School Batia High School Grade Level Grade 8

June Teacher APRIL U. RAMOS Learning Area English

GRADES 1 to 12 Teaching Dates August 22-26, 2022 Quarter 1st
DAILY LESSON LOG and Time DALANDAN-(M/T- 9:45-10:45),(W-12:30- GUAVA (M-10:45-11:45),(T-9:45:10:45),((W-
1:30),(TH-1:30-2:30) 1:30-2:30),(TH-8:30-9:30)

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
Recovery Objective:
A. Content Standards
Develop body awareness; practice
self-expression and self-regulation
. toward others.
Learning Objective:
Practice fine and gross motor skills;
B. Performance Standards
practice visual-spatial, language,
analytical, and problem solving
skills.
C. Learning Competencies / Objectives
(Write the LC code for each)
Recovery Objective:
Develop self-exploration and self-
awareness, practice self-expression,
as well as gain a sense of empathy
Learning Objective:
Enhance vocabulary for naming
feelings and practice abstract
thinking by making associations
between colors, shapes, lines, or
images and feelings.
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.
The learner determines the
Determine the meaning of
meaning of words and expressions
idiomatic expressions by noting
that reflect the local culture by
context clues and collocations
noting context clues (EN8V-If-6)

II. CONTENT There’s an Emergency Everyone has Feelings Collocations and Idiomatic
(Psychosocial Competency: Self-awareness Noting Context Clues
(Psychosocial Competency: Safety)
and Self-Expression)
Expressions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 79-83 pp. 44-47 pp. 110-113
2. Learner’s Material pages pp. 140-142 pp. 153-154
3. Textbook pages
4. Additional Materials from Learning PSAP Learning Session Videos and PSAP Learning Session Videos and Short stories for comprehension
Resource (LR) portal Handouts Handouts check
B. Other Learning Resources (https://bit.ly/F2FMHPSSResources) (https://bit.ly/F2FMHPSSResources) Laptop and projector
IV. PROCEDURES
Ask the students:
A. Reviewing previous lesson or presenting the new Review the guidelines for the PSS session Review the guidelines for the PSS session Ask the students about noting
What strategies do you use in
lesson on pages 77-78 (for grades 4-12) on pages 45-46 (for grades 4-12) context clues.
order to unlock unfamiliar words?
B. Establishing a purpose for the lesson Explain to the learners the procedure Tell the class that they will be Project a sentence on the board Flash a video clip of songs with

and the purpose of the role-playing
activity.
Provide the learners with emergency
C. Presenting examples/ instances of the new
situations and let them portray it in a
lesson
role play.
exploring their feelings for that day.
Follow the 7 activities enumerated
on pages 76-77 of the teacher’s
guide
that contains unfamiliar words
then ask the students to point out idiomatic expressions.
unfamiliar words.
Show some pictures and get the
students to decipher their thought Define idioms and present
regarding the picture through the examples.
use of their past experiences.
1. Define and discuss different
types of context clues.

2. Read a brief example for each Elicit example of idiomatic

D. Discussing new concepts and practicing new
type. expressions from the students
skills #1
and let them define it.
Practice handling emergency 3. Let the students identify the
Have the learners answer the
situations with the learners to unfamiliar word and decipher its
synthesis questions on page 78 of
prepare them in case something meaning through context clues.
the teacher’s guide
happens. Project more sentences in the
presentation then, direct students
Present a selection that contains
to highlight unknown words then
E. Discussing new concepts and practicing new idiomatic expressions and let
use to context clues to define it.
skills #2 the students identify and define
Finally, have students underline the
it.
parts of the sentences that helped
them define the word.
Present a number of idiomatic
Have the students play the “Who
F. Developing mastery expressions to the students and
Wants to be a Billionaire (Context
(Leads to Formative Assessment 3) Ask learners to identify who in the Have the learners share their let them write a conversation
clue edition)
community they can contact during feelings about the activity and its using these idioms.
situations of emergencies. relevance to their everyday lives. Ask the students the essence of
G. Finding practical application of concepts and Let the students answer the
context clues and how it is used in
skills in daily living assessment activity.
context.
Ask the students to summarize
H. Making generalizations and abstractions about State the key message on page 83 of State the key message on page 78 of Ask the students to summarize the
the important points of the
the lesson the teacher’s guide the teacher’s guide important points of the discussion.
discussion.
Have the learners brainstorm on
I. Evaluating learning
ideas on how the entire class can be Have the learners share their Write a two-stanza poem using
Facilitate a ten-item quiz.
J. Additional activities for application or more prepared drawings to the group idiomatic expressions.
remediation for emergencies.
The first 2 days of this week is devoted to Psychosocial Support Activities English 8 subject is taken only for four (4) times a week with one (1)
V. REMARKS
(Stage 3: For Grades 7-12) hour per meeting. Time for each section varies per day.
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 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?
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?

Submitted by: Checked by:

JZANINNA SOL BAGTAS IRENE S. VELASCO

Teacher I Principal I