Grade Level: 8
School:
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: Week 2
MONDAY
I. OBJECTIVES
Learning Area: ENGLISH
Teacher:
TUESDAY
Quarter: THIRD (3)
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,
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-IIIb-12.1
EN8VC-IIIb-3.4/4.4/5.4
EN8VLT-IIIb-11
EN8OL-IIIb-5
Recognize propaganda
techniques used in a given
text
Determine the target
audience of a material
viewed
Identify the notable literacy
genres contributed by
Southeast Asian writers
Observe the use of correct
stress, pitch, and juncture
when delivering a
persuasive speech
EN8LC-IIIb-8.2
EN8V-IIIb-15.3
EN8LT-IIIb-11.1
Judge the relevance and
worth of ideas presented in
the text listened to
Explain the meaning of a
word through structural
analysis (prefixes, roots,
suffixes)
Identify the distinguishing
features of notable poems,
short stories, dramas, and
novels contributed by
Southeast Asian writers
EN8RC-IIIb-10
Sharing ideas using
opinion-marking signals
EN8G-IIIb-3.6
Use modals appropriately
EN8WC-IIIb-1.1.6
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.
II. CONTENT
III. LEARNING RESOURCES
READING TEXT:
READING TEXT:
READING TEXT:
READING TEXT:
Aung San Suu Kyi
On the Three Evils
The Country’s Good Son
Fine Arts
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
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
Use English Worksheets
and Learn (EUWL) pp. 146
Use English Worksheets
and Learn (EUWL) pp, 159164
Use English Worksheets
and Learn (EUWL)
Use English Worksheets
and Learn (EUWL) pp. 138141
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Page 1 of 5
MONDAY
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
TUESDAY
WEDNESDAY
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.
Let us go back to what we
have learned on our
previous lesson about,
“Viral Video Gets
Propaganda Treatment”
Let us go back to our
previous lesson on the story
of Aung San Suu Kyi
Let us go back to our
previous lesson on, On the
Three Evils
Let us look back on our
previous lesson on The
Country’s Good Son
Identify its distinguishing
features.
What do you mean by a
summary?
What is the author trying to
tell you?
What are the different ways
of paragraph development?
Why is the author telling you
that?
B. Establishing a Purpose for the Lesson
THURSDAY
It is important to learn about
the Burmese literature as
part of studying Asian and
African Literature.
Answer Learning Goals and
Targets. For your
expectations, write your
own possible goals and
targets for this lesson on the
box provided on your
modules.
How will you relate it to our
previous writing activity on
impressions?
It is also important to learn
about the Burmese people.
Answer Activity 17: Listen
and be Heard
Now, let us learn to use the
sounds of English during
speech delivery.
Answer Activity 8:
Introducing, the Burmese
people…
Answer 27: LEND ME
YOUR EARS!
On this part students will
listen and view a video clip
of a speech delivered.
Students will take down
notes and refer to these in
writing your editorial article.
C. Presenting Examples/Instances of the
Lesson
Answer Activity 1: Guess
Who?/Snapshots on your
modules.
Answer Activity 8: Meeting
You
Answer Activity 18: Shout
out!
Refer to the example of an
editorial article given 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
Practicing New Skills #1
Read the story, Aung San
Suu Kyi
Read the story, On the
Three Evils
Answer Activity:19 Speak
Up, Let’s Talk About It
Group students into 8 with 5
members each. Let them
conduct a talk show
regarding the blog entry
heard. Let them assign
members who will share
ideas and opinions using
signal words.
Answer Activity 28: 3-2-1
What does (Burmese)
literature reveal about Asian
and African character?
How do (Burmese) Asians
and Africans respond to the
challenges of modernity as
reflected on their literary
selections?
Page 2 of 5
MONDAY
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
TUESDAY
WEDNESDAY
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.
Answer Activity 3: CSI
(Character Study of an
Individual)
Answer Activity 10: Literary
Carousel
Answer Activity 21: The F’s
(Faith and Fight for
Freedom)
Read the poem as a class.
For unlocking of difficulties,
have the game word
auction.
F. Developing Mastery
(Leads to Formative Assessment 3)
THURSDAY
Relate the previous
activities to the focus
questions:
1. What does literature
(Burmese) reveal
about Asian and
African Character
2. How do Asians and
Africans (Burmese)
respond to the
challenges of
Answer Activity 13: BULLS
I!
Read the story The
Country’s Good Son on
Activity 22: Your Mission
Which character do you like
best?
Which character
experiences personal
What new realizations do
you have about the topic?
What new connections have
you made for yourself?
Answer Activity 29: Handing
in Your Evaluation Paper
Your task is to write an
evaluation paper regarding
a program viewed. There
will be a screening of video
clips to guide you and
choices of topics for you to
write on. Therefore, choose
one as your basis and
modernity as
reflected in their
literary selections?
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Answer Activity 4: INbox
Answer Activity 14: I DRAW
change from beginning to
end? Explain.
prepare to defend or
discuss it in the form of a
hot seat in front of the board
members.
How do you think this
situation could apply to
Filipino soldiers? Give
reasons.
How did you find the
performance task? How did
the task help you see the
real world based on the
topic?
Page 3 of 5
MONDAY
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
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.
Answer Activity 5: ComCon
(Comparison Contrast)
Feel free to exchange
information with your
Answer Activity 15: Odds on
Ads
Answer Activity 25: Soldier
Simulation
Answer Activity 30: outBOX
Let us go back to our box
classmates and take turns
by comparing and
contrasting your ideas using
the given graphic organizer.
I. Evaluating Learning
Answer Activity 6: Welcome
to Burma AKA Myanmar!
Answer Activity 16: The
Propaganda
Groups 5 and 6 will simulate
or role play in class the
situation wherein the
members will pretend to be
Lin 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.
and finalize your map of
conceptual change by
finishing the “I Think” OUT
OF THE BOX area.
Answer Activity 26: PS AT
YOUR FINGERTIPS
(Precis/Summary)
Answer Activity 31: Lesson
Closure
Individually, write a
précis/summary of the story
by discussing
comprehensively and
identifying the proper
paragraph development
(expository, descriptive,
narrative, persuasive, and
creative). Relate it to your
previous writing activity on
impressions and refer to the
following examples given on
the module.
J. Additional Activities for Application or
Remediation
Answer Activity 7: Think as
a Butterfly
Search for five other
advertisements from
newspapers and
magazines, identify the
propaganda devices and
adjective complementations
used.
Double check your work
using the checklist provided
on the module.
Today’s lesson
___________One key idea
was________________
This is important because
____________________
Another key idea
____________ This matters
because _______________
________________In sum,
today's lesson
_____________________
______________________
_______
VI. REMARKS
Page 4 of 5
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?
Page 5 of 5