School: Madapdap Resettlement High School Grade Level: 8

GRADES 1 to 12
Teacher: Albert S. Lacsamana Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: September 16-20, 2019 Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met 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: East Asian Literature as an art from inspired and influenced by nature; relationship of visual, sensory, ad Remedial/Enhancement Reading
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; Schedule/ICL
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: EN8RC-IIa-2.22 EN8VC-IIa-1.3: EN8LT-IIa-9.1: EN8OL-IIa-5: Use the appropriate

Write the LC Code for each prosodic features of speech when
Evaluate the personal significance Predict the gist of the material Describe the notable literary delivering an entertainment speech
of a literary text viewed based on the title, pictures, genres contributed by East Asian
and excerpts writers

EN8G-IIa-9:
EN8RC-IIa2.18:
EN8VC-IIa-17: EN8LT-IIa-9.2: Use appropriate grammatical
Relate content or theme to signals or expressions suitable to
previous experiences and Discern positive and negative Identify the distinguishing features each pattern of idea development:
background knowledge messages conveyed in a material of notable East Asian poems,
viewed folktales, and short stories  General to particular
 Claim and counterclaim
 Problem-solution
EN8LC-IIA7
 Cause-effect
 Employ appropriate listening skills EN8-IIa-24.1: EN8WC-IIa-2.8  And others
and strategies suited to long
descriptive and narrative texts Distinguish between and among Compose effective paragraphs
verbal situational, and dramatic
types of irony and give examples of
each
EN8LC-IIa-7.2: EN8WC-IIa-2.8.7:

Employ projective listening Limit a topic

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
Two Brothers ( Egypt) Element of Short Story Makato & His Cowrie Shells ( COORDINATING
Thailand) CONJUNCTIONS

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
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages 12-14

3. Textbook Pages

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources Story book

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 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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
The selection is considered the
oldest literary piece believed to
have been written 3000 years
before Christ
At the beginning of this lesson the
teacher will ask the students a
series of questions to determine
the level of understanding in
regards to the elements that make
up a story.
Watching Video: Coordinating conjunction join
words, phrases and clauses of
Makato and the Cowrie Shell ( A equal rank
Thai Folktale)

 What are the parts of a

story?

 What types of graphic

organizers can we use to
show the elements, or
parts, or a story?

B. Establishing a Purpose for the Lesson

Discover the similarities of
Egyptians and Filipinos in terms of
culture, beliefs, respect and love
for family and reverence to God as
depicted in this selection
The students should know the To discover Thai ‘s traditions and  Language recall:
elements of a story: characters, beliefs as well as diversity of  Language form and
setting, problem, and solution. culture which shape you as a function
Filipino

C. Presenting Examples/Instances of the Lesson  Understand what a

Coordinating Conjunction
Reading the story “The Two The students should know how to Reading the Selection: Makato and is.
Brothers” use a story map to organize the Cowrie Shell  Learn the seven words
elements of a story. that make up FANBOYS.

D. Discussing New Concepts and Practicing New Listen to a YouTube Clip that is
about the elements in a story. Parts
 Skills #1 Describe the three characters of a Story Song What could be the reason why How to use Coordinating
through a Venn diagram Makato left his place? Conjunctions properly

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.

E. Discussing New Concepts and Practicing New
Skills #2
Using the plot organizer enumerate
the events in the story by filling in
the rectangles. Explain your work
to the class
Once the clip is over review the
elements. Have the students
engage in a brief discussion to Enumerate what were those Activity 11. Work with Coordinates
define each element. (check for changes in Makato’s life after
understand with each): meeting the king?
Characters: the people in the story
(who)

Setting: where and when the story

takes place (where, when)

Problem: what went/is wrong within

the story (what)

Solution: how the problem is

fixed/solved (how)

F. Developing Mastery The students will participate in

(Leads to Formative Assessment 3) collaborative conversations in small  Using Venn Diagram
Using the problem-solution chart, groups to develop a story map of
 identify the problems and provide their own. Each student will receive compare yourself with Activity 12. Combine/fuse
solutions to these based on the their own story map but will Makato
selection collaborate with the group to come
up with the elements of their story.

G. Finding Practical Applications of Concepts and

Skills in Daily Living
If you were Bata, would you believe
your wife explanation?
The student will be given a short Determine which of those traits Activity 13. Supply he parts
book. The student will identify all would you like to improve in your
story elements within the book and life
display them on a story map.

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES 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.

H. Making Generalizations and Abstractions about The students will share their stories
the Lesson with original group that developed
What problems are faced by the the story maps and discuss the Summarizing and trace the Therefore, when you want to link
 two brothers? Are these problems
happening in today’s world?
similarities and differences significant event s of the story by and join words, phrases and
between their writings. They will completing the graphic organizer clauses of equal rank
review the elements that they
should have in common (the story
elements from the map).

I. Evaluating Learning The students will participate in

Activity 31. Drawing Out… What?
collaborative conversations in small
groups to develop a story map.
Using the graphic organizer Draw Activity: word pool
out the values and traits of the
character which enable him to
become successful and better
person

J. Additional Activities for Application or

Remediation
VI. REMARKS

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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?

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Prepared by: Checked by: Noted by: Noted by:

ALBERT S. LACSAMANA MARISSA P. CASTRO ELINOR R. VELEZ MANOLITO B. DE LEON

Teacher III MT-II HT-Designte Principal II