Sample Daily Lesson Log-Oral Com

Department of Education
Region VI-Western Visayas

Division of Iloilo City
Ramon Avancena National High School
Yulo Drive, Arevalo, Iloilo City
Daily Lesson Log in English 8

S.Y. 2016-2017
School RANHS Grade Level Grade 8

GRADES 1-12 Teacher Hazeline G. Ronquillo Learning Area English
DAILY LESSON LOG Teaching Dates and Time July 11-15, 2016 Quarter Quarter 1
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
concrete understanding of concrete understanding of concrete understanding of concrete understanding of concrete understanding of
prosodic features of prosodic features of prosodic features of speech, prosodic features of speech, prosodic features of speech,
speech, study and research speech, study and study and research skills, study and research skills, study and research skills,
skills, making sense of research skills, making making sense of unfamiliar making sense of unfamiliar making sense of unfamiliar
unfamiliar words using sense of unfamiliar words words using non-linear texts words using non-linear texts words using non-linear texts to
non-linear texts to show using non-linear texts to to show relationships between to show relationships show relationships between
relationships between show relationships ideas through oral literatures between ideas through oral ideas through oral literatures of
ideas through oral between ideas through of selected Afro-Asian literatures of selected Afro- selected Afro-Asian countries
literatures of selected oral literatures of selected countries and informative Asian countries and and informative texts to
Afro-Asian countries and Afro-Asian countries and texts to familiarize oneself informative texts to familiarize oneself with the
informative texts to informative texts to with the traditions and values familiarize oneself with the traditions and values that will
familiarize oneself with familiarize oneself with that will guide him/her in traditions and values that guide him/her in knowing
the traditions and values the traditions and values knowing his/her identity as an will guide him/her in his/her identity as an Asian.
that will guide him/her in that will guide him/her in Asian. knowing his/her identity as
“Commit to the Lord whatever you do, and your plans will succeed.” -Proverbs 16:3 DailyLessonLogRonquillo2016
Log No.:____________
knowing his/her identity knowing his/her identity an Asian.
as an Asian. as an Asian.
B. Performance The learner demonstrate The learner demonstrate The learner demonstrate an The learner demonstrate an The learner demonstrate an
Standards an informative and an informative and informative and creative informative and creative informative and creative
creative exhibit to show creative exhibit to show exhibit to show the different exhibit to show the different exhibit to show the different
the different traditions and the different traditions traditions and values of traditions and values of traditions and values of
values of selected Afro- and values of selected selected Afro-Asian countries selected Afro-Asian selected Afro-Asian countries
Asian countries Afro-Asian countries countries
C. Learning -Identify changes in the -Identify changes in the -Identify changes in the -Identify changes in the -Identify changes in the
Competencies/Objecti meaning of a spoken meaning of a spoken meaning of a spoken message meaning of a spoken meaning of a spoken message
ves (Write the LC message due to changes in message due to changes due to changes in stress, message due to changes in due to changes in stress,
Code for each) stress, intonation and in stress, intonation and intonation and pauses (Oral stress, intonation and pauses intonation and pauses (Oral
pauses (Oral Language pauses (Oral Language Language and Fluency) (Oral Language and Language and Fluency)
and Fluency) and Fluency) -Express feelings and Fluency) -Express feelings and attitudes
-Express feelings and -Express feelings and attitudes by listening to -Express feelings and by listening to variations in
attitudes by listening to attitudes by listening to variations in stress, tone and attitudes by listening to stress, tone and tempo
variations in stress, tone variations in stress, tone tempo (Listening variations in stress, tone and (Listening Comprehension)
and tempo (Listening and tempo (Listening Comprehension) tempo (Listening -Guess meaning of words or
Comprehension) Comprehension) -Guess meaning of words or Comprehension) expressions by noting
-Guess meaning of words -Guess meaning of words expressions by noting -Guess meaning of words or keywords in expressions,
or expressions by noting or expressions by noting keywords in expressions, expressions by noting context clues, collocations
keywords in expressions, keywords in expressions, context clues, collocations keywords in expressions, clusters, etc. ( Vocab
context clues, collocations context clues, clusters, etc. ( Vocab context clues, collocations Development)
clusters, etc. ( Vocab collocations clusters, etc. Development) clusters, etc. ( Vocab -Scan rapidly for connecting
Development) ( Vocab Development) -Scan rapidly for connecting Development) words words or expressions
