DLL Grade 8 Weeks 3-4

DAILY LESSON School Grade 8
LOG Level
Teacher English
Learning
Area
Teaching Dates Quarter FIRST
and Time
DAY 1
I.OBJECTIVES
A. Content The learner demonstrates understanding of: African literature

Standards as a means of exploring forces that human beings contend
with.
B. Performance The learner transfers learning by composing and delivering an

Standards 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.
C. Learning Compare and contrast the presentation of the same topic in

Competency/ different viewing genres
Objective EN8VC-Ii-15
Specific Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide
Pages
2. Learner’s
Materials
3. Textbooks Pages
4. Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Warm Discuss the different viewing genres.

up/Introduction

Questions:
1. What was the recent movie or series you have watched?

2. Which part of the story that struck you?
3. How would you describe it?
4. How did you feel while watching?
5. Why did you feel that way?
6. Now, which among the genres do you prefer watching?
7. Why do you enjoy watching such genre?
B. Modeling
Watch the video clip from the movie Four Sisters and A
Wedding.
https://i1.wp.com/filstopfilipinofood.com/wp-content/uploads/2019/03/four-sisters-and-a-wedding.jpg?w=1000&ssl=1
Video: https://youtu.be/_szq4SBIqJQ
Questions
1. What is the genre of the movie?

2.What was the dominant emotion?
3.What made it exciting or plain?
4.How did the characters bring out the message of the movie?
5.How did the plot help establish the genre?
6.Will you cite one of the remarkable events that help build the
message of the story?
7.How did the settings reflect the mood of the movie?
8.How was your attention drawn to particular images?
9.How did the entirety of the movie elicit the theme?
10.Do you think the movie effectively communicate the theme?
C. Guided Practice
1
D. Guided Practice Show the poster of the Philippine tv-series or movies.
2 Identify the genre.
https://i2.wp.com/horrorworld.reviews/wp-
content/uploads/2019/04/Aurora-feature.jpg?
fit=426%2C597&ssl=1
https://images-na.ssl-images-
amazon.com/images/I/91aX9hS5peL._RI
_________________ ________________
https://m.media-
amazon.com/images/M/MV5BMDliNTMz
https://m.media- NjYtY2Q1Zi00OGZlLTk5ZjEtNWU5NWY
amazon.com/images/M/MV5BZjBkYTZjN 0OGY1ZDFjXkEyXkFqcGdeQXVyNjUzO
zgtOGNiZS00ZWRkLTk0ZTUtNjZmZjllN DU3MTE@._V1_UY1200_CR145,0,630,
GNlN2IzXkEyXkFqcGdeQXVyNTI5NjIyM 1200_AL_.jpg
w@@._V1_.jpg
_________________ _________________
https://static.wixstatic.com/media/c98d42 https://1.bp.blogspot.com/-
_1b15c453dc2348f5a1c73f749616eae3~ luoP6BhJMVQ/XQZKPETTndI/AAAAAAA
mv2.jpg/v1/fill/w_748%2Ch_1000%2Cal_ AB_4/-7Kk8Mg2_-
c%2Cq_90/file.jpg wGEeVZcphKKriOH0z4v75TACLcBGAs/
s1600/1.png
________________ _________________
E. Guided Practice Deliver each line with different tone such as (comedy,
3 drama, action, fantasy, and/or horror).
https://www.pinterest.ph/pin/82894449378167523/
https://i.pinimg.com/564x/ca/4b/6f/ca4b6f2b41d6da43ddd1f49282e36d5f.jpg
https://www.pinterest.ph/pin/22658804351946461/
Note: Refrain from using sharp items or toys that suggest

violence. Karate or Taekwondo-like skills are preferred
F. Independent Watch the video clips.
Practice
1.Drama: The Boy Who harnessed the wind
Sources:
2.Comedy: Emmanuella Channel
Sources:
photo:
https://images-na.ssl-images-
amazon.com/images/I/81ICj8aumyL._SX46
6_.png
video:
https://youtu.be/0c6mI9ewB1c
3.Horror: 8 Official Trailer
Sources:
photo:
https://i.ytimg.com/vi/K_oHB0qlaDo/maxres
default.jpg
video:
https://youtu.be/D1Ru5gV6iUs
4.Epic: The Lion King
Sources:
photo:
https://upload.wikimedia.org/wikipedia/en/9/
9d/Disney_The_Lion_King_2019.jpg
video:
https://youtu.be/7TavVZMewpY
5.Sci-Fi: Black Panther

