School: FLORENTINO TORRES HIGH SCHOOL Grade Level: VIII

Teacher: DISA L. HASAL Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and WEEK 3 (SEPTEMBER 19 – 30,
Quarter: FIRST
Time: 2022)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures 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.
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

C. Learning Recall previous lessons on Create a personal symbol; Describe the important Determine the tone, Use context clues to get
Competencies/Objectives: African and Asian Culture songs, poems or chants mood, technique used by the meaning of idiomatic
and Traditions; Explain how one can contributed by African the author in the poem; expressions;
associate a created writers;
Follow instructions on a symbol to herself/himself; Highlight the author's Determine the meaning of
given test; Determine how the purpose in writing the idiomatic expressions;
Write a brief write up on a elements of poetry poem;
Correctly check items on a personal symbol. contribute to the theme of Determine functions of
given test. the poem; Listen to note explicit phrasal verbs.
details in an excerpt read;
Familiarize oneself with the
symbolism used in the Appreciate sensory
poem. images in a poem.
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.
II. CONTENT Journal Entry #3 Title: Discerning the Tone, Getting the Meaning of
Quiz on African and Asian
This Is Me (My Africa by David Diop Mood, Technique and Idioms and Phrasal
Culture and Traditions Purpose in A Poem Verbs
Personal Symbol)
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Book
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
MONDAY
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.
Total Recall:
The students will discuss
the previous week’s topic
through pass the message.
1. Distribution of the Test
Paper
2. Clearing of Test
Instructions
3. Test Proper
4. Checking of Quiz
5. Remediation
The students will be given
30 minutes to answer the
said Quiz.
TUESDAY
Say it Right Activity:
Say the following words
correctly:
1. Facade
2. Soiree
3. Journey
4. Sedimentary
5. Arkansas
The students will create a
sentence using the words
from the Say it Right
Activity.
Presentation of Guidelines
in writing the journal entry
for the day.
Reading of the model
paragraph (for the students
to have an idea of how
their writing should be
about.)
Writing Proper:
WEDNESDAY THURSDAY FRIDAY
Sharing of polished journal Memory Jogger: Say it Right:
entries. Who is David Diop again? 1. Archipelago
2. Strife
What is his poem "Africa" 3. Epoch
entirely about? 4. Renaissance
5. Ancestors
An assigned reporter The students will share The students will create a
shares information about their thoughts after sentence using the words
David Diop the writer of reading the quotation. from the Say it Right
Africa. Activity.
Motivation:
The teacher says: It is
raining cats and dogs
outside. She then asks if
the students know what
that expression is and
what does it means.
First Reading of the Poem Motivation: Context of what phrasal
Africa: Students listen to a taped verbs and idioms will be
recording about African discussed.
The students answer the History. While listening
question: How would you they need to jot down Controlled Practice:
describe Africa based on significant events in Using context clues, figure
the poems first three African History. out the meaning of the
lines? underlined idiom in each
After Listening: sentence.
Second Reading of the Based on your notes, do 1. I picked up some
Poem. you think African History common African
 Journal Entry #3: has somehow influenced expressions from my
My Personal Symbol Students must answer the the ideas conveyed in the friend in Sudan.
questions: poem? 2. She went back on her
Create/draw your personal 1. What idea does the promise to repay me as
symbol. Explain why you word "distant" convey? Students write their soon as possible.
chose this symbol to 2. In the bracketed lines, insights in their notebooks 3. Our class will set up a
represent you. what does the author urge using the guide questions reading corner in our
the black people to stand below: classroom.
for?
3. Who may be referred to 1. What is the author
by the following? trying to tell me about
a. Tree Africa through this poem?
b. Flowers 2. What specific details
from the poem made me
think this way?

The teacher discusses

with the class vital ideas
about theme, mood,
techniques, and sensory
images used by the author
of the poem.
E. Developing Mastery Peer Checking: Collaborative Learning: Use Related exercises will be Other activities for
Sharing and Checking of the questions below to given to the students. learning Reinforcement
the Entry with a partner. study further the poem will be given. Pls. See
"Africa". page 13 of the LEARNING
Final polishing of the Discuss your ideas about MATERIAL.
written work. the poem to your
classmate:
1. What might be the
reason why Diop started his
poem with the line "Africa,
my Africa"?
2. Are there positive and
negative ideas mentioned
in the poem?
3. What words in the poem
describes Africa's
landscape?
4. Is "beautiful black blood"
the literal or true meaning?
 F. Evaluating Learning

G. Assignment Bring your Journal in 1. Gather information 1. Define what context 1. What are phrasal Find the meaning of the
English about David Diop. clues are. verbs? following figurative
2. Enumerate the different 2. What are idioms? languages:
2. What is meant by the types of context clues 1.Personification
terms tone, mood, and 2. Hyperbole
theme in a poem? 3.Onomatopoeias
4. Metaphor
5. Simile

Prepared by:

DISA L. HASAL
Teacher 1