School: ALILEM NATIONAL HIGH SCHOOL Grade Level: 8
GRADES 1 to 12 Teacher: MARVIE JOYCE A. DECANO Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: November 14-18 Quarter: SECOND QUARTER
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:Afro- Asian Literature as an art form inspired and influenced by nature; stress, intonation and pause as
elements of spoken language that serve as carriers of meaning, strategies for coping with unfamiliar words and ideas, forms and notices, non- linear
texts and outlines to show relationship between ideas and varied adjective complementation.
B. Performance Standards: The learner transfers learning by writing an informative essay about Afro- Asia applying varied adjective complementation in an organized text through
proper coordination and subordination.
C. Learning Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts (EN8SS-lle-1.2).
Competencies/Objectives: Specifically, you are to:
1. analyze visual-verbal relationships through tables, graphs, infographics, and information maps;
2. interpret information presented in a text; and
3. demonstrate appreciation and understanding of expository text through a concept map
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.
Visual elements:
II. CONTENT Visual elements: Graphs Captioned graphics, ICL
Visual-verbal (line graph, bar graph) Charts: pie chart,
Relationships Visual elements: Tables, flowchart
Maps
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
RESOURCES 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 SLM- Verbal/Visual SLM- Verbal/Visual SLM- Verbal/Visual SLM- Verbal/Visual
Relationships Relationships Relationships Relationships
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Handouts Handouts/Activity sheet Handouts/Activity sheet Handouts/Activity sheets
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Lesson or Recall the different visual
Presenting the New Lesson illustrations discussed
B. Establishing a Purpose for the Show an infographic for the
Lesson students to study
C. Presenting Examples/Instances of Provide diagrams for each Provide diagrams to study Give diagrams to evaluate
the Lesson type of graph to be as examples for each visual
assessed element
D. Discussing New Concepts and Discuss expository texts Discuss the different types Discuss tables and maps as Discuss charts, and
Practicing New Skills #1 and importance of visuals of graphs as one of the visual elements captioned graphics
and verbals in visual elements
understanding this type of
text
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery Study and read the Read and analyze the text Assess the given diagram
graphical representations to complete the concept then complete the given text
then answer the questions with ways to stop the
that follow to construct a spread of coronavirus.
short expository text
G. Evaluation Provide peer exercises on
Verbal-visual Relationships
Prepared by: Checked and noted by :
MARVIE JOYCE A. DECANO HILDEGARDE M. TIGLAO
English Teacher Master Teacher I
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?
IV.REFLECTION 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?
Page 5 of 5
Prepared by: Checked and noted by :
MARVIE JOYCE A. DECANO ROMEO S. VENANCIO
English Teacher School Principal II