Sources:
photo:
https://cdn.britannica.com/36/198336-050-
A9B8AA86/Chadwick-Boseman-Tchalla-
Black-Panther-Black.jpg
Questions:
1. Identify the Genre of each video.
2.How each video is related with the others?
3.Cite the part that illustrate its similarity with the other videos.
4. Present the differences of each videos in terms of genre.
5. How would you describe the theme of the videos?
F. Application Choose two of Mandela’s movies.
Mandela (1987)
Neslon Mandela: Free At Last (1990)
Invictus (2009)
Mandela:Long Walk to Freedom (2013)
Compare and contrast them. Complete the details asked.
similarities
_______________
_______________
Title _______________ Title
__________
Differences: Differences:
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
V. Remarks
VI.REFLECTION
No. of learners who ___ of Learners who earned 80% above

earned 80% on
the formative
assessment
No of learners who ___ of Learners who require additional activities for

require additional remediation
activities for
remediation
Did the remedial ___Yes ___No

lessons work? ____ of Learners who caught up the lesson
No. of learners
who caught up
with the lesson
No. of learners who ___ of Learners who continue to require remediation

continue to
require
remediation.
Which of my Strategies used that work well:

teaching ___Socratic Questioning
strategies worked ___ Game-Based Learning
well? Why did
___Interactive LectureDemonstrations The activity can be a
these work?
classroom experiment, a survey, a simulation or an analysis of
secondary data.
___Cooperative Learning
___Jigsaws
___Gallery Walks
___Fieldtrips
___Making notes from book
___Use of internet/audio visual presentation
___Text books
___Investigations
___Models
___Demonstrations
Other Techniques and Strategies used:4

___Manipulative Tools
___Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
What difficulties did I

encounter which __ Bullying among pupils
my principal or __ Pupils’ behavior/attitude
supervisor can
__ Colorful IMs
help me solve?
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
Prepared by:
Winona N. Dingal
Teacher
DAILY LESSON School Grade 8
LOG Level
Teacher English
Learning
Area
Teaching Dates Quarter FIRST
and Time
DAY 2
I.OBJECTIVE
A. Content The learner demonstrates understanding of cohesive devices in

Standards presenting information.
B. Performance The learner transfers learning by effective use of cohesive

Standards devices
C. Learning
Scan for logical connectors to determine the text type.
Competency/
EN8RC-Ib-7.2
Objective
D. Specific
Objectives
II. CONTENT
III. LEARNING
RESOURCES
A.References:
1. Teacher’s
Guide Pages
2. Learner’s
Materials
3. Textbooks
Pages
4. Learning
Resource(LR)
Portal
B. Other Learning http://explainwell.org/index.php/table-of-contents-synthesize-

Resources text/types-of-summaries/
http://patricia-alegre.blogspot.com/2007/06/argumentative-
writing-connectors
IV. PROCEDURES
A. Warm up/ Examine the types of texts.
Introduction
Types of texts
descriptio procedure compariso cause- problem-

n where the / sequence n the author effect solution
author the author explains explanatio the author
describes lists how two or nthe author describes a
topic different more presents problem
characterist activities in objects, ideas, and gives
ics, their events, events in one or
more
COHESIVE DEVICESchronologic
features, experiences, time, or
solutions to
attributes, al order or are alike facts as
Addition
etc. and enumerates and/or causes and the
Also, Again, gives Indeed,
items in a different. the resulting problem.
as well as, And, examples. Next,
numerical effect(s) in
furthermore, And then, Too,
order. time.
in addition, likewise, Besides, What is more
moreover, similarly, Equally, finally
in fact, Further,
Procedure/Sequence
During, after, before, before that While, since source:
since, until, upon afterwards Once, whenever

