School: BNCHS Grade Level: 8

GRADE 8 Teacher: Sheena Mae A. Bulabos Learning Area: English

DAILY LESSON LOG Teaching Dates Dec 2-6, 2024
Quarter: 2
and Time: -

FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 how Afro-Asian literature as means of exploring forces that human beings contend with; various
A. Content Standards: reading styles vis-à-vis purpose of reading; prosodic features that serve as carriers of meaning; information flow in various text types; reality,
fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources and logical connectors in
journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the content of which may be used in composing and delivering a
B. Performance Standards: memorized speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.

Analyze exam results to Address least learned Study in advance the

Evaluate students’ mastery of Evaluate students’ mastery of
C. Learning Competencies/ identify least learned competencies through next module which is
competencies covered in the competencies covered in the
Objectives: competencies and engaging and scaffolded about Examining
previous lessons. previous lessons.
understand gaps. intervention activities. Biases

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
EXAM WEEK

Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
I. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

D. References English – Grade 8 Alternative Delivery Mode Quarter 2 Modules

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
E. Other Learning Resources

1
 FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.

Pprovide a short motivational message

Discuss the purpose of reviewing
about the importance of exams and
A. Reviewing Previous Lesson or exam results and emphasize how Recap the least learned competency (MDL because of
remind them of the exam rules. Remind them of the exam rules
Presenting the New Lesson Briefly outline the topics covered in the
analyzing mistakes helps in identified on Day 3. SOSA)
improving skills.
exam.

Highlight the goal: to identify gaps in Explain that today’s activity focuses
B. Establishing a Purpose for the
knowledge and address these on improving understanding of the
Lesson through interventions. least learned competency.

Present sample questions from the Provide examples of questions or

C. Presenting Examples/Instances of
exam where most students scored activities related to the identified
the Lesson low. competency.

Guide students in a collaborative

Discuss how to approach difficult activity addressing the competency
D. Discussing New Concepts and
questions using examples from the (e.g., creating and analyzing
Practicing New Skills #1 Administer a 40-minute exam test. sentences if the least learned
competency is about grammar).
Administer a 40-minute exam

E. Developing Mastery (Leads to Pair students for peer teaching and

Formative Assessment 3) collaborative problem-solving.

Relate the competencies to real-life

F. Finding Practical Applications of scenarios (e.g., how analyzing
Concepts and Skills in Daily Living messages helps in understanding
news articles)

G. Making Generalizations and

Abstractions about the Lesson

2
 Provide a short formative quiz (5
H. Evaluating Learning items) to measure progress on this
specific competency.

I. Additional Activities for

Application or Remediation

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
VI. REFLECTION 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 23
80% in the evaluation
B. No. of learners who require 7
additional activities for remediation
C. Did the remedial lessons work? Yes
No. of learners who have caught
up with the lesson
D. No. of learners who continue to 5
require remediation
E. Which of my teaching Context clue practice worked well due to interactive discussions.
strategies work well? Why did this
work?
F. What difficulties did I encounter Some students struggled with vocabulary; assistance from the rfast reader classmates could be helpful.
which my principal or supervisor
can help me solve?
G. What innovations or localized Used localized news sources for comparative texts, fostering better engagement.
materials did I used/discover which
I wish to share with other teachers?

Submmited by: Noted by:

SHEENA MAE A. BULABOS ROWENA C. BALACUIT

Language Teacher/T-III Instructional Leader/Department Head

3
 School: BNCHS Grade Level: 8
GRADE 8 Teacher: Sheena Mae A. Bulabos Learning Area: English
DAILY LESSON LOG Teaching Dates September 30, 2024
Quarter: 2
and Time: -

FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES 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 how Afro-Asian literature as means of exploring forces that human beings contend with; various reading
A. Content Standards: styles vis-à-vis purpose of reading; prosodic features that serve as carriers of meaning; information flow in various text types; reality, fantasy, and
opinion in listening and viewing materials; word decoding strategies; and use of information sources and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the content of which may be used in composing and delivering a
B. Performance Standards: memorized speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance, and behavior.
Understand deeply the Least Recognize and distinguish Explain how visual-verbal Analyze the relationship between
Learned Competency from the verbal and non-verbal communication aids visual elements (tables, graphs,
C. Learning Competencies/ 1st quarter communication. comprehension in expository and maps) and verbal
CATCH-UP FRIDAY
Objectives: texts (introduction to visual- information in expository texts.
verbal communication).

