School INOSLOBAN-MARAWOY NATIONAL HIGH SCHOOL Grade Level 8

Teacher VIRNA LIZA B. DE OCAMPO Learning Area ENGLISH

Teaching Week: Sep 2-6, 2019 Quarter SECOND
DAY 1 DAY 2 DAY 3 DAY 4
DATE SECTION TIME DATE SECTION TIME DATE SECTION TIME DATE SECTION TIME

Sep 02 Anahaw 7:45-8:45 Sep 04 Anahaw 7:45-8:45 Sep 05 Anahaw 7:45-8:45 Sep 06 Anahaw 7:45-8:45
Sep 02 Lagundi 8:45-9:45 Sep 03 Lagundi 8:45-9:45 Sep 05 Lagundi 8:45-9:45 Sep 06 Lagundi 8:45-9:45
Sep 02 Maple 2:15-3:15 Sep 04 Oregano 12:15-1:15 Sep 05 Oregano 12:15-1:15 Sep 06 Oregano 12:15-1:15
Daily Lesson Log in Sep 03 Maple 2:15-3:15 Sep 04 Maple 2:15-3:15 Sep 06 Maple 2:15-3:15
English Sep 03 Oregano 12:15-1:15

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
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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.
EN8RC-IIa-2.22: Evaluate the EN8RC-IIa-2.22: Evaluate the EN8VC-IIa-1.3: Predict the gist
personal significance of a personal significance of a of the material viewed based
literary text. EN8RC-IIa-2.18: literary text. EN8RC-IIa-2.18: on the title, pictures, and
Relate content or theme to Relate content or theme to excerpts. EN8LT-IIc-
previous experiences and previous experiences and 2.2.1:Express appreciation for
background knowledge. background knowledge. sensory images used.
The Tale of the Woodcutter The Tale of the Woodcutter Japanese and Chinese
and the Tiger ( Korean and the Tiger ( Korean Traditions
Folklore ) Folklore )
K to 12 Curriculum Guide K to 12 Curriculum Guide K to 12 Curriculum Guide
(May, 2016) p. 177 (May, 2016) p. 177 (May, 2016) p. 178
Learning Module pp. 318 Learning Module pp. 318 Learning Module pp. 52-54
Recall of previous lesson. Recall of previous lesson. Recall of previous lesson.
The teacher will play two songs The teacher will play two songs The students will answer the
entitled ―Eye of the Tiger‖ and entitled ―Eye of the Tiger‖ and Anticipation-Reaction Guide
―Roar‖. ―Roar‖.

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
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Sep 02-The teacher is on
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
Students will discuss the
statements given by the
teacher before they proceed to
the lesson proper.
The students will discuss the
details of the story by telling
the parts where the elements
of the short story arise and will
be guided by the questions
below.
The learners will come up with
the comprehensive view of the
tale and the elements of the
short story by doing the ―
Picture Perfect‖ activity. The
leader will prepare a short
description of the picture that
his/her members had shown.
Their performance will be
graded according to a rubric.
Discussion of the lesson.
The learners will be grouped
into five and will show their
love for their family who were
in heaven already by drawing
them on a one-fourth cartolina.
Their performance will be
graded according to a rubric.
The students will generalize
the day’s discussion.
Quiz 1-5
leave
Anahaw: Anahaw:
Lagundi: Lagundi:
Students will discuss the
statements given by the
teacher before they proceed to
the lesson proper.
The students will discuss the
details of the story by telling
the parts where the elements
of the short story arise and will
be guided by the questions
below.
The learners will come up with
the comprehensive view of the
tale and the elements of the
short story by doing the ―
Picture Perfect‖ activity. The
leader will prepare a short
description of the picture that
his/her members had shown.
Their performance will be
graded according to a rubric.
Discussion of the lesson.
The learners will be grouped
into five and will show their
love for their family who were
in heaven already by drawing
them on a one-fourth cartolina.
Their performance will be
graded according to a rubric.
The students will generalize
the day’s discussion.
Quiz 1-5
Anahaw:
Lagundi:
The students will watch a
video clip about Japanese
culture and tradition and they
will discuss the similarities and
differences of Japan and
Philippines.
Allow students to answer the
TRUE-FALSE STATEMENTS
Discussion and sharing of
insights about Japanese
culture
The students will conduct an
online or library research to
come up with a
comprehensive view of the
unifying and distinctive
characteristics, values and
traditions of the people of
China, Japan and Philippines
in preparation for your final
performance task. They will
use a certain template for this
activity.
The students will generalize
the day’s discussion.
Quiz 1-5
Anahaw:
Lagundi:
 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?