\

School: Grade Level: 8

GRADE 1 to 12 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG 2ND
Teaching Dates and Time: WEEK 7 Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature; relationship of visual, sensory, ad verbal signals in
both literary and expository texts; 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.
A. Content Standards: The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature; relationship
of visual, sensory, ad verbal signals in both literary and expository texts; 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.

B. Performance Standards: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of
effective paragraphs , appropriate grammatical signals or expressions in topic development, and appropriate prosodic feature,
stance, and behavior.

C. Learning EN8SS-IIg-1.2 EN8VC-IIg-1.3: EN8LT – IIg-2.2: EN8OL-IIg-3

Competencies/Objectives: Explain visual-verbal
Write the LC Code for each relationships illustrated in
tables, graphs, and information
maps found in expository texts
EN8RC-IIf-II:
Transcode information from
linear to non-linear texts and
vice-versa
EN8LC-IIg-7:
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts
EN8LC-IIg-3.12:
Listen to paraphrase
information/ideas
Predict the gist of the material
viewed based on the title,
pictures, and excerpts
EN8VC-IIg-17:
Discern positive and negative
messages conveyed in a
material viewed
EN8V-IIg-10.1.4:
Identify figures of speech that
show emphasis (hyperbole
and litotes)
Explain how the elements Deliver a self-composed
specific to a genre entertainment speech using
contribute to the theme of a all the needed speech
particular literary selection conventions
EN8LT-IIg-2.2.3: EN8OL-IIh-3.13
Determine tone, mood, Maintain the interest of the
technique, and purpose of audience by delivering punch
the author lines effectively
EN8WC-IIg-2.2: EN8G-IIg-9:
Develop paragraphs that Use appropriate grammatical
illustrate each text type signals or expressions
( narrative in literature, suitable to each pattern of
expository, explanatory, idea development:
factual and personal  General to particular
recount, persuasive)  Claim and
counterclaim
 Problem-solution
 Cause-effect
 And others

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
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
EMPLOYING ATTENTIVE CONTEXT CLUES - A PATCH OF SKY FORMING NEW WORDS
LISTENING STRATEGIES TO RESTATEMENT USING PREFIXES AND
A NEWS REPORT SUFFIXES
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 paper-based materials. Hands-on learning promotes concept development.
PAGE 78-79 Page 218 Page 204-208
English Expressways II English Expressways II English Expressways II http://www.oxforddictionaries.
com/words/prefixes-and-
Use English Worksheets and suffixes
Learn (UEWL)pp. 165 – 177
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
News reports are not only read Present the new lesson on Read a story taken from Prefixes and suffixes are
in the newspaper, they are also another type of context clue The Buddha Tree, novel sets of letters that are added
heard over the radio known as restatement that is considered as a to the beginning or end of
landmark in Niwa Fumio’s another word.
development as a writer
To help students become Use synonym as a type of Find out how a Japanese Prefixes and suffixes are part
effective listeners, make them context clue boy’s life becomes one with of our living language, in that
aware of the different kinds of nature people regularly use them to
listening, the different purposes create new words for modern
for listening, and the qualities of products, concepts, or
good listeners. situations.
Emphasize the following: Present examples using the Reading: Prefixes are added to the
1. Before you listen – keys to spotting statement as A Patch of Sky beginning of an existing word
ready your pen and a context clue. by : Niwa Fumio in order to create a new word
paper for taking down with a different meaning.
notes
2. As you listen- try to Keys to Spotting Statement Take note the spelling of Suffixes are added to the
answer the basic as a Context Clue: Italicized word: end of an existing word.
question: 1. The word OR  centre
 Who? ( Teacher provides examples)  aeroplane
 When?

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI.REFLECTION
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.
 Where?
 What?
 Why?
 How?
After you listen- How well did
you listen
Listen attentively to the
selection read by the teacher
Are there strong emotions
which may distract your
attention from the facts? Justify
your answer.
Listening is an active process;
hearing is not the same as
listening. When you hear you
detect sounds Listening
involves your brain as well as
your ears.
Group Activities:
Write a news report from the
selected read by your teacher
Listen to a radio news
broadcast and tell the class
about its headline news.
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
2. A dash or a pair of
dashes
(Teacher provides examples)
3. A comma or a pair of
commas
( Teacher provides examples)
4. The phrases: in
other words, that is,
also known as, and
sometimes called
( Teacher provides examples)
Activity: Board Work
(Provided by the teacher)
Activity: Vocabulary Mapping
You have discovered that you
can get the meaning of a word
by knowing its synonyms
Activity:
Page 218 ( English
Expressways II)
Use English Worksheets and
Learn (UEWL) pp. 165 – 177
The author used British
spelling. What does this
information imply about the
Japanese?
Activity:
Story Map
How can a person make
nature significant to his or
her own life
The selection tells about
the role of nature in one’s
life
Activity:
Have you experienced
exploring what nature can
offer you? Is there an
instance in your life when
nature helps you discover
your strengths as well as
your weaknesses?
Present a picture of man
living in unity with nature.
The addition of a suffix often
changes a word from one
word/class to another.
Activity: Board Work
( Provided by the teacher)
Prefixes and suffixes are
part of our living language, in
that people regularly use
them to create new words
for modern products,
concepts, or situations.
Many words are composed
of, two or more parts. If you
know the meaning of the
parts, you can often make
good guess about the
meaning of the whole word
Activity:
( Provided by the teacher)
Create a diagram on root
words and prefixes or
suffixes
 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?