1. MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done
for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
- Promote classroom behavior that focus primarily on building up confidence of each student.
- Provide opportunities for interactive use of the target language.
- Ensure that assessment techniques/ strategies are inclusive of all target competencies.
A. Content Standard The learner
demonstrates
understanding of:
African literature as
a means
ofexploring
forces that
human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
The learner
demonstrates
understanding of:
African literature as
a means
ofexploring
forces that
human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
The learner
demonstrates
understanding of:
African literature as
a means
ofexploring
forces that
human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
The learner
demonstrates
understanding of:
African literature as
a means
ofexploring
forces that
human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
The learner
demonstrates
understanding of:
African literature as
a means of
exploring forces
that human beings
contend with;
various reading
styles vis – à-vis
purposes of reading;
prosodic features
that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and delivered orally;
and parallel
structures
and
cohesive devices in
GRADE 1 to 12
DAILY LESSON
LOG
School ROSARIO LIM UY NATIONAL HIGH SCHOOL Grade
Level
8
Teacher OLIVETH D. SAGORIO Learning
Area
ENGLISH 8
Teaching Dates and
Time
August 22-26, 2022 Quarter FIRST
2. cohesive devices in
presenting
information.
cohesive devices in
presenting
information.
cohesive devices in
presenting
information.
cohesive devices in
presenting
information.
presenting
information.
B. Performance
Standard
The learner
transfers learning by
composing 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.
The learner
transfers learning by
composing 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.
The learner
transfers learning by
composing 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.
The learner
transfers learning by
composing 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.
The learner
transfers learning by
composing 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
Competency/Object
ives
Write the LC code for
each.
• To guide your
students in
gathering facts
and opinions
about the
traditions and
values of selected
Afro-Asian
countries.
• To lead them in
discovering that
the literature can
be the
means to
understand the
traditions and
values of people.
• To help your
students in
creating an
informative and
- Discover
literature as
ameans
of
understanding
the
human
being and the
forces he/she to
contend with
passages.
- Use different
reading styles to
suit the text and
one’s
purpose for
reading.
- Differentiate
Sentence form
Sentence
Fragment.
- Construct
Sentence
an
dFragment.
- Vale the use of
Sentence as a
tool for
communication.
- Use appropriate
registers suitthe
intended
audience, and
variation in
intonation for
emphasis and
contrast.
- Express feelings
and attitudes by
utilizing
contrastive a
stress and
variations of
tone and
Tempo.
- Accomplish
forms and
prepare notices.
- Discover
through
literature the
symbolic
relationship
between man
and its
environment and
the need ofthe
former to
protect the
latter.
3. creative exhibit
showcasing the
traditions and
values of
people from
selected Afro-
Asian countries.
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the
CG, the content can be tackled in a week or two.
- Module 1 Lesson I:
Beginning the
Knowledge
Quest
- Distinguishing a
folktale
- Sentence
an
dsentence
Fragment
- The use of
stress
- Informal Theme
Writing (Writing a
Folktale)
V. LEARNING
RESOURCES
Learners module and Textbook
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
10-11
3. Textbook pages 14,23 21,23 7-8 25,27
4. Additional
Materials from
Learning
Resource
(LR)portal
Textbook, Speaker,
Chalkboard,
Laptop/Tablet, Visual
aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet, Visual
aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet, Visual
aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet, Visual
aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet, Visual
aid, Projector,
Textbook
B. Other Learning
Resource
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
VI. PROCEDURE
S
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting
the new lesson
How can I better
understand my
identity as an Asian?
Review of the past The teacher will
introduce the lesson
“Sentence
an
dSentence
The teacher will
introduce a new
lesson regarding
stress patterns
Review of the past
lesson regarding
“Appreciating a
Folktale”
lesson regarding
the story of “The
Wonderful Pear
4. Tree”. The teacher
will introduce thenew
lesson about folktale
to the students.
Fragment” to the
students with theuse
of some statements
from thetext. “The
Wonderful Pear Tre”.
through presenting to
the students some
words.
