Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

DAILY LESSON LOG

School: Nangka High School Grade Level: 8

Teacher: Rose Ardyth M. Bagkus Learning Area: English
M T W Th F Quarter: First
Teaching 2:40-3:20 Blissful
Dates and 3:40-4:20 Cheerful
Time: 4:20-5:00 Affectionate
5:00-5:40 Faithful

I. Objectives
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
A. Content Standards 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.
The learner transfers learning by composing
and delivering an informative speech based on
a specific topic of interest keeping in mind the
B. Performance Standards
proper and effective use of parallel structures
and cohesive devices and appropriate prosodic
features, stance, and behavior.

C. Learning Competencies / Objectives /

MELCs

Module 4 - Using Signals for Coherence

II. Content
III. Learning Resources
A. Reference
s
1. Teacher
’s
Guide
2. Learner
’s
Manual
3. Textboo
k
4. Additio
nal
Materia
ls from
(LR)
portal
B. Other Learning Resources https://www.youtube.com/watch?
v=U4zivrfY0LE&list=PLp5zSGEKWyU6WmoXIS0bgnqp3dZH
gPIeC&index=4 www.spelling-words-well.com
English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 4: Using Transition Signals
First Edition, 2020
https://www.allthingsgrammar.com/transition-
signals.html
https://www.k12reader.com/subject/
composition/transition-words/
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

https://www.readingrockets.org/classroom/
classroom-strategies/transition-words
https://www.journalbuddies.com/writing-2/
procedural-writing-prompts-resources/
IV. Procedures
Monday Tuesday Wednesday Thursday Friday
September September September September September
2, 2024 3, 2024 4, 2024 5, 2024 6, 2024
Prayer Great is Thy Faithfulness (AVP/MP3)
Preliminaries House Rules I Can Follow the Rules (AVP/MP3)
Checking of the Attendance
Reading Drill:
Each learner
reads a Grade 5 Vocabulary
level reading Drill: The
Listening
material from teacher calls on Spelling Drill:
Drill: The
Developing 5 learners to The teacher
teachers play a
Reading Power come in front of dictated nine Formal
video (Level 1,
for Specific the class and words from the Theme: The
Lesson 4) on
Skills Grade 5 jot down one Grade 5 level of learners write
the screen
handbook with word from the spelling words simple
where the
a focus on teacher’s The along with the procedural
narrator
noting details. Merriam vocabulary paragraph/s on
dictates the
She later calls Webster and word the their
text twice
in one learner Garfield previous day. notebooks.
followed by a
to read his or Dictionary. The The learners They highlight
set of questions
her assigned rest of the class write their the transitional
the learners are
text and copies the word answers on a ¼ words they
tasked to
answer the and its sheet of pad used in writing
answer. A
questions definition. The paper. A the paragraph.
comprehension
provided. The teacher calls in comprehension
check follows
rest of the class a learner to use check follows.
right away.
reads their the word in
assigned texts context.
and checks for
comprehension.
The learners
answer a 15-
A. Reviewing item pretest
previous (What I Know,
lesson/s ADM SLM) on a
or ¼ sheet of pad
presentin paper. The
g the new teacher collects
lesson the sheets of
paper for
checking.
The teacher
reads a story
once, without
the transition
signals and
then a second
B. Establishi time, with
ng a transition
purpose signals. She
for the then asks which
lesson version did the
learners
understand
better – with or
without
transition
signals.
C. Presentin Members of the Members of the Members of the
g enhancement enhancement enhancement
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

group tours group tours

their fellow their fellow group tours
learners into a learners into a their fellow
variety of variety of learners into a
examples transitional transitional variety of
/ signals such as: signals such as: transitional
instances 1. Place and 1. Conclusion/ signals such as:
of the space summary 1. Addition/
new 2. Comparison 2. Time/ extension
lesson and sequence 2. Example/
contrast 3. Effect/ clarification/
3. Cause/ result/ emphasis
purpose/ qualification
condition
D. Discussin
g new The teacher The teacher The teacher
addresses any addresses any addresses any
concepts
question from question from question from
and the audience, if the audience, if the audience, if
practicing there is. there is. there is.
new skills
The learners,
The learners,
clustered into
clustered into
groups,
groups,
respond to the
respond to the
following
following
worksheets in
worksheets in
an intermediate
an intermediate
pad paper:
pad paper:
1. All About
1. Correct the
You
Transition
Transitions
Word
2. Grammar
Mistakes
Quiz:
2. Identify the
E. Developin Transition
Transition
g Mastery Signals
Words
3. Grammar
3. Transition
Worksheet:
Words:
More
Complete
Transition
the
Signals
Sentence
4. Grammar
4. Transition
Worksheet:
Words:
Transition
Connecting
Signals
Ideas
5. Grammar
5. Using
Worksheet:
Transition
Transition
Words
Signals 2
The learners
F. Finding explain how
practical transitional
applicatio signals help in
ns of connecting the
concepts dots within
and skills sentences,
in daily paragraphs,
living and other
discourses.
G. Making The learners
generaliza from the
tions and reinforcement
abstractio and
intervention
ns
groups
summarize the
transitional
signals, their
purposes, and
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

examples.
The learners
answer What I
Know (ADM
SLM), a fifteen-
item multiple
choices test on
their notebooks
for comparison
H. Evaluatin on how far they
g learners have learned
from the unit.
After the
comprehension
check, the
teacher assigns
one learner to
record the
scores.
The teacher
assigns the
I. Additional enhancement
activities group (learners
who earned
for
scores of 11-15
applicatio in the pretest)
n or as tour guides
remediati for learners to
on get a grip of
transitional
signals.
V. Remarks
VI. Reflection
A. No. of
learners Class Total Class Total Class Total Class Total Class Total
who
B B B B B
earned
C C C C C
80% on
A A A A A
the
F F F F F
Formative
Assessme T T T T T
nt
B. No. of
learners Class Total Class Total Class Total Class Total Class Total
who
B B B B B
require
C C C C C
additional
A A A A A
activities
F F F F F
for
remediati T T T T T
on
C. Did the
remedial Class Total Class Total Class Total Class Total Class Total
work? No.
B B B B B
Of
C C C C C
learners
A A A A A
who have
F F F F F
caught up
with the T T T T T
lesson
D. No. of Class Total Class Total Class Total Class Total Class Total
learners B B B B B
who C C C C C
continue A A A A A
to require F F F F F
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

remediati
T T T T T
on
E. Which of
my
teaching
strategies
worked
well? Why
did this
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/disco
ver which
I wish to
share with
other
teachers?

Prepared by:

MS. ROSE ARDYTH M. BAGKUS

Teacher III

Checked by:

MS. LOURDES B. GUYONG MR. HADJI M. TEJADA

Head Teacher – III Principal II
English Department Head