School: Grade Level: 8

GRADES 1 to 12
Teacher: IRENE GAVIOLA CATUBIG Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates : August 12, -- 16 Quarter: 1 Wk 3
MONDAY TUESDAY WEDNESDAY THURSDAY 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 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.
A. Content Standards: The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading SUMMATIVE TEST
styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb
agreement.
B. Performance Standards: The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate SUMMATIVE TEST
reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly
and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
C. Learning EN8VC-Ib-8: Use context clues from EN8G-Ib-7: Use parallel structures. EN8WC-Ib-1.1.6: Organize EN8G-Ib-8: Use appropriate
Competencies/Objectives: the material viewed to determine the EN8V-Ib-10.2: Determine the ideas in one-step word, cohesive devices in composing
meaning of unfamiliar words or meaning of idiomatic expressions by phrase, and sentence an informative speech
expressions noting context clues and collocations outline forms EN8G-Ib-7: Use parallel
EN8WC-Ib-1.1: Generate ideas and EN8OL-Ib-3.11: Use the structures.
their relationships correct sounds of English
SUMMATIVE TEST
EN8LT-Ib-8: Describe the notable EN8LC-Ib-5.1: Listen for
literary genres contributed by African important points signaled by
writers volume, projection, pitch,
EN8LT-Ib-8.1: Identify the stress, intonation, juncture,
distinguishing features of notable and rate of speech
African chants, poems, folktales, and
short stories
EN8RC-Ib-7.2: Scan for logical
connectors to determine the text type
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.

The Hands of the Blacks African Child

(Run-On Poem) ADJECTIVES AND TYPES
II. CONTENT CLINE by Eku McGred SUMMATIVE TEST
An excerpt from “ We Killed OF ADJECTIVES
Mangy-Dog” from
http://www.poemhunter.com/po
by Luis Bernardo Honwana em/african-child-3/
III. LEARNING Lists 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
RESOURCES as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2.
B. Other Learning
Resources
IV. PROCEDURES 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 We do purposive reading to Engage yourself actively Let us take turn identifying Box full of stuff, let them
Lesson or Presenting the better understand the nature of discover words unknown to you notable prosodic features of pick and describe words. SUMMATIVE TEST
New Lesson our global brothers, the Africans. but may be familiar with, of our African brothers.
course, the African people.

B. Establishing a Purpose Unlock difficult words found in the One of the reasons why a Identify the difficult words Discuss about adjectives
for the Lesson selection by doing the Vocabulary reader cannot comprehend a by recognizing some related to the previous
Group Dance Game presenting text is his/her inability to idiomatic expressions activity: (Brainstorming)
strips of paper where they will understand some idiomatic found in the poem entitled
guess the meaning of unfamiliar expressions/vocabulary words “I Am An African Child”. And what we do mainly is
words or expressions using context found in the text. We will now DESCRIBING and we SUMMATIVE TEST
clues. try to unlock some of these describe a noun and tell
difficult words. more about a person, place
or thing.
Let’s talk about clines!
C. Presenting The Hands of the Blacks Let’s go back to the story of the To further reinforce the Adjectives describe nouns.
Examples/Instances of the An excerpt from “ We Killed Hands of the Blacks by Luis learners reading skill, this is They give information about
Lesson Mangy-Dog” by Luis Bernardo Bernardo Honwana. a reading text that will something or someone that
Honwana enhance your reading we can discover with our
Activity 10: GOING CLINING, comprehension through: senses. They tell how
Do Activity 4. What Do you Know? ANYONE? the Run-On Poem. he/she/it looks, feel, sound,
smells, or tastes. SUMMATIVE TEST
(Semantic Web)
Choose the adjective that
makes the most sense to
complete the sentence.
Write it on the line.
D. Discussing New Concepts Did you enjoy reading the tale? It’s Discuss the definition and Activity 7. Run-On Poem U Complete Me.
and Practicing New Skills informative and literary at the same discipline of CLINE. The poem should be read (Boardwork)
#1 time, is it not? without interruption; no
pausing nor variation in Complete the sentence by SUMMATIVE TEST
Activity 5: INFORMATIONAL tone. writing the most appropriate
PARAGRAPH FRAME React to how you adjective.
understand the poem. http://www.k12reader.com

