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 August 12-16, 2019 Quarter SECOND
MONDAY – Aug. 12, 2019 TUESDAY - Aug. 13, 2019 WEDNESDAY - Aug. 14, 2019 THURSDAY – Aug. 15, 2019 FRIDAY – Aug. 16, 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.
EN8RC-IIa-2.22: EN8RC-IIa-2.22: EN8RC-IIa-2.22: EN8RC-IIa-2.22:
Evaluate the personal significance Evaluate the personal significance of Evaluate the personal significance of a Evaluate the personal significance
of a literary text. a literary text. literary text. of a literary text.
EN8RC-IIa-2.18: EN8RC-IIa-2.18: EN8RC-IIa-2.18: EN8RC-IIa-2.18:
Relate content or theme to previous Relate content or theme to previous Relate content or theme to previous Relate content or theme to previous
experiences and background experiences and background experiences and background experiences and background
knowledge. knowledge. knowledge. knowledge.
KOREAN FOLKLORE Literary elements Literary elements
“ The Tale of the Woodcutter and
the Tiger”
What is a literary text? What are the literary elements?
a piece of written material, such as a
The teacher will play two songs
book or poem, that has the. purpose of
entitled “Eye of the Tiger and Roar”
telling a story or entertaining, as in a
fictional novel. Its primary function as
1

B. Establishing a purpose for
the lesson
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 (leads
to Formative Assessment 3)
a. text is usually aesthetic, but it may
also contain political messages or
beliefs.
Present pictures of Korean, Chinese Present these literary elements: setting, This time present literary elements
and Japanese. Discuss some of their plot, characterization, conflict, point of and let the students guess the title
traits and cultures. view, theme, and tone. of the story.
Agree or Disagree: (Thumbs up Group Activity:
down or up). Present a poem/story then identify the
_____ 1. Koreans are also Asians. elements
_____ 2. Koreans are superior to
Filipinos.
_____ 3. Koreans who have learned
to overcome challenges of
modernity are admirable.
_____ 4. Koreans are our brothers
and sisters.
_____ 5. If Koreans can overcome
the challenges of modernity, Filipinos
can‘t.
Reading a Selection: Group discussion Group preparation of their
“ The Tale of the Woodcutter and presentation
the tiger.”
The learners will discuss the details
of the story by telling the parts where
the elements of the short story arise.
Guide questions: Group Presentation Group Presentation of yesterday’s
1. Identify the characters in the story. activity
What roles do the characters play in
the tale? What are the characteristics
of these characters that you
admire/don’t admire?
2. What particular event or
circumstance in the story has
contributed to the Tiger’s way of
looking at things in a different way?
How has this new way of looking at
things being passed on to the next
generation?
3. What kind of conflict led the
woodcutter to fool the tiger? What
would be your own way of saving
yourself from danger?
4. What would you do if that sense of
duty and shared destiny passed on to
2
 you is in conflict with your own
principles and beliefs in life?
5. Could this tale be used as basis for
you to have a glimpse of how the
Koreans at present are coping with
the challenges of modernity? Explain
G. Finding practical application What is the importance of literary text What is the importance of literary text in What message does the story
of concepts and skills in in conveying information? conveying information? convey that relates to your personal
daily living experience?
H. Making generalizations and The learners will come up with the How is literary element significant to
The learners will come up with the
abstractions about the comprehensive view of the tale and a short story, poem or even
comprehensive view of the tale and the
lesson. the elements of the short story by folklore?
elements of the short story by doing the
doing the ― Picture Perfect activity.
― Picture Perfect activity. The leader will
The leader will prepare a short
prepare a short description of the picture
description of the picture that his/her
that his/her members had shown.
members had shown.
I. Evaluating learning The learners will be grouped into five The learners will be grouped into five and Evaluate group performance using
and will show their love for their will show their love for their family who rubric
family who were in heaven already were in heaven already by drawing them
by drawing them on a whole on a whole cartolina.
cartolina.
J. Additional activities for
application or remediation
NO CLASSES – EID’L FITR SCHOOL INTRAMURALS
V. REMARKS
VI. REFLECTION
A. No. of learners who
HOPE HOPE HOPE HOPE HOPE
earned 80% in the
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evaluation
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B. No. of learners who
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require additional
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activities for remediation
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who scored below 80%
C. Did the remedial lessons
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work? No. of learners who
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have caught up with the
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lesson
D. No. of learners who
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continue to require
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remediation
PRUDENCE PRUDENCE PRUDENCE PRUDENCE PRUDENCE

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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