Daily School: Rosario National High School Grade Level: Eight (8)

Lesson Log Teacher: MELANIE R. BITANG Learning Area: English

Teaching Date : November 21, 2018 Quarter: Third
Teaching Time: 08:00- 09:00 Grade 8- Narra

I. OBJECTIVES
A. Content Standards
 
 
B. Performance Standards
C. Learning Competencies
The learner demonstrates understanding of: Southeast Asian literature as mirror
to a shared heritage ; coping strategies in processing textual information;
strategies in examining features of a listening and viewing material; structural
analysis of words and propaganda techniques; and grammatical signals for
opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making , persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.
Appreciate literature as a mirror to a shared heritage of people with diverse
backgrounds.

SAWATDEE…HELLO, BEAUTIFUL BANGKOK!

III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages K-12 Curriculum Guide p. 182

2. Learner's Materials Pages Learner’s Module Grade 8 pp. 134-137

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal Google.com
B. Other Learning Resources Projector, PowerPoint Presentation, Chalk and Board, Video clip, Pictures, Art materials
IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson
What are the tips in doing an interview?

B. Establishing a purpose for the lesson

 The Kingdom of Thailand is one of the fast-growing and developing countries in
C. Presenting examples/instances Southeast Asia. It is known as the ―Land of the Free.
of the new lesson
To further know this country, a video clip will be presented in the class.

D. Discussing new concepts and

  practicing new skills#1

E. Discussing new concepts and READING OF THE TEXT

practicing new skills#2
SAWATDEE....HELLO, BEAUTIFUL BANGKOK
by  Ethel Soliven-Timbol

Bangkok known as Krun Thep, which is Thai for ―City of Angels,‖ beckons with its
golden roofed temples and spicily curried cuisine. Seven million visitors come to
Thailand each year spending an average of six to seven days because there is so
much to see and to relish in this ―Exotic Orient‖ as one enamored traveller dubbed
the country.

Our agenda for the first day of our tour started with a tour of Wat Po. One of the 370
temples in Bangkok alone, it is home to the famous Reclining Buddha, which is said to
be 46 meters long. Also world–famous are the golden Buddha at the Wat Trinig (“wat”
being Thai for “temple”) and the dazzling Emerald Buddha. There are 2100 temples in
all of Thailand, where 90 percent of the people are Buddhists.

Our loquacious guide regales us with the colorful history of Bangkok and how it
became the imperial city 300 years ago, when the god-king Rama I moved the royal
residence to this side of the Chao Phraya River. Today, a boat excursion takes visitors
on a tour of the old city, winding down the ―klong‖ canals for a glimpse of the water
dwellers and the ancient edifices, remnants of an era when Rama I divided his city into
three sections: for the Thais, the Chinese and the Indians. The best buys of Thai silks,
spices and crafts are still at the riverside markets where one can also produce gold,
jade and other precious jewelry.

Not to be missed are the Temple of the Dawn along the Chao Phraya, a showcase of
Chinese porcelain mosaics, and the Temple of the Giant Swing for some of the finest
murals. Only for strong knees is the Temple of the Golden Mount, atop a climb of 300
steps, housing one of the largest bronze buddhas in the world.

The Reclining Buddha was shipped from China by King Rama I, who also built the

the 2222-old Chinese section. The King had also brought with him excellent samples
ofporcelain, which the court artisans used to decorate pagodas using their elaborate
spires. At the main temple, devotees buy one–inch gold leaf squares
which they stick to smaller buddhas as offering to their god.

 Everyday, morning ceremonies are held at an adjacent temple surrounded by four

magnificent monuments: the first in red built by Rama I; the second in yellow, by Rama
II; the third in green by Rama III; and the fourth in blue, by Rama IV. Just as
 ACTIVITY: WHO’S NEXT?
The students will be grouped into five (5) and will be assigned names such as WHO,
WHAT, WHERE, WHY, and HOW. Each group will construct questions that begin with the
name of the group. Your questions will be taken from the selection read, and these will be

F. Developing mastery thrown to the group of their choice. The performance as a group will depend on how well
(Leads to Formative Assessment) students have responded to the questions asked.

Example:
Group WHAT: What is the mood of the writer while telling the story? Group WHERE?
Answer: The mood of the writer while telling the story is happy and excited.

ACTIVITY: DRAW OR SKETCH

Students will be asked to draw on the illustration board some interesting customs,
G. Finding practical applications of
traditions and culture or even landmarks distinctive of the country. Students should be
concepts and skills in daily living
able to explain or discuss their drawing in a 5-sentence paragraph, providing their own
title.
H. Making generalization and
abstractions about the lesson

QUIZ
TRUE OR FALSE
1. Aung San Suu Kyi is a native of Myanmar.
2. Aung San is an ambassador of Burma to India.
I. Evaluating learning
3. Khin Kyi has been assassinated.
4. Suu Kyi led the Saffron Revolution
5. Michael Aris died in prostate cancer.

J. Additional activities for

application or remediation
Make a poster out of Aung Sang Suu Kyi’s principles in life.
V. REMARKS Discussion was done.
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for 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? The teacher made use of constructivist approach. Students are able to extract information
Why did these work? from the material read and viewed.
F. What difficulties did I encounter which my
principal or supervisor help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: Noted by:

KRYSTEL D. ALMAREZ JOCELYN M. BIANZON

Teacher I Principal II