School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: Week 6 Quarter: FOUR

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial acti
developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significanc
lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards: The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in various text types;
opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive constructions, direct/reported speech, perfect
connectors in journalistic writing.

B. Performance Standards: 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 featu
acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance and behavior

C. Learning EN8LC-IVf-10 EN8VC-IVf-15 EN8LT-IVf-2.2 EN8WC-IVf-7

Competencies/Objectives: Process speech delivered by
Write the LC Code for each making inferences from what
has been listened to
EN8OL-IVf-5
Use the appropriate prosodic
features of speech like pitch,
stress, juncture, volume and
projection, intonation and
speech rate
Compare and contrast one’s beliefs/convictions with Express appreciation for sensory
those presented in a material viewed images used
EN8V-IVf-15 EN8LT-IVf-2.2.1
Use various strategies in decoding the meaning of Explain how the elements specific to a
words genre contribute to the theme of a
particular literary selection
EN8G-IVf-13
Use appropriate logical connectors for emphasis EN8LT-IVf-2.2.4
Explain figurative language used
Use of active and passive constructi
journalistic contexts
EN8RC-IVf-10.2
Distinguish between general and sp
statements
ENG8G-IVf-16
Use primary and secondary sources
develop a topic for journalistic writin

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
INFORMATIVE SPEECH COMPARISON AND CONTRAST FIGURATIVE LANGUAGE GENERAL AND SPECIFIC STATE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as p
RESOURCES Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Module 4 Module 4

pp. 568-576 pp. 564-566

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources English Expressways II.2007.pp https://www.youtube.com/watch?v=h-WeeJxjk0Y http://grammar.yourdictionary.com/style- http://study.com/academy/lesson/ho

12, 98, 140 and-usage/Figurative-Language.html identify-relationships-between-gene
http://www.readwritethink.org/files/resources
specific-ideas.html
/lesson_images/lesson54/toolkit.pdf
https://www.youtube.com/watch? http://www.readwritethink.org/files/
http://www.azingacartoons.com/kComparison-Contrast
v=ka6_3TJcCkA %20Context%20Clues%20w%20Ans.%20Key.pdf resources/lesson-docs/LiteralFigurative https://www.pearsonhighered.com/m
Handout.pdf 2e-info/assets/pdf/sample-chapter--c

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Lesson or Let students listen to an Let students view the video Read the Poem while Students will view a video
Presenting the New Lesson informative speech by students closed their eyes. clip:
Leonardo DiCaprio

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
https://www.youtube.com/w
atch?v=ka6_3TJcCkA
What was the speech all
about?
Why do think the Mr.
DiCaprio chose the UN as
the place to deliver his
speech?
Definition and Essence of
an Informative Speech
The Main Elements to
Writing an Informative
Speech
The Structure and Outline of
an Informative Speech
Activity 15: The Informative
Speech Topic
Activity 16: I-Branch
From the list of topics,
decide which one do you
intend to deliver in class
https://www.youtube.com/
watch?v=h-WeeJxjk0Y
How do the two religion
differ in their belief on
afterlife?
How are they similar?
Discuss the terms compare
and contrast.
Ask students aspects from
the video presented.
Let them cite the similarities
and differences of the given
aspects.
“The Women in Black”
Let students create a
Sensory Word Web
What does the shroud of
black represent as the little
girl says it in the poem?
Discuss what is a figurative
language.
What are the figurative
languages used in the
poem?
http://study.com/academy/
lesson/how-to-identify-
relationships-between-
general-and-specific-
ideas.html
Let students identify which
is a general statement and
which is a specific
statement.
Discuss General and
specific Ideas
Relationships Between
General & Specific Ideas
How to develop a topic in
journalistic writing.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Activity 17: Love to Talk Make two columns and
label the column on the left
Complete your Speech plan Compare (same) and the
entries column on the right Contrast
(different).
Using Comparison and
Contrast in decoding the
meaning of words.
How to cite primary and
secondary sources in
journalistic writing.
Ask groups of three to Directions: Read this short
choose a manager, a writer creative non-fiction piece
and a presenter. Give each and underline/highlight any
of the descriptive words and
group four transparency phrases of this essay that
strips, a marker and a stand out to you. Add a star
"mystery bag" with four to what you think is the
more common objects. Tell most important sentence in
students that they must this short piece.
"secretly" look at each
object, and quietly decide
together on the literal name
and a figurative description
for each (the other groups
should not see or hear). The
writer then writes the
figurative language
sentence on a transparency
strip. After the items have
been returned to the bags,
place them all mixed up in
full view of the entire class.
As each presenter comes to
the overhead, s/he will ask
the class to guess from the
figurative sentence which
object it describes. Students
should record the literal
and figurative descriptions
on their chart for the first
round. As time permits,
each group can present a
 second object, and so on

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Have you prepared a
concise summary of your
main purpose?
Do you believe in afterlife?
Which of the two religion do
you agree with? Which do
you disagree?
How do the elements of the Why is it important to cite
poem contribute to the your sources in writing
theme of the particular
literary selection?

Have you included a brief

reference to your Will you be able to abide by
introduction the limitations st by society
of a woman in Saudi
Arabia? Why? Why not?

Have you developed an

attention-getting finish for
your speech?

H. Making Generalizations and
Abstractions about the Lesson
Activity 18: Speak and
Spark
Check how prepared you
are in delivering your
informative speech.
What are the clue words that can help you What are sensory How do we identify
identify similarities and images? general and specific
ideas?
differences between two subjects?
How are they used in
literary texts?

What are figurative

languages?

How do they add beauty

to the poem?

I. Evaluating Learning Activity 20: The http://www.azingacartoons.com/kComparison- Return to the poem “The Research on the following
Informative Speech Contrast%20Context%20Clues%20w%20Ans. Women in Black” and topics and jot down
 Tournament
Showcase how well you
can relay your message
to the audience in 4 to 6
minutes.
%20Key.pdf ask students to explain
the literal meaning of the
poem, and the figurative
language used by the
poet.
general and specific ideas
to enrich your essay. Cite
your primary and
secondary sources.
 Environmental issues

 Freedom of
Expression

 Media and Ethics

J. Additional Activities for
Application or Remediation
Activity 22: The Write an essay about your belief in afterlife Students will use one of Write a bibliography of
Significant Experience using comparison and contrast. their figurative images to your primary and
write a poem. secondary sources.
Recall the speaking
experience you just had.
Write your final response
to the question: “how
does global
communication help in
ensuring peace and
goodwill and in
establishing better
relationships among
nations?

IV.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in

the evaluation
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?