Annex 2B.1 to DepEd Order No. 42 , s.

2016

School ICEHS-Santiago Grade Level 8

DAILY LESSON LOG Teacher SORAHAYDA S. ENRIQUEZ Learning Areas ENGLISH
Teaching Week WEEK 1 Quarter FOURTH
Time : 8:15-9:05 Monday Tuesday Wednesday Thursday Friday
Dates: January 23, 2017 January 24, 2017 January 25, 2017 January 26, 2017
I. OBJECTIVES
A. content Standard The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended
text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh- questions.

B. Performance standard
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite
oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies/Objectives EN8RC-IVb-2.21.2: EN8VC-IVb-12: EN8LT-IVb-13: EN8OL-IVb-3.11

Write the LC Code for each EN8LC-IVb-6.2: EN8V-IVb-15: EN8LT-IVb13.1: EN8G-IVb-13:
EN8WC-IVb3.4.2:
II. CONTENT Topic sentence, Making Inference Raise questions about a Identify notable literary genres : Use the correct production
particular aspect of a contributed by South and West of the sounds of English
material viewed, Use various Asian writers, Identify the when delivering a manuscript
strategies in decoding the distinguishing features found in or memorized speech in an
meaning of word religious texts, epics, myths, oration, in a declamation or
drama, and short stories in a dramatic monologue
contributed by South and West Use active and passive
Distinguish among types of constructions in journalistic
journalistic writing (news report, contexts.
opinion article, feature article, Use past and past perfect
and sports news article),Asian tenses in journalistic writing
writers
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s materials pages 137-141
3. Textbook pages . *English Expressways II. 2007. *English Expressways II. English Expressways II, 77-78
 pp 82, 91, 200-201., 2007. pp 179-180. 1. *English
Expressways II. 2007. pp 81-
82, 158.
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review with the class the format Review about the previous Ask the students whether they Conduct a drill in sound
Presenting the new lesson of an outline. lesson. know notable literary genres production.
contributed by South and West
Asian writers.
B. Establishing a purpose for the lesson Ask the students why it is Let the students read the Have the students read a text in Ask the students why correct
important to make an outline. directions on vocabulary their LM and discuss it to them sound production is
development. afterwards. important when delivering a
speech.
C. Presenting examples/instances of Ask the students to scan the Have them understand how Let them do the activity in their Have them listen to a person
the lesson selection “Thailand”. to differentiate shades of LM. delivering a speech in tv.
meaning by arranging words
in a cline.
D. Discussing new concepts and Let the students make an outline Let them do the activity on Refer to LM. Ask some students to
Practicing new skills #1 out of the important details they their textbook. volunteer in delivering a
picked up. Have them study and prepared speech. A rubric
use as pattern the examples on should be used in evaluating
page 92. it.
E .Discussing new concepts and Ask the students to read “Makato 1. Lead the students to 1. Motivate the class for 1. Call the students’
Practicing new skills #2 and the Cowrie Shell” and let the steps in the writing lesson by attention to the title
them do the “Paint a Picture presenting facts in a showing them some of the news report.
Activity” on page 140 of their LM. news story. sample posters and 2. Have them answer
2. Tell them the most placards which are the two basic
important fact is usually displayed in questions drawn
given first, followed public places. from the title.
by the others in 2. Have the students 3. Prepare for the
descending order of analyze the information listening activity. Let
importance. presented in the the class the pointers
3. Guide them through posters. to follow in
the example on page 3. Before asking the developing a critical
81. students to write perspective when
posters, ask them what listening to a news
makes an effective report.
 poster. 4. Read them the
4. Discuss the pointers instruction under ”As
given on page 158 of You Listen.
their book.
F. Developing mastery Do activity no. 17 in the Have them do activities 1 and Group the students into four Let the students form a
( Leads to Formative Assessment 3) Learner’s Materials. 2 in their textbook. and ask them to make a poster group . Have them discuss
calling the people’s attention to the important points related
the given problems. to the news report.
G. Finding Practical applications of Make the students realize
Concepts and skills in daily living that the particular skill they
learn will help them to
become a critical listener to a
news story.
H. Making generalizations and Summarize the lesson. Give feedbacks about the Summarize the lesson.
Abstractions about the lesson students’ outputs.
I. Evaluating learning Ask the students to do a mini
press conference.
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.
C. Did the remedial lessons work? No.
Of learners who have caught up the
with the lesson.
D. No. of learners who continue to
Require remediation.
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?
Foe improvement, enhancement and /or clarification of any DepEd material used, kindly submit feedback to [email protected]