School: ST. URIEL COLLEGE INC.

Grade Level: 8
GRADE 1 to 12
DAILY LESSON Teacher: VIRGIE REY A. VALENZUELA Learning Area: ENGLISH
LOG Teaching Dates and 2ND
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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.
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-IIf-1.2 EN8VC-IIf-1.3: EN8LT – IIf-2.2 EN8OL-IIf-2.6

Competencies/Objectives Explain visual-verbal Predict the gist of the Explain how the Use appropriate
: relationships illustrated in material viewed based on elements specific to a non-verbal cues
Write the LC Code for each tables, graphs, and the title, pictures, and genre contribute to when delivering in
information maps found in excerpts the theme of a an entertainment
expository texts particular literary speech
EN8VC-IIf-17: selection
EN8RC-IIf-II: Discern positive and EN8G-IIf-9: Use
Transcode information from negative messages EN8LT-IIf-2.2.3: Use appropriate
linear to non-linear texts and conveyed in a material Determine tone, grammatical signals
vice-versa viewed mood, technique, and or expressions
purpose of the author suitable to each
EN8LC-IIf-7: EN8V-IIf-10.1.4: pattern of idea
Employ appropriate listening Identify figures of speech EN8WC-IIf-2.2: development:
skills and strategies suited to that show emphasis Develop paragraphs  General to
long descriptive and narrative (hyperbole and litotes) that illustrate each particular
texts text type  Claim and
( narrative in counterclai
EN8LC-IIf-2.5: literature, expository, m
Formulate predictions about explanatory, factual  Problem-
the contents of the listening and personal recount, solution
text persuasive)  Cause-
effect
 And others

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 USING TQLR TO LISTEN HYPERBOLE AND WRITING CAUSE AND
EFFECTIVELY LITOTES ADVERTISEMENT EFFECT
THROUGH RELATIONSHIP
POSTERS
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.
RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A.References
1. Teacher’s Guide Pages

2. Learner’s Materials PAGE 11 Page 158

Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B.Other Learning English Expressways II http://www.hull.ac.uk English Expressways http://
Resources /php/cetag/3dfigus.htm II literacy.kent.edu/
eureka/EDR/5/
Use English Worksheets and http://
Learn (UEWL) pp 126 – 129 www.captivatingsigns Use English
.com/blog/bid/ Worksheets and
85373/Why- Learn (UEWL) pp 73
Advertise-through- – 74
Posters
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 In listening activity , try to Figure of speech is a word Posters are placards The cause and
Lesson or Presenting the employ the TQLR technique or phrase used in a intended to be posted effect paragraph
New Lesson nonliteral sense to add in a public place explains the causes
rhetorical force to a spoken and/or effects of a
or written passage. specific topic.

B.Establishing a Purpose Develop the listening skills Use figures of speech in Posters give Explain how
for the Lesson through the Tune in, Question, figurative language to add information presented recognizing cause
Listen, Recite colour and interest, and to in a very catchy way and effect
(TQLR) technique awaken the imagination. relationships in text
will help students
understand and
remember what they
are reading.
C. Presenting Listening activity: Hyperbole for Overstatement Enumerate the steps The causes are the
Examples/Instances of Excerpt from the short story and Litotes for in making an effective reasons when
 the Lesson “The Flowers of May” by Understatement poster something happens.
Francisco Arcellana (Teacher provides
examples)

D.Discussing New Concepts Tune in, pay close attention to LITOTES OR Discussion: The effects are the
and Practicing New Skills what is said to get a clear idea UNDERSTATEMENT - is The poster must results of something
#1 of what the topic is all about. the opposite of hyperbole. attract the reader’s that happens
Ironical understatement. The interest (Teacher provide
expressing of a positive by a examples)
negative statement.
The writer purposely under-
rates a thing and achieves
an effect by denying the
contrary.
E. Discussing New Concepts Concentrate on how the Discussion: Each action (cause)
and Practicing New Skills author/narrator describes the It must give a concise has consequent
#2 month of May. summary of the reactions (events)
information you want leading to an
to communicate outcome (effect).
F. Developing Mastery Activity: Board work activities: Use words and Do the activity:
(Leads to Formative What images of the month of (Provided by the teacher) expressions that Cause and effect
Assessment 3) May were described by the stimulate thinking; Organizer
narrator in the first few but, do not overload
sentences? your poster with
unnecessary words
G.Finding Practical In what part of the Excerpt did Board work activities: Activity: Making these
Applications of Concepts you guess that the topic is (Provided by the teacher) Designing the poster connections will help
and Skills in Daily Living about the flowers of May? choose one of the remember events in
following a reading and why
 Conserving they happened.
water
 Saving
electricity
H.Making Generalizations The TQLR approach is a Figures of Speech are a set Creatively designed A cause-effect
and Abstractions about proven useful technique in of tools essential for all posters are great relationship is
the Lesson listening to get information writers. Conveying a tools to pump up a relationship in
from an informative and complex idea can be virtually desire among which one event
argumentative text, the T impossible without an potential customers. (the cause) makes
means to Tune in,Q is for IMAGE or analogy. Indeed, Posters must bear a another event
question ,L is for listen and R s this process is probably high emotional happen (the effect).
for respond/recite. central to thought itself. quotient in order to
connect instantly with
the onlookers.
I. Evaluating Learning Listening Activity: Activity: Group activity: Activity:
(provided by the teacher) ( provided by the teacher) Design posters to tell Provide the following
people about paragraph for
activities in the students to read.
school (Can be written on
  Greening the the board or on
environment paper.)
J. Additional Activities for Listen to a song ,“What A Use English Worksheets and Bring a sample of a Research news
Application or Wonderful World” and jot down Learn (UEWL) pp 126 – 129 poster type of report about a
Remediation the elements of nature advertisement. vehicular accident
mentioned in the song.
Use English
Worksheets and
Learn (UEWL) pp 73
– 74
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
VI. REFLECTION 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: Checked by:

VIRGIE REY A. VALENZUELA
DINA MAE B. NOTARIO, LPT
School Head