SCHOOL
GRADE 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 Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
City of Malolos High School - Canalate GRADE LEVEL GRADE 8
TEACHER RUTH KLARIBELLE C. VILLACERAN LEARNING AREA ENGLISH
TEACHING DATES AND TIME GRADE 8A: QUARTER SECOND
Date: October 8 – 12, 2018 Tuesday: 9:00 – 10:00
Wednesday & Thursday: 7:45 – 8: 45
Friday: 11:00 – 12: 00
GRADE 8B:
Monday, Tuesday, Wednesday, Friday: 5:45 –
6:45 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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.
EN8VC-IIe-17: Discern positive and negative messages conveyed in a material viewed
EN8V-IIe-24: Discriminate between literal and figurative language
EN8VC-IIe-1.3: Predict the gist of the material viewed based on the title, pictures, and excerpts
EN8G-IIe-9: 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
EN8VC-IIe-17
EN8V-IIe-24
EN8VC-IIe-1.3
EN8G-IIe-9
Spelling #5 (MASTERY) Stop Bullying! Literal and Figurative Literal and Figurative Language
Spelling #6 (PRETEST) (PERFORMANCE TASK#2) Language SPELLING #6 (MASTERY)
VIDEO CLIPS HANDOUT WORKSHEET
 https://www.youtube.co  http://www.readwrit  http://teacher.scholastic.
m/watch? ethink.org/files/reso com/scholasticnews/ma

IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
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)
v=SrQle4xA_Lo
 https://www.youtube.co
m/watch?
v=d0CRTZ1UPLg
Review Spelling List #____ Students will spell words from
this week’s spelling list.
Bullying is one of the biggest
issues in the society today. I’m
sure that everyone has
experienced this, one way or
another.
Let’s watch two videos which
tackle these issues that students
experience today.
-PRESENT VIDEO-
Let’s discuss each video.
1. Who is the speaker in the first
video?
2. What is his purpose in the
video?
3. How is bullying described in
this video?
4. What are the things that they
are aiming for this project
(National Kindness Week)?
5. What are you going to do if
urces/lesson- gazines/edition56/pdfs/
docs/LiteralFigurati SN56-033009-REPRO-
veHandout.pdf 2.pdf
VIDEO CLIP
 https://www.youtube
.com/watch?
v=7UjtIPDyenw
PPT PRESENTATION

 https://newteache
rinductionprogra
m.files.wordpress
.com/2015/.../figur
ative-vs-literal....
The students will present
their assignment.
We’re going to look at two
types of language: literal and
figurative.
But first let’s know the
meaning of literal and
figurative.
-DISCUSSION- SPELLING MASTERY#____
ACTIVITY #____ - Literal and
Figurative Language
What is the difference
between literal and figurative
language?
 you encounter bullying?

1. Who is the speaker in the

second video?
2. What is the purpose for his
speech?
3. What is the purpose of
#ENDViolence progam?
4. What does the speaker mean
when he said that ‘we all lost our
names’?
5. Why is it important to love
oneself?
6. What does it mean to ‘speak
yourself’?

G.Finding practical/applications So how does the National Read the following sentences
of concepts and skills in daily Kindness Week and and identify whether it is
living #ENDViolence programs help in literal or figurative.
solving the issue of bullying?
H. Making generalizations and How can you prevent bullying in
abstractions about the lesson your school/ community?
I.Evaluating Learning Form 5 groups. Present examples of
Spelling #____ (MASTERY) sentences to the class and
Spelling #____ (PRETEST) have them identify whether it
GROUP ONE AND THREE: is literal or figurative.
Create an itemized list (10
things) of things that you can do
to help prevent bullying in
school.

GROUP TWO AND FOUR:

Create a slogan / tagline for the
National Kindness Week /
#ENDViolence Campaign

GROUP FIVE:
Create your own logo / cartoon
for the RAGE Program /
#ENDViolence Campaign.
Write a short explanation for
this.

You have fifteen minutes to

 prepare for your activity.

J.Additional activities for Bring the following tomorrow What is literal and figurative
application or remediation (BY GROUP) language?

