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    Fil Anne
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    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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    3rd Quarter English 8 - How the Drums Talk

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    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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    23 views3 pages

    DLL - 7g7

    Uploaded by

    Fil Anne
    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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    of 3

    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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