and then, then, next, meanwhile as soon as
after that, beforehand as long as In order to
following that Until, after,, when by the time logically and effectively
Comparison convey the ideas,
comparatively, Compared to, way/manner, cohesive devises are
likewise, moreover, In compared to, Likely, used. These are words
like, again, also, In the same at the same time or phrases that connect
the ideas in your
Contrast sentence or paragraphs.
however Although, though It may be the
nonetheless (in spite of the fact case that,
nevertheless that) Regardless,
on the other hand While, whereas Unlike,
in contrast Where, Besides, Different from,
on the contrary Conversely, Alternatively,
but...anyway Instead, Still,
but...still in spite of It is true that, Questions:
yet...still even though Notwithstanding,
but, yet, despite Otherwise, By contrast, 1. Who among you are
Certainly fond of reading books,
Cause-effect researches, news
because because of As a result articles, blogs,
as, since due to For that reason, speeches, post on
in as much as in order to Thus, social media or
such...that now that Subsequently, comments?
so that as long as In effect,
2. Are you among those
in order that, therefore Accordingly,
so consequently incidentally who write, author, or
post your idea online?
Reformation 3. Will you share the last
in other words, rather, briefly, put simply, online post you have
that is to say, in a nutshell, that is (to say),
in short, in brief, to put it differently. basically
Sources:1.https://staff.washington.edu/marynell/grammar/logica
lconnectors.html
2.http://patriciaalegre.blogspot.com/2007/06/argumentativewriti
ng-connectors
read? What is it all about?
4. How will you distinguish these papers in terms of their
purpose and structure?
5. They are describing the topic, giving instructions, providing
reasons, offering solutions, or comparing or contrasting things,
aren’t they?
6. What do you call them?
7. Why is the writer would pen a descriptive, procedural, causal,
compare-contrast, problem-solution text?
8. How will you logically communicate your political, economic,
social or spiritual views?
9. What are the different classifications of cohesive devices?
10. Will you give me examples of transitions?
B. Modeling Let’s Do Together!

1. Examine the words and phrases provided.
2.Determine cohesive devices in the word pool.
3.Refer to the table of the cohesive devices.
3.Let us underline them.
as well as furthermore in compared to

Cohesive devices spotted!
between meanwhile in the same
in effect
as well as affect
furthermore precise
in compared to
between
important subsequently
meanwhile notwithstanding
in the same
in
byeffect
contrast exact
affect in other words
precise
important
absolute beforehand
subsequently that is to say
notwithstanding
by contrast exact in other words
absolute beforehand that is to say
C. Guided Read the sentences.

Practice 1 Choose the appropriate transitional device to complete each.
Underline your choice from the options enclosed in the parenthesis.
1.
D. Guided Read the article from the Lancet Global Health about the COVID-19 in
Practice 2 Africa. Note the transitional words or phrases. Underline them.
On March 11, 2020, when coronavirus disease 2019 (COVID-

19), caused by severe acute respiratory syndrome coronavirus 2
(SARS-CoV-2), was declared a pandemic by WHO, there were
comparatively few cases reported from Africa.
Mostly, the early COVID-19 cases in Africa were imported from
Europe, due to the higher volume of business and tourism airline
traffic between African countries and Europe, and less from China.
The first confirmed case was reported in Egypt on Feb 14,
2020, (an adult male whose 17 contacts tested negative) and
prompted African preparedness efforts. Overall, seven of the nine
travelers in South Africa, on Feb 29, 2020 were positive for COVID-19,
five of whom were asymptomatic. While in Senegal, the first COVID-19
case was reported on March 7, 2020, in a traveler returning from Italy.
Moreover, the Democratic Republic of the Congo confirmed its first
case of COVID-19 on March 10, 2020: an adult male who tested
positive in the capital city of Kinshasa after returning from France.
Accordingly, these early index cases show the imported nature of the
epidemic in Africa among young affluent adult travelers from Europe.
However, the majority of COVID-19 cases currently being identified
and reported from African countries are due to local transmission.
Source: https://www.thelancet.com/journals/langlo/article/PIIS2214-
109X(20)30212-6/fulltext published:April 28, 2020 retrieved on June
13, 2020.
Questions:
1. What are the connectors used in the article?

2. What are the prevailing connectors that signal the purpose of the
article?
3. How do you think the connectors help to logically convey the
message of the text?
4.Why are the connectors important?
E. Guided Group Activity

Practice 3
Remember!
1. Participate with the group discussion.

2. Acknowledge each other’s contribution.
3.Share with each other your thoughts with regard the task.
4.Practice working attentively.
Accuracy 60 %
RATE
Timeliness 10 %
US
Cooperation 30 %
Group 1
Instructions: Analyze the text assigned to your group. Identify

the topic and its characteristics. Underline the connectors used.
Classify the purpose of the text.
Coronavirus disease (COVID-19) is an infectious disease

caused by a newly discovered coronavirus. Most people infected with
the COVID-19 virus will experience mild to moderate respiratory illness
and recover without requiring special treatment. Older people, and
those with underlying medical problems like cardiovascular disease,
diabetes, chronic respiratory disease, and cancer are more likely to
develop serious illness.
The best way to prevent and slow down transmission is be well
informed about the COVID-19 virus, the disease it causes and how it
spreads. Protect yourself and others from infection by washing your
hands or using an alcohol-based rub frequently and not touching your
face.
The COVID-19 virus spreads primarily through droplets of
saliva or discharge from the nose when an infected person coughs or
sneezes, so it’s important that you also practice respiratory etiquette
(for example, by coughing into a flexed elbow).
At this time, there are no specific vaccines or treatments for
COVID-19. However, there are many ongoing clinical trials evaluating
potential treatments. WHO will continue to provide updated information
as soon as clinical findings become available.
source: https://www.who.int/
Group 2
Instructions: Analyze the text assigned to your group. Connect
the ideas using the cohesive devices to come up with
paragraphs. Identify the purpose of the text.
You can reduce your chances of being infected or spreading COVID-

