School: Taguranao HS
DAILY LESSON LOG
Grade Level: 8
Teacher: Mr. Jhey Mark D. Castor
Learning Area: ENGLISH
Teaching Dates and Time: Week 4
I. OBJECTIVES
Quarter: THIRD (3)
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: 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 Competencies/Objectives:
Write the LC Code for each
EN8RC-IIId-12
EN8OL-IIId-5:
EN8V-IIId-25:
EN8LT-IIId-2.2:
Utilize coping reading
strategies to process
information in a text
Observe the use of correct
stress, pitch, and juncture
when delivering a
persuasive speech
Use appropriate strategies
for unlocking unfamiliar
words
Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
EN8LT-IIId-2.2.4:
EN8LC-IIId-8.2
EN8WC-IIId-2.2.16:
Explain figurative language used
EN8VC-IIId-18
Judge the relevance and
worth of ideas presented in
the text listened to
Determine the issue and
stand presented in the
material viewed
Compose an informative
essay
ENG8G-IIId-3.6
Use modals appropriately
ENG8G-IIId-11
Using appropriate
documentation
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
III. LEARNING RESOURCES
Arabia and Israel
Arabia and Israel
Arabia and Israel
Arabia and Israel
Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia
Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia: Turn Taking
Strategies
Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia: Unlocking
Unfamiliar Words
Strength in Facing Challenges of Modernity: The
Temperaments and Psyche of the people of Arabia:
Hebrew Literature: A short Story
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
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
Module 3, page 135
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Module 3, page 121
Module 3, page 123
Module 3, page 131
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Use English Worksheets
and Learn (UEWL) pp. 130133
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
Presenting the New Lesson
In our previous lesson, we
have viewed a video on the
interview of a Saudi
Princess in a CNN Program.
Today, we are going to
learn about rules in a
conversation.
To understand more about
Arabia and their literature,
we are going to study about
Arab words today.
Previously you were tasked to read in advance the Bible:
Story of Ruth text on your module. Today, we are going to
analyze the elements of the selection.
B. Establishing a Purpose for the Lesson
Today, we are going to
learn about reading
strategies to process
information in a text.
It is important to learn about
these rules for the
conversation to flow
smoothly.
It is important to unlock
these unfamiliar words to
appreciate their literary
works more.
It is important to examine the elements of the story to
better appreciate its meaning.
Answer Activity 25 Travelling with Ruth (A Story Map)
C. Presenting Examples/Instances of the
Lesson
Read page 121 of your
Modules on the third quarter
about Informative Speaking.
Read the text containing
Turn Taking Strategies on
page 123 of your modules.
Do you know any Arab
words or phrases? If you do
what are they?
Describe the living faith that works out of love in the lives of
Ruth and Boaz.
D. Discussing New Concepts and
Practicing New Skills #1
What topics did Princess
Ameerah talk about? Was
she prepared for the
interview? How is her
expertise on the topic
shown?
Answer Activity 13: Hang on
a Second…May I Speak?
On page 124 of the module.
Answer Activity 20
Frequency (Arab Words)
Answer Activity 26 Character Analysis through a Venn
Diagram
E. Discussing New Concepts and
Practicing New Skills #2
Was Ameerah able to
analyze her audience?
What type of audience
analysis did she consider
List down at least ten Arab
words and give their
meanings.
Watch the twelve-minute
interview of Princess
Ameerah on CNN again.
Write down the turn –taking
strategies both Ameerah
and Amanpour used.
Analyzing the characters of a story is one way of
understanding the reading text better.
Another way of understanding a story, poem, book or
journal article is to write a critical review.
the most in her interview?
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Answer Activity 12: “I’ve Got
that Feeling”
Answer Activity 14: In My
Opinion…
Below are some issues
tackled by Saudi Princess
Ameerah when she was
interviewed at CNN. Match/
connect the speaker’s/
princess’ attitudes as
represented by emoticons
with the corresponding
issues. Make sure to write a
short explanation of your
answer.
Read each news headline
and corresponding details
very thoroughly. Express
wisely your opinions on the
news/issue.
Answer Activity 11: “I Think;
therefore I Am”
Answer Activity 15 Writing A
Persuasive Essay: From My
Head to the Pen!
Make a list of at least ten
expressions that signal
Write a short persuasive
Answer Activity 21 Oneminute Paper
Read the text Writing a Critical Review on page 138 of the
module
Answer Activity 22
Sentence Completion
(Conditional Sentences)
Answer Exercise 7 Reading Text: A Touch of Modern
Israel: “The CAT”
H. Making Generalizations and
Abstractions about the Lesson
opinion and biases such as
“I think…” “Many believe
that…” “Probably, we
could…”
essay about Saudi culture.
Use the opinions you wrote
in the previous activity as
your arguments. Make sure
to substantiate each with
facts or information.
What characteristics do
most Arab women, as
presented by their Princess
Ameerah, possess?
Why is it important to use
appropriate documentation
when writing informative
essays?
Answer Activity 23 Skills at
Work
What does this story reflect about the characteristics of
Christians as reflected in Hebrew literature?
What happens to a
conversation when a
speaker does not observe
proper turn taking?
Answer Activity 24 Visiting
the Middle East
What are the elements of the story?
How do you describe the
Saudi character?
I. Evaluating Learning
Of the five social, economic
and political issues
mentioned in the activity,
which do you think is the
most challenging for the
Arab princess to solve?
Why do you say so?
Write a paragraph
describing what you can do,
what you will see and what
you might need if you visit
one country in the Middle
East. Give your paragraph a
Describe the living faith that works out of love in the lives of
Ruth and Boaz.
title. Use if-clauses and
result clauses in your
paragraph.
J. Additional Activities for Application or
Remediation
Read in advance the Turn
Taking Strategies on
page123 of your module.
Read in advance the text on
Propaganda Devices on
page 127 of your module
Read in advance the Bible:
Story of Ruth
IV. 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?
V. 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?
Prepared by:
JHEY MARK D. CASTOR
Teacher
Checked by:
MARK A. ALMONGUERA, EdD
School Head