School: Grade Level: 8

GRADES 1 to 12 Teacher: Fytz & Ave Learning Area: ENGLISH

DAILY LESSON Teaching Dates and
LOG Time: Week 1 Quarter: 2ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced Remediation/Enhancement
by nature; relationship of visual, sensory, ad 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.
B. Performance Standards: 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 feature, stance, and behavior.
C. Learning EN8RC-IIa-2.22 EN8VC-IIa-1.3: EN8LT-IIa-9.1: EN8OL-IIa-5: Use the
Evaluate the personal Predict the gist of the material Describe the notable literary appropriate prosodic features of
Competencies/Objectives: significance of a literary viewed based on the title, genres contributed by East speech when delivering an
Write the LC Code for each text pictures, and excerpts Asian writers entertainment speech

EN8RC-IIa2.18: EN8VC-IIa-17: EN8LT-IIa-9.2: EN8G-IIa-9:

Relate content or theme to
previous experiences and
background knowledge
EN8LC-IIA7
Employ appropriate
listening skills and
strategies suited to long
descriptive and narrative
texts
Discern positive and negative
messages conveyed in a
material viewed
EN8-IIa-24.1:
Distinguish between and
among verbal situational, and
dramatic types of irony and
give examples of each
Identify the distinguishing
features of notable East Asian
poems, folktales, and short
stories
EN8WC-IIa-2.8
Compose effective paragraphs
EN8WC-IIa-2.8.7:
Limit a topic
Use appropriate grammatical
signals or expressions suitable to
each pattern of idea
development:
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect
 And others

EN8LC-IIa-7.2:
Employ projective listening
strategies with longer
stories
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Two Brothers ( Element of Short Makatao & His Cowrie COORDINATING
II. CONTENT Egypt) Story Shells ( Thailand) CONJUNCTIONS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 18-20 23-30

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Page 1
 2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Lesson or At the beginning of this
Presenting the New Lesson The selection is lesson the teacher will Watching Video: Coordinating conjunction
considered the oldest ask the students a Makato and the Cowrie join words, phrases and
literary piece believed series of questions to Shell ( A Thai Folktale) clauses of equal rank
to have been written determine the level of
3000 years before understanding with
Christ regards to the elements
that make up a story.
 What are the
parts of a
story?
 What types of
graphic
organizers can
we use to show
the elements,
or parts, or a
story?
B. Establishing a Purpose for the
Lesson Discover the The students should To discover Thai ‘s  Language recall:
similarities of know the elements of a traditions and beliefs as  Language form
Egyptians and story: characters, well as diversity of and function
Filipinos in terms of setting, problem, and culture, which make you
culture, beliefs, solution. a better Filipino?
respect and love for Activity 1. “Guess What?
family and reverence
to God as depicted in
this selection
C. Presenting Examples/Instances of  Understand what a
the Lesson Reading the story The students should Reading the Selection: Coordinating
“The Two Brothers” know how to use a Makato and the Cowrie Conjunction is.
story map to organize Shell  Learn the seven

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Page 2
 elements of a story. words that make
up FANBOYS.
D. Discussing New Concepts and Listen to a YouTube
Practicing New Skills #1 Describe the three Clip that is about the What could be the How to use Coordinating
characters through a elements in a reason why Makato left Conjunctions properly
Venn diagram story. Parts of a Story his place?
Song
E. Discussing New Concepts and Once the clip is over
Practicing New Skills #2 Using the plot review the elements. Enumerate what were Activity 11. Work with
organizer (optional) Have the students those changes in Coordinates
enumerate the events engage in a brief Makato’s life after
in the story by filling discussion to define meeting the king?
in the rectangles. each element. (check
Explain your work to to understand each Activity 2. Paint a Picture
the class character):
(make use of suitable Characters: the people
organizer easily in the story (who)
understood by the Setting: where and
learners). when the story takes
place (where, when)
Problem: what went/is
wrong within the story
(what)
Solution: how the
problem is fixed/solved
(how)
F. Developing Mastery The students will
Using problem- participate in  Using Venn Activity 12. Combine/fuse
solution chart, identify collaborative Diagram
the problems and conversation (small compare yourself
provide solutions group) to develop a with Makato
based on the story map of their own.  Compare and
selection Receive individual story contrast you and
map and later Makato
collaborate with the
group to plot elements
of the story.
G. Finding Practical Applications of The student will be
Concepts and Skills in Daily Living If you were Bata, given a short book and Determine which of those Activity 13. Supply the
would you believe identify all story traits would you like to parts
your wife’s elements then display improve in your life

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Page 3
 explanation?
H. Making Generalizations and
Abstractions about the Lesson What problems are
faced by the two
brothers? Are these
problems happening
in today’s world?
I. Evaluating Learning
Activity 31. Drawing
Out… What?
J. Additional Activities for
Application or Remediation
V. REMARKS
them using story map.
The students will share
their stories with their
original group who
developed the story
maps and discuss
similarities and
differences. Review the
elements from story
map.
The students will
participate in
collaborative
conversation to develop
a story map.
Activity: Lay the
Roadmap
Summarize and trace the Therefore, when you want
significant event s of the to link and join words,
story by completing the phrases and clauses of
graphic organizer equal rank make use of
conjunctions/coordinates.
Activity: Dare to Climb
Using graphic organizer,
draw out the values/traits Activity: word pool
of the character which
enable him/her become
successful and better
person
(Introspecting)

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Page 4
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Page 5 of 5

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Page 5