School: MAGSINGAL NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: JULIEVENCE F. ALAMAY Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and 2ND
Time: Week 2 Quarter:

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.
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-lle-1.2
Competencies/Objectives: Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts.
Write the LC Code for each
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
Visual-verbal relationships in tables, graphs and information maps

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
B. Other Learning Resources
 Page 1 of 5

School: Grade Level:

GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES 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 Showing different kinds of visual 1.What are the different 1. When to use a bar How to interpret a graph?
Presenting the New Lesson graphs: kinds of graph we have graph?
 Illustration discussed yesterday?
 Graph 2. When to use a pie
chart?

B. Establishing a Purpose for the The students should be able to The students should be The students should be The students should be The students should be
Lesson identify and explain the different able to make a pie able to make their bar able to present the result able to present a data of
kinds of graph presented. graph. graph. of their survey using a their survey.
graph.

C. Presenting Examples/Instances of The teacher asks their Since, card day just What is a survey?
the Lesson  When to use graph? top 5 favorite food. happened last Saturday, Is an act of gathering an
 Why use graph? the students will present idea or a record
their grades in 8 different someone’s perception of
subjects using a bar graph. the topic.

D. Discussing New Concepts and Different kinds of graph: The students will make The students will make a The students will survey as SURVEY
Practicing New Skills #1 1. Bar chart their pie chart showing bar graph showing their a group and present the
A bar chart, also known as a their top 5 most favorite grades in 8 different result of the survey using a
horizontal column chart, is popular food. subjects. graph.
for a reason — it’s easy on the
eyes. With bar charts, you can *Group 1 will survey 100
quickly identify which bar is the students from grade 7
highest or the lowest, including the about their most favorite
incremental differences between subject.
bars.
 *Group 2 will survey 100
students from grade 8
about their most favorite
subject.

*Group 3 will survey 100

students from grade 9
2. Line chart about their most favorite
Use a line chart to plot continuous subject.
data or data with infinite value.
For example, the line chart below *
highlights the increase of keyword Group 4 will survey 100
searches for “remote work” across students from grade 10
the US from February 1, 2020 to about their most favorite
March 22, 2020. subject.

*Group 5 will survey 100

students from grade 11
about their most favorite
subject.

*Group 6 will survey 100

students from grade 12
3. Pie chart about their most favorite
A pie chart highlights data and subject.
statistics in pie-slice format. This
type of chart represents numbers *Group 7 will survey 150
in percentages, and the total sum students from grade 10, 11
of all pies should equal 100 and 12 about their most
percent. Pie charts are most means of transportation
impactful to your audience if you either motorcycle,
have a small data set. commute, walking, or fetch
by parents.

*Group 8 will survey 20

students from grade 7, 20
students from grade 8, and
so on, for a total of 120
students about the amount
of their allowance per day.
 Page 2 of 5

School: Grade Level:

GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES 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.
E. Discussing New Concepts and
Practicing New Skills #2 When to use bar charts:
-If you have more than
10 items or categories
to compare
- If your category labels or
names are long
Best practices for bar
charts:
1.Focus on one color for bar
charts. Accent colors are
ideal if you want to highlight
a significant data point.
2.Bars should be wider than
the white space between
bars.
3.Write labels horizontally
(not vertically) for better
readability.
4.Order categories
alphabetically or by value to
ensure consistency.
When to use line charts:
-Compare and present lots
of data at once
-Show trends or progress
over time
-Highlight deceleration
-Present forecast data and
share uncertainty
Best practices for line
charts:
1.Use solid lines only
because dotted or dashed
lines are distracting.
2.Ensure that points are
ordered consistently
3.Label lines directly and
avoid using legends.
4.Don’t chart more than four
lines to avoid visual
distractions.
5.Zero baseline is not
required, but it is
recommended.
When to use pie charts
-Illustrate part-to-whole
comparisons — from
business graphs to
classroom charts
-Identify the smallest and
largest items within a data
set
-Compare differences
between multiple data
points
Best practices for pie
charts:
-Limit categories to 3-5 to
ensure differentiation with
the slices.
-Double-check if the total
value of the slices is equal
to 100 percent.
-Group similar slices
together in one bigger slice
to reduce clutter.
-Make your most important
slice stand out with color.
Use shades of that specific
color to highlight the rest of
the slices.
-Order slices thoughtfully.
For example, you can place
the largest section at the 12
o’clock position and go
clockwise from there. Or
place the second largest
section at the 12 o’clock
position and go
 counterclockwise from
there.
F. Developing Mastery The teacher presents
(Leads to Formative Assessment 3) different graphs and
illustration while the
students analyze each of
them.
G. Finding Practical Applications of Where can we see graphs? Performance task no. 2 Performance task no. 3 Performance task no. 4
Concepts and Skills in Daily Living How are you going to make Pie chart Bar Graph Group work
use of the graph in real life “My top 5 most favorite “My first quarter grade”
situations? food”

Page 3 of 5

School: Grade Level:

GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES 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.
H. Making Generalizations and
Abstractions about the Lesson When do we use graphs
and what is the importance
of knowing how to interpret
a graph?

I. Evaluating Learning Evaluation: Presentation of their pie Presentation of their bar

The teacher provides 1-10 charts. graph.
question to evaluate the
students learning.
 J. Additional Activities for
Application or Remediation

VI.REMARKS

Page 4 of 5

School: Grade Level:

GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG Teaching Dates and
Time: Quarter:

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?
VII. REFLECTION 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?

Page 5 of 5