School: FLORENTINO TORRES HIGH SCHOOL
Teacher: DISA L. HASAL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Learning Module
2. Book
Grade Level: VIII
Learning Area: ENGLISH
Teaching Dates and
WEEK 4 (OCTOBER 3 – 14, 2022) Quarter: FIRST
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met 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 activities may be done for 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 significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
Determine one’s prior Determine the meaning of Express agreement or Recall the elements of the Assess one’s knowledge
knowledge on a specific vocabulary words disagreement with the story using the short story through a summative
topic; expressing local culture ideas presented in the report. assessment.
through context clues; selection;
Identify the words or
expressions that Use information in the Interpret symbolisms;
expresses local color. selection to infer,
evaluate, and react to Identify the Elements of a
critical ideas. Short Story.
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.
Expressing Local
Elements of Elements of
Local Color Culture through Summative Test
Short Story Short Story
Context Clues
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.
Quarter 1 Module 2 Quarter 1 Module 2 Quarter 1 Module 2 Quarter 1 Module 2 Quarter 1 Module 2
(Valuing One’s (Valuing One’s (Valuing One’s (Valuing One’s (Valuing One’s
Existence) Existence) Existence Existence Existence
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
MONDAY
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.
Pre-Test:
The students will answer
the pretest on Module 2
about words or
expressions that express
Local Color.
The students will share
their thoughts on Local
Color.
The students will be
grouped into 3. They will
create a list of words that
can be an expression of
Local Color in the song
“Manila” by Hotdog.
Pre-reading:
TUESDAY
Motive Questions:
• How did you feel about
going to school when you
were younger? Were you
excited? afraid? reluctant?
• What was your
impression of school on
your first day? Did you find other.
school just as you had
imagined?
• As a child, what was
your view about your
world? Were you excited to
grow up? Why or why not?
Vocabulary Building
Activity:
Students will determine
the meaning of the
underline words through
context clues.
Pre-reading:
WEDNESDAY
Total Recall:
The students will share
their answers to their
assignment about the
different elements of a
short story.
Peer checking will be done
to see if they were able to
give all the elements.
The students will
enumerate the parts of the
template of the short story
report.
Students will identify how
each part differs from each
Selected students will
THURSDAY
Memory Jogger:
Who is Naguib Mahfouz
again?
What is his short story
“Half A Day” entirely
about?
Selected students will
recap the previous
discussion on Elements of
Short Story.
Through a short story
FRIDAY
Words to Ponder:
You will face many
defeats in life, but never
let yourself be defeated. -
Maya Angelou
The students will share
their thoughts after
reading the quotation.
The learners will share
similar experiences to
what was understood from
the quotation.
1. Distribution of the Test
 The teacher will briefly
define Local Color to the
students.
Reading:
The students will then read
the story, “I Shall Have
Other Birthdays” by
Ceferino Joven.
The students will list down
the words or expressions
of Local Color in the story.
Post-Reading:
The students will share the
words or expressions of
Local Color to their
classmates.
A selected student will report on the different report, the pairs of Paper
introduce Naguib Mahfouz elements of a short story. students will identify the 2. Clearing of Test
to the class. elements of the short story Instructions
Each element will be “Half A Day”. 3. Test Proper
Reading: reported by at least 1 4. Checking of Quiz
The students will then read student. Student were told They will use the 5. Remediation
the poem, “Half A Day” by to provide examples from approved concept map
Naguib Mahfouz. the story “Half A Day” to that they have created the The students will be given
easily guide their day before. 30 minutes to answer the
The students will list down classmates. said Quiz.
the words or expressions
of Local Color in the story.
Post-Reading:
The students will answer
comprehension questions
about the story.
1. Describe the father.
How does he treat his
son?
2. How does the child feel
about going to school?
3. What is the boy’s first
impression of the
school? Is he favorably
impressed?
4. What did the boy
notice as he walked
home?
5. Why did the young lad
call him “grandpa?”

E. Developing Mastery The students will write a
short paragraph about
Manila that contains at least
5 words or expressions of
Local Color.
The students will answer
Exercise 1 on the Module
that asks them to decide
whether the statement is
True, False of Did Not Say
anything about it.
Collaborative Learning:
In a short bond paper,
create a concept map that
can be used to show the
different elements of a
short story. (Pair Work)
The students will be
sharing their pair work to
the class.
Other activities for
learning Reinforcement
will be given. Pls. See
page 13 of the LEARNING
MATERIAL.
 F. Evaluating Learning

G. Assignment Read about Naguib Research the different Bring a short bond paper Share your personal story Answer to Quarter 1
Mahfouz and his short elements of a short story. and be ready for an activity of a memorable first day- Module 2 and answer the
story, “Half A Day”. tomorrow about Short Story of-school experience. Reflective Learning
Report. Use terms, words, or Sheet.
expressions unique to
your culture for a more
creative way of writing.

Be ready for a short quiz.

Prepared by:

DISA L. HASAL
Teacher 1