School: Grade Level: 8

GRADES 1 to 12 Teacher: Fytz & Ave Learning Area: ENGLISH

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Teaching Dates and Time: Week 4 Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various Remediation/Enhancement
reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN8LC-Ic-5.1: Listen for EN8SS-Ic-1.5.1: Skim to EN8G-Ic-8: Use appropriate EN8WC-Ic-1.1: Generate
important points signaled by determine key ideas cohesive devices in composing ideas and their relationships
volume, projection, pitch, stress, an informative speech
intonation, juncture, and rate of EN8V-Ic-10.2: Determine the EN8WC-Ic-1.1.6: Organize
speech meaning of idiomatic ideas in one-step word,
expressions by noting context EN8LT-Ic-2.2.1: Express phrase, and sentence outline
EN8VC-Id-9: Organize information clues and collocations appreciation for sensory images forms
from a material viewed used
EN8LT-Ic-2.2.2: Explain the EN8G-Ic-7: Use parallel
EN8LT-Ic-8: Describe the notable literary devices used. EN8LT-Ic-2.2: Explain how the structures
literary genres contributed by elements specific to a genre
African writers EN8VC-Ic-8: Use context clues contribute to the theme of a
from the material viewed to particular literary selection
EN8F-Id-3: Deliver a self- determine the meaning of
composed informative speech unfamiliar words or expressions

EN8OL-Ic-3.11: Use the correct

sounds of English
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 JAPANESE AND FAMILIARIZATION OF PERFORMANCE

ON ONE CONDITION LESSONS JUST FINISHED
CHINESE TRADITIONS PRESENTATION
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages pp.45-46 pp. 49-54
2. Learners Materials Pages pp. 54-56 pp.58-61 pp. 58-65
3. Textbook Pages
4. Additional Materials from Internet sources Internet sources Internet sources

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
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 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.
Recall how youve given your
own ending to the story The
Soul of the Great Bell.
You have provided a sort of
condition, a what if situation,
right? And now, you have just
read The Story of the Aged
Mother.
Imagine yourself creating your
own story line. To be able to
successfully do that, you need
to learn how to formulate
correct conditional statements.
https://www.slideshare.net/dou
xsara/conditionals-presentation-
9209109
Activity 11: ON ONE
CONDITION
Analyze the following what if
statements inspired by The
Story of The Aged Mother.
Answer the questions that
follow.
This Activity focuses on the use
of Conditional statements.
Facilitate the class in analyzing
the conditional statements.
PowerPoint presentation on
the article about Japanese
and Chinese Traditions.
Discussion
Activity 14:
EXTRAditions
This consists of informative
articles to provide your
students with more Chinese
and Japanese traditions and
values.
https://www.slideshare
.net/christineddavid/ja
panese-and-chinese-
traditions
Identify the tradition or
values found in each article.
You need this information
in doing the 3-2-1 chart.
Reviewing the poem read last
meeting.
Oral recitation
Japan).
Reading through Extensive or
Recreational Reading
Short stories and poems
written by the great Chinese
and Japanese scholars like:
Tao Chien
Li Po
Po Chu I
Junichiro Koizumi
https://www.scribd.com/doc/
101954186/Powerpoint-
Presentation-for-Chinese-Lit
Reviewing the values and Remediation/Enhancement
traditions of neighboring
countries (China and
In this final phase of the
lesson, your goal is to apply
your learning to real life
situations. You will be given
a practical task which will
demonstrate your
understanding. You will
likewise finalize your
answer to the focus
question that has been
asked since the beginning
of this lesson.
BROCHURE GALORE
Write brief articles for a
brochure that contains
relevant information about
the culture and values of
the Chinese or Japanese
people, your Asian
neighbors.
 D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Give examples of what if
situations by concentration on
the PROCESS QUESTIONS.
https://www.slideshare.net/dou
xsara/conditionals-presentation-
9209109
Create your own story line on
the situations your group has
agreed upon.
Get to know more about
Japanese customs and traditions
by watching a video clip on the
Seven Rules for Happiness
Japanese Style. As you watch
the video clip, take note of some
important points
that will help you in working on
the next exercise.
(http://www.youtube.com/watc
h?v=HpF9UlzkQ1c)
Activity 12: SEVEN RULES
After watching the clip, list down
the seven rules for happiness.
Directions: After reading
the article, do the 3-2-1
Chart.
Fill out the ARG sheet
again. Write agree or
disagree on the statements
provided but this time they
have to write their
reason(s) for agreeing or
disagreeing.
This will be done
individually.
Check your students
answers.
Go back to the previous
section and compare your
initial ideas with the things
you learned.
How many of your initial
ideas are similar to those
discussed in the section?
Which ideas are different
and need refinement?
As a Filipino, how can you
better understand your
identity as an Asian?
Answering questions about
the poem/story read
Agreeing/Disagreeing with
classmates answers
Do you find the values and/or
traditions of the Japanese
and Chinese people illustrated
in the articles similar to your
values and/or traditions as a
Filipino? Explain briefly.
Responding to the
story/poems read by:
Writing the author a letter
Discussing the basic
features of making a
brochure.
There are many ways of
doing this. But before you
worry about the design,
learn first the basic steps in
preparing a brochure.
CONTENT MATTERS
Using the information you
gathered in the different
activities included in this
lesson:
write in a half sheet of
paper a 5-sentence article
each about the traditions
and values of China, Japan,
and Philippines
provide a catchy title for
each article
paste an appropriate
photo for your article
LEARNING THE BASICS
Emphasize the simple
guidelines on brochure
making below adopted from
the article Brochure
Projects Made Easy with
Rubric by Kellie Hayden.
How can you reflect the
traditions of the three
countries using your
practical knowledge?

