School: Saguday National High School Grade Level: 8

GRADE 1 to 12 Teacher: Eunice V. Sapon Learning Area: ENGLISH

DAILY LESSON LOG 2ND
Teaching Dates and Time: 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 EN8SS-IIf-1.2 EN8VC-IIf-1.3: EN8LT – IIf-2.2 EN8OL-IIf-2.6

Competencies/Objectives: Explain visual-verbal Predict the gist of the Explain how the elements Use appropriate non-verbal
Write the LC Code for each relationships illustrated in material viewed based on specific to a genre contribute cues when delivering in an
tables, graphs, and the title, pictures, and to the theme of a particular entertainment speech
information maps found in excerpts literary selection
expository texts EN8G-IIf-9: Use
EN8VC-IIf-17: EN8LT-IIf-2.2.3: Use appropriate grammatical
EN8RC-IIf-II: Discern positive and Determine tone, mood, signals or expressions
Transcode information from negative messages technique, and purpose of the suitable to each pattern of
linear to non-linear texts and conveyed in a material author idea development:
vice-versa viewed  General to particular
EN8WC-IIf-2.2:  Claim and
EN8LC-IIf-7: EN8V-IIf-10.1.4: Develop paragraphs that counterclaim
Employ appropriate listening Identify figures of speech illustrate each text type  Problem-solution
skills and strategies suited to that show emphasis ( narrative in literature,  Cause-effect
long descriptive and narrative (hyperbole and litotes) expository, explanatory,  And others
texts factual and personal recount,
persuasive)
EN8LC-IIf-2.5:
Formulate predictions about
the contents of the listening
text
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
USING TQLR TO LISTEN HYPERBOLE AND WRITING ADVERTISEMENT CAUSE AND EFFECT
 EFFECTIVELY LITOTES THROUGH POSTERS RELATIONSHIP

III. LEARNING
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
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 11 Page 158

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources English Expressways II http://www.hull.ac.uk English Expressways II http://literacy.kent.edu/
/php/cetag/3dfigus.htm eureka/EDR/5/
http://www.captivatingsigns
Use English Worksheets and .com/blog/bid/85373/Why- Use English Worksheets and
Learn (UEWL) pp 126 – 129 Advertise-through-Posters Learn (UEWL) pp 73 – 74
IV.PROCEDURES 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
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 In listening activity , try to Figure of speech is a word Posters are placards intended The cause and effect
Presenting the New Lesson employ the TQLR technique or phrase used in a to be posted in a public place paragraph explains the
nonliteral sense to add causes and/or effects of a
rhetorical force to a spoken specific topic.
or written passage.
B. Establishing a Purpose for the Develop the listening skills  Use figures of speech in Posters give information Explain how recognizing
Lesson through the Tune in, Question, figurative language to add presented in a very catchy cause and effect relationships
Listen, Recite colour and interest, and to way in text will help students
(TQLR) technique awaken the imagination. understand and remember
what they are reading.
C. Presenting Examples/Instances of Listening activity: Hyperbole for Overstatement Enumerate the steps in The causes are the reasons
the Lesson Excerpt from the short story and Litotes for making an effective poster when something happens.
“The Flowers of May” by Understatement (Teacher provides examples)
Francisco Arcellana
D. Discussing New Concepts and Tune in, pay close attention to LITOTES OR Discussion: The effects are the results of
Practicing New Skills #1 what is said to get a clear idea UNDERSTATEMENT - is The poster must attract the something that happens
of what the topic is all about. the opposite of hyperbole. reader’s interest (Teacher provide examples)
Ironical understatement. The
expressing of a positive by a
negative statement.
The writer purposely under-
rates a thing and achieves
an effect by denying the
contrary.
 E. Discussing New Concepts and Concentrate on how the Discussion: Each action (cause) has
Practicing New Skills #2 author/narrator describes the It must give a concise consequent reactions
month of May. summary of the information (events) leading to an
you want to communicate outcome (effect).
F. Developing Mastery Activity: Board work activities: Use words and expressions Do the activity:
(Leads to Formative Assessment 3) What images of the month of (Provided by the teacher) that stimulate thinking; but, Cause and effect Organizer
May were described by the do not overload your poster
narrator in the first few with unnecessary words
sentences?
G. Finding Practical Applications of In what part of the Excerpt did Board work activities: Activity: Making these connections will
Concepts and Skills in Daily you guess that the topic is (Provided by the teacher) Designing the poster choose help remember events in a
Living about the flowers of May? one of the following reading and why they
 Conserving water happened.
 Saving electricity
H. Making Generalizations and The TQLR approach is a Figures of Speech are a set Creatively designed posters A cause-effect relationship is
Abstractions about the Lesson proven useful technique in of tools essential for all are great tools to pump up a relationship in which one
listening to get information writers. Conveying a desire among potential event (the cause) makes
from an informative and complex idea can be virtually customers. Posters must bear another event happen
argumentative text, the T impossible without an a high emotional quotient in (the effect).
means to Tune in,Q is for IMAGE or analogy. Indeed, order to connect instantly with
question ,L is for listen and R s this process is probably the onlookers.
for respond/recite. central to thought itself.
I. Evaluating Learning Listening Activity: Activity: Group activity: Activity:
(provided by the teacher) ( provided by the teacher) Design posters to tell people Provide the following
about activities in the school paragraph for students to
 Greening the read. (Can be written on the
environment board or on paper.)
J. Additional Activities for Listen to a song ,“What A Use English Worksheets and Bring a sample of a poster Research news report about
Application or Remediation Wonderful World” and jot down Learn (UEWL) pp 126 – 129 type of advertisement. a vehicular accident
the elements of nature
mentioned in the song. Use English Worksheets and
Learn (UEWL) pp 73 – 74
V. REMARKS
VI.REFLECTION 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?
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?