Direct Instruction DLL For Research

School: Esperanza National High School Grade Level: VIII
GRADES 8 Teacher: Ernest Gerard B. Durano Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 4-8, 2023 (WEEK 1) Quarter: 1ST QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Grade Level Standards The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
C. Learning Competencies Determine the meaning of words and expressions that reflect the local culture by noting context clues
Write the LC code for each EN8V-If-6 EN8V-If-6 EN8V-If-6 EN8V-If-6 EN8V-If-6
II. CONTENT(Subject Context Clues (Definition and Context Clues (Synonym Context Clues (Explanation Context Clues (List or Series of Context Clues (Weekly Test)
Matter) Example) and Antonym) and Cause-Effect) Clause and Inference)
III. Learning Resources
A.References English, Quarter 1, Module 1 English, Quarter 1, Module 1 English, Quarter 1, Module 1 English, Quarter 1, Module 1 English, Quarter 1, Module 1
1.Teacher’s Guide Pages MELCs, English, Page 190 MELCs, English, Page 190 MELCs, English, Page 190 MELCs, English, Page 190 MELCs, English, Page 190
2.Learner’s Materials English, Quarter 1, Module 1 English, Quarter 1, Module 1 English, Quarter 1, Module 1 English, Quarter 1, Module 1 English, Quarter 1, Module 1
Pages (pages 1-22) (pages 1-22) (pages 1-22) (pages 1-22) (pages 1-22)
3.Textbook Pages
4. Additional Materials Worksheets/ activity sheets Worksheets/ activity sheets Worksheets/ activity sheets Worksheets/ activity sheets Worksheets/ activity sheets
from Learning Resources
(LR) Portal)
B.Other Learning Reading selection/ passages Reading selection/ passages Reading selection/ passages Reading selection/ passages Reading selection/ passages
Resources
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IV.PROCEDURES A. Review Previous Lessons: A. Review Previous A. Review Previous A. Review Previous Lessons: A. Review Previous Lessons:
None Lessons: Lessons:  Briefly recap the concepts  Begin the class by quickly
1. Begin the lesson by  Briefly review the of explanation and cause reviewing the different types
B. Establishing Purpose for briefly reviewing the importance of determining and effect context clues. of context clues discussed in
the Lesson: concept of context clues the meaning of words and the previous two days'
 Explain to students that and the two types expressions through B. Establishing Purpose for the lessons.
understanding the discussed in the previous context clues. Lesson:
meaning of unfamiliar lesson: definition and  Explain that today's lesson B. Test:
words and expressions is example context clues. B. Establishing Purpose for will focus on two additional  Administer a written test that
important for effective the Lesson: types of context clues: list assesses students'
reading and B. Establishing Purpose for  Explain that today's or series of clues and understanding of
communication. the Lesson: lesson will focus on two inference. Emphasize the determining the meaning of
 Introduce the concept of 1. Explain to students that types of context clues: importance of mastering words and expressions
context clues and explain they will focus on two explanation and cause these clues to further through context clues.
that they can help additional types of context and effect. Emphasize the enhance reading  The test should include a
determine the meaning of clues: synonym and importance of comprehension. variety of question types,
unknown words. antonym context clues. understanding these such as multiple-choice, fill
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 State the objective of the clues to enhance reading in the blanks, and short
lesson: To identify and C. Presenting comprehension. C. Presenting answer, covering all the
use definition and Examples/Instances of C. Presenting Examples/Instances of the types of context clues taught
example context clues to the New Lesson: Examples/Instances of New Lessons: over the past two days.
determine the meaning of 1. Provide sentences or the New Lessons:  Provide written examples of
words and expressions. short passages where  Provide written examples sentences that contain list C. Providing Feedback:
unfamiliar words are of sentences that contain or series of clues, where  Collect the tests and provide
C. Presenting used, but their meanings explanation context clues, multiple context clues are individual feedback to
Examples/Instances of the can be inferred through where the meaning of a presented within the students to help them
New Lesson: synonyms or antonyms word or expression is sentence to help determine understand their strengths
 Provide examples of found in the context. directly explained within the meaning of a word or and areas for improvement.
sentences containing 2. Guide students in the sentence. expression.  Address any common
definition context clues identifying the words or  Present written examples  Present written examples of misconceptions or recurring
(e.g., "The dog, or canine, phrases that provide of sentences that contain sentences that require difficulties during a whole-
is a loyal companion.") synonym or antonym cause and effect context inference, where the class discussion.
 Show examples of clues. clues, where the meaning meaning of a word or
sentences using example of a word or expression expression must be D. Additional Activities for
context clues (e.g., "She D. Discussing New can be inferred based on deduced based on the Application or Remediation:
excelled in various sports, Concepts and Practicing the cause and effect surrounding context.  Offer additional practice
such as swimming, New Skills #1: relationship within the materials or online resources
basketball, and tennis.") 1. Introduce the concept of sentence. D. Discussing New Concepts for students to continue
synonym context clues, and Practicing New Skills honing their skills in
D. Discussing New Concepts where a word with a D. Discussing New Concepts #1: determining word meanings
and Practicing New Skills #1: similar meaning is used to and Practicing New Skills  Explain the concept of list through context clues.
 Explain the definition help understand the #1: or series of clues and  Provide opportunities for
context clue and its unfamiliar word.  Explain the concept of provide guidelines on how students to work on targeted
purpose. 2. Show examples and explanation context clues to identify them. exercises or activities based
 Discuss how to identify guide students in and provide guidelines on  Engage students in a pair on their individual needs.
definition context clues in identifying and how to identify them. activity where they analyze
sentences. underlining the synonym  Engage students in a pair sentences containing list or E. Reflecting on Learning:
 Provide guided practice context clues in the given activity where they series of clues and  Engage students in a class
exercises where students sentences. analyze sentences determine the meaning of discussion about their overall
identify definition context containing explanation the underlined words or experience with the lesson
clues and determine word E. Discussing New Concepts context clues and expressions. on determining word
meanings. and Practicing New Skills determine the meaning of meanings through context
#2: the underlined words or E. Discussing New Concepts clues.
E. Discussing New Concepts 1. Introduce the concept of expressions. and Practicing New Skills  Encourage them to reflect on
