GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher APRIL JOY VALDEZ GUEVARRA Learning Area CREATIVE WRITING
Teaching Dates and Time AUGUST 28-SEPTEMBER 1, 2023 Quarter FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 8
OCTOBER 16, 2023 OCTOBER 17, 2023 OCTOBER 18, 2023 OCTOBER 19, 2023 OCTOBER 20, 2023
I. OBJECTIVES:
A. CONTENT STANDARD The learner demonstrates understanding of how narratives are shaped coherently and logically.
B. Performance Standards The learner composes a narrative in different forms.
C. Learning Competencies / identifies what make/s
identifies what make/s narratives identifies what make/s narratives identifies what make/s narratives identifies what make/s narratives
Objectives narratives logical and
logical and coherent. logical and coherent. logical and coherent. logical and coherent.
Write the LC code for each coherent.
II. CONTENT Recognizes the Evident Recognizes the Evident Cultural Recognizes the Evident Cultural Recognizes the Evident Cultural Recognizes the Evident Cultural
Cultural Values of the Local Values of the Local Community Values of the Local Community Values of the Local Community Values of the Local Community
Community
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources SPA CREATIVE WRITING 8 SPA CREATIVE WRITING 8 SPA CREATIVE WRITING 8 SPA CREATIVE WRITING 8 SPA CREATIVE WRITING 8
(Learning Plan) Module Module Module Module Module
IV. PROCEDURES
A. Reviewing previous lesson or In the previous module, you We, Filipinos take pride of our
presenting the new lesson have learned to identify the distinct and preserved culture
different natural resources and and values. In fact, our cultural
ecosystems found in your local values are very evident and have
community and how it is largely been appreciated and
relevant in writing literature. even applauded in many parts of
the world as Filipinos are known
to bring along favorable traits
wherever they go.
B. Establishing a purpose for the The Philippines is rich in
lesson natural resources. For
example, Region III or Central
Luzon which covers the
provinces of Bulacan,
Pampanga, Tarlac, Nueva
 Ecija, Bataan, Zambales and
Aurora is traditionally known
as the Rice bowl of the
Philippines. Knowing the
ecosystem in your local
community may inspire
aspiring writers like you to
produce sensible and nature-
inspired pieces. Most readers
prefer pursuing literary pieces
that unite them with nature and
things they see in their
surroundings for it brings
sense of belongingness.
C. Presenting List down 3 natural resources
examples/instances of the new found in your local community.
lesson
D. Discussing new concepts and INITIAL TASK: Here are the remarkable cultural Here are the remarkable cultural Here are the remarkable cultural Here are the remarkable cultural
practicing new skills #1 Read the lyrics of the song values we have in the values we have in the Philippines: values we have in the values we have in the
MAPA by SB19 and take note Philippines: Philippines: Philippines:
of the evident Filipino cultural Modesty and Courtesy
values that can be extracted Hospitality and Hiya Respect and Fellowship or Fatalism
from it. Use the table that togetherness
follows to present your
answer.
E. Discussing new concepts and Culture can be defined as all
practicing new skills #2 the ways of life including arts,
beliefs and institutions of a
population that are passed
down from generation to
generation. Culture has been
called "the way of life for an
entire society." As such, it
includes codes of manners,
dresses, languages, religions,
rituals, arts, norms of behavior,
such as law and morality, and
systems of belief.
F. Developing mastery Activity: Those were the days: My Activity: Pinoy tayo eh! Activity: Truly Pinay
(Leads to formative assessment childhood memoir Identify what Filipino cultural
3) Do you recall an experience in your value is evident in the given Watch the story of the Pinay
 childhood where cultural values scenarios below. behind the award- winning article
were very evident? What Filipino “My Family’s Slave” by Alex
cultural values were a big part of Tizon, a Filipino, US- based
your growing up years? Is it still the writer and a Pulitzer Prize
same today? Have you observed winning journalist. Pulitzer Prize
how things changed as you grew is an award regarded as the
older? highest national honor for
Reminisce those days when you outstanding achievement in print
were a little younger. Write a journalism, literature, and
memoir that focuses on your musical composition. Lola is a
experiences where you believe you Filipina, a native of Tarlac
acted or behaved that way province who served a family in
because you grew up in a Filipino the US as a slave for 56 years.
family. Her story was featured in
Make your childhood memoir Kapuso Mo, Jessica Soho in
interesting by citing experiences May, 2017.
you think many people of your age
could relate.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and Time for sharing!
abstractions about the lesson Share your output in the
“reflection” of this module in your
class GC in messenger. Let your
classmates see and react to it by
writing a paragraph interpreting
what is seen in the photo. You
also must choose one photo
from one of your classmates’
outputs and write to interpret it.
Be sure to focus on what cultural
values are shown in the photo.
I. Evaluating learning Activity:
A picture paints a thousand
words.
Observe your family,
neighborhood, and community.
Take a photo of what you think is
an evident act of showing any of
the cultural values you learned in
 this module. Print and paste it in
the space provided below. Add a
brief but captivating caption to it.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION _____% of learners who _____% of learners who earned _____% of learners who earned _____% of learners who earned _____% of learners who earned
earned 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation.

A. No. of learners who earned B: B: B: B: B:

80% in the evaluation G: G: G: G: G:
Total: Total: Total: Total: Total:
B. No. of learners who require Yes. No. Yes. No. Yes. No. Yes. No. Yes. No.
additional activities for B: B: B: B: B:
remediation G: G: G: G: G:
Total: Total: Total: Total: Total:
C. Did the remedial lessons B: B: B: B: B:
work? No. of learners who have G: G: G: G: G:
caught up with the lesson. Total: Total: Total: Total: Total:
D. No. of learners who continue
to require remediation.
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 Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
anticipatory charts. anticipatory charts. charts. charts. anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. ___Contextualization: projects. projects.
 ___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
media, manipulatives, repetition, manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
and local opportunities. opportunities. ___Text Representation: opportunities. opportunities.
___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
Speaking slowly and clearly, slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the slowly and clearly, modeling the
modeling the language you want language you want students to use, and providing samples of student language you want students to use, language you want students to use,
students to use, and providing and providing samples of student work. and providing samples of student and providing samples of student
samples of student work. work. work. work.
Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies
used: used: ___ Explicit Teaching used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh
play play activities/exercises play play
___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises ___ Diads activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Role Playing/Drama ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method Why? ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Lecture Method
Why? Why? ___ Availability of Materials Why? Why?
___ Complete IMs ___ Complete IMs ___ Learners’ eagerness to learn ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Availability of Materials
___ Learners’ eagerness to learn ___ Learners’ eagerness to learn collaboration/cooperation ___ Learners’ eagerness to learn ___ Learners’ eagerness to learn
___ Group member’s ___ Group member’s in doing their tasks ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks of the lesson in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson

Prepared by: Checked & Reviewed by: Approved:

APRIL JOY V. GUEVARRA JOHN JOHN L. LAUSARES BERNADETTE O. UMAYAM

Teacher III/ Specialist Teacher III/ SPA Key Teacher Principal IV