-Scan rapidly for -Scan rapidly for words words or expressions -Scan rapidly for connecting that signal sequence in the
connecting words words connecting words words that signal sequence in the words words or expressions organization of a text (Reading
or expressions that signal or expressions that signal organization of a text that signal sequence in the Comprehension)
sequence in the sequence in the (Reading Comprehension) organization of a text -Demonstrate heightened
organization of a text organization of a text -Demonstrate heightened (Reading Comprehension) sensitivity to the needs of
(Reading Comprehension) (Reading sensitivity to the needs of -Demonstrate heightened others as illustrated in a literary
Log No.:____________
-Demonstrate heightened Comprehension) others as illustrated in a sensitivity to the needs of text (Literary Appreciation)
sensitivity to the needs of-Demonstrate heightened literary text (Literary others as illustrated in a -Narrate events logically
others as illustrated in a sensitivity to the needs of Appreciation) literary text (Literary (Reading Comprehension)
literary text (Literary others as illustrated in a -Narrate events logically Appreciation) -Write informative articles that
Appreciation) literary text (Literary (Reading Comprehension) -Narrate events logically relate to culture and values
-Narrate events logically Appreciation) -Write informative articles (Reading Comprehension) (Writing and Composition)
(Reading Comprehension) -Narrate events logically that relate to culture and -Write informative articles -Formulate correct conditional
-Write informative articles(Reading values (Writing and that relate to culture and statements (Grammar Structure
that relate to culture and Comprehension) Composition) values (Writing and & Awareness)
values (Writing and -Write informative -Formulate correct Composition) -Gather data using general
Composition) articles that relate to conditional statements -Formulate correct references (Study Skills)
-Formulate correct culture and values (Grammar Structure & conditional statements -Express a different opinion
conditional statements (Writing and Awareness) (Grammar Structure & without difficulty (Attitude)
(Grammar Structure & Composition) -Gather data using general Awareness) -Prepare a travel brochure on
Awareness) -Formulate correct references (Study Skills) -Gather data using general the traditions and values of
-Gather data using general conditional statements -Express a different opinion references (Study Skills) China, Japan and the
references (Study Skills) (Grammar Structure & without difficulty (Attitude) -Express a different opinion Philippines
-Express a different Awareness) -Prepare a travel brochure on without difficulty (Attitude)
opinion without difficulty -Gather data using the traditions and values of -Prepare a travel brochure on
(Attitude) general references (Study China, Japan and the the traditions and values of
-Prepare a travel brochure Skills) Philippines China, Japan and the
on the traditions and -Express a different Philippines
values of China, Japan and opinion without difficulty
the Philippines (Attitude)
-Prepare a travel brochure
on the traditions and
values of China, Japan
and the Philippines
II. CONTENT Lesson 2: Building Up the Knowledge Bank
III. LEARNING
RESOURCES
A. References
Log No.:____________
1. Teacher’s Guide Teacher’s Guide Teacher’s Guide in Teacher’s Guide in English 8 Teacher’s Guide in English 8 Teacher’s Guide in English 8
pages in English 8 English 8
2. Learner’s Materials Voyages in Voyages in Voyages in Communication Voyages in Voyages in Communication 8
pages Communication 8 Communication 8 8 Communication 8 Learner’s Learner’s Material
Learner’s Material Learner’s Material Learner’s Material Material
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Handouts in Conditional ARG Sheets Laptop, Slideshow Sample Brochure
Resources Sentences Video Clips Presentation
Laptop/Projector Summative Test
Questionnaires
IV. PROCEDURES
A.Reviewing previous Students will present their ARG RECALL Show a picture of an elevator Give students feedback on Ask learners:
lesson or presenting assignment in class. and a staircase their performance during the “What is the first thing that you
new lesson Have students answer on test. will look for and consult to if
1. If I were Ko-Ngai I their notebook the Have students choose Tackle difficult items in the you decided to travel to foreign
would Anticipation Reaction between the two. Let them test, and provide country? ”
____________________ Guide(ARG) share their ideas why they explanations.
2. If the son left the choose so Let students think for a while
mother at the summit of -Let them recall their and share their answers to
the mountain, she would previous answer and Present the quote: Presentation of class.
have_________________ compare it with the Assignment:
current one. Say:
Ask learners, “What is Ask learners to present and
common between the two share their research work in One of the most useful guide a
statements?” class. traveler needs when going to a
foreign country is a travel
Students: They are both
brochure.
having “if” word
Log No.:____________
Say:
“In English language, this

