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DLL - 7g7

The objectives were to understand Southeast Asian literature, coping strategies for processing texts, analyzing listening materials, word structure, and propaganda techniques. Students would compose a persuasive speech using sources and rhetorical devices. On day 1, students analyzed the short story "How the Drums Talk" and used citation strategies. On day 2, they recognized parallel structures in a Nelson Mandela speech and discussed parallelism. On day 3, students took a quiz on parallel constructions and did an exercise identifying nonparallel sentences.

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Fil Anne
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50 views3 pages

DLL - 7g7

The objectives were to understand Southeast Asian literature, coping strategies for processing texts, analyzing listening materials, word structure, and propaganda techniques. Students would compose a persuasive speech using sources and rhetorical devices. On day 1, students analyzed the short story "How the Drums Talk" and used citation strategies. On day 2, they recognized parallel structures in a Nelson Mandela speech and discussed parallelism. On day 3, students took a quiz on parallel constructions and did an exercise identifying nonparallel sentences.

Uploaded by

Fil Anne
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GRADE 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON Teacher FIL ANNE DR. DELA CRUZ Learning Area ENGLISH
LOG Teaching Dates and Time JANUARY 06-08, 2019 Quarter THIRD

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information;
strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-
making, persuasion, and emphasis.
B. Performance Standard The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning The learners use various The learners use parallel structures The learners apply the ways in
Competency/Objectives strategies in decoding the constructing parallel patterns
Write the LC code for each. meaning of words
II. CONTENT “How the Drums Talk” Recognizing Parallel Quiz regarding Recognizing Parallel First Day of 3rd Second Day of 3rd
by Bryan Donaldson Construction Constructions Quarter Quarter Examination
Examination
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages pp. 458-460 pp. 467-469

3. Textbook pages

4. Additional Materials from


Learning Resource
(LR)portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or Review what is citation and Review on “How the Drums Talk” Review parallelism
presenting the new lesson footnote
B. Establishing a purpose for the
lesson
C. Presenting Ask the students….. Listen to the statement (to be read
examples/Instances of the new If you like talking to the telephone, by your teacher) of the President of
lesson you might like African drums talk the African National Congress,
even better. Nelson Mandela. Take note of the
parallel words, phrases, and
clauses used and identify their
functions.
D. Discussing new concepts and Read How the Drums Talk Discuss parallelism
practicing new skills # 1
E. Discussing new concepts and Explain it to class. Explain it with more examples
practicing new skills # 2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical application of Relate the story into real-life
concepts and skills in daily scenario
living
H. Making generalizations and Explain the theme of the story and
abstractions about the lesson its significance in the society
I. Evaluating learning Answer PROCESS QUESTIONS Answer the activity given by the Do Exercise 1. Some of the following
on page 460 teacher sentences contain nonparallel
constructions. Revise these sentences
by putting parallel ideas into equal
grammatical form. Underline the
parallel structures in your revised
sentences. If a sentence is acceptable
in Standard English, write ―Correct.
J. Additional activities for Continue the activity at home if Continue the activity at home if Continue the activity at home if needed
application or remediation needed needed
V. REMARKS

VI. REFLECTION

A. No. of learners who earned


80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 I
strategies worked 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?
Checked by:

JANETTE N. BALLARES, Ed D
Principal - I

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