Annex B to depEd Order No. 42,s.

2016

GRADES 1 TO 12 School POLO NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher CAROLINA A. CUDAL Learning Area ENGLISH
Teaching Dates and Time JUNE 10, 2019 (12:40-1:40PM-8-Beige;4:00-5:00- Quarter 1ST
Magenta; 5:00-6:00PM-8-White; 6:00-7:00PM-8-
Gray)
I. OBJECTIVES
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 Competencies/Objectives EN8LC-Ib-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech
EN8OL-Ib-3.11: Use the correct sounds of English

II. CONTENT Prosodic Features of the English Language

Selection: I Am an African Child ( A poem by by Eku McGred
III. LEARNING RESOURCES from http://www.poemhunter.com/poem/african-child-3/ )
A. References
1. Teacher's Guide pages Row 18,Week 2, Day 1
2. Learner's Materials pages pp. 17-21
3. Textbook pages
4. Additional materials from LRMDS portal
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson or presenting Present the painting of the Afro-Asian people used in the previous lesson.
the new lesson Generate ideas by identifying symbols like, guns, common directions, differrences in costumes, emotions projected, etc.

B. Establishing a purpose for the lesson Draw the importance of proper communication in diversity: races, language, culture, tradition, values.
English language has its distinct sounds; let's find out what these are in order that we can become effective speakers and listers.

C. Presenting examples/instances of the Activity 10: DID I HEAR YOU RIGHT?

new lesson 1. Take note of your thoughts and feelings as your teacher reads a poem.
2. Find a partner and exchange views with him/her.
3. Take turns in reciting the poem in the way your teacher did.
4. Then take turns describing to each other the experience of being the listener and the experience of being the reader.

D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(leads for formative assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalization and abstraction or
about the lesson
I. Evaluating learning
J. Additional activities for application
remediation
5. Next, explain to each other which you would rather be and why: the reader reciting the poem in that way or the listener hearing the poem recited in that way?
Unlocking of Keywords:
a. articulate - able to talk easily and effectively about things, especially difficult subjects
b. be confined to - to exist in or affect only a particular place or group
c. thrive - to become very successful or very strong and healthy
d. William Kawkwamba - a boy with big dreams who built a windmill from junkyard scraps in order to help feed his village (http://www.williamkamkwamba.typepad.com/)
ediscard - to get rid of something
Basic Elements of Spoken Language
1. Stress, intonation, and pause are basic elements of spoken language that serve as carriers of meaning. They may aid or interfere in the delivery of the message.
Stress is the emphasis placed on a sound, syllable, or word by saying it relatively more loudly and forcefully.
2. Intonation refers to the way the pitch of a speaker's voice rises or falls.
3. Pause is a break, temporary stop, or rest in speaking (or reading) to emphasize or clarify meaning.
Activity 11: STRESSED OR NOT?
1. Find a partner.
2. Take turns in reading aloud the given words and sentences.
3. Then take turns telling each other
Activity 12: TO PAUSE OR NOT TO PAUSE? TO RISE OR TO FALL?
1. Find a partner.
2. Take turns in reading aloud the given paragraphs.
3. Then take turns telling each other
a. how well you think you read and why; and
b. how well you think your partner read and why.
Have you tried communicating to a foreigner or native speaker of English? How about listening/viewing an English film or media? Can you get along with your skills i
One should be aware and conscious of the basic elements of spoken language to be able to communicate meanings effectively.
Activity 13: CAN YOU SAY IT? CAN YOU HEAR IT?
1. Form a group of 5-6 members.
2. Practice reading the poem “African Child” with proper stress, intonation, and pausing.
3. Use the following as a guide. Be ready to present in front of the class.
V. REMARKS
VI. REFLECTION

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 worked well?
Why did this work?
F. What difficulties did my principal or supervisor can
helpme solve?
G. What innovation or localized materials did I use
which I wish to share with other teachers?
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the message.

ou get along with your skills in English communication?