School: Grade Level: 8GRADES 1 to 12 Teacher: Fytz & Ave Learning Area: ENGLISH DAILY LESSON LOG 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 I. OBJECTIVES 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. A. Content Standards: 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. B. Performance Standards: 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. C. Learning EN8VC-Ib-8: Use context clues EN8G-Ib-7: Use parallel EN8WC-Ib-1.1.6: Organize ideas EN8G-Ib-8: Use appropriate Competencies/Objectives: 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 children’s 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. Teacher’s Guide Pages 2. Learner’s 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. A. Know? smells. (Semantic Web) Choose the adjective that makes the most sense to complete the sentence. sound. They tell how Do Activity 4. Discussing New Concepts and CONNECT ME NOT. Let’s talk about clines! C. they will guess the meaning of understand some idiomatic And what we do mainly is unfamiliar words or expressions expressions/vocabulary DESCRIBING and we using context clues. you are given the right to make some changes as your locality/learners need. Write it on the line. Complete the sentence by Activity 5: INFORMATIONAL React to how you understand writing the most appropriate PARAGRAPH FRAME the poem. Presenting Examples/Instances The Hands of the Blacks Let’s go back to the story To further reinforce the learners Adjectives describe nouns. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. is it not? without interruption. Africans. D. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. We describe a noun and tell will now try to unlock some more about a person. of the Lesson An excerpt from “ We Killed of the Hands of the Blacks reading skill. senses. or thing. with. of course. Yet. adjective. Spread out the activities appropriately so that students will learn well. B. the you but may be familiar African brothers. Adjectives Order Practicing New Skills #2 What connections can you carefully. practice their learning. Practicing New Skills #1 It’s informative and literary at the discipline of CLINE. You need to put read the poem for everybody This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. let them Remediation/Enhancement Presenting the New Lesson better understand the nature discover words unknown to notable prosodic features of our pick and describe words. What Do you CLINING. Run-On Poem U Complete Me. place of these difficult words. feel. no pausing nor variation in tone.com E. Additional Materials from Learning Resource (LR) portal B. PROCEDURES These steps should be done across the week. Discussing New Concepts and Did you enjoy reading the tale? Discuss the definition and Activity 7. . words found in the text.k12reader. Other Learning Resources IV. the African people. Sustain learning systematically by providing students with multiple ways to learn new things. or tastes. Indicate the time allotment for each step. this is a reading They give information about Mangy-Dog” by Luis Bernardo by Luis Bernardo Honwana. Read these lists of words A volunteer student should re. question their learning processes. The poem should be read (Boardwork) same time. Reviewing Previous Lesson or We do purposive reading to Engage yourself actively Let us take turn identifying Box full of stuff. Establishing a Purpose for the Unlock difficult words found in One of the reasons why Identify the difficult words by Discuss about adjectives Lesson the selection by doing the a reader cannot recognizing some idiomatic related to the previous Vocabulary Group Dance Game comprehend a text is expressions found in the poem activity: (Brainstorming) presenting strips of paper where his/her inability to entitled “I Am An African Child”. ANYONE? he/she/it looks. http://www. 4. of our global brothers. text that will enhance your something or someone that Honwana reading comprehension we can discover with our Activity 10: GOING through: the Run-On Poem. Making Generalizations and Process Frame: A cline is a graded Did you understand the poem? Can possessive pronoun be Abstractions about the Lesson sequence of words whose Do you now recognize how considered as adjective? Based from the creation of the meanings go across a important prosodic features 1 / SIZE : Africans and why their hands continuum of meaning. Developing Mastery Activity 6: PARTNER CHATTER Group Contest of Making A Let’s Be Simple! In pairs.Eat. What is it used for ? outgoing. cross. shrieked.com - Which of the following convey in each paragraph in the site to learn English (test The object (Photograph) will be group of words in a cline is outline form/graphic organizer.tolearnenglish. came from the Greek word 3 / SHAPE “clino” meaning to slope.All rights time of two minutes is used by reserved . you are given the right to make some changes as your locality/learners need. gobble. Ask yourself how the first reader read it. furious 3 / SHAPE : 2. your “opponent”. sociable. http://www. 7 / PURPOSE : Friendly. 1 / SIZE : 2 / AGE 1. 4 / COLOUR : 5 / ORIGIN : Examples: shouted.It is forbidden to order? reproduce. 6 / MATERIAL: screamed. message/thought wished to This test comes from CLINE. n°42493) .Copyright shown later once the allotted arranged in descending www. spend two minutes CLINE ON KITE.Grumpy. make? them in order according to following the same procedure Sometimes we use two or their meaning. WORDS IN A Paraphrase the African people. your life especially in not? List your reasons. group of words to form a CLINE.tolearnenglish. . Place the KITE STRIP resell or translate any materials on the words with correct from this site in either machine- cline while arrange the readable form or any other form. republish. gregarious Racing car. Yet. more adjectives together : ‘Which word has the strongest meaning? Which Conduct brainstorming how a A / 'OPINION' ADJECTIVES Respect Equality has the weakest meaning?’ poem presented affect B / 'FACT' ADJECTIVES Write the weakest words understanding of learners. first. rocking chair This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. yelled. aware of the proper order of reading? adjectives when communicating? H.com . nibble 4 / COLOUR : 5 / ORIGIN 6 / MATERIAL: 7 / PURPOSE : F. Adjectives order Activity describing an object common to A. It are? 2 / AGE are white. frying pan. redistribute. G. Finding Practical Applications Did you feel that your activities How important is your Did you feel that your activities Why do you think it is of Concepts and Skills in Daily were successful? Why or Why knowledge about CLINE in were successful? Why or Why necessary for us to be Living not? List your reasons. dictionary and other informative speech focusing reference materials. The word shouted is “milder” compared with shrieked. you are given the right to make some changes as your locality/learners need. clever brilliant a. Which of Find the adjectives in the the following group of Activity 8. He suggested they Africans are black. right? I. 2. in descending order? clean the statue for their Blacken the circle that community service corresponds to the letter of project. . 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. REMARKS VI. Think about your student’s progress this week. of learners who earned 80% in the evaluation B. on the richness of your culture in your respective areas. Cite evidences why the hands of words in a cline is arranged 1. clever brilliant bright b. Evaluating Learning WHAT’S YOUR EVIDENCE? Words in a Cline. V. you can ask them relevant questions. A. your answer. REFLECTION Reflect on your teaching and assess yourself as a teacher. Notice the two extreme words in each sample. No. Anticipation Guide following sentences. Yet. No. 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. The bank book was on bright the kitchen table. bright clever brilliant c. bright brilliant clever J. Encircle the adjective and state its type. Additional Activities for Retell the short story using Make your own cline using Make a 100 word Application or Remediation graphic organizer. Yet. of learners who have caught up with the lesson D. of learners who continue to require remediation E. No. What difficulties did I encounter which my principal or supervisor can help me solve? G. you are given the right to make some changes as your locality/learners need. Which of my teaching strategies work well? Why did these work? F. What innovations or localized materials did I used/discover which I wish to share with other teachers? Page 5 of 5 This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Did the remedial lessons work? No.C. .