The daily lesson log outlines four sessions to teach English concepts including generating ideas, skimming texts, idiomatic expressions, and using parallel structures. Session 1 focuses on generating ideas and relationships using pictures to discuss traditional vs conventional medicine. Session 2 covers skimming skills and an African short story. Session 3 defines idiomatic expressions using examples from a text. Session 4 teaches using parallel structures and cohesive devices for an informative speech.
The daily lesson log outlines four sessions to teach English concepts including generating ideas, skimming texts, idiomatic expressions, and using parallel structures. Session 1 focuses on generating ideas and relationships using pictures to discuss traditional vs conventional medicine. Session 2 covers skimming skills and an African short story. Session 3 defines idiomatic expressions using examples from a text. Session 4 teaches using parallel structures and cohesive devices for an informative speech.
The daily lesson log outlines four sessions to teach English concepts including generating ideas, skimming texts, idiomatic expressions, and using parallel structures. Session 1 focuses on generating ideas and relationships using pictures to discuss traditional vs conventional medicine. Session 2 covers skimming skills and an African short story. Session 3 defines idiomatic expressions using examples from a text. Session 4 teaches using parallel structures and cohesive devices for an informative speech.
The daily lesson log outlines four sessions to teach English concepts including generating ideas, skimming texts, idiomatic expressions, and using parallel structures. Session 1 focuses on generating ideas and relationships using pictures to discuss traditional vs conventional medicine. Session 2 covers skimming skills and an African short story. Session 3 defines idiomatic expressions using examples from a text. Session 4 teaches using parallel structures and cohesive devices for an informative speech.
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School Grade Level 8
Teacher Learning Area English
Daily Lesson Log Teaching Dates and Quarter 1st Quarter (Week 2) Time
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES 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-à-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 Standard 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 prosodic features, stance, and behavior. C. Learning Competencies/ EN8WC-Ic-1.1: Generate EN8SS-I-c-1.5.1: Skim to EN8V-Ic-10.2: Determine EN8G-Ic-7: Use parallel Objectives ideas and their determine key ideas the meaning of idiomatic structures relationships EN8VC-Ic-8: Use context expressions by noting EN8G-Ic-8: Use EN8LC-Ic-5.1: Listen for clues from the material context clues and appropriate cohesive important points signaled viewed to determine the collocations devices in composing an by intonation meaning of unfamiliar EN8WC-Ic-1.1.6: informative speech EN8Ol-Ic-3.11: Use the words or expressions Organize ideas in phrase correct sounds of English EN8LT-Ic-2.2: Explain outline forms how the elements specific to a genre contribute to the theme of a particular literary selection EN8LT-Ic-8: Describe the notable genres contributed by African writers EN8LT-Ic-2.2.1: Express appreciation for sensory images used EN8LT-Ic-2.2.2: Explain the literary devices used II. CONTENT Generating Ideas and Relationships Skimming Idiomatic Expressions Using Parallel Structures Intonation Piano and Drums Outlining in Phrase Forms Cohesive Devices Sounds in English Elements of a Short Story Sensory Images Literary Devices III. I Informative Speech IV. LEARNING RESOURCES A. References 1.Teacher’s Guide pages 2.Learner’s Material pages 3.Textbook pages 4.Additional Materials from Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Learning Resources (LR) portal B. Other Learning Resources Instructional aids (photos, Instructional aids (photos, Instructional aids (photos, Instructional aids (photos, rubrics), technology aids rubrics), technology aids rubrics), technology aids rubrics), technology aids (computer, internet, television, (computer, internet, television, (computer, internet, television, (computer, internet, television, movies, DVD) movies, DVD) movies, DVD) movies, DVD) V. PROCEDURES A. Reviewing previous lesson or (Task 1) Ask the students to Have a recapitulation of the Have a recapitulation of the Have a recapitulation of the presenting the new lesson view the two pictures. previous activities. previous activities. previous activities. B. Establishing a purpose for the Ask the questions: Introduce skimming. Take some collocations from the Take some sentences from the life lesson 1. What is being shown on the (Task 4) Let the students skim the text. of Gabriel Okara with first picture? How about on the given paragraphs that will give unparalleled second? them the overview of the lesson. structure. 2. What is the relationship of the Let them answer the questions on pictures? their notebook. 