School INOSLOBAN-MARAWOY NATIONAL HIGH SCHOOL Grade Level 8

Teacher VIRNA LIZA B. DE OCAMPO Learning Area ENGLISH

Teaching Week: Sep 16-20, 2019 Quarter SECOND
DAY 1 DAY 2 DAY 3 DAY 4
DATE SECTION TIME DATE SECTION TIME DATE SECTION TIME DATE SECTION TIME

Sep 16 Anahaw 7:45-8:45 Sep 18 Anahaw 7:45-8:45 Sep 19 Anahaw 7:45-8:45 Sep 20 Anahaw 7:45-8:45
Sep 16 Lagundi 8:45-9:45 Sep 17 Lagundi 8:45-9:45 Sep 19 Lagundi 8:45-9:45 Sep 20 Lagundi 8:45-9:45
Sep 17 Oregano 12:15-1:15 Sep 18 Oregano 12:15-1:15 Sep 19 Oregano 12:15-1:15 Sep 20 Oregano 12:15-1:15
Daily Lesson Log in Sep 16 Maple 2:15-3:15 Sep 17 Maple 2:15-3:15 Sep 18 Maple 2:15-3:15 Sep 20 Maple 2:15-3:15
English

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
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 Resources
IV. PROCEDURES
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 signalsor expressions in topic development, and appropriate prosodic features,
stance, and behavior.
EN8G-IIe-9: Use appropriate EN8RC-IIf-11: Transcode EN8RC-IIf-11: Transcode EN8VC-IIa-17:Discern
grammatical signals or information from linear information from linear positiveand negativemessages
expressions suitable to each (Graphs and Tables) to non- (Graphs and Tables) to non- conveyedin a material viewed
pattern of idea development: linear texts and vice-versa. linear texts and vice-versa.
general to particular, claim
and counterclaim, problem-
solution, cause-effect, and
others.
Using appropriate cause and Tables and Graphs Tables and Graphs Editorial Cartooning
effect grammatical signals
K to 12 Curriculum Guide K to 12 Curriculum Guide K to 12 Curriculum Guide K-12 Curriculum Guide pp.
(May, 2016) p. 181-182 (May, 2016) p. 179 (May, 2016) p. 179 177
https://www.superteacherwork https://prezi.com/qyjbigdowte0/ http://www.tolerance.org/activit
sheets.com/graphing.html analysing-and-interpreting- y/editorial-cartoons-
non-linear-text/ introduction
pledge.http://www.slideshare.n
et/kazekage15/editorial-
cartooning-24524379
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Recall of previous lesson. Recall of previous lesson. Recall of previous lesson. Recall of previous lesson.
Task 1 Picture Talk Identify the different kinds of Allow the students to give their The students will name the
The teacher will show graphs shown on the board. prior knowledge on linear and following cartoon characters.
students different pictures. non-linear text.
Each group will be given a
picture and will describe them
in front of the class. One
representative from each
group will record answers in a
T-chart with one side
dedicated to the reasons and
one side to the results. They
will be given 5 minutes to do
the activity.
Task 2 Card Game Activity! Board Activity: Group Activity Task 1: The teacher will ask
The students will be grouped The students will answer the The teachers will give different the students about their
into four and they will be following questions: linear texts and the students favourite anime or cartoon
given a card with phrases will transcode linear text to characters. The teacher will
written on it. They will find create tables and graphs. call volunteer students to
the missing words/ phrases describe the characters that
to complete the thought of they want.
the sentence. The first group
to finish will signal to sing 1. What is the largest number
their yell and will receive 2 on the vertical
talking chips each as a scale?___________2.What
reward for the activity. This pulse rate was recorded at 2
task is for five minutes. minutes?_____________3. A
Filipino because of rice pulse rate of 121 beats per
farmers said tariffication,
there are too and retailers
minute was recorded at how
many cheap no longer want many
rice imports in to buy from minutes?_____________4.Ho
the market local
producers. w many items are being
We lack bed because of the compared in the graph?
surge of cases
of dengue. _____________
Much of the so flooding is
country practically
experiences guaranteed.
heavy rains
and lots of
typhoons every
year,
According to due to dengue
the DOH, 622 as of July 20
people have this year.
died What was the average height
in cm for Granny's Bloomers?
 Over 1,000 as a result of _____________What was the
people are flooding and
dead or landslides in average height in cm for No
missing the past week, Fertilizer? _____________
according to
media reports.
These children so they can
work help their
parents.
Since there is a we need to
dengue have extra
outbreak, care on
ourselves.
As a result of many houses
the strong and trees lay in
typhoon, complete ruins.