19 by taking some simple precautions:
 Regularly and thoroughly clean your hands with an alcohol-

based hand rub or wash them with soap and water.
 Maintain at least 1 metre (3 feet) distance between yourself
and others.
 Avoid going to crowded places.
 Avoid touching eyes, nose and mouth.
 Make sure you, and the people around you, follow good
respiratory hygiene. This means covering your mouth and
nose with your bent elbow or tissue when you cough or
sneeze. Then dispose of the used tissue immediately and
wash your hands.
 Stay home and self-isolate even with minor symptoms such as
cough, headache, mild fever, until you recover. Have someone
bring you supplies. If you need to leave your house, wear a
mask to avoid infecting others.
 If you have a fever, cough and difficulty breathing, seek
medical attention, but call by telephone in advance if possible
and follow the directions of your local health authority.
 Keep up to date on the latest information from trusted sources,
such as WHO or your local and national health authorities.
source: https://www.who.int/emergencies/diseases/novel-coronavirus-
2019/advice-for-public
Group 3
Instructions: Analyze the text assigned to your group.
Determine the similarities and dissimilarities of coronavirus and
flu. Complete the diagram. Highlight the cohesive devices used.
How does the new coronavirus compare with the flu?

By Rachael Rettner
Both seasonal flu viruses (which include influenza A and
influenza B viruses) and COVID-19 are contagious viruses that cause
respiratory illness. However, when it comes to symptoms and severity
typical flu symptoms include fever, cough, sore throat, muscle aches,
headaches, runny or stuffy nose, fatigue and, sometimes, vomiting and
diarrhea, according to the CDC. Flu symptoms often come on
suddenly. Most people who get the flu will recover in less than two
weeks. But in some people, the flu causes complications,
including pneumonia.
On the other hand, with COVID-19, doctors are still trying to
understand the full picture of disease symptoms and severity.
Reported symptoms in patients have varied from mild to severe, and
can include fever, cough and shortness of breath, according to the
CDC. Other symptoms may include fever, chills, repeated shaking with
chills, muscle pain, headache, sore throat and new loss of taste or
smell. COVID-19 symptoms appear to come on more gradually than
those of flu, according to Healthline.
Older adults and people with underlying medical conditions,
including heart disease, lung disease or diabetes, appear to be at
higher risk for more serious complications from COVID-19, compared
with people in younger age groups and those without underlying
conditions.
However, because fewer people have likely gotten COVID-19
in the U.S. than have gotten the flu, the odds of becoming hospitalized
if you have a confirmed case of COVID-19 are thought to be higher
than the odds of being hospitalized with influenza.
Children are a high risk group for complications from flu, but
this doesn't seem to be the case for COVID-19 few children have been
hospitalized with the new coronavirus. But recently, COVID-19 has
been linked to a rare but serious inflammatory syndrome in children,
called pediatric multisystem inflammatory syndrome.
source: https://www.livescience.com/new-coronavirus-compare-with-
flu.html
Group 4

Determine the cause and effect. Complete the diagram. Encircle
the cohesive devices used.
Pneumonia is a severe lung infection. In some people, it can