B. Establishing a
purpose for the
lesson
T You will be dealing
with the traditions and
values of
selected Afro-Asian
countries with the use
of an informativetexts,
prosodic
features and study and
research skills. You will
be using the oral
literature of the
selected Afro-Asian
countries
(Philippines, Africa,
China, Japan, India
and Persia).he
teacher will let the
students know what
is their ideas about
the content of the
story when they
first heard the title.
Sharing insights
about what the
students know
about Folktale.
The teacher will be
asking the students
what is the value of
using Sentence and
Sentence Fragment.
The teacher will ask
the students to tell
what they already
knew about the use
of word stress.
The students should
share what they
have known
regarding folktale.
C. Presenting
examples/Instances
of the new lesson
Before you begin the
lesson, ask your
students to work on
this pre-assessment
test to diagnose their
understanding onthe
topics you will be
discussing for the
whole Module 1. Pre-
Assessment: p.3
- p.6 (Learner‟s
Module)
The teacher will be
giving example
folktale stories that
he know in the
community.
The teacher will be
giving example
statements, and he
will let the students
identify if it is a
sentence or a
sentence fragment.
The teacher will be
presenting example
of words which has
stress in different
syllables like
“Education, Salary,
Enrolment and
Career”.
The teacher will be
using “The
Wonderful Pear
Tree” as an example
of a folktale.”
5. D. Discussing new
concepts
an
d practicing new
skills# 1
INTRODUCTION and
OBJECTIVES
Read the introductionto
the students (let them
follow
through silent reading).
Emphasize to them
that their goal is to
seek answer for the
focus/essential
questions posted by
doing
the activities in the
module and
completing the product
or
performance task
assigned for this
lesson.
The teacher will be
having an activity in
which he will tell a
story for the students
tto analyse if it is a
reality or just a
fiction.
The teacher will be
discussing the
characteristics of a
sentence.
Th
e
students will
differentiate
sentence from
sentence Fragment.
The teacher will be
discussing some of
the rules to follow in
stressing a certain
word.
The teacher will let
the students
prepare their
informal Theme, for
they will be writing
their own folktale.
E. Discussing new
concepts
an
d practicing new
skills# 2
The students will
need to use the
unfamiliar words
used by the teacher
into a form of a
sentence.
The teacher will
clarify some of the
information that is
unclear to the
students.
The teacher will be
discussing the
characteristics of a
sentence.
Th
e
students should
construct sentences
afterwards.
The teacher will be
discussing some
exceptions in
stressing a word.
The students will be
writing their own
folktale with the use
of guide questions
presented on page
13 of their textbook
F. Developing mastery
(leads to Formative
Assessment 3)
The students will be
reading a story. The
teacher will be
asking them some
question to boost
their further
understanding of
the content of the
story.
The teacher will let
the students form into
four groups. Each
group should re-
enact a Folktale
story.
The students will be
answering the
activity from the book
orally. Other
students will
analyse if the
student’s statements
was
already true.
The teacher will be
dividing the
students into five
groups. Each group
has to choose their
own song with
words which
needed proper
stress
The students should
write a story which is
heard in the
community which is
believed to be just
fiction.
G. Finding practical
application of
concepts and skills in
daily living
The class will be
having
sharin
ginsights about the
stories
Sharing insights
about the stories that
they have had heard
in the community
which
The students should
tell some instances
in which sentence
should be
considered as a tool
Sharing insights
about the proper use
of Stress and the
importance of using
it in
The students should
write stories which
are common to their
community.
6. they know is untrue. for communication. communicating to
other people.
H. Making
generalizations and
abstractions about
the lesson
Sharing insights
about what the
students
hav
e
learned about
Folklore.
Sharing insights
about the students
have learned about
Folktale
Sharing insights
about the students
have known about
sentence
an
dsentence fragment.
The students should
share what they
learned regarding
the lesson.
The students should
share what they
learned regarding the
lesson.
I. Evaluating learning The students should
make a poster of
their favourite part of
the story. They will
be graded with
analytical rubric.
