PATROCINIO NATIONAL HIGH

GRADES 1 to 12 School: SCHOOL Grade Level: VIII

DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and
Time: AUGUST 27 – 31 , 2018 Quarter: Second

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
I. OBJECTIVES 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: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
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 Standards: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

C. Learning EN8RC-IIc-2.22: EN8LC-IIc-7: Employ EN8VC-IIc-1.3: Predict the EN8G-IIc-9: Use appropriate EN8OL-IIc-3.11: Produce the
Competencies/Objective Evaluate the personal appropriate listening skills and gist of the material viewed grammatical signals or sounds of English correctly
s: significance of a literary strategies suited to long based on the title, pictures, expressions suitable to each and effectively when delivering
Write the LC Code for text descriptive and narrative texts and excerpts pattern of idea development: an entertainment speech
each general to particular
EN8RC-IIc-2.1.7: React EN8LT-IIc-2.2: Explain how the EN8VC-IIc-17: Discern claim and counterclaim EN7V-IIc-24.1: Distinguish
to assertions made by elements specific to a genre positive and negative problemsolution between and among verbal,
the author in the text contribute to the theme of a messages conveyed in a cause-effect situational, and dramatic types
particular literary selection material viewed and others of irony and give examples of
EN8LC-IIc-2.13: each
Determine the tone and EN8LT-IIc2.2.1: Express EN8WC-IIc-2.8: Compose
mood of the speaker or appreciation for sensory effective paragraphs
characters in the images used
narrative listened to EN8WC-IIc2.2.1: Develop
related support sentences
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
THE TAXIMAN’S ELEMENTS THAT THE TAXIMAN’S STORY COMPOUND AND ORAL ACTIVITY
STORY CONTRIBUTE TO THE Part 2 – THEME and SOMPOUND-COMPLEX
By: Catherine Lim THEME OF A SELECTION CHARACTERIZATION SENTENCES
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
III. LEARNING RESOURCES 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 165 167 168 169 171

2. Learner’s Materials 168-170 170-173 174-178 179-181 182-185

Pages
3. Textbook Pages 168-170 170-173 174-178 179-181 182-185

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources Copy of the text/video
clip
MONDAY
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
IV. PROCEDURES 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 SHARE:
Lesson or Presenting the
New Lesson Sometimes, the simplest
person can be the most
truthful person you will
ever meet. Will you ride in
a taxi with a driver willing
to share his personal
stories?
B. Establishing a Purpose Today, you learn another
for the Lesson story from Singaporean
literature
Watch a short video clip.
Refer to Youtube:
https://www.youtube.com/
watch?v=-xtMorQzIZM
C. Presenting READING ACTIVITY:
Examples/Instances of (Pre-assigned)
the Lesson
Let the class read the
text. Make sure everyone
plays a part in the activity.
Slide deck/pictures
TUESDAY
Let the learners their research
about the form of literature the TAXIMAN’S STORY”
story “THE TAXIMAN’S
STORY” is as their homework Ask random students about
in the previous lesson.
SHARE:
The text you have just read is
a Short Story. It is a brief
imaginative narrative,
unfolding a single
predominating incident and a
single or a few characters.
A short story can be
compared to a photograph;
it captures a single moment
in life, as compared to a
novel which covers more.
Handouts/Answer Sheets
WEDNESDAY
Review the Story “THE
they liked the story.
INTRODUCE:
This time, we will get to
know more about the story
and understand the
messages, both positive and
negative, conveyed in the
story.
The teacher will deepen the
understanding of the
students through asking
comprehensive questions.
Handouts, copy of the Copy of the lesson
lesson/Slide deck
THURSDAY FRIDAY
RECALL: Review of the previous lesson.
Recall the learners’ Call random students from the
assignment given the last class to review the kind of
time. sentences being discussed in
the previous lesson.
Repeat the questions
provided.
-How about the structure of
the sentences?
-Are they clearly Written?
-How do you say so?
In this part of the module, As you continue on this
you will learn how to module, you are going to seek
construct compound and the existence of cultural
compound-complex diversity on cultural heritage in
sentences. Malaysia and Singapore,
focusing more on their
intangible heritage.
COLLECTING PRIOR Present videos.
KNOWLEDGE
Let the learners gather
Recall learners’ information about intangible
background knowledge cultural heritage through these
about the lesson. following videos on Youtube:
Know how much do they Intangible Cultural Heritage
know of the lesson. (ICH)
www.youtube.com/watch?v=Q
und0Nqvq80
Introduction to ICH in
Scotland
www.youtube.com/watch?v=oy
47gq0SM&feature=related
D. Discussing New PROMPT THESE DISCUSSION:
Concepts and Practicing QUESTIONS:
New Skills #1 1. CONFLICT
What is the Irony of the a. Human vs. Human
Story? b. Human vs. Society
c. Human vs. Nature
What are the themes d. Human vs. God vs.
raised in the story? Supreme being
e. Human vs. self
2. CHARACTER
a. Direct Characterization
b. Indirect Characterization
ACTIVITY 7 B. STORY
MATRIX
Let the learners think like a
story editor. Let them create
their own criteria of each
element of the story and
they’ll mark yes or no to
state whether or not the
criteria were achieved.
LECTURE: Based on the information they
have gathered in the videos
SIMPLE SENTENCE: A provided.
sentence with one
independent clause and no Regroup the learners.
dependent clauses.
Each group will discuss their
(Provide sample sentences) gained information through a
Concept Map orally.
COMPOUND SENTENCE
A sentence with multiple
independent clauses but no
dependent clauses

