PATROCINIO NATIONAL HIGH

GRADES 1 to 12 School: SCHOOL Grade Level: VIII

DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and
Time: AUGUST 13 – 17, 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 needed,
I. OBJECTIVES 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 The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate
Standards: grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

C. Learning EN8RC-IIa-2.18: Relate EN8LC-IIa-7: Employ appropriate EN8VC-IIa-1.3: Predict the gist of EN8LT-IIa-9.1: Describe EN8OL-IIa-5: Use the
Competencies/Objectiv content or theme to listening skills and strategies suited to the material viewed based on the the notable literary genres appropriate prosodic
es: previous experiences and long descriptive and narrative texts title, pictures, and excerpts contributed by East Asian features of speech when
Write the LC Code for background knowledge writers delivering an entertainment
each EN8LC-IIa-7.2: Employ projective EN8VC-IIa-17: Discern positive speech
EN8RC-IIa-2.22: Evaluate listening strategies with longer stories and negative messages conveyed EN8LT-IIa-9.2: Identify the
the personal significance of in a material viewed distinguishing features of EN8G-IIa-9: Use appropriate
a literary text notable East Asian poems, grammatical signals or
EN8V-IIa-24.1: Distinguish folktales, and short stories expressions suitable to each
between and among verbal, pattern of idea development:
situational, and dramatic types of EN8WC-IIa-2.8: Compose general to particular
irony and give examples of each effective paragraphs claim and counterclaim
problemsolution
EN8WC-IIa2.8.7: Limit a cause-effect
topic and others
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.
“SAWATDEE……HELLO, THAILAND AT THE TURN OF THE
II. CONTENT ELEMENTS OF SHORT STORY
BEAUTIFUL BANGKOK” CENTURY MAKATO AND THE COORDINATING
By: Ethel Soliven-Timbol Employing appropriate Listening COWRIE SHELL CONJUCTIONS
Strategies (A Thai Folktale)
By: Supanee Khanchanathiti
III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide 121 129 132 137 134
Pages

2. Learner’s Materials 120-128 130-131 132-133 137-141 134-136

Pages

3. Textbook Pages 120-128 130-131 132-133 137-141 134-136

 4. Additional Materials Afro-Asian Literature Afro-Asian Literature Afro-Asian Literature Afro-Asian Literature Afro-Asian Literature
from Learning
Resource (LR) portal
B. Other Learning Fact sheets/pictures Copy of the text of listening input LM/Video Clip LM/ Activity Sheets/Slide Activity sheets
Resources Copies of the text Deck/Video Clip

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
IV. PROCEDURES 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 Activity 1 The learners will review about the SHARE: Video Playing: Coordinating conjunction join
Lesson or Presenting SAY YOU….SAY ME… things between Thailand and the words, phrases and clauses
the New Lesson The learners will be Philippines. Literature make readers interpret Makato and the Cowrie of equal rank
watching a film clip about and imagine what he is reading Shell
Thailand. and to identify himself with it. By a (Thai Folktale)
skilful use of language, the writer
The Kingdom of Thailand is places realism and uniqueness in
one of the fast-growing and the stories.
developing countries in
Southeast Asia. She is
known as the “Land of the
Free”
B. Establishing a Purpose Activity 2 FACE TO FACE We are embarking to the next activity Tell the learners that in this To discover Thai’s LANGUAGE RECALL
for the Lesson -The learners will look for a by learning more about Thailand lesson, they will identify the traditions and beliefs as
partner and orally talk through a descriptive text. elements that contribute to a short well as diversity of culture Let the learners observe the
about the similarities of story. which shape you as a ff. sentences
Thais and Filipinos in terms Filipino
of Customs, traditions, 1. Makato never idled and
beliefs and way of life. never complained.
2. He did every kind of work,
yet he remained cheerful
3. Makato had no sister or a
brother to take care of him
C. Presenting Discover the similarities of Tell the learners that they will have The learners should know how to Reading the Selection: PROCESS QUESTIONS:
Examples/Instances of Thais and Filipinos in terms another selection through a listening create a story map to organize the (Pre-assigned) 1. What words are
the Lesson of culture, traditions, beliefs activity which will enable them to elements of a story. Makato and the Cowrie connected by and in
and way of life. deeply appreciate its customs and Shell sentence?
beliefs similar to Filipinos. (Thai Folktale) 2. What are the clauses that
are joined by yet in
Sentence 2?
3. What are the phrases that
are connected by or in
Sentence 3?
D. Discussing New See ‘Your Text’
Concepts and a. The learners will read the
Practicing New Skills selection.
#1 ( Pre-assigned)
b. They write on their
notebooks five questions
about the selection
that they want to be
answered during class
discussion.
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 learning
IV. PROCEDURES 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 WHO’S THE NEXT?
Concepts and Regrouping
Practicing New Skills #2
Each group will construct
questions that begin with
Who, What, Where, Why
and How. The questions
will be taken from the
selection read.
F. Developing Mastery THROW IT:
(Leads to Formative
Assessment 3) The questions formulated
will be thrown to the group
of their choice. The
performance as a group
will depend on the how
well they have responded
to the questions asked.
LISTENING ACTIVITY:
Instruct the learners to listen as the
teacher reads the article entitled
“Thailand at the Turn of the
Century”
TUESDAY
BEFORE LISTENING:
Make sure that the learners will take DISCUSS:
note of the following guidelines when ELEMENTS OF A SHORT
listening:
1. Listen to get the general ideas of 1. Setting- refer to place, time or
the text
2. Take down notes to help you
recall important ideas.
WHILST LISTENING:
There will be a pause in every 3rd
paragraph and the learners will be
able to answer questions in the
question cards in ACTIVITY 6
LAY YOUR CARDS
Listen to a Youtube Clip about
the elements of a story:
Parts of a Story Song
WEDNESDAY
Once the clip is over
STORY
mood/atmosphere
2. Plot – It is the sequence of
events in a story or play.
-Exposition/Introduction
-Rising Action
-Climax
-Falling Action
-Denouement
3. Conflict – It is the opposition of
forces
-External
-Internal
4. Character – the people in the
story
5. Point of View – the angle from
which the story is told.
The learners will create a story
map and will engage to a
conversation among other to
further develop their story map.
Each student will receive their own
story map but will collaborate with
the group to come up with the
elements of their story
POST A QUESTION:
What could be the reason
why Makato left the place?
THURSDAY
Enumerate the changes in
Makato’s life after meeting
the King.
ACTIVITY 6: PAINT A
PICTURE
What are Makato’s
Charatcer Traits? Describe
his appearance, attitude,
action and speech.
Activity 17: COMPARE
AND SHARE
Using the Venn Diagram
to compare learners’
selves and Makato using
the guide questions
provided in the Learners
Material.
How to use Coordinating
Conjunctions Properly?
And – to show addition of
thought or ideas
Yet – to show contrast of
ideas
Or – to join nouns of equal
rank
So – to show result
But - to show contrast of
ideas
FRIDAY
ACTIVITY 11. WORK WITH
COORDINATES
Let the learners encircle the
coordinating conjunctions in
the sentences provided.
ACTIVITY 12:
COMBINE/FUSE
Combine two different
sentences using the
appropriate coordinating
conjunctions

