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Annex 2B.1 to DepEd Order No. 42, s. 2016
School DOMINGO P BOQUIREN NHS Grade Level 8
Teacher MICHAEL M SEGUNDO Learning Area English
DAILY LESSON LOG
Teaching Week Week 2 Quarter 1st
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of African literature as a mean of exploring forces that human being 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, rel ated, and delivered orally,
and 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 th e proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning Competencies Reading Reading Reading Reading Reading
/ Objectives Comprehension Comprehension Comprehension Comprehension Comprehension
EN8RC-Ib-7.2: EN8RC-Ib-7.2: EN8RC-Ic-1.5.1: EN8RC-Ie-7: EN8RC-Ig-7:
Scan for logical Scan for logical EN8RC-Id-1.5.1: EN8RC-If-7: EN8RC-Ih-7:
connectors to determine connectors to determine Skim to determine ideas EN8RC-Ig-7: Read intensively to
the text types the text types Use appropriate reading determine the author’s
style for (Scanning, purpose
Skimming, Speed
Reading, Intensive
Reading, etc.) one’s
purpose
II. CONTENT
A. Topic Logical Connectors Logical Connectors Skimming Different Reading Styles Author’s Purpose
B. Subject Matter 1. Replacement 1. Replacement 1. Skimming 1. Scanning 1. Persuade
2. Causal 2. Causal 2. “The Hands of the 2. Speed Reading 2. Inform
3. Purpose 3. Purpose Blacks ” An excerpt from 3. Intensive Reading 3. Entertain
4. Condition 4. Condition “ We Killed Mangy-Dog”
5. Sequential 5. Sequential by Luis Bernardo
6. Digression (Variation) 6. Digression (Variation) Honwana
7. Resumption 7. Resumption
8. Summation 8. Summation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook
4. LRMDS
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review of previous Review of logical Review of previous Review of previous Review of previous
lesson or presenting lesson on logical connectors. lesson on logical lesson on skimming lessons on the different
new lesson connectors Yesterday, I have given connectors What strategy do you reading styles.
you a task research on use when reading?
Africa. What have you
learned so far?
B. Establishing a purpose Today we are going to Today we are going to Today we are going to
for the lesson. learn what skimming is. learn the other styles of learn about the author’s
reading. purpose in writing.
C. Presenting examples / Discussion of skimming Video presentation of Video presentation of
instances of the lesson. the different reading the author’s purpose
syles: skimming,
scanning, speed
reading, and intensive
reading
D. Discussing new Whole Class Whole Class Whole Class Whole Class
concepts and practicing Give sample logical Distribute copies of the Distribute copies of the Distribute copies of
new skills. (1st
connectors based on “The Hands of the “The Hands of the articles about Africa
Formative Assessment). what we have Blacks ” An excerpt from Blacks” An excerpt from Let the students study
discussed today. “ We Killed Mangy-Dog” “ We Killed Mangy-Dog” the article and identify
by Luis Bernardo by Luis Bernardo the author’s purpose
Honwana Honwana
Let the students skim Let the students
the selection and share prepare a presentation
the information they or role playing on how
were able to get from scanning, speed
the selection. reading and intensive
reading is done.
E. Discussing new Group Work Group Work (Pair Work) Group Work (Pair Work) Group Work (Pair Work)
concepts and practicing Let the students find a Let them compare the Let the students discuss Let the students discuss
new skills. (2nd
partner. information they got with their partner what with their partner which
Formative Assessment). Let them write a from skimming the reading styles works for among the writer’s
sentence using logical selection. them and why purpose and material
connectors based on would they be
the information you interested to read and
have learned about why
Africa
F. Developing Mastery and Individual Work Individual Work Individual Work Individual Work
practicing new skills. 1. Ask students to write What skimming strategy What reading style did Identify the writer’s
(3rd Formative one meaningful did you use to get the you use to get the purpose in the given
Assessment). sentence using any of information that you information that you paragraphs.
the discussed logical got? got?
connectors.
G. Finding Practical Why is it important to How can skimming help How can learning the Why is it important to
Applications of use these logical you get information different reading styles use to know the
Concepts and Skills in connectors that we help you as a Grade 8 author’s purpose?
daily living. have studied? student?
H. Making generalizations What have you learned Write a sentence using What have you learned What have you learned
and abstractions about from our activities and logical connector that from our activities and from our activities and
the lesson. discussions? will show what you have discussions? discussions?
learned from the
selection thru skimming.
I. Evaluating Learning Write a 5-sentence Write 5 possible Write a 5-sentence A teacher-made Marble
paragraph about Africa comprehension paragraph about your Gameon Author’s
using the logical questions that you can learning on different Purpose
connectors we have give based on the reading styles.
discussed. selection read.
J. Additional Activities for
application or
remediation.
V. REMARKS
Indicate if the lesson will
be continued, re-teach
or lack of time, transfer
of lesson to the
following day in cases
of class suspension.
VI. REFLECTION
A. Number of learners who Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________
earned 80% in the Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________
evaluation. Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________
Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________
Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________
B. Number of learners who Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________
require additional Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________
activities for Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________
remediation. Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________
Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________
C. Did the remedial Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________
lessons work? Number Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________
of learners who have Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________
caught up with the Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________
lesson. Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________
D. Number of learners who Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________
continue to require Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________
remediation. Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________
Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________
Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________
E. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
F. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?
