This document is a daily lesson log from an English teacher in the Philippines. It details the objectives, content, procedures, and assessments for 5 reading comprehension lessons taught to 5 different class sections over the course of a day. The lessons cover topics like logical connectors, skimming, different reading styles (scanning, speed reading, intensive reading), and identifying an author's purpose. Formative assessments are conducted throughout each lesson in whole class, group, and individual activities. The log also tracks student performance and need for remedial lessons.
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
5 Warning Signs Your BMW's Intelligent Battery Sensor Needs AttentionBertini's German Motors
IBS monitors and manages your BMW’s battery performance. If it malfunctions, you will have to deal with an array of electrical issues in your vehicle. Recognize warning signs like dimming headlights, frequent battery replacements, and electrical malfunctions to address potential IBS issues promptly.
Ever been troubled by the blinking sign and didn’t know what to do?
Here’s a handy guide to dashboard symbols so that you’ll never be confused again!
Save them for later and save the trouble!
Symptoms like intermittent starting and key recognition errors signal potential problems with your Mercedes’ EIS. Use diagnostic steps like error code checks and spare key tests. Professional diagnosis and solutions like EIS replacement ensure safe driving. Consult a qualified technician for accurate diagnosis and repair.
In this presentation, we have discussed a very important feature of BMW X5 cars… the Comfort Access. Things that can significantly limit its functionality. And things that you can try to restore the functionality of such a convenient feature of your vehicle.
Things to remember while upgrading the brakes of your carjennifermiller8137
Upgrading the brakes of your car? Keep these things in mind before doing so. Additionally, start using an OBD 2 GPS tracker so that you never miss a vehicle maintenance appointment. On top of this, a car GPS tracker will also let you master good driving habits that will let you increase the operational life of your car’s brakes.
"Trans Failsafe Prog" on your BMW X5 indicates potential transmission issues requiring immediate action. This safety feature activates in response to abnormalities like low fluid levels, leaks, faulty sensors, electrical or mechanical failures, and overheating.
Comprehensive program for Agricultural Finance, the Automotive Sector, and Empowerment . We will define the full scope and provide a detailed two-week plan for identifying strategic partners in each area within Limpopo, including target areas.:
1. Agricultural : Supporting Primary and Secondary Agriculture
• Scope: Provide support solutions to enhance agricultural productivity and sustainability.
• Target Areas: Polokwane, Tzaneen, Thohoyandou, Makhado, and Giyani.
2. Automotive Sector: Partnerships with Mechanics and Panel Beater Shops
• Scope: Develop collaborations with automotive service providers to improve service quality and business operations.
• Target Areas: Polokwane, Lephalale, Mokopane, Phalaborwa, and Bela-Bela.
3. Empowerment : Focusing on Women Empowerment
• Scope: Provide business support support and training to women-owned businesses, promoting economic inclusion.
• Target Areas: Polokwane, Thohoyandou, Musina, Burgersfort, and Louis Trichardt.
We will also prioritize Industrial Economic Zone areas and their priorities.
Sign up on https://profilesmes.online/welcome/
To be eligible:
1. You must have a registered business and operate in Limpopo
2. Generate revenue
3. Sectors : Agriculture ( primary and secondary) and Automative
Women and Youth are encouraged to apply even if you don't fall in those sectors.
Fleet management these days is next to impossible without connected vehicle solutions. Why? Well, fleet trackers and accompanying connected vehicle management solutions tend to offer quite a few hard-to-ignore benefits to fleet managers and businesses alike. Let’s check them out!
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Learn about Common Rail Direct Injection (CRDi) - the revolutionary technology that has made diesel engines more efficient. Explore its workings, advantages like enhanced fuel efficiency and increased power output, along with drawbacks such as complexity and higher initial cost. Compare CRDi with traditional diesel engines and discover why it's the preferred choice for modern engines.
