School Bongabong Technical and Vocational High School Grade Level Grade 8

GRADE 8 Teacher Stephanie D. Balmedina Learning Area English

DAILY LESSON LOG Teaching Dates and Time Quarter Third (Week 9)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES  Determine how  Explain Informative Essay.  Analyze the proper
literary genres of  Develop written expression usage of modals.
Thailand influence using informative essay.  Reflect about the
their people. different abilities they
 Share ideas using possess.
opinion-marking
signals

A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis
– à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in presenting information.

B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
EN8RC-IIIi-12 EN8OL-IIIi-4.1 EN8LT-IIIi-3 EN8WC-IIIi-2.2.16 EN8G-IIIi-3.6
Utilize coping reading Use appropriate verbal Explain how a selection is Compose an informative essay Using modals appropriately
strategies to process and non-verbal cues influenced by culture, EN8G-IIIi-11
information in a text when delivering a history, environment Using appropriate
EN8LC-IIIi-7.4 persuasive speech EN8RC-IIIi-10 documentation
Determine various social, EN8G-IIIi-12 Share ideas using opinion-
moral, and economic issues Use emphasis markers for marking signals
discussed in the text persuasive purposes
listened to
EN8VC-IIIi-19
Judge the relevance and
worth of ideas presented in
the material viewed
EN8V-IIIi-25
Use appropriate strategies
for unlocking unfamiliar
words
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
C. Presenting examples / instance
of the new lesson
D. Discussing new concept and
practicing new skills #1
Why Women Wash Dishes
(Getting Word Meanings
Through Association)
Essential English by Estrella E.
De Vera (Page 245-257)
Elicit the student’s prior
knowledge in the selection
by listing down different
chores they do at home.
Determine the similarities
and differences of Thailand
and Philippines in terms of
various social, moral, and
economic issues.
Show a set of pictures
(attractions of Thailand),
set of words, and
meanings. The students
will work on the vocabulary
by matching the words and
meanings that describe the
given pictures.
Reading Selection: Why
Women Wash Dishes
Describe the three characters
through a Venn diagram
Delivering a Persuasive
Speech (Advertisements)
Essential English by Estrella
E. De Vera (Page 185-191)
Recall the modern legend
that traces the beginning
of the practice of women
washing the dishes.
Get an overview how to
convince and influence
your audience to agree
with an idea or opinion
that you put forth.
Write sentences using the
following as starters:
I have heard the rumor
that…
Obviously…
I believe that…
A friend of mine says…
Do you want to be part
of….?
Study the statements
that you have made.
Which ones are forceful?
Makato & His Cowrie
Shells ( Thailand)
Essential English by Estrella E.
De Vera (Page 175-181)
Watching Video:
Makato and the Cowrie
Shell ( A Thai Folktale)
To discover Thai ‘s
traditions and beliefs as
well as diversity of culture
which shape you as a
Filipino.
Reading the Selection:
Makato and the Cowrie
Shell
What could be the reason
why Makato left his place?
Writing an Informative Essay
Essential English by Estrella E. De
Vera (Page 214-217)
examples.yourdictionary.com/exa
mples-of-informative-essays.html
Warm-up (‘Help me!’): Write on
the board the word
‘EMERGENCY’ and ask students
to say some situations when they
had to ask for help. Make
questions like ‘What happened?’,
‘What did you do?’ and ‘Who did
you call in an emergency?
Express your ideas about a
specific topic.
Show examples of articles
highlighting information in a
logical and direct manner.
Divide the class into four or five
groups.
Using Modals Correctly
Essential English by Estrella E.
De Vera (Page 206-214)
Provide worksheets that
shows catchy tunes from
different artists. Ask the
students to encircle the
words that are dominant in
the song.
Illustrate use of can/can’t,
may/may not/and
should/shouldn’t to
express permission,
prohibition, doubt, and
obligation.
Tell the students to write in
their notebooks five
sentences on what they
 Do you think people Enumerate what were Get started by brainstorming believe they can do and
would agree with you those changes in Makatos about the topic and the main they can’t do.
after telling them any of life after meeting the king? idea.
your statements? Why?

