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    Oct 04-05 (Modal Verb)

    Uploaded by

    Aiella Jerizel Escobar
    This document is a daily lesson log from Umangan National High School. It summarizes the objectives, content, procedures, evaluation, assignment, and reflection from lessons on modal verbs and a Japanese folktale for two Grade 8 classes. The objectives were to define modal verbs and construct sentences using them. The lesson introduced modal verbs and had students identify their function in sentences. For evaluation, students completed exercises identifying the correct modal verb to complete sentences. As an assignment, students read a Japanese folktale and answered comprehension questions about its values and traditions. The reflection noted active participation for one class but an incomplete lesson, while the other class had no lesson due to a school event.

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    © All Rights Reserved
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    Oct 04-05 (Modal Verb)

    Uploaded by

    Aiella Jerizel Escobar
    39 views4 pages
    This document is a daily lesson log from Umangan National High School. It summarizes the objectives, content, procedures, evaluation, assignment, and reflection from lessons on modal verbs and a Japanese folktale for two Grade 8 classes. The objectives were to define modal verbs and construct sentences using them. The lesson introduced modal verbs and had students identify their function in sentences. For evaluation, students completed exercises identifying the correct modal verb to complete sentences. As an assignment, students read a Japanese folktale and answered comprehension questions about its values and traditions. The reflection noted active participation for one class but an incomplete lesson, while the other class had no lesson due to a school event.

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    This document is a daily lesson log from Umangan National High School. It summarizes the objectives, content, procedures, evaluation, assignment, and reflection from lessons on modal verbs and a Japanese folktale for two Grade 8 classes. The objectives were to define modal verbs and construct sentences using them. The lesson introduced modal verbs and had students identify their function in sentences. For evaluation, students completed exercises identifying the correct modal verb to complete sentences. As an assignment, students read a Japanese folktale and answered comprehension questions about its values and traditions. The reflection noted active participation for one class but an incomplete lesson, while the other class had no lesson due to a school event.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views4 pages

    Oct 04-05 (Modal Verb)

    Uploaded by

    Aiella Jerizel Escobar
    This document is a daily lesson log from Umangan National High School. It summarizes the objectives, content, procedures, evaluation, assignment, and reflection from lessons on modal verbs and a Japanese folktale for two Grade 8 classes. The objectives were to define modal verbs and construct sentences using them. The lesson introduced modal verbs and had students identify their function in sentences. For evaluation, students completed exercises identifying the correct modal verb to complete sentences. As an assignment, students read a Japanese folktale and answered comprehension questions about its values and traditions. The reflection noted active participation for one class but an incomplete lesson, while the other class had no lesson due to a school event.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    DAILY LESSON LOG

