GRADE 8 DAILY LESSON LOG
School Teacher Teaching Dates and Time
ONDAY
Baybay National High School Paul James G. Luzon August !"# $%&
T!ESDAY
"EDNESDAY
T#!RSDAY
$RIDAY
I% O&'E(TI)ES
A" (onten (ontentt )tan )tandar dards ds
*he learne learnerr demo demonst nstrat rates es unders understan tandin ding g of+ of+ Afric African an litera literatur ture e as as a means means of explor exploring ing forces forces that that huma human n bein beings gs conten contend d with !arious reading styles !is .-!is purposes of reading prosodic features that ser!e as carriers of meaning ways by which information may be organized, related, and deli!ered orally and parallel structures and cohesi!e de!ices in presenting information"
/" 0erf 0erform ormance ance )tanda )tandards rds
*he learn learner er transf transfers ers learn learning ing by compos composing ing and and deli!er deli!ering ing an inform informati ati!e !e speech speech based based on a speci1c speci1c topic topic of intere interest st keeping in mind the proper and e'ecti!e use of parallel structures and cohesi!e de!ices and appropriate prosodic features, stance, and beha!ior" beha!ior"
(" 2earning (ompetencies3 Ob&ecti!es 4rite the 2( code for each
5%64(-7h-8+
A" ;eferences >" *eacher$s eacher$ s ?uide 0ages 9" 2earner$s @aterials 0ages " *extbook pages B" Additional @aterials from 2earning ;esource 2;# 0ortal
Organizing %otes
5%64(-7h-8"9+ Arranging %otes
Determine the meaning of words and expressions that reect the local culture by noting context clues
Grade 8 English 'irst
Organize notes taken from an expository text
II% (ONTENT III% LEARNING RESO!R(ES
Arrange notes in one-step word, phrase, and sentence outline forms
Grade Level Learning Area Quarter
5%6:-7h-8+ (ontext (lues
Use the appropriate reading style scanning, skimming, speed reading, intensi!e reading etc"# for one$s purpose
5%6;(-7i-<+
)kimming
%ote the changes in !olume, pro&ection, pitch, stress, intonation, &uncture, and rate of speech that a'ect meaning
5%62(-7i-="9+ 7ntonation
/" Other 2earning ;esources I)% *RO(ED!RES
A" ;e!iewing pre!ious lesson or presenting the new lesson
5licit the student$s prior knowledge in organizing notes"
;ecall the techniCues in arranging notes"
2et the students read the short article"
2et them read a brief Ask them the article" meaning of intonation"
/" 5stablishing a purpose for the lesson
2et the students gi!e the uses of organizers"
5xplore the articles"
Ask the purpose of context clues"
?i!e the ad!antages of skimming"
Ask why we ha!e to use intonation"
(" 0resenting examples 3 instance of the new lesson
?i!e examples of organizers"
Discuss organizers"
)how examples on the ways how to use context clues"
)how them a !ideo about intonations"
D" Discussing new concept and practicing new skills >
0erform *ask in 2@
0erform *ask in 2@
0erform *ask in 2@
)how the examples of articles highlighting the skimming to get the ideas" 0erform *ask in 2@
5" Discussing new concept and practicing new skills 9
?uess the graphic organizers used"
?i!e the name of the organizers"
?et the meaning of the new word"
E" De!eloping mastery 2eads to Eormati!e Assessment #
Discuss student$s responses"
Draw your own organizers"
?" Einding practical application of concepts and skills in daily li!ing
(ite instances that depicts the uses of graphic organizers"
F" @aking generalizations and abstractions about the lesson
7" 5!aluating learning
0erform *ask in 2@
(ritiCue the !ideo
Discuss the answers of the students"
)kim the article to answer the Cuestions" Discuss the students answers"
?ames about organizers"
4rite a reection about the uses of context clues
(ite instances that depicts the use of skimming"
?i!e comments
)ummarize the day$s discussion
Einish the open-ended Cuestions" 7 learned thatG 7 realized thatG
Einish the open-ended Cuestions" 7 learned thatG 7 realized thatG
)ummarize the topic
Organize notes taken from an expository text
Arrange notes in one-step word, phrase, and sentence outline forms
Determine the meaning of words and expressions that reect the local culture by noting context clues
Einish the openended Cuestions" 7 learned thatG 7 realized thatG Use the appropriate reading style scanning, skimming, speed reading, intensi!e reading etc"# for one$s purpose
;eport the responses
%ote the changes in !olume, pro&ection, pitch, stress, intonation, &uncture, and rate of speech that a'ect meaning
H" Additional acti!ities for application or remediation
?i!e time to students to do peer tutoring"
0erform the 2@ task
0erform the 2@ task
0erform the 2@ task
0erform the 2@ task
)% REAR+S )I% RE$LE(TION
A" %o" of learners who earned 6IJ in the e!aluation
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
/" %o" of learners who reCuire additional acti!ities for remediation
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
(" Did the remedial lessons workL %o" of learners who ha!e caught up with the lesson
Mes %o 6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
Mes %o 6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
Mes %o 6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
Mes %o 6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
Mes %o 6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
D" %o" of learners who continue to reCuire remediation
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage
5" 4hich of my strategies worked wellL 4hy did these workL E" 4hat diNculties did 7 encounter which my principal or super!isor can help me sol!eL ?" 4hat inno!ation or localized materials did 7 use3disco!er which 7 wish to share with other teachersL ?ender and De!elopment ?AD# 7ntegration (lass 0ro1ciency 2e!el (02#
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
0repared by+
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
6-?ladiolus KKKKKKK 6- ;osemary KKKKKKK 6- )0) > KKKKKKK A!erage KKKKKKK
(hecked by+
*A!L 'AES G% L!,ON
*eacher 7
ESTELA A% S!ARE,
Department Fead
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