SCHOOL Moonwalk National High GRADE LEVEL 8

School
TEACHER MARIA JANELLE N. ORSAIS LEARNING AREA English
GRADES 1 to 12 QUARTER 4
DAILY LESSON LOG
FIRST DAY SECOND DAY THIRD DAY FOURTH DAY
February 10 , 2020 Monday February 11, 2020 Tuesday February 12, 2020 Wednesday February 13, 2020
SCHEDULE 1:40- 2:40 Fleming 12:40-1:40 Watson 12:40-1:40 Watson Thursday
(DATE/TIME) 2:40-3:40 Bernard 1:40- 2:40 Fleming 1:40- 2:40 Fleming 12:40-1:40 Watson
4:00-5:00 Hooke 2:40-3:40 Bernard 2:40-3:40 Bernard 2:40-3:40 Bernard
5:00-6:00 Carson 4:00-5:00 Hooke 4:00-5:00 Hooke 5:00-6:00 Carson
February 11, 2020 Tuesday February 12, 2020 5:00-6:00 Carson February 14, 2020 Friday
12:40-1:40 Watson Wednesday February 13, 2020 Thursday 1:40- 2:40 Fleming
5:00-6:00 Carson 4:00-5:00 Hooke
I. OBJECTIVES
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
A. Content Standards constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
B. Performance Standards 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.
C. Learning EN8LC-IVb-6.2: Infer thoughts and feelings EN8LT-IVb13.1: Identify the EN8G-IVc-14: Use direct and reported (No Classes)
Competencies/ expressed in a text listened to. distinguishing features found speech in journalistic writing Paranaque Day
Objectives EN8V-IVb-15: Use various strategies in decoding in religious texts, epics,
(Write the LC code for the meaning of words. myths, drama, and short
each) stories contributed by South
and West Asian writers.
II. CONTENT Changing Perspective “The Changing Morals of
Direct and Indirect Speech
Korean Students” An Excerpt
“The Changing Morals of Korean Students” An
Excerpt
III. LEARNING RESOURCES

A. Reference/s

1. Teacher’s Guide pages pp. 598-602 p. 603

2. Learner’s Material
pages
3. Textbook Pages
4. Additional Material
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask: What can you say about the relationship of Review the past lesson Play a video of a news anchor and a news
lesson or presenting the Today‘s Filipino youth with their parents? discussed yesterday. reporter reporting news. Students are
new lesson instructed to observe the exchange of
conversation between the two and how
they deliver the report to the people.
B. Establishing a purpose Introduce the author. What is the video all about?
for the lesson. What can you say about their technique
or way of delivering a report?
Professor KIM Tae-Gil (1920-2009) was a Why proper reporting is important?
respected philosopher often addressed as the
'Teacher of Our Time' who had contributed to
making the society more mature and civilized.
He wrote more than 100 essays full of high-
minded spirit and also popular. He served as the
President of the Korean National Academy of
Sciences and as Chairperson of the Korea
Broadcasting System (KBS).
C. Presenting Unlock the meaning of some of the words used Group Work. Discuss direct and indirect speech
examples/instances of the in the essay. Choose the meaning of the Fill in the grid with the including the rules.
new lesson underline words from the choices in the box. Be Positive- Interesting-Negative
able to use them in your own sentences. aspects of the Korean morale
a. already formed opinion before the practices.
experience b. unbelieving, unconvincing c. is
likely to happen or begin very soon d.
compliance e. standard or code f. put an end g.
prevalence or popularity h. cautious behavior i.
the relationship of a son/daughter to his/her
parents j. harsh and severe (Refer on p. 599 of
the Teacher’s Manual.)
D. Discussing new Find out if the Korean youth have the same
concepts and practicing traits as the Filipino youth.
new skills #1. Read Kim Tae- Gil‘s essay entitled ―The
Changing Morals of Korean Students.
E. Discussing new Discuss what the essay is all about.
concepts and practicing
new skills #2.
F. Developing mastery Activity 13: READING COMPREHENSION CHECK
(Leads to Formative 1. What is the essay about?
Assessment) 2. What are the Korean college students‘
attitude towards the following:
a. Filial Duties; b. Belief about Sex; c. Spiritual
and Material Values; and d. Democracy?
G. Finding practical What moral Filipino values shape your identity?
applications of concepts
and skills in daily living
H. Making generalizations Why is it entitled the ―Changing Morals of
and abstractions about Korean Students?
the lesson
"Today’s Korean youth trespasses the final
decision concerning marriage should be made
by the couple involved" and "today’s Korean
college student does not desire to adhere dimly
to the Confucian tradition concerning morals
nor does he want to abandon tradition entirely."
Read more on Brainly.ph -
https://brainly.ph/question/1333919#readmore
I. Evaluating learning Answer the following questions:
1. Compare Korean beliefs with those of the
Filipinos. (4 pts.)
2. What is the author‘s purpose in writing the
essay? (3 pts.)
3. How do you think these beliefs shape
PROCESS QUESTIONS:
1. What can you say about
your group‘s answers?
2. Are all your positive
responses applicable to
Philippine setting?
3. What conclusions can you
draw from your answers?
Discuss the answers.
Share your answers with the
class.
Identify the distinguishing
features found in the essay
written in Korea.
After discussing, drills of changing direct
to indirect speech are employed for
students to have first-hand experience.
Ask the class what the direct and indirect
speeches are?
1. When the actual words of the speaker
are reproduced, it is called direct speech.
Example: He said, ‘I am going to school.’
2. When the main idea of a speaker’s
words is reported by another person and
the exact words are not quoted, it is
called indirect speech or reported
speech.
Example: He said that he was going to
school.
Students will be divided by pair and each
one will play an important role.
Directions:
1. Each pair has to agree on who would
be the interviewer and the interviewee.
2. They will decide what
 identity? (3 pts.) profession/occupation the interviewee
Did you get a good score? If you got… would be.
8-10 Very Good 3. Then reporter has to create 5
You have shared much knowledge on questions to be answered by the
the topic asked. interviewee.
5-7 Good 4. After the interview, the reporter will
You have shared adequate learning on report the result of his/her interview to
the topic asked. the class.
0-4 Fair 5. The teacher will give 2 points per
Read more to sustain ideas about the correct question and answer and that is a
topic discussed. total of 10 point for their performance.

J. Additional activities for

applications or
remediation

V. REMARKs

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lessons.
D. No. of learners who
continue to require
remediation.
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?