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    October 03 - 07, 2022

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    Anthony Gio L. Andaya
    This document contains a daily lesson log for an 8th grade English class at Don Jose Integrated High School. It outlines the objectives, content, learning resources and procedures for each class from Monday to Friday. The core objectives are for students to demonstrate understanding of African literature and its exploration of human experiences. Students are assessed on their use of cohesive devices, prosodic features and organization techniques in an informative speech on a topic of their choice. Class activities include group recitation and poetry recitals, with the teacher providing feedback through questioning.

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    October 03 - 07, 2022

    Uploaded by

    Anthony Gio L. Andaya
    3 views3 pages
    This document contains a daily lesson log for an 8th grade English class at Don Jose Integrated High School. It outlines the objectives, content, learning resources and procedures for each class from Monday to Friday. The core objectives are for students to demonstrate understanding of African literature and its exploration of human experiences. Students are assessed on their use of cohesive devices, prosodic features and organization techniques in an informative speech on a topic of their choice. Class activities include group recitation and poetry recitals, with the teacher providing feedback through questioning.

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    This document contains a daily lesson log for an 8th grade English class at Don Jose Integrated High School. It outlines the objectives, content, learning resources and procedures for each class from Monday to Friday. The core objectives are for students to demonstrate understanding of African literature and its exploration of human experiences. Students are assessed on their use of cohesive devices, prosodic features and organization techniques in an informative speech on a topic of their choice. Class activities include group recitation and poetry recitals, with the teacher providing feedback through questioning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    3 views3 pages

    October 03 - 07, 2022

    Uploaded by

    Anthony Gio L. Andaya
    This document contains a daily lesson log for an 8th grade English class at Don Jose Integrated High School. It outlines the objectives, content, learning resources and procedures for each class from Monday to Friday. The core objectives are for students to demonstrate understanding of African literature and its exploration of human experiences. Students are assessed on their use of cohesive devices, prosodic features and organization techniques in an informative speech on a topic of their choice. Class activities include group recitation and poetry recitals, with the teacher providing feedback through questioning.

    Copyright:

    © All Rights Reserved
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    of 3

    GRADE 8 School Don Jose Integrated High School Grade Level 8

    DAILY LESSON LOG Teacher ANTHONY GIO L. ANDAYA Learning Area ENGLISH
    7:30AM-9:00AM, 10:30AM-12:30PM, 11:00AM-1:00PM
    Teaching Dates and Time MONDAY - FRIDAY Quarter FIRST

    Monday Tuesday Wednesday Thursday Friday


    Date: OCTOBER 03, 2022 Date: OCTOBER 04, 2022 Date: OCTOBER 05, 2022 Date: OCTOBER 06, 2022 Date: OCTOBER 07, 2022

    I. OBJECTIVES
    The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
    understanding of: African literature as understanding of: African literature understanding of: African literature understanding of: African literature understanding of: African literature as
    a means of exploring forces that as a means of exploring forces that as a means of exploring forces that as a means of exploring forces that a means of exploring forces that
    human beings connected with; various human beings connected with; human beings connected with; human beings connected with; human beings connected with; various
    reading styles vis – à -vis purposes of various reading styles vis – à -vis various reading styles vis – à -vis various reading styles vis – à -vis reading styles vis – à -vis purposes of
    reading; prosodic features that serve purposes of reading; prosodic purposes of reading; prosodic purposes of reading; prosodic reading; prosodic features that serve
    A. Content Standards as carriers of meaning; ways by which features that serve as carriers of features that serve as carriers of features that serve as carriers of as carriers of meaning; ways by which
    information may be organized, related, meaning; ways by which meaning; ways by which meaning; ways by which information may be organized, related,
    and delivered orally; and parallel information may be organized, information may be organized, information may be organized, and delivered orally; and parallel
    structures and cohesive devices in related, and delivered orally; and related, and delivered orally; and related, and delivered orally; and structures and cohesive devices in
    presenting information. parallel structures and cohesive parallel structures and cohesive parallel structures and cohesive presenting information.
    devices in presenting information. devices in presenting information. devices in presenting information.

    The learner transfers learning by The learner transfers learning by The learner transfers learning by The learner transfers learning by The learner transfers learning by
    composing and delivering an composing and delivering an composing and delivering an composing and delivering an composing and delivering an
    informative speech based on a specific informative speech based on a informative speech based on a informative speech based on a informative speech based on a specific
    topic of interest keeping in mind the specific topic of interest keeping in specific topic of interest keeping in specific topic of interest keeping in topic of interest keeping in mind the
    B. Performance Standards proper and effective use of parallel mind the proper and effective use mind the proper and effective use mind the proper and effective use proper and effective use of parallel
    structures and cohesive devices and of parallel structures and cohesive of parallel structures and cohesive of parallel structures and cohesive structures and cohesive devices and
    appropriate prosodic features, stance, devices and appropriate prosodic devices and appropriate prosodic devices and appropriate prosodic appropriate prosodic features, stance,
    and behavior. features, stance, and behavior. features, stance, and behavior. features, stance, and behavior. and behavior.

    C. Learning Competencies / EN8G-Ia-8: Use appropriate cohesive EN8G-Ia-8: Use appropriate EN8G-Ia-8: Use appropriate EN8G-Ia-8: Use appropriate EN8G-Ia-8: Use appropriate cohesive
    Objectives devices in composing an informative cohesive devices in composing an cohesive devices in composing an cohesive devices in composing an devices in composing an informative
    Write the LC Code for each speech. informative speech. informative speech. informative speech. speech.

