GRADE 8 School Don Jose National High School Grade Level 8

DAILY LESSON LOG Teacher ANTHONY GIO L. ANDAYA Learning Area ENGLISH
Teaching Dates and Time 7:15-8:15, 8:15-9:15, 12:45-1:45, 1:45-2:45 Quarter SECOND

Friday
Monday Tuesday Wednesday Thursday
Date: SEPTEMBER 13,
Date: SEPTEMBER 9, 2019 Date: SEPTEMBER 10, 2019 Date: SEPTEMBER 11, 2019 Date: SEPTEMBER 12, 2019
2019
I. OBJECTIVES
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of: Southeast Asian understanding of: Southeast understanding of: Southeast Asian understanding of: Southeast understanding of: Southeast
literature as a mirror to a shared Asian literature as a mirror to a literature as a mirror to a shared Asian literature as a mirror to a Asian literature as a mirror to
heritage; coping strategies in shared heritage; coping strategies heritage; coping strategies in shared heritage; coping a shared heritage; coping
processing textual information; in processing textual information; processing textual information; strategies in processing textual strategies in processing
strategies in examining features of a strategies in examining features strategies in examining features of information; strategies in textual information;
listening and viewing material; of a listening and viewing a listening and viewing material; examining features of a listening strategies in examining
A. Content Standards
structural analysis of words and material; structural analysis of structural analysis of words and and viewing material; structural features of a listening and
propaganda techniques; and words and propaganda propaganda techniques; and analysis of words and viewing material; structural
grammatical signals for opinion- techniques; and grammatical grammatical signals for opinion- propaganda techniques; and analysis of words and
making, persuasion, and emphasis. signals for opinion-making, making, persuasion, and grammatical signals for opinion- propaganda techniques; and
persuasion, and emphasis. emphasis. making, persuasion, and grammatical signals for
emphasis. opinion-making, persuasion,
and emphasis.
The learner transfers learning by The learner transfers learning by The learner transfers learning by The learner transfers learning The learner transfers learning
composing and delivering a composing and delivering a composing and delivering a by composing and delivering a by composing and delivering
persuasive speech based on an persuasive speech based on an persuasive speech based on an persuasive speech based on an a persuasive speech based on
informative essay featuring use of informative essay featuring use of informative essay featuring use of informative essay featuring use an informative essay featuring
properly acknowledged information properly acknowledged properly acknowledged of properly acknowledged use of properly acknowledged
B. Performance Standards sources, grammatical signals for information sources, grammatical information sources, grammatical information sources, information sources,
opinion-making, persuasion, and signals for opinion-making, signals for opinion-making, grammatical signals for opinion- grammatical signals for
emphasis, and appropriate prosodic persuasion, and emphasis, and persuasion, and emphasis, and making, persuasion, and opinion-making, persuasion,
features, stance, and behavior. appropriate prosodic features, appropriate prosodic features, emphasis, and appropriate and emphasis, and
stance, and behavior. stance, and behavior. prosodic features, stance, and appropriate prosodic
behavior. features, stance, and behavior.
EN8WC-IIc-2.2.1: Develop related EN8G-IIa-9: Use appropriate EN8VC-Id-9: Organize EN8VC-IIg-1.3: EN8LT – IIg-2.2:
support sentences grammatical signals or information from a material Predict the gist of the material Explain how the elements
expressions suitable to each viewed viewed based on the title, specific to a genre contribute
pattern of idea development: pictures, and excerpts to the theme of a particular
general to particular EN8WC-IIa-2.8: Compose literary selection
claim and counterclaim effective paragraphs
problem-solution EN8V-IIg-10.1.4: EN8LT-IIg-2.2.3:
cause-effect EN8VC-IIg-17: Identify figures of speech that Determine tone, mood,
and others Discern positive and negative show emphasis (hyperbole and technique, and purpose of the
C. Learning Competencies / messages conveyed in a material litotes) author
Objectives viewed
Write the LC Code for each EN8WC-IIg-2.2:
Develop paragraphs that
illustrate each text type
( narrative in
literature,
expository,
explanatory,
factual and
personal recount,
persuasive
 HERITAGE LITERATURE AS A DEGREE OF COMPARISON OF MOVIE REVIEW CONTEXT CLUES - A PATCH OF THE SKY
II. CONTENT TEACHING TOOL - OUTLINING ADJECTIVES RESTATEMENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. PP. pp. pp. PP.

