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School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week 2 Quarter: THIRD (3)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet 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.

A. Content Standards: 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 Standards: 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 Competencies/Objectives: EN8RC-IIIb-12.1 EN8VC-IIIb-3.4/4.4/5.4 EN8VLT-IIIb-11 EN8OL-IIIb-5


Write the LC Code for each
Recognize propaganda Determine the target Identify the notable literacy Observe the use of correct
techniques used in a given audience of a material genres contributed by stress, pitch, and juncture
text viewed Southeast Asian writers when delivering a
persuasive speech

EN8LC-IIIb-8.2 EN8V-IIIb-15.3 EN8LT-IIIb-11.1


EN8RC-IIIb-10
Judge the relevance and Explain the meaning of a Identify the distinguishing
worth of ideas presented in word through structural features of notable poems, Sharing ideas using
the text listened to analysis (prefixes, roots, short stories, dramas, and opinion-marking signals
suffixes) novels contributed by
Southeast Asian writers

EN8G-IIIb-3.6
Use modals appropriately

EN8WC-IIIb-1.1.6

Transcode information from


a graphic organizer to a
topic or sentence outline

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 READING TEXT: READING TEXT: READING TEXT: READING TEXT:

Aung San Suu Kyi On the Three Evils The Country’s Good Son Fine Arts

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 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. Teacher’s Guide Pages

2. Learner’s Materials Pages Module 3 Module 3 Module 3 Module 3

pp. 35- 36, 54-60 pp. 60-66 pp.68-75 pp. 76-84

3. Textbook Pages

4. Additional Materials from Learning


Resource (LR) portal

B. Other Learning Resources Use English Worksheets Use English Worksheets Use English Worksheets Use English Worksheets
and Learn (EUWL) pp. 146 and Learn (EUWL) pp, 159- and Learn (EUWL) and Learn (EUWL) pp. 138-
164 141
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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.

A. Reviewing Previous Lesson or Let us go back to what we Let us go back to our Let us go back to our Let us look back on our
Presenting the New Lesson have learned on our previous lesson on the story previous lesson on, On the previous lesson on The
previous lesson about, of Aung San Suu Kyi Three Evils Country’s Good Son
“Viral Video Gets
Propaganda Treatment” Identify its distinguishing What do you mean by a
features. summary?
What is the author trying to
tell you? What are the different ways
of paragraph development?
Why is the author telling you
that? How will you relate it to our
previous writing activity on
impressions?

B. Establishing a Purpose for the Lesson It is important to learn about It is also important to learn Answer Activity 17: Listen Now, let us learn to use the
the Burmese literature as about the Burmese people. and be Heard sounds of English during
part of studying Asian and speech delivery.
African Literature. Answer Activity 8:
Introducing, the Burmese
Answer Learning Goals and people…
Targets. For your Answer 27: LEND ME
expectations, write your YOUR EARS!
own possible goals and
On this part students will
targets for this lesson on the
listen and view a video clip
box provided on your
of a speech delivered.
modules.
Students will take down
notes and refer to these in
writing your editorial article.

C. Presenting Examples/Instances of the Answer Activity 1: Guess Answer Activity 8: Meeting Answer Activity 18: Shout Refer to the example of an
Lesson Who?/Snapshots on your You out! editorial article given in the
modules. module on Fine Arts.

You can refer to the


TRAC(Topic Sentence,
Reasons with support,
Answer, opposition,
Conclusion) format or
graphic organizer in
structuring your output.

D. Discussing New Concepts and Read the story, Aung San Read the story, On the Answer Activity:19 Speak Answer Activity 28: 3-2-1
Practicing New Skills #1 Suu Kyi Three Evils Up, Let’s Talk About It

What does (Burmese)


Group students into 8 with 5 literature reveal about Asian
members each. Let them and African character?
conduct a talk show
regarding the blog entry
heard. Let them assign
How do (Burmese) Asians
members who will share
and Africans respond to the
ideas and opinions using
challenges of modernity as
signal words.
reflected on their literary
selections?

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.

E. Discussing New Concepts and Answer Activity 3: CSI Answer Activity 10: Literary Answer Activity 21: The F’s What new realizations do
Practicing New Skills #2 (Character Study of an Carousel (Faith and Fight for you have about the topic?
Individual) Freedom)

What new connections have


Read the poem as a class. you made for yourself?
For unlocking of difficulties,
have the game word
auction.

F. Developing Mastery Relate the previous Answer Activity 13: BULLS Read the story The Answer Activity 29: Handing
(Leads to Formative Assessment 3) activities to the focus I! Country’s Good Son on in Your Evaluation Paper
questions: Activity 22: Your Mission

1. What does literature


(Burmese) reveal Your task is to write an
about Asian and Which character do you like evaluation paper regarding
African Character best? a program viewed. There
2. How do Asians and will be a screening of video
Africans (Burmese) clips to guide you and
respond to the choices of topics for you to
Which character
challenges of write on. Therefore, choose
experiences personal
one as your basis and
modernity as change from beginning to prepare to defend or
reflected in their end? Explain. discuss it in the form of a
literary selections? hot seat in front of the board
members.

G. Finding Practical Applications of Answer Activity 4: INbox Answer Activity 14: I DRAW How do you think this How did you find the
Concepts and Skills in Daily Living situation could apply to performance task? How did
Filipino soldiers? Give the task help you see the
reasons. real world based on the
topic?

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES 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.

H. Making Generalizations and Answer Activity 5: ComCon Answer Activity 15: Odds on Answer Activity 25: Soldier Answer Activity 30: outBOX
Abstractions about the Lesson (Comparison Contrast) Ads Simulation

Feel free to exchange


information with your Let us go back to our box
classmates and take turns Groups 5 and 6 will simulate and finalize your map of
by comparing and or role play in class the conceptual change by
contrasting your ideas using situation wherein the finishing the “I Think” OUT
the given graphic organizer. members will pretend to be OF THE BOX area.
Lin Aung while the others
play or act out the roles of
the two young soldiers. Try
to come up with another
point of view or varied
interpretation.

I. Evaluating Learning Answer Activity 6: Welcome Answer Activity 16: The Answer Activity 26: PS AT Answer Activity 31: Lesson
to Burma AKA Myanmar! Propaganda YOUR FINGERTIPS Closure
(Precis/Summary)

Today’s lesson
Individually, write a ___________One key idea
précis/summary of the story was________________
by discussing This is important because
comprehensively and ____________________
identifying the proper Another key idea
paragraph development ____________ This matters
(expository, descriptive, because _______________
narrative, persuasive, and ________________In sum,
creative). Relate it to your today's lesson
previous writing activity on _____________________
impressions and refer to the ______________________
following examples given on _______
the module.

J. Additional Activities for Application or Answer Activity 7: Think as Search for five other Double check your work
Remediation a Butterfly advertisements from using the checklist provided
newspapers and on the module.
magazines, identify the
propaganda devices and
adjective complementations
used.
VI. REMARKS

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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?
VII. 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?

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