Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

DAILY LESSON LOG

School: Nangka High School Grade Level: 8

Teacher: Rose Ardyth M. Bagkus Learning Area: English
October 7-
11, 2024 M T W Th F Quarter: First
Teaching 2:40-3:20 Blissful
Dates and 3:40-4:20 Cheerful
Time: 4:20-5:00 Affectionate
5:00-5:40 Faithful

I. Objectives
The learner demonstrates understanding of:
East Asian literature as an art form inspired
and influenced by nature; relationship of visual,
sensory, and verbal signals in both literary and
A. Content Standards 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.
The learner transfers learning by composing
and delivering a brief and creative
entertainment speech featuring a variety of
B. Performance Standards effective paragraphs, appropriate grammatical
signals or expressions in topic development,
and appropriate prosodic features, stance, and
behavior

C. Learning Competencies / Objectives /

MELCs

Module 1 - Recognizing Positive and

II. Content Negative Messages

III. Learning Resources

A. Reference
s
1. Teacher
’s
Guide
2. Learner
’s
Manual
3. Textboo
k
4. Additio
nal
Materia
ls from
(LR)
portal
B. Other Learning Resources English – Grade 8
Alternative Delivery Mode
Quarter 2 - Module 5: Analyzing Messages
Conveyed in a Text
First Edition, 2020
Building Vocabulary Skills and Strategies, Level
7 • Saddleback Educational Publishing ©2004
• 3 Watson, Irvine, CA 92618 • Phone (888)
SDL-BACK • www.sdlback.com
https://www.youtube.com/watch?v=u-
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

zGjduZE9c&ab_channel=Grammarsaurus
https://www.ereadingworksheets.com/
figurative-language/figurative-language-
worksheets/
https://www.youtube.com/watch?
v=slRR31f6UoA&list=PLRV9sP3kWZtRRwiVGZt
wXmFy8z3jNi5od&ab_channel=EasyQuiz
https://www.youtube.com/watch?
v=155pWBOU_Lo&ab_channel=SeeUinHistory
%2FMythology
https://www.learningforjustice.org/sites/
default/files/general/tt_song_analysis_mid.pdf
https://orozcowebquest.weebly.com/uploads/
2/0/8/2/20829022/poem_song_rubric.pdf
IV. Procedures
Monday Tuesday Wednesday Thursday Friday
October 7, October 8, October 9, October 10, October 11,
2024 2024 2024 2024 2024
Prayer Great is Thy Faithfulness (AVP/MP3)
Preliminaries House Rules I Can Follow the Rules (AVP/MP3)
Checking of the Attendance
Reading Drill:
Each learner
reads a Grade 2 Vocabulary
level reading Drill: The
Listening
material from teacher calls on
Drill: The
Developing 5 learners to
teachers play a
Reading Power come in front of
video (Level 1, Spelling Drill:
for Specific the class and
Lesson 7) on The teacher
Skills Grade 2 jot down one
the screen plays a video of
handbook with word from the
where the Grade 4
a focus on teacher’s The
narrator spelling words
noting details. Merriam
dictates the and pauses it
She later calls Webster and
text twice from time to
in one learner Garfield
followed by a time for the
to read his or Dictionary. The
set of questions learners to spell
her assigned rest of the class
the learners are the words on a
text and copies the word
tasked to ¼ sheet of pad
answer the and its
answer. A paper.
questions definition. The
comprehension
provided. The teacher calls in
check follows
rest of the class a learner to use
right away.
reads their the word in
assigned texts context.
and checks for
comprehension.
The teacher
The learners
The teacher asks several
answer a 15-
calls in several The teacher learners
item multiple
learners to cite calls in several through the
A. Reviewing choices pretest
commonplace learners performance
previous on Recognizing
sentences through the monitoring
Positive and
lesson/s among family performance chart to cite
Negative
or members and monitoring examples of
Messages on a
presentin identify word in chart to define movies or tv
1/4 sheet of
g the new sentences as and give series with 5
pad paper. The
lesson euphemism, examples to positive and
teacher will
dysphemism, figures of negative
personally
and neutral speech. messages they
check the
words. have gleaned
papers.
from the media.
B. Establishi
ng a
purpose
for the
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