and Practicing New Skills #2: antonym context clues, #2: their growth and identify
where a word with the E. Discussing New Concepts  Discuss the concept of strategies they found most
 Introduce the concept of
opposite meaning is used and Practicing New Skills inference and provide helpful.
example context clues
to provide context for the #2: guidelines on how to make
and their purpose.
unfamiliar word.  Discuss the concept of logical deductions based on
 Discuss strategies for F. Closure:
2. Provide examples and cause and effect context context.
identifying example  Conclude the lesson by
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context clues in guide students in clues and provide  Conduct a group activity emphasizing the ongoing
sentences. identifying and guidelines on how to where students practice importance of using context
 Engage students in underlining the antonym identify them. making inferences to clues to enhance reading
guided practice activities context clues in the given  Conduct a group determine the meaning of comprehension and
to identify example sentences. discussion where underlined words or vocabulary development.
context clues and F. Developing Mastery students analyze expressions in sentences.  Express confidence in
determine word (Leads to Formative sentences containing students' abilities to apply
meanings. Assessment 3): cause and effect context F. Developing Mastery (Leads these skills in their future
F. Developing Mastery 1. Distribute a worksheet or clues and infer the to Formative Assessment reading endeavors.
(Leads to Formative provide an online activity meaning of the underlined 3):
Assessment 3): where students can words or expressions.  Distribute a worksheet with
 Provide additional practice identifying and sentences containing both
practice exercises for using synonym and F. Developing Mastery list or series of clues and
students to identify and antonym context clues. (Leads to Formative inference context clues.
use definition and 2. Monitor students' Assessment 3):  In pairs, students work
example context clues. progress and provide  Distribute a worksheet through the worksheet to
 Monitor and provide immediate feedback to with sentences containing determine the meaning of
feedback to students as address any both explanation and the underlined words or
they practice misconceptions. cause and effect context expressions using the
independently. clues. appropriate context clues.
G. Finding Practical  In pairs, students work  Circulate the classroom to
G. Finding Practical Applications of Concepts through the worksheet to provide guidance and
Applications of Concepts and and Skills in Daily Living: determine the meaning of support as needed.
Skills in Daily Living: 1. Engage students in a the underlined words or
 Discuss real-life situations discussion about real-life expressions using the G. Finding Practical
where understanding situations where synonym appropriate context clues. Applications of Concepts
context clues is valuable, and antonym context  Circulate the classroom to and Skills in Daily Living:
such as reading clues are used to provide guidance and  Engage students in a class
newspapers, books, or understand unfamiliar support as needed. discussion about how
interpreting words or expressions. understanding list or series
conversations. 2. Encourage students to G. Finding Practical of clues and making
 Encourage students to be share examples from their Applications of Concepts inferences can be valuable
aware of context clues in own experiences or ask and Skills in Daily Living: in real-life scenarios.
their everyday them to find examples in  Engage students in a  Encourage students to
interactions. books, articles, or class discussion about share examples from their
advertisements. real-life situations where own experiences where
H. Making Generalizations & understanding these context clues played
Abstractions about the H. Making Generalizations & explanation and cause a role in comprehension.
Lessons: Abstractions about the and effect context clues
 Lead a class discussion Lessons: can be beneficial. H. Making Generalizations and
on the importance of 1. Summarize the key  Encourage students to Abstractions about the
using context clues to concepts learned in the share their experiences or Lessons:
determine word lesson, highlighting the examples they have  Guide students in
use of synonym and
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meanings. antonym context clues in encountered. summarizing the key points
 Encourage students to determining word of the lesson regarding list
share their insights and meanings. H. Making Generalizations or series of clues and
experiences related to 2. Facilitate a class and Abstractions about inference context clues.
using context clues. discussion where the Lessons:  Encourage students to
I. Evaluating Learning: students can share their  Guide students in reflect on how mastering
 Administer a short quiz or insights and summarizing the key these context clues can
worksheet to assess generalizations about the points of the lesson improve their overall
students' understanding different types of context regarding explanation and reading and critical thinking
of definition and example clues. cause and effect context abilities.
context clues. clues.
I. Evaluating Learning:  Encourage students to I. Evaluating Learning:
J. Additional Activities for 1. Administer a short quiz or reflect on the importance  Assign a short exit ticket or
Application or assessment to evaluate of these context clues in quiz where students apply
Remediation: students' understanding improving their reading their knowledge of list or
 Assign homework of synonym and antonym comprehension. series of clues and
exercises where students context clues and their inference to determine the
find examples of definition ability to apply them I. Evaluating Learning: meaning of given words or
and example context effectively.  Assign a short exit ticket expressions in sentences.
clues in a book or article 2. Provide individual or quiz where students
of their choice. feedback to students and apply their knowledge of J. Additional Activities for
 Provide extra practice offer guidance for further explanation and cause Application or Remediation:
worksheets for students improvement. and effect context clues  Provide additional
who need additional to determine the meaning passages or short texts
reinforcement. J. Additional Activities for of given words or where students can
Application or expressions in sentences. independently identify list or
Remediation: series of clues and make
1. Assign a pair activity J. Additional Activities for inferences to determine
where students can Application or word meanings.
create their own Remediation:  Offer supplementary
sentences with synonym  Provide a list of passages practice materials or online
and antonym context or short texts where resources to reinforce
clues, and have their students can identify students' understanding of
partner identify the explanation and cause these context clues.
unfamiliar word's and effect context clues
meaning. independently.
2. Provide online resources  Offer extra practice
or games for students to worksheets or online
practice identifying resources for students to
synonym and antonym reinforce their
understanding of these
context clues.
85
V.REMARKS
VI. Reflection
A.No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional acts.for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
ERNEST GERARD B. DURANO

