School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week 2 Quarter: THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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,
I. OBJECTIVES
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: 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 Standards: 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 EN8RC-IIIb-12.1 EN8VC-IIIb-3.4/4.4/5.4 EN8VLT-IIIb-11 EN8OL-IIIb-5 CATCH-UP FRIDAY

Competencies/Objectives:
Write the LC Code for each Recognize propaganda Determine the target Identify the notable Observe the use of
techniques used in a audience of a material literacy genres correct stress, pitch, and
given text viewed contributed by Southeast juncture when delivering
Asian writers a persuasive speech

EN8LC-IIIb-8.2 EN8V-IIIb-15.3
EN8LT-IIIb-11.1 EN8RC-IIIb-10
Judge the relevance and Explain the meaning of
worth of ideas presented a word through structural Identify the Sharing ideas using
in the text listened to analysis (prefixes, roots, distinguishing features of opinion-marking signals
suffixes) notable poems, short
stories, dramas, and
novels contributed by
EN8G-IIIb-3.6
Southeast Asian writers
Use modals
 EN8WC-IIIb-1.1.6 appropriately

Transcode information
from a graphic organizer
to a topic or sentence
outline

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.

READING TEXT: READING TEXT: READING TEXT: READING TEXT:

II. CONTENT Aung San Suu Kyi On the Three Evils The Country’s Good Son Fine Arts

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
RESOURCES 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 Pages Module 3 Module 3 Module 3 Module 3

pp. 35- 36, 54-60 pp. 60-66 pp.68-75 pp. 76-84

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources Use English Worksheets Use English Worksheets Use English Worksheets Use English Worksheets
and Learn (EUWL) pp. and Learn (EUWL) pp, and Learn (EUWL) and Learn (EUWL) pp.
146 159-164 138-141

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Let us go back to what Let us go back to our Let us go back to our Let us look back on our
Presenting the New Lesson we have learned on our previous lesson on the previous lesson on, On previous lesson on The
previous lesson about, story of Aung San Suu the Three Evils Country’s Good Son
“Viral Video Gets Kyi
Propaganda Treatment” Identify its distinguishing What do you mean by a
features. summary?
What is the author trying
to tell you? What are the different
ways of paragraph
Why is the author telling development?
you that?
How will you relate it to
our previous writing
activity on impressions?

B. Establishing a Purpose for the It is important to learn It is also important to Answer Activity 17: Now, let us learn to use
Lesson about the Burmese learn about the Burmese Listen and be Heard the sounds of English
literature as part of people. during speech delivery.
studying Asian and
African Literature. Answer Activity 8:
Introducing, the
Answer Learning Goals Burmese people… Answer 27: LEND ME
and Targets. For your YOUR EARS!
expectations, write your
On this part students
own possible goals and
will listen and view a
targets for this lesson on
video clip of a speech
the box provided on your
delivered. Students will
modules.
take down notes and
refer to these in writing
your editorial article.

C. Presenting Examples/Instances Answer Activity 1: Guess Answer Activity 8: Answer Activity 18: Refer to the example of
of the Lesson Who?/Snapshots on Meeting You Shout out! an editorial article given
your modules. in the module on Fine
Arts.
 You can refer to the
TRAC(Topic Sentence,
Reasons with support,
Answer, opposition,
Conclusion) format or
graphic organizer in
structuring your output.

D. Discussing New Concepts and Read the story, Aung Read the story, On the Answer Activity:19 Answer Activity 28: 3-2-1
Practicing New Skills #1 San Suu Kyi Three Evils Speak Up, Let’s Talk
About It

What does (Burmese)

literature reveal about
Group students into 8 Asian and African
with 5 members each. character?
Let them conduct a talk
show regarding the blog
entry heard. Let them
How do (Burmese)
assign members who will
Asians and Africans
share ideas and opinions
respond to the
using signal words.
challenges of modernity
as reflected on their
literary selections?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
IV.PROCEDURES
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 Answer Activity 3: CSI Answer Activity 10: Answer Activity 21: The What new realizations
Practicing New Skills #2 (Character Study of an Literary Carousel F’s (Faith and Fight for do you have about the
Individual) Freedom) topic?
 Read the poem as a What new connections
class. For unlocking of have you made for
difficulties, have the yourself?
game word auction.

F. Developing Mastery Relate the previous Answer Activity 13: Read the story The Answer Activity 29:
(Leads to Formative Assessment activities to the focus BULLS I! Country’s Good Son on Handing in Your
3) questions: Activity 22: Your Mission Evaluation Paper

1. What does
literature
(Burmese) Which character do you Your task is to write an
reveal about like best? evaluation paper
Asian and regarding a program
African viewed. There will be a
Character screening of video clips
Which character
2. How do Asians to guide you and choices
experiences personal
and Africans of topics for you to write
change from beginning
(Burmese) on. Therefore, choose
to end? Explain.
respond to the one as your basis and
challenges of prepare to defend or
modernity as discuss it in the form of a
reflected in their hot seat in front of the
literary board members.
selections?

G. Finding Practical Applications Answer Activity 4: INbox Answer Activity 14: I How do you think this How did you find the
of Concepts and Skills in Daily DRAW situation could apply to performance task? How
Living Filipino soldiers? Give did the task help you see
reasons. the real world based on
the topic?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
V. PROCEDURES
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 Answer Activity 5: Answer Activity 15: Answer Activity 25: Answer Activity 30:
Abstractions about the Lesson ComCon (Comparison Odds on Ads Soldier Simulation outBOX
Contrast)

Feel free to exchange

information with your Groups 5 and 6 will Let us go back to our box
classmates and take simulate or role play in and finalize your map of
turns by comparing and class the situation conceptual change by
contrasting your ideas wherein the members finishing the “I Think” OUT
using the given graphic will pretend to be Lin OF THE BOX area.
organizer. Aung while the others
play or act out the roles
of the two young
soldiers. Try to come up
with another point of
view or varied
interpretation.

I. Evaluating Learning Answer Activity 6: Answer Activity 16: The Answer Activity 26: PS Answer Activity 31: Lesson
Welcome to Burma AKA Propaganda AT YOUR FINGERTIPS Closure
Myanmar! (Precis/Summary)

Today’s lesson
Individually, write a ___________One key idea
précis/summary of the was________________
story by discussing This is important because
comprehensively and ____________________
identifying the proper Another key idea
paragraph development ____________ This
(expository, descriptive, matters because
narrative, persuasive, _______________
and creative). Relate it ________________In
to your previous writing sum, today's lesson
activity on impressions _____________________
and refer to the _____________________
following examples _ _______
given on the module.

J. Additional Activities for Answer Activity 7: Think Search for five other Double check your work
as a Butterfly advertisements from using the checklist
 Application or Remediation newspapers and provided on the module.
magazines, identify the
propaganda devices
and adjective
complementations used.

VI.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 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?