G. Finding Practical
Applications of
Concepts and Skills in
Daily Living
V. PROCEDURES
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
J. Additional Activities for
Let the students create an
essay following these
questions
1. How does diversity
contribute to unity?
2. How do traditions and
beliefs bring about
diversity and or
harmony?
Make sure to let them
relate their personal
experiences in the essay.
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 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.
Ask the learners about the
Filipino traditions and
beliefs practiced by Thais
as depicted in the
selection.
Let the students read the
essay that they made.
Assess the contents and
organization of words
using a rubric.
RESEARCH
AFTER LISTENING:
From The activity, you were able to
know the unfolding of Thailand’s
growth in economy through its
diversified cultural and socio-
economic innovation, which
contributed in bridging the shaping
the success of Asian countries.
TUESDAY
Ask the students about the lesson
that they get from the selection
heard.
Discuss:
The significance of appropriate
listening skills in comprehending
various texts.
ACTIVITY 7 BUILD ME UP
The learners will make a diagram
expressing Thailand’s Goals in the
21st Century.
HOMEWORK:
Explain: Diagrams will help
the learners limit the use
of words but express it in a
more effective way
The students will be given a book ASK: Therefore, when you want to
containing a short story. The link and join words, phrases
students will identify all story Determine which of those and clauses of equal rank, it
elements within the story from the traits you would like to is necessary to understand
book and display them on a story improve and eliminate in the examples of coordinating
map. your life. conjunctions.
WEDNESDAY THURSDAY FRIDAY
The learners will share their stories PROMPT THESE Simplify:
with their groups that developed QUESTIONS: Examples of Coordinating
the story maps and discuss the -What kind of life did Conjunctions through the word
similarities and differences Makato have at the FANBOY
between their writings. They will beginning of the story?
review the elements of a short F – for
story -What motivated him to A – and
leave the place? N – nor
B – but
-How did the King O – or
recognize him? Cite an Y - yet
incident that showed it.
-What did he do with the
Cowrie Shell
-What is his reward from
the King?
Let the students participate in ACTIVITY 13: SUPPLY THE
collaborative conversations among ACTIVITY 19: DARE TO PARTS
groups to further understand all the CLIMB
elements of a short story.
Plot the events using the
Graphic organizer.
READING HOMEWORK: HOMEWORK: HOMEWORK:
 Application or ASSIGNMENT:
Remediation BITE THE THEME: Read the story Makato and the Write at least 10 examples Give 10 examples of
Research about the Write reflections and insights in Cowrie Shell in advance. of Coordinating sentences using coordinating
country whose relation to the theme of the listening Conjunctions conjunctions
contributions to fellow Afro- text. Instruct them to provide their
Asian neighbors made an own title.
impact on their economic
growth.

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 done to help the
VII. REFLECTION 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?