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 9, July 30 – August 3, 2018 / DLL 41 –45 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
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
Vocabulary
Development
EN8V-Ia-10.2:
EN8V-Ib-10.2:
EN8V-Ic-10.2:
EN8V-Id-10.2:
Determine the meaning
of idiomatic expressions
by noting context clues
and collocations
Vocabulary
Development
EN8V-Ie-4:
Use appropriate
strategies in unlocking
the meaning of
unfamiliar words and
idiomatic expressions
EN8V-If-6:
EN8V-Ig-6:
EN8V-Ih-6:
EN8V-Ih-6:
Determine the meaning
of words and
expressions that reflect
the local culture by
noting context clues
Vocabulary
Development
EN8V-Ie-4:
Use appropriate
strategies in unlocking
the meaning of
unfamiliar words and
idiomatic expressions
EN8V-If-6:
EN8V-Ig-6:
EN8V-Ih-6:
EN8V-Ih-6:
Determine the meaning
of words and
expressions that reflect
the local culture by
noting context clues

2. II. CONTENT
A. Topic The Hands of the Blacks
Graphic Organizers
The Hands of the Blacks
Graphic Organizers
The Soul of the Great Bell
by Lafcadio Hearn
The Soul of the Great Bell
by Lafcadio Hearn
The Soul of the Great Bell
by Lafcadio Hearn
B. Subject Matter 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
1. Idiomatic Expressions
2. Context Clues
3. The Soul of the Great
Bell by Lafcadio Hearn
1. Idiomatic Expressions
2. Context Clues
3. The Soul of the Great
Bell by Lafcadio Hearn
4. Idiomatic Expressions
5. Context Clues
6. The Soul of the Great
Bell by Lafcadio Hearn
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
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.
What are context clues?
What are the different
kinds of context clues
What difficult words did
you encounter when
you read the story, “The
Soul of the Great Bell”
by Lafcadio Hearn
What are collocations?
How about idiomatic
expressions?

3. 1.
B. Establishing a purpose
for the lesson.
Today, we are going to
learn more about
vocabulary words by
studying the story, “The
Soul of the Great Bell”
by Lafcadio Hearn
You are now aware that
there are more to
discover about Asian
traditions and values.
Now we will build your
knowledge bank further
with the rich and varied
ancient tradition of the
Chinese and Japanese
1.
C. Presenting examples /
instances of the lesson.
Vocabulary Words
1. mallet – hammer
2. smite – hit
3. shiver – tremble
4. writhing – twisting
5. cunning – skillful
6. foundry – place of work
7. rekindle – to be lighted
again
8. toilsomely – with
difficulty
9. Gold and brass will
never meet in wedlock,
silver, and iron never
will embrace, until the
flesh of a maiden be
melted in the crucible;
until the blood of a
virgin be mixed with the
metals in their fusion.” -
Gold, brass, silver, and
iron will fuse when
mixed with the blood of
a virgin
10. leaped – jumped
How can you better
understand your identity
as a Filipino and as an
Asian?
Discussion of the
Imagery

4. 1.
D. Discussing new
concepts and practicing
new skills. (1st
Formative Assessment).
Whole Class
Look for other difficult
words that you can find
from the first paragraph
of the introduction to the
story, “The Soul of the
Great Bell” by Lafcadio
Hearn
Use the dictionary to
find its meanings.
Look for at least 3
meanings of the difficult
words.
E. Discussing new
concepts and practicing
new skills. (2nd
Formative Assessment).
Group Work
Look back at difficult
words that you have
found from the first
paragraph of the
introduction to the story
“The Soul of the Great
Bell” by Lafcadio Hearn
Arrange these words
according to its
collocation from the
weakest to the
strongest.
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
Discussion of
collocations and
idiomatic expressions
Collocations
are sequence of words
or terms that are
commonly used
together in English
Idiomatic Expressions
are terms that have a
meaning from the
meaning in the
expressions.
Examples:
GREEN - get the green
light – receive a signal
to start or continue
something
BLUE - black and blue
– bruised

5. 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
Individual Work
Skim the story “The
Soul of the Great Bell”
by Lafcadio Hearn
Look for three unfamiliar
words and give three
meanings.
Arrange these
meanings according to
its collocation from the
weakest to the
strongest.
H. Making generalizations
and abstractions about
the lesson.
Sharing of the
vocabulary words and
its collocations
1.
I. Evaluating Learning Why is it important to
learn how to improve
vocabulary words?
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 ____________

6. 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