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School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: WEEK 7 Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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.
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: EN8SS-IIg-1.2 EN8VC-IIg-1.3: EN8LT – IIg-2.2: EN8OL-IIg-3

Write the LC Code for each Explain visual-verbal Predict the gist of the material Explain how the elements Deliver a self-composed
relationships illustrated in viewed based on the title, specific to a genre entertainment speech using
tables, graphs, and information pictures, and excerpts contribute to the theme of a all the needed speech
maps found in expository texts particular literary selection conventions
EN8VC-IIg-17:
EN8RC-IIf-II: Discern positive and negative EN8LT-IIg-2.2.3: EN8OL-IIh-3.13
Transcode information from messages conveyed in a Determine tone, mood, Maintain the interest of the
linear to non-linear texts and material viewed technique, and purpose of audience by delivering punch
vice-versa the author lines effectively
EN8V-IIg-10.1.4:
EN8LC-IIg-7: Identify figures of speech that EN8WC-IIg-2.2: EN8G-IIg-9:
Employ appropriate listening show emphasis (hyperbole Develop paragraphs that Use appropriate grammatical
skills and strategies suited to and litotes) illustrate each text type signals or expressions
long descriptive and narrative ( narrative in literature, suitable to each pattern of
texts expository, explanatory, idea development:
factual and personal  General to particular
EN8LC-IIg-3.12: recount, persuasive)  Claim and
Listen to paraphrase counterclaim
information/ideas  Problem-solution
 Cause-effect
 And others

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.

EMPLOYING ATTENTIVE CONTEXT CLUES - A PATCH OF SKY FORMING NEW WORDS

II. CONTENT LISTENING STRATEGIES TO RESTATEMENT USING PREFIXES AND
A NEWS REPORT SUFFIXES

III. LEARNING RESOURCES 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
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 78-79 Page 218 Page 204-208

3. Textbook Pages

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources English Expressways II English Expressways II English Expressways II http://www.oxforddictionaries.
com/words/prefixes-and-
Use English Worksheets and suffixes
Learn (UEWL)pp. 165 – 177
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 News reports are not only read Present the new lesson on Read a story taken from Prefixes and suffixes are
Presenting the New Lesson in the newspaper, they are also another type of context clue The Buddha Tree, novel sets of letters that are added
heard over the radio known as restatement that is considered as a to the beginning or end of
landmark in Niwa Fumio’s another word.
development as a writer
B. Establishing a Purpose for the Lesson To help students become Use synonym as a type of Find out how a Japanese Prefixes and suffixes are part
effective listeners, make them context clue boy’s life becomes one with of our living language, in that
aware of the different kinds of nature people regularly use them to
listening, the different purposes create new words for modern
for listening, and the qualities of products, concepts, or
good listeners. situations.
C. Presenting Examples/Instances of the Emphasize the following: Present examples using the Reading: Prefixes are added to the
Lesson 1. Before you listen – keys to spotting statement as A Patch of Sky beginning of an existing word
ready your pen and a context clue. by : Niwa Fumio in order to create a new word
paper for taking down with a different meaning.
notes
D. Discussing New Concepts and 2. As you listen- try to Keys to Spotting Statement Take note the spelling of Suffixes are added to the
Practicing New Skills #1 answer the basic as a Context Clue: Italicized word: end of an existing word.
question: 1. The word OR  centre
 Who? ( Teacher provides examples)  aeroplane
 When?
 Where? 2. A dash or a pair of
  What? dashes
 Why? (Teacher provides examples)
 How?
E. Discussing New Concepts and After you listen- How well did 3. A comma or a pair of The author used British The addition of a suffix often
Practicing New Skills #2 you listen commas spelling. What does this changes a word from one
( Teacher provides examples) information imply about the word/class to another.
4. The phrases: in Japanese?
other words, that is,
also known as, and
sometimes called
( Teacher provides examples)
F. Developing Mastery Listen attentively to the Activity: Board Work Activity: Activity: Board Work
(Leads to Formative Assessment 3) selection read by the teacher (Provided by the teacher) Story Map ( Provided by the teacher)
G. Finding Practical Applications of Are there strong emotions Activity: Vocabulary Mapping How can a person make Prefixes and suffixes are
Concepts and Skills in Daily Living which may distract your nature significant to his or part of our living language, in
attention from the facts? Justify her own life that people regularly use
your answer. them to create new words
for modern products,
concepts, or situations.
H. Making Generalizations and Listening is an active process; You have discovered that you The selection tells about Many words are composed
Abstractions about the Lesson hearing is not the same as can get the meaning of a word the role of nature in one’s of, two or more parts. If you
listening. When you hear you by knowing its synonyms life know the meaning of the
detect sounds Listening parts, you can often make
involves your brain as well as good guess about the
your ears. meaning of the whole word
I. Evaluating Learning Group Activities: Activity: Activity: Activity:
Write a news report from the Page 218 ( English Have you experienced ( Provided by the teacher)
selected read by your teacher Expressways II) 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?
J. Additional Activities for Application Listen to a radio news Use English Worksheets and Present a picture of man Create a diagram on root
or Remediation broadcast and tell the class Learn (UEWL) pp. 165 – 177 living in unity with nature. words and prefixes or
about its headline news. suffixes
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?