The teacher will be
facilitating a ten item
quiz regarding the
lesson.
The teacher will be
facilitating a ten item
seatwork
regarding the
lesson.
The teacher will
facilitate a ten item
seatwork regarding
the lesson.
The teacher will be
grading the work of
the students
through the use of a
rubric.
J. Additional activitiesfor
application or
remediation
VII. REMARKS
VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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
7. worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: Noted:
OLIVETH D. SAGORIO CRISBY C. DE LOS SANTOS, Ed,D
Teacher III School Head
8. MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives
necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
- Recognize Prosodic Features : Stress intonation and pauses serving as carriers of meaning that may aid or
interfere in the delivery of the message in stories and informative facts
- Use the correct sounds of English
- Note prosodic features (stress, intonation, pause) and rate of speech as carriers of meaning.
- Recognize changes in meaning signalled by stress, intonation and pauses.
A. Content Standard The learner
demonstrates
understanding of:
African literature as
a means of
exploring forces
The learner
demonstrates
understanding of:
African literature as
a means of
exploring forces
The learner
demonstrates
understanding of:
African literature as
a means of
exploring forces
The learner
demonstrates
understanding of:
African literature as
a means of
exploring forces
The learner
demonstrates
understanding of:
African literature as
a means of
exploring forces
GRADE 1 to 12
DAILY LESSON
LOG
School KAYSUYO NATIONAL HIGH SCHOOL Grade
Level
8
Teacher MR. ALVIN C. PEÑALBA Learning
Area
ENGLISH 7 (Philippine Liter
Teaching Dates and
Time
June 18-22, 2018 Quarter FIRST
9. that human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
cohesive devices in
presenting
information.
that human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
cohesive devices in
presenting
information.
that human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
cohesive devices in
presenting
information.
The learner
transfers learning by
composing 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.
that human beings
contend with;
various reading styles
vis – à-vis purposes
of
reading; prosodic
features that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and
delivered orally;
and parallel
structures and
cohesive devices in
presenting
information.
that human beings
contend with;
various reading
styles vis – à-vis
purposes of reading;
prosodic features
that serve as
carriers of meaning;
ways by which
information may be
organized, related,
and delivered orally;
and parallel
structures and
cohesive devices in
presenting
information.
The learner
transfers learning by
composing 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.
B. Performance
Standard
The learner
transfers learning by
composing 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.
The learner
transfers learning by
composing 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.
The learner
transfers learning by
composing 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
Competency/Object
ives
Write the LC code for
each.
- Recognize
Prosodic
Features :
Stress
intonation and
pauses serving
- Recognize
Prosodic
Features :
Stress
intonation and
pauses serving
- Note prosodic
features (stress,
intonation,
pause) and rate
of speech as
carriers of
10. as carriers of
meaning that
may aid or
interfere in the
delivery of the
message in
stories and
informative
facts
- Use the correct
sounds of
English
as carriers of
meaning that
may aid or
interfere in the
delivery of the
message in
stories and
informative
facts
- Use the correct
sounds of
English
meaning.
- Recognize
changes in
meaning
signalled by
stress,
intonation and
pauses.
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the
CG, the content can be tackled in a week or two.
- Using coreect
word stress
- The use of
Intonation
- The use of
Intonation
V. LEARNING
RESOURCES
Learners module and Textbook
A. References
1. Teacher’s Guide
pages
5,15 5,15 5,10
2. Learner’s
Materials pages
9,10 11,12 11,12
3. Textbook pages 9,10 11,12 11,12
4. Additional
Materials from
Learning
Resource
(LR)portal
Textbook, Speaker,
Chalkboard,
Laptop/Tablet,
Visual aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet,
Visual aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet,
Visual aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet,
Visual aid, Projector,
Textbook
Textbook, Speaker,
Chalkboard,
Laptop/Tablet, Visual
aid, Projector,
Textbook
B. Other Learning
Resource
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
Textbook -
Language in
Literature (Afro-
Asian Literature)
VI. PROCEDURE
S
These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
11. A. Reviewing previous
lesson or presenting
the new lesson
Review of the past
lesson regarding
sentence and
Fragment and its
difference from
each other.
