School: Zamboanga Sibugay National High School Grade Level: 8

Teacher: ROQUENA F. SUE/ PRECITA G. PELONIA Learning Area: ENGLISH

DAILY LESSON Teaching Dates and 1st

LOG Time: September 26-30, 2022 Quarter:
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature; relationship of visual, sensory, ad
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.

B. Performance The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs ,
Standards: appropriate grammatical signals or expressions in topic development, and appropriate prosodic feature, stance, and behavior.
C. Learning Identify and use signals that indicate coherence(e.g. additive-also, moreover; causative- as a result, consequently; conditional/concessional- otherwise,
Competencies/Object in that case, however; sequential-to begin with, in conclusion; clarifying- for instance, in fact, in addition)
ives: Objectives:
Write the LC Code for  Identify transition signals used in sentences and paragraphs.
each  Classify the types of transition signals used in sentences and paragraphs.
 Construct sentences using transition signals.
 Write a paragraph using transition signals to achieve coherence.
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 Using Transition Signals PSS/ GPTA Meeting

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 there is
RESOURCES 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 ADM Module 4 ADM Module 4 ADM Module 4 ADM Module 4
2. Learner’s
Materials Pages
3. Textbook Pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources Visual aid, pictures of Visual aid Visual aid Visual aid, pictures
different signages
 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
IV.PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing 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 The teacher will show
Lesson or Presenting different signages. Allow
the New Lesson students to give brief
description or explanation.
B. Establishing a Act.1- Signals to Connect
Purpose for the Read the lines in the poem
Lesson below and answer the
questions that follow
1. Have you noticed the
letters in bold print?
2. what do the letters stand
for?
C. Presenting The teacher will post two
Examples/Instances sentences on the board
of the Lesson 1. Threats and trials were
rough.
2. Life is full of challenges
but meant to be well.
Let the students give their
own interpretations about
the sentences particularly
on the underlined words.
D. Discussing New
Concepts and Discussion : Discussion :
Practicing New Skills 1. definition of transition 1. Common types and
#1 Signals. functions of transition
2. Common types and words and their
functions of transition examples .
words and their
examples .

E. Discussing New Act. 2- Pick Me Out!

Concepts and From the brick wall, pick out
Practicing New Skills the transition words and
#2 identify its types and
function s

F. Developing Mastery The class will be divided into

(Leads to Formative 5 groups . Each group will be
 Assessment 3) given a task to perform
Group 1- A big Story
Group 2- Traffic Light
Group 3- Our Reflection
Group 4- Sing Me a Song
G. Finding Practical Process Questions:
Applications of 1. Why do we need to learn
Concepts and Skills transition signals?
in Daily Living 2. What are the benefits that
we can get in knowing
different signages?
3. As a student, how
important to you these
signals?
H. Making Activity 3- Internalize It!
Generalizations and Read the story “Makato and
Abstractions about the Cowrie Shell”
the Lesson Read the lines taken from
the story. Identify the
transition signal used in
each sentence.
I. Evaluating Learning Act. 4- Think of It!
Write a five sentence
paragraph on how to
improve youe study habits
using the given transition
signal. Obsrve coherence
and mechanics in writing
J. Additional Activities
for Application or
Remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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: Checked by: Approved by:

ROQUENA F. SUE DORIS CATALINA B. MANCAO ELISA Z. CLAUDIO

English Teacher English Department Head Principal III

PRECITA G. PELONIA
Master Teacher 1