School Baybay National High School Grade Level Grade 8

GRADE 8 Teacher Paul James G. Luzon Learning Area English

DAILY Teaching Dates and August !"# $%& Quarter 'irst
LESSON LOG Time

ONDAY T!ESDAY "EDNESDAY T#!RSDAY $RIDAY  

I% O&'E(TI)ES Organize notes taken Arrange notes in Determine the Use the appropriate %ote the changes
from an expository one-step word, meaning of words reading style in !olume,
text phrase, and and expressions that scanning, pro&ection, pitch,
sentence outline reect the local skimming, speed stress, intonation,
reading, intensi!e
forms culture by noting  &uncture, and rate
reading etc"# for
context clues of speech that
one$s purpose
a'ect meaning
A" (onten
(ontentt )tan
)tandar
dards
ds *he learne
learnerr demo
demonst
nstrat
rates
es unders
understan
tandin
dingg of+
of+ Afric
African
an litera
literatur
ture
e as
as a means
means of explor
exploring
ing forces
forces that
that huma
human
n bein
beings
gs conten
contend
d
with !arious reading styles !is  .-!is purposes of reading prosodic features that ser!e as carriers of meaning ways by
which information may be organized, related, and deli!ered orally and parallel structures and cohesi!e de!ices in
presenting information"

/" 0erf
0erform
ormance
ance )tanda
)tandards
rds *he learn
learner
er transf
transfers
ers learn
learning
ing by compos
composing
ing and
and deli!er
deli!ering
ing an inform
informati
ati!e
!e speech
speech based
based on a speci1c
speci1c topic
topic of intere
interest
st
keeping in mind the proper and e'ecti!e use of parallel structures and cohesi!e de!ices and appropriate prosodic
features, stance, and beha!ior"
beha!ior"

(" 2earning (ompetencies3 5%64(-7h-8+ 5%64(-7h-8"9+ 5%6:-7h-8+ 5%6;(-7i-<+ 5%62(-7i-="9+

Ob&ecti!es
4rite the 2( code for each
II% (ONTENT Organizing %otes Arranging %otes (ontext (lues )kimming 7ntonation
III% LEARNING RESO!R(ES
A" ;eferences
>" *eacher$s
eacher$ s ?uide 0ages
9" 2earner$s @aterials
0ages
" *extbook pages
B" Additional @aterials from
2earning ;esource 2;#
0ortal
/" Other 2earning ;esources
I)% *RO(ED!RES
A" ;e!iewing pre!ious lesson
or presenting the new lesson
5licit the student$s ;ecall the techniCues 2et the students read 2et them read a brief  Ask them the
prior knowledge in in arranging notes" the short article" article" meaning of
organizing notes" intonation"

/" 5stablishing a purpose for 2et the students gi!e 5xplore the articles" Ask the purpose of ?i!e the ad!antages Ask why we ha!e to
the lesson the uses of organizers" context clues" of skimming" use intonation"

(" 0resenting examples 3
instance of the new lesson
D" Discussing new concept
and practicing new skills >
?i!e examples of Discuss organizers" )how examples on the )how the examples )how them a !ideo
organizers" ways how to use of articles about intonations"
context clues" highlighting the
skimming to get the
ideas"
0erform *ask in 2@ 0erform *ask in 2@ 0erform *ask in 2@ 0erform *ask in 2@ 0erform *ask in 2@

5" Discussing new concept and ?uess the graphic ?i!e the name of the ?et the meaning of the )kim the article to (ritiCue the !ideo
practicing new skills 9 organizers used" organizers" new word" answer the
Cuestions"
E" De!eloping mastery Discuss student$s Draw your own Discuss the answers of Discuss the students ;eport the responses
2eads to Eormati!e responses" organizers" the students" answers"
Assessment #

?" Einding practical application (ite instances that ?ames about 4rite a reection about (ite instances that ?i!e comments
of concepts and skills in daily depicts the uses of organizers" the uses of context depicts the use of
li!ing graphic organizers" clues skimming"

F" @aking generalizations and )ummarize the day$s Einish the open-ended Einish the open-ended Einish the open- )ummarize the topic
abstractions about the lesson discussion Cuestions" Cuestions" ended Cuestions"
7 learned thatG 7 learned thatG 7 learned thatG
7 realized thatG 7 realized thatG 7 realized thatG
7" 5!aluating learning Organize notes taken Arrange notes in Determine the Use the appropriate %ote the changes
from an expository one-step word, meaning of words reading style in !olume,
text phrase, and and expressions that scanning, pro&ection, pitch,
sentence outline reect the local skimming, speed stress, intonation,
reading, intensi!e
forms culture by noting  &uncture, and rate
reading etc"# for
context clues of speech that
one$s purpose
a'ect meaning
 H" Additional acti!ities for ?i!e time to students 0erform the 2@ task 0erform the 2@ task 0erform the 2@ task 0erform the 2@ task
application or remediation to do peer tutoring"

)% REAR+S

)I% RE$LE(TION
A" %o" of learners who earned 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus
6IJ in the e!aluation  KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- )0) > 6- )0) > 6- )0) > 6- )0) > 6- )0) >
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
A!erage A!erage A!erage A!erage A!erage
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
/" %o" of learners who reCuire 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus
additional acti!ities for  KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
remediation 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- )0) > 6- )0) > 6- )0) > 6- )0) > 6- )0) >
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
A!erage A!erage A!erage A!erage A!erage
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
(" Did the remedial lessons Mes %o Mes %o Mes %o Mes %o Mes %o
workL 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus
%o" of learners who ha!e  KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
caught up with the lesson 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- )0) > 6- )0) > 6- )0) > 6- )0) > 6- )0) >
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
A!erage A!erage A!erage A!erage A!erage
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 

D" %o" of learners who 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus

continue to reCuire  KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
remediation 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- )0) > 6- )0) > 6- )0) > 6- )0) > 6- )0) >
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
A!erage A!erage A!erage A!erage A!erage
5" 4hich of my strategies
worked wellL 4hy did these
workL
E" 4hat diNculties did 7
encounter which my principal
or super!isor can help me
sol!eL
?" 4hat inno!ation or
localized materials did 7
use3disco!er which 7 wish to
share with other teachersL
?ender and De!elopment
?AD# 7ntegration
(lass 0ro1ciency 2e!el (02# 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus 6-?ladiolus
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary 6- ;osemary
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
6- )0) > 6- )0) > 6- )0) > 6- )0) > 6- )0) >
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 
A!erage A!erage A!erage A!erage A!erage
 KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK   KKKKKKK 

0repared by+ (hecked by+

*A!L 'AES G% L!,ON

*eacher 7 ESTELA A% S!ARE,
Department Fead