School: AGUSAN NATIONAL HIGH SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
B. Other Learning Resources
Grade Level: 8
Teacher: CRYSTAL MAYE G. LAUSA Learning Area: ENGLISH
Teaching Dates and Time: WEEK 2 Quarter: FOUR (4)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs;
information flow in various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance and behavior
EN8RC-IVb-2.21.2 EN8VC-IVb-12 EN8LT-IVb-13 EN8WC-IVb-3.4.2
Identify details that support Raise questions about a Identify notable genres Use various strategies in
the topic sentence particular aspect of a contributed by South and decoding meaning of words
EN8LC-IVb-6.2 material viewed West Asian writers EN8V-IVb-15
Infer thoughts and feelings EN8V-IVb-15 EN8LT-IVb-13.1 Use of active and passive
expressed in a text listened Use various strategies in Identify the distinguishing constructions in journalistic
to decoding meaning of words features found in epics contexts
EN8OL-IVb-3.11 contributed by South and EN8G-IVb-13
Use the correct production West Asian writers Use past and past perfect
of sounds of English when tenses in journalistic writing
delivering a manuscript or EN8G-IVb-3
memorized speech in an Distinguish among types of
oration journalistic writing (news
report, opinion article)
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.
DELIVERING A SPEECH SINGAPORE SOJOURN RETELLING A STORY USING ACTIVE AND
BY TAMMY MENDOZA THROUGH PASSIVE VOICE IN
STORYBOARDS JOURNALISTIC WRITING
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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Module 4 Module 4 Module 4 Module 4
pp. 473-480 pp.480-483 pp. 484-487 Pp.488-493
Use English Worksheets https://www.youtube.com/
and Learn (UEWL) pp. watch?v=xRvbrzIyV9E
223-227

IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Activity 1: It’s More Fun in Let students view a video
Asia! presentation about
Identify the country where Singapore.
the following https://www.youtube.com/
landmarks/beauty spots watch?v=xRvbrzIyV9E
can be found. (part 1)
Why do we need to know Activity 7: Unlocking of
more about our Asian Difficulty
neighbors? Solving the word puzzle
How does effective
communication serve as
our bridge to them?
What does it take to be
an efficient
communicator?
Activity 2: Dear Asians Reading Selection: Activity 9: Activity 13:
Identify the countries Singapore Sojourn by In the Beginning One in Vision and
being referred to in the Tammy Mendoza Give the meaning of the Mission
table and describe the italicized words using From the message of PM
people in terms of traits context clues Lee Hsien Loong from
and characteristics. the listening text, identify
the similarities of the
Activity 3: KWL Chart concerns and issues of
What do you know about Asian countries that
Singapore? shape their vision. (Form
five groups)
Activity 4: Questions that Activity 8: Experience What do you think the What problems and
Matter Singapore word “singa” means? issues were mentioned?
Let students listen to List places in Singapore Make a guess. Do you find Minister
Prime Minister Lee Hsien mentioned in the Lee’s plans and actions
Loong’s National Day selection and its applicable to other Asian
2012 Message and let description. countries?
them formulate questions
while listening.
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
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
IV. REMARKS
What questions have you How does the author feel What does the word Do the thinking tool PIN
formed? about Singapore? ‘SINGA’ mean? (point out Positive,
Are the questions you Interesting, Negative
have formed important Why do you think tourists Who was Sang Nila Issues)
that they need to be keep going back there? Utama?
addressed?
Given the chance to meet If changes occur often in
Prime Minister Lee Hsien Singapore, how will you
Loong, which of the describe her people?
question would you like to
ask him? Why?
Activity 5: Say it Right From the video clip
Students will pick three viewed, why was
paragraphs from the text Singapore called “the
of the speech and deliver Miracle of Asia”?
them to the class.
Activity 6: My Trip What do you think Tell something about the What have you
List down activities that brought about the change setting of the story. discovered from the
you would want to do in Singapore? chart?
before going on a trip to What are the important Which positive issues can
Singapore. details in the story? we adopt/practice in the
country?
How did you feel after the How similar or different is What is the importance of When do we use the past
speech? Was it difficult? the culture of Singapore legends, myths, and and past perfect tenses in
Were you comfortable? from that of the other literary genres you journalistic writing?
Philippines? have learned in the What realizations can you
present society? draw from this activity?
Draw a happy face if the What do you think are the Activity 11: Story Board How do you deal with
indicators given during key factors that brought Draw the events of the change?
the speech were evident, about the success of story on the story board. Do you treat them
otherwise, draw a sad Singapore?Will this be Record them in correct positively or otherwise?
face. applicable to the order. Why?
Philippines?
Singapore is one of the https://www.youtube.com/ Activity 12: Think it over Define the words using
Asian countries watch?v=kfxNTUuUftA structural analysis using
frequently visited by (part 2) Importance of legends, the table provided.
tourists. Why do you think myths, and folktales to
so? the present society