School Lolomboy National High School Grade Level Grade 8

Teacher Lady Grace O. Balume Learning Area English

Daily Lesson Log
Teaching Dates and Time August 22 - 26, 2022 Quarter First
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos 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
A. Content Standards
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
B. Performance Standards cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning Competencies/Objectives Get familiar with the rules and regulations Follow precise directions in answering the Identify the least and most learned skills of the Follow accurate instructions in answering the
(Write the LC code per each) of the school. reading assessment test. students. diagnostic test.

D. Alotted Day Day 1 Day 2 Day 3 Day 4

School Rules and Regulations Psychosocial Activities and Subject Psychosocial Activities and Conduct of Diagnostic Psychosocial Activities
Care on the use of textbooks and self- Orientation Test
II. CONTENT learning modules

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Add'l Materials
B. Other Learning Resources Psychosocial Support Activity Pack for Teachers;
Psychosocial Support Activity Pack for
Students' handbook test questionnaires, answer sheets, board, Psychosocial Support Activity Pack for Teachers
Teachers
chalk, eraser
The teacher will ask the students about
IV. PROCEDURES the rules that each student has in their
A. Reviewing previous lesson or presenting respective household.
The teacher will ask the students the
new lesson following: When can say that you are
happy? When can say that you are sad? Energy Check Energy Check and Drill
Do yoy acknowledge how you feel at
certain situations?
B. Establishing a purpose for the lesson The teacher will explain the importance of The teacher will explain to the learners what
The teacher will discuss the rules and today's activvity The learners will check the paper the paper of
diagnostic test is and why is it needed to be taken
regulations of the school. their seatmate.
by the students.
C. Presenting examples/ instances of the new The teacher will set the guidelines to the The teacher will demonstrate breathing exercises
lesson The teacher will illustrate examples of activity. She will ask the students to think to the students.
of the different feelings that they feel at the The teacher will ask the student about how they are
rules and regulations implemented in
moment and later on be ready to talk about feeling after being back to school as students.
school particularly in LNHS.
it.
D. Discussing new concepts and practicing The teacher will discuss the rules and The teacher will explain to the learners the Cloud Relaxation The teacher will ask the students if it is important to
new skills #1 regulations set by the school (LNHS) and instructions of the activity "feeling circle". Relaxation Activity for a feelin of calm in the body react accordingly to different life situations?
explain why is it importance to follow
them.

E. Discussing new concepts and practicing The teacher will explain to the students The teacher will remind the learners to The teacher will remind the leaners of the The teacher will explain the guidelines of the
new skills #2 how they will take care of their textbooks read the texts and questions thoroughly importance of the test. The teacher will remind the "Feeling Charades" activity.
and self-learning modules (SLMs). before answering. learners to read the texts and questions
thoroughly before answering.
F. Developing Mastery (Leads to Formative Conceptual Drill Situational problems Breathing Exercises Pantomime of feelings from the folded papers of
and Assessment 3) presented by the teacher.

G. Finding practical application of concepts and

skills in daily living

H. Making generalizations and abstractions

about the lesson

I. Evaluating Learning The teacher will ask the students if they The teacher will set the guidelines to the The teacher will facilitate the conduct of the the The teacher will administer the Diagnostic Test.
have questions on the rules and activityadminister the Reading item analysis and identify the most and least The learners will answer the test in a sheet of
regulations of school as discussed by the Assessment. Have the students answer mastered items in the reading assessment paper. The
teacher. the Pre-Assessment using the provided students will do the activity "Feeling Charades".
answer sheet.

J. Additional Activities for Application or The teacher will ask the learners to The teacher will ask the learners to The teacher will ask the learners to prepare for The teacher will ask the students to do an
Remediation prepare for the Reading Assessment to be prepare for the Diagnostic Test. the Diagnostic Test. advanced reading of the first lesson. Let them
taken on the next day. browse their English book and module.

V. REMARKS
VI. REFLECTION
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 worked? No. of learners
who have cope up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my learning strategies worked well? Why
did this 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?

Prepared by: Checked by: Checked by:

LADY GRACE O. BALUME CHRISTINA D. REYES JENNET A. MANALO

Teacher I Head Teacher II, English Department Principal III
 School Lolomboy National High School Grade Level Grade 8

Teacher Lady Grace O. Balume Learning Area English

Daily Lesson Log
Teaching Dates and Time August 29-September 2, 2022 Quarter First
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos 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
A. Content Standards
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
B. Performance Standards structures and cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning Competencies/Objectives Follow accurate instructions in answering the Identify the least and most learned skills of Follow precise directions in answering the
(Write the LC code per Diagnostic Test. learners from their scores in the Diagnostic Diagnostic Test.
each) test.

D. Alotted Day Day 1 Day 2 Day 3 Day 4

NO Classes Conduct of Diagnostic Test (Day 2) and Item
"National Heroes Day" Analysis Administration of Item Analysis and
II. CONTENT Reading Assessment Test
identifying Least and Most Learned Skills

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Add'l Materials
B. Other Learning Resources
test questionnaires, answer sheets, board, test questionnaires, answer sheets, board, test questionnaires, answer sheets, board,
chalk, eraser chalk, eraser chalk, eraser

IV. PROCEDURES
A. Reviewing previous lesson or presenting The teacher will ask the class who among The teacher will distribute the answer sheets
new lesson them likes to read. After that, the teacher to the learners.
The teacher will distribute the answer sheets will ask the reasons why they like to read
to the learners, and what motivates them in reading.

