School Jaime J.
Vistan High School
Grades 1 to 12 Daily
Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
Grade Level 8
Teacher Learning Area English
Teaching Dates and Time Quarter 1ST Quarter (WEEK 3)
Session 1 Session 2 Session 3 Session 4
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 assessed 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.
The learner demonstrates understanding of: the prosodic features of speech, study and research skills, making sense of unfamiliar words, using non-linear
texts to show relationships between ideas through oral literatures of selected Afro-Asian countries.
The learner presents an informative and creative exhibit to show the different traditions and values of selected Afro-Asian countries and informative texts
to familiarize oneself with the traditions and values that will guide him/her in knowing his/her identity as an Asian.
EN8WC-IC-1.1.6 EN8WC-IC-1.1.6 EN8WC-IC-1.1 EN8G-IC-7
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.
List 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 promotes concept development.
Grade 8 LM pages 20 -21 Grade 8 LM pages 19-20 Grade 8 LM pages 21-22 Grade 8 LM pages 21-22
https://www.youtube.com/watch?v=qL0kybutBgg https://www.youtube.com/watch?
v=tUNAxNx4_Bw
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.
B. Establishing a purpose for the
lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
Provide a set of noun to be
described and ask students to
give an adjective to best
describe each.
Give sentences and have the
students identify any
descriptive word given for the
subject.
Describe a member of your
family and one of your favorite
things in life.
How well do you know
adjectives from other words
that describe?
Present objects and have the
students identify their similar and
different characteristics.
Ask the students to find a partner
or form a small group of three.
Instruct them to look for an
object they all have and describe
its characteristics which are
similar and different.
Let the students be more correct
in describing things of the same
category that shows their
comparison.
Does an adjective retain its form
when multiple objects of the
same category are described or
compared?
Discuss the compound sentence. Discuss the complex sentence and
compound-complex
Show how two simple sentences can be related Discuss what is clause and its two
and with the help of coordinating conjunction types: independent and
they can be connected. dependent.
Discussion of coordinating conjunctions. Identify what is an independent
clause from a dependent clause.
Identify which coordinating conjunction is to be Analyze the sentence given to
used for the given simple sentences. determine what is a sentence
(independent clause) from a phrase
(dependent clause).
This group activity will test the ability of your Group Activity
learners to use correct coordinating conjunctions Each member of the group will be
within a specified amount of time. given a word or group of words and
they will have to form the sentence
1. Divide the class into teams of 2-4 structure to be asked by the
students. teacher.
2. Distribute seven index cards to each
team, and have them write one
conjunction in large letters on each card.
3. Read two simple sentences aloud. Teams
must hold up one card that contains a
conjunction that can be used to combine
those two simple sentences into one
compound sentence.
4. You can either award a point to all the
teams who choose a correct conjunction,
or only award one to the team who held
up their card the fastest.
For example, you could say: We like movies. We
go to the theater often.
Students could hold up the SO or the AND
conjunction cards because those conjunctions can
be used to correctly link the two simple
 sentences. If any teams hold up a different card,
dock them points or award no points. Teams who
jump the gun and hold up a card before you finish
reading the two sentences aloud are more likely
to make an incorrect selection, so be sure to
remind teams to listen to both simple sentences
before showing a card. Repeat the process as
often as you like using different sets of simple
sentences, and award a prize to the winning
team.
G. Finding practical applications Seatwork # 2 Activity # 2
of concepts and skills in daily Underline the adjective and Complete the table to show the
living circle the word it describes. degrees of adjective.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Combine the simple sentences using coordinating Quiz # 3
conjunctions to form a compound sentence. Sentence Structure
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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% on the formative
assessment
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
strategiesworked well?Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?