1. GRADES 1 to12
DAILY LESSON LOG
School: DONJESUS GONZALES HIGH SCHOOL Grade Level: 8
Teacher: REYNIEL L. VERGARA Learning Area: ENGLISH
Teaching Dates andTime: Week 10 Quarter: FIRST
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectivesmustbe metoverthe weekandconnectedtothe curriculumstandards.Tomeetthe objectives,necessaryprocedures must
be followedandif needed,additional lessons,exercisesandremedial activitiesmaybe done fordevelopingcontentknowledge and
competencies.These are usingFormativeAssessmentstrategies.Valuingobjectivessupportthe learningof contentandcompetencies
and enable childrentofindsignificance andjoyinlearningthe lessons.Weeklyobjectivesshallbe derivedfromthe curriculumguides.
A. Content Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
B. Performance Standards: The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
C. Learning
Competencies/Objectives:
Write the LC Code for each
LC1g: Distinguish between and among the
functions of nonverbal cues: repetition,
contradiction, substitution, complementation,
and accentuation.
OL1g: Observe the right oral language
conventions when inquiring about,
summarizing, or reacting to what has been
listened to/read or observed.
VD1h: Explain why familiar, colloquial, and
idiomatic expressions are used more often in
oral communication.
RC1e: Respond to ideas, issues, and
concerns presented in a reading or viewing
selection in creative forms.
WC1h: Revise a series of simple paragraphs
in terms of content, style, and mechanics
collaboratively and
independently.
GS1e: Formulate compound sentences.
SS1e: Accomplish the appropriate library
forms to locate, process, and document
resource information.
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach. In the CG, the content can be tackledin a week or two.
Non-verbal cues Oral Language Conventions Idiomatic Expressions Locating, Processing, And
Documenting Resource
Information
III. LEARNING RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest inthe lessonand in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-basedmaterials. Hands-onlearning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Search engines
Gadgets
CD’s
Sound system

2. IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by the
students which you can infer from formative assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learnnew things, practice
their learning, questiontheir learning processes, and draw conclusions about what they learnedin relationto their life experiences andprevious knowledge. Indicate the
time allotment for each step.
A. Reviewing Previous Lesson or
Presenting the New Lesson Pre-assessment: (30 minutes)
1. The students will review lesson
from module 1-9.
2. Pre-test. ( 30- item quiz)
1. Establishing a Purpose for the
Lesson They will also recall the
Final tasks presented and
will determine significance
of such.( 5 MINUTES)
2. Presenting Examples/Instances
of the Lesson Some will be asked to
demonstrate what they did
present already. (5
MINUTES)
3. Discussing New Concepts and
Practicing New Skills #1
TALENT EXTRAVAGANZA
(20 MINUTES)
PLANNING/ PREPARATION
1. The students will stage a
Talent Extravaganza- the
culminating activity for the 2nd
Quarter, wherein they will
perform creative presentations.
2.The class will be divided into 5
groups.
3. They can present readers
theater, choral reading, comical
skits, speech, poem, storytelling,
and the like.
4.Each group will be assigned to
different committees- décor,
physical arrangement,
program/ invitation,
documentation and program
coordinators.

3. 5. The literary pieces/ texts that
will be used should be culled from
a reliable source and such must
be identified in the presentation.
6. They will be rated based on the
performance of the team and the
whole class. The highest rate will
be 5 and the lowest is 1.
7. They must be creative also in
their attire and props.
8. Other language teachers may
be invited to witness and to
evaluate their performance.
9. The speakers in the program
should also apply all the
conventions in writing to come up
with an effective output.
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by
the students which you can infer from formative assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learnnew things,
practice their learning, question their learning processes, and draw conclusions about what they learned inrelationto their life experiences and previous knowledge.
Indicate the time allotment for each step.
4. Discussing New Concepts and
Practicing New Skills #2
REHEARSAL/
PRACTICE
TALENT
EXTRAVAGANZA- THE
2ND Quarter
CULMINATING ACTIVITY
5. Developing Mastery
(Leads to Formative
Assessment 3) REHEARSAL/
Final PRACTICE
6. Finding Practical Applications of
Concepts and Skills in Daily
Living
The said activity will
be documented and
maybe uploaded for
review and for the
students’ portfolio.

4. V. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by
the students which you can infer from formative assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learnnew things,
practice their learning, question their learning processes, and draw conclusions about what they learned inrelationto their life experiences and previous knowledge.
Indicate the time allotment for each step.
7. Making Generalizations and
Abstractions about the Lesson
8. Evaluating Learning
9. Additional Activities for
Application or Remediation
VI. REMARKS

5. VII.REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done tohelp the students
learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?
Preparedby: Checkedby:
MICHELLE P. EDOROT
PURA G. VILLAR
Teacher I School Head