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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 4, June 25 - 29, 2018 / DLL 16 – 20 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-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
Listening
Comprehension
EN8LC-Ia-5.1:
EN8LC-Ib-5.1:
EN8LC-Ic-5.1:
EN8LC-Id-5.1:
Listen for important
points signaled by
volume, projection,
pitch, stress, intonation,
juncture, and rate of
speech
Listening
Comprehension
EN8LC-Ia-5.1:
EN8LC-Ib-5.1:
EN8LC-Ic-5.1:
EN8LC-Id-5.1:
Listen for important
points signaled by
volume, projection,
pitch, stress, intonation,
juncture, and rate of
speech
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.
II. CONTENT
A. Topic Different Reading Styles Author’s Purpose Suprasegmentals Suprasegmentals Suprasegmentals
B. Subject Matter 1. Scanning
2. Speed Reading
3. Intensive Reading
1. Persuade
2. Inform
3. Entertain
1. Africa
2. Volume
3. Projection
4. Pitch
5. Stress
6. Intonation
7. Juncture
8. Rate of Speech
1. Africa
2. Volume
3. Projection
4. Pitch
5. Stress
6. Intonation
7. Juncture
8. Rate of Speech
1. Africa
2. Volume
3. Projection
4. Pitch
5. Stress
6. Intonation
7. Juncture
8. Rate of Speech
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 skimming
What strategy do you
use when reading?
Review of previous
lessons on the different
reading styles.
Review of previous
lessons on writer’s
purpose.
Review of previous
lessons supra-
segmentals: volume,
projection,pitch, stress,
intonation, juncture and
rate of speech
Review of previous
lessons supra-
segmentals: volume,
projection,pitch, stress,
intonation, juncture and
rate of speech
1.
B. Establishing a purpose
for the lesson.
Today we are going to
learn the other styles of
reading.
Today we are going to
learn the other supra-
segmentals: volume,
projection,pitch, stress,
intonation, juncture and
rate of speech
1.
C. Presenting examples /
instances of the lesson.
Video presentation of
the different reading
syles: skimming,
scanning, speed
reading, and intensive
reading
Video presentation of
the different supra-
segmentals: volume,
projection,pitch, stress,
intonation, juncture and
rate of speech
1.
D. Discussing new
concepts and practicing
new skills. (1st
Formative Assessment).
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
Let the students read
the poem, “Africa” by
David Diop.
Discussion of the
different supra-
segmentals: volume,
projection,pitch, stress,
intonation, juncture and
rate of speech
E. Discussing new
concepts and practicing
new skills. (2nd
Formative Assessment).
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
Group Work
Let the students
analyze the poem,
“Africa”
Answer the following
questions:
1. To what gender does
the author associate
Africa with? As a real
woman.
2. How does the author
epitomize Africa? As a
strong and beautiful
nurturer who endures
and reproves her
‘impetuous’ children
with warm proverbial
advice
3. How is Africa
represented in the
poem? As a slave that
was physically abused
economically exploited
and oppressed.
4. How similar or different
is the Philippines from
Africa?
5.
F. Developing Mastery and
practicing new skills.
(3rd
Formative
Assessment).
Individual Work
Identify the writer’s
purpose in the given
paragraphs.
Individual Work
Watch and listen to the
poem, Africa.
Let the students study
how the lines or the
poems were delivered.
Choose line from the
poem and deliver it
observing volume,
projection, pitch, stress,
intonation, juncture and
rate of speech
1.
G. Finding Practical
Applications of
Concepts and Skills in
daily living.
Why is it important to
use to know the
author’s purpose?
Why is it important to
use to know the
suprasegmentals?
H. Making generalizations
and abstractions about
the lesson.
What have you learned
from our activities and
discussions?
What is being
communicated in the
poem, “Africa”? The
fight to achieve
independence is worth
it; the African mind must
exercise both
continental and state
optimism and turn away
from colonial
resignation in the walk
towards socio-cultural
and economic freedom
1.
I. Evaluating Learning A teacher-made Marble
Game on Author’s
Purpose
What have you learned
from our activities and
discussions?
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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4-190529131332.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 4, June 25 - 29, 2018 / DLL 16 – 20 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-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 Listening Comprehension EN8LC-Ia-5.1: EN8LC-Ib-5.1: EN8LC-Ic-5.1: EN8LC-Id-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech Listening Comprehension EN8LC-Ia-5.1: EN8LC-Ib-5.1: EN8LC-Ic-5.1: EN8LC-Id-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech 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. II. CONTENT A. Topic Different Reading Styles Author’s Purpose Suprasegmentals Suprasegmentals Suprasegmentals
  • 2. B. Subject Matter 1. Scanning 2. Speed Reading 3. Intensive Reading 1. Persuade 2. Inform 3. Entertain 1. Africa 2. Volume 3. Projection 4. Pitch 5. Stress 6. Intonation 7. Juncture 8. Rate of Speech 1. Africa 2. Volume 3. Projection 4. Pitch 5. Stress 6. Intonation 7. Juncture 8. Rate of Speech 1. Africa 2. Volume 3. Projection 4. Pitch 5. Stress 6. Intonation 7. Juncture 8. Rate of Speech 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 skimming What strategy do you use when reading? Review of previous lessons on the different reading styles. Review of previous lessons on writer’s purpose. Review of previous lessons supra- segmentals: volume, projection,pitch, stress, intonation, juncture and rate of speech Review of previous lessons supra- segmentals: volume, projection,pitch, stress, intonation, juncture and rate of speech 1. B. Establishing a purpose for the lesson. Today we are going to learn the other styles of reading. Today we are going to learn the other supra- segmentals: volume, projection,pitch, stress, intonation, juncture and rate of speech 1. C. Presenting examples / instances of the lesson. Video presentation of the different reading syles: skimming, scanning, speed reading, and intensive reading Video presentation of the different supra- segmentals: volume, projection,pitch, stress, intonation, juncture and rate of speech
  • 3. 1. D. Discussing new concepts and practicing new skills. (1st Formative Assessment). 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 Let the students read the poem, “Africa” by David Diop. Discussion of the different supra- segmentals: volume, projection,pitch, stress, intonation, juncture and rate of speech E. Discussing new concepts and practicing new skills. (2nd Formative Assessment). 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 Group Work Let the students analyze the poem, “Africa” Answer the following questions: 1. To what gender does the author associate Africa with? As a real woman. 2. How does the author epitomize Africa? As a strong and beautiful nurturer who endures and reproves her ‘impetuous’ children with warm proverbial advice 3. How is Africa represented in the poem? As a slave that was physically abused economically exploited and oppressed. 4. How similar or different is the Philippines from Africa?
  • 4. 5. F. Developing Mastery and practicing new skills. (3rd Formative Assessment). Individual Work Identify the writer’s purpose in the given paragraphs. Individual Work Watch and listen to the poem, Africa. Let the students study how the lines or the poems were delivered. Choose line from the poem and deliver it observing volume, projection, pitch, stress, intonation, juncture and rate of speech 1. G. Finding Practical Applications of Concepts and Skills in daily living. Why is it important to use to know the author’s purpose? Why is it important to use to know the suprasegmentals? H. Making generalizations and abstractions about the lesson. What have you learned from our activities and discussions? What is being communicated in the poem, “Africa”? The fight to achieve independence is worth it; the African mind must exercise both continental and state optimism and turn away from colonial resignation in the walk towards socio-cultural and economic freedom 1. I. Evaluating Learning A teacher-made Marble Game on Author’s Purpose What have you learned from our activities and discussions? 1. J. Additional Activities for application or remediation.
  • 5. 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?
  • 6. 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