MANILA PAPER
MARKER
RULER

V.REMARKS

VI.REFLECTION
A.No. of learners who earned
80% of the formative assessment
B.No. of learners who require
additional activities to
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 While the videos used in this
strategies worked well?Why did lesson are not localized, the
these work? issue being tackled in the videos
are a universal issue. Therefore,
students will be able to relate to
the videos and they will be able
to apply / relate what they have
learned in real life situations.
 SCHOOL City of Malolos High School - Canalate GRADE LEVEL GRADE 8
GRADE 1 TO 12 TEACHER RUTH KLARIBELLE C. VILLACERAN LEARNING AREA ENGLISH
DAILY LESSON LOG TEACHING DATES AND TIME GRADE 8A: QUARTER SECOND
Date: September 24 – 28, 2018 Tuesday: 9:00 – 10:00
Wednesday & Thursday: 7:45 – 8: 45
Friday: 11:00 – 12: 00
GRADE 8B:
Monday, Tuesday, Wednesday, Friday: 5:45 –
6:45 AM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.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.
B.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.
C.Learning Competencies EN7V-IIc-24.1: Distinguish between and among verbal, situational, and dramatic types of irony and give examples of each
/Objectives EN8WC-IIc-2.8: Compose effective paragraphs
EN8WC-IIc-2.2.1: Develop related support sentences
Write the LC Code for each EN7V-IIc-24.1
EN8WC-IIc-2.8
EN8WC-IIc-2.2.1
II.CONTENT SPELLING PRETEST #4 VOCABULARY ACTIVITY SPELLING MASTERY#4 THEME WRITING

III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources

IV.PROCEDURES
A.Reviewing previous lesson or The students will review their
presenting the new lesson spelling list.
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and Explain the instructions to the Explain the instructions to the
practicing new skills #1 activity. activity.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning SPELLING PRETEST #4 VOCABULARY ACTIVITY SPELLING MASTERY #4 THEME WRITING
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% of the formative assessment
B.No. of learners who require
additional activities to
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 worked well?Why did
these work?
SCHOOL City of Malolos High School – Canalate GRADE LEVEL GRADE 8
TEACHER RUTH KLARIBELLE C. VILLACERAN LEARNING AREA ENGLISH

GRADE 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 Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
TEACHING DATES AND TIME GRADE 8A: QUARTER SECOND
Date: October 1 – 5, 2018 Tuesday: 9:00 – 10:00
Wednesday & Thursday: 7:45 – 8: 45
Friday: 11:00 – 12: 00
GRADE 8B:
Monday, Tuesday, Wednesday, Friday: 5:45 –
6:45 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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.
EN8VC-IIf-1.3: Predict the gist of the material viewed based on the title, pictures, and excerpts
EN8VC-IIf-17: Discern positive and negative messages conveyed in a material viewed
EN8LC-IIf-7: Employ appropriate listening skills and strategies suited to long descriptive and narrative texts
EN8LC-IIf-2.5: Formulate predictions about the contents of the listening text.
EN8VC-IIf-1.3
EN8VC-IIf-17
EN8LC-IIf-7
EN8LC-IIf-2.5
SPELLING PRETEST #5 THE EPIC OF GILGAMESH THE EPIC OF READING ACTIVITY
(In connection to AP Lesson) GILGAMESH (REMEDIAL READING)
 VIDEO CLIP
 WORKSHEET
Emphasize the connection of the
videoclip to the lesson.
D.Discussing new concepts and The students will watch the
practicing new skills #1 video clip.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning SPELLING PRESTEST #5 -DISCUSSION OF THE ACTIVITY READING ACTIVITY
VIDEO- (REMEDIAL READING)
J.Additional activities for
application or remediation
V.REMARKS

VI.REFLECTION
A.No. of learners who earned
80% of the formative assessment
B.No. of learners who require
additional activities to
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 worked well?Why did
these work?
 SCHOOL City of Malolos High School - Canalate GRADE LEVEL GRADE 8
GRADE 1 TO 12 TEACHER RUTH KLARIBELLE C. VILLACERAN LEARNING AREA ENGLISH
DAILY LESSON LOG TEACHING DATES AND TIME GRADE 8A: QUARTER SECOND
Date: October 15 – 19, 2018 Tuesday: 9:00 – 10:00
Wednesday & Thursday: 7:45 – 8: 45
Friday: 11:00 – 12: 00
GRADE 8B:
Monday, Tuesday, Wednesday, Friday: 5:45 –
6:45 AM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.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.
B.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.
C.Learning Competencies EN8VC-IIe-17: Discern positive and negative messages conveyed in a material viewed
/Objectives EN8V-IIe-24: Discriminate between literal and figurative language
EN8VC-IIe-1.3: Predict the gist of the material viewed based on the title, pictures, and excerpts
EN8G-IIe-9: 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
Write the LC Code for each EN8VC-IIe-17
EN8V-IIe-24
EN8VC-IIe-1.3
EN8G-IIe-9
II.CONTENT LITERAL AND FIGURATIVE REVIEW SECOND QUARTERLY SECOND QUARTERLY
LANGUAGE ASSESSMENT ASSESSMENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or What is literal and figurative
presenting the new lesson language?
B.Establishing a purpose for the Today we will be discussing
lesson two kinds of figurative
language.
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and Discuss hyperbole and litotes to
practicing new skills #1 the class.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning Identify the given sentences as REVIEW ACTIVITY
hyperbole or litotes.
J.Additional activities for
application or remediation
V.REMARKS

VI.REFLECTION
A.No. of learners who earned
80% of the formative assessment
B.No. of learners who require
additional activities to
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 worked well?Why did
these work?