E. Discussing New Concepts CONNECT ME NOT. Read these lists of words A volunteer student should Adjectives Order
 and Practicing New Skills What connections can you carefully. You need to put them re-read the poem for
#2 make? in order according to their everybody following the Sometimes we use two or
meaning. Ask yourself ‘Which same procedure how the more adjectives together :
word has the strongest first reader read it.
meaning? Which has the A / 'OPINION' ADJECTIVES
weakest meaning?’ Write the Conduct brainstorming how B / 'FACT' ADJECTIVES
weakest words first. a poem presented affect
understanding of learners. 1 / SIZE :
1.Grumpy, cross, furious 2 / AGE
2.Eat, gobble, nibble 3 / SHAPE :
4 / COLOUR :
5 / ORIGIN
6 / MATERIAL:
7 / PURPOSE :
F. Developing Mastery Activity 6: PARTNER CHATTER Group Contest of Making A Let’s Be Simple!
In pairs, spend two minutes CLINE ON KITE. Adjectives order Activity
describing an object common to A. WORDS IN A CLINE. Paraphrase the
African people. Which of the following group of message/thought wished to This test comes from
words in a cline is arranged in convey in each paragraph http://www.tolearnenglish.com
The object (Photograph) will be descending order? in outline form/graphic - the site to learn English (test
shown later once the allotted time organizer. n°42493) - Copyright SUMMATIVE TEST
Place the KITE STRIP on
of two minutes is used by your www.tolearnenglish.com - All
the words with correct cline rights reserved - It is forbidden
“opponent”. while arrange the group of to reproduce, republish,
words to form a CLINE. redistribute, resell or translate
any materials from this site in
either machine-readable form
or any other form.
G. Finding Practical Did you feel that your activities How important is your Did you feel that your Why do you think it is
Applications of Concepts were successful? Why or Why not? knowledge about CLINE in your activities were successful? necessary for us to be
and Skills in Daily Living List your reasons. life especially in reading? Why or Why not? List your aware of the proper order of
reasons. adjectives when
communicating?
H. Making Generalizations Process Frame: A cline is a graded sequence of Did you understand the Can possessive pronoun be
and Abstractions about words whose meanings go poem? Do you now considered as adjective?
the Lesson Based from the creation of the across a continuum of meaning. recognize how important 1 / SIZE :
Africans and why their hands are It came from the Greek word prosodic features are? 2 / AGE
white. “clino” meaning to slope. 3 / SHAPE
4 / COLOUR :
Examples: shouted, yelled, 5 / ORIGIN :
screamed, shrieked, Friendly, 6 / MATERIAL:
sociable, outgoing, gregarious 7 / PURPOSE :
 What is it used for ?
Notice the two extreme words in Racing car, frying pan,
each sample. rocking chair

The word shouted is “milder”

compared with shrieked, right?
I. Evaluating Learning WHAT’S YOUR EVIDENCE? Words in a Cline. Which of the Find the adjectives in the
following group of words in a Activity 8. Anticipation following sentences.
Cite evidences why the hands of cline is arranged in descending Guide  1. He suggested they
Africans are black. order? Blacken the circle that clean the statue for their
corresponds to the letter of your community service
answer. project.
bright clever brilliant  2. The bank book was on
a.clever brilliant bright the kitchen table.
b.bright clever brilliant SUMMATIVE TEST
c. bright brilliant clever
J. Additional Activities for Retell the short story using graphic Make your own cline using Make a 100 word
Application or organizer. dictionary and other reference informative speech focusing
Remediation materials. on the richness of your
culture in your respective
areas. Encircle the
adjective and state its type.

Prepared by: Checked by:

IRENE G. CATUBIG ROSALIO IMBOC

SST - I Teacher In - charge