is what we call as “If
Statements” or better
known as Conditional
Sentences.
B. Establishing a Say: Say: Say: Say: Say:

purpose for the lesson “Today we are going to “Your goal in this lesson “Today, you are going to take “In this final phase of the Today, we are going to make a
learn about conditional is to enrich your one step towards achieving lesson, your goal is to apply travel brochure. You are
sentences. With this familiarity with the your goal. We are going to your learning to real life expected to apply what you
lesson, you are expected to common traditions and assess what have learned situations. You will be given have learned through research
learn how to construct values of selected Afro- through a summative test.” a practical task which will that you have conducted, and
conditional sentences.” Asian countries, demonstrate your things you’ve learned during
particularly China, Japan, understanding. You will our discussions. Focus on the
and the Philippines. In likewise finalize your answer values, traditions, cultures and
this phase, you will to the focus question that has way of life of your chosen
engage yourself in a been asked since the country.
further search for beginning of this lesson. To
knowledge to satisfy your begin with, you need to
curiosity and deepen your understand that the goal of
understanding of your this lesson is for you to learn
being an Asian on your own how to present
information using various
tools of data gathering. More
often, in real life situations
Log No.:____________
you will be required to
gather, collate, organize, and
present information in many
different occasions.
Thus, for your practical task,
you are going to write brief
articles for a brochure that
contains relevant
information about the culture
and values of the Chinese or
Japanese people, your Asian
neighbors.”
C. Presenting -Discuss with the students -Discuss common values, Give students Part I: Informative Articles Part II: Brochure Making
examples/instances of Conditional Sentences and similarities and directions/instructions on how
the new lesson how to form them. differences Japanese, to answer the test. Discuss how to write an Discuss Guidelines in Brochure
Chinese and Filipinos informative article Making
share as reflected in the Remind them to be honest in
stories read in the answering the test and to
previous sessions. refrain from cheating.
D. Discussing new Exercise A. Complete the Show different video Provide examples of Provide examples of a travel
concepts and practicing line with the most clips from China and the informative articles brochure
new skills #1 appropriate “if” statement. Philippines showing the
1. Ko-Ngai would not die love of a child to his/her
a tragic death parent.
_____________________ Ask students to discuss
___________. common values shared by
2.____________________ the Filipinos and the
___would you also jump Chinese.
into the boiling metal?
3. The farmer’s mother
would die
_____________________
Log No.:____________
____________.
4. _________________,
the custom of abandoning
aged people would have
continued.
5.____________________
________, their parents
would be very happy
E. Discussing new Exercise B. Write two to
concepts and practicing three sentences using
new skill #2 conditional statements
about Chinese and
Japanese traditions and
values you have learned
from the previous
activities. Compare these
values with some common
Filipino values and cite
the title of the story where
those values are evident.
Example: If the Chinese
and Japanese value their
families, the Filipinos love
their families, too, as
shown in the story The
Mats.
F. Developing mastery Ask students to write a Using the information you Students will plan and layout
(Leads to Formative short paragraph with the gathered in the different their brochure using the
Assessment 3) title activities included in this materials they have brought.
“If I won the Lottery”. Let lesson: write in a half sheet
them use conditional of paper a 5-sentence article
Log No.:____________
sentences in their writing. each about the traditions and
values of China, Japan, and
Philippines provide a catchy
title for each article paste an
appropriate photo for your
article
G. Finding practical Ask learners to give real Ask learners what values
applications and skills life situations in which and traditions we have
in daily living conditions are made that are similar to the
Chinese or Japanese. Let
them give instances that
show these similarities.
H. Making Conditionals sentences are Learning about the A summative test is one way
generalizations and statements expressing a similarities we share with to assess our learning. The
abstractions about the condition. our fellow Asians help us result of the test will guide us
lesson trace our roots and build on what areas to improve
our identities
I.Evaluate learning Group Work: Write a short informative Students will be given a 50 Have students make their own
-Group learners essay about any one of item summative test. brochure.
-Have them dramatize the values, traditions and Criteria:
one situation in school or cultures of the Chinese, Content- 10 pts
at home using conditional Japanese or Filipino Organization of thoughts
statements/sentences people -10 pts
-Let them present their Creativity/Visual Impact-
work to the class 10 pts
-Process and provide ______
feedback 30pts
Have students present their