𝘼𝙣𝙩𝙞𝙦𝙪𝙚 𝙋𝙡𝙖𝙨𝙩𝙞𝙘 𝙏𝙧𝙖𝙙𝙚𝙧𝙨 𝙞𝙨 𝙫𝙚𝙧𝙮 𝙛𝙖𝙢𝙤𝙪𝙨 𝙛𝙤𝙧 𝙢𝙖𝙣𝙪𝙛𝙖𝙘𝙩𝙪𝙧𝙞𝙣𝙜 𝙩𝙝𝙚𝙞𝙧 𝙥𝙧𝙤𝙙𝙪𝙘𝙩𝙨. 𝙒𝙚 𝙝𝙖𝙫𝙚 𝙖𝙡𝙡 𝙩𝙝𝙚 𝙥𝙡𝙖𝙨𝙩𝙞𝙘 𝙜𝙧𝙖𝙣𝙪𝙡𝙚𝙨 𝙪𝙨𝙚𝙙 𝙞𝙣 𝙖𝙪𝙩𝙤𝙢𝙤𝙩𝙞𝙫𝙚 𝙖𝙣𝙙 𝙖𝙪𝙩𝙤 𝙥𝙖𝙧𝙩𝙨 𝙖𝙣𝙙 𝙖𝙡𝙡 𝙩𝙝𝙚 𝙛𝙖𝙢𝙤𝙪𝙨 𝙘𝙤𝙢𝙥𝙖𝙣𝙞𝙚𝙨 𝙗𝙪𝙮 𝙩𝙝𝙚 𝙜𝙧𝙖𝙣𝙪𝙡𝙚𝙨 𝙛𝙧𝙤𝙢 𝙪𝙨.
Over the 10 years, we have gained a strong foothold in the market due to our range's high quality, competitive prices, and time-lined delivery schedules.
Core technology of Hyundai Motor Group's EV platform 'E-GMP'Hyundai Motor Group
What’s the force behind Hyundai Motor Group's EV performance and quality?
Maximized driving performance and quick charging time through high-density battery pack and fast charging technology and applicable to various vehicle types!
Discover more about Hyundai Motor Group’s EV platform ‘E-GMP’!
Core technology of Hyundai Motor Group's EV platform 'E-GMP'
3-190529131330.pdf
1. Annex 2B.1 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG
School Jose F. Diaz Memorial National High School Grade Level 8
Teacher Odes O. Miradora-Dagong Learning Area English
Teaching Week Week 3, June 18 - 22, 2018 / DLL 11 – 15 Quarter 1st
Time: 6:00 – 6:55 DAISY 6:55 – 7:50 TULIP 7:50 – 8:45 ROSE 9:00 – 9:55 SANTAN 10:50 – 11:45 CAMIA
Sessions Session 1 Session 2 Session 3 Session 4 Session 5
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding ofAfrican literature as a mean of exploring forces that human being contend with; various reading styles vis -
à-vis purposes ofreading,prosodic features thatserve 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 bycomposing 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
/ Objectives
Reading
Comprehension
EN8RC-Ib-7.2:
Scan for logical
connectors to determine
the text types
Reading
Comprehension
EN8RC-Ib-7.2:
Scan for logical
connectors to determine
the text types
Reading
Comprehension
EN8RC-Ic-1.5.1:
EN8RC-Id-1.5.1:
Skim to determine ideas
Reading
Comprehension
EN8RC-Ie-7:
EN8RC-If-7:
EN8RC-Ig-7:
Use appropriate reading
style for (Scanning,
Skimming, Speed
Reading, Intensive
Reading, etc.) one’s
purpose
Reading
Comprehension
EN8RC-Ig-7:
EN8RC-Ih-7:
Read intensively to
determine the author’s
purpose
II. CONTENT
A. Topic Logical Connectors Logical Connectors Skimming Different Reading Styles Author’s Purpose
2. B. Subject Matter 1. Replacement
2. Causal
3. Purpose
4. Condition
5. Sequential
6. Digression (Variation)
7. Resumption
8. Summation
1. Replacement
2. Causal
3. Purpose
4. Condition
5. Sequential
6. Digression (Variation)
7. Resumption
8. Summation
1. Skimming
2. “The Hands of the
Blacks” An excerpt from
“ We Killed Mangy-Dog”
by Luis Bernardo
Honwana
1. Scanning
2. Speed Reading
3. Intensive Reading
1. Persuade
2. Inform
3. Entertain
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
lesson or presenting
new lesson
Review of previous
lesson on logical
connectors
Review of logical
connectors.
