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School: Grade Level: 8

GRADES 1 to 12 Teacher: Learning Area: ENGLISH


DAILY LESSON LOG Teaching Dates and 1st
Time: Week 2 Quarter:

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, additional lessons, exercises and
I. OBJECTIVES
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-a –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 persuasive speech based on a specific topic of interest keeping in mind the proper and effective use
of parallel structures and cohesive devices and appropriate features, stance and behavior.
C. Learning EN8RC-Ib-7.2: EN8G-Ib-7: EN8V-Ib-10.2 EN8WC-Ib-1.1:
Competencies/Objectives: Scan for logical connectors to Use parallel structure Determine the meaning of Generate ideas and their
Write the LC Code for each determine the text type. idiomatic expressions by relationships
EN8G-Ib-8: noting context clues and
Use appropriate cohesive collocation EN8WC-Ib-1.1.6:
devices in composing an organize ideas in one-step
informative speech. word, phrase, and sentence
outline forms
EN8WC-Ib-1.1:
Generate ideas and their
relationship

EN8OL-Ib-3.11
Use the correct sounds in
English
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 LOGICAL CONNECTORS/ PARALLELISM IDIOMATIC EXPRESSIONS OUTLINING
TRANSITIONAL WORDS

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
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Pgs. 4, 6,7 Pg. Pgs. Pg.
2. Learner’s Materials Pgs. 7-10 Pg. Pgs. Pg.
Pages
3. Textbook Pages Macmillan English Interactive English 8 English in Perspective 8 Interactive English 8
English in Perspective 8 pgs. 144-147 English in Perspective 8 English in Perspective 8
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Videos, pictures, visual aids Visual aids Multimedia, copy of the text Multimedia, pictures, copy of
the poem

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 the students which you can infer from formative assessment
IV. PROCEDURES 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 Let students recall the two Let students recall how Let students recall the previous Let students recall the
Lesson or Presenting the literary pieces about Africans. logical connectors function in lesson about parallelism and previous lesson about using
New Lesson Have them compare and a sentence. Let them recall how does it contribute to clarity context clues to unlock the
contrast the theme of the two the different ways on how to in writing meaning of an idiomatic
literary pieces. organize a text. expression

B. Establishing a Purpose The teacher will present the The teacher will present the The teacher will present the The teacher will present the
for the Lesson objective to the class. objective to the class. objective to the class. objective to the class.

Start the lesson by letting the Let students study the Let students read a dialogue
students some sentences with following sentences and using idiomatic expressions.
transitional words on it. Guide identify what makes it
them in answering the erroneous: A. Hi Jill where have you
following questions: Andrew has intelligence, been? I haven’t seen
creativity, and he is you for ages.
 When you were funny. B. Yeah we were gone for
reading the text, did a couple of weeks since
you notice the Good writing requires you we visited grandma,
connection between to plan outlines, write she has been under
and among the several drafts, and the weather for quite
paragraphs? revision. some time now
 What made that C. Oh, I regret to hear
possible? Process the students answer that but I know your
 What is the function of to prompt them to the topic grandma will soon be
the underlined of the lesson okay, so keep your
expressions? How are chin up!
they called? D. That’s very nice of you
 How are the Jack, hands down
paragraphs organized? you’re the best
What do they show? bestfriend in town.
 What are other ways E. By the way, I have lots
to organize a of good news for you
paragraph? and it will sure tickle
you pink.
F. Oh I can’t wait to hear
all of that Jack, but I
got to go first, the
clock is ticking and I
have to catch Mr. Diaz
and submit the draft of
my thesis.
G. Ok bye Jill let’s catch
up soon.

Let them study and analyze the


language used by the
characters in the dialogue

Ask the following questions:

*what do you think is the


meaning of the underlined
phrases in the dialogue?
* Does it have a literal meaning
or a different meaning from
what it actually states?
* How did you come up with
the definition of the underlined
phrases?
C. Presenting Highlight students answers by Present to the class the idea Inform students about the topic Acquaint students to the idea
Examples/Instances of providing additional examples of parallelism. for the day and that is of outlining and the
the Lesson of paragraphs and how are Idiomatic Expressions: importance of it in organizing
these organized. Parallelism refers to matching ideas.
grammatical structures in IDIOMS- is a word or a group
sentences. Elements in a of words being expressed *An outline is an orderly list
sentence that have the same whose meaning is not of the main ideas in an oral
function or express similar predictable from the usual or written composition.
ideas should be grammatical meaning or from the Outlines are often created to
parallel, or grammatically grammatical rules of the record ideas from lectures, to
matched. language. record thoughts from one’s
reading and to guide one’s
IDIOMATIC EXPRESSIONS- writing.
usually is a phrase or a group
of words which gives a special
meaning.

