School: Balaoang National High School Grade Level: 8

GRADES 1 to 12 Teacher: Reina V. Aguinaldo Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Week 3 (August 12-16) Quarter: 1st
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards: 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 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 behavior.
C. Learning Division Contextualized Use conventions in citing Use conventions in citing Use conventions in citing
Competencies/Objective sources sources sources
s:
Reading Assesment Test Activity
(DCAT) (EN8SS-IIIg-1.6.4) (EN8SS-IIIg-1.6.4) (EN8SS-IIIg-1.6.4)

II. CONTENT 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.
Writing Bibliography Bibliography Writing Bibliography
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 as
well as paper-based materials. Hands-on learning
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Division Contextualized
Pages Reading Assesment Test
(DCAT)
3. Textbook Pages Pages 1-24 Pages 1-24 Pages 1-24 Activity
4. Additional Materials Self Learning Materials Self Learning Materials
from Learning
Resource (LR) portal
B. Other Learning google google
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 Division Contextualized Checking of Attendance Motivation: Activity
Lesson or Presenting the Look at the picture (posted by teacher on A. Checking of Attendance
Reading Assesment Test
New Lesson the board). Study and analyze it.
(DCAT) Ask the students about the
previous lesson.
B. Establishing a Purpose 1. How many authors are This time, we will study the
for the Lesson Let the students answer the there in the book? bibliography annotation
activity: 2. What is the complete title standard specified in
of the book? Chicago Manual of Styles
Directions: Read the sentences 17th Edition.
3. What is the name of the
carefully and determine the
meaning of the underlined word publisher?
through context clues. 4. Where was the book
( pages 5-6) published?
C. Presenting Division Contextualized What is a Bibliography? Discuss the following: I. Printed Sources Activity
Examples/Instances of Reading Assesment Test I. Printed Sources 1. Books.
the Lesson The three main citation styles a. Books
(DCAT) Author’s last name and first
are the following: b. Periodicals name. Title of Book:
I. The American c. Journals Subtitle. Place of
Psychological d. Magazines publication: Name of
Association e. Newspaper Publisher. Year of
(APA) Style. II. Online Sources publication.
II. The Modern a. Website
Language b. E-book A. Books with One
Association c. Online Journals Author
(MLA) Style
Cruz, Lourdes. Language
The Chicago Manual of Style
and Literature: Grade 8
(CMOS)
Learners’ Textbook.
Quezon City: Cruz
Publishing House, Inc.,
2015.
B. Books with Two to
Ten Authors
Cruz, Lourdes, Dy,
Armando, Perez, Jose and
Rubio, Nancy. Language
and Literature: Grade 8
Learners’ Textbook.
Quezon City: Cruz
Publishing House, Inc.,
2015.
C. Chapter in a Book
Cruz, Lourdes. “South-East
Asian Literature.” In
Language and Literature:
 Grade 8
Learners’ Textbook, 30-47.
Quezon City: Cruz
Publishing House, Inc.,
2015.

D. Discussing New Here are some important reasons Tip: Two or more authors
Concepts and Practicing why you need to cite or list the should be listed in the order
New Skills #1 sources: as they appear as authors,
 It gives credit to the authors. and not necessarily
 It provides you and the reader alphabetically.
with more information about For sources with more
Division Contextualized The students will answer the true the sources. than ten authors, include
Reading Assesment Test or false activity given by the  It shows the writer’s only the first seven in the Activity
teacher. credibility, referring to bibliography followed by et
(DCAT)
whether his/her sources are al. — a Latin phrase which
reliable. means ‘and others’.
 It prevents plagiarism, an act
of stealing someone else’s
ideas and presenting them as
your own.

E. Discussing New Activity 1:

Concepts and Practicing Fill out the following: You
New Skills #2 May use the pictures below.
Title:
Author:
Publisher:
Publication Date:

F. Developing Mastery What is the importance of citing

or listing your sources?
 G. Finding Practical
Applications of Concepts
and Skills in Daily
Living
H. Making Generalizations Students will do an activity:
and Abstractions about Fill in the missing
the Lesson information to complete the
format of each source.
I. Evaluating Learning The teacher will evaluate the The teacher will evaluate
learning of the students thru the learning of the students
Their activity will serve as
asking questions about the lesson thru asking questions about
their quiz.
being discussed. the lesson being discussed.

J. Additional Activities for

Application or Note: Separate reading activity Note: Separate reading
Remediation will be given to the identified activity will be given to the
frustrated readers. (10 minutes) identified frustrated
readers. (10 minutes)
V. REMARKS
VI. REFLECTION 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 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
 used/discover which I wish
to share with other
teachers?
Prepared by:
Reviewed by:
REINA V. AGUINALDO
Teacher I FAYE M. CHU
OIC HT English Noted:
GEMMA L. MELEGRITO, Ed.D
Principal IV