School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: Week 1 Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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,
I. OBJECTIVES
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 from inspired and influenced by nature;
relationship of visual, sensory, ad 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 Standards: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety
of effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic
feature, stance, and behavior.

C. Learning Competencies/Objectives: EN8RC-IIa-2.22 EN8VC-IIa-1.3: EN8LT-IIa-9.1: EN8OL-IIa-5: Use the

Write the LC Code for each Evaluate the personal Predict the gist of the Describe the notable literary appropriate prosodic
significance of a literary text material viewed based on genres contributed by East features of speech when
the title, pictures, and Asian writers delivering an entertainment
EN8RC-IIa2.18: excerpts speech
Relate content or theme to EN8LT-IIa-9.2:
previous experiences and EN8VC-IIa-17: Identify the distinguishing EN8G-IIa-9:
background knowledge Discern positive and features of notable East Use appropriate
negative messages Asian poems, folktales, and grammatical signals or
EN8LC-IIA7 conveyed in a material short stories expressions suitable to
Employ appropriate viewed each pattern of idea
listening skills and EN8WC-IIa-2.8 development:
strategies suited to long EN8-IIa-24.1: Compose effective General to
descriptive and narrative Distinguish between and paragraphs particular
texts among verbal situational, Claim and
and dramatic types of irony EN8WC-IIa-2.8.7: counterclaim
EN8LC-IIa-7.2: and give examples of each Limit a topic Problem-solution
Employ projective listening Cause-effect
strategies with longer And others
stories
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
Two Brothers ( Egypt) Element of Short Makatao & His Cowrie COORDINATING
Story Shells ( Thailand) CONJUNCTIONS
 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages

2. Learners Materials Pages

3. Textbook Pages

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources

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School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
A. Reviewing Previous Lesson or At the beginning of this
Presenting the New Lesson The selection is considered lesson the teacher will Watching Video: Coordinating conjunction
the oldest literary piece Makato and the Cowrie join words, phrases and
believed to have been
ask the students a Shell ( A Thai Folktale) clauses of equal rank
written 3000 years before series of questions to
Christ determine the level of
understanding in
regards to the
elements that make up
a story.
What are the
parts of a story?
What types of
graphic
organizers can
 we use to show
the elements, or
parts, or a
story?

B. Establishing a Purpose for the Lesson

Discover the similarities of The students should To discover Thai s Language recall:
Egyptians and Filipinos in know the elements of a traditions and beliefs as well Language form and
terms of culture, beliefs, story: characters, setting, as diversity of culture which function
respect and love for family shape you as a Filipino
problem, and solution.
and reverence to God as
depicted in this selection
C. Presenting Examples/Instances of the Understand what a
Lesson Reading the story The Two The students should Reading the Selection: Coordinating
Brothers know how to use a story Makato and the Cowrie Conjunction is.
map to organize Shell Learn the seven
elements of a story. words that make up
FANBOYS.

D. Discussing New Concepts and Listen to a YouTube Clip

Practicing New Skills #1 Describe the three that is about the elements What could be the reason How to use Coordinating
characters through a Venn in a story. Parts of a why Makato left his place? Conjunctions properly
diagram
Story Song

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School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
E. Discussing New Concepts and Once the clip is over
Practicing New Skills #2 Using the plot organizer review the elements. Enumerate what were those Activity 11. Work with
enumerate the events in the Have the students changes in Makatos life Coordinates
story by filling in the engage in a brief after meeting the king?
rectangles. Explain your
discussion to define each
work to the class
 element. (check for
understand with each):
Characters: the people in
the story (who)
Setting: where and when
the story takes place
(where, when)
Problem: what went/is
wrong within the story
(what)
Solution: how the
problem is fixed/solved
(how)

F. Developing Mastery The students will

(Leads to Formative Assessment 3) Using the problem-solution participate in Using Venn Activity 12. Combine/fuse
chart, identify the problems collaborative Diagram compare
and provide solutions to conversations in small yourself with
these based on the Makato
groups to develop a story
selection
map of their own. Each
student will receive their
own story map but will
collaborate with the group
to come up with the
elements of their story.

G. Finding Practical Applications of

Concepts and Skills in Daily Living If you were Bata, would you The student will be given Determine which of those Activity 13. Supply he parts
believe your wife a short book. The student traits would you like to
explanation? will identify all story improve in your life
elements within the book
and display them on a
story map.

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School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
 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 the students which
V. PROCEDURES
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 The students will share
Abstractions about the Lesson What problems are faced by their stories with original Summarizing and trace the Therefore, when you want
the two brothers? Are these group that developed the significant event s of the to link and join words,
problems happening in story maps and discuss story by completing the phrases and clauses of
todays world? graphic organizer equal rank
the similarities and
differences between their
writings. They will review
the elements that they
should have in common
(the story elements from
the map).
I. Evaluating Learning The students will
Activity 31. Drawing Out participate in Using the graphic organizer Activity: word pool
What? collaborative Draw out the values and
conversations in small traits of the character which
enable him to become
groups to develop a story
successful and better
map. person

J. Additional Activities for Application or

Remediation

VI. REMARKS

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 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

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?
VII. REFLECTION 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?

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