    GROUP RECITATION GROUP RECITATION GROUP RECITATION GROUP RECITATION


    II. CONTENT & & TEACHERS’ DAY CELEBRATION & &
    POETRY RECITAL POETRY RECITAL POETRY RECITAL POETRY RECITAL

    III. LEARNING RESOURCES


    A. References
    1. Teacher’s Guide pages N/A N/A N/A N/A N/A
    2. Learner’s Material pages N/A N/A N/A N/A N/A
    3. Textbook pages N/A N/A N/A N/A N/A
    4. Additional Materials pp. pp. pp. pp. pp.
    from Learning Resource
    (LR) portal
    B. Other Learning N/A N/A N/A N/A N/A
    Resources
    IV. PROCEDURES
    A. Reviewing previous The teacher will call some students to The teacher will call some students The teacher will call some students The teacher will call some students to
    create and recite their own sentences to create and recite their own to create and recite their own create and recite their own sentences
    lesson or presenting the
    that uses Transition Words. sentences that uses Transition sentences that uses Transition that uses Transition Words.
    new lesson
    Words. Words.
    The students will present their group The students will present their The students will present their The students will present their group
    B. Establishing a purpose
    output in front of their classmates and group output in front of their group output in front of their output in front of their classmates and
    for the lesson
    teacher. classmates and teacher. classmates and teacher. teacher.
    The teacher will ask probing questions The teacher will ask probing The teacher will ask probing The teacher will ask probing questions
    C. Presenting
    to each group in order to identify if questions to each group in order to questions to each group in order to to each group in order to identify if
    examples/instances of
    they really understood their own identify if they really understood identify if they really understood they really understood their own
    the new lesson
    output. their own output. their own output. output.
    The teacher will let the students watch The teacher will let the students The teacher will let the students The teacher will let the students watch
    D. Discussing new
    online videos on how to recite the watch online videos on how to watch online videos on how to online videos on how to recite the
    concepts and practicing
    poem entitled “I Am an African Child” recite the poem entitled “I Am an recite the poem entitled “I Am an poem entitled “I Am an African Child”
    new skills #1
    by Eku McGred. African Child” by Eku McGred. African Child” by Eku McGred. by Eku McGred.
    The teacher will ask the students to The teacher will ask the students to The teacher will ask the students to The teacher will ask the students to
    recite the poem as a class and then, he recite the poem as a class and then, recite the poem as a class and then, recite the poem as a class and then, he
    E. Discussing new
    will take note of the commonly he will take note of the commonly he will take note of the commonly will take note of the commonly
    concepts and practicing
    mispronounced words by the students mispronounced words by the mispronounced words by the mispronounced words by the students
    new skills #2
    and correct them after they recited. students and correct them after students and correct them after and correct them after they recited.
    they recited. they recited.
    F. Developing Mastery The students will be given time to The students will be given time to The students will be given time to The students will be given time to
    (Leads to Formative memorize the poem. memorize the poem. memorize the poem. memorize the poem.
    Assessment)
    The teacher will ask the students to The teacher will ask the students to The teacher will ask the students to The teacher will ask the students to
    G. Finding practical
    create their own version of poem create their own version of poem create their own version of poem create their own version of poem
    applications of concepts
    which will be entitled: “I Am a Filipino which will be entitled: “I Am a which will be entitled: “I Am a which will be entitled: “I Am a Filipino
    and skills in daily living
    Child”. Filipino Child”. Filipino Child”. Child”.
    H. Making Students will be able to absorb the Students will be able to absorb the Students will be able to absorb the Students will be able to absorb the
    generalizations and essence of the poem by localizing it essence of the poem by localizing it essence of the poem by localizing it essence of the poem by localizing it
    abstractions about the and creating their own version of the and creating their own version of and creating their own version of and creating their own version of the
    lesson poem. the poem. the poem. poem.
    The teacher will individually grade the The teacher will individually grade The teacher will individually grade The teacher will individually grade the
    I. Evaluating learning students’ performances and will grade the students’ performances and will students’ performances and will students’ performances and will grade
    them by using a rubric. graduate them by using a rubric. grade them by using a rubric. Them by using a rubric.
    ASYNCHRONOUS ACTIVITY (RUBY & ASYNCHRONOUS ACTIVITY ASYNCHRONOUS ACTIVITY ASYNCHRONOUS ACTIVITY (RUBY &
    J. Additional activities for
    EMERALD) (JADE, DIAMOND & AMETHYST) (JADE, DIAMOND & AMETHYST) EMERALD)
    application or
    The students will answer Learning The students will answer Learning The students will answer Learning The students will answer Learning
    remediation
    Task 9 Task 9. Task 9. Task 9
    V. REMARKS

    VI. REFLECTION
    JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____
    DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____
    A. No. of learners who earned
    RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______
    80% on the formative
    AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______
    assessment
    EMERALD - _______/_______ EMERALD- _______/_______ EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______

    JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____
    DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____
    B. No. of learners who
    RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______
    require additional
    AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______
    activities for remediation
    EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______
    C. Did the remedial lessons
    work? No. of learners who
    have caught up with the
    lesson
    D. No. of students who
    continue to require
    E. Which of my teaching
    strategies worked well?
    Why did these work?
    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?

    Prepared by: Checked by: Noted:

    ANTHONY GIO L. ANDAYA PERRY WINSTON O. LATOMBO CATHERINE G. JAVIER


    Teacher I Subject Coordinator Principal I

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