DLP.GRADE 8

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 11, August 13 – 17, 2018 / DLL 46 – 50 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
Grammar Awareness
EN8G-1b-7:
Use parallel structures
Grammar Awareness
EN8G-1b-8:
Use appropriate
cohesive devices in
composing an
informative speech
Grammar Awareness
EN8G-1b-7:
Use parallel structures
Grammar Awareness
EN8G-1b-8:
Use appropriate
cohesive devices in
composing an
informative speech
Grammar Awareness
EN8G-1b-7:
Use parallel structures
II. CONTENT
A. Topic Parallel Structures Parallel Structures Parallel Structures Parallel Structures Parallel Structures
B. Subject Matter Adjective Complement Preposition Clauses Content and Function
Words
Conjunctions
(Coordinating)
Conjunctions
(Subordinating)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide

2. 2. Learner’s Materials
3. Textbook
4. LRMDS
B. Other Learning
Resources
www.grammarbytes,co
m
www.grammarbytes,co
m
www.grammarbytes,co
m
www.grammarbytes,co
m
www.grammarbytes,co
m
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
new lesson
Review of previous
lesson on pause and
intonation
Review of previous
lesson on adjective
complement
Review of previous
lesson on prepositions
and prepositional
phrase
Review of previous
lesson on clauses
Review of previous
lesson on prepositions
and content and
function words and
coordinating
conjunctions.
1.
B. Establishing a purpose
for the lesson.
Extract students’ idea
about adjective
complement
Extract students’ idea
about prepositions and
prepositional phrase
Extract students’ idea
about clause,
independent and
dependent clauses
Extract students’ idea
about content and
function words and
conjunctions
Extract students’ idea
about subordinating
conjunctions
1.
C. Presenting examples /
instances of the lesson.
An adjective
complement is a group
of words that follows an
adjective and completes
its meaning. Without it,
the meaning of the
adjective is not
complete,or its sense is
different from what it will
be if the complement is
there. An adjective
complement usually
comes in three forms –
prepositional phrase,
infinitive phrase, and
clause.
Preposition is a word
used to link nouns,
pronouns,or phrases to
other words within a
sentence.
3 Types of Prepositions
1. Time Prepositions
2. Place Prepositions
3. Direction Prepositions
Prepositional Phrase is
a modifying phrase that
lacks either a verb or a
subject
Formula: preposition +
a noun, a pronoun, a
gerund, or a clause.
Clause is a group of
words that contain a
subject and a predicate
2 Kinds of Clauses
1. IndependentClause also
known as Main Clause
or Superordinate
Clause is a group of
words made up of a
subject and a
predicated that can
stand alone because it
expresses a
2. complete thought or
idea.
3. Dependent Clause is a
group of words made up
of a subject and a
predicated that cannot
stand alone.
Content Words like
nouns, verbs,
adjectives,and adverbs,
and interrogatives when
used as subjects are
sometimes stressed
because they have
meaning in themselves.
Function Words like
articles, auxiliaries,
linking verbs,
conjunctions,pronouns,
and prepositions are not
normally stressed.
These words do not
have meaning except
when they are used in
relation to their
grammatical use in the
sentence.
Coordinating
conjunctions tie
Subordinators are
function words that join
dependent clauses to
main clauses; they are
of two types: those that
pattern like because
and form that pattern
like who, whom, whose,
which and that. These
words not only
introduce the
subordinate clause but
link it to the main
clause. Their chief
function is to make clear
what the relation
between the two
clauses is. The chief
relations they show are
time, place, cause,
result, exception,
condition, and
alternative.subject and

