School PLARIDEL NATIONAL HIGH SCHOOL
GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for
each.
II. CONTENT
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
or presenting the new
lesson
Grade Level 8
Teacher MYLEN E. PERMENTILLA Learning Area ENGLISH
Teaching Dates and Time September 23-27, 2019 Quarter SECOND
MONDAY – Sept. 23, 2019 TUESDAY - Sept. 24, 2019 WEDNESDAY - Sept. 25, 2019 THURSDAY – Sept. 26, 2019 FRIDAY – Sept. 27, 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.
EN8V-IIe-24: EN8V-IIe-24: EN8G-IId-9: EN8G-IIf-9: EN8G-IIg-9:
Discriminate between literal and Discriminate between literal and Use appropriate grammatical signal or Use appropriate grammatical signal or Use appropriate grammatical signal or
figurative language. figurative language. expressions suitable to each pattern of expressions suitable to each pattern of expressions suitable to each pattern of
EN8V-IIg-10.1.4: EN8V-IIg-10.1.4: idea development. (claim and idea development. (problem-solution) idea development. (cause-effect)
Identify the figures of speech that Identify the figures of speech that counterclaim)
shows emphasis (hyperbole and shows emphasis (hyperbole and
litotes) litotes)
Literal and Figurative Language Literal and Figurative Language Grammatical signals Grammatical signals Grammatical signals
(claim and counterclaim) (problem-solution) (cause-effect)
Game: Pass the message. Guessing Game: What is Hyperbole? What are counterclaim signals? What are problem-solution signals?
Group the class into 5. The first Let the learners guess the idea of What is Litotes? How are these used in a literary text?
player will memorize the message the given pictures.
then pass to the next member. The
last member will be the one to say
the message in front of the class. To
1

B. Establishing a purpose for
the lesson
C. Presenting examples /
Instances of the new lesson
signal that the group was finished, a
cheer will be presented.
Ask:
What did you employ in order to get
the correct message and win?
Post pictures at the board and let
the learners formulate phrases
based on them by filling out the
missing letters.
1. f_ _g i_ the _hr_at
2. _ain_n_ ca_s and _o_s
Pair Activity
Each pair will be 1 minute to answer
the activity.
Write DM on the blank if the
sentence before the number is
expressing a direct meaning and
HM if there is a hidden or another
meaning.
___1. I‘m so hungry, I could eat a
horse.
___2. He was late to dinner.
___3. The field is calm and quiet.
___4. The sky is full of dancing
stars.
Poem reading: Picture Analysis: Pair Activity: Group Activity:
Love is a dream How do the traffic lights help motorists Write It, Share It, Solve It! Each group will be given a picture and
Its gone as we wake up in driving? In a sheet of paper, each pair will write will describe them in front of the class.
Leaving some moments 2 problems that they encounter in their
To be cherished life, whether about self, family, school,
Love is like a wind love life and others.
It embraces us with passion
leaving the scent of fresh flowers
tingling our mind
Love is like a water bubble
Beautiful to see from far
Even rainbows are visible
But a tender touch will break it
Leaving a refreshing sprinkle
Love resembles a shadow Traffic lights purpose is simply to
We try to escape but it follow facilitate the safe movement of cars,
At times it makes us hollow avoiding collisions. When traffic
It disappears with the sun situations are complex, good drivers
And leave us in the Nights use turn signals to let other drivers
To Haunt all over again know their intentions
My love race along to your heart
than water racing
Is all soft and strong
Between the mountain and beach
Analysis: Pair Activity/Board work: Think-Pair-Share Group Activity:
1. What can you say about the Present Love letters made by Peter and Each pair will exchange papers to Each group will be given cards with
words/phrases in bold letters? Alice. Let each pair read and notice the think of pieces of advice that they can phrases written on it. Connect 2 cards
2. Can you relate the message of underlined words. give to each one of them. to form a sentence that will complete
the poem? the thought.
