School Grade Level 8

GRADES 1-12 Teacher John Israel B. Santiago Learning Area ENGLISH

DAILY LESSON LOG Marvin A. Lopez
Melanie G. Roxas
Teaching Dates and Time Quarter 3
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES Objectives must be connected to the curriculum standards and met for a week. Additional lessons, exercises, and remedial activities may be done do develop
content knowledge and competencies; these are assessed using Formative Assessment strategies. Valuing objectives support learning of content and
competencies; weekly objectives shall be derived from the curriculum guide)
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual
A. Content Standards 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.
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,
B. Performance Standards
stance,and behavior.

EN8VC-IIIa-3.4/4.4/5.4: Determine EN8VC-IIIa-3.4/4.4/5.4: EN8SS-IIIa-1.10: Organize

the target audience of a material Determine the target audience of a information about a chosen subject using
viewed material viewed a graphic organizer EN8SS-IIIa-1.10: Organize
C. Learning EN8LT-IIIa-11: Identify the notable EN8LT-IIIa-11: Identify the EN8LC-IIIa-7.3: Determine the target information about a chosen subject
literary genres contributed by notable literary genres contributed audience of a listening text and the using a graphic organizer
Competencies/Objectives Southeast Asian writers by Southeast Asian writers objective/s of the speaker EN8LT-IIIa-11: Identify the notable
CODE: EN8RC-IIIa-10: Share ideas using literary genres contributed by
opinion-marking signals Southeast Asian writers
EN8G-IIIa-3.6: Use modals appropriately

“Sawatdee... Hello, Beautiful Bangkok” “Sawatdee... Hello, Beautiful “Makato and the Cowrie Shell” “Makato and the Cowrie Shell”
by Ethel Soliven Timbol Bangkok”
II. CONTENT Thai Folktale Thai Folktale
by Ethel Soliven Timbol

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

Voyages in Communication – English Learner’s Module Grade 8
2. Learner’s 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 new lesson
D. Discussing new concepts and
practicing new skills
E. Developing mastery
F. Finding practical applications of
concepts and skills in daily living
Travel to Thailand – Episode 129
Thailand Culture and Heritage (
podcast
https://www.youtube.com/watch?
(https://amateurtraveler.com/episo
v=WVfjXKldI-0)
de-129-thailand/)
Brief recapitulation of the past lesson.
Brief recapitulation of the past Brief recapitulation of the past lesson. Brief recapitulation of the past lesson.
Ask students to summarize what were lesson. Ask students to summarize Ask students to summarize what were Ask students to summarize what were
learned during the last quarter. what were learned during the last learned during the last meeting. learned during the last meeting.
meeting.
BELL RINGER: What images come to BELL RINGER: What are Filipino BELL RINGER: What do you want to do BELL RINGER: What qualities must a
your mind when the country Thailand is traditions that you are very proud if you were ver to go on a trip to boy or girl have to succeed in life?
mentioned? of? Thailand?
Present the reading material.
Present the video on Thailand. Present the reading material. Present the podcast.
Instruct the students to do Activity 1 – Instruct the students to fill up the Ask students the guide questions
Group the students into five (5) and
page 132 of the Learner’s Module diagram on page 138 of the Learner’s provided in the learners’ guide.
instruct them to do Activity 4 –
page 135 of the Learner’s module.
Module
Instruct the students to do Activity 2 – Ask students to find a partner and Instruct the students to do Activity 16 –
Have students report on the results
page 132 of the Learner’s Module compare their works. page 147 of the Learner’s Module. The
of their activity.
students will be plotting out Makato’s
character traits in a graphic organizer.
Instruct the students to do Activity 2 – Instruct the students to draw on a Ask students to make a short report with Call on students to report in front of
page 133 of the Learner’s Module piece of bond paper interesting their partner on what they learned from the class and verbally interpret their
customs/traditions of Thai Culture as the video. graphic organizers.
prescribed under Activity 5
Hold a brief discussion on what values Hold a short forum on why students Have a brief discussion on the Ask the students what lessons they
and such aspects of Thai culture we drew the items they drew on the importance of culture and tradition to any learned from Makato’s story and how
can apply in our daily lives as Filipinos. canvas for the activity. country wherever in the world. they can use them to improve their
lives.
 G. Generalizing and abstractions Ask a student to report on what they Ask a student to report on what they Ask a student to report on what they Ask a student to report on what they
about the lesson learned throughout the lesson. learned throughout the lesson. learned throughout the lesson. learned throughout the lesson.

H. Evaluating the learners Exit slip Formative assessment Exit slip Exit slip
I. Additional activities for A reflection paper about what they have A reflection paper about what they A reflection paper about what they have A reflection paper about what they
application or remediation learned. have learned. learned. have learned.

V. REMARKS

I. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
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 worked .
well? Why did these works?
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?