School: Grade Level: 8

GRADES 1 to 12 Teacher: Fytz & Ave Learning Area: ENGLISH

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Teaching Dates and Time: Week 2 Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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: pre-colonial Philippine literature as a means of connecting to the past; various Remediation/Enhancement
reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN8VC-Ib-8: Use context clues EN8G-Ib-7: Use parallel EN8WC-Ib-1.1.6: Organize ideas EN8G-Ib-8: Use appropriate
from the material viewed to structures. in one-step word, phrase, and cohesive devices in composing
determine the meaning of EN8V-Ib-10.2: Determine the sentence outline forms an informative speech
unfamiliar words or expressions meaning of idiomatic EN8OL-Ib-3.11: Use the EN8G-Ib-7: Use parallel
EN8WC-Ib-1.1: Generate ideas expressions by noting context correct sounds of English structures.
and their relationships clues and collocations EN8LC-Ib-5.1: Listen for
EN8LT-Ib-8: Describe the notable important points signaled by
literary genres contributed by volume, projection, pitch, stress,
African writers intonation, juncture, and rate of
EN8LT-Ib-8.1: Identify the speech
distinguishing features of notable
African chants, poems, folktales,
and short stories
EN8RC-Ib-7.2: Scan for logical
connectors to determine the text
type
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.

The Hands of the Blacks African Child

(Run-On Poem) ADJECTIVES AND TYPES
II. CONTENT An excerpt from We Killed
CLINE
by Eku McGred OF ADJECTIVES
Mangy-Dog from
http://www.poemhunter.com/poem/af
by Luis Bernardo Honwana rican-child-3/
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages
2. Learners Materials Pages pp. 14-16 pp.19-20 pp. 17-18 pp.20-22
3. Textbook Pages

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 4. Additional Materials from
Learning Resource (LR)
portal
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
E. Discussing New Concepts and
Practicing New Skills #2
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
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.
We do purposive reading to
better understand the nature
of our global brothers, the
Africans.
Unlock difficult words found in
the selection by doing the
Vocabulary Group Dance Game
presenting strips of paper where
they will guess the meaning of
unfamiliar words or expressions
using context clues.
The Hands of the Blacks
An excerpt from We Killed
Mangy-Dog by Luis Bernardo
Honwana
Do Activity 4. What Do you
Know?
(Semantic Web)
Did you enjoy reading the tale?
Its informative and literary at the
same time, is it not?
Activity 5: INFORMATIONAL
PARAGRAPH FRAME
CONNECT ME NOT.
What connections can you
Engage yourself actively
discover words unknown to
you but may be familiar
with, of course, the African
people.
One of the reasons why
a reader cannot
comprehend a text is
his/her inability to
understand some idiomatic
expressions/vocabulary
words found in the text. We
will now try to unlock some
of these difficult words.
Lets talk about clines!
Lets go back to the story
of the Hands of the Blacks
by Luis Bernardo Honwana.
Activity 10: GOING
CLINING, ANYONE?
Discuss the definition and
discipline of CLINE.
Read these lists of words
carefully. You need to put
Let us take turn identifying
notable prosodic features of our
African brothers.
Identify the difficult words by
recognizing some idiomatic
expressions found in the poem
entitled I Am An African Child.
To further reinforce the learners
reading skill, this is a reading
text that will enhance your
reading comprehension
through: the Run-On Poem.
Activity 7. Run-On Poem
The poem should be read
without interruption; no pausing
nor variation in tone.
React to how you understand
the poem.
A volunteer student should re-
read the poem for everybody
Box full of stuff, let them Remediation/Enhancement
pick and describe words.
Discuss about adjectives
related to the previous
activity: (Brainstorming)
And what we do mainly is
DESCRIBING and we
describe a noun and tell
more about a person, place
or thing.
Adjectives describe nouns.
They give information about
something or someone that
we can discover with our
senses. They tell how
he/she/it looks, feel, sound,
smells, or tastes.
Choose the adjective that
makes the most sense to
complete the sentence.
Write it on the line.
U Complete Me.
(Boardwork)
Complete the sentence by
writing the most appropriate
adjective.
http://www.k12reader.com
Adjectives Order

F. Developing Mastery
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the Lesson
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
make?
Respect Equality
Activity 6: PARTNER CHATTER
In pairs, spend two minutes
describing an object common to
African people.
The object (Photograph) will be
shown later once the allotted
time of two minutes is used by
your opponent.
Did you feel that your activities
were successful? Why or Why
not? List your reasons.
Process Frame:
Based from the creation of the
Africans and why their hands
are white.
them in order according to
their meaning. Ask yourself
Which word has the
strongest meaning? Which
has the weakest meaning?
Write the weakest words
first.
1.Grumpy, cross, furious
2.Eat, gobble, nibble
Group Contest of Making A
CLINE ON KITE.
A. WORDS IN A
CLINE.
Which of the following
group of words in a cline is
arranged in descending
order?
Place the KITE STRIP
on the words with correct
cline while arrange the
group of words to form a
CLINE.
How important is your
knowledge about CLINE in
your life especially in
reading?
A cline is a graded
sequence of words whose
meanings go across a
continuum of meaning. It
came from the Greek word
clino meaning to slope.
Examples: shouted, yelled,
screamed, shrieked,
Friendly, sociable,
outgoing, gregarious
following the same procedure
how the first reader read it.
Conduct brainstorming how a
poem presented affect
understanding of learners.
Lets Be Simple!
Paraphrase the
message/thought wished to
convey in each paragraph in
outline form/graphic organizer.
resell or translate any materials
Did you feel that your activities
were successful? Why or Why
not? List your reasons.
Did you understand the poem?
Do you now recognize how
important prosodic features
are?
4 / COLOUR :
Sometimes we use two or
more adjectives together :
A / 'OPINION' ADJECTIVES
B / 'FACT' ADJECTIVES
1 / SIZE :
2 / AGE
3 / SHAPE :
4 / COLOUR :
5 / ORIGIN
6 / MATERIAL:
7 / PURPOSE :
Adjectives order Activity
This test comes from
http://www.tolearnenglish.com -
the site to learn English (test
n42493) - Copyright
www.tolearnenglish.com - All rights
reserved - It is forbidden to
reproduce, republish, redistribute,
from this site in either machine-
readable form or any other form.
Why do you think it is
necessary for us to be
aware of the proper order of
adjectives when
communicating?
Can possessive pronoun be
considered as adjective?
1 / SIZE :
2 / AGE
3 / SHAPE
5 / ORIGIN :
6 / MATERIAL:
7 / PURPOSE :
What is it used for ?
Racing car, frying pan,
rocking chair

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Notice the two extreme
words in each sample.
The word shouted is
milder compared with
shrieked, right?
WHATS YOUR EVIDENCE? Words in a Cline. Which of Find the adjectives in the
the following group of Activity 8. Anticipation Guide following sentences.
Cite evidences why the hands of words in a cline is arranged 1. He suggested they
Africans are black. in descending order? clean the statue for their
Blacken the circle that community service
corresponds to the letter of project.
your answer. 2. The bank book was on
bright the kitchen table.
clever
brilliant
a. clever
brilliant
bright
b. bright
clever
brilliant
c. bright
brilliant
clever
Retell the short story using Make your own cline using Make a 100 word
graphic organizer. dictionary and other informative speech focusing
reference materials. on the richness of your
culture in your respective
areas. Encircle the
adjective and state its type.
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

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This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.