Grade Level & 8 – Athena

School: San Francisco National High School

8 - Artemis
Section:
Learning
DAILY LESSON LOG Teacher: Danica E. Gopio
Area:
ENGLISH

WEEK 2 (May 8-12, 2023)

Teaching Dates and Time: 7:45-8:45 – 8 Athena Quarter: FOUR (4)
8:45-9:45 – 8 Artemis

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.

The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in various text
A. Content Standards:
types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate
B. Performance Standards: grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behaviour.

(UNCODED) (UNCODED) (UNCODED) (UNCODED)

C.Learning Competencies/ Use appropriate grammatical Use appropriate grammatical Use appropriate grammatical Use appropriate grammatical Independent/
Objectives: signals or expressions suitable to signals or expressions suitable to signals or expressions suitable to signals or expressions suitable to Cooperative
Write the LC Code for each the pattern of idea development: the pattern of idea development: the pattern of idea development: the pattern of idea development: Learning (ICL)
General to particular. General to particular. General to particular. General to particular.

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.

GRAMMATICAL SIGNALS
OR EXPRESSIONS USED IN
THE FOLLOWING PATTERN GRAMMATICAL SIGNALS GRAMMATICAL SIGNALS GRAMMATICAL SIGNALS
II. CONTENT OF IDEA: OR EXPRESSIONS USED IN A OR EXPRESSIONS USED IN A OR EXPRESSIONS USED IN
CLAIM AND CAUSE AND EFFECT A PROBLEM-SOLUTION
 GENERAL TO SPECIFIC COUNTERCLAIM PATTERN PATTERN OF IDEA PATTERN OF IDEA
CLAIM AND OF IDEA
COUNTERCLAIM
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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
 G8-SLM1.a-Q4-Final.pdf  G8-SLM1.a-Q4-Final.pdf  G8-SLM1.a-Q4-Final.pdf  G8-SLM1.a-Q4-Final.pdf
B. Other Learning Resources  http://eprints.umm.ac.id/  http://eprints.umm.ac.id/  http://eprints.umm.ac.id/  http://eprints.umm.ac.id/
227/1/ 227/1/ 227/1/ 227/1/
A_STUDY_ON_THE_USING A_STUDY_ON_THE_USING A_STUDY_ON_THE_USING A_STUDY_ON_THE_USIN
_OF_GRAMMATICAL_SIG _OF_GRAMMATICAL_SIG _OF_GRAMMATICAL_SIG G_OF_GRAMMATICAL_SI
NALS_WITHINL.pdf NALS_WITHINL.pdf NALS_WITHINL.pdf GNALS_WITHINL.pdf
 Youtube.com  Youtube.com  Youtube.com  Youtube.com
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
IV. 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.
Recall (2 minutes) Recall (2 minutes) Recall (2 minutes) Recall (2 minutes)

The teacher will ask the students: The teacher will ask the students: The teacher will ask the students: The teacher will ask the students:
A.Reviewing Previous Lesson What do we mean by general to What is a general-to-particular What is a claim and What is a claim and
or Presenting the New Lesson specific statements? pattern of idea? counterclaim pattern of idea? counterclaim pattern of idea?
What do we mean by claim and How can we achieve a How can we achieve a How can we achieve a
counterclaim statements? paragraph or essay that has a paragraph or essay that has a
paragraph or essay that has a
claim and counterclaim pattern? claim and counterclaim
general-to-particular pattern? pattern?
The teacher will say: The teacher will ask the students: The teacher will ask the students: The teacher will ask the
students:
In grammatical signals or • What is CLAIM in Cebuano?
expressions, we will notice a • Have you ever wondered why • Have you encountered some
pattern of development. you are here in our English class problems when it comes to your
B. Establishing a Purpose for the today? studies or in your family?
Give example sentences for: • Did you find a solution in order
Lesson
-General to Specific to solve your problem?
-Claim and Counterclaim • Kindly share in class the
problems you have encountered
in your studies or in your family.
And then present the solutions
you have made in order to solve
your problem.
C. Presenting Examples/ Instances The teacher will present a video: The teacher will ask the students: The teacher will ask the students: Now, let’s consider these
of the Lesson sentences…
•Video presentation about General  Explain the definition of claim; • What is cause and effect in
and Specific and Claim and reading and writing? 1. He failed the test last time so
Counterclaim statements Cause and effect is an he studied hard to pass the next
and important concept to consider exam.
when reading and writing texts. 2. Students are addicted to
technology. To avoid worsening,
 Explain the definition of one solution is to engage them in
counterclaim. outdoor activities.

