School: PAMBUJAN NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 8 Teacher: MARIA JULIENNE M. LUTAO-MELINDO Learning Area: ENGLISH

DAILY LESSON LOG SECOND
Teaching Dates and Time: AUGUST 14-18, 2017 (WEEK 1) Quarter:

August 14, 2017 August 15, 2017 August 16, 2017 August 17, 2017
12:00-1:00 G8-STE 12:00-1:00 G8-STE 12:00-1:00 G8-STE 12:00-1:00 G8-STE
1:00-2:00 G8-A 2:00-3:00 G8-A 4:00-5:00 G8-B 5:00-6:00 G8-D
4:00-5:00 G8-B 4:00-5:00 G8-B 5:00-6:00 G8-D August 18, 2017
I. OBJECTIVES 5:00-6:00 G8-D 5:00-6:00 G8-D August 17, 2017 12:00-1:00 G8-A
August 15, 2017 August 16, 2017 1:00-2:00 G8-F 1:00-2:00 G8-F
1:00-2:00 G8-F 1:00-2:00 G8-F 4:00-5:00 G8-A 4:00-5:00 G8-B
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: 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 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 feature, stance, and behavior.
C. Learning EN8RC-IIa-2.22 EN8VC-IIa-1.3: EN8LT-IIa-9.1: EN8OL-IIa-5: Use the
Competencies/Objectives: Evaluate the personal Predict the gist of the Describe the notable appropriate prosodic
Write the LC Code for each significance of a literary material viewed based on literary genres features of speech when
text the title, pictures, and contributed by East Asian delivering an
excerpts writers entertainment speech
EN8RC-IIa2.18:
Relate content or theme EN8VC-IIa-17: EN8LT-IIa-9.2: EN8G-IIa-9:
to previous experiences Discern positive and Identify the Use appropriate
and background negative messages distinguishing features of grammatical signals or
knowledge conveyed in a material notable East Asian expressions suitable to
viewed poems, folktales, and each pattern of idea
EN8LC-IIA7 short stories development:
Employ appropriate EN8V-IIa-24.1:  General to
listening skills and Distinguish between and EN8WC-IIa-2.8 particular
strategies suited to long among verbal situational, Compose effective  Claim and
descriptive and narrative and dramatic types of paragraphs counterclaim
texts irony and give examples  Problem-solution
of each EN8WC-IIa-2.8.7:  Cause-effect

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
EN8LC-IIa-7.2: Limit a topic  And others
Employ projective
listening strategies with
longer stories
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.
Two Brothers ( Egypt) Elements of Short Story Makatao & His Cowrie COORDINATING
Shells ( Thailand) CONJUNCTIONS
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 materials as well as paper-based materials. Hands-on learning promotes concept development.
Module 2, Lesson 1 Module 2, Lesson 1 Module 2, Lesson 1 Module 2, Lesson 1
English Expressways III. English Expressways III. English Arts I. 2000. pp. English Expressways III.
2007. pp 250. 2007. pp 271-272. 228-230. 2007. pp 48-57, 173-175,
176-177.
MONDAY TUESDAY WEDNESDAY THURSDAY
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.
At the beginning of this
The selection is lesson the teacher will Watching Video: Coordinating conjunction
considered the oldest ask the students a series Makato and the Cowrie join words, phrases and
literary piece believed to of questions to Shell ( A Thai Folktale) clauses of equal rank
have been written 3000 determine the level of
years before Christ understanding in regards
to the elements that
make up a story.
 What are the
parts of a story?

B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
Discover the similarities
of Egyptians and Filipinos
in terms of culture,
beliefs, respect and love
for family and reverence
to God as depicted in this
selection
Reading the story “The
Two Brothers”
Describe the three
characters through a
Venn diagram
 What types of
graphic
organizers can
we use to show
the elements, or
parts, or a story?
The students should
know the elements of a
story: characters, setting,
problem, and solution.
The students should
know how to use a story
map to organize
elements of a story.
Listen to a YouTube Clip
that is about the
elements in a story. Parts
of a Story Song
To discover Thai ‘s  Language recall:
traditions and beliefs as  Language form
well as diversity of and function
culture which shape you
as a Filipino
 Understand what
Reading the Selection: a Coordinating
Makato and the Cowrie Conjunction is.
Shell  Learn the seven
words that make
up FANBOYS.
What could be the reason How to use Coordinating
why Makato left his Conjunctions properly
place?

E. Discussing New Concepts Once the clip is over

and Practicing New Skills #2
Using the plot organizer
enumerate the events in
the story by filling in the
rectangles. Explain your
work to the class
review the elements. Enumerate what were Activity 11. Work with
Have the students those changes in Coordinates
engage in a brief Makatos life after
discussion to define each meeting the king?
element. (check for
understand with each):
Characters: the people in
the story (who)
Setting: where and when
the story takes place
(where, when)
Problem: what went/is
wrong within the story
(what)
Solution: how the
problem is fixed/solved

F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
(how)
The students will
Using the problem- participate in  Using Venn Activity 12. Combine/fuse
solution chart, identify collaborative Diagram
the problems and provide conversations in small compare yourself
solutions to these based groups to develop a story with Makato
on the selection map of their own. Each
student will receive their
own story map but will
collaborate with the
group to come up with
the elements of their
story.
If you were Bata, would The student will be given Determine which of Activity 13. Supply he
you believe your wife a short book. The student those traits would you parts
explanation? will identify all story like to improve in your
elements within the book life
and display them on a
story map.
The students will share
What problems are faced their stories with original Summarizing and trace Therefore, when you
by the two brothers? Are group that developed the the significant event s of want to link and join
these problems story maps and discuss the story by completing words, phrases and
happening in today’s the similarities and the graphic organizer clauses of equal rank
world? differences between their
writings. They will review
the elements that they
should have in common
(the story elements from
the map).
The students will
Activity 31. Drawing participate in Using the graphic Activity: word pool
Out… What? collaborative organizer Draw out the
conversations in small values and traits of the
groups to develop a story character which enable
map. him to become successful
and better person
 J. Additional Activities for
Application or Remediation

IV. 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?
V. 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?