2. Learner’s Material pages pp. 90-91 PP. 94-99 pp. 109-110 pp. 218 PP.
N/A N/A N/A N/A N/A
3. Textbook pages

4. Additional Materials N/A N/A English Expressway N/A

from Learning Resource
(LR) portal
B. Other Learning N/A N/A N/A N/A
Resources
CONSTRUCTIVISM CONSTRUCTIVISM COLLABORATIVE CONSTRUCTIVISM REFLECTIVE
IV. PROCEDURES (Thinking Skills) (Thinking Skills) (Think-Pair-Share) (Thinking Skills) (Self Reflection)

Have the students watch the Have a brief review of the Present the new lesson on Read a story taken from The
A. Reviewing previous video clip of a song. Ask them to previous lesson another type of context clue Buddha Tree, novel that is
lesson or presenting the sing the song if they know the known as restatement considered as a landmark in
new lesson tune. Niwa Fumio’s development as
a writer
Ask the students: Ask the students: Ask the students: Use synonym as a type of Find out how a Japanese
What is heritage literature? How do you find the video? Have you watch the film “Train to context clue boy’s life becomes one with
B. Establishing a purpose What it is all about? Busan”? nature
for the lesson

Inform the students that they will Inform the students the topic for Have the students share Present examples using the Reading:
C. Presenting
be reading an informative text and today’s lesson – Degree of something about the loopholes keys to spotting statement as a A Patch of Sky
examples/instances of
after the discussion, they are Comparison of Adjectives they have found in the film. context clue. by : Niwa Fumio
the new lesson expected to do an outline.
Engage the students in reading by Discuss the three degree of Read the short lecture about Keys to Spotting Statement as Take note the spelling of
asking some student to read aloud comparison of adjectives and the making a movie review. a Context Clue: Italicized word:
D. Discussing new
and the rest to follow what is being rules in using each. 1. The word OR  centre
read. ( Teacher provides examples)  aeroplane
concepts and practicing
new skills #1 2. A dash or a pair of
dashes
(Teacher provides examples)
Discuss the text by answering the Let the students watch the video 3. A comma or a pair The author used British
comprehension questions. presentation on how to make a of commas spelling. What does this
film version of movie review. ( Teacher provides examples) information imply about the
E. Discussing new
4. The phrases: in Japanese?
concepts and practicing
other words, that is,
new skills #2 also known as, and
sometimes called
( Teacher provides examples)
Have the students identify the Let the students do the Think Pair Activity: Board Work Activity:
F. Developing Mastery degree of comparisons used in share activity. Discuss with a (Provided by the teacher) Story Map
(Leads to Formative the sentences partner the important things to
Assessment) consider in making a fil review.

G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
Instruct the students to create an
outline of the text using a graphic
organizer.
The understanding and
appreciation of culture that results
from the study of literature helps
students develop a positive self-
image and attitude toward their
heritage language and culture.
Output in application serves as
evaluation
Have the students write thee
sentences with comparisons of a
noun.
Provide a ten-item seatwork to
the students
Let the students combine what
they learn in the discussion and
video presentation to create their
own movie review. Let them
recall a movie that they have
watched.
A movie review is an evaluation
of a film. It gives the audience a
chance to express their thought
about the film through writing.
Output in application serves as
evaluation.
Activity: Vocabulary Mapping
You have discovered that you
can get the meaning of a word
by knowing its synonyms
Activity:
Page 218 ( English Expressways
II)
How can a person make
nature significant to his or
her own life
The selection tells about the
role of nature in one’s life
Activity: (Self Reflection)
Have you experienced
exploring what nature can
offer you? Is there an instance
in your life when nature helps
you discover your strengths
as well as your weaknesses?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
DIAMOND- ____/____ DIAMOND- ____/____ DIAMOND- ____/____ DIAMOND- ____/____ DIAMOND- ____/____
EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____
JADE - ____/_____ JADE - ____/_____ JADE - ____/_____ JADE - ____/_____ JADE - ____/_____
RUBY - ____/_____ RUBY - ____/_____ RUBY - ____/_____ RUBY - ____/_____ RUBY - ____/_____

DIAMOND- ____ DIAMOND- ____ DIAMOND- ____ DIAMOND- ____ DIAMOND- ____
B. No. of learners who EMERALD - ____ EMERALD - ____ EMERALD - ____ EMERALD - ____ EMERALD - ____
require additional JADE - ____ JADE - ____ JADE - ____ JADE - ____ JADE - ____
activities for remediation RUBY - ____ RUBY - ____ RUBY - ____ RUBY - ____ RUBY - ____

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson
D. No. of students who
continue to require
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?

Prepared by: Checked by: Noted:

ANTHONY GIO L. ANDAYA PERRY WINSTON O. LATOMBO ALVIN D. STA. MARIA, Ed.D.
Teacher I Subject Coordinator Principal I