School BUED NATIONAL HIGH SCHOOL Grade Level 8

GRADE 1 to 12 Teacher Mrs. JANINE L. FERNANDEZ Learning Area ENGLISH 8

DAILY LESSON LOG Teaching Dates and Time November 4-8,2019 Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of: African literature as a means of exploring forces that human beings content with; various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standard The learner transfers learning by composing and delivering a persuasive speech based on a specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.

C. Learning Competency/Objectives EN8RC-IIIf-7: Use the appropriate EN8RC-IIIf-7: Use

Write the LC code for each. reading style (scanning, skimming, speed the appropriate EN8RC-IIIc-2.22
reading, intensive reading etc.) for one’s EN8RC-IIIf-7: Use reading style Evaluate the personal significance of a
purpose the appropriate (scanning, literary text
reading style (scanning, skimming, speed
skimming, speed reading, intensive
EN8RC-IIIc-2.1.7:
EN8VC-III-9: Organize information reading, intensive reading etc.) for
React to assertions made by the author in
from a material viewed reading etc.) for one’s one’s purpose
the text
purpose
EN8LT-IIIf-7: EN8LT-IIIf-7:
Appreciate literature EN8LC-IIIc-7
Appreciate literature as
as a means of Employ appropriate listening skills and
a means of
understanding the strategies suited to long descriptive and
understanding the
human being and the narrative texts
human being and the
forces he/she needs forces he/she needs

II. CONTENT 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.
Introduction to Indian Literature Characteristics of Indian Indian Drama THE RAMAYANA STORY
(Skimming for Main Ideas) Literature (Part 1)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Module 1- pp. 54-55 Module 1- pp. 55-56 Module 1- pp. 55-56 Module 1-p. 68
3. Textbook pages
4. Additional Materials from www.depedresources.com
Learning Resource
(LR)portal
B. Other Learning Resource http://education.asianart.org/explore-
resources/lesson-or-activity/epic-
literature-ramayana-story-lesson

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IV. PROCEDURES
A. Reviewing previous lesson or Introduce Skimming and scanning Recall the previous lesson Recall the previous lesson Share examples of stories that have
presenting the new lesson a hero and an antihero counterpart.
Relate to comics such as Batman
and the Joker, Superman and Lex
Luther and ask what the hero is
often trying to do (bring peace and
order to the world). In order to be a
hero, there must be an antihero, or
opposing force.
B. Establishing a purpose for Describe the people of Students are introduced to
the lesson Describe the people of India India Skim and scan important Ramayana (Story of Rama) and
Define Indian Literature Recognize the information
recall events by sequencing related
Differentiate skimming from scanning characteristics of Indian
Describe Indian dram a and its art objects on a Story Hill.
Literature characteristics

Differentiate skimming Define Epic

from scanning
C. Presenting Read and explain Task 31 Skim for main ideas Skim and scan important Show some pictures of the major
examples/Instances of the information characters
new lesson
Students will read an abridged
version of the Ramayana

D. Discussing new concepts Discussion Board work Board work Vocabulary Building: A phrase is
and practicing new skills # 1 Discussion Discussion taken from the selection. Give other
instances to support your answer.
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery Board work Board work Board work Do the Activity:
(leads to Formative Assessment Venn diagram
3)
G. Finding practical application Organized information Organized information Organized Cite instances where you can help
of concepts and skills in daily information/Outlining the good overcome evil
living
H. Making generalizations and Describe the Indian literature Identify the literary pieces Identify the literary pieces of Compare and contrast the images
abstractions about the lesson of India and its India drama and its of Ravana and Vishnu, and elicit
characteristics characteristics how the artist depicted their
character qualities to identify them
to a non-literature audience.

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I. Evaluating learning Board work Board work Board work/ Do task 1 Do the activity: Story Web part 1
J. Additional activities for View the story in You Tube
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
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 worked well? Why
did these 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/discover
which I wish to share with
other teachers?
Checked by: Noted & Approved by:

MYRNA M. ONG ELVIRA O. VELASQUEZ

Head Teacher III, Eng-Fil Department Principal IV

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 GRADE 1 to 12 School BUED NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON LOG Teacher JANINE L. FERNANDEZ Learning Area ENGLISH 8
Teaching Dates and Time Quarter THIRD
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of a
listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance Standard The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals
for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning Competency/Objectives
Write the LC code for each.

II. CONTENT 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.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from

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 Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the

lesson

C. Presenting examples/Instances
of the new lesson

D. Discussing new concepts and

practicing new skills # 1

E. Discussing new concepts and

practicing new skills # 2

F. Developing mastery
(leads to Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%
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

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 E. Which of my teaching strategies
worked well? Why did these
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/discover
which I wish to share with other
teachers?
Checked by: Noted & Approved by:

MYRNA M. ONG ELVIRA O. VELASQUEZ

Head Teacher III, Eng-Fil Department Principal IV

School BUED NATIONAL HIGH SCHOOL Grade Level 8

GRADE 1 to 12 Teacher JANINE L. FERNANDEZ Learning Area ENGLISH 8
DAILY LESSON LOG Teaching Dates and Time JAN.15-19,2018 Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of a
listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance Standard The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical signals
for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance,and behavior.
C. Learning Competency/Objectives EN8LT-IIa-9.2:
Write the LC code for each. EN8LT-IIa-9.1: Identify the
EN8VC-IIa-1.3: Describe the notable distinguishing EN8VC-IIa-17:
Predict the gist of the material literary genres features of notable Discern positive and negative messages conveyed in a
viewed based on the title, pictures, contributed by East East Asian poems, material viewed
and excerpts Asian writers folktales, and short
stories

II. CONTENT 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.
Makato & His Cowrie Shells Makato & His Cowrie Makato & His Cowrie Element of Short Story
( Thailand) Shells ( Thailand) Shells ( Thailand)
III. LEARNING RESOURCES
A. References
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
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 8. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Watching Video:
Makato and the Cowrie Shell
( A Thai Folktale)

B. Establishing a purpose for the

lesson

C. Presenting examples/Instances
of the new lesson

D.
E. Discussing new concepts and
practicing new skills # 2

F. Developing mastery
(leads to Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%
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
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E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Checked by: Noted & Approved by:

MYRNA M. ONG ELVIRA O. VELASQUEZ

Head Teacher III, Eng-Fil Department Principal IV

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