Grade Level:

Teacher:

Learning
Area:

ENGLISH

Quarter:

THIRD (3)

GRADES 1 to 12
DAILY LESSON LOG

Teaching Dates
and Time:

MONDAY
I.

School:

Week 2

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

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:
Write the LC Code for each

EN8RC-IIIb-12.1

EN8VC-IIIb-3.4/4.4/5.4

EN8VLT-IIIb-11

EN8OL-IIIb-5

Recognize propaganda
techniques used in a given
text

Determine the target

audience of a material
viewed

Identify the notable literacy

genres contributed by
Southeast Asian writers

Observe the use of correct

stress, pitch, and juncture
when delivering a
persuasive speech

EN8LC-IIIb-8.2

EN8V-IIIb-15.3

EN8LT-IIIb-11.1

Judge the relevance and

worth of ideas presented in
the text listened to

Explain the meaning of a

word through structural
analysis (prefixes, roots,
suffixes)

Identify the distinguishing

features of notable poems,
short stories, dramas, and
novels contributed by
Southeast Asian writers

EN8RC-IIIb-10
Sharing ideas using
opinion-marking signals

EN8G-IIIb-3.6
EN8WC-IIIb-1.1.6

Use modals appropriately

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

III. LEARNING RESOURCES

READING TEXT:

READING TEXT:

READING TEXT:

READING TEXT:

Aung San Suu Kyi

On the Three Evils

The Countrys Good Son

Fine Arts

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 materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teachers Guide Pages
2. Learners Materials
Pages

Module 3

Module 3

Module 3

Module 3

pp. 35- 36, 54-60

pp. 60-66

pp.68-75

pp. 76-84

Use English Worksheets

and Learn (EUWL) pp. 146

Use English Worksheets

and Learn (EUWL) pp, 159164

Use English Worksheets

and Learn (EUWL)

Use English Worksheets

and Learn (EUWL) pp. 138141

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources

Page 1 of 5

MONDAY
IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting the
New Lesson

TUESDAY

WEDNESDAY

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.

Let us go back to what we

have learned on our
previous lesson about,
Viral Video Gets
Propaganda Treatment

Let us go back to our

previous lesson on the story
of Aung San Suu Kyi

Let us go back to our

previous lesson on, On the
Three Evils

Let us look back on our

previous lesson on The
Countrys Good Son

Identify its distinguishing

features.

What do you mean by a

summary?

What is the author trying to

tell you?

What are the different ways

of paragraph development?

Why is the author telling you

that?

B. Establishing a Purpose for

the Lesson

THURSDAY

It is important to learn about

the Burmese literature as
part of studying Asian and
African Literature.
Answer Learning Goals and
Targets. For your
expectations, write your
own possible goals and
targets for this lesson on the
box provided on your
modules.

How will you relate it to our

previous writing activity on
impressions?
It is also important to learn
about the Burmese people.
Answer Activity 8:
Introducing, the Burmese
people

Answer Activity 17: Listen

and be Heard

Now, let us learn to use the

sounds of English during
speech delivery.

Answer 27: LEND ME

YOUR EARS!
On this part students will
listen and view a video clip
of a speech delivered.
Students will take down
notes and refer to these in

writing your editorial article.

C. Presenting
Examples/Instances of the
Lesson

Answer Activity 1: Guess

Who?/Snapshots on your
modules.

Answer Activity 8: Meeting

You

Answer Activity 18: Shout

out!

Refer to the example of an

editorial article given in the
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 Practicing New Skills
#1

Read the story, Aung San

Suu Kyi

Read the story, On the

Three Evils

Answer Activity:19 Speak

Up, Lets Talk About It

Group students into 8 with 5

members each. Let them
conduct a talk show
regarding the blog entry
heard. Let them assign
members who will share
ideas and opinions using
signal words.

Answer Activity 28: 3-2-1

What does (Burmese)

literature reveal about Asian
and African character?

How do (Burmese) Asians

and Africans respond to the
challenges of modernity as
reflected on their literary
selections?

Page 2 of 5

MONDAY
IV. PROCEDURES

E. Discussing New Concepts

and Practicing New Skills
#2

TUESDAY

WEDNESDAY

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.

Answer Activity 3: CSI

(Character Study of an
Individual)

Answer Activity 10: Literary

Carousel

Answer Activity 21: The Fs

(Faith and Fight for
Freedom)

Read the poem as a class.

For unlocking of difficulties,
have the game word
auction.

F. Developing Mastery
(Leads to Formative
Assessment 3)

THURSDAY

Relate the previous

activities to the focus
questions:
1. What does literature
(Burmese) reveal
about Asian and
African Character
2. How do Asians and
Africans (Burmese)

Answer Activity 13: BULLS

I!

Read the story The

Countrys Good Son on
Activity 22: Your Mission

Which character do you like

best?

What new realizations do

you have about the topic?

What new connections have

you made for yourself?

Answer Activity 29: Handing

in Your Evaluation Paper

Your task is to write an

evaluation paper regarding
a program viewed. There
will be a screening of video
clips to guide you and

respond to the
challenges of
modernity as
reflected in their
literary selections?

G. Finding Practical
Applications of Concepts
and Skills in Daily Living

Answer Activity 4: INbox

Answer Activity 14: I DRAW

Which character
experiences personal
change from beginning to
end? Explain.

choices of topics for you to

write on. Therefore, choose
one as your basis and
prepare to defend or
discuss it in the form of a
hot seat in front of the board
members.

How do you think this

situation could apply to
Filipino soldiers? Give
reasons.

How did you find the

performance task? How did
the task help you see the
real world based on the
topic?

Page 3 of 5

MONDAY
V. PROCEDURES

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.

H. Making Generalizations
and Abstractions about
the Lesson

I.

Evaluating Learning

Answer Activity 5: ComCon

(Comparison Contrast)

Answer Activity 15: Odds on

Ads

Feel free to exchange

information with your
classmates and take turns
by comparing and
contrasting your ideas using
the given graphic organizer.

Answer Activity 6: Welcome

to Burma AKA Myanmar!

Answer Activity 25: Soldier

Simulation

Groups 5 and 6 will simulate

or role play in class the
situation wherein the
members will pretend to be
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.

Answer Activity 16: The

Propaganda

Answer Activity 26: PS AT

YOUR FINGERTIPS
(Precis/Summary)

Individually, write a
prcis/summary of the story
by discussing
comprehensively and
identifying the proper
paragraph development
(expository, descriptive,
narrative, persuasive, and
creative). Relate it to your
previous writing activity on
impressions and refer to the
following examples given on
the module.
J.

Additional Activities for

Application or
Remediation

Answer Activity 7: Think as

a Butterfly

Search for five other

advertisements from
newspapers and
magazines, identify the

Double check your work

using the checklist provided
on the module.

Answer Activity 30: outBOX

Let us go back to our box

and finalize your map of
conceptual change by
finishing the I Think OUT
OF THE BOX area.

Answer Activity 31: Lesson

Closure

Todays lesson
___________One key idea
was________________
This is important because
____________________
Another key idea
____________ This matters
because _______________
________________In sum,
today's lesson
_____________________
______________________
_______

propaganda devices and

adjective complementations
used.

VI. REMARKS

Page 4 of 5

VII.

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
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Page 5 of 5