lesson
Viewing
Comprehensi
C. Presentin on Activity:
g The teacher
examples asks the
/ learners to
instances watch the 1-
of the minute video to
new identify the
lesson message
conveyed in the
story.
The learners
watch a 4- Song Analysis
The learners,
minute lyric Activity: The
The learners by pairs,
video of the teacher
distinguish brainstorm on
song Figures of provides each
D. Discussin between the following:
Speech by Sing group of
g new euphemism 1. What is the
with learners with a
and moral of the
concepts Grammarsauru song analysis
dysphemism story?
and with the aid of
s. The learners
2. What
worksheet.
practicing are tasked to They are tasked
the worksheet evidence/s
new skills list down to analyze the
the teacher from the
figures of message of a
readily text
speech, their song of their
provides. supports
definitions, and choice using
this moral?
several the worksheet.
examples.
The learners
Each group of
distinguish
learners
whether the
With the aid of The teacher summarize
sentences they
the dictionary, calls on what they have
read are simile,
the learners learners to brainstormed
metaphor,
distinguish explain the from the group
E. Developin personification,
among moral and the activity. The
g Mastery euphemism,
hyperbole, or
evidence/s from teacher
understatemen
dysphemism, the story provides extra
t. Their
and neutral supporting the points for the
responses will
word. moral. group who can
be written on
perform the
their
song publicly.
notebooks.
The teacher
asks the
F. Finding learners of the
practical importance of
applicatio distinguishing
between
ns of
positive and
concepts negative
and skills messages
in daily through the
living performance
monitoring
chart.
G. Making The learners
generaliza consolidate the
tions and lessons they
abstractio have had for
that week on
ns
their notebook
through the
Exit Slip 3, 2, 1
(three things
they have
learned, two
things they
want to learn
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

about, and one

question about
that day’s
lesson).
Quiz Bee 2.1:
The learners
The learners answer a 30-
answer a 15- item quiz bee
item multiple on recognizing
choices pretest positive and
on Recognizing negative
Positive and messages.
Negative Items will be
Messages on categorized
H. Evaluatin
their notebook. into child’s play
g learners The teacher (easy), mid
facilitates the (average), and
comprehension gangster
check through (difficult) levels
the to be answered
performance by groups
monitoring clustered into
chart. heterogenous
comprehension
levels.
The learners
respond to the
The learners
Additional
write five
Activities
commonplace
section of the
I. Additional sentences with
SDO-Marikina
activities their family and
The learners where they
identifies one
for define and cite identify 5
word per
applicatio examples of positive and
sentence which
n or figures of negative
they will
remediati speech. messages
categorize as
on conveyed by
euphemism,
the most recent
dysphemism,
movie or
and neutral
television
word.
series they
have watched.
V. Remarks
VI. Reflection
A. No. of
learners Class Total Class Total Class Total Class Total Class Total
who
B B B B B
earned
C C C C C
80% on
A A A A A
the
F F F F F
Formative
Assessme T T T T T
nt
B. No. of
learners Class Total Class Total Class Total Class Total Class Total
who
B B B B B
require
C C C C C
additional
A A A A A
activities
F F F F F
for
remediati T T T T T
on
C. Did the Class Total Class Total Class Total Class Total Class Total
remedial B B B B B
work? No. C C C C C
Of A A A A A
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City

learners
who have
F F F F F
caught up
T T T T T
with the
lesson
D. No. of Class Total Class Total Class Total Class Total Class Total
learners
B B B B B
who
C C C C C
continue
A A A A A
to require
F F F F F
remediati
on T T T T T
E. Which of
my
teaching
strategies
worked
well? Why
did this
work?
F. What
difficulties
did I
encounter
which my
principal
or
supervisor
can help
me solve?
G. What
innovation
or
localized
materials
did I
use/disco
ver which
I wish to
share with
other
teachers?

Prepared by:

MS. ROSE ARDYTH M. BAGKUS

Teacher III

Checked by:

MS. LOURDES B. GUYONG MR. HADJI M. TEJADA

Head Teacher – III Principal II
English Department Head