. REMARKS Answer pp. 21-22 “Comprehension the Text”

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 PRESIDENT CORAZON C. AQUINO HIGH GRADE LEVEL 8
June 18- June 22, 2018 SCHOOL
DAY THREE MRS. EVELYN A. ABOC-SAMSON BERYL, DIAMOND, AQUAMARINE, JADE
6:00-8:00, 9:20-12:20 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
B. 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 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
C. 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
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. Listening Comprehension
B. Oral language and Fluency
COORDINATING CONJUCTIONS
III. LEARNING RESOURCES
p. 180
pp. 15-16
PowerPoint presentation of the lesson
IV. PROCEDURE
Recall past lesson.
Have them know what are the four general classes of connectors.
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 a sentences using connectors.
But, while, and, or, last, before
 G. FINDING PRACTICAL APPLICATION OF
THE CONCEPTS AND SKILLS IN DAILY
LIFE.
H. MAKING GENERALIZATIONS AND
ABSTRACTION ABOUT THE LESSON
I. EVALUATING LEARNERSADDITIONAL
ACTIVITIES FOR APPLICATION AND
REMEDIATION
J. Additional Activities for Application or
Remediation
Call a volunteer to go in front and write his/her example.
Coordinating Conjuctions= may connect two subjects, two predicates, two objects or two simple sentences.
=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.
Call on volunteers to recite, The Tree

V. REMARKS Prepare for a quiz tomorrow.

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