D. Discussing New Concepts *Inform students that words Parallelism is used effectively English idiom or idiomatic Discuss outlining to the
and Practicing New Skills responsible for creating as a rhetorical device expressions are Greek in students. Define and
#1 coherence in the paragraph throughout literature and in origin. The word idiom means differentiate the 2 kinds of
are what we called LOGICAL speeches, advertising, copy, “a private citizen, something outlining. Explain to them the
CONNECTORS/TRANSITIONAL and popular songs. belonging to a private citizen, points they need to remember
WORDS personal,” and, by extension, in outlining.
Good parallel structure something individual and
Logical connectors- are improves the clarity of your peculiar. Idiomatic Expressions, 2 kinds of Outlines
used to join or connect two writing. To make your writing then, conform to no laws or  Sentence outline- he
points are stated as
ideas that have a particular parallel, use the same principles describing their
sentences.
relationship. grammatical form for all item formation. They may also
 Topical outline- the
in a list. violate grammar or logic or
points are stated as
Inform students that there are both and still be acceptable
words or phrases.
different ways of organizing Ex. because the phrase is familiar,
information poor: Andrew has deep-rooted, widely used, and In making an outline, observe
intelligence, creativity, and he easily understandable- for the the following instructions on
TIME is funny native born. “How do you do?” format:
After, always, before, finally, Improved: Andrew has is, for example, an accepted a. Use roman numerals
first, following, immediately, intelligence, honesty, and idiom, although an exact for main ideas
last, later, meanwhile, now, humor answer would be absurd. There b. Use capital letters for
sometimes, soon, then, until are many idiomatic expressions subheadings
Give other examples of in our language. One is that c. Use Arabic numerals
PLACE parallelism. several words are combined for supporting details
Above, ahead, around, below, which lose their literal meaning d. Place a period after
beneath, down, far, here, Common faulty shift in and express something very the numerals and
horizontally, inside, near, next parallel structures remotely suggested such as ; letters that introduce
to, opposite, outside, over, birds of a feather, blacklist, lay- the points
parallel, there, under, 1. Verb tenses- avoid up, toe the line, make out, bed e. Begin every point in
vertically, within shifting verb tenses of roses, dark horse, heavy an outline with a
from the past to the hand, open house, read capital letter.
ORDER OF IMPORTANCE present or vice versa between the lines, no ax to f. Do not put periods
At first, first, former, last, 2. Avoid shifting from grind, hard row to hoe. after the points if the
latter, primarily, second, active to passive Example outline is topical.
secondarily 3. Mood- avoid shifting g. Indent each level of
the mood or the He is a black sheep- has a bad the outline
CAUSE AND EFFECT manner in which a character h. If there is an A, there
As a result, because, thought of a A bundle of jay- a person who must also be a B. if
consequently, for that reason, sentence is expressed is cheerful or something there is a 1, there
so, so that, then, therefore. 4. Discourse- avoid that is enjoyable must also be a 2.
shifting from a A man of his word- a person
COMPARISON & CONTRAST statement to a who is worthy of his i. In a topical outline,
But, however, in contrast, in question or vice promise. state the points of
the same way, just as, like, on versa. A white lie- which usually each division in
the other hand, on the told to spare or help parallel form.
contrary, similarly, unlike someone
An inside job- a crime
EXAMPLES committed by someone who
For example, for instance, is employed by a person or
namely, that is company.
Birds eye view- an overall
EMPHASIS view
Certainly, indeed, moreover, With open arms- willingly
obviously, of course