Review of the past
lesson regardingthe
use of stress
pattern.
Review of the past
lesson regardingthe
use of stress
pattern.
Review of the past
lesson about theuse
of intonation
pattern.
B. Establishing a
purpose for the
lesson
The teacher will be
having a recap of
the lesson with the
use of example
words like, present,
record and orphan.
The students should
read it in different
ways.
Introducing a lesson
by giving an
example sentence
“I thought you were
at home”. He will let
the students read it
in different ways.
Introducing a lesson
by giving an
example sentence
“I thought you were
at home”. He will let
the students read it
in different ways.
The teacher will let
the students listen
to the advice of a
Radio DJ in order for
the students to
separate the rising
and falling
intonation pattern
used.
C. Presenting
examples/Instances
of the new lesson
The teacher will be
presenting some
words with certain
stress pattern like
what is written on in
page 10 of the
module.
The teacher will be
presenting some
sentences with
certain stress
pattern like what is
written on page 11
of the module.
The teacher will be
presenting some
sentences with
certain stress
pattern like what is
written on page 11
of the module.
The teacher will be
presenting some
sentences that the
students may
encounter in the
activity.
D. Discussing new
concepts and
practicing new skills
# 1
The teacher will let
the students listen
to the excerpt on
YouTube “Who are
the Afro-Asians”
The teacher will let
the students
determine the
sentences which
has falling
intonation pattern
The teacher will let
the students
determine the
sentences which
has falling
intonation pattern
The students should
write sentences with
the use of rising
intonation
base from the
listening activity.
E. Discussing new
concepts and
practicing new skills
# 2
The teacher will be
discussing the rules
on how to properly
stress a word in
order to convey
multiple meanings.
The teacher will let
the students
determine the
sentences which
has rising intonation
pattern
The teacher will let
the students
determine the
sentences which
has rising intonation
pattern
The students should
write sentences with
the use of falling
intonation base from
thelistening activity.
F. Developing mastery
(leads to Formative
Assessment 3)
The teacher will be
presenting a
karaoke activity.
There are missing
lyrics in the karaoke
The students will be
listening to the
advice of a radio DJ.
The students should
list down what are
The students will be
listening to the
advice of a radio DJ.
The students should
list down what are
The students will be
putting the
intonation patterns
line to the
sentences derived
12. and the students
should distinguish
what are the
missing lyrics. The
students should
stress the missing
lyrics afterwards.
the sentences with
falling and rising
intonation.
the sentences with
falling and rising
intonation.
from the speech.
G. Finding practical
application of
concepts and skills
in daily living
Sharing insights
about the proper
use of stress and the
importance of using
it in communicating
toother people.
The students will be
presenting their
outputs by group.
They will compile
some of the
statements thatthey
heard from thevideo
clip
The students will be
presenting their
outputs by group.
They will compile
some of the
statements thatthey
heard from thevideo
clip
The students will be
presenting the
outputs by group.
They will compile
some of the
statements thatthey
heard from theaudio
clip.
H. Making
generalizations and
abstractions about
the lesson
The students should
share what they
learned about stress
patterns.
The students should
share what they
learned about
intonation.
The students should
share what they
learned about
intonation.
The students should
share what they
learned about
intonation.
I. Evaluating learning The teacher will
facilitate a ten item
seatwork regarding
the lesson.
The teacher will
facilitate a ten item
seatwork regarding
the lesson.
The teacher will
facilitate a ten item
seatwork regarding
the lesson.
The teacher will
facilitate a ten item
seatwork regarding
the lesson.
J. Additional activities
for application or
remediation
The teacher will let
the students read the
words that he
presented, for him
to know who are the
struggling learners.
VII. REMARKS
VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
13. activities for
remediation who
scored below 80%
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my
teaching strategies
worked well? Why
did these work?
M. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: Checked by:
Mr. Alvin C. Peñalba Mrs.
Juana A. Peñano
(Teacher 1) (Head
Teacher I)