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
Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts
Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
I. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References English 8 Quarter 2 Module 1
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
E. Other Learning Resources
FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.
4
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.
Reviewing the results of the
1st quarter exam and
Present the charade game as an Review Day 1’s concepts of
A. Reviewing Previous Lesson or identifying the least learned introduction to non-verbal verbal and non-verbal
Recap Day 2’s discussion on how
CATCH-UP FRIDAY
Presenting the New Lesson competency among the visuals aid comprehension.
communication. communication.
students.

Explain the significance of

Present the purpose of the day's Explain the importance of both
visual-verbal relationships in
B. Establishing a Purpose for the lesson, which is to review and verbal and non-verbal Explain the goal of analyzing how
enhancing the reader's CATCH-UP FRIDAY
Lesson strengthen the least learned communication in daily life and visuals and text work together.
competency understanding of expository
media.
texts.

Conduct the charade game where

Show examples of tables,
students act out different Provide a sample expository text
graphs, and information maps
C. Presenting Examples/Instances of Provide examples or instances related scenarios without speaking. with multiple visual elements (tables,
from textbooks. Discuss their CATCH-UP FRIDAY
the Lesson to the identified competency. Classmates guess the action or graphs, maps). Ask students to
role in clarifying or emphasizing
message to demonstrate non- identify key information in both.
key points.
verbal communication.

Define and explain verbal and

Discuss how visuals
non-verbal communication.
D. Discussing New Concepts and Discuss and practice the concepts and complement text to provide Analyze how the visual elements
Discuss how they complement CATCH-UP FRIDAY
Practicing New Skills #1 skills related to the competency. clearer understanding in support or expand on the text.
each other in delivering
expository writing.
messages.

Students group and brainstorm In groups, students analyze a

E. Developing Mastery (Leads to examples of verbal and non-verbal text with visuals and explain
CATCH-UP FRIDAY
Formative Assessment 3) communication in media (e.g., how the visuals aid
speeches, advertisements). understanding.

Discuss how understanding non-

Discuss how these skills are useful
F. Finding Practical Applications of verbal cues can help in social
in interpreting charts, graphs, and CATCH-UP FRIDAY
Concepts and Skills in Daily Living interactions, media interpretation,
reports encountered in real life.
and public speaking.

5
 Ask students to reflect on the
G. Making Generalizations and importance of combining verbal
CATCH-UP FRIDAY
Abstractions about the Lesson and non-verbal communication in
conveying messages effectively.

Oral questioning: How do

Answer exercises to develop mastery Ask for volunteers to summarize Assign exercises or activities for
H. Evaluating Learning visuals enhance understanding CATCH-UP FRIDAY
in the identified competency. the key points discussed. further practice.
of texts?

I. Additional Activities for

Application or Remediation

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
VI. REFLECTION 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 this
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?

Submmited by: Submmited by:

6
SHEENA MAE A. BULABOS ROWENA C. BALACUIT
Language Teacher/T-III Instructional Leader/Department Head

7
 School: BNCHS Grade Level: 8
GRADE 8 Teacher: Sheena Mae A. Bulabos Learning Area: English
DAILY LESSON LOG Teaching Dates October 7-11, 2024
Quarter: 2
and Time: -

FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES 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 how Afro-Asian literature as means of exploring forces that human beings contend with; various reading
A. Content Standards: styles vis-à-vis purpose of reading; prosodic features that serve as carriers of meaning; information flow in various text types; reality, fantasy, and
opinion in listening and viewing materials; word decoding strategies; and use of information sources and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the content of which may be used in composing and delivering a
B. Performance Standards: memorized speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance, and behavior.
Recognize and distinguish Explain how visual-verbal Analyze the relationship Gather data and arrange it into
verbal and non-verbal communication aids between visual elements something that shows visual
C. Learning Competencies/ communication. comprehension in expository (tables, graphs, and maps) verbal illustration
CATCH-UP FRIDAY
Objectives: texts (introduction to visual- and verbal information in
verbal communication). expository texts.

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
Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts
Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
I. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References English 8 Quarter 2 Module 1
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
E. Other Learning Resources
FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.
8
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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 Review Day 1’s concepts of verbal Recap Day 2’s discussion on A brief review of yesterday's
CATCH-UP FRIDAY
Presenting the New Lesson and non-verbal communication. how visuals aid comprehension. discussion

Explain the significance of visual- Group them into 8 and explain the
Present the charade game as an
B. Establishing a Purpose for the verbal relationships in enhancing performance task about data
introduction to non-verbal CATCH-UP FRIDAY
Lesson communication. the reader's understanding of gathering and presenting it using
expository texts. visual-verbal illustration

Conduct the charade game where Show examples of tables, graphs, Provide a sample expository text
and information maps from with multiple visual elements
C. Presenting Examples/Instances of students act out different scenarios
without speaking. Classmates guess textbooks. Discuss their role in (tables, graphs, maps). Ask Presenting of several examples CATCH-UP FRIDAY
the Lesson the action or message to demonstrate clarifying or emphasizing key students to identify key
non-verbal communication. points. information in both.