English Teacher
Checked and noted by:
86
RECHIE A. LAZALITA
Secondary School Principal I

C. Learning Competencies Use opinion-marking signals to share ideas
Write the LC code for each

II. CONTENT(Subject Fact or Opinion Fact or Opinion (Sentences) Fact or Opinion (Passages) Fact or Opinion (Performance Fact or Opinion (Weekly Test)
Matter) Task)
(pages 1-27) (pages 1-27) (pages 1-27) (pages 1-27) (pages 1-27)
3.Textbook Pages
(LR) Portal)
Resources
A. Review Previous Lessons: A. Review Monday's lesson A. Review Tuesday's lesson A. Review Wednesday's lesson A. Review key concepts from
Review reading on facts and opinions. on fact signal words and on signal words in passages. the week.
comprehension strategies opinion-marking signals.
previously discussed. B. Establishing Purpose for B. Establishing Purpose for the B. Establishing Purpose for the
the Lesson: Introduce fact B. Establishing Purpose for Lesson: Review key concepts Lesson: Explain the format and
B. Establishing Purpose for signal words and opinion- the Lesson: Extend previous from the week and introduce expectations for the test.
IV.PROCEDURES
the Lesson: Introduce the marking signals. learning into the context of the performance task.
concept of facts and opinions, short passages. C. Presenting Examples: Give
emphasizing the importance C. Presenting Examples: C. Presenting Examples: Show examples of test questions.
of distinguishing between the Present sentences with C. Presenting Examples: an example of the performance
two in text. fact signal words and Present short passages, task. D. Discussing New Concepts
opinion-marking signals. students identify fact signal and Practicing New Skills #1:
87
C. Presenting Students identify these words and opinion-marking D. Discussing New Concepts Review strategies for taking the
Examples/Instances of the markers. signals. and Practicing New Skills #1: test, allow students to ask last-
New Lesson: Share several Discuss expectations for the minute questions.
sentences, asking students to D. Discussing New D. Discussing New Concepts performance task. Students
identify them as either fact or Concepts and Practicing and Practicing New Skills #1: begin working on tasks E. Discussing New Concepts &
opinion. New Skills #1: Discuss Discuss strategies for individually. Practicing New Skills #2: N/A
the common fact signal identifying signal words in
D. Discussing New Concepts words and opinion- longer texts. Practice with E. Discussing New Concepts & F. Developing Mastery:
and Practicing New Skills #1: marking signals. Practice individual passages. Practicing New Skills #2: Pair Administer the test.
Discuss the characteristics of identifying these in students to give feedback on
fact and opinion sentences. individual sentences. E. Discussing New Concepts each other's tasks. G. Finding Practical
Practice identifying them & Practicing New Skills #2: Applications: N/A
through a worksheet. E. Discussing New Concepts Pair students to analyze a F. Developing Mastery: Assess
& Practicing New Skills passage together. the completion and accuracy of H. Making Generalizations &
E. Discussing New Concepts #2: Pair students to the performance task. Abstractions: N/A
& Practicing New Skills #2: create their own F. Developing Mastery:
Pair students to review each sentences using fact Review and assess the G. Finding Practical I. Evaluating Learning: Grade
other's work. signal words and opinion- students' analyses. Applications: Discuss the value the tests.
marking signals. of these skills in academic and
F. Developing Mastery: G. Finding Practical professional settings. J. Additional Activities: Assign a
Evaluate worksheet F. Developing Mastery: Applications: Discuss how reflective activity for students to
completion and correctness. Assess students' these skills help in H. Making Generalizations & think about what they learned
understanding through understanding textbooks, Abstractions: Recap the key and how they will use these
G. Finding Practical the sentences they novels, articles, etc. concepts and skills learned skills moving forward.
Applications of Concepts and create. throughout the week.
Skills in Daily Living: Discuss H. Making Generalizations &
the importance of G. Finding Practical Abstractions: Summarize the I. Evaluating Learning: Collect
differentiating facts from Applications: Discuss the importance of signal words in and grade the performance
opinions in news articles, importance of these understanding the context of tasks.
social media, and everyday signal words in a passage.
conversations. interpreting and creating J. Additional Activities: Prepare
text. I. Evaluating Learning: for Friday's test by reviewing all
H. Making Generalizations & Written quiz analyzing a new materials and concepts.
Abstractions about the H. Making Generalizations & passage.
Lesson: Summarize the Abstractions: Recap on
differences between facts and the role of signal words in J. Additional Activities: Assign
opinions. distinguishing facts and a passage for homework,
opinions. students identify facts,
I. Evaluating Learning: opinions, and signal words.
Conduct a quick verbal quiz I. Evaluating Learning: Give
where students must identify a quick written quiz with
facts and opinions. sentences where
students identify the
88
J. Additional Activities for signal words.
Application or Remediation:
Assign a short passage for J. Additional Activities:
homework, instructing Homework assignment
students to underline facts reading a news article
and circle opinions. and identifying the signal
words.
V.REMARKS
VI. Reflection
earned 80% in the
evaluation
below 80%
continue to require
remediation
did this work?
encounter which my
me solve?
to share with other
teachers?
Prepared by: Checked and noted by:
ERNEST GERARD B. DURANO RECHIE A. LAZALITA