Answer:
RED – Problem
BLUE - Solution
1. Problem – He failed the test
last time
Solution – so he studied hard to
pass the next exam.
2. Problem – Students are
addicted to technology
Solution – To avoid worsening,
one solution is to engage them in
outdoor activities.

Insights:
• Problem-solution concept is not
just present in English subjects or
in writing sentences. It is also
applicable in the following:
 In our lives – All of us
may somehow have
encountered problems in
our day-to-day living.
And it is just up to us on
how we would deal or
solve our problems in
life.
 Math subjects – Your
Math teacher will give
you a problem to solve
and there are many ways
on how you can find
answer and you show it
through solutions.
 Research – That is why
scientists or researchers
conducted researches/
experiments/
investigations because
they wanted to find
answers to a specific
 problem.

Quotations:
“You’re either part of the
solution or you’re part of the
problem.”
- Eldrige Clever
“There is always a solution to
every challenging situation.”
- Lailah Gifty Akita
D. Discussing New Concepts and The teacher will discuss the The teacher will discuss the The teacher will discuss the The teacher will discuss the
Practicing New Skills #1 following: following: following: following:

The general to specific pattern; A claim-counterclaim pattern  Cause and Effect - is a  Problem – is a state of
and of organization refers to the pattern of idea difficulty or trouble that needs
The claim and counterclaim structure of an argument development that to be resolved.
pattern. where there is more than one discusses either the  Solution – is a statement or
side to a debate. It is very reasons for an occurrence method of solving a problem.
common in academic writing. or predicted consequences  Problem-solution paragraph
of an occurrence. or text – identifies a problem,
 is a relationship wherein a or problems, and recommends
certain event (the cause) a plausible solution(s). Using
makes another event the different kinds of
happen (the effect). grammatical signals or
 a single cause can have expressions, one can easily
multiple effects. express clarity what makes it a
 cause and effect may also problem, and how one
be called CAUSALITY. becomes a solution.
 Causality - influenced by
which one event, process, Grammatical signals used in
state, or object contributes problem-solution pattern:
to the production of -These are words that are used to
another event, process, present and explain a problem.
state, or object where the When you use these expressions,
cause is partly responsible you propose a possible solution to
for the effect, and the solve the problem. If there is no
effect is partly dependent solution, only the problem is
on the cause. presented.
Example:
If we eat too much food and do not problem
exercise, we gain weight. The the dilemma is to
explanation to this statement is address this
that, eating food without exercising solved
is the “cause” and weight gain is one answer is
the “effect”. proposed solution
to solve this so
that
 the question is
recommendations include
since
as a result of
so that if…then
one answer is
because
therefore this
led to
nevertheless
thus
one reason for
cause
consequently
accordingly
could be

Examples:
1. Many students have difficulty
in answering their modules. To
address this, parents are asked to
assist their children in
accomplishing the activities.
2. The number of students who
have no gadgets for their online
education is high. A proposed
solution is to give them modules.

Remember: The highlighted

words or expressions in the above
examples are used to signal
problem-solution.

E. Discussing New Concepts The teacher will discuss and The teacher will discuss and The teacher will discuss and The teacher will discuss and
and Practicing New Skills present: present: present: present:
#2 What is the essence of using Example: Grammatical signals on cause and The teacher will discuss and
grammatical signals in our 1. Claim: “Everyone should eat effect: present:
paragraph or sentences? chocolate ice cream.”
2. Counterclaim: “Some people are - These are words used to describe Let us look at the image below. It
allergic to chocolate.” how an action or event is caused shows a brief sample of a
by another event or action. problem-solution text. Be sure to
answer the guide questions found
Cause: at the right side of the picture.
because since These will help you familiarize
because of as a the text and identify the problem
result of; to be able to come up with the
 as a consequence of now best solution.