Define and explain verbal and non- Discuss how visuals complement
D. Discussing New Concepts and verbal communication. text to provide clearer
CATCH-UP FRIDAY
Practicing New Skills #1 Discuss how they complement each understanding in expository
other in delivering messages. writing.

Students group and brainstorm

examples of verbal and its In groups, students analyze a text Let the students answer several
E. Developing Mastery (Leads to
corresponding non-verbal with visuals and explain how the questions based from data of CATCH-UP FRIDAY
Formative Assessment 3) communication we Filipinos use in our visuals aid understanding. some graphs and charts
daily lives

F. Finding Practical Applications of

Group meeting and data gathering CATCH-UP FRIDAY
Concepts and Skills in Daily Living

9
 Ask students to reflect on the
G. Making Generalizations and importance of combining verbal and
CATCH-UP FRIDAY
Abstractions about the Lesson non-verbal communication in
conveying messages effectively.

Ask for volunteers to summarize

H. Evaluating Learning CATCH-UP FRIDAY
the key points discussed.

I. Additional Activities for

Application or Remediation

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
VI. REFLECTION 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 this
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?

Submmited by: Submmited by:

10
SHEENA MAE A. BULABOS ROWENA C. BALACUIT
Language Teacher/T-III Instructional Leader/Department Head

11
 School: BNCHS Grade Level: 8
GRADE 8 Teacher: Sheena Mae A. Bulabos Learning Area: English
DAILY LESSON LOG Teaching Dates October 14-18, 2024
Quarter: 2
and Time: -

FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES 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 how Afro-Asian literature as means of exploring forces that human beings contend with; various reading
A. Content Standards: styles vis-à-vis purpose of reading; prosodic features that serve as carriers of meaning; information flow in various text types; reality, fantasy, and
opinion in listening and viewing materials; word decoding strategies; and use of information sources and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the content of which may be used in composing and delivering a
B. Performance Standards: memorized speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance, and behavior.
Gather data and arrange it into Identify key elements and Use opinion-marking signals Construct meaningful sentences
something that shows visual moral lessons from the story in sharing personal insights using opinion-marking signals to
C. Learning Competencies/ verbal illustration "The Peasant, the Buffalo, and and connecting ideas from express agreement or
CATCH-UP FRIDAY
Objectives: the Tiger. the story. disagreement.

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
Use Opinion Marking Signals to Share Ideas
Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
I. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References English 8 Quarter 2 Module 1
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
E. Other Learning Resources
FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.
12
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.

Briefly review key story elements Recap on the importance of using

A. Reviewing Previous Lesson or A brief review of last week's
(characters, setting, plot) from Recap the story and its moral. opinion marking signals in sharing CATCH-UP FRIDAY
Presenting the New Lesson discussion
previous lessons. ideas

Group them into 8 and explain the Explain that sharing ideas
Introduce the Vietnamese story
B. Establishing a Purpose for the performance task about data requires clearly expressing Give instructions on the Oral
"The Peasant, the Buffalo, and the CATCH-UP FRIDAY
Lesson gathering and presenting it using opinions, using signals to Recitation Activity
Tiger."
visual-verbal illustration indicate your view.

Present example sentences

Read the story aloud with Give one possible question and
using opinion-marking signals,
C. Presenting Examples/Instances of students, using visuals (story map) explain how they should answer it
Presenting of several examples connecting them to insights from CATCH-UP FRIDAY
the Lesson to illustrate the plot, setting, and within a given time using opinion
the story (e.g., In my opinion,
characters. marking signal
the peasant was very wise).

Ask students to identify the main

characters and describe the
D. Discussing New Concepts and setting.
CATCH-UP FRIDAY
Practicing New Skills #1 Discuss how the tiger, buffalo, and
peasant each play a role in the
story's moral.

Divide students into small groups

Oral Recitation Activity: Students will
to discuss the moral lesson of the Pair activity: Each pair shares
E. Developing Mastery (Leads to select a number with corresponding
story. opinions about the story using CATCH-UP FRIDAY
Formative Assessment 3) question and they will answer it
Each group presents their opinion-marking signals.
using opinon-marking signals.
thoughts to the class.

Discuss: "How can the lesson in

F. Finding Practical Applications of the story apply to situations in your
Group meeting and data gathering CATCH-UP FRIDAY
Concepts and Skills in Daily Living life?" Encourage students to give
examples.

