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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
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
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?
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 ____________
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

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  • 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