SCHOOL GRADE LEVEL 8

TEACHER LEARNING AREA English

GRADE 1 TO 12 TEACHING DATE AND TIME QUARTER Second

DAILY LESSON LOG

I. OBJECTIVES September 30 October 1 October 2 October 3

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory,
A. Content Standards and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative
language; and appropriate grammatical signals or expressions suitable to patterns of idea development.

The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
B. Performance Standards
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/ Objectives EN8G-IIh-9 EN8G-IIh-9 EN8G-IIh-9 EN8G-IIh-9

SENTENCES ACCORDING
COMPOUND_COMPLEX
II. CONTENT COMPOUND SENTENCE COMPLEX SENTENCE TO STRUCTURE
SENTENCE
(Evaluation)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Page NONE NONE NONE NONE

2. Learner's Material Page 21-22 21-22 21-22 NONE

3. Textbook Pages NONE NONE NONE NONE

4. Additional Materials From
NONE NONE NONE NONE
Learning Resource (LR) Portal
www.google.com www.google.com www.google.com www.google.com
B. Other Learning Resources
www.scrib.com www.scrib.com www.scrib.com www.scrib.com
IV. PROCEDURES
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 The teacher lets the students The teacher recalls their lesson
The teacher facilitates the recall
A. Reviewing previous lesson or presenting recapitulate their lesson about The students recall their lesson about Simple, Compound,
of their lesson about simple
the new lesson compound sentences and they give about COMPLEX SENTENCES. Complex and Compound-
sentence and it’s structure.
also some examples. complex Sentences.

The teacher recalls the lesson The teacher recalls the lesson
The teacher again discusses the use
about COORDINATING about SUBORDINATING The teacher discusses the
B. Establishing a purpose for the lesson of coordinating and subordinating
CONJUNCTIONS to activate CONJUNCTIONS to activate their instructions of the activity.
conjunctions.
their schema. prior knowledge.

The teacher write an example of The teacher gives the students

The teacher tells the students
COMPOUND-CIMPLEX the copy of their activity. They
construct sentences with The teacher asks the students to
C. Presenting examples/ instances of the SENTENCE and the students try to are going to locate the different
coordinating conjunctions and give some example of sentences
new lesson dissect the sentence by identifying kinds of sentences according to
the teacher writes these with subordinating conjunctions.
the independent and dependent structure in a paragraph and they
sentences on the board.
clauses. are going to dissect them.

The teacher asks the students

The teacher asks the students to
D. Discussing new concepts and practicing what they call those sentences The teacher tackles the compound-
identify the sentences given by The students begin their activity.
new skills #1 they gave and then discusses complex sentence and its structure.
them.
COMPOUND SENTENCES.

The teacher discusses also that

E. Discussing new concepts and practicing The teacher discusses the complex The teacher gives them 5 sentences
they should not be confused with The activity continues.
new skills #2 sentence and its components. to dissect for mastery.
the structures of simple sentence.

The teacher lets the students play The teacher lets the students play The teacher lets the students
F. Developing Mastery (Leads to The teacher asks the students if
the COORDINATING BOARD the SUBORDINATING BOARD construct their own compound-
Assessment 3) they can still follow.
GAME GAME. complex sentences.

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 The teacher asks the students to The students write a simple
The teacher lets the students write a
give their insights and opinions paragraph about their most
G. Finding Practical Applications of simple paragraph about their
about their lesson and its memorable event in their life as a The activity continues.
Concepts and Skills in Daily Living saddest experience as a students in
importance on their life as a student using COMPLEX
the school
students and in the future. SENTENCE.

The students give a synopsis of The teacher facilitates the giving of

H. Making Generalizations and The students summarize their The teacher instructs the students
their lesson by giving the generalizations of the students of
Abstractions About the Lesson lesson about complex sentence3. to finalize their answers.
essential points in the discussion. the lesson.

The teacher gives them 10

sentences and they are going to The paragraph written by the
The teacher gives the students The teacher collects the acticity
I. Evaluating Learning dissect them by identifying the 2 students serves as their written
sentence to dissect. sheets.
independent clauses and work for the day.
coordinating conjunction.

The teacher lets the students

The students read and review for
J. Additional Activities for Application or The teacher instructs the students research and read about
the long quiz about sentence NONE
Remediation to read about complex sentence. COMPOUND-COMPLEX
structure..
SENTENCE.

V. REMARKS The lesson was carried out and the activities were all done. The students also showed understanding about the lesson.

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VI. REFLECTION

A. No. of learners who earned 80% in the

There 43 students who earned 80% in the evaluation.
evaluation

B. No. of learners who require additional

There 7 students who need additional activities for remediation.
activities for remediation who scored 80%

C. Did the remedial lesson work? No. of

learners who have caught up with the Yes, the remedial lesson worked.
lesson

D. No. of learners who continue to require

NONE
remediation

E. Which of my teaching strategies worked

Used of pictures and games because they were all active in the discussion.
well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me NONE
solve?

G. What innovation or localized materials

did I use/discover which I wish to share NONE
with other teachers?

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