B. Establishing a purpose for the lesson The teacher will explain the importance of
The teacher will tell the students about the reading The learners will check the paper the paper of
purpose of taking the Diagnostic Test. their seatmate.

C. Presenting examples/ instances of the The teacher will instruct the student on how The teacher will distribute the The teacher will discuss the procedure on
new lesson to answer the Diagnostic Test. questionnaires and answer sheets to the how to conduct the item analysis.
students.
D. Discussing new concepts and practicing The learners will analyze the test items. The teacher will explain to the learners the The teacher will guide the students in
new skills #1 instructions in answering the reading test. conducting the analysis of each item in the
test.

E. Discussing new concepts and practicing The teacher will explain how to identify the The teacher will remind the learners to read The teacher will explain how to identify the
new skills #2 most and least mastered skills based on the the texts and questions thoroughly. most and least mastered skills based from
result of the test. their scores in the test.
F. Developing Mastery (Leads to Formative
and Assessment 3)

G. Finding practical application of concepts

and skills in daily living

H. Making generalizations and abstractions

about the lesson

I. Evaluating Learning The teacher will facilitate the conduct of the The teacher will administer the Reading The teacher will facilitate the conduct of the
the item analysis and identify the most and Assessment. Have the students answer the the item analysis and identify the most and
least mastered items in the reading Pre-Assessment using the provided answer least mastered items in the reading
assessment sheet. assessment

J. Additional Activities for Application or The teacher will ask the students to do an The teacher will ask the learners to prepare The teacher will ask the learners to prepare
Remediation advanced reading of the first lesson. Let for the Diagnostic Test for the discussion next week. Ask them to
them browse their English book and module. browse the first lesson in their English book.

V. REMARKS
VI. REFLECTION
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 worked? No. of
learners who have cope up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my learning strategies worked well?
Why did this 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?

Prepared by: Checked by: Checked by:

LADY GRACE O. BALUME CHRISTINA D. REYES JENNET A. MANALO

Teacher I Head Teacher II, English Department Principal III
 School Lolomboy National High School Grade Level Grade 8
Daily Lesson Teacher Lady Grace O. Balume Learning Area English
Log
Teaching Dates and Time January 2-6, 2023 Quarter Second Quarter
I. OBJECTIVES
The learner demonstrates understanding of: East Asian literature as an art from inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
A. Content Standards expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns
of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or
B. Performance Standards expressions in topic development, and appropriate prosodic features, stance and behavior.
C. Learning Competencies/Objectives CHRISTMAS BREAK CHRISTMAS BREAK Realize the value of the proper way to express Compare and contrast pieces of information from
(Write the LC code per each) comparison and contrast of the texts.
same text in different multimodal texts.

D. Alotted Day Session 1 Session 2 Session 3 Session 4

Realizing the value of the proper way to express Compare and contrast pieces of information from
comparison and contrast of the texts.
II. CONTENT
same text in different multimodal texts.

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Material pages

3. Add'l Materials
SLM Q2: Module 5 (pp. 4-10) SLM Q2: Module 6 (pp. 1-12)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
new lesson Reading Intervention (Daily Dozen) Words with /old/ Reading Intervention (Daily Dozen) Words with /old/
sound sound

B. Establishing a purpose for the lesson The students will be able to realize the value of the The students will be able to compare and contrast
proper way to express comparison and contrast of pieces of information from texts.
the
same text in different multimodal texts.

C. Presenting examples/ instances of the new The teacher will explain the essence of comparison Let the students read and analyze if the words
lesson and contrast in expressing ideas thru various inside the column need to use similar learning
multimodal texts. preferences or different learning preferences.
D. Discussing new concepts and practicing Multimodal literacy encourages students to Ask the students to read and analyze the
new skills #1 understand the ways media shapes their world. conversation in page 6-8 and answer the guide
Most, if not all texts today, can be considered questions afterwards.
“multimodal texts,” as they combine modes such as
visuals, audio, and alphabetic or linguistic text.

E. Discussing new concepts and practicing The teacher will discuss and deepen the
new skills #2 understanding on how to compare and contrast
texts and opinions.

F. Developing Mastery (Leads to Formative The teacher will ask the students to give at least five The teacher will ask the learners to read analyze
and Assessment 3) sentences stating the significance of multimodal the text about Koreans and Filpinos and the teacher
texts in expressing comparison and contrast. Then, will guide the class solve the puzzle.
have them share it to the class.

G. Finding practical application of concepts Comparing and contrasting is important for us to

and skills in daily living know which and what to believe in.
H. Making generalizations and abstractions A text may be defined as multimodal when it Comparing and contrasting is the ability to sort or
about the lesson combines two or more semiotic systems classify things in terms or similarities and
which include picture books, textbooks, graphic differences.
novels, comics, and posters, where meaning is
conveyed to the reader through varying
combinations of visual, aural, read/written, and
kinesthetic.

I. Evaluating Learning CHRISTMAS BREAK What I Have Learned Directions: Complete Independent Assessment 1. Read the statements about
the open-ended sentences below which will help you check Bulacan and Bataan. Then, fill in the blanks inside the box.
your understanding about the lesson. Be honest in sharing
your insight.

J. Additional Activities for Application or

Remediation

V. REMARKS

VI. REFLECTION
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 worked? No. of learners
who have cope up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my learning strategies worked well?
Why did this 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?

Prepared by: Checked by: Checked by:

LADY GRACE O. BALUME CHRISTINA D. REYES JENNET A. MANALO

Teacher I Head Teacher II, English Department Principal III