School MALAWAG NATIONAL HIGH SCHOOL
Teacher KATHY CLAIRE P. BALLEGA
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
Grade Level GRADE 8
Learning Area English
Teaching Dates and Time June 4-8, 2017 (Acacia- 7:30-8:30) Quarter 1st Quarter
Session 1 Session 2 Session 3 Session 4 Session 5
Monday Tuesday Wednesday Thursday Friday
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.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contented
with; various reading style 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 behaviour.
At the end of the session, EN8LC-Ia-5.1: Listen for EN8LC-Ia-5.1: Listen for EN8LC-Ia-5.1: Listen for EN8LC-Ia-5.1: Listen for
learners are expected to: important points signaled by important points signaled by important points signaled by important points signaled by
1. respond to questions volume, projection, pitch, volume, projection, pitch, intonation, juncture, and intonation, juncture, and
about themselves and their stress stress rate of speech rate of speech
expectations for Junior High
School
2. work with a group by
sharing one’s responses to
given questions;
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.
I AM A GRADE 8 LEVEL DIFFERENT KINDS OF
STRESS STRESS DIFFERENT KINDS OF STRESS
LEARNER STRESS
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Internet Resources, English 8 Learning Material

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
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.
Teacher welcomes the class Present pictures of Africa- its Let the student recall the Recall the learnings of the Let the students read the
and introduces people, land and territories, meaning of the words used in previous lesson. different sets of sentences
himself/herself economy, resources. the discussion in the previous with proper stress.
(specialization, background, day
credentials).

B. Establishing a purpose for the
lesson
1. From the list below, Let the students describe Let the students answer just Find out at least 5 pairs of Find out at least 5 pairs of
teacher chooses one to two what they have observed in one sentence the following words that can be used words that can be used
questions for the class to and seen in the pictures/ question: Where do you live? interchangeably as noun or interchangeably as noun or
answer. Subject teachers presentation and put it in the Describe your home. verb. Firm up your answer verb. Firm up your answer by
coordinate with each other so Semantic web. by using them in using them in appropriate
that there will be no/minimal appropriate sentences. sentences.
duplication of questions used
in class.
a. What object best
represents you?
b. What excites you about
Grade 8?
c. What makes you nervous
about Grade 8?
f. What are your top three
positive personal
qualities/traits?
g. What are your two not-so-
positive characteristics that
you have?

C. Presenting Examples/
instances of the new lesson
Teacher provides the
sentence structure to follow
based on the chosen
question. For example, for
question a:
“Hello, my name is
___________. The object that
best represents me is a/an
Let the students know the
definition of the words
posted in the board.
The teacher will also give her
answer to the question
pronouncing properly the
words in the sentence.
Do the purposive reading of
“The Hands of the Blacks” to
better understand the
nature of our global
brothers, the Africans.
Do the purposive reading of
“The Hands of the Blacks” to
better understand the
nature of our global
brothers, the Africans.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
________________ because
______________________.”
For questions b and c:
“Hello, my name is
_________________. I am
from_______________. I am
excited for
___________________. I am
nervous about
___________________.“
Teacher models how to
respond using the suggested
sentence structure.
1. Learners are asked to think Group the students into five Group the students into five Discuss about the different Discuss about the different
of their responses and write (5) groups and let them do (5) groups and let them do kinds of stress. kinds of stress.
them down. the activity of knowing the the activity of knowing the
2. After they have written right pronunciation of the right pronunciation of the
their responses, the teacher words given to them and words given to them and
will ask them to group giving 3 reasons why stress is giving 3 reasons why stress is
themselves into at most five important. important.
members. Groups assign a
leader and documenter. Discusses about stress. Give Discusses about stress. Give
3. Group members share their some words for them to some words for them to
responses. properly stress. properly stress.
Ask the students to define Ask the students to define Ask the students to Ask the students to
what stress is and the what stress is and the differentiate the different differentiate the different
importance of using stress importance of using stress on kinds of stress according to kinds of stress according to
on words and phrases. words and phrases. its usage and its elements its usage and its elements
Ask: Apart from reading in school Ask: Apart from reading in school Ask: Apart from reading in school Ask: Apart from reading in school
in which other activities can in which other activities can in which other activities can in which other activities can
knowing how to speak and read knowing how to speak and read knowing how to speak and read knowing how to speak and read
with proper stress of words be a with proper stress of words be a with proper stress of words be a with proper stress of words be a
useful skill? useful skill? useful skill? useful skill?
After the sharing session, the Let the students discuss their Let the students discuss their Let the students discuss Let the students discuss their
class can reflect on the learning for the day. learning for the day. their learning for the day. learning for the day.
answers of the group. The
teacher can ask the following
questions:
 a. Who has similar responses?
b. In what ways are they
similar?
c. How can our differences
bring about positive effect/s
for the learners, class and
school?
d. What can students do to
make sure Grade 8 Level be a
positive experience?
e. What can teachers do to
make this happen?
f. What can the school do to
make this happen?

(8 mins)
1. Teacher provides a proper
ending by emphasizing that
Grade 8 Level is a new
beginning and a proper venue
to start anew as an individual,
learner, and as a class, that
their similarities and
differences will help the class
achieve their goals.
2. Teacher can cite examples
on how this can happen.
I. Evaluating learning Paper and Pen Test Oral Recitation Paper and Pen Test Oral Recitation
J. Additional activities for
application or remediation

V. REMARKS
VI. 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% on the formative
assessment
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 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?

DATE CHECKED/OBSERVED

OBSERVATION NOTES

Prepared by:

KATHY CLAIRE P. BALLEGA

Teacher I
Noted:

ELEANOR B. MONTAÑA
Principal I