7.How many sectors are in this

Task 3 Think It Through
Once the students have
finished the task, they will
answer the following
questions:
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
D. Discussing new concepts and
complete the thought of the
practicing new skills #1
sentence?
3. What is your own
definition of cause? effect?
circle graph?
_____________8.What
percentage of people in Shrub
Oak preferred chocolate ice
cream?
_____________9.What
percentage of people in Shrub
Oak preferred butter pecan ice
cream? _____________10.If a
total of 50 people were
surveyed, then how many
people preferred vanilla ice
cream?
Discussion of group activity. Task 2: Discussion of the
Let the students give their own Lesson The teacher will show
definition of graphs and tables. an editorial cartoon to the
students and let them describe
it. This will lead to the
discussion of an editorial
cartoon.
1-2.On two days, the same
number of students are late.
Which days are
these?___________________
_______3.How many students
are late on
Friday?__________________
____4.On which days are the
most students Discussion about cartoon and
late?____________________ editorial cartooning through a
__5.Howmany more students powerpoint presentation from
were late on Monday than using this link.
Tuesday?________________ http://www.slideshare.net/kaze
______

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
The teacher will discuss the
cause and effect signal
words. Then, she will give
oral activities to know if
students understood the
lesson. After this, the
students will be allowed to
create sentences using
cause and effect signal
words.
Task 4 Cause and Effect
Match!
The students will answer the
cause and effect match
activity. They will use cause
and effect signal words.
6. How many cyclists were
from the USA?___________7.
State the slowest time
record.___________8. Who
was in the lead for this part of
the race?___________9. If
you are going to arrange the
order of the cyclist using their
last name, who will be the third
in the line?
_____________________10.
How many countries were
presented in the
table?___________
Graphs and charts are used to
make information easier to
visualize. Humans are great at
seeing patterns, but they
struggle with raw numbers.
Graphs and charts can show
trends and cycles.
The learners are asked to
conduct an interview about the
ages of the grade eight
Discussion of the topic.
Allow them to interview
students about the allocation
of their allowance for the
kage15/editorial-cartooning-
24524379)
The teacher will discuss things
to consider in editorial
cartooning.
The following questions will be
raised for more discussions of
the lessons.1.Why do you love
watching cartoons? 2.How will
you describe the different
cartoon characters? 3.What
are the differences between
the cartoon characters and the
real ones?
Task 1: Match the following
words with their common
symbols.Write the letter on the
space before the number.
_______1.Philippine
Government
_______2.new generation
_______3. peace
_______4.time
_______5.hope
_______6.death
_______7. Wealth
_______8. hindrances
_______9.progress
_______10. slavery
a. chain
b.money bags
c.dove
d.rising building
e. rising sun
f. big clock
g. Wave
h. baby,fetus
i. flag
j. skull/ crossbones
Make an editorial cartoon
based on the editorial below.
Apply the tips in cartooning
 1. The graphic organizer has an students from different week, the use of social media, discussed by your teacher.
appropriate title and labels.
sections. Their output will be in and awareness of dengue Your output will be graded
the form of graph and table. fever. Then, instruct students using the rubrics below the
2. The graphic organizer‘s lines, boxes, to create tables and graphs editorial.
and text are neat and legible. about it.

3. The information in the graphic

organizer is accurate.
4. The spelling, grammar, and
punctuation of the text on the graphic
organize are accurate.

5. The graphic organizer presents the

information in a manner that is easy to
follow.

6. The relationships presented in the

graphic organizer are correct and clear.

7. The form in which the graphic

organizer portrays the information is
appropriate to the relationships being
represented.

8. The graphic organizer demonstrates

an understanding of the topic, its
relationships & related concepts.

9. The graphic organizer fulfills all the

requirements

H. Making generalizations and Generalize the day’s The students will generalize Generalize the day’s Generalize the day’s
abstractions about the lesson discussion. the day’s discussion. discussion. discussion.

Directions: Read each Quiz 1-5 Quiz Items 1-5 Quiz Items 1-5
sentence below. Underline
once the cause and twice the
effect.
1. The little girl was sleepy
I. Evaluating learning
so she sat on her mother’s
lap.
2. The boy was hungry so
he planted corn.
3. The baby laughed
because she liked the toy.
 4. He broke a class rule so
he had to write sentences on
the board.
5. I didn't bring my
homework,
because my dog ate it.
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
Anahaw: Anahaw: Anahaw: Anahaw:
A. No. of learners who earned 80% Lagundi: Lagundi: Lagundi: Lagundi:
in the evaluation Maple Maple Maple Maple
Oregano Oregano Oregano Oregano
B. No. of learners who require Anahaw: Anahaw: Anahaw: Anahaw:
additional activities for remediation Lagundi: Lagundi: Lagundi: Lagundi:
who scored below 80% Maple Maple Maple Maple
Oregano Oregano Oregano Oregano
C. Did the remedial lessons work? Anahaw: Anahaw: Anahaw: Anahaw:
No. of learners who have caught up Lagundi: Lagundi: Lagundi: Lagundi:
with the lesson. Maple Maple Maple Maple
Oregano Oregano Oregano Oregano
D. No. of learners who continue to Anahaw: Anahaw: Anahaw: Anahaw:
require remediation Lagundi: Lagundi: Lagundi: Lagundi:
Maple Maple Maple Maple
Oregano Oregano Oregano Oregano
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?