English Teacher Secondary School Principal I

Teacher: Ernest Gerard B. Durano Learning Area: ENGLISH
89
GRADES 8 SEPTEMBER 18-22, 2023 (WEEK 3)
DAILY LESSON LOG

Teaching Dates and Time: Quarter: 1ST QUARTER
C. Learning Competencies Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts
Write the LC code for each EN8SS-IIe-1.2 EN8SS-IIe-1.2 EN8SS-IIe-1.2 EN8SS-IIe-1.2 EN8SS-IIe-1.2
II. CONTENT(Subject Visual-Verbal Relationship Visual-Verbal Relationship Visual-Verbal Relationship Visual-Verbal Relationship Visual-Verbal Relationship
Matter) (Graphs and Tables) (Graphs and Tables) (Graphs and Tables) (Graphs and Tables) (Graphs and Tables)
3.Textbook Pages
(LR) Portal)
Resources
IV.PROCEDURES A. Review Previous Lessons A. Review Previous Lessons A. Review Previous Lessons A. Review Previous Lessons A. Review Previous Lessons
Discuss any prior knowledge Recap the previous lesson Recap the previous lesson on Review all the lessons from the Quick review of all the topics
that can be associated with on graphs and tables. maps, globes, and concept week. covered in the week.
line and bar graphs, and maps.
tables. B. Establishing Purpose for B. Establishing Purpose for the B. Establishing Purpose for the
the Lesson B. Establishing Purpose for Lesson Lesson
B. Establishing Purpose for Introduce the importance the Lesson Prepare students for the Explain the purpose and
the Lesson and usage of maps, globes, Introduce the significance of performance task where they structure of the test.
Explain the significance of and concept maps in our pie charts, flow charts, and will create and present their
data interpretation using daily life. infographics in visually own visual illustrations based C. Presenting
different types of graphs and representing data and on given data. Examples/Instances of New
tables. C. Presenting processes. Lessons
Examples/Instances of New No new lessons, focus on the
C. Presenting Lessons C. Presenting C. Presenting test.
Examples/Instances of New Showcase different types of Examples/Instances of New Examples/Instances of New
Lessons maps, a globe, and some Lessons Lessons D. Discussing New Concepts
Show examples of various concept maps. Present different types of pie No new lessons, focus on and Practicing New Skills #1
90
types of line graphs, bar charts, flow charts, and review and the performance Not applicable.
graphs, and tables and their D. Discussing New infographics. task.
application in different sectors Concepts and Practicing E. Discussing New Concepts &
such as finance, weather New Skills #1 D. Discussing New Concepts D. Discussing New Concepts Practicing and Concern to New
forecasts, etc. Maps and Globes: Discuss and Practicing New Skills #1 and Practicing New Skills #1 Skills #2
how to read and interpret Pie Charts: Discuss the Review all key concepts and Not applicable.
D. Discussing New Concepts them. purpose and how to interpret skills from the week's lessons.
and Practicing New Skills #1 them. F. Developing Mastery (Leads
Line Graphs: Discuss the E. Discussing New Concepts E. Discussing New Concepts & to Formative Assessment 3)
elements of line graphs and & Practicing and Concern to E. Discussing New Concepts Practicing and Concern to New Students complete the test.
how they represent data. New Skills #2 & Practicing and Concern to Skills #2
Concept Maps: Discuss the New Skills #2 Discuss how to create effective G. Finding Practical
E. Discussing New Concepts purpose and structure of Flow Charts and Infographics: visual illustrations based on Applications of Concepts and
& Practicing and Concern to concept maps. Discuss how they visually given data. Skills in Daily Living
New Skills #2 represent processes and Not applicable.
Bar Graphs and Tables: F. Developing Mastery data. F. Developing Mastery (Leads
Discuss how to interpret data (Leads to Formative to Formative Assessment 3) H. Making Generalizations &
from bar graphs and tables. Assessment 3) F. Developing Mastery Performance Task: Students Abstractions About the Lessons
Socrates Method: Teacher- (Leads to Formative create their own visual Not applicable.
F. Developing Mastery led questioning session to Assessment 3) presentations based on
(Leads to Formative review understanding of Individual Analysis: Students provided data. I. Evaluating Learning
Assessment 3) maps, globes, and concept analyze a given visual Grade the tests to assess
Complete worksheets related maps. presentation (either a pie G. Finding Practical understanding of all topics
to line graphs, bar graphs, chart, flow chart, or Applications of Concepts and covered in the week.
and tables. G. Finding Practical infographic). Skills in Daily Living
Applications of Concepts Discuss the importance of data J. Additional Activities for
G. Finding Practical and Skills in Daily Living G. Finding Practical visualization in various fields, Application or Remediation
Applications of Concepts and Discuss how we use maps, Applications of Concepts and such as business, science, and Based on test results, plan
Skills in Daily Living globes, and concept maps in Skills in Daily Living journalism. individual or group remediation
Discuss real-life instances daily life and professions. Discuss how charts and activities or further instruction
where these graphs and infographics are used in real- H. Making Generalizations & as needed.
tables are used (such as H. Making Generalizations & world contexts, such as Abstractions About the Lessons
interpreting weather data, Abstractions About the business reports, instruction Discuss how creating effective
financial data, etc.) Lessons manuals, and news reports. visual illustrations aids in
Discuss how maps, globes, understanding and
H. Making Generalizations & and concept maps visually H. Making Generalizations & communication of complex
Abstractions About the represent different types of Abstractions About the data.
Lessons information. Lessons
Discuss the importance of Discuss the importance of I. Evaluating Learning
graphs and tables in I. Evaluating Learning these tools in visually Evaluate students' visual
representing and interpreting Through a short quiz, simplifying complex data and presentations for understanding
data visually. evaluate students' processes. and application of the concepts
understanding and and skills from the week's
91
I. Evaluating Learning knowledge of maps, globes, I. Evaluating Learning lessons.
Check worksheets to and concept maps. Check students' analysis for
evaluate understanding of understanding of different J. Additional Activities for
interpreting different graphs J. Additional Activities for charts and infographics. Application or Remediation
and tables. Application or Remediation Offer additional help to students
Provide extra exercises or J. Additional Activities for who struggled with their
J. Additional Activities for one-on-one instruction for Application or Remediation presentations.
Application or Remediation students who struggled Provide additional examples
For struggling students, during the Socratic and exercises for students
provide extra exercises on questioning. who struggled with their
data interpretation. analyses.
V.REMARKS
VI. Reflection
earned 80% in the
evaluation
below 80%
continue to require
remediation
did this work?
encounter which my
me solve?
to share with other
teachers?
92

