Grade

GRADE 8 School: BAGNEN NATIONAL HIGH SCHOOL Level: Grade 8 - Aphrodite

DAILY LESSON Learning
LOG Teacher: CHARITY JOY D. PALEYAN Area: ENGLISH
Teaching Dates Week 5 (July 3-7, 2017) 2:30-
and Time: 3:30 Quarter: 1

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 – 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 The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
Standards: effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning EN8G-Ie-8: Use appropriate EN8G-Ie-8: Use appropriate EN8G-Ie-8: Use appropriate EN8G-Ie-8: Use
Competencies/Object cohesive devices in composing an cohesive devices in cohesive devices in appropriate cohesive
ives: informative speech composing an informative composing an informative devices in composing an
EN8VC-Ie-9: Organize information speech speech informative speech
Write the LC Code for
from a material viewed EN8VC-Ie-9: Organize EN8VC-Ie-9: Organize EN8VC-Ie-9: Organize
each EN8WC-Ie-6.1: Arrange notes using information from a material information from a material information from a
a variety of graphic organizers viewed viewed material viewed
EN8WC-Ie-6.1: Arrange EN8WC-Ie-6.1: Arrange EN8WC-Ie-6.1: Arrange
notes using a variety of notes using a variety of notes using a variety of
graphic organizers graphic organizers graphic organizers

II. CONTENT Attended a Writing an informative speech Writing an informative Writing an informative Writing an
seminar using appropriate cohesive speech using appropriate speech using informative speech
devices cohesive devices appropriate cohesive using appropriate
devices cohesive devices

III. LEARNING
RESOURCES
A.References
1. Teacher’s Guide English Expressways
Pages
2. Learner’s Materials English Expressways English Expressways English
Pages Expressways
3. Textbook Pages

4. Additional Video Clips of an Igorot preparing a

Materials from pinikpikan
Learning Resource
(LR) portal
B.Other Learning
Resources

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.Reviewing Time to watch: Students will watch a short
Previous Lesson video clip on how the “pinikpikan”, an
or Presenting Igorot dish, is being prepared.
the New Lesson

B.Establishing a Oral Activity: Ask the students to fill in the

Purpose for the provided process chart on how
Lesson “pinikpikan” is prepared based from the
material viewed.

Encourage students give the sequence of

preparing “pinikpikan” using the cohesive
devices learned earlier.
C. Presenting Literate Circle Activity:
Examples/Instan Divide the class into 4. Give each group
ces of the Lesson different copies of the informative texts
(How to Make a “Langeb”; How to Make a
[

“Sigtem”; How to Make a “Tapey”; and

How to cook a “Pinakpak”)
Then, let each group arranged the
jumbled/scrambled
process/procedures/steps found in each
text. After which, instruct students to
insert the necessary cohesive devices
that should be used to connect words,
sentences and paragraphs together.
Finally, process the answers of each
group.
D.Discussing New Present to students the meaning
Concepts and of the food we eat in determining
Practicing New our cultural identity.
Skills #1
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
E. Discussing New Oral Activity: Ask them the following
Concepts and questions:
Practicing New 1. When do we prepare “pinikpikan”?
Skills #2 tapey? Pinakpak? Sigtem?

2. What are the ingredients of a

“pinikpikan”?

3. What are we doing with the chicken’s

blood?
4. Given the circumstances, what can
you deduce are the culture of the Igorots
basing on the way they prepare their
foods and basing on the food they eat?
5. Is culture important in self-identity?
Give the importance of our Igorot culture.
Then, let students view again another
video clip presenting the food culture of
Africans, Japanese and Chinese.
F. Developing Let students develop a How-to
Mastery Essay using the information
(Leads to Formative gained from the viewed video
Assessment 3) clips. Impress upon the students
the use of at least 20 cohesive
devices in their informative texts.

Furthermore, let students

present their essay using any of
the learned graphic organizers.

G.Finding Practical Brainstorm Activity: Ask

Applications of students to ponder on the
Concepts and following questions: 1.
Skills in Daily What did you learn about
Africans, Japanese, and
Living
Chinese basing from the
video clip that we have
viewed yesterday?
 2. Are we in any way
similar to them basing
from their food intake? In
what way are we different
from them? Use the venn
diagram in presenting your
answers.

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
V. PROCEDURES 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.
H.Making
Generalizations Ask students how a
and Abstractions certain individual is
about the Lesson being identified and
labeled basing on their
food intakes.

I. Evaluating Peer checking: Let

Learning students read the papers
of their classmates. If
they were able to
understand the How-to
essay of their classmate.
Let students put a smiley
face and a star on the
paper of their classmate
if they were able to
understand their essay
and let them draw a sad
face if it is misleading.
J. Additional
Activities for
Application or
Remediation
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 done to help the students learn?
VII. 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?

PREPARED BY: NOTED:

CHARITY JOY D. PALEYAN SOLEDAD L. ALIGO

Teacher I Head Teacher III