GRADES 1 to 12 School: Kapalong National High School Grade Level: 8

DAILY LESSON LOG Teacher: Raymart P. Estabillo Learning Area: ENGLISH

Teaching Dates and Time: Quarter: Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learners shall demonstrate understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual
information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance Standards: The learners shall transfer learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.
C. Learning The learners shall use The learners shall use The learners shall use
The learners shall use The learners shall use
Competencies/Objectives: appropriate cohesive appropriate cohesive appropriate cohesive
parallel structure. parallel structure.
devices in various types of devices in various types of devices in various types of
(EN8G-Ia-7) (EN8G-Ia-7)
speech. (NO LC) speech. (NO LC) speech. (NO LC)
II. CONTENT
Using Parallel Structure
Using Appropriate Using Appropriate Cohesive
with Elements Joined
Cohesive Devices Devices Summative Quiz Parallel Structure
By Coordinating
in Entertaining Speech in Demonstrative Speech
Conjunctions
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
DepEd Self-Learning DepEd Self-Learning DepEd Self-Learning DepEd Self-Learning DepEd Self-Learning
Module; Module; Module; Module; Module;
Reliable Pages Reliable Pages Reliable Pages in the Reliable Pages Reliable Pages
in the Internet in the Internet Internet in the Internet in the Internet
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
The teacher will let the
students watch a video of a
celebrity delivering a chef describing how to
message. She will ask
them to identify what type
of speech he is delivering.
The teacher will tell the
students that they are
going to learn how to
compose a well-written
entertaining speech by
giving special attention to
cohesive devices used.
The teacher will let the
students read and examine
a short written speech. She
will ask the students to
identify the cohesive
devices used.
The teacher will discuss
how each of the cohesive
devices is used in the text
and what other alternative
cohesive devices could be
used in place of it.
The teacher will let the The students will be asked 1. The teacher will let the The teacher will ask the
students watch a video of a to recall the lessons they students examine sets of students to identify the
have learned the previous pictures. She will ask them to coordinating conjunctions
prepare a recipe. She will days. identify which does not included in the acronym
ask them to identify what belong the group. FAN BOYS. In addition,
type of speech he is 2. The teacher will ask the she will ask them to recall
delivering. students to explain what do the purpose of
we mean when we say two coordinating conjunctions.
lines are parallel.
The teacher will tell the The teacher will tell the The teacher will tell the class The teacher will tell the
students that they are going class that they are going to that the concept of class that they are going
to learn how to compose a check how much they have parallelism is also being to discuss how to achieve
well-written demonstrative learned through a 30-item discussed in the English parallelism in sentences
speech by giving special multiple choice test. subject, and that it is what with elements joined by
attention to cohesive devices they are going to learn about. coordinating conjunctions.
used.
The teacher will let the The students will be asked The teacher will let the The teacher will post the
students read and examine to talk about the proper students read a comic strip. following sentences with
a short written speech. She behavior that they must She will let them answer faulty parallelism, and then
will ask the students to exercise during the test. processing questions orally. she will ask the students
identify the cohesive devices to identify the coordinating
used. conjunctions.
1. Every morning, we
make our bed, eating
breakfast and feed the
dog.
2. I will not sing a song,
nor dance.
3. Emma’s research
highlights the importance
of cell membrane and
helps in improving drug
uptake in the cell.
The teacher will discuss how The students will take the The teacher will explain The teacher will ask the
each of the cohesive devices test individually. parallelism to the students by students to determine
is used in the text and what pointing out the faulty whether each of the three
other alternative cohesive constructions in the comic sentences has faulty
devices could be used in strip. parallelism. When the
place of it. students have already
figured out that all three
has errors in construction,

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
she will guide the them in
correcting the faulty
parallelisms.
The class will fill in the The class will fill in the The class will examine a The students will be
missing cohesive devices missing cohesive devices in short passage by identifying grouped by five. Each
in an entertaining speech. a demonstrative speech. and correcting the faulty group will correct sets of
parallelism. sentences with faulty
parallelism.
Similar activity as above Similar activity as above will The students will answer a The students will improve
will be given to students, be given to students, but ten-item multiple choice quiz. a passage with faulty
but they will work they will work individually. construction by correcting
individually. the errors in parallelism.
The teacher will ask the The teacher will ask the The teacher will ask, “Do The teacher will ask,
students to cite instances students to cite instances faulty parallelism have the “What could happen if we
when they should choose when they should choose to same effect to written and keep on making faulty
to write an entertaining write a demonstrative spoken communication? parallelism in our
speech. speech. Why?” writing?”
The teacher will ask, “What The teacher will ask, “What The teacher will ask, “Why The teacher will ask the
is the importance of is the importance of do we need to observe students to react on this
cohesive devices in writing cohesive devices in writing a parallelism in our writings?” statement, “Words and
an entertaining speech?” demonstrative speech?” phrases within a sentence
should match in structure,
but not necessarily in
tense.”
The formative assessment The formative assessment The main activity which is a The formative assessment The formative assessment
shall serve as the shall serve as the summative test shall serve shall serve as the evaluation. shall serve as the
evaluation. evaluation. as the evaluation. evaluation.
A. No. of learners who earned 80% in
the evaluation
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
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?