be fatal, especially among the elderly and those with respiratory
disorders. COVID-19, the disease the novel coronavirus causes, can
spread to the lungs, causing pneumonia.
According to the Centers for Disease Control and
Prevention (CDC), COVID-19 is a respiratory illness. A person may
have a dry cough, fever, muscle aches, and fatigue.
The virus can progress through the respiratory tract and into
a person’s lungs. This causes inflammation and the air sacs, or alveoli,
that can fill with fluid and pus. This progression then limits a person’s
ability to take in oxygen.
People with severe cases of pneumonia may have lungs that
are so inflamed they cannot take in enough oxygen or expel enough
carbon dioxide.
Continuous oxygen deprivation can damage many of the body’s
organs, causing kidney failure, heart failure, and other life threatening
conditions.
According to the World Health Organization (WHO), the most common
diagnosis for severe COVID-19 is severe pneumonia. For people who
do develop symptoms in the lungs, COVID-19 may be life threatening.
In China, doctors classified 81% of COVID-19 cases as mild.
These mild infections include mild cases of pneumonia. The remaining
19% of cases were more severe
As a result, people with COVID-19 pneumonia experience
changes in their lungs, including: inflammation that may be so severe,
it damages the lungs’ alveoli fluid accumulation in the lungs, gas
exchange difficulties that make it hard to get enough oxygen or expel
enough carbon dioxide, and fluid leaking out of blood vessels in the
lungs.
Source:
https://www.medicalnewstoday.com/articles/pneumonia-and-
covid-19#relationship
Group 5
Determine the problem and solutions. Complete the diagram.
Encircle the cohesive devices used.
Coronavirus in Africa: How deadly could COVID-19
become?
In the face of catastrophic coronavirus death toll predictions,
African governments are looking at a number of strategies to mitigate
the risk and combat the unique challenges facing the continent.
Indeed, almost all African states have closed their borders and
brought in social distancing measures, closing educational institutions
and banning mass gatherings to slow the transmission of the coronavirus
from person to person. By April 19, the Africa CDC reported that 34
countries had gone further and brought in night-time curfews or partial
lockdowns, while 21 had implemented national lockdowns restricting
nonessential movement across the whole country. 11 had brought in
rules requiring people to wear face masks in public.
Lockdowns have come at a heavy price, with a high proportion of
citizens dependent on subsistence income and governments less able to
give cash handouts than those in the global North. Cases of brutality as
police enforce the measures are on the rise, and aid agencies have
warned that the measures are pushing many millions into severe hunger.
source: https://www.dw.com/en/coronavirus-in-africa-how-deadly-
could-covid-19-become/a-53230519
F. Independent Examine the text thoroughly. Some of the connectors
Practice are missing. Complete the statement using the connectors. Pu it
on the space provided.
In areas with widespread transmission, the World Health

Organization (WHO) advises medical masks for all people working in
clinical areas of a health facility, 1._________ workers dealing with patients
with COVID-19. 2.__________, said the Director General, 3._______doctors are
doing a ward round on the cardiology or palliative care units 4.______
there are no confirmed COVID-19 patients, they should still wear a
medical mask.
In areas with community transmission, the WHO now advises

5._________ members of the general public aged 60 and older 6._______
those with underlying conditions should wear a medical mask in
situations 7.________ physical distancing is not possible.
8. __________, the general public should wear non-medical masks

where there is widespread transmission and when physical distancing
is difficult, 9._________ on public transport, in shops or in other confined or
crowded environments.
10._________, the WHO has released new guidance on cloth masks,

recommending that they consist of at least three layers of different
materials: an inner layer being an absorbent material like cotton, a
middle layer of non-woven materials such as polypropylene (for the
filter) and an outer layer, which is a non-absorbent material such as a
polyester or a polyester blend.
source: https://www.weforum.org/agenda/2020/06/covid-19-what-
you-need-to-know-about-the-coronavirus-pandemic-on-8-june/
meanwhile not only In other words

When Where Such as
That Hence Additionally
And Where also
Suggested answers
1. not only
2. In other words
3. when
4.Where
5.That
6.And
7.Where
8.Additionally
9.such as
10.Hence
F. Application
V. Remarks
VI.REFLECTI ON
No. of learners who ___ of Learners who earned 80% above

earned 80% on the
formative assessment
No of learners who ___ of Learners who require additional activities for remediation
require additional
activities for remediation
Did the remedial lessons ___Yes ___No

work? No. of learners ____ of Learners who caught up the lesson
who caught up with the
lesson
No. of learners who ___ of Learners who continue to require remediation

continue to require
remediation.
Which of my teaching Strategies used that work well:

strategies worked well? ___Socratic Questioning
Why did these work? ___ Game-Based Learning
secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
___Text books
___Investigations
___Models
___Demonstrations

___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete Ims
of the lesson
What difficulties did I

encounter which my __ Bullying among pupils
principal or supervisor __ Pupils’ behavior/attitude
can help me solve? __ Colorful Ims
Equipment (AVR/LCD)
Internet Lab
What innovation or Planned Innovations:

localized materials did I __Contextualized/Localized and Indigenized IM’s
use/discover which I __ Localized Videos
wish to share with other __ Making big books from
teachers? views of the locality
Prepared by:
Winona N. Dingal
Teacher
DAILY LESSON LOG School Grade