H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Have a self-assessment on these
rules by placing a check mark in
the appropriate column to
indicate how important each
rule is to you as a Filipino and
Asian.
In answering the questions
about the video clip you have
just seen, do the
Think Pair Share strategy.
Think about your answer to
each question. As soon as
youve written your answer on
the space provided, Pair up
with your seatmate and discuss
your answers. Agree on one
common answer to each
question and Share your
answer with the class.
Activity 13: SPEAK THE
LANGUAGE
Facilitate the discussion by
reading the Keynote Speech
Excerpt of PM Junichiro Koizumi
of Japan. Model the proper
stress intonation and pauses.
After reading the speech to the
class, allow the whole class to
read the speech aloud before
calling individual students to
read the speech excerpt.
Make a diagram regarding
similarities/or differences
among Chinese, Japanese,
and Philippine traditions
and values.
https://www.slideshare.net/
CJDCL/differentiating-
filipinos-and-chinese
https://www.slideshare.net/
christineddavid/japanese-
and-chinese-traditions
https://www.slideshare.net/
animation0118/similarities-
and-differences-between-
japan-and-philippine-
cultures
TRADITIONS AND
VALUES REVISITED
Reflect on your previous
ideas and fill out the
Retrieval Chart using the
knowledge you acquired
about the traditions and
values of the people of
selected Asian and African
countries.
Giving the author a
plaque
Mock interview of the
author
Processing of the activity
plan on how you will
provided here to remind
A 10-item quiz will be
administered to students.
This quiz will cover the
grammar point only.
FEATURING...OUR
BROCHURES
In your group, discuss and
make your travel brochure.
The rubric for grading is
you on how your work will
be graded.
RUBRIC FOR
ASSESSMENT OF
BROCHURE ON
TRADITIONS AND
VALUES
First, evaluate your finished
brochure using the rubric
provided on the LM. You
may revise your output
after doing your self-check.
Then, submit your groups
final output to your teacher.
 J. Additional Activities for
Application or Remediation
Answer the questions about the
speech.
Challenge students to come up
with pointers on the proper
delivery of a speech.
Validate the pointers they will
come up by researching on the
dos and don'ts in delivering a
speech.
INFO SEARCH
Conduct an online or library
research to come up with a
comprehensive view of the
unifying and distinctive
characteristics, values, and
traditions of the people of
China, Japan, and
Philippines in preparation
for your final performance
task. Use the template on
the next page to guide you
in your online or library
research.

Bring art materials

tomorrow.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn?
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

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Page 5 of 5

Prepared & finalized by:

AVEGAIL ALARCON CONSTANTINO RAFAELITA F. RODRIGUEZ

Master Teacher I Head Teacher V
Quezon National High School Roxas Comprehensive NHS

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.