PREPARED BY CHECKED BY
MICHAEL M SEGUNDO SUSANA B RAMOS
Teacher I Principal I

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3-190529131330.doc

  • 1. Annex 2B.1 to DepEd Order No. 42, s. 2016 School DOMINGO P BOQUIREN NHS Grade Level 8 Teacher MICHAEL M SEGUNDO Learning Area English DAILY LESSON LOG Teaching Week Week 2 Quarter 1st I. OBJECTIVES A. Content Standard The learner demonstrates understanding of African literature as a mean of exploring forces that human being 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, rel ated, and delivered orally, and 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 th e proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and behavior. C. Learning Competencies Reading Reading Reading Reading Reading / Objectives Comprehension Comprehension Comprehension Comprehension Comprehension EN8RC-Ib-7.2: EN8RC-Ib-7.2: EN8RC-Ic-1.5.1: EN8RC-Ie-7: EN8RC-Ig-7: Scan for logical Scan for logical EN8RC-Id-1.5.1: EN8RC-If-7: EN8RC-Ih-7: connectors to determine connectors to determine Skim to determine ideas EN8RC-Ig-7: Read intensively to the text types the text types Use appropriate reading determine the author’s style for (Scanning, purpose Skimming, Speed Reading, Intensive Reading, etc.) one’s purpose II. CONTENT A. Topic Logical Connectors Logical Connectors Skimming Different Reading Styles Author’s Purpose
  • 2. B. Subject Matter 1. Replacement 1. Replacement 1. Skimming 1. Scanning 1. Persuade 2. Causal 2. Causal 2. “The Hands of the 2. Speed Reading 2. Inform 3. Purpose 3. Purpose Blacks ” An excerpt from 3. Intensive Reading 3. Entertain 4. Condition 4. Condition “ We Killed Mangy-Dog” 5. Sequential 5. Sequential by Luis Bernardo 6. Digression (Variation) 6. Digression (Variation) Honwana 7. Resumption 7. Resumption 8. Summation 8. Summation III. LEARNING RESOURCES A. References 1. Teacher’s Guide 2. Learner’s Materials 3. Textbook 4. LRMDS B. Other Learning Resources IV. PROCEDURES A. Reviewing previous Review of previous Review of logical Review of previous Review of previous Review of previous lesson or presenting lesson on logical connectors. lesson on logical lesson on skimming lessons on the different new lesson connectors Yesterday, I have given connectors What strategy do you reading styles. you a task research on use when reading? Africa. What have you learned so far? B. Establishing a purpose Today we are going to Today we are going to Today we are going to for the lesson. learn what skimming is. learn the other styles of learn about the author’s reading. purpose in writing. C. Presenting examples / Discussion of skimming Video presentation of Video presentation of instances of the lesson. the different reading the author’s purpose syles: skimming, scanning, speed reading, and intensive reading
  • 3. D. Discussing new Whole Class Whole Class Whole Class Whole Class concepts and practicing Give sample logical Distribute copies of the Distribute copies of the Distribute copies of new skills. (1st connectors based on “The Hands of the “The Hands of the articles about Africa Formative Assessment). what we have Blacks ” An excerpt from Blacks” An excerpt from Let the students study discussed today. “ We Killed Mangy-Dog” “ We Killed Mangy-Dog” the article and identify by Luis Bernardo by Luis Bernardo the author’s purpose Honwana Honwana Let the students skim Let the students the selection and share prepare a presentation the information they or role playing on how were able to get from scanning, speed the selection. reading and intensive reading is done. E. Discussing new Group Work Group Work (Pair Work) Group Work (Pair Work) Group Work (Pair Work) concepts and practicing Let the students find a Let them compare the Let the students discuss Let the students discuss new skills. (2nd partner. information they got with their partner what with their partner which Formative Assessment). Let them write a from skimming the reading styles works for among the writer’s sentence using logical selection. them and why purpose and material connectors based on would they be the information you interested to read and have learned about why Africa F. Developing Mastery and Individual Work Individual Work Individual Work Individual Work practicing new skills. 1. Ask students to write What skimming strategy What reading style did Identify the writer’s (3rd Formative one meaningful did you use to get the you use to get the purpose in the given Assessment). sentence using any of information that you information that you paragraphs. the discussed logical got? got? connectors. G. Finding Practical Why is it important to How can skimming help How can learning the Why is it important to Applications of use these logical you get information different reading styles use to know the Concepts and Skills in connectors that we help you as a Grade 8 author’s purpose? daily living. have studied? student? H. Making generalizations What have you learned Write a sentence using What have you learned What have you learned and abstractions about from our activities and logical connector that from our activities and from our activities and the lesson. discussions? will show what you have discussions? discussions? learned from the selection thru skimming.
  • 4. I. Evaluating Learning Write a 5-sentence Write 5 possible Write a 5-sentence A teacher-made Marble paragraph about Africa comprehension paragraph about your Gameon Author’s using the logical questions that you can learning on different Purpose connectors we have give based on the reading styles. discussed. selection read. J. Additional Activities for application or remediation. V. REMARKS Indicate if the lesson will be continued, re-teach or lack of time, transfer of lesson to the following day in cases of class suspension. VI. REFLECTION A. Number of learners who Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ earned 80% in the Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ evaluation. Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________ Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________ B. Number of learners who Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ require additional Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ activities for Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________ remediation. Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________ C. Did the remedial Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ lessons work? Number Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ of learners who have Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________ caught up with the Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________ lesson. Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________
  • 5. D. Number of learners who Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ Daisy _____________ continue to require Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ Tulip _____________ remediation. Rose ______________ Rose ______________ Rose ______________ Rose ______________ Rose ______________ Santan ____________ Santan ____________ Santan ____________ Santan ____________ Santan ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________ Camia ____________ E. Which of my teaching strategies worked well? Why did these work? E. What difficulties did I encounter which my principal or supervisor can help me solve? F. What innovation or localized materials did I use / discover which I wish to share with other teachers? PREPARED BY CHECKED BY MICHAEL M SEGUNDO SUSANA B RAMOS Teacher I Principal I