You are on page 1of 8

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas

Teaching Dates and Time July 11-15, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Analyze sounds devices

(onomatopoeia, alliteration, assonance )

A. Content Standards The learner... The learner... The learner... The learner... Weekly Test

Demonstrate understanding of the various forms Demonstrate understanding of Demonstrate understanding Demonstrate understanding
and conventions of print, non-print and digital the various forms and of the various forms and of the various forms and
materials conventions of print, non-print conventions of print, non- conventions of print, non-
and digital materials print and digital materials print and digital materials

Demonstrate understanding of various non-


verbal elements in orally communicating Demonstrate understanding of Demonstrate understanding Demonstrate understanding
information various non-verbal elements in of various non-verbal of various non-verbal
orally communicating elements in orally elements in orally
information communicating information communicating information
Demonstrate understanding of various linguistics
nodes to comprehend various texts
Demonstrate understanding of Demonstrate understanding Demonstrate understanding
various linguistics nodes to of various linguistics nodes of various linguistics nodes to
comprehend various texts to comprehend various texts comprehend various texts

B. Performance Standards The learner... The learner... The learner... The learner...

Evaluates effectively the message constructed Evaluates effectively the Evaluates effectively the Evaluates effectively the
and conveyed in various viewing texts. message constructed and message constructed and message constructed and
conveyed in various viewing conveyed in various viewing conveyed in various viewing
texts. texts. texts.
Orally communicates information, opinions and
ideas effectively to different audiences using a
variety of literary activities Orally communicates Orally communicates Orally communicates
information, opinions and information, opinions and information, opinions and
ideas effectively to different ideas effectively to different ideas effectively to different
audiences using a variety of audiences using a variety of audiences using a variety of
literary activities literary activities literary activities

C. Learning EN5G-Ie-8.3/8.4 EN5G-Ie-8.3/8.4 EN5OL-Ie-3.9 EN5OL-Ie-3.9


Competencies/Objectives Compose clear and coherent sentences using Compose clear and coherent
Write the LC code for each appropriate grammatical structures: sentences using appropriate Use formal and informal Use formal and informal
-conjunctions grammatical structures: English when appropriate to English when appropriate to
-conjunctions task and situation task and situation

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teachers Guide pages

2. Learners Material pages

3. Textbook pages EN5LC-Ie 2.11.1 / 2.11.2/ 2.11.3 EN5LC-Ie 2.11.1 / 2.11.2/ EN5OL -Ie 3.9 EN5OL -Ie 3.9
2.11.3
Internet Internet

4. Additional Materials from


Learning Resource (LR) portal
B. Other Learning Resources Story,article Story,article chart, pictures ,activity chart, pictures ,activity sheet
sheet ,meta cards ,meta cards
Books Books
Thesaurus Thesaurus

IV. PROCEDURES

A. Reviewing previous lesson Look at the picture. Look at the picture. Look at the picture . Try to Look at the picture . Try to
or presenting the new analyse which of them are analyse which of them are
lesson using the formal and using the formal and informal
informal English based on English based on the situation
the situation portrayed . portrayed .

B. Establishing a purpose for the Analyze sounds devices Analyze sounds devices Use formal and informal Use formal and informal
lesson English when appropriate to English when appropriate to
(onomatopoeia, alliteration, assonance ) (onomatopoeia, alliteration, task and situation task and situation
assonance )

C. Presenting examples/instances What do you see in the picture? What do you see in the Say: What can you say Say: What can you say about
of the new lesson picture? about the picture? the picture?
Can you imitate the sounds of it?
Can you imitate the sounds of Can you tell something Can you tell something about
it? about this? this?

Based on their actions. Based on their actions. Which


Which do you think shows do you think shows the formal
the formal and informal and informal

conversation ? conversation ?

D. Discussing new concepts and Say: Today we discuss about the sound devices Say: Today we discuss about Say: Today we discuss Say: Today we discuss about
practicing new skills #1 using onomatopoeia, alliteration, and the sound devices using about using formal and using formal and informal
assonance. onomatopoeia, alliteration, informal English based on English based on their task
and assonance. their task and situation. and situation.
What is onomatopoeia?
What is onomatopoeia?
Onomatopoeia is when a words pronunciation
imitates its sound. Onomatopoeia is when a Say: How do you Say: How do you differentiate
words pronunciation imitates differentiate the formal and the formal and informal
What is alliteration ? informal English ? English ?
Alliteration happens when words that start its sound.
with the same sound are used close together in
a What is alliteration ? Formal English - we use it Formal English - we use it
phrase or sentence. The sound is usually a when writing essays for when writing essays for
consonant Alliteration happens when school, cover letters, to school, cover letters, to apply
and the words dont have to always be right next words that start apply for jobs or e mails and for jobs or e mails and letters
to one another. One of the fun features of with the same sound are used letters at work. at work.
alliteration is close together in a
when it becomes a tongue twister. phrase or sentence. The sound
is usually a consonant
What is assonance ? and the words dont have to Example: represent , Example: represent , Finally
always be right next Finally
Assonance takes place when two or more words to one another. One of the fun
close to one another repeat the same vowel features of alliteration is
when it becomes a tongue Informal English we use it
sound but start with different consonant sounds.
twister. Informal English we use it with friends, children and
with friends, children and relatives.
What is assonance ? relatives.
Example : stand for, In the
Assonance takes place when Example : stand for, In the end
two or more words close to end
one another repeat the same
vowel sound but start with
different consonant sounds.