3. What does each phrase mean?
2

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)
___5.I stayed up late last night, I‘m
so tired!
Ans: 1. HM 2. DM 3. DM 4. HM
5. DM
Pair presentation Discussing the different types of Analysis: Think-Pair-Share Group discussion of the given task
figure of speech 1. What are the grammatical signals Present a sample paragraph for each
being used in Peter’s letter? pair to read and analyze.
2. What are his statements in the letter?
3. How did he express his claims Title: “How to Relieve Exam Anxiety”
towards Alice? After reading each pair identify the
4. Did Peter use these claims to provide problem and the solutions
emphasis on his arguments? Prove
your answer.
5. What are the grammatical signals
being used in Alice’s letter?
6. How did Alice counter claim the letter
of Peter?
7. Did she oppose the claims of Peter?
Prove your answer.
8. How does the use of claim and
counter claim signals help Peter and
Alice in presenting their arguments?
Analysis: Analysis:
1. What is the problem? 1. How did you come up with your
2. Why is this a problem? answers?
3. Is there anything done to try solve 2. What do you think are the keywords
the problem? used for you to get the perfect match
4. What can be done to solve the to complete the thought of the
problem? sentence?
3. What is your own definition of
cause? effect?
Analysis: Students will answer the Discussion about the poem. Group Activity: Board work: Organize Your Ideas!
following questions orally. Metaphor Grp 1: Use a graphic organizer to Based from “The Story of the Aged
1. How did you arrive with your The data: according to poem “Love identify the claim signals used in a Presentation of answers. Mother”, you will make a cause and
answers? Is a Dream” a. In stanza I: Love is paragraph. effect graphic organizer. Make sure to
2. Do you have a clue in identifying a dream Grp 2: Use a graphic organizer to write all the ideas that shows cause
sentences with direct meaning? If Comment: in my analysis for love is identify the counterclaim signals used and effect. Be creative in making your
so, what is it? a dream is that human usually in a paragraph. graphic organizer. Sample organizers
3. Do you have a clue in identifying doesn’t realize that the love has Grp. 3: Use 5 claim signals in a are provided for you as a guide.
sentences with hidden meaning? If been coming to their hearts. As meaningful sentence.
so, what is it? dream that comes while people Grp. 4: Use 5 counterclaim signals in a
4. Compare the sentences with sleeping. It gone as we wake up meaningful sentence.
direct meaning to the sentences and leave some moments
with hidden meaning. · Simile
3

G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson.
c.
· Personification
· Hyperbole
a.
Based from the discussion of the
lesson and the activities given,
differentiate literal language and
figurative language
The data: a. In stanza II: Love
is like a wind b. In stanza III: Love
is like a water bubble
In stanza IV: Love resembles a
shadow
Comment: according to the data
above, the author describe love as
wind means that wind blow and
vestige some senses of memories.
And the author considers that love
is beautiful by imagining it as
rainbow that seems in water’s flow.
The data: a. In stanza II: It
embraces us with passion.
b. In stanza III: But a tender
touch will break it
Comment: based on the data that it
refer to wind that imagined it can
hold human with a strong feeling.
Another one described that love as
air ball that broke if someone
touches it.
The data:
In stanza IV: At times it makes us
hollow
Comment: in my analysis that love
sometimes suddenly disappear by
the time. So, the author uses the
exaggeration word to show the
reader how it happened.·
Nowadays many people have access Cause and effect relationship can be
to computers on a wide basis and a used to develop effective paragraphs
large number of children play by describing what happens and why it
computer games. Through this, what happens. What is the importance of
are the negative impacts of playing using these pattern of idea
computer games and what can be development?
done to minimize the bad effects?
What is the difference between Grammatical signals used in the A problem is something that causes A cause tells why something happens,
literal and figurative language? development of idea showing claim and trouble for the character in a story or while an effect describes what
What are the different figures of counterclaim sentence. happens. The writer can use
speech? CLAIM Signals Claim signals are The solution is how that character the cause-and-effect
Give examples in each type. grammatical signals that provide the solves, or fixes the problem.
