School: TUKURAN TECHNICAL-VOCATIONAL HIGH SCHOOL Grade Level: 8
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: MARY APPLE M. BAGUMBAY Area: English
Teaching Dates
and Time: July 29- August 2, 2024 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
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 EN8VC-Ia-8: Use context clues from the material viewed to determine the meaning of unfamiliar words or expressions
Competencies/Objectives: EN8V-If-6.Determine the meaning of words and expressions that reflect the local culture by noting context clues
Write the LC Code for each 1. identify the meaning of words through context clues
2. give examples of the different types of contexts clues
3. express appreciation to local culture
4. answer the given tasks
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT
Noting Context Clues
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Dep. Ed. Alternative Delivery Mode for grade 8 Module/Dep.Ed. Tambayan
from Learning Resource
(LR) portal
B.Other Learning Resources Display screen/ T.V
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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 learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES 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.
A.Reviewing Previous A.
Lesson or Presenting the Classroom Orientation and employing House Rules
New Lesson Sharing personal insights on the previous learned lessons in English/ Sharing experiences during vacation, NLC experiences.
B.
Activity: Review It!—Let the students read the directions to answer the given activity.
Activity 1: Read Me Out Loud! Let the students read the poem carefully entitled Context Clues by Maribel Azote Cabalan – Buco, then answer the
questions that follow.
1. What can you say about the poem?
2. Do you find difficulty in understanding the poem?
B.Establishing a Purpose for From the poem read;
the Lesson A. List down at least 5 words in the poem that are new to you.
B. With your own list of unfamiliar words, write down the ways that will help you understand their meanings.
C. Presenting
Examples/Instances of the The teacher will ask the students how they unlocked the meaning of the difficult words and what are the clues that help them understand the word.
Lesson The teacher will present sentences and let students take note of the underlined words. Let the students identify the meaning of it and ask how did they know
the answers.
The teacher will explain that those words which give them idea to understand unfamiliar word is called Context clues—these are words that appear in
sentences to help understand the meanings of difficult words.
D.Discussing New Concepts The teacher will introduce and explain the different types of context clues and how it used;
and Practicing New Skills 1. by Definition-- the unfamiliar word is defined in a sentence
#1 example. A treasure hunter is a person who searches for treasures from sunken ships and ancient tombs to obtain valuable relics and artifacts.
(definition: a person who searches for treasures)
2. by Synonym-- a similar word is placed in the same sentence to know the meaning of the unfamiliar word
example: It is common for Filipinos to feel compassion or pity for the suffering of their fellowmen. (synonym: pity)
3. by Antonym-- an opposite word is placed in the same sentence
example: Among the siblings of thin body structure, Isabel is the only one who is portly. (antonym: thin)
4. by Comparison-- a similar word with the same meaning of the unfamiliar word is placed with an object to be compared
example: The stench of the garbage was like the smell of a rotten fish. (comparison: rotten fish)
5. by Example-- samples are provided in the sentence to understand the meaning of the unfamiliar word
example: In ancient times, some of our forefathers believed in amulets, such as pearl of the crocodile, pearl of the ax, bullet necklace, and bag of herbs to
protect them from harm. (example: pearl of the crocodile, pearl of the ax, bullet necklace, bag of herbs)
6. by Explanation-- a description is given to understand the meaning of the unfamiliar word
example: Matthew had few infractions of the house rules that he should have done as part of his responsibilities.
(explanation: house rules that he should have done)
7. by Cause-Effect-- the meaning of the difficult word depends on the cause-effect relationship of other words as expressed in the sentence
example: Since only a few followed the wearing of face mask, it was made mandatory by the government.
(cause: only a few followed the wearing of face mask)
8. by List or Series of clues-- to understand the meaning of the unknown word, it is included in a series of words given in a sentence
example: After the program, the rubbish left were souvenir programs, flyers, leaflets plastic bottles, and food wrappings.
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(list: souvenir programs, flyers, leaflets, plastic bottles, food wrappings)
9. by Inference-- to understand the meaning of the unknown word, one has to make a guess based on the description given in the sentence
example: When one shows belligerence, harsh words, disruptive actions, and offensive behaviors can be observed.
(description: harsh words, disruptive action, offensive behavior)
E. Discussing New Concepts ACTIVITY 1: Context Clues Galore
and Practicing New Skills Let the students read and figure out the meaning of each italicized word using context clues. Let them write the letter of their answer on their
#2 Paper/ notebook.
F. Developing Mastery Activity 2: Web It! Students will be divided into 5 groups.
(Leads to Formative Let the students give at least five types of context clues and use them in sentences. Let them write their answers on the web/ textual aids provided, and
Assessment 3) let them use a Manila paper. .
Let them presents their answer in the class.
G.Finding Practical Ask the students the following questions and let them answer orally in the class for sharing purposes.
Applications of Concepts 1. Did you meet some difficult words while reading?
and Skills in Daily Living 2. What did you do to understand those words?
3. Why is it important to understand words/ texts properly?
4. How can reading helps you improve your vocabularies?
H.Making Generalizations
and Abstractions about Aside from using the dictionary, another way of learning the meaning of an unfamiliar word is through noting context clues.
the Lesson
I. Evaluating Learning Quiz: Choose the meaning of the underlined words using context clues. Write the letter of your answer on your paper.
J. Additional Activities for
Application or
Remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
V. REFLECTION needs to be done to help the students learn?
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
3
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: Approved:
MARY APPLE M. BAGUMBAY RICKY G. AGNES JULIE L. DOLIENTE
English Teacher English Department Head Secondary School Principal II
