School: Madapdap Resettlement High School Grade Level: 8

GRADE 1 to 12
Teacher: ALBERT S. LACSAMANA Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: August 19-23, 2019 Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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,
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 transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of Remedial/Enhancement
effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic feature, Reading Schedule/ICL
stance, and behavior.

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-IIc-2.22 EN8VC-IIb-1.3: EN8LT-IIb-9.1: EN8OL-IIb-5: Use the

Write the LC Code for each appropriate prosodic
Evaluate the personal Predict the gist of the material Describe the notable literary features of speech when
significance of a literary text viewed based on the title, genres contributed by East delivering an entertainment
pictures, and excerpts Asian writers speech

EN8RC-IIc-2.1.7:
EN8VC-IIb-17: EN8LT-IIb-9.2: EN8G-IIa-9:
React to assertions made by
the author in the text Discern positive and negative Identify the distinguishing Use appropriate grammatical
messages conveyed in a features of notable East Asian signals or expressions
material viewed poems, folktales, and short suitable to each pattern of
EN8LC-IIc-7 stories idea development:
 Employ appropriate listening EN8V-IIb-24.1:  General to particular
skills and strategies suited to  Claim and
long descriptive and narrative Distinguish between and EN8WC-IIb-2.8
counterclaim
among verbal situational, and
texts Compose effective  Problem-solution
dramatic types of irony and
paragraphs  Cause-effect
give examples of each
 And others
EN8LC-IIc-2.13:

Determine the tone and mood EN8WC-IIb-2.8.8:

of the speaker or characters Use a variety of techniques to
in the narrative listened to introduce a topic

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
SAWATDEE… HELLO, MY BAWANGPUTI, BIBLIOGRAPHY IDIOMATIC EXPRESSION
BEAUTIFUL BANGKOK BAWANGMERAH: A TALE
(Thailand) FROM MALAYSIA

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 concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Page 34

3. Textbook Pages

4. Additional Materials from Use English Worksheets and

Learning Resource (LR) Portal Learn (UEWL), pp 49 – 64

B. Other Learning Resources http://www.academia.edu/59

81417/A_detailed lesson
plan on how to teach

idioms and develop

speaking in teenager
classrooms
 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 Give a brief introduction Pre-viewing: Bibliography contains a list of Warm-up (‘Help me!’): Write
Presenting the New Lesson about Thailand books or articles, or both, on the board the word
Ask the students if they are relating to a particular subject. ‘EMERGENCY’ and ask
familiar with the character and students to say some
story of Cinderella as shown situations when they had to
in the picture ask for help. Make questions
like ‘What happened?’,
‘What did you do?’ and ‘Who
did you call in an
emergency?

B. Establishing a Purpose for the Determine the similarities and Discern positive and negative In a research paper, a Use idioms to make the
Lesson differences of Thailand and messages conveyed in the bibliography is an alphabetical speech more attractive and
Philippines in terms of story viewed list, sometimes grouped into impressive. Idioms make
customs, traditions, and categories, containing the language more vivid and
beliefs names of all works quoted descriptive.
from or generally used in its
preparation.

C. Presenting Examples/Instances of Show a set of pictures View a Cinderella-like tale Bibliographical items should Reading task:.
the Lesson (attractions of Thailand), set from Malaysia. The title is be arranged correctly and
of words, and meanings. The “Bawang Putih Bawang consistently at the end of the Appendix 01
students will workon the Merah” The title literally research paper. “Ray needed a bookcase.
vocabulary by matching the means “red onions and white He had been making do with
words and meanings that garlic” planks of wood on bricks,
describe the given pictures. but he wanted something
Reading Selection: nicer now. His sister, Sandy,
II. VIEWING PROPER suggested buying a self-
SAWATDEE…Hello, assemblybookcase where
Beautiful Bangkok the pieces came in a flat
pack for him to put together
By: Ethel Soliven-Timbol himself. Ray knew he wasn’t
much good at that sort of
thing, but he decided to give
 it a shot

. When he opened the pack,

it all looked very confusing,
but he was decided to get to
the grips with it. After a
couple of hours, he had
something that looked a bit
like a bookcase but was not
rather wobbly. To be on the
safe side, he asked Sandy to
check it for him. ‘There’s
something not quite right
about this,’ she said. ‘I think
we’d better get to the bottom
of it before you put your
books on it.

D. Discussing New Concepts and Activity 1. Say You…Say Me While viewing, inform the Discussion: Idioms activity:
Practicing New Skills #1 students that they have to
take notes and observe how  Books Write all of the idioms that
the story is similar or different  Magazine are in the text on Appendix
to the Disney version of  Journal 01. Make questions using
Cinderella these expressions and
stimulate students to answer
III. POST VIEWING using them.

E. Discussing New Concepts and How do traditions and beliefs Pair Work: Allow students to Discussion: After that, they can practice
Practicing New Skills #2 bring about diversity and or identify the similarities and in pairs and, by the end,
harmony? differences of “Bawang Putih  Newspaper present some answers to the
Bawang Merah” to the Disney  World Wide Web class.
version of Cinderella. Have
them record their ideas in the
Venn Diagram. Provide some
example entry to support
struggling learners. Allow
some students to present their
work.
F. Developing Mastery Reporting: The teacher will Group Differentiated : Do the activity 32: Activity 26:
(Leads to Formative Assessment 3) divide the class into two
groups. Each group will have By group, complete the story Formatting Working with Idioms
their own task in relation to map by extracting the
the topic.Group 1. Culture of important narrative elements
Thailand of the story.

Group 2. Culture of
Philippines

G. Finding Practical Applications of Identify pictures noticed in Probe deeper by asking the Group Activities:
Concepts and Skills in Daily Living the film and see some following focus questions
connections and similarities What do you know about the Multiple Intelligence Activities
in terms our culture, beliefs events in the Cinderella story?
and traditions.

H. Making Generalizations and Summarize and trace the Do you know any story in the Using comparison and An idiom is an expression
Abstractions about the Lesson significant event s of the story Philippines or other countries contrast, fill in the grid with that takes on a figurative
by completing the graphic that have the same theme or positive-interesting-negative meaning when certain words
organizer plot as that of Cinderella or aspects of Filipinos are combined which is
Bawang Puti, Bawang different from the literal
Merah?  Love for family definition of the individual
 Reverence to God words

 Desire to Succeed in
Life

I. Evaluating Learning Using the graphic organizer, Group Differentiated Activity Group Activities: Activity 27:
draw out the values and traits
of the character which With your group, look for Idiomatic Expressions
enable him to become some readings related to the
By group : Story Interview. topic the topics below. Come
successful and better person Complete the graphic up with 10 bibliographies,
organizer by answering using on line resources for
questions based from the
 viewing selection. additional information.

 Multi-Cultural
Dialects of Filipinos

 Religious Beliefs of
Filipinos

 Filipino Treasured
Values

 4. Filipino Traditions
and Beliefs

J. Additional Activities for Application Find out the author’s purpose Research on another Present another samples of Use English Worksheets and
or Remediation of writing this selection Cinderella type of story and bibliography from books, Learn (UEWL), pp 49 – 64
create a story map out of it. newspapers/magazines and
websites.

V. 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 students learn?
VI. 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?

Prepared by: Checked by: Noted by: Noted by:

ALBERT S. LACSAMANA MARISSA P. CASTRO ELINOR R. VELEZ MANOLITO B. DE LEON

Teacher III MT-II HT-Designte Principal II