SCHOOL Moonwalk National High School GRADE LEVEL 8

TEACHER MARIA JANELLE N. ORSAIS LEARNING AREA English

GRADES 1 to 12 QUARTER 3
DAILY LESSON LOG FIRST DAY SECOND DAY THIRD DAY FOURTH DAY
January 27, 2020 Monday January 28, 2020 Tuesday January 29, 2020 Wednesday January 30, 2020 Thursday
SCHEDULE 1:40- 2:40 Fleming 12:40-1:40 Watson 12:40-1:40 Watson 12:40-1:40 Watson
(DATE/TIME) 2:40-3:40 Bernard 1:40- 2:40 Fleming 1:40- 2:40 Fleming 2:40-3:40 Bernard
4:00-5:00 Hooke 2:40-3:40 Bernard 2:40-3:40 Bernard 5:00-6:00 Carson
5:00-6:00 Carson 4:00-5:00 Hooke 4:00-5:00 Hooke January 31, 2020 Friday
January 28, 2020 Tuesday January 29, 2020 Wednesday 5:00-6:00 Carson 1:40- 2:40 Fleming
12:40-1:40 Watson 5:00-6:00 Carson January 30, 2020 Thursday 4:00-5:00 Hooke

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code for each)
II. CONTENT
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.
EN8OL-IVa-3.11: Use the correct EN8WC-IVa3.4.1: Identify features of EN8G-IVa-16: Use appropriate EN8WC-IVb3.4.2: Distinguish
production of the sounds of English journalistic writing. logical connectors for emphasis. among types of journalistic writing
when delivering manuscript/ EN8RC-IVa-2.21.1: Identify positions EN8VC-IVb-12: Raise questions (news report, opinion article,
dialogue. of a topic sentence. feature article, and sports news
about a particular aspect of a
article).
material viewed. EN8RC-IVb-2.21.2: Identify details
that support the topic sentence.
Telephone Conversation Features of Journalistic Writing Features of Journalistic Writing Features of Journalistic Writing
By:Wole Soyinka /Nigeria

III. LEARNING RESOURCES

A. Reference/s
1. Teacher’s Guide pages
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 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)
G. Finding practical
applications of concepts and
skills in daily living
Have a summary of the past lesson.
Ask the class what the message of
the poem to the readers is.
Show an example of journalistic
writing from any written materials.
Tell the class what they observe from
the sample writing.
What are the ways to write journalistic
writing?
Discuss the structure of journalistic
writing.
Tell the class what its purpose in
writing.
Give the language features used for it.
Identify the parts of the journalistic
writing.
Look for the topic sentence in the
paragraph.
What mostly is discussed in the
journalistic writing?
What makes a good paragraph?
What can we do to make our
readers understand our writing?
Tell the class that writing a
paragraph needs coherence.
Ask what unity means.
Show an example of a paragraph
with unity.
How can we create coherence?
Show examples of sentences
with the use of connectors.
Discuss examples of connectors
for emphasis.
Express ideas on how cohesive
writing is applied for journalistic
writing.
Formulate questions to
determine the correct usage of
cohesive writing.
Identify a paragraph with the
use of connectors for emphasis.
Tell the class how important
writing is and the use of
connectors for emphasis in
writing are.
Identify the following pages of the
newspaper.
Tell the class that the pages of the
newspaper use different types of
journalistic writing.
Give one example for each type of
writing.
Discuss each type of journalistic
writing.
Discuss the details that support the
topic sentence.
Identify the types of journalistic
writing.
Identify the topic sentence in a
paragraph.
Use the correct details that
support the topic sentence in a
given paragraph.
What are the types of journalistic
writing?
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
How is the sound produced in
English when delivering a
telephone conversation?
“Make a Difference!”
The class will be grouped into two.
Each group will make a poster
related to the meaning of the
poem. The materials for this
activity will be provided by
teacher. The students are guided
with the criteria.
How is journalistic writing written?
Write a journalistic writing. Apply the
structure and the language feature
about Taal Volcano.
RUBRIC FOR EVALUATION
Relevance to the Theme 5
Coherence of form and structure 2
Clarity of imagery and language -3
Total 10 pts.
Transitional words help the
readers see a relationship
between ideas. These help
produce better paragraph.
Identify the connectors used in
the paragraph.
Journalistic writing is a style
of writing that is used to report
news stories in a variety of media
formats. Obvious characteristics of
the style include short, simple
sentences and paragraphs that
present objective stories based on
facts. Journalists use quotes to
give the story credibility.
supportingdetails1.pdf
supportingdetails2.pdf

Grade the class according to the

given criteria.
Criteria
Content 5
Relevance 5
Creativity 3
Cooperation 2
15pts.
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?