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
IV. PROCEDURES 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.
E. Discussing New Inform students of the Discuss how to write an Explain how context clues aids Instruct students to prepare an
Concepts and Practicing different text types they may informative article in unlocking the meaning of an outline of African Literature.
New Skills #2 encounter: narrative, idiomatic expression
expository, instructional and *How to write an informative A Note on African
persuasive. article? Writing an article is not It is important to learn and use Literature
that difficult as you think. The idioms and expressions in
Discuss how each differs: following tips can help you in context. Of course, idioms are African literature is rich in oral
writing an informative article - not always easy to understand traditions. Oral traditions are
Narrative text tells a story. 1. Write about what you really and Idioms are better messages passed down
know. Before writing, do a understood with the help of through speech or song and
Expository explains or informs. search and find out some more contexts or the words may take the form of folktales
details to polish your surrounding it. and fables, epic histories and
Instructional texts are usually knowledge on the selected narrations, proverbs or
given in a series of sequenced topic. You can find details Discuss the common types of sayings, and songs. They help
or chronological order. about anything on the internet, context clues: people make sense of the
using a search engine.  synonyms world, teach children and
Persuasive convinces a reader 2. Please remember the vital  antonyms adults about important aspects
to agree with a writer. point that many of your readers  Logic of their culture, and guide
may already know more details  Definition social and human morals --
than you about the topic you  Example or giving people a sense of place
are writing. Therefore, write illustrations and purpose.
about the topic you have Oral traditions have a strong
influence on modern African
sufficient knowledge about. literature. The most successful
3. People will be more African writers know what to
interested to know how you do with the oral tradition, and
sorted out a particular problem understand how its structures
when you had faced one. A and images can be
well written article about transformed to a literary
solving your own problem will mode. They place their literary
be more useful to the readers. works into the forms of the
Many of them would have oral tradition.
faced a similar problem and Some of the first African
your information will be of writings to gain attention in
immense help to them. the West were slave
narratives, which described
vividly the horrors of slavery
and the slave trade. As
Africans became literate in
their own languages, they
often reacted against colonial
repression in their writings. As
Africans began demanding
their independence, more
African writers were published.
They often shared the same
themes: the clash between
indigenous and colonial
cultures, condemnation of
European suppression, pride in
the African past, and hope for
the continent's independent
future.
F. Developing Mastery Divide students into groups, Let students exercise Group Work: Give another exercise for
(Leads to Formative give them a selection and ask parallelism by identifying which Write an idiom story students to practice outlining.
Assessment 3) them to list down the logical sentences has a parallel Challenge your students to By filling out the outline with
connectors that were used. structure. Write c if the write a story using as the correct topics/ideas.
And what relationship is being sentence has parallel structure many idioms as they can.
shown through these logical and rewrite the sentence if the They will probably want to
connectors sentence does not have a use a lot of dialogue, so
parallel structure. this is a great way to
practice using quotations
properly. It would
probably help to have a
large list of common
idioms available
G. Finding Practical Encircle the word or phrase in Let students read each Make an outline of the story of
Applications of Concepts the sentence that does not sentence carefully and identify the hands of the black or any
and Skills in Daily Living conform to parallel structure the meaning of each chosen text.
then correct it. underlined phrase or idiomatic
expression through the use of
context clues.

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 the students which you can infer
V. PROCEDURES
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.
H. Making Generalizations What is the main function of Why is there a need to observe How does idiomatic expression What are the benefits one can
and Abstractions about logical connector and how this proper parallelism in writing? contribute to the over-al get through outlining?
the Lesson helps writers organize his/her
ideas?

I. Evaluating Learning Let students scan the following Using students’ knowledge on Underline the idiomatic Choose one topic form the
paragraphs and underline the logical connectors and expression used in the suggested topics. Then
logical connectors used in the parallelism write a speech on sentences and determine their construct a topic outline by
sentences. Then identify the the theme: “where jealousy meanings as used in context. filling in the following skeletal
type of each text based on the and selfish ambition exist, there framework.
logical connectors used. is disorder and every foul 1. The elephant added
provide brief explanation for practice” salt to injury when a. Social media
their answers. he eased out the man b. Gadgets
Observe parallel structure in from his hut. c. Clothes & shoes
verb tenses, voice, mood, and Meaning: make things worse
sentence structure. or aggravate
2. The man was very
happy to see the back
of the animals when
he burned the hut.
3. The jackal bit more
than he could chew
when he brought the
monkey to court
4. When the animal court
released the monkey,
he got the best of both
worlds.
5. The fiddle came as a
blessing in disguise for
the monkey.

Write an essay using logical Write an informative article


J. Additional Activities for connectors on a topic of the discusses the causes and the
Application or students’ choice. harmful effects of
Remediation discrimination in school and in
society.

VI. 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
VII. REFLECTION 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?