Atty. Roque A.

Marcos Memorial Grade

School: 8
GRADE 1 to 12 School Level:
Learning
Teacher: Amat, Eduardo S. English
Area:
DAILY LESSON LOG Teaching Dates
Quarter: Forth (4)
and Time:
I. OBJECTIVE
Distinguish between general and specific statements.

KBI: Offer help wholeheartedly to someone who is in need.

The learner demonstrates understanding of: Southeast Asian Literature as a
mirror to a shared heritage; coping strategies in processing textual information
A. Content Standards: strategies in examining features of a listening and viewing materials; structural
analysis of words and propaganda techniques; and grammatical signals for opinion-
marking, persuasion, emphasis.
The learners transfer learning by composing and delivering a persuasive speech
B. Performance base on an informative essay featuring use of properly acknowledged information
Standards: sources, grammatical signals for opinion-marking, persuasion, and emphasis, and
appropriate prosodic features stance and 1behavior.
C. Learning
Competencies/objectiv
EN8RC-IVF-10.2
e (write the LC code
for each)
II. CONTENT General and Specific Statements

III. LEARNING RESOURCES

A. Reference
1. Textbook pages: Essential English Worktext in Literature and Language pp.335-336
2. Other Learning
Resources: http://study.com/academy/lesson/how-to-identify-relationships-between-general-
and-specific-ideas.html
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
the New Lesson: Group Presentation by Yell
B. Establishing a Purpose
for the Lesson: (Ask the students)
Have you ever met for a game of baseball? On this game there were always
two players right? The Pitcher and Catcher and you don’t have a baseball game
without a Pitcher and Catcher, same with a paragraph but have a main idea and
supporting details.
C. Presenting Examples/
Instances of the
Lesson: Present the paragraph having a general statement and specific statement.
D. Discussing New
Concept and
Practicing New Skills
#1: General statements are usually the topic sentences or main idea of the
paragraph while specific statements are the supporting information for the topic
sentence or main idea.
E. Developing Mastery
(Leads to Formative
Assessment 3): Direction: Answer the following items to be flashed on screen by writing on the given
strips of papers the appropriate word missing in each round. Then identify if the word
is a general word or specific word by raising one of the placards given in your group
written with word General Word and Specific Word. Each group is only given 5
seconds to answer each item.
F. Finding Practical
Application of
Concepts and Skills in
Daily Living: (Group Activity)
 Direction: Pick the appropriate statement required in your assigned station by
selecting your answers from the statements inside the box below. Create a diagram by
putting the general statement in the above portion and your answers below of it.
Construct your diagram like the one presented below.

Sample Pattern:

General Statement

Answer Answer Answer

Pick Your Answers Here:

One must study very hard.
The two teams were well-match.
The bed cover lay over the bed.
The dressing table had received special
care.
My house was large and rumbling and
the wind sung through the gaps in the
window frames.
One must be attentive during the
recitation.
When the buzzer ending the game went
off, our team had won.

G. Making an
Abstractions about
the Lesson: What is a general statement and a specific statement?
H. Evaluating Learning: Directions: Distinguish the following underlined sentences as either GENERAL
STATEMENT or SPECIFIC STTEMENT. Write only the correct answer. ( 5 items)
I. Additional Activities
for Application or
Remediation: Construct a five-sentenced paragraph containing a general statement you like
and specific statements to support the topic. Submit your homework via gmail at
eduard@gmail.com.

V. REMARKS: