School PLARIDEL NATIONAL HIGH SCHOOL Grade Level 8

GRADE 1 to 12
DAILY LESSON LOG
Teacher MYLEN E. PERMENTILLA Learning Area ENGLISH
Teaching Dates and Time September 30, Oct. 1-4, 2019 Quarter SECOND

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for
each.
MONDAY – Sept. 30, 2019 TUESDAY - Oct. 1, 2019 WEDNESDAY - Oct. 2, 2019 THURSDAY – Oct. 3, 2019 FRIDAY – Oct. 4, 2019
 Humility: 8:15-9:15  Humility: 8:15-9:15  Humility: 8:15-9:15 (ICL)  Humility: 9:45-10:45  Humility: 9:45-10:45
 Prudence: 10:45-11:45  Prudence: 10:45-11:45  Prudence: 10:45-11:45 (ICL)  Prudence: 10:45-11:45  Prudence: 10:45-11:45
 Hope: 12:30-1:30  Hope: 9:45-10:45  Hope: 12:30-1:30 (ICL)  Hope: 12:30-1:30  Hope: 12:30-1:30
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and 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.
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 features, stance, and behavior.
EN8G-IIg-9:
Use appropriate grammatical signal
or expressions suitable to each
pattern of idea development.
(cause-effect)

Grammatical signals
II. CONTENT (cause-effect)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson What are problem-solution signals?
or presenting the new
lesson

1
B. Establishing a purpose for
the lesson
C. Presenting examples /
Instances of the new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery (leads
to Formative Assessment 3)
Group Activity:
Each group will be given a picture
and will describe them in front of the
class.
Group Activity:
Each group will be given cards with
phrases written on it. Connect 2
cards to form a sentence that will
complete the thought.
Group discussion of the given task
Analysis:
1. How did you come up with your
answers?
2. What do you think are the
keywords used for you to get the
perfect match to complete the
thought of the sentence?
3. What is your own definition of
cause? effect?
Organize Your Ideas!
Based from “The Story of the Aged
Mother”, you will make a cause and
2

G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson.
I. Evaluating learning
effect graphic organizer. Make sure
to write all the ideas that shows
cause and effect. Be creative in
making your graphic organizer.
Sample organizers are provided for
you as a guide.
Cause and effect relationship can
be used to develop effective
paragraphs by describing what
happens and why it happens. What
is the importance of using these
pattern of idea development?
A cause tells why something
happens, while an effect describes
what happens. The writer can use
the cause-and-effect
pattern of development to explain
how an event or action leads to
another
Read each sentence below. Write
the cause on the first line and the
effect on the second line.
1-2. Amanda missed the bus and
was late for school.
Cause:
________________________
Effect:
________________________
3-4. Vance worked hard on his
homework and made an A.
Cause:
________________________
Effect:
________________________ 5-6.
Lightning struck a tree, and the
tree started to burn.
Cause:
________________________
Effect:
________________________
7-8. Daisy did extra chores around
the house and earned extra money
to buy a new purse.
3
 Cause:
________________________
Effect:
________________________
9-10. He watered the tomato plant
regularly, and it produced dozens
of tomatoes.
Cause:
________________________
Effect:
________________________
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
HOPE HOPE HOPE HOPE HOPE
earned 80% in the
HUMILITY HUMILITY HUMILITY HUMILITY HUMILITY
evaluation
PRUDENCE PRUDENCE PRUDENCE PRUDENCE PRUDENCE
B. No. of learners who HOPE HOPE HOPE HOPE HOPE
require additional
HUMILITY HUMILITY HUMILITY HUMILITY HUMILITY
activities for remediation
PRUDENCE PRUDENCE PRUDENCE PRUDENCE PRUDENCE
who scored below 80%
C. Did the remedial lessons HOPE HOPE HOPE HOPE HOPE
work? No. of learners who
HUMILITY HUMILITY HUMILITY HUMILITY HUMILITY
have caught up with the
PRUDENCE PRUDENCE PRUDENCE PRUDENCE PRUDENCE
lesson
D. No. of learners who HOPE HOPE HOPE HOPE HOPE
continue to require
HUMILITY HUMILITY HUMILITY HUMILITY HUMILITY
remediation
PRUDENCE PRUDENCE PRUDENCE PRUDENCE PRUDENCE
E. Which of my teaching
strategies worked well? Why
did these work?
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?
Prepared by: Noted:
MYLEN E. PERMENTILLA JAYSON M. SAMSON
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English Teacher Principal I