GRADE 8

DAILY
LESSON LOG

School
Teacher
Teaching Dates and
Time

MONDAY

Baybay National High School

Paul James G. Luzon
August 1-5, 2016

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Organize notes taken

from an expository
text

A. Content Standards

The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend
with; various reading styles vis -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.

B. 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.

C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials
Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal

EN8WC-Ih-6:

EN8WC-Ih-6.2:
Arranging Notes

Determine the
meaning of words
and expressions that
reflect the local
culture by noting
context clues

Grade 8
English
First

I. OBJECTIVES

Organizing Notes

Arrange notes in
one-step word,
phrase, and
sentence outline
forms

Grade Level
Learning Area
Quarter

EN8V-Ih-6:
Context Clues

Use the appropriate

reading style
(scanning,
skimming, speed
reading, intensive
reading etc.) for
ones purpose

EN8RC-Ii-7:

Skimming

Note the changes

in volume,
projection, pitch,
stress, intonation,
juncture, and rate
of speech that
affect meaning

EN8LC-Ii-5.2:
Intonation

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson

Elicit the students

prior knowledge in
organizing notes.

Recall the techniques

in arranging notes.

Let the students read

the short article.

Let them read a brief

article.

Ask them the

meaning of
intonation.

B. Establishing a purpose for

the lesson

Let the students give

the uses of organizers.

Explore the articles.

Ask the purpose of

context clues.

Give the advantages

of skimming.

Ask why we have to

use intonation.

C. Presenting examples /
instance of the new lesson

Give examples of
organizers.

Discuss organizers.

Show examples on the

ways how to use
context clues.

Show them a video

about intonations.

D. Discussing new concept

and practicing new skills #1

Perform Task in LM

Perform Task in LM

Perform Task in LM

Show the examples

of articles
highlighting the
skimming to get the
ideas.
Perform Task in LM

E. Discussing new concept and

practicing new skills #2

Guess the graphic

organizers used.

Give the name of the

organizers.

Get the meaning of the

new word.

Critique the video

F. Developing mastery
(Leads to Formative
Assessment 3)

Discuss students
responses.

Draw your own

organizers.

Discuss the answers of

the students.

Skim the article to

answer the
questions.
Discuss the students
answers.

G. Finding practical application

of concepts and skills in daily
living

Cite instances that

depicts the uses of
graphic organizers.

Games about
organizers.

Write a reflection about

the uses of context
clues

Cite instances that

depicts the use of
skimming.

Give comments

H. Making generalizations and

abstractions about the lesson

Summarize the days

discussion

Finish the open-ended

questions.
I learned that
I realized that

Finish the open-ended

questions.
I learned that
I realized that

Summarize the topic

I. Evaluating learning

Organize notes taken

from an expository
text

Arrange notes in
one-step word,
phrase, and
sentence outline
forms

Determine the
meaning of words
and expressions that
reflect the local
culture by noting
context clues

Finish the openended questions.

I learned that
I realized that
Use the appropriate
reading style
(scanning,
skimming, speed
reading, intensive
reading etc.) for
ones purpose

Perform Task in LM

Report the responses

Note the changes

in volume,
projection, pitch,
stress, intonation,
juncture, and rate
of speech that
affect meaning

J. Additional activities for

application or remediation

Give time to students

to do peer tutoring.

Perform the LM task

Perform the LM task

Perform the LM task

Perform the LM task

8-Gladiolus
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B. No. of learners who require

additional activities for
remediation

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C. Did the remedial lessons

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

Yes
No
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Yes
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D. No. of learners who

continue to require
remediation

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V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

E. Which of my 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?
Gender and Development
(GAD) Integration
Class Proficiency Level (CPL)

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Prepared by:
PAUL JAMES G. LUZON
Teacher I

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Checked by:

ESTELA A. SUAREZ
Department Head

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