Level 8
Teacher
Learning English
Area
Teaching
Dates and Quarter FIRST
Time
DAY 3
I.OBJECTIVE
E. Content Standards The learner demonstrates understanding of prosodic

features that serve as carriers of meaning;
F. Performance The learner transfers learning by effective use of parallel

Standards structures and cohesive devices and appropriate
prosodic features, stance, and behavior.
G. Learning Competency/
Objective Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect
meaning.
EN8LC-If-5.2 (listening comprehension)
II. CONTENT
III. LEARNING RESOURCES
A.References:
1. Teacher’s Guide Pages
2. Learner’s Materials P39
3. Textbooks Pages
4. Learning Resource(LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
G. Warm up/Introduction
Content words which carry ideas are stressed while
Functions words are unstressed and pronounce quickly.
Content Words Function Words

Noun (Moana, Beach, Determiner (a, an, the,
Coconut) some, all)
Syllable
Noun run)
Verbs (write, perform, 1 2
Auxiliary3verbs (is,
stress
was,
or has, do, can)
verb
Adjectives (wonderful, Prepositions (to, in, on
honest) for, from)
Adverbs (joyfully, Pronouns (it, he, she,

regularly) we, they, her)
Demonstrative (this, those) Conjunctions (and, so,
but, thus)
H. Modeling Teacher
WORD Stress
noun verb
I. Guided Practice 1
Read speech
J. Guided Practice 2 Read the sentence. Identify the proper stress of the
underlined word based on its function.
1.
WordK. Guided
Noun Practice
Syllabl 3 Syllable Syllable stressed
or verb e 1 2 3
L. Independent Practice Underline the stress dialogue
F. Application Supply with word with its proper stress
V. Remarks
VI.REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above
80% on the formative
assessment
___ of Learners who require additional activities for

B. No. Learners who require remediation
additional activities for
remediation
C. Did the remedial lesson ___Yes ___No

work? No. of learners who have ____ of Learners who caught up the lesson
caught up with the lesson
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation
E. Which of my teaching Strategies used that work well:

strategies work well? Why did ___Socratic Questioning
this work? ___ Game-Based Learning
___Interactive LectureDemonstrations The activity can
be a classroom experiment, a survey, a simulation or an
analysis of secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
___Text books
___Investigations
___Models
___Demonstrations
___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson
__ Bullying among pupils

__ Pupils’ behavior/attitude
__ Colorful IMs
F. What difficulties did I
encounter which my principal or
Equipment (AVR/LCD)
supervisor can help me solve?
Internet Lab
__ Localized Videos
G. What innovation or localized __ Making big books from
materials did I use/discover views of the locality
which I wish to share with other __ Recycling of plastics to be used as Instructional
teachers? Materials
Prepared by:
Winona N. Dingal
Teacher
GRADE 8 SCHOOL GRADE 8
DAILY LESSON LOG
DATE SUBJECT English
TEACHER QUARTER 1st

Week 3- day
4
I.OBJECTIVE
H. 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.
I. Performance The learner transfers learning by composing and delivering

Standards 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.
J. Learning Use appropriate prosodic features of speech when

Competency/ delivering lines
Objective EN8OL-Ie-5 (oral fluency)
II. CONTENT
III. LEARNING
RESOURCES
A.References:
Pages
6. Learner’s Materials
7. Textbooks Pages
8. Learning
Resource(LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
M. Warm
up/Introduction
N. Modeling
O. Guided Practice 1
P. Guided Practice 2
Q. Independent
Practice
F.Application
V. Remarks
VI.REFLECTION
A. No. of learners who ___ of Learners who earned 80% above

earned 80% on the
___ of Learners who require additional activities for

B. No. Learners who require remediation
additional activities for
remediation
C. Did the remedial lesson ___Yes ___No

work? No. of learners who ____ of Learners who caught up the lesson
have caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require remediation

continue to require
remediation
E. Which of my teaching Strategies used that work well:

strategies work well? Why ___Socratic Questioning
did this work? ___ Game-Based Learning
___Interactive LectureDemonstrations The activity can be
a classroom experiment, a survey, a simulation or an
analysis of secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
___Text books
___Investigations
___Models
___Demonstrations

___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson

F. What difficulties did I __ Colorful IMs
encounter which my __ Unavailable Technology
principal or supervisor can Equipment (AVR/LCD)
help me solve? __ Science/ Computer/
Internet Lab
G. What innovation or Planned Innovations:

localized materials did I __Contextualized/Localized and Indigenized IM’s
use/discover which I wish to __ Localized Videos
share with other teachers? __ Making big books from
views of the locality
Prepared by:
Winona N. Dingal
Teacher
DAILY LESSON LOG
TEACHER QUARTER 1st

