School Southville 8B National High School Grade Level Grade 8

DAILY LESSON LOG Teacher MARIFE E. GASPI Learning Area English

Teaching Dates and Time February 13-17, 2023 Quarter Third

I. DAY 1 DAY 2 DAY 3 DAY 4

OBJECTIVES
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
Content
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
Standards
to patterns of idea development.
Performance The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or
Standards expressions in topic development, and appropriate prosodic features, stance, and behavior.
Learning Examine biases (for or against) made by the author. (EN8VC-IIa-17- EN8VC-IIi-17)
Competencies
with MELC Code
A. Relate ideas to the word BIAS; A. Identify biased and not biased
A. Examine messages conveyed by A. Determine statements that connote
B. Distinguish biased and not biased statements;
statements; positive and negative biases;
Objectives statements; B. Judge if biases made by authors are
B. Figure reasons for personal choices. B. Cite evidence that proves biases.
C. Craft infographics in avoiding for or against.
biases.

II. CONTENT
Examining Biases
III.LEARNING
RESOURCES
A. References
1. Teacher’s CG CG CG
Guide pages CG
2. Learner’s
Materials pages ADM pp. 4 ADM pp. 5;8-9;16-17 ADM pp. 6-7;9;13 ADM pp. 10-11;13
3. Textbook
pages
4. Additional
Materials (LR)
portal
B. Other
Learning https://depedtambayan.net/grade-8-english-module- https://depedtambayan.net/grade-8-english-module- https://depedtambayan.net/grade-8-english-module- https://depedtambayan.net/grade-8-english-module-
Resources examining-biases/ examining-biases/ examining-biases/ examining-biases/
IV.
PROCEDURES
Classroom-  INTRODUCTION  INTRODUCTION  INTRODUCTION  INTRODUCTION
Based  Greetings  Greetings  Greetings
Activities  Greetings
 Prayer  Prayer  Prayer  Prayer
 Setting of House rules and  Setting of House rules and  Setting of House rules and  Setting of House rules and
objectives objectives objectives objectives
 Motivation  Review of the previous  Review of the previous Lesson  Review of the previous Lesson
Lesson Activity: Activity:
Activity: Activity:
 Students put a check mark (/)
 if the sentence connotes a
positive message and a cross-
mark (x) if it is negative.
 MODELING (I DO)
Activity:
 Teacher processes students’
responses by expressing the
following:
 GUIDED PRACTICE (WE DO)
Activity:
 Students choose from the
given options and determine
the reasons of their choice.
 INDEPENDENT PRACTICE
(YOU DO)
Activity:
 Students do a self-check
 Students recall the
concepts presented about
their personal preferences
on the options previously
given.
 MODELING (I DO)
Activity:
 Teacher further explains
the following:
 GUIDED PRACTICE (WE DO)
Activity:
 Students fill the semantic
web with words or phrases
that relate to the word “Bias”
 INDEPENDENT PRACTICE
(YOU DO)
Activity:
 Students judge whether the
statements presented are
biased or not biased.
 Students give a recap of the
highlights of the previous day’s
discussion.
 MODELING (I DO)
Activity:
 Teacher expounds that author
sometimes present biases in in
delivering their point.
 GUIDED PRACTICE (WE DO)
Activity:
 Students examine the
paragraph below.
 Students give a recap of the
highlights of the previous day’s
discussion on how to determine
the author’s biases.
 MODELING (I DO)
Activity:
 Teacher enhances students’
understanding on the topic on
examining biases through the
succeeding activities.
 GUIDED PRACTICE (WE DO)
Activity:
 Students pick out words or
expressions that make the
statements biased.
 INDEPENDENT PRACTICE (YOU
DO)
Activity:
 Based on the given paragraphs,
students identify the idea which
the author favors.
 Students write the word FOR
under the topic if the author is
biased towards it. If not, students
write AGAINST.
regarding their responses on
the previous activity.

 INDEPENDENT PRACTICE
(YOU DO)

Activity:

 Students read the paragraph

and identify the sentences
that signify positive or
negative biases.
  Students read and analyze the
following text and identify the
mood. Does it carry a positive
or negative feeling? What
words were used that denotes
a positive or negative
message?
 Students write reflection note
on the importance of
identifying whether the
embedded message in a text or
speech is positive or negative.

 Students craft an infographic

 Students share experiences on in avoiding biases.
being bias or if they have been
judged in a biased manner.

Home-Based
Activities

Remarks

Prepared: Checked by: Noted by:

MARIFE E. GASPI DAISY M. DANZALAN WALTER C. CRISTOBAL

Subject Teacher Subject Leader Officer-in-Charge