C. Learning Competencies Compare and contrast own opinions with those presented in familiar texts

II. CONTENT(Subject Comparison and Contrast Comparison and Contrast Comparison and Contrast Comparison and Contrast Comparison and Contrast
Matter) (Introduction) (Introduction) (Introduction) (Introduction) (Introduction)
3.Textbook Pages
(LR) Portal)
Resources
IV.PROCEDURES A. Review Previous Lessons: A. Review Previous A. Review Previous Lessons: A. Review Previous Lessons: A. Review Previous Lessons:
Review of understanding of Lessons: Quick review of Review how to compare and Recap comparison and contrast Quick review of the week’s
'opinion' in texts and the signal words and their role in contrast opinions in texts. of opinions in texts and visual lessons.
importance of identifying comparison and contrast. presentations.
different opinions. B. Establishing purpose for B. Establishing purpose for the
B. Establishing purpose for the Lesson: Deepen B. Establishing purpose for the Lesson: Evaluation of
B. Establishing purpose for the Lesson: Introduction to understanding of comparing Lesson: Preparation for understanding and skills
the Lesson: Introduction to comparing and contrasting and contrasting opinions by performance task. developed during the week.
the significance of signal opinions in familiar texts. analyzing visual
words in identifying and presentations. C. Presenting C. Presenting
understanding the C. Presenting examples/instances of the new examples/instances of the new
comparison and contrast of examples/instances of the C. Presenting lesson: Show examples of lesson: N/A
opinions in familiar texts. new lesson: Present text examples/instances of the sentences comparing and
samples and demonstrate new lesson: Show visual contrasting opinions. D. Discussing new concepts
93
C. Presenting how to identify different presentations depicting and practicing new skills #1:
examples/instances of the opinions and use signal different opinions and D. Discussing new concepts N/A
new lesson: Introduce signal words to compare and demonstrate the comparison and practicing new skills #1:
words such as 'similarly', contrast them. and contrast. Students brainstorm and create E. Discussing new concepts &
'likewise', 'on the other hand', comparison and contrast practicing new skills #2: N/A
'however', etc. Demonstrate D. Discussing new concepts D. Discussing new concepts sentences based on an
usage in sentences. and practicing new skills #1: and practicing new skills #1: illustration. F. Developing Mastery (Leads
Use Socrates Method to Students individually analyze to Formative Assessment 3):
D. Discussing new concepts encourage discussion and provided visual presentations. E. Discussing new concepts & Conduct a test involving
and practicing new skills #1: understanding of the practicing new skills #2: identifying signal words,
Analyze sentences for presented texts. E. Discussing new concepts Sharing and discussing the comparing and contrasting
understanding of signal & practicing new skills #2: sentences created. opinions in texts, and creating
words. Students practice E. Discussing new concepts Share and discuss their sentences based on
identifying signal words in & practicing new skills #2: findings in a group setting. F. Developing Mastery (Leads illustrations.
provided examples. Allow students to present to Formative Assessment 3):
their understanding and F. Developing Mastery Finalize and submit their G. Finding Practical
E. Discussing new concepts discuss in a group setting. (Leads to Formative sentences. Applications of concepts and
& practicing new skills #2: Assessment 3): Assign skills in daily living: N/A
More complex sentences F. Developing Mastery another visual presentation G. Finding Practical
introduced for analysis. (Leads to Formative for students to analyze Applications of concepts and H. Making Generalizations &
Assessment 3): Assign a individually. skills in daily living: Discuss Abstractions about the lessons:
F. Developing Mastery familiar text for students to how understanding and N/A
(Leads to Formative identify and compare G. Finding Practical constructing such sentences
Assessment 3): Provide a contrasting opinions. Applications of concepts and aid in effective communication. I. Evaluating Learning: Grade
worksheet with sentences for skills in daily living: Discuss the test and provide feedback
students to identify the signal G. Finding Practical how analyzing opinions helps H. Making Generalizations & on areas of improvement.
words and what they indicate. Applications of concepts and in comprehending information Abstractions about the lessons:
skills in daily living: Discuss presented in visual media. Summarize how visual J. Additional activities for
G. Finding Practical the importance of elements can be converted into application or remediation:
Applications of concepts and understanding and H. Making Generalizations & text-based opinions. Provide remedial lessons or
skills in daily living: Discuss respecting different opinions Abstractions about the additional tasks based on the
how understanding signal in day-to-day life and in lessons: Discuss how text I. Evaluating Learning: Assess test results.
words helps in daily academic settings. and visual analysis are the sentences created by
communication and interrelated. students.
understanding texts better. H. Making Generalizations &
Abstractions about the I. Evaluating Learning: J. Additional activities for
H. Making Generalizations & lessons: Summarize the key Review individual analyses of application or remediation: If
Abstractions about the steps to compare and visual presentations. needed, additional illustrations
lessons: Summarize the role contrast opinions in familiar can be provided for more
of signal words in texts. J. Additional activities for practice.
comparisons and contrast. application or remediation:
I. Evaluating Learning: Provide additional visual
I. Evaluating Learning: Review the students' presentations for analysis if
94
Evaluate worksheet analysis of the text for necessary.
responses. understanding.
J. Additional activities for J. Additional activities for