Week 4- day
1
I.OBJECTIVE
K. Content The learner demonstrates understanding of: African literature as

Standards 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.
L. Performance The learner transfers learning by composing and delivering an

Standards 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.
M. Learning
Competency/ Use the appropriate reading style (scanning, skimming, speed
Objective reading, intensive reading etc.) for one’s purpose
EN8RC-Ie-7
II. CONTENT
III. LEARNING
RESOURCES
A.References:
Pages
10. Learner’s
Materials
11. Textbooks
Pages
12. Learning
Resource(LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
R. Warm
up/Introduction
S. Modeling
T. Guided
Practice 1
U. Guided
Practice 2
V. Independent
Practice
F.Application
V. Remarks
VI.REFLECTION
A. No. of learners who ___ of Learners who earned 80% above

earned 80% on the
___ of Learners who require additional activities for remediation

B. No. Learners who
require additional
C. Did the remedial ___Yes ___No

lesson work? No. of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require remediation

continue to require
remediation
Strategies used that work well:

___Socratic Questioning
___ Game-Based Learning
secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
___Text books
___Investigations
___Models
___Demonstrations
E. Which of my teaching
strategies work well?
Why did this work?
___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson
F. What difficulties did I

encounter which my __ Bullying among pupils
principal or supervisor __ Pupils’ behavior/attitude
__ Colorful IMs
Equipment (AVR/LCD)
can help me solve? __ Science/ Computer/
Internet Lab
G. What innovation or __ Localized Videos
localized materials did I __ Making big books from
use/discover which I views of the locality
wish to share with other __ Recycling of plastics to be used as Instructional Materials
teachers? __ local poetical composition
Prepared by:
Winona N. Dingal
Teacher
DAILY LESSON LOG
TEACHER QUARTER 1st

Week 4- day
2
I.OBJECTIVE
N. 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.
O. Performance Standards 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.
P. Learning Competency/ Objective

Identify the distinguishing features of
notable African chants, poems, folktales,
and short stories
EN8LT-Ia-8.1
II. CONTENT
A.References:
15. Textbooks Pages
16. Learning Resource(LR) Portal
B. Other Learning Resources
IV. PROCEDURES
W. Warm up/Introduction
X. Modeling
Y. Guided Practice 1
Z. Guided Practice 2
AA. Independent Practice
F.Application
V. Remarks
VI.REFLECTION
A. No. of learners who earned 80% on the ___ of Learners who earned 80% above
___ of Learners who require additional

B. No. Learners who require additional
C. Did the remedial lesson work? No. of ___Yes ___No

learners who have caught up with the lesson ____ of Learners who caught up the lesson
D. No. of learners who continue to require ___ of Learners who continue to require
remediation remediation
E. Which of my teaching strategies work Strategies used that work well:

well? Why did this work? ___Socratic Questioning
___Interactive LectureDemonstrations
The activity can be a classroom experiment,
a survey, a simulation or an analysis of
secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
___Use of internet/audio visual
presentation
___Text books
___Investigations
___Models
___Demonstrations

___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson

__ Colorful IMs
F. What difficulties did I encounter which my __ Unavailable Technology
principal or supervisor can help me solve? Equipment (AVR/LCD)
Internet Lab
__Contextualized/Localized and Indigenized
IM’s
__ Localized Videos
G. What innovation or localized materials did __ Making big books from
I use/discover which I wish to share with views of the locality
other teachers? __ Recycling of plastics to be used as
Instructional Materials
Prepared by:
Winona N. Dingal
Teacher
DAILY LESSON LOG

TEACHER QUARTER 1st

Week 4- day
3
I.OBJECTIVE
Q. Content Standards The learner demonstrates understanding of:

African literature as a means of exploring
forces that human beings contend with;
carriers of meaning; ways by which
information may be organized, related, and
delivered orally; and parallel structures and
cohesive devices in presenting information.
R. Performance Standards 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.
S. Learning Competency/ Objective

Use appropriate strategies in unlocking the
meaning of unfamiliar words and idiomatic
expressions
EN8V-Ie-4 vocabs
II. CONTENT
A.References:
19. Textbooks Pages
IV. PROCEDURES
BB. Warm up/Introduction
CC. Modeling
DD. Guided Practice 1
EE.Guided Practice 2
FF. Independent Practice
F.Application
V. Remarks
VI.REFLECTION



secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
presentation
___Text books
___Investigations
___Models
___Demonstrations

