School SOUTHVILLE 8B NHS Grade Level GRADE 8

DAILY Teacher MARIFE E. GASPI Learning Area ENGLISH

LESSON LOG NOVEMBER 21-25, 2022
LILY (M,T,W,TH)
Teaching Dates and Time DAHLIA (M,T,TH,F) Quarter QUARTER 2
ROSAL (T,W,TH,F)
SAMPAGUITA (M,T,W,F)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository texts;
Content Standards
strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of
Performance Standards effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic
features, stance, and behavior.
EN8G-IIc-9: Use appropriate grammatical EN8G-IIc-9: Use appropriate grammatical EN8G-IIc-9: Use appropriate grammatical EN8G-IIc-9: Use appropriate grammatical
signals or expressions suitable to each signals or expressions suitable to each signals or expressions suitable to each signals or expressions suitable to each
pattern of idea development: pattern of idea development: pattern of idea development: pattern of idea development:
Learning Competencies
 general to particular  general to particular  general to particular  general to particular
with MELC Code
 claim and counterclaim  claim and counterclaim  claim and counterclaim  claim and counterclaim
 problem-solution  problem-solution  problem-solution  problem-solution
 cause-effect  cause-effect  cause-effect  cause-effect
1. Define grammatical signals
2. Know the different Patterns of Idea 1. Identify appropriate grammatical signals 1. Identify appropriate grammatical signals 1. 1. Identify appropriate grammatical
Development. suitable for claim and counterclaim pattern; suitable for problem-solution; signals suitable for cause-effect pattern;
3. Identify appropriate grammatical signals 2. Use appropriate grammatical signals in 2. Use appropriate grammatical signals in 2. Use appropriate grammatical signals in Advisory Tasks
Objectives constructing sentences and paragraphs for constructing sentences and paragraphs for constructing sentences and paragraphs for
suitable for general to particular pattern; Ancillary Tasks
4. Use appropriate grammatical signals in claim and counterclaim patterns. problem-solution patterns. cause-effect patterns.
constructing sentences and paragraphs for
general to particular patterns.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Use appropriate grammatical signals or Use appropriate grammatical signals or Use appropriate grammatical signals or Use appropriate grammatical signals or
II. CONTENT expressions suitable to each pattern of idea expressions suitable to each pattern of idea expressions suitable to each pattern of idea expressions suitable to each pattern of idea
development: development: development: development:
 general to particular  claim and counterclaim  problem-solution  cause-effect
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials (LR) ENGLISH8-Q2-W1-MOD1.pdf ENGLISH8-Q2-W1-MOD1.pdf ENGLISH8-Q2-W1-MOD1.pdf ENGLISH8-Q2-W1-MOD1.pdf
portal
B. Other Learning Resources Visual Aids / powerpoint presentation Visual Aids / powerpoint presentation Visual Aids / powerpoint presentation Visual Aids / powerpoint presentation
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
IV. PROCEDURES 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. Explicit Teaching
for in-person classes
 A. INTRODUCTION
 Priming
 Prayer
 Checking of Attendance
 Motivation
Activity 1: Find Me!
The students will find the hidden words
or phrases in the puzzle posted at the
board.
B. MODELING (I DO)
 Teaching of Concepts
The teacher will discuss the
lesson pattern of idea
development:
 general to particular
Classroom-Based
Activities
C. GUIDED PRACTICE (WE DO)
 Activity: Read Me!
The teacher will ask the students
to
read the paragraphs and answer
the questions that follow.
D. INDEPENDENT PRACTICE (YOU
DO)
 Assessment
The teacher will give 10 items
quiz about general to particular.
The teacher will ask the students to
Home-Based
Activities search for claim an counterclaim pattern
of idea development.
Remarks
Prepared by: Checked by:
MARIFE E. GASPI DAISY M. DANZALAN
Teacher English, Chairperson
A. INTRODUCTION
 Priming
 Prayer
 Checking of Attendance
 Recall
The teacher will ask students to
recall the previous lesson.
B. MODELING (I DO)
 Teaching of Concepts
The teacher will discuss the
lesson pattern of idea
development:
 claim and counterclaim
C.GUIDED PRACTICE (WE DO)
 Activity: Note Me
The teacher will ask students to
read the sentences carefully and
circle the grammatical signal
used in each item.
D. INDEPENDENT PRACTICE (YOU
DO)
 Assessment
The teacher will give 10 items
quiz about claim and
counterclaim
The teacher will ask the students to
search for problem-solution pattern of
idea development.
A. INTRODUCTION
 Priming
 Prayer
 Checking of Attendance
 Motivation
The teacher will post pictures of
different problems in school and
community.
Students will have to explained
why it is considered as a problem.
B. MODELING (I DO)
 Teaching of Concepts
The teacher will discuss the
lesson pattern of idea development:
 problem-solution
C. GUIDED PRACTICE (WE DO)
 Activity: Construct Me!
The teacher will ask the
students to share their learning on this
module by constructing sentences
using the suggested grammatical
signals that follow the problem-solution
pattern.
D. INDEPENDENT PRACTICE (YOU
DO)
 Assessment
The teacher will give 10 items
quiz about problem-solution.
The teacher will ask the students
search for cause and effect pattern of
idea development.
Noted:
WALTER C. CRISTOBAL
School Head
A. INTRODUCTION
 Priming
 Prayer
 Checking of Attendance
 Motivation
The Teacher will popped a
balloon in front of the class using
a needle.
The students will have to explain
what happen and why it happen.
B. MODELING (I DO)
 Teaching of Concepts
The teacher will discuss the
lesson Visual-verbal
Relationship.
Type of Expository Text :
pattern of idea development:
 cause-effect
C. GUIDED PRACTICE (WE DO)
 Activity
The teacher will post different
cause-effect illustrations (causes of
floods, Results of smoking, Results
of bullying)
The students will explain the
different illustrations in their own
words and use appropriate
grammatical signals for each
situation.
D. INDEPENDENT PRACTICE (YOU
DO)
 Assessment
The teacher will give 10 items
quiz about cause and effect.
Activity . Write on the Petals
Directions: Using the semantic web,
give words or phrases that you can
associate to grammatical signals. Write
your answer in a separate sheet of
paper.