3. Which places use the first picture for medication? How about the second? C. Presenting examples/ Ask the questions: (Task 5: Vocabulary Enrichment) Ask the students what these are Ask the students what they have instances of the new lesson 4. If you were to choose between Let them skim the whole story. called. noticed in the given sentences. the two, which do you prefer to Use context clues and be used to you? Why? collocations to determine the meaning of unfamiliar words and 5. How do you feel about the expressions. answer of your classmate which (Task 6) Let them listen as you is different from yours? say the words. Remind the students to use the correct sounds in English as the students repeat them. D. Discussing new concepts and (Task 2) Ask the students to view Introduce the writer and her short Discuss collocations and give Discuss parallel structure and practicing new skills # 1 a video that shows the difference biography examples. examples. traditional and conventional Ask the students what might be Discuss idiomatic expressions medicines. Let them take note of the story’s general topic and give examples. the facts and questions. Let them read it afterwards Ask the questions that followed each part E. Discussing new concepts and Discuss rising and falling Introduce African short stories, Introduce outlining and discuss Discuss coherence and examples. practicing new skills # 2 intonation. Elaborate the the elements that contribute to the how it is done. examples. themes and some literary devices. F. Developing Mastery Ask the questions: (Task 7) Group the class Ask the students to give their own Ask the students to correct your (Leads to Formative 1. What is the video all about? according to their multiple example of collocations. example sentences. Assessment 3) 2. What are the facts that you intelligences. Each group will be Ask the students to give their own Let the students compose an gathered from the material? How given a task that analyzes the example of idiomatic expressions informative text as a section using elements and devices of the text and their meaning. cohesive devices. did she say it? and present it in class. 3. What are the questions thrown Activities include: by the host? How did she say it? summarizing events 4. What is the difference with the showing the relationship manner of stating facts and some of the characters questions? making a table of the words that appeal to the different senses choosing words that contribute to the text’s general theme explaining the conflicts presented in the text drawing the main setting of the story G. Finding practical application Ask the students to come up with compose a jingle that (Task 9) Ask the students to look (Task 11) Rewrite the sentences of concepts and skills in daily their own example sentences that includes the metaphors for the collocations and idiomatic to show parallelism. living they deliver everyday delivering used expressions used in the poem. Let it with correct intonation. (Task 8) Answer the them give the meaning of the questions about the theme idiomatic expressions. of the text.
H. Making the generalizations Proper intonation delivers the A writer uses elements with Outlining is an effective way to When all the sentences in and abstractions about the right message. reasons. These elements organize your ideas and is useful paragraph flow smoothly lesson. contribute to the theme of the when you take notes. together, coherence is achieved. text. I. Evaluating Learning (Task 3) Compose a 5- sentence presenting a tableau with a (Task 10) Present an informative (Task 12) Let the students read paragraph about the video you symbol that best text about the writer of Once the text “Once Upon a Time” viewed earlier. Look for a represents the theme of Upon a Time, Gabriel Okara. Letonce more. As a group, compose the selection them make an outline of the a paragraph that interprets the partner. A student will deliver information presented in ideas presented in the text in not his/her paragraph to his/her PHRASES. less than ten (10) sentences. partner. While listening, his/her Remind them to use at least ten partner will write down the (10) cohesive devices as well. intonation used in each sentence. (Task 13) Let the students pick a Then his/her partner will do the topic, compose a paragraph that same. informs, and write it on their notebook. Remind them that their details should be factual. J. Additional activities for Listen to the delivery of the Watch the presentation of the Check the work of the students. (Task 14) Introduce informative application or remediation students. Let the listeners provide students. Let the audience provide Provide constructive criticisms. speech and the final task which is feedback. feedback. to put up your own and creative exhibit showcasing the traditions and values of selected Afro- Asian countries discussed from Lessons 1- 3. VI. REMARKS VII. REFLECTION A. Number of learners who earned 80% on the formative assessment B. Number of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. Number of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did this 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?