___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson

__ Colorful IMs
Internet Lab
IM’s
__ Localized Videos
Prepared by:
Winona N. Dingal
Teacher
DAILY LESSON LOG
TEACHER QUARTER 1st

Week 4- day
4
I.OBJECTIVE
T. Content Standards The learner demonstrates understanding of:

carriers of meaning;
ways by which information may be

organized, related, and delivered orally.
U. Performance Standards use of stance, and behavior
V. Learning Competency/ Objective

Use the correct stance and behavior
EN8OL-Ig-3.8 oral fluency
II. CONTENT
A.References:
23. Textbooks Pages
IV. PROCEDURES
GG. Warm up/Introduction
HH. Modeling
II. Guided Practice 1
JJ. Guided Practice 2
KK. Independent Practice
F.Application
V. Remarks
VI.REFLECTION



secondary data.
___Jigsaws
___Gallery Walks
___Fieldtrips
presentation
___Text books
___Investigations
___Models
___Demonstrations

___Pair Work
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson

__ Colorful IMs
Internet Lab
IM’s
__ Localized Videos
Prepared by:
Winona N. Dingal
Teacher

DLL Grade 8 Weeks 3-4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL Grade 8 Weeks 3-4

Uploaded by

Copyright:

Available Formats

DAILY LESSON School Grade 8

A. Content The learner demonstrates understanding of: African literature

B. Performance The learner transfers learning by composing and delivering an

C. Learning Compare and contrast the presentation of the same topic in

A. Warm Discuss the different viewing genres.

1. What was the recent movie or series you have watched?

1. What is the genre of the movie?

Note: Refrain from using sharp items or toys that suggest

2.Comedy: Emmanuella Channel

3.Horror: 8 Official Trailer

4.Epic: The Lion King

5.Sci-Fi: Black Panther

F. Application Choose two of Mandela’s movies.

Compare and contrast them. Complete the details asked.

No. of learners who ___ of Learners who earned 80% above

No of learners who ___ of Learners who require additional activities for

Did the remedial ___Yes ___No

No. of learners who ___ of Learners who continue to require remediation

Which of my Strategies used that work well:

Other Techniques and Strategies used:4

What difficulties did I

A. Content The learner demonstrates understanding of cohesive devices in

B. Performance The learner transfers learning by effective use of cohesive

B. Other Learning http://explainwell.org/index.php/table-of-contents-synthesize-

descriptio procedure compariso cause- problem-

since, until, upon afterwards Once, whenever

B. Modeling Let’s Do Together!

as well as furthermore in compared to

C. Guided Read the sentences.

On March 11, 2020, when coronavirus disease 2019 (COVID-

1. What are the connectors used in the article?

E. Guided Group Activity

1. Participate with the group discussion.

Instructions: Analyze the text assigned to your group. Identify

Coronavirus disease (COVID-19) is an infectious disease

You can reduce your chances of being infected or spreading COVID-

 Regularly and thoroughly clean your hands with an alcohol-

How does the new coronavirus compare with the flu?

Instructions: Analyze the text assigned to your group.

Pneumonia is a severe lung infection. In some people, it can

Coronavirus in Africa: How deadly could COVID-19

In areas with widespread transmission, the World Health

In areas with community transmission, the WHO now advises

8. __________, the general public should wear non-medical masks

10._________, the WHO has released new guidance on cloth masks,

meanwhile not only In other words

No. of learners who ___ of Learners who earned 80% above

Did the remedial lessons ___Yes ___No

No. of learners who ___ of Learners who continue to require remediation

Which of my teaching Strategies used that work well:

Other Techniques and Strategies used:4

What difficulties did I

What innovation or Planned Innovations:

DAILY LESSON LOG School Grade

E. Content Standards The learner demonstrates understanding of prosodic

F. Performance The learner transfers learning by effective use of parallel

III. LEARNING RESOURCES

2. Learner’s Materials P39

Content Words Function Words

Adverbs (joyfully, Pronouns (it, he, she,

F. Application Supply with word with its proper stress

___ of Learners who require additional activities for

C. Did the remedial lesson ___Yes ___No

Did the remedial _Yes _No

Did the remedial lessons _Yes _No

C. Did the remedial lesson _Yes _No

C. Did the remedial lesson _Yes _No

C. Did the remedial _Yes _No

C. Did the remedial lesson work? No. of _Yes _No

C. Did the remedial lesson work? No. of _Yes _No