application or remediation: If application or remediation: If
needed, provide additional necessary, provide
practice with worksheets and additional texts for
real-world examples. comparison and contrast.
V.REMARKS
VI. Reflection
earned 80% in the
evaluation
below 80%
continue to require
remediation
did this work?
encounter which my
me solve?
to share with other
teachers?

95

C. Learning Competencies Compare and contrast own opinions with those presented in familiar texts

II. CONTENT(Subject Comparison and Contrast Comparison and Contrast Comparison and Contrast Comparison and Contrast Comparison and Contrast
Matter) (Introduction) (Introduction) (Introduction) (Introduction) (Introduction)
3.Textbook Pages
(LR) Portal)
Resources
Review of understanding of Lessons: Quick review of Review how to compare and Recap comparison and contrast Quick review of the week’s
'opinion' in texts and the signal words and their role in contrast opinions in texts. of opinions in texts and visual lessons.
importance of identifying comparison and contrast. presentations.
different opinions. B. Establishing purpose for B. Establishing purpose for the
B. Establishing purpose for the Lesson: Deepen B. Establishing purpose for the Lesson: Evaluation of
B. Establishing purpose for the Lesson: Introduction to understanding of comparing Lesson: Preparation for understanding and skills
the Lesson: Introduction to comparing and contrasting and contrasting opinions by performance task. developed during the week.
the significance of signal opinions in familiar texts. analyzing visual
words in identifying and presentations. C. Presenting C. Presenting
understanding the C. Presenting examples/instances of the new examples/instances of the new
comparison and contrast of examples/instances of the C. Presenting lesson: Show examples of lesson: N/A
opinions in familiar texts. new lesson: Present text examples/instances of the sentences comparing and
samples and demonstrate new lesson: Show visual contrasting opinions. D. Discussing new concepts
C. Presenting how to identify different presentations depicting and practicing new skills #1:
examples/instances of the opinions and use signal different opinions and D. Discussing new concepts N/A
new lesson: Introduce signal words to compare and demonstrate the comparison and practicing new skills #1:
96
words such as 'similarly', contrast them. and contrast. Students brainstorm and create E. Discussing new concepts &
'likewise', 'on the other hand', comparison and contrast practicing new skills #2: N/A
'however', etc. Demonstrate D. Discussing new concepts D. Discussing new concepts sentences based on an
usage in sentences. and practicing new skills #1: and practicing new skills #1: illustration. F. Developing Mastery (Leads
Use Socrates Method to Students individually analyze to Formative Assessment 3):
D. Discussing new concepts encourage discussion and provided visual presentations. E. Discussing new concepts & Conduct a test involving
and practicing new skills #1: understanding of the practicing new skills #2: identifying signal words,
Analyze sentences for presented texts. E. Discussing new concepts Sharing and discussing the comparing and contrasting
understanding of signal & practicing new skills #2: sentences created. opinions in texts, and creating
words. Students practice E. Discussing new concepts Share and discuss their sentences based on
identifying signal words in & practicing new skills #2: findings in a group setting. F. Developing Mastery (Leads illustrations.
provided examples. Allow students to present to Formative Assessment 3):
their understanding and F. Developing Mastery Finalize and submit their G. Finding Practical
E. Discussing new concepts discuss in a group setting. (Leads to Formative sentences. Applications of concepts and
& practicing new skills #2: Assessment 3): Assign skills in daily living: N/A
More complex sentences F. Developing Mastery another visual presentation G. Finding Practical
introduced for analysis. (Leads to Formative for students to analyze Applications of concepts and H. Making Generalizations &
Assessment 3): Assign a individually. skills in daily living: Discuss Abstractions about the lessons:
F. Developing Mastery familiar text for students to how understanding and N/A
(Leads to Formative identify and compare G. Finding Practical constructing such sentences
Assessment 3): Provide a contrasting opinions. Applications of concepts and aid in effective communication. I. Evaluating Learning: Grade
worksheet with sentences for skills in daily living: Discuss the test and provide feedback
students to identify the signal G. Finding Practical how analyzing opinions helps H. Making Generalizations & on areas of improvement.
words and what they indicate. Applications of concepts and in comprehending information Abstractions about the lessons:
skills in daily living: Discuss presented in visual media. Summarize how visual J. Additional activities for
G. Finding Practical the importance of elements can be converted into application or remediation:
Applications of concepts and understanding and H. Making Generalizations & text-based opinions. Provide remedial lessons or
skills in daily living: Discuss respecting different opinions Abstractions about the additional tasks based on the
how understanding signal in day-to-day life and in lessons: Discuss how text I. Evaluating Learning: Assess test results.
words helps in daily academic settings. and visual analysis are the sentences created by
communication and interrelated. students.
understanding texts better. H. Making Generalizations &
Abstractions about the I. Evaluating Learning: J. Additional activities for
H. Making Generalizations & lessons: Summarize the key Review individual analyses of application or remediation: If
Abstractions about the steps to compare and visual presentations. needed, additional illustrations
lessons: Summarize the role contrast opinions in familiar can be provided for more
of signal words in texts. J. Additional activities for practice.
comparisons and contrast. application or remediation:
I. Evaluating Learning: Provide additional visual
I. Evaluating Learning: Review the students' presentations for analysis if
Evaluate worksheet analysis of the text for necessary.
responses. understanding.
97
J. Additional activities for J. Additional activities for
application or remediation: If application or remediation: If
needed, provide additional necessary, provide
practice with worksheets and additional texts for
real-world examples. comparison and contrast.
V.REMARKS
VI. Reflection
earned 80% in the
evaluation
below 80%
continue to require
remediation
did this work?
encounter which my
me solve?
to share with other
teachers?