    School: Umangan National High School Grade level: Grade 8 – Euclid/Descartes


    Teacher: AIELLA JERIZEL S. ESCOBAR Learning Area: English
    Schedule: Monday to Friday 7:30-8:30am |10:00-
    11:00am Quarter: Quarter I
    Date: October 04, 2022 (8- DECARTES) October 05, 2022 (8-EUCLID)
    I. OBJECTIVES
    The learner demonstrates understanding of: African literature as a means of
    a. Content Standard exploring forces that human beings contend with; various 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.
    The learner transfers learning by composing and delivering an informative
    b. Performance Standard 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. Most Essential
    Learning  Use modal verbs, nouns, and adverbs appropriately: EN8G-llla-3.6
    Competencies
    (MELCs)
    d. Learning Objective  define what is modal verb;
     construct sentences using appropriate modal verbs; and
     express appreciation on the different societal problems using modal
    verb.
    II. CONTENT
    a. Subject Matter Modal verbs
    English 8 Learner’s Material (pp. 256-258)
    b. References
    Quarter 1 – Module 3:Use of Modal Verbs, Nouns, and Adverbs
    c. Materials Powerpoint presentation
    III. PROCEDURE
    a. Daily Routine a. Prayer and Verse of the Day
    b. Greetings
    c. Classroom Management
    b. Review Guide Questions:
     What is bibliography?
     What are different types of bibliography?
     Can you give an example of bibiliogrpahy?
    Let’s Review
    c. Motivation Read each of the following situations. Write A if it is acceptable and NA if it
    is not acceptable in writing a bibliography. Write your answers on a ¼ sheet
    of paper.
    _______ 1. A learner can get information from various websites and
    acknowledge the author by writing the sources used.
    _______ 2. A learner may not cite sources of information that he/she used in
    his/her research.
    _______ 3. A research paper requisitely contains a bibliography written on a
    separate page and placed at the end part of the paper.
    _______ 4. It is important to cite the sources of information that you used in
    your research because it will give credit to the author.
    _______ 5. In writing a bibliography, it is a necessity to use appropriate
    punctuations.
     What do you think of the relation of the italicized words in the
    questions in our lesson for today?
    (They are called Modals)
     The lesson objective is presented to the students.
    What is MODAL VERB?
    d. Lesson Development  Auxiliary or helping verb which modify or change the meaning.
    Commonly uses for:
    1. giving advice or suggestion
    2. making request
    3. giving predictions and prohibition.

     The examples modal verb is presented to the students.


    ACTIVITY 1
    e. Application Determine the function of the underlined modal verb as used in the sentence.
    Write the letter of your answer on a separpate sheet of paper.

    1. Could you open the door for me?


    A. offer B. permission C. promise D. request
    2. I will eat now.
    A. ability B. decision C. permission D. promise
    3. May I go now?
    A. decision B. offer C. permission D. request
    4. I can play any musical instrument.
    A. ability B. general truth C. offer D. promise
    5. You must follow the doctor’s advice.
    A. no obligation C. strong obligation
    B. permission D. weak obligation
    IV. EVALUATION On ¼ sheet of paper. Choose the correct word that would best complete the
    sentence. Write the letter of your answer on a separate sheet of paper.

    1. Jahna ________ turn 18 this year, but because of the pandemic, we have
    cancelled all the preparations and reservations.
    A. can B. may C. must D. will
    2. To look pleasant is a key in getting a job. So, you ________ wear
    appropriate attire for your interview.
    A. could B. might C. should D. would
    3. During Enhanced Community Quarantine, only those who have quarantine
    passes
    ________ go outside from their houses to buy necessities.
    A. can B. cannot C. must D. must not
    4. My father works abroad, but he promised that he ________ return home on
    my graduation day.
    A. can B. may C. must D. will
    5. Everyone ________ obey the health protocols given by the government to
    prevent the spread of the virus and stop the pandemic.
    A. can B. cannot C. may D. must
    The students will read the passage entitled “The Story of the Aged
    V. ASSIGNMENT (Follow Mother" A Japanese Folktale (An excerpt) By Matsuo Basho and answer the
    DepEd Memorandum no. 392, following questions on their notebook.
    s.2010) Comprehension Check:
     What was the governor’s reason for sending the old people away?
     Why did the farmer take his mother to the mountain and bring her
    back even though he might be punished?
     What caused the governor not to kill the farmer and his mother after
    disobeying his law?
     Did you find the values and/or traditions of the Japanese people
    reflected in the story similar to your values and/or traditions as a
    Filipino? Explain your answer briefly.
     Why is it important to know the values and traditions of our Asian
    neighbors?

    VI. REFLECTION 8- Decartes (Tuesday)- The students were actively participated to the lesson
    modal verb, yet the lesson was not finished and to be continue next meeting
    to present examples.

    8- Euclid (Wednesday)- The lesson was not delivered because of the school
    event Teacher’s day.

    Submitted by: Noted by:

    AIELLA JERIZEL S. ESCOBAR MARICOR M. PALTAO, PhD


    Subject Teacher School Principal I

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