Effect:
so
therefore
consequently this
resulted in
hence
accordingly

Example Sentences:
1. The school's sports day was
cancelled because it was raining.
Therefore, it was moved to next
week instead.
2. Now that I have my new
computer, I can play online games Image blendspac
with my friends accordingly. source: e.com
3. Since we ran out of milk, I
couldn't make my coffee. So, I had
to go to the shop.
F. Developing Mastery Activity 1: (10 minutes) Activity # 1: Activity # 1: Oral Recitation
(Leads to Formative Assessment 3) General-to-Particular
Activity # 1: Debate Directions: Use the correct Directions: Given this sample
Directions: Construct a general-to- (2 groups) grammatical signal or expression paragraph, identify the group of
particular paragraph about your life to show a cause-and-effect pattern words/ statements whether it is a
as a student. Directions: The two (2) groups will of idea. You may choose from the problem or solution.
be having a debate about words inside the box.
“confiscating cellphones during 1. She made one big mistake, 1. It seems like there has been a
classes. surge in teen pregnancies these
days.
due to accordingly 2. Teen pregnancies make it very
since as a result difficult for young mothers to
this is how because pursue their dreams and meet the
demands of an infant.
_______, she lost her job. 3. Fortunately, most teen
2. He did not complain to the pregnancies can be easily
police, _______, the police take no prevented by using birth control;
action. 4. however, even birth control is
3. _______ the bad weather, the not 100% effective. 5. The most
match was cancelled. effective way to prevent teen
4. They cannot go to the cinema pregnancies is abstinence, which
________ it is too late. is 100% effective.
5. ________ you asked nicely, I
will let you use my phone. Answer:
1. Problem
Answer: 2. Problem
 1. as a result 3. Solution
2. accordingly 4. Problem
3. Due to 5. Solution
4. because
5. Since Activity # 2: Group Activity (5
groups)
Directions: Connect the first
sentence to its appropriate second
sentence to make a complete
statement for a problem-solution
pattern. Then identify what
grammatical signal is used in each
item.

a. so she called my dad to bring

her the extra set.
b. for it was hot during the day.
c. he bought a lunch.
d. we had to wait for a later
show.
e. as a result, her mom had to
drive her to school.
f. so that they will never be late
again.

____1. Sarah missed the bus,

____2. My mom locked her keys

____3. Since my family was late

for the movies,
____4. Because Michael forgot
his lunch at home,
____5. We bought halo-halo,

Answer:
1. e
2. a
3. d
4. c
5. b
G. Finding Practical Imagine… (2 minutes) Imagine… (2 minutes) Imagine… (2 minutes) Imagine… (2 minutes)
Applications of Concepts
The teacher will ask: The teacher will ask: The teacher will ask: The teacher will ask:
and Skills in Daily Living • What would happen if we will • What would happen if we will • What would happen if we will • What will happen if we will not
not use grammatical signals or not use grammatical signals or not use grammatical signals or use grammatical signals or
expressions in our general to expressions in our sentences, most expressions in our sentences, most expressions in our sentences,
 specific and claim to counterclaim especially in the claim and especially in the cause and effect most especially in the problem-
statements? counterclaim pattern? pattern? solution pattern?

The teacher will ask: Know the Difference (2-4 Know the Difference The teacher will ask:
minutes) (2-4 minutes) • Why do we need to provide
H. Making Generalizations • Why do we need to learn the solutions in all our problems?
and Abstractions about the grammatical signals used in the The teacher will ask: The teacher will ask:
Lesson pattern of idea development – • Why do we need to base our • Why do we need to identify the
general to particular and claim to claims and counterclaims on cause and effect of a certain event
counterclaim? evidences and researches? or situation?
Activity 2: Activity # 2: More Practice (10 minutes) Activity # 3:
Claim and Counterclaim
Directions: In a ½ crosswise, write Activity # 2: Directions: In a ½ crosswise,
Directions: Construct three (3) at least three (3) claim and Directions: In a ½ crosswise, write write a paragraph from the topic
claim and counterclaim sentences counterclaim sentences. Then, a paragraph from the topic provided below by utilizing the
with regards to “using cellphones underline the transition signals provided below using the cause problem-solution pattern. Then,
I. Evaluating Learning during class hours”. used. and effect pattern. Then, underline underline the signal words used.
the transition signals used. Be Be guided by the rubric in writing
1. guided by the rubric in writing the the composition.
2. composition.
3. Topic: “The Disadvantages of
“My Goals in Life” Using Gadgets”

Assignment: Your Turn! Your Turn! Your Turn!

Directions: Research more about Directions: Research about Directions: Write a cause and Directions: Write a problem-
general-to-particular and claim and Problem-Solution pattern of ideas. effect pattern of sentences using solution pattern of sentences
counterclaim patterns. the following grammatical signals using the following grammatical
J. Additional Activities for provided below. Write your signals provided below. Write
Application or answers in a ½ crosswise. your answers in a ½ crosswise.
Remediation
1. Because 1. To solve this
2. Since 2. So that
3. Therefore 3. Therefore
4. This resulted in 4. To address this
5. Thus 5. Thus
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?

Prepared by: Noted by:

DANICA E. GOPIO CHONA C. MARTIN

Subject Teacher School Head