Yesterday, I have given
you a task research on
Africa. What have you
learned so far?
Review of previous
lesson on logical
connectors
Review of previous
lesson on skimming
What strategy do you
use when reading?
Review of previous
lessons on the different
reading styles.
1.
B. Establishing a purpose
for the lesson.
Today we are going to
learn what skimming is.
Today we are going to
learn the other styles of
reading.
Today we are going to
learn about the author’s
purpose in writing.
1.
C. Presenting examples /
instances of the lesson.
Discussion ofskimming Video presentation of
the different reading
syles: skimming,
scanning, speed
reading, and intensive
reading
Video presentation of
the author’s purpose
3. 1.
D. Discussing new
concepts and practicing
new skills. (1st
Formative Assessment).
Whole Class
Give sample logical
connectors based on
what we have
discussed today.
Whole Class
Distribute copies of the
“The Hands of the
Blacks” An excerpt from
“ We Killed Mangy-Dog”
by Luis Bernardo
Honwana
Let the students skim
the selection and share
the information they
were able to get from
the selection.
Whole Class
Distribute copies of the
“The Hands of the
Blacks” An excerpt from
“ We Killed Mangy-Dog”
by Luis Bernardo
Honwana
Let the students
prepare a presentation
or role playing on how
scanning, speed
reading and intensive
reading is done.
Whole Class
Distribute copies of
articles about Africa
Let the students study
the article and identify
the author’s purpose
E. Discussing new
concepts and practicing
new skills. (2nd
Formative Assessment).
Group Work
Let the students find a
partner.
Let them write a
sentence using logical
connectors based on
the information you
have learned about
Africa
Group Work (Pair Work)
Let them compare the
information they got
from skimming the
selection.
Group Work (Pair Work)
Let the students discuss
with their partner what
reading styles works for
them and why
Group Work (Pair Work)
Let the students discuss
with their partner which
among the writer’s
purpose and material
would they be
interested to read and
why
1.
F. Developing Mastery and
practicing new skills.
(3rd
Formative
Assessment).
Individual Work
1. Ask students to write
one meaningful
sentence using any of
the discussed logical
connectors.
Individual Work
What skimming strategy
did you use to get the
information that you
got?
Individual Work
What reading style did
you use to get the
information that you
got?
Individual Work
Identify the writer’s
purpose in the given
paragraphs.
1.
G. Finding Practical
Applications of
Concepts and Skills in
daily living.
Why is it important to
use these logical
connectors that we
have studied?
How can skimming help
you get information
How can learning the
different reading styles
help you as a Grade 8
student?
Why is it important to
use to know the
author’s purpose?
H. Making generalizations
and abstractions about
the lesson.
What have you learned
from our activities and
discussions?
Write a sentence using
logical connector that
will show what you have
learned from the
selection thru skimming.
What have you learned
from our activities and
discussions?
What have you learned
from our activities and
discussions?
4. 1.
I. Evaluating Learning Write a 5-sentence
paragraph about Africa
using the logical
connectors we have
discussed.
Write 5 possible
comprehension
questions that you can
give based on the
selection read.
Write a 5-sentence
paragraph about your
learning on different
reading styles.
A teacher-made Marble
Game on Author’s
Purpose
1.
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 oflearners who
earned 80% in the
evaluation.
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
B. Number oflearners who
require additional
activities for
remediation.
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
C. Did the remedial
lessons work? Number
of learners who have
caught up with the
lesson.
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
5. D. Number oflearners who
continue to require
remediation.
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
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?
Checked by MRS. RIZALINA G. DEAN
Department Chairperson