E. Discussing new concept and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
How do cultures and
traditions bring about
diversity and or harmony?
Discuss student’s
responses.
Do the activity:
Vocabulary Mapping
Cite instances around the
world that shows practical
duties at home.
Have the students pick a Opinions can be someone’s
proposition that not belief or personal
everyone would agree judgment to which you can
with and have them agree and disagree. In the
deliver a short discussion selection, the woman told
of the topic. Makato “You are a
determined boy.” Find a
piece of evidence in the
selection that can support
this opinion.
Try your hand at writing a Discuss the answers of the
persuasive letter. You are students.
the class president and
you will be writing a Using Venn Diagram
letter to the school on a compare yourself with
particular project that Makato.
you are planning to put
up.
Video clips of famous Write a reflection about
people giving their the life of the characters in
persuasive speeches. the story.
Create the first draft of your
informational essay.
Discuss the student’s answers.
Allow the students to review,
modify, and reorganize their
work with the goal of making it
the best it can be after the
checking.
Cite instances that depicts the
use of informational essays.
Tell the students to write
in their notebooks three
sentences using ‘may’ and
‘may not’. Explain to the
them that when using
‘may’ they are giving
permission to do.
Something. E.g. you may
play after the class. When
using ‘may not’ they are
refusing to give permission
to do something. E.g. you
may not take my pencil.
Divided into four groups:
G1: Think of a song which
helps us realize our
abilities.
G2: Male a slogan related
to the message of the song
“I Can”
G3: Present a tableau
which depicts the idea of
Modals.
G4: Draw symbolism of
Modals.
The teacher plays a video
clip.

H. Making generalizations and
abstractions about the lesson
Summarize the day’s
discussion. (It is often used
in cultural studies, as it tells
how this tradition came to
be in the Philippines.)
Finish the open-ended What is the theme How can the knowledge on Recap the lesson by asking
questions. presented in the selection? writing informative essays help the students would they be
I learned that… you as a student? able to use can/can’t,
I realized that… may/mayn’t in the future.
Quickly review with the
students the situations in
 which should/shouldn’t is
used.

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
In your own opinion, is
dishwashing a woman’s
chore? Justify your answer.
Find out the author’s
purpose of writing this
selection
Why persuasive speech Determine the meaning of Provide three details and have Write an essay answering
matters? words and expressions that students write a reasonable topic the question: What is your
reflect the local culture by that they would fall under in a greatest dream in life?
noting context clues paragraph.
Write five “ powerful Perform the LM task Distribute the worksheet: Idea Perform the LM task
words” definitions and Map
sample sentences. Students will practice generating
a hierarchical structure of
information by creating a web of
their own. You may choose to
have students actually write an
essay based on this idea web.

VI. REFLECTION
A. No. of learners who earned 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______
80% in the evaluation 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______
Average ______ Average ______ Average ______ Average ______ Average ______
B. No. of learners who require 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______
additional activities for 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______
remediation Average ______ Average ______ Average ______ Average ______ Average ______
C. Did the remedial lessons work? Yes No Yes No Yes No Yes No Yes No
No. of learners who have caught 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______
up with the lesson 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______
Average ______ Average ______ Average ______ Average ______ Average ______

D. No. of learners who continue 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______
to require remediation 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______
Average ______ Average ______ Average ______ Average ______ Average ______

E. Which of my 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?
Gender and Development (GAD)
Integration
Class Proficiency Level (CPL) 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______ 8-Aventurine ______
8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______ 8-Bixbite ______
Average ______ Average ______ Average ______ Average ______ Average ______

Prepared by: Checked by:

STEPHANIE D. BALMEDINA
Teacher I
Department Head