School Esteban S.
Javellana Memorial High School
GRADES 1 to 12
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
Grade Level 8
Teacher Julie Ann D. Pajarilla Learning Area English
Teaching Dates and
December 12, 2018, 7:15 – 8:15 AM Quarter 3rd
Time
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, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed 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.
The learners demonstrate understanding of Southeast Asian literature as a 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.
The learners transfer 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.
EN8RC-IIb-2.18: Relate content or theme to previous experiences and background knowledge.
EN8RC-IIc-2.1.7: React to what is asserted or expressed in a text
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.
Reading Text: On the Three Evils by Prime Minister U Nu
List 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.
English 8 Module 3, pp. 11-13
No Available Learners Material
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
(Elicit)
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.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
Answer the following questions:
Activity: BURMA Trivia Challenge 1. What is the coinage of the name
Myanmar?
Group the students into 2 (Boys vs. Girls). Answer the following a. Burmese word for independence
questions flash in the TV screen about Burma (Myanmar). Each correct b. Burmese word for the martial attributes
answer is a clue to a hidden picture behind the cards! for strong and fast
2. If Japan is the land of the rising sun and
Note: This activity is good for 3 minutes. Thailand is the land of the free, what
about Burma (Myanmar)?
a. Land of Spirits and Stars
b. Land of the Khmers
3. Who conquered Burma (Myanmar)?
a. Dutch
b. British
4. What is the former name of U Nu?
a. Thakin Nu
b. Thekin Nu
5. What is the meaning of U Nu?
a. U means roughly “Respected Sir,” or
“Uncle” and Nu is a Saturday name
meaning “soft” or “gentle”.
b. U means roughly Major-General or
Generalissimo and Nu means benevolent.
Answer the following questions:
A video clip about Burma. After viewing they are going to answer the following 1. What is the video all about?
questions which were arranged according to Higher Order Thinking skills from 2.
recalling up to creating.
Note: The activity will be done for 5 minutes.
The teacher presents the reading text “On the Tree Evils”. The students will be
group into 6. Each group will present a choral reading of the paragraphs of the
text in a creative way. The teacher will discuss the rubrics to be used in choral
reading.

D. Discussing new concepts
and practicing new skills #1
(Engage)
A. Activity: Unlocking of Difficulties Give the meaning of the underlined word
The teacher will divide the class into two groups. The students will unlock the 1. Whether we are Buddhist, Hindus, Muslims,
difficult words, they will look for the functional definitions of the words below, Christians, Animists, or Atheists, we cannot
meaning, how they were used in the text. escape the three inevitables.
a. inevitables f. utilitarian 2. Nobody can deny the five sense objects –
b. fleeting g. exploit pretty sight, delightful sound, fragrant smell,
c. transitory h. rampant savory taste, and nice touch – are only
d amass i. inexhaustible fleeting phenomena.
e. insatiable j. wallow 3. Nor can anybody deny that property is
transitory: no one can carry away his property
Note: The activity will be done in 5 minutes. after death.
4. They forget that this life is not even one
B. Activity: Meeting You millionth part of the whirlpool of Samsara (the
Form groups with five members and assign each to identify what are asked cycle of rebirth), and go on amassing wealth
from the table. even though it never brings them full
satisfaction.
Evils that Effects on Inevitables in How Science Statements 5. This insatiable greed for wealth results in
Plague the Lives of Life Conquers that Indicate the profit motive which is not directed toward
Humanity People each Reality any utilitarian purpose.
(actual, 6. But with the advent of the profit motive these
exists) and commodities became objects of exploitation.
Fantasy 7. Then a class of people who could not afford
(dream, to eat well, dress well, or live well appeared,
imagination) and crime became rampant.
1. 8. If only this natural wealth is used for the
2. common good of mankind it will be
3. exhaustible, besides satisfying the needs of
everybody.
9. While some can amass wealth which cannot
be spent in ten lives, others have to wallow in
extreme poverty with bare rags on their bodies.

E. Discussing new concepts
and practicing new skills #2
(Explore)
2. Students will form a group according to their skill and assigned
F. Developing mastery (Leads to performance task.
Formative Assessment 3)
(Explain)
G. Finding practical applications
of concepts and skills in daily
living (Elaborate)
H. Making generalizations and
abstractions about the lesson
Answer the following questions:
1. What lessons does the legend of the
Padaythabin three teach the Burmese?
2. What does this excerpt reveal about the
temperaments and psyche of the Burmese?
3. Can you still lead a simple life today even
amid the ongoing technological advances?
Activity: Literary Carousel Elaborate.
4. Explain the line, “Live simply so that others
Group the students into 2. Have your own literary circle where each member may simply live.”
5. If you were a parent, what would you teach
will take turns in answering the questions or explaining any of the following
your children to make sure that they do not
statements. grow up to be greedy people?
1. Teachers will distribute the activity worksheets. 1. Students will answer the worksheets
2. Perform the following task.
a. Musical Group
b. Bodily Kinesthetic
c. Visual Spatial
d. Naturalist
Note: The task will be done in 15 minutes
e. Linguistics
f. Intrapersonal
g. Interpersonal
h. Mathematical
I. Evaluating Learning (Evaluate)

J. Additional Activities for

application or remediation
(Extend)
V. REMARKS
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
VI. 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% on the
formative assessment
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 worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/ discover which I wish to share
with other teachers