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 6, July 09 - 13, 2018 / DLL 26 – 30 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 readi ng styles vis-
à-vis purposes ofreading,prosodic features thatserve as carriers of meaning, ways by which information may be organized, related, 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 the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning Competencies
/ Objectives
Listening
Comprehension
EN8LC-Ie-9:
Determine how volume
projection, pitch, stress,
intonation,juncture, and
rate of speech serve as
carriers of meaning.
EN8LC-If-5.2:
EN8LC-Ig-5.2:
EN8LC-Ih-5.2:
EN8LC-Ii-5.2:
Determine how volume
projection, pitch, stress,
intonation,juncture, and
rate of speech serve as
carriers of meaning.
Viewing
Comprehension
EN8VC-Ia-8:
EN8VC-Ib-8:
EN8VC-Ic-8:
Use context clues from
the material viewed to
determine the meaning
of unfamiliar words
Viewing
Comprehension
EN8VC-Ia-8:
EN8VC-Ib-8:
EN8VC-Ic-8:
Use context clues from
the material viewed to
determine the meaning
of unfamiliar words
Viewing
Comprehension
EN8VC-Id-5.1:
EN8VC-Ie-9:
EN8VC-If-9:
EN8VC-Ig-9:
Organize information
from a material viewed
EN8VC-Ih-15:
EN8VC-Ih-15:
Compare and contrast
the presentation of the
same topic in different
viewing genre
Viewing
Comprehension
EN8VC-Id-5.1:
EN8VC-Ie-9:
EN8VC-If-9:
EN8VC-Ig-9:
Organize information
from a material viewed
EN8VC-Ih-15:
EN8VC-Ih-15:
Compare and contrast
the presentation of the
same topic in different
viewing genre
II. CONTENT
A. Topic Suprasegmentals The Hands of the Blacks
Context Clues
The Hands of the Blacks
Context Clues
The Hands of the Blacks
Graphic Organizers
The Hands of the Blacks
Graphic Organizers
2. B. Subject Matter 1. Africa
2. Presentation of Speech
Choir
1. The Hands of the
Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
2. Context Clues
1. The Hands of the
Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
2. Context Clues
1. The Hands of the
Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
2. Graphic Organizers
3. Venn Diagram
1. The Hands of the
Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
2. Graphic Organizers
3. Venn Diagram
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
lessons supra-
segmentals: volume,
projection,pitch, stress,
intonation, juncture and
rate of speech
What do you remember
about the story of The
Hands of the Blacks: An
Excerpt from: “We Killed
Mangy-Dog” by Luis
Bernardo Honwana
Recapitulation on
context clues
Singing of context clues
Review on plot of The
Hands of the Blacks: An
Excerpt from: “We Killed
Mangy-Dog” by Luis
Bernardo Honwana
Recapitulation on
context clues
Singing of context clues
Review on plot of The
Hands of the Blacks: An
Excerpt from: “We Killed
Mangy-Dog” by Luis
Bernardo Honwana
What unfamiliar words
were you able to get
from watching the video
clip of The Hands of the
Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana?
Review of the different
kinds of Graphic
Organizers.
3. 1.
B. Establishing a purpose
for the lesson.
Presentation and
discussion of the
Rubrics on grading the
performance
1. Volume, Pitch and
Stress -15%
2. Intonation, Juncture,
and Rate of Speed –
15%
3. Quality and Blending of
Voices – 15%
4. Expression and Tempo
(arrangement) – 10%
5. Pronunciation – 5%
6. Audience Rapport –
10%
7. Stage Development
(entrance, posture,
physical arrangement
and exit) – 10%
8. Mastery of the Piece
(proper cueing and
fluency) – 10%
9. Gestures (as needed) –
5%
10. Costume,Make-up, and
Props (as needed) – 5%
TOTAL – 100%
Today we are going to
zero in on improving
your vocabulary thru
context clues.
1.
C. Presenting examples /
instances of the lesson.
Actual presentation of
Speech Choir
1st
playing of video clips
of the song context
clues.
2nd
playing of of video
clips of the song context
clues.
3rd
playing of of video
clips of the song context
clues.
1st
playing of the video
clip on The Hands of
the Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
4. 2nd
playing of the video
clip on The Hands of
the Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
3rd
playing of the video
clip on The Hands of
the Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
1.
D. Discussing new
concepts and practicing
new skills. (1st
Formative Assessment).
Whole Class
Write all the unfamiliar /
difficult words you have
heard from watching the
video clip.
E. Discussing new
concepts and practicing
new skills. (2nd
Formative Assessment).
Group Work
Use the unfamiliar
words that you were
able to gather yesterday
and summarize your
work using the table
below.
Unfamiliar /
Difficult
Word
Meaning
Strategy
used to
Learn its
Meaning
Find a partner and
exchange ideas about
the meaning of each
unfamiliar/difficult word
on your list
Share with your partner
how you learned the
meaning of each one.
Did you…
go back to the story and
examine how the word
was used in context?
5. analyze the word by
breaking it down into
smaller parts?
think of a word that
either looks like or
sounds like the word
whose meaning you are
trying to learn?
use a dictionary?
1.
F. Developing Mastery and
practicing new skills.
(3rd
Formative
Assessment).
Discussion of Graphic
Organizers.
PPT on how to use
Graphic Organizers
PPT on how to use
Graphic Organizers in
reading
PPT on how to use
Venn Diagram in
reading
1.
G. Finding Practical
Applications of
Concepts and Skills in
daily living.
Individual Work
Using different graphic
organizers, make a
character outline of the
story The Hands of the
Blacks: An Excerpt
from: “We Killed Mangy-
Dog” by Luis Bernardo
Honwana
H. Making generalizations
and abstractions about
the lesson.
Presentation of the
group activity
Why is it important to
learn how to improve
vocabulary words?
1.
I. Evaluating Learning Processing of the
presentation of Speech
Choir
What have you learned
from our present and
previous discussions?
1.
J. Additional Activities for
application or
remediation.
6. 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 _____________
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B. Number oflearners who
require additional
activities for
remediation.
Daisy _____________
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Camia ____________
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C. Did the remedial
lessons work? Number
of learners who have
caught up with the
lesson.
Daisy _____________
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D. Number oflearners who
continue to require
remediation.
Daisy _____________
Tulip _____________
Rose ______________
Santan ____________
Camia ____________
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Tulip _____________
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E. Which of my teaching
strategies worked well?
Why did these work?
7. 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