13
 Summarize the role of opinion-
G. Making Generalizations and Have students summarize the
marking signals in effectively CATCH-UP FRIDAY
Abstractions about the Lesson story’s lesson in one sentence.
expressing thoughts.

Short quiz (5 items) on story

Identify opinion-marking signals
H. Evaluating Learning elements (characters, plot, CATCH-UP FRIDAY
in given sentences.
setting).

I. Additional Activities for

Application or Remediation

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
VI. REFLECTION 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 this
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?

Submmited by: Submmited by:

14
SHEENA MAE A. BULABOS ROWENA C. BALACUIT
Language Teacher/T-III Instructional Leader/Department Head

15
 School: BNCHS Grade Level: 8
GRADE 8 Teacher: MARYCEL B. OCON Learning Area: English
DAILY LESSON LOG Teaching Dates January 6-10, 2025
Quarter: Quarter 3
and Time: -

FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 how Afro-Asian literature as means of exploring forces that human beings contend with; various
A. Content Standards: reading styles vis-à-vis purpose of reading; prosodic features that serve as carriers of meaning; information flow in various text types; reality,
fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources and logical connectors in
journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the content of which may be used in composing and delivering a
B. Performance Standards: memorized speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.

Demonstrate understanding of
Define bias and identify its Analyze texts to identify bias Address gaps in
bias by creating biased
C. Learning Competencies/ forms. and its implications. Evaluate understanding of understanding
statements.
Objectives: Understand the importance of Understand how bias affects bias through a written test. through targeted
Differentiate between objective
recognizing bias in texts. credibility and objectivity. interventions.
and biased language.

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
Examining Biases

Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
I. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

D. References English – Grade 8 Alternative Delivery Mode Quarter 3 - Module 1: Examining Biases
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
E. Other Learning Resources
FIRST SECOND DAY THIRD DAY FOURTH DAY FIFTH DAY

IV. PROCEDURES
16
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.

Provide a quick motivational Discuss common errors

A. Reviewing Previous Lesson or Recap key points about bias from Day Review examples of biased
reminder about the importance of from the summative
Presenting the New Lesson 1. statements created by the students.
critical thinking in reading. test.

Facilitate remediation
Explain that the lesson will prepare Highlight that the activity will help them Explain how identifying bias helps in Administer a 10-item quiz covering activities for students who
B. Establishing a Purpose for the
them for critical reading by identifying practice recognizing and writing biased becoming a critical and informed the definition, types, and examples scored below 80% (e.g.,
Lesson author bias. statements. reader. of bias and analyzing bias in texts. practice identifying bias in
sample texts).

Provide a handout or board notes with

key definitions, types of bias (e.g., Share examples of biased statements
Provide excerpts from articles,
C. Presenting Examples/Instances of favoritism, stereotyping), and vs. objective statements (e.g., "All
speeches, or advertisements
the Lesson examples. teenagers are lazy" vs. "Teenagers
showing bias.
Ask students to copy these into their may prioritize different activities").
notebooks for future reference.

Discuss strategies for identifying bias Conduct a class discussion: How

D. Discussing New Concepts and
in writing (word choice, tone, does bias manifest in texts? How
Practicing New Skills #1 generalizations). can we identify it?

Performance Task
Task: Write an analysis of
a biased text, identifying
Task students with writing 10
Group activity: Analyze short the type of bias, its
E. Developing Mastery (Leads to sentences expressing bias about
excerpts and identify instances of purpose, and its effect on
Formative Assessment 3) various topics (e.g., school rules,
bias, citing reasons. the reader.
technology, family roles).
Rubric for Performance
Task:
Relate the lesson to real-life
F. Finding Practical Applications of
scenarios (e.g., identifying bias in
Concepts and Skills in Daily Living news reports or social media posts).

G. Making Generalizations and

Abstractions about the Lesson

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H. Evaluating Learning

Write a short paragraph

I. Additional Activities for
summarizing what you learned
Application or Remediation
this week.

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
VI. REFLECTION 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 2
80% in the evaluation
B. No. of learners who require 7
additional activities for remediation
C. Did the remedial lessons work? Yes
No. of learners who have caught
up with the lesson
D. No. of learners who continue to 5
require remediation
E. Which of my teaching Context clue practice worked well due to interactive discussions.
strategies work well? Why did this
work?
F. What difficulties did I encounter Some students struggled with vocabulary; assistance from the rfast reader classmates could be helpful.
which my principal or supervisor
can help me solve?
G. What innovations or localized Used localized news sources for comparative texts, fostering better engagement.
materials did I used/discover which
I wish to share with other teachers?

Submmited by: Noted by:

MARYCEL B. OCON ROWENA C. BALACUIT

Language Teacher/T-III Instructional Leader/Department Head

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