GRADE 8
DAILY LESSON LOG
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 Material pages
School
Teacher
Teaching Dates and Time
Monday
Date: DECEMBER 3, 2018
The learner demonstrates
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 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.
EN8G-IIIa-3.6: Use modals
appropriately
MODALS
(Can, Could and Be Able To
May and Might)
K to 12 Curriculum Guide (May,
2016) p. 181 2.
Lesson Exemplar pp. 29-30
Don Jose National High School
ARLENE T. GASPARD
7:15-8:15, 9:45-10:45, 10:45-11:45
Tuesday
Date: DECEMBER 4, 2018
The learner demonstrates
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 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.
EN8G-IIIa-3.6: Use modals
appropriately
MODALS
(Shall, Should and Ought To)
K to 12 Curriculum Guide (May,
2016) p. 181 2.
Lesson Exemplar pp. 31-32
Grade Level
Learning Area
Wednesday
Date: DECEMBER 5, 2018
The learner demonstrates
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 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.
EN8G-IIIa-3.6: Use modals
appropriately
MODALS
(Must, Have to, Need to, Don’t
have to, Needn’t))
K to 12 Curriculum Guide (May,
2016) p. 181 2.
Lesson Exemplar pp. 32-33
8
ENGLISH
Quarter
Thursday
Date: DECEMBER 6, 2018
The learner demonstrates
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 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.
EN8G-IIIa-3.6: Use modals
appropriately
MODALS
(Will and Would)
K to 12 Curriculum Guide (May,
2016) p. 181 2.
Lesson Exemplar pp. 33-34
THIRD
Friday
Date: DECEMBER 7, 2018
The learner demonstrates
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 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.
EN8RC-IIIa-12.1:
Recognize propaganda
techniques used in a given text
EN8V-IIIg-26:
Analyze intention of words or
expressions used in propaganda
techniques
PROPAGANDA DEVICES
pp.
pp. 37-39
 3. Textbook pages N/A
4. Additional Materials www.gingersoftware.com/co
from Learning Resource rules/verbs/modal-
(LR) portal verbs/ntent/grammar-
B. Other Learning
Resources
THINKING SKILLS
IV. PROCEDURES
Say: Modals (also called modal
verbs, modal auxiliary verbs,
modal auxiliaries) are special
verbs which behave irregularly
in English. They are different
A. Reviewing previous
from normal verbs like "work,
lesson or presenting the
play, visit..." They give
new lesson
additional information about
the function of the main verb
that follows it. They have a
great variety of communicative
functions.
The teacher will ask the
students to read the sentences
from the story (The Arabian
Nights) which contain modal
verbs.
B. Establishing a purpose
for the lesson
Say: Here are some
characteristics of modal verbs:
 They never change their
form. You can't add "s",
"ed", "ing"...
 They are always followed
by an infinitive without
C. Presenting
"to" (e.i. the bare
examples/instances of
infinitive.)
the new lesson
 They are used to indicate
modality allow speakers to
express certainty,
possibility, willingness,
obligation, necessity,
ability
N/A
www.gingersoftware.com/co
rules/verbs/modal-
verbs/ntent/grammar-
Think-Pair-Share
Review on the previous lesson
in grammar.
The teacher will present
sentences using the modal
auxiliaries shall and should. The
students will be asked the
difference among the meaning
of sentences.
Say: In traditional British
grammar, the rule is that will
should only be used with
second and third person
pronouns (you; he, she, it, they).
With first person pronouns (I
and we), the 'correct' verb to
talk about the future is shall.
N/A
www.gingersoftware.com/co
rules/verbs/modal-
verbs/ntent/grammar-
COLLABORATIVE:
Activity-Based
Review on the previous lesson
in grammar.
The teacher will ask the
students on the things they
should do before having a trip.
They will start their
sentences/answers with “I
must”
Ask the students the difference
between must and should.
Say: The words “should” and
“must” are modal auxiliary
verbs or simply modals. They
provide information about the
function of the main verb
following it. Both “should” and
“must” are similar in meaning
except that “must” is a much
stronger word for it means
obligation or necessityas
compared to “should” which is
an advice.
N/A N/A
www.gingersoftware.com/co N/A
rules/verbs/modal-
verbs/ntent/grammar-
N/A
THINKING SKILLS
Review on the previous lesson Have a brief review of the past
in grammar. lesson on Alibaba and the Forty
Thieves.
The teacher give five situations VIDEO CLIP PRESENTATION
and the students will provide
polite request and answer. You will watch a short video clip
e.g. You need to leave the class of an infomercial.
early. You are talking to your
teacher.
The students will provide their
answer orally. For polite
request, they will start their
answer with “I would,” for the
response, they’ll start with “I
will.”
Say: Will is a modal verb that What can you say about the
stands for a definite decision. video?
When a person uses will in his What is its purpose?
speech or writing, he/she How it encourages its target
means that the action audience?
associated with this word is
surely going to take place.
Contrary to will, the word
would doesn’t stand for
resolutions or decisions at all. It
is in fact a word that is
considered to be mild and polite
in usage.