work to the class.
J. Additional activities Have students read the Instruct learners to Instruct learners to bring the
for application or informative article about conduct an online or ff. materials for the next
Log No.:____________
remediation Japanese and Chinese library research to come meeting:
Traditions. up with a comprehensive -Construction papers
view of the unifying and -Scissors
After reading the article, distinctive characteristics, -Glue/paste
let them do the 3-2-1 values, and traditions of -Pictures of
Chart below: the people of China, Chinese/Japanese /Philippine
Japan, and Philippines in culture, values or traditions
preparation for their final they want to focus
3-
Thin performance task. Have -Coloring materials
gs them use the template on -etc.
you the next page to guide
find you in your online or
out library research.
2-
Inter
estin
g
thin
gs
you
disc
over
ed
1-
Que
stion
s
you
still
have
to
ask
V. REMARKS Lesson Accomplished on Lesson Accomplished on Lesson Accomplished on July Lesson Accomplished on National Achievement Test -
Log No.:____________
July 11, 2016 July 12, 2016 13, 2016 July 14, 2016 No Class
Lesson Postponed on
July 18, 2016
VI. REFLECTION
A. No. of learners who 8-Anthurium-40 out of 49 8-Anthurium-48 of 50 8-Anthurium-45 of 50 8-Anthurium-48 of 51 8-Anthurium-49 of 51 students
earned 80% in the students were able to students mastered the students mastered the lesson students mastered the lesson got 80% and above
evaluation masterthe lesson lesson
8-Chrysanthemum-all 8-Chrysanthemum-47 of 50 8-Chrysanthemum- all
8-Chrysanthemum- 42 8-Chrysanthemum-43 of students wereable to master students mastered the lesson students got 80% and above
out of 47 students were 46 students mastered the the lesson (48/48)
able to master the lesson lesson 8-Rose-48 of 51 students
8-Rose-46 of 50 students mastered the lesson 8-Rose-46 of 50 students got
8-Rose-38 out of 50 8-Rose-45 out of 50 mastered the lesson 80% and above
students mastered the students mastered the 8-Periwinkle-50 of 51
lesson lesson 8-Periwinkle-50 of 51 students mastered the lesson 8-Periwinkle- all students got
students mastered the lesson 80% and above (51/51)
8-Periwinkle-51 out of 51 8-Periwinkle-51 of 51
students were able to students mastered the
master the lesson lesson
B. No. of learners who 8-Anthurium-9 8-Anthurium-2 8-Anthurium-5 8-Anthurium-3 8-Anthurium-2

require additional
activities for 8-Chrysanthemum-5 8-Chrysanthemum-3 8-Chrysanthemum-0 8-Chrysanthemum-3 8-Chrysanthemum-0
remediation who
scored below 80% 8-Rose-12 8-Rose-5 8-Rose-4 8-Rose-3 8-Rose-4
8-Periwinkle-0 8-Periwinkle-0 8-Periwinkle--1 8-Periwinkle-1 8-Periwinkle-0
C. Did the remedial All students remediated All students remediated All students remediated were All students remediated were All students remediated were
lessons work? No. of were able to catch up with were able to catch up able to catch up with the able to catch up with the able to catch up with the lesson
learners who have the lesson with the lesson lesson lesson
caught up with the
Log No.:____________
lesson
E. Which of my Providing students more Providing students more Assessing students’ learning Engaging students in Using ICT in the teaching-
teaching strategies time to practice drills and exercises through summative tests Interactive learning Learning Process
worked? especially with sentence activities and class
construction discussions
Following “Learning by
Doing” principle
F. What difficulties Lack of Learners’ High cost of photocopying Lack of support from parent Poor Study Habits of students
did I encounter which Materials/Modules in materials
my principal or English 8 Intervention: Intervention:
supervisor can help Intervention:
me solve? Intervention: Calingl up parents/send Encouraging students to read
Posting lessons/reading texts letter to parent of more and go to the library
Using learning materials on social media e.g. problematic students during their vacant times
available online Facebook for easy access by
the students
G. What innovation or Using Online Resources Posting lessons/reading texts Utilizing Parent-Teacher Using Peer Tutoring strategies
localized materials did on social media e.g. Conference Form to reach to improve students’ reading
I use/discover which I Using Google Apps for Facebook for easy access by out parents of students with skills and study habits,
wish to share with Educaction such as the students problems in their studies
other teachers? Youtube, Google Chrome, Planning an action research
etc. Using Google forms for proposal using Peer Tutoring
testing as an approach or strategy in
teaching English 8
DLL for July 11-15, 2016

Log No.:____________
Respectfully Prepared and Submitted by:
HAZELINE G. RONQUILLO
Teacher I
Noted:
JESUSA T. GONZALES
Head Teacher III-English Department
Remarks: ___________________________________
___________________________________________
___________________________________________
Log No.:____________

Sample Daily Lesson Log-Oral Com

Uploaded by

Sample Daily Lesson Log-Oral Com

Uploaded by

Department of Education

Region VI-Western Visayas

Daily Lesson Log in English 8

School RANHS Grade Level Grade 8

Monday Tuesday Wednesday Thursday Friday

“In English language, this

B. Establishing a Say: Say: Say: Say: Say:

Have students present their

B. No. of learners who 8-Anthurium-9 8-Anthurium-2 8-Anthurium-5 8-Anthurium-3 8-Anthurium-2

8-Periwinkle-0 8-Periwinkle-0 8-Periwinkle--1 8-Periwinkle-1 8-Periwinkle-0

DLL for July 11-15, 2016

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