4
 Literal language is used to mean
exactly what is written. It is simply
stating the facts as they are.
Figurative language helps the
writer paint a picture in a reader’s
mind. It is used to mean something
other than what is written,
something symbolic, suggested, or
implied. It uses words or
expressions with a meaning that is
different from the literal
interpretation. Examples are the
idioms or idiomatic expressions and
the different figures of speech such
as simile, metaphor, hyperbole,
personification, synecdoche and
metonymy.
I. Evaluating learning Tell whether the underlined phrase
in each number used literal or
figurative language. Write L on the
space before the number if literal
and F if figurative.
___1. Cathy‘s favorite snack is
bread and butter.
___2. I worked as a bartender for a
year, and it was the tips that were
my bread and butter.
____3. This assignment is a piece
of cake.
____4. I saw him yesterday
because we rode in the same boat.
____5. She's always complaining
that she doesn't have enough
money, but we're all in the same
boat.
____6. Her eyes are as blue as the
sky.
____7. The sky is blue for the
weather is fine.
____8. The young lady is beautiful
like a fairy.
____9. The baby slept in lap of its
mother.
Identify the figure of speech used in
each sentence below.
1. He has a heart of gold.
2. Dale’s smile was as bright as the
sun shine.
3. Life is a journey; travel it well
4. A wicked whisper came and
changed my life.
5. Men's words are bullets that their
enemies take up and make use of
against them.
6. He roared with the force of a
thousand lions.
7. The theater is his home.
8. There had been no rain for
months and all the crops were
death. Some parts of the farm were
beginning to look like a desert.
9. After a good night sleep, I felt like
a million dollars.
10. Everyone wanted Ken on the
swim team because he could swim
like a fish.
Ans: 1. Metaphor
2. Simile
3. Metaphor
4. Personification
argument of the text as well as give
emphasis to the claim given.
COUNTERCLAIM Signals
Counterclaim signals are grammatical
signals that oppose the central claim;
provide opposition of an initial
argument/text.
Identify the grammatical signals used,
and write whether the signal is a claim
or counterclaim signal.
1. After enduring too many hardships at
work and succeeding, it can be said that
the Boy indeed deserves the title
“Employee of the Month”.
2. She failed the exams three
consecutive times. This obviously
means that she’ll be a grade 8 repeater
for the next year.
3. The boy was not daunted by all his
failures. On the contrary, they seemed
to make him stronger and more
confident about himself.
4. Our school’s basketball team have to
win the next game. Otherwise, if they
lose they will be out of the tournament.
5. My mother always comes home from
work very late at night. This just proves
that she is working hard to support us.
6. Filipinos are one of best English
speakers
Evidently, many call center companies
hire Filipino call to be agents.
Problem-Solution uses signal words
like because, one part of, as a result,
consequently, this led to, if…then,
remedy, thus, due to and one step of
the solution is…. ,in order to solve, to
solve this problem.
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.
Cause: ________________________
Effect: ________________________
9-10. He watered the tomato plant
regularly, and it produced dozens of
tomatoes.
Cause: ________________________
Effect: ________________________
5
 ____10. I looked for Mary and 5. Metaphor 7. Bananas are rich in potassium.
Samantha at the bus station 6. Hyperbole However it has a high sugar content.
Ans: 1. literal 2. Figurative 7. Metaphor 8. Keto diet is recommended by the
3. Figurative 4. Literal 8. Smile doctors to those who are obsessed. On
5. Figurative 6. Figurative 9. Simile & Hyperbole the contrary, people who have diabetes
7. Literal 8. Figurative 10. Simile & Hyperbole should not be into this type of diet.
9. Literal 10. Literal
J. Additional activities for Write a short argumentative essay
application or remediation about keeping the Filipino- Chinese
friendship. Use claim and counter claim
signals in presenting your arguments.
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
English Teacher Principal I