D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
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
Discuss “Can, Could, Be Able
To”
Answer Task 1 afterwards.
Discuss “May/Might”
Answer Task 2 afterwards.
Seatwork: Fill in the blanks
with the correct modal by
choosing from the box below.
Pair work: Each partner should
make up a conversation where
they will use modals.
Sample scenarios:
- borrowing books
- going to the library
- sharing opinion
Ask: Why is it important to use
modals in some of our
sentences?
Output in application serves as
evaluation.
Discuss the various functions
and usage of “Shall and Should”
Introduce “Ought to” to the
students.
Answer Task 3 afterwards.
Fill in should, shouldn’t or
ought in the following
sentences as in the example.
Pair work: Get students to write
personal problems on a slip of
paper. They do not write their
names on the paper so the
problems remain anonymous.
Put them into a container and
mix them up. Each student then
chooses a problem and must
write a piece of advice using
modals in response. Then they
read out the problem and the
answer.
Ask: Why is it important to use
modals in some of our
sentences?
Output in application serves as
evaluation.
Answer the comprehension
questions given on the module.
Discuss “Must, Have to, Need
to,”
Discuss negation “Don’t have to,
Needn’t”
Answer Task 4 afterwards.
Seatwork: Fill in the blanks with
one of these modals: must, must
not, have to, has to, don’t have
to, doesn’t have to, needn’t as in
the examples.
Group Activity: Split class into
groups of 5. Give them the
names of places e.g. petrol
station, football stadium,
hospital, jail, school…etc.
They must write the rules for 1
place and then read out the
rules to the rest of the class. The
other groups must try to guess
the location from listening to
the rules.
Ask: Why is it important to use
modals in some of our
sentences?
Output in application serves as
evaluation.
Discuss “Will and Would”
Answer Task 5 afterwards.
Answer Analysis. All Modals
Seatwork: Fill in the blanks with
the correct form of the
following modals: can, could, be
able to, may, might, shall,
should, must, have to, don’t
have to, need to
Pair work: Have each person
make a list of ten things they
have never done – five they
would do and five they would
not do. (For example, Marie
might eat sushi but would not
jump out of a plane.)
Each person should make sure
these activities are listed in
random order. Then, have
students partner up and
exchange lists and let them
share their answers to each
other.
Ask: Why is it important to use
modals in some of our
sentences?
Output in application serves as
evaluation.
Discuss Propaganda.
Discuss the Five Strategies of
Propaganda
Bandwagon
Testimonial
Transfer
Repetition
Emotional Words
Answer the process questions.
1. What words or part of speech
were/was utilized in the
advertisements?
2. How did these words make the
ads more effective?
COLLABORATIVE WORK
Go to your respective group.
Create a 30 second commercial
for these products using the
learned propaganda strategies.
1. Shampoo
2. Detergent
3. Toothpaste
4. Facial Cleanser
5. Ice Cream
Present your output to the class.
Propaganda is a form of
communication that is aimed at
influencing the attitude of a
community toward some cause or
position by presenting only one
side of an argument.
Five-Item Quiz
Identify the propaganda strategy
used in each of the following print
advertisement.
Ask the students to watch TV
when they got home and list
down the commercials that they
will see. Ask them to identify
 Who speaks on the video? How what propaganda devices were
credible is he to talk during the used.
Peace Conference?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned DIAMOND- ____/____ DIAMOND- ____/____ DIAMOND- ____/____ DIAMOND- ____/____ DIAMOND- ____/____
80% on the formative EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____ EMERALD - ____/____
assessment JADE - ____/_____ JADE - ____/_____ JADE - ____/_____ JADE - ____/_____ JADE - ____/_____
B. No. of learners who DIAMOND- ____ DIAMOND- ____ DIAMOND- ____ DIAMOND- ____ DIAMOND- ____
require additional EMERALD - ____ EMERALD - ____ EMERALD - ____ EMERALD - ____ EMERALD - ____
activities for remediation JADE - ____ JADE - ____ JADE - ____ JADE - ____ JADE - ____
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:

ARLENE T. GASPARD PERRY WINSTON O. LATOMBO ALVIN D. STA. MARIA, EdD

Teacher II Subject Coordinator Principal I