DAILY LESSON LOG Teaching Dates and Time: OCTOBER 2-6 (WEEK 5) Quarter: 1ST QUARTER
98
C. Learning Competencies Recognizing positive or negative message
II. CONTENT(Subject Positive Message Negative Message Recognizing Positive and Recognizing Positive and Recognizing Positive and
Matter) Negative in Short Passages Negative (Performance Task) Negative (Weekly Test)
3.Textbook Pages
(LR) Portal)
Resources
Review of identifying opinions Lessons: Quick review of Review how to identify Recap identifying positive and Quick review of the week’s
in texts. identifying positive positive and negative negative messages in texts and lessons.
messages in texts. messages in texts. visual presentations.
B. Establishing purpose for B. Establishing purpose for the
the Lesson: Introduction to B. Establishing purpose for B. Establishing purpose for B. Establishing purpose for the Lesson: Evaluation of
recognizing positive the Lesson: Introduction to the Lesson: Deepen Lesson: Preparation for understanding and skills
messages in texts. recognizing negative understanding of identifying performance task. developed during the week.
messages in texts. positive and negative
C. Presenting examples messages by analyzing visual C. Presenting C. Presenting
/instances of the new C. Presenting presentations. examples/instances of the new examples/instances of the new
lessons: Provide texts with examples/instances of the lesson: Show examples of texts lesson: N/A
positive messages. new lesson: Provide texts C. Presenting depicting positive and negative
Demonstrate how to identify with negative messages. examples/instances of the messages. D. Discussing new concepts
positive sentiments and Demonstrate how to identify new lesson: Show visual and practicing new skills #1:
words. negative sentiments and presentations depicting D. Discussing new concepts N/A
words. positive and negative and practicing new skills #1:
D. Discussing new concepts messages. Demonstrate the Students brainstorm and create E. Discussing new concepts &
and practicing new skills #1: D. Discussing new concepts identification process. positive and negative practicing new skills #2: N/A
Students practice identifying and practicing new skills #1: messages based on an
99
positive messages in Use Socrates Method to D. Discussing new concepts illustration. F. Developing Mastery (Leads
provided texts. encourage discussion and and practicing new skills #1: to Formative Assessment 3):
understanding of negative Students individually analyze E. Discussing new concepts & Conduct a test involving
E. Discussing new concepts messages in texts. provided visual presentations. practicing new skills #2: identifying positive and negative
& practicing new skills #2: Sharing and discussing the messages in texts, and creating
Introduce more complex texts E. Discussing new concepts E. Discussing new concepts messages created. messages based on
and guide students in finding & practicing new skills #2: & practicing new skills #2: illustrations.
positive messages. Allow students to present Share and discuss their F. Developing Mastery (Leads
their understanding and findings in a group setting. to Formative Assessment 3): G. Finding Practical
F. Developing Mastery discuss in a group setting. Finalize and submit their Applications of concepts and
(Leads to Formative F. Developing Mastery messages. skills in daily living: N/A
Assessment 3): Provide a F. Developing Mastery (Leads to Formative
worksheet with various texts (Leads to Formative Assessment 3): Assign G. Finding Practical H. Making Generalizations &
for students to identify Assessment 3): Assign a another visual presentation Applications of concepts and Abstractions about the lessons:
positive messages. familiar text for students to for students to analyze skills in daily living: Discuss N/A
identify negative messages. individually. how understanding and
G. Finding Practical creating positive and negative I. Evaluating Learning: Grade
Applications of concepts and G. Finding Practical G. Finding Practical messages aid in effective the test and provide feedback
skills in daily living: Discuss Applications of concepts and Applications of concepts and communication. on areas of improvement.
how understanding positive skills in daily living: Discuss skills in daily living: Discuss
messages can affect daily the importance of how analyzing messages H. Making Generalizations & J. Additional activities for
communications and mood. understanding negative helps in comprehending Abstractions about the lessons: application or remediation:
messages in day-to-day life information presented in Summarize how visual Provide remedial lessons or
H. Making Generalizations & and academic settings. visual media. elements can be converted into additional tasks based on the
Abstractions about the text-based messages. test results.
lessons: Summarize the H. Making Generalizations & H. Making Generalizations &
characteristics of positive Abstractions about the Abstractions about the I. Evaluating Learning: Assess
messages in texts. lessons: Summarize the key lessons: Discuss how text the messages created by
steps to identify negative and visual analysis are students.
I. Evaluating Learning: messages in familiar texts. interrelated.
Evaluate worksheet J. Additional activities for
responses. I. Evaluating Learning: I. Evaluating Learning: application or remediation: If
Review the students' Review individual analyses of needed, additional illustrations
J. Additional activities for analysis of the text for visual presentations. can be provided for more
application or remediation: If understanding. practice.
needed, provide additional J. Additional activities for
practice with worksheets and J. Additional activities for application or remediation:
real-world examples. application or remediation: If Provide additional visual
necessary, provide presentations for analysis if
additional texts for necessary.
identifying negative
messages.
100
V.REMARKS
VI. Reflection
earned 80% in the
evaluation
below 80%
continue to require
remediation
did this work?
encounter which my
me solve?
to share with other
teachers?

