School: Grade Level: 8

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Week 5 (JULY 2-6, 2018) Quarter: FIRST

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,
I. OBJECTIVES 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: African literature as a means of exploring forces that human beings contend with; various reading styles 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.
B. Performance Standards: 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.
C. Learning EN8LTIe-8: EN8LC-5.2:
Competencies/Objectives:  Define short story  Define intonation
Write the LC Code for each  Identify the elements of a short  Use intonation
story correctly
 Discussed a short story and  Identify kinds of
apply each of the elements to it intonation
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.
II. CONTENT
ELEMENTS OF A SHORT STORY GROUP ACTIVITY INTONATION LONG QUIZ
VOCABULARY
OVERLOAD
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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages 57-58 60-62
4. Additional Materials from -
Learning Resource (LR) portal
B. Other Learning Resources Essential English Essential English
Worktext in Literature and Language Worktext in Literature and
Language
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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 Lesson or As a sort of review, the teacher will ask The teacher will ask the
Presenting the New Lesson the students what is collocation and how students what is short story
it was used. (3mins.) and what are the elements of a
short story. (3mins.)
B. Establishing a Purpose for the The purpose of this lesson will be to The purpose of this lesson is to
Lesson introduce the short story to students, by introduce intonation and use
exploring what a short story is and what intonation in saying a word and
the elements are that makes it distinct to use this correctly in
genre. (3mins.) delivering a speech. (3mins.)
C. Presenting Examples/Instances (A Story will be presented) The teacher will present a
 of the Lesson THE ANT AND THE DOVE word:
“HELLO” (3mins.)
A dove saw an ant fall into a brook. The
ant struggled in vain to reach the bank,
and in pity, the dove dropped a blade of
straw behind it. Clinging to the straw like
a shipwrecked sailor to a broken spar, the
ant floated safely to shore.
Soon after, the ant saw a man getting
ready to kill the dove with a stone. But
just as he cast the stone, the ant stung
him in the heel, so that the pain made
him miss his aim, and the startled dove
flew to safely in a distant wood.

“A kindness is never wasted” (5mins.)

D. Discussing New Concepts and The students will read the short story and The student will say the word
Practicing New Skills #1 will try to answer the following questions: “HELLO” in different ways.
(10mins.) (6mins.)
Who Where What is What How will you say HELLO
is in does the the was 1. when you answer the
the story proble the phone?
story? happen? m of the story 2. To a cute baby
animals all 3. When you scared- “Is
in the about? there somebody out
story? there?”
4. To a friend you
haven’t met for a
long time
5. To a new friend
6. To a peson you meet
everyday

E. Discussing New Concepts and The teacher will discuss that the given
Practicing New Skills #2 story is an example of a short story and The teacher will discuss the
the following questions are the elements intonation and its kinds.
of the story. (15mins.)
-The teacher will now discuss the short
story and its elements. (15mins.)
F. Developing Mastery Answer the following questions: (5mins.) Each group will make a short Activity: Write true if the  The students
(Leads to Formative Assessment 1. The hero or good person in the role play that will show the statement is true and false if will spell out
3) story. elements of the short story. the statement is not. (10mins.) 10 words.
2. Story told in first person and is - Characters 1. How many more  Using
true story. - Settings hours before you’re dictionary,
3. Story form the “I” point of - Climax done with your they will
view. - Problem game? – RI search the
4. Where the story takes place. - Resolution 2. Liam, study your meaning of
5. The force that opposes the - Lesson of the story lessons now. – FI the words
protagonist (30mins.) 3. What a crazy show?– they spell
6. A piece of prose that can be The students will present FI out.
read on one sitting. their mini role play in front. 4. Wow! That man is
7. The main idea or message of genius, isn’t he?- RI
 the story. 5. Blue is my favorite
8. Position from which the story is color.-RI
told to the reader. 6. Get me my shoes.-RI
9. Plot in the story when the 7. You should listen to
conflict is resolved. your mother when
10. The high point of the story she’s talking to you.-
when the conflict is resolved. FI
8. Did you finish your
homework?- RI
9. I love watching
Heroes.-FI
10. Which book is the
best for you?-RI
G. Finding Practical Applications of In our lives, there is also called a story, In saying a word, phrase or They will give 1
Concepts and Skills in Daily this is what is happening in our daily sentences you should use example of sentence
Living living. There is also elements of a story proper intonation in order for using the word.
where in there are characters either you to understand by someone -They will also give the
protagonist or antagonist. There is a and he/she able to understand synonyms of each
setting where we usually go, and what you want to convey. word.
especially there is a lesson. In our daily For example you are worried to
lives, we tend to make mistakes but your mother and you want to
those serve as a lesson for us. (5mins.) say “How are you?” You should
use the right intonation so that
your mother sees that you are
really worried to her. (5mins.)
H. Making Generalizations and The students will define what is a short The students will define
Abstractions about the Lesson story. They will enumerate the elements intonation and will identify the
of a short story. (4mins.) kinds of intonation. (5mins.)
I. Evaluating Learning Activity: Make your own short story and Each group will identify the Group activity (10mins.) Each
identify the elements of the story. elements of the short story group will be given phrases or
(10mins.) that other group presented in sentences that they will say
the role play. using right intonation. They will
(30mins.) make a scenario where in they
will say the following lines:
G1. Say HELLO
- To a friend you meet
regularly
- To a friend you
haven’t seen for 10
years
- To a neighbor whom
you don’t like
- To a 6 month old
baby
- To know if someone
is listening on the
phone
G2. Say “GOODBYE”
- To member of a
family departing at
the airport
- To someone who has
 been annoying you
- To a child starting his
very first day at
school
- To a boy/girl friend
- To a friend at the end
of a training program
J. Additional Activities for
Application or Remediation
IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
IV. REFLECTION 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%
in the evaluation
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

work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?