(Provide sample sentences)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
IV. PROCEDURES 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 PROMPT THESE DISCUSSION: ACTIVITY 7 C. LECTURE: DISCUSSION:
Concepts and Practicing QUESTIONS: CHARACTERIZATION
New Skills #2 3. POINT OF VIEW CHART COMPLEX SENTENCE: ACTIVITY 12:
What do you think of the A sentence with one I SEE HERITAGE (ICH)
taxi man? Do you a. First Person independent clause and at
Instruct the students to
sympathize with him? b. Innocent Eyes least one dependent READING ACTIVITY
Explain c. Stream of Consciousness describe each of the clause.
d. Second person characters of the story Let the learners read the
Do you agree with his e. Third person based on the ways the (Provide sample sentences) selection provided in a copy.
lamenting? -Omniscient characters are revealed
-Limited Omniscient by the author. COMPLEX-COMPOUND
What about the other -Objective A sentence with multiple
characters in the story? independent clauses and at
Do you feel sympathy least one dependent
over them? clause.

F. Developing Mastery Let the learners PROCESS QUESTIONS: ACTIVITY 7 D. ANALYZING ACTIVITY 8: A DAY AS ORAL DISCUSSION:
(Leads to Formative determine the mood, tone A SHORT STORIES AN ENGLISH
Assessment ) and the purpose of the How do conflict and point of THEME TRANSLATOR Call each group.
author by answering the view contribute to the
following the guide development of character in a Let the learners analyze Let the learners act as an Based on the selection read.
questions” short story? the theme of the story by English translator for the Task each group to make a
following these guide taximan in the story. Let report following the key
1. What do you think on How does a clear statement of questions: them help him improve his guides for the activity
the way is written? conflict provide direction for a sentence construction skills
 story? 1. What does the title signify
2. How does it relate to in the story?
the taxi man?
2. What changes occur I the
3. How does this story main character during the
appeal to the “strict course of the story?
discipline” image of
Singapore? 3. What are the important
statements about life or
people made, either by the
narrator or characters, in the
story?
and correct his sentences
by referring to the previous
lecture
SET A and SET B
3 Things you found out
2 Interesting things
1 Question you still have
Make sure to inform the
learners that the accuracy of
the production of English upon
delivering the report will be
one of the basis for scoring.

4. Is the theme directly

G. Finding Practical ASK:
Applications of Concepts How realistic is the story?
and Skills in Daily Living
Let the learners narrate
whenever they have the
identical experience in
the story?
ASK:
Why is it important to establish
conflict and point of view
effectively in revealing and
developing the character/s in a
short story?
stated? If so, where is it
stated?
PROMPT THIS QUESTION:
1. Does the title of the play
point out to a truth the story
reveals about life?
English is one of the official
languages in Singapore
and in the Philippines
Do ACTIVITY 8:
SET C
Upon the orally discussing the
ICH, which part of the
selections you have relate with
when the Philippine context
will be taken into
consideration?

V. PROCEDURES
H. Making Generalizations
and Abstractions about
the Lesson
If so, let them share parts Let the learners relate their
of their experience. answers to a real life situations
especially in handling
How do they reacted to conflicts?
the situation they were
in?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
PROMPT THIS Query: PROMPT A QUESTION? How does production of
What is the main purpose QUESTION: In one sentence, state the story’s English sounds and words
of the author of the story? theme. Do you agree with the How did your analysis on help in delivering a report?
What is the importance theme? Is the writer presenting a “The Taxi Man’ Story” help
What are the messages of understanding the truth about life or forcing us to you increase your
conveyed in the elements of short stories accept a false view? competence in constructing
literature? in reading narratives? sentences specifically
compound and compound-
How plausible are the complex sentences
scenarios of story?

Was the author’s

technique effective in
conveying the message?
I. Evaluating Learning POSE THESE ACTIVITY 7: S-CUBE ACTIVITY 7 E. ELEMENTS OF A ACTIVITY 9. ACTIVITY 13. AROUND THE
 QUESTIONS: (SHORT STORY IN SHORT STORY WORKSHEET TAXI-RIDE ANYONE? WORLD THROUGH
SCRUTINY)
How do you find the Let the learners accomplish the Let the learners accomplish Let the learners read the
story? Let the learners worksheet to have an overall grasp the task by constructing concepts being included in the
complete a story house of the short story they have just effective sentences through selections.
Did you understand it in by writing the details of examined. the use of compound and
your first reading? the story “THE compound-complex Call each group to present all
TAXIMAN’S STORY” sentences. Make sure to the presentation following the
How do you find the relate themselves to correct use of English sounds.
language of the taximan? support the sentences.
J. Additional Activities for HOMEWORK: Research for a story ASSIGNMENT IN PREPARATION Let the learners construct 3 Research for Intangible
Application or and identify its conflict FOR THE NEXT LESSON sentences to each of the Cultural Heritage of the
Remediation Let the learners try to and point of view of the type of the sentences being Philippines.
figure out what form of story. What can you say about “THE discussed.
literature is the TAXIMAN’S STORY”? Why are
“THE TAXIMAN’S the pieces of information about its
STORY” elements useful in understanding
it? How about the structure of the
sentences? Are they clearly
Written? How do you say so?

VI. 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
VII. REFLECTION 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 solve?

G. What innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?