School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: WEEK 9 Quarter:

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, additional lessons,
I. OBJECTIVES
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 Competencies/Objectives: EN8SS-IIi-1.2: EN8VC-IIi-1.3: EN8LT IIi-3: EN8OL-IIi-3:

Write the LC Code for each Explain visual-verbal Predict the gist of the Explain how a selection Deliver a self-composed
relationships illustrated in material viewed based on may be influenced by entertainment speech using
tables, graphs, and the title, pictures, and culture, history, all the needed speech
information maps found in excerpts environment, or other conventions
expository texts factors
EN8VC-IIi-17: EN8G-IIi-9:
EN8RC-IIi-2.15: Discern positive and EN8WC-IIi-2.2: Use appropriate
Organize information in negative messages Develop paragraphs that grammatical signals or
tables, graphs, and maps conveyed in a material illustrate each text type expressions suitable to
viewed ( narrative in literature, each pattern of idea
EN8LC-IIi-7: expository, explanatory, development:
Employ appropriate EN8V-IIi-10.24: factual and personal General to
listening skills and Discriminate between literal recount, persuasive) particular
strategies suited to long and figurative language Claim and
descriptive and narrative counterclaim
texts Problem-solution
Cause-effect
EN8LC-IIi-7.2: And others
Employ projective listening
strategies with longer
stories
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 PIE GRAPHS FIREFLY HUNT CLINE CAUSE AND EFFECT
 Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages
2. Learners Materials Pages

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Page 134-135
English Expressways II
MONDAY
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.
According to a Chinese
saying A picture is worth a
thousand words this saying
is true with the graphs
Interpret Information
presented in a pie graph
Graphs are popular forms
of charts because they are
easy to create and read
Graphs are pictures of
information, not pictures of
things you can see. The
information in graphs is
often called data
Pie graphs are useful in
showing the proportional
distribution of items that
make up one whole amount.
It shows comparison among
items
Page 191-195
https://www.youtube.com
/watch?v=C7u4z8KcTu0
English Expressways II
TUESDAY
Differentiate the following:
Explicit means
direct or expressly
stated
Implicit means
implied or hinted
Abstract Information by
Noting Explicit and Implicit
Details Used
Read the selection and find
out the effect of saving,
loving, and protecting
nature on a person
Video clips:
https://www.youtube.com
/watch?v=C7u4z8KcTu0
Replay:
Video clips:
https://www.youtube.com
/watch?v=C7u4z8KcTu0
Page 179
English Expressways II
WEDNESDAY
The British Council
Teaching English
website defines a cline as a
scale of language items that
goes from one extreme to
another, for example, from
positive to negative, or from
weak to strong.
Differentiating between
Shades and Meaning
The way of placing related
words within a slope to
show degrees of intensity is
called making a Cline
The use of cline for
vocabulary enables you to
see how words in the same
situational environment
relate
Clines also help you create
connotative meanings in
degrees
Page 176-177
English Expressways III
THURSDAY FRIDAY
When you speak, read or
write, you come across or
use words like because,
since, as a result, therefore,
so, so that, then.
Expressing Causes and
Effects
Discussion of key points:
( teacher provide examples)
1.Clause stating the effect +
because +clause stating the
clause
2. Because + clause+
stating the cause + clause
stating the effect
3. Clause stating the effect
+ because of + noun phrase
giving a reason or cause
4.Because of + noun phrase
giving the reason or cause +

F. Developing Mastery Activity:
(Leads to Formative Assessment 3) (Group work)
As a member of the school
governing council, you were
tasked to prepare a budget
proposal of Students
Nutrition Program and
present it with a graph
G. Finding Practical Applications of It is the way of life among
Concepts and Skills in Daily Living the Filipinos and even
among other Asians to think
of the familys welfare.
H. Making Generalizations and Graphs were made to
Abstractions about the Lesson identify and prioritized its
basic needs
I. Evaluating Learning Activity :
As a student, you should
learn to budget your daily
allowance. What are your
expenses in school? Make
your own budget plan by
presenting it in a pie graph.
J. Additional Activities for Application or Activity:
Remediation Interview your parents
about your expenses or
budget at home then, create
a pie graph about it
V. REMARKS
Activity :
Answer comprehension
Check 1-4 on page 195
If you were the boy in the
story how will you show to
the people that you are a
nature lover?
The firefly hunt is taken
from that novel. It tells about
a popular recreational
activity in Japan. It shows
the Japanese kinship with
nature.
Activity:
Answer comprehension
check 5-7 on page 195
Activity:
Write an essay on their
personal experience/
encounter with nature or
fireflies.
Board Work Activities
(provided by teacher)
Board Work activities:
(provided by teachers)
attending class leads to
This lesson focuses on
vocabulary development
which treats words not mere
grouping of independent
words but a collection of
interconnected words
Activity:
(Provided by teacher)
Activity:
Create your own cline of
synonyms or antonyms. Be
creative.
clause stating the effect
Board work activities
(Provided by teacher)
Apply cause and effect in
your own lives, for example,
understanding that
better grades.
The easiest method for
teaching cause and effect in
reading is to use graphic
organizers.
Activity:
Cause and Effect Organizer
Activity:
Tim forgot his English book
So he was unable to
complete his homework.
Cause: ___________
Effect:____________

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn?
VI. 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?