E. Discussing new concepts and The teacher will give more sample of sound The teacher will give more The teacher will give more The teacher will give more
practicing new skills #2 devices ( onomatopoeia , alliteration, assonance) sample of sound devices ( sample of formal and sample of formal and informal
onomatopoeia , alliteration, informal English. English.
assonance)

Refer to LM. Refer to LM.

Say: What have you noticed Say: What have you noticed
about the samples of the about the samples of the
formal and informal English? formal and informal English?
Which of the two do you Which of the two do you
want to use ? want to use ?
F. Developing mastery The teacher will present new sentences to The teacher will present new The teacher will present The teacher will present new
(Leads to Formative Assessment 3) analyze the sounds devices. Arrange it on the sentences to analyze the new sample of formal & sample of formal & informal
table below. sounds devices. Arrange it on informal English. English.
the table below.

The sheep went, Baa.


The sheep went, Baa.
2. Silence your cellphone
so that it does not beep during the movie. 2.
Silence your cellphone so that
3. We light fire on the it does not beep during the
mountain. movie.
4. I feel depressed and 3. We
restless. light fire on the mountain.
5. Dans dog dove deep in 4. I feel
the dam, drinking dirty water as he dove. depressed and restless.

5. Dans
dog dove deep in the dam,
drinking dirty water as he
dove.

G. Finding practical applications of Group activity: Group activity: Group Activity Group Activity
concepts and skills in daily living
Complete the table below . Complete the table below .

Analyzing the sound device used in the sentence. Analyzing the sound device Group 1: Abbreviation Group 1: Abbreviation
used in the sentence.
Informal Informal
The large dog said, Bow-wow! Formal English Formal English
The large dog said, Bow- English English
Both bees and buzzers buzz. wow!
The birds chirp filled the empty night air Both bees and buzzers buzz. Television Television
Photo Photo
The birds chirp filled the
Honesty is the best policy.
empty night air
Group 2: Letter of Group 2: Letter of Expression
Let the cat out of the bag. Honesty is the best policy. Expression
Informal
Informal Formal English
A stitch in time saves nine. Let the cat out of the bag. Formal English English
Alices aunt ate apples and acorns around English
August. A stitch in time saves nine. Hi
Hi Robert
Beckys beagle barked and bayed, becoming Alices aunt ate apples and Robert
bothersome for Billy. acorns around August.
Truly
Carrie's cat clawed her couch, creating chaos. Beckys beagle barked and Truly Yours,
bayed, becoming bothersome Yours,
for Billy.

Group 1: List down the sentences sound devices Carrie's cat clawed her couch,
( onomatopoeia ) creating chaos.

Group 2: List down the sentences sound devices


( alliteration )
Group 1: List down the
Group 3: List down the sentences sound devices sentences sound devices (
( assonance ) onomatopoeia )

Group 2: List down the


sentences sound devices (
alliteration )

Group 3: List down the


sentences sound devices (
assonance )

H. Making generalizations and Differentiate the sound devices learned today. ( Differentiate the sound devices When do we use formal When do we use formal
abstractions about the lesson onomatopoeia, alliteration, assonance ) learned today. ( English ? informal English? English ? informal English?
onomatopoeia, alliteration,
assonance )

I. Evaluating learning Directions: Read and analyze the sound devices Directions: Read and analyze Directions: Arrange the Directions: Arrange the
used in the sentences ( onomatopoeia, the sound devices used in the words in the table below . words in the table below .
alliteration, assonance ). sentences ( onomatopoeia,
alliteration, assonance ).
Completely Completely
The early bird catches the worm. The early bird catches the loaded loaded
worm. Smart Smart
The squeaky wheel gets the grease. You can call me if you need You can call me if you need
The squeaky wheel gets the anything. anything.
Rich Rich
Go and mow the lawn. grease. intelligent intelligent
I look forward to having I look forward to having
from you. Please from you. Please do
Johnny went here and there and everywhere. Go and mow the lawn.
do not hesitate to contact not hesitate to contact me.
me. Hope to hear from you soon.
Hope to hear from you totally
Johnny went here and there soon. totally
The engineer held the steering to steer the
vehicle
and everywhere.
Formal
Formal
The engineer held the steering
to steer the vehicle Informal
Informal

J. Additional activities for Give more examples of the sound devices. Give more examples of the Give more examples of the Give more examples of the
application or remediation sound devices. formal and informal English. formal and informal English.

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 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?

You might also like