3. together words and
word-groups which
have the same
grammatical
construction.
For And Nor But Or Yet
So (FANBOYS)
a predicated that can
stand alone.
1.
D. Discussing new
concepts and practicing
new skills. (1st
Formative Assessment).
Whole Class
Ask the class to write a
meaningful sentence
using adjective
complement.
Whole Class:
Let the students read
the examples of
prepositional phrases
1. The boy with him is his
son.
2. You can use the broom
behind you.
3. 3. The store at the
corner sells student
meals.
Whole Class
Ask the class to read
the group of words
below. Let them identify
which on is dependent
and independent
clause.
1. She wants to go
experience the safari in
Africa.
2. I enjoy reading.
3. The weather in Africa is
hot.
4. When President
Rodrigo RoaDuterte
arrives
5. Because I can’t wait for
the recess
6. As if I didn’t know what
happened last time
Whole Class:
Directions: Read
carefully the sentences
below. Then tell what
coordinating conjunction
should connect these
clauses?
1. The man was ugly and
mean.
2. He is stupid but
hardworking.
3. You can come today or
tomorrow.
4. He shouted, so I had to
listen to him.
5. Either the trains are
late, or they are
overcrowded.
Whole Class
Directions: Read
carefully the sentences
below. Then tell what
subordinating
conjunction should
connectthese clauses?
1. You would know him
ifyou saw him.
2. Although he was
serious, people thought
he was kidding.
3. Even thoughMichael
understood, he did not
agree.
4. You should not be
angry because what he
said is just a joke.
5. He got good grades
becausehe reviewed his
lessons before the test.
E. Discussing new
concepts and practicing
new skills. (2nd
Formative Assessment).
Group Work
Let the students identify
an underline the
adjective complement
1. She was hesitant to tell
her parents.
2. The teacher was
anxious to promote the
movie.
3. Are you afraid of
spiders?
4. We were shocked by
the news.
5. I was delighted that she
was chosen.
Group Work:
Directions: Read
carefully the sentences
below. Then underline
each prepositional
phrase.
1. I ordered a pancake
with maple syrup.
2. A book with many
illustrations may be very
interesting.
3. This is the new road to
Timberland. (Bonus)
4. The sound of the rainon
the roof is very loud.
5. Odes just read a book
about Crazy Rich
Asians.
Group Work
Take note of the bold
words and the
underlined groups of
words in the following
sentences.What is
common among the
underlined words?
What is common
between the underlined
words in 1 and 2? 3 and
4? 5 and 6?
1. The child was
interestedto find the
reason behind a Black’s
light hand.
2. Adults around him were
eagerto answer his
question.
Group Work:
Directions: Read
carefully the sentences
below. Then tell what
coordinating conjunction
should connect these
clauses?
1. It was raining butwe
went out.
2. It was a warm daysowe
took off our sweaters.
3. He was an extravagant
personyetHe did not
spend all his money.
4. He was an extravagant
personandHe spent his
money foolishly.
5. Tell the truthorI will
punish you.
Group Work
Directions: Read
carefully the sentences
below. Then tell what
subordinating
conjunction should
connectthese clauses?
1. She could not go out.
She felt ill.
2. We went out. The rain
stopped.
3. She did not know. She
lost her watch.
4. The child is crying. He
has been punished.
5. She was not sure. She
could go.

4. 1.
F. Developing Mastery and
practicing new skills.
(3rd
Formative
Assessment).
Individual Work
Let the students identify
an underline the
adjective complement
1. He is likely to be
nominated.
2. The child was eager for
his birthdayto arrive.
3. It was wrong of herto
go.
4. I am happy that the
storm will be severe.
Individual Work
Directions: Read
carefully the sentences
below. Then underline
each prepositional
phrase.
1. The jacket in the closet
no longer fits me.
2. An investigator
uncovered a file of
important papers.
3. Strawberries with cream
is Dang’s favorite.
4. When did the car in the
driveway arrive?
5. I just lost my list of to-
do.
Individual Work
Ask the class to identify
preposition and the
prepositional phrase.
1. He was not afraid of the
answers he would get.
2. However, he got
amusedwith the
different stories they
told.
3. He was gladthat his
mother explained to him
the reason.
4. His mother was rightthat
what men do is done by
hands that are the
same.
Individual Work
Directions: Read
carefully the sentences
below. Then tell what
coordinating conjunction
should connect these
clauses?
1. Tell the truth andI’ll not
punish you.
1. Anton lost his bookbut
he didn’t look for it.
2. You will hand in your
theme on timeorI’ll
impose a penalty.
3. Josie studied hard for
the test andshe got a
good grade.
4. You are not paying
attentionso the teacher
will scold you.
Individual Work
Directions: Read
carefully the sentences
below. Then tell what
subordinating
conjunction should
connectthese clauses?
1. She didn’twear her new
shoes. Her mother told
her to.
2. It was growing dark.
She reached home.
3. I’ll attend your party.
You invite me.
4. I’ll buy that picture. It is
very pretty.
5. She has a lot of books.
She doesn’t read them.
1.
G. Finding Practical
Applications of
Concepts and Skills in
daily living.
Let the students define
what adjective
complement is.
Let the students define
what preposition and
prepositional phrase is.
Ask the students to
define clause.
Let them differentiate
dependent and
independent clauses.
Let the students define
what content and
function words and
coordinating
conjunctions.
Ask the students to
subordinating
conjunctions.
H. Making generalizations
and abstractions about
the lesson.
Ask students “How do
you think will learning
adjective complement
help you with your
writing?
Ask the students whatis
the importance of
preposition and
prepositional phrase?
Ask the students, the
importance of learning
clauses?
Ask the students whatis
the importance content
and function words and
coordinating
conjunctions?
Ask the students, the
importance of learning
subordinating
conjunctions?
1.
I. Evaluating Learning CAP
Psychomotor
Write a meaningful
sentence using
adjective complement.
CAP
Affective
Write a meaningful
sentence using
prepositional phrase.
CAP
Psychomotor
Write a sentence and
identify the independent
and dependent clauses.
CAP
Affective
Write a meaningful
sentence coordinating
conjunctions.
CAP
Psychomotor
Write a sentence and
identify the
subordinating
conjunctions.
1.
J. Additional Activities for
application or
remediation.
None None None None None

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