DAILY LESSON LOG Teaching Dates and Time: OCTOBER 9-13 (WEEK 6) Quarter: 1ST QUARTER

C. Learning Competencies Determine the meaning of Use opinion-marking signals Explain visual-verbal Compare and contrast own Recognize positive and
101
words and expressions that to share ideas relationships illustrated in opinions with those presented negative messages conveyed
reflect the local tables, graphs, and in familiar texts in a text
culture by noting context information maps found in
clues expository texts
II. CONTENT(Subject Context Clues Fact or Opinion Visual-Verbal Relationship Comparison and Contrast of Positive and Negative
Matter) Opinions
A. References English, Quarter 1, Module 1 English, Quarter 2, Module 1 English, Quarter 2, Module 2 English, Quarter 2, Module 3 English, Quarter 2, Module 5
Pages
3.Textbook Pages
(LR) Portal)
B. Other Learning Reading selection/ passages Reading selection/ passages Reading selection/ passages Reading selection/ passages Reading selection/ passages
Resources
Recap of the importance of Lessons: Recap on how to Recap on understanding Recap on comparing and Recap on recognizing positive
context clues in reading differentiate facts from visual-verbal relationships, contrasting opinions in familiar and negative messages in
comprehension. opinions. with a focus on graphs, texts. texts.
charts, etc.
B. Establishing purpose for B. Establishing purpose for B. Establishing purpose for the B. Establishing purpose for the
the Lesson: Discuss the the Lesson: Discuss the B. Establishing purpose for Lesson: Discuss the Lesson: Discuss the importance
relevance of using context importance of discerning fact the Lesson: Discuss the significance of comparing and of recognizing positive and
clues to enhance reading from opinion, especially in importance of interpreting contrasting different opinions in negative messages in different
comprehension skills. the age of digital information. visuals in relation to their texts to develop critical thinking forms of communication.
associated texts. skills.
C. Presenting examples C. Presenting C. Presenting examples
/instances of the new examples/instances of the C. Presenting examples C. Presenting examples /instances of the new lessons:
lessons: Show examples of new lessons: Show /instances of the new /instances of the new lessons: Show examples of texts
text with context clues and examples of facts and lessons: Show examples of Show examples of texts containing both positive and
how they can be used to infer opinions in various forms of visuals (graphs, charts, etc.) containing contrasting opinions. negative messages.
meaning. texts. and their corresponding texts.
D. Discussing new concepts D. Discussing new concepts
D. Discussing new concepts D. Discussing new concepts D. Discussing new concepts and practicing new skills #1: and practicing new skills #1:
and practicing new skills #1: and practicing new skills #1: and practicing new skills #1: Facilitate guided questions to Facilitate guided questions to
Facilitate guided questions to Apply Socratic method, Facilitate guided questions to prompt students to compare prompt students to identify
prompt students to identify prompting students to prompt students to interpret and contrast the opinions in the positive and negative
context clues in provided determine if certain the visual-verbal relationships given texts. messages in given texts.
102
sentences. statements are facts or in given examples.
opinions. E. Discussing new concepts & E. Discussing new concepts &
E. Discussing new concepts E. Discussing new concepts practicing new skills #2: practicing new skills #2:
& practicing new skills #2: E. Discussing new concepts & practicing new skills #2: Continue with feedback and Continue with feedback and
Continue with feedback and & practicing new skills #2: Continue with feedback and further discussions on further exploration of
further exploration of context Continue with feedback and further exploration of different comparing and contrasting recognizing positive and
clues in different text further discussions about the visual-verbal relationship opinions. negative messages.
examples. difference between facts and examples.
opinions. F. Developing Mastery (Leads F. Developing Mastery (Leads
F. Developing Mastery F. Developing Mastery to Formative Assessment 3): to Formative Assessment 3):
(Leads to Formative F. Developing Mastery (Leads to Formative Students will analyze a new text Students will read a new text
Assessment 3): Students will (Leads to Formative Assessment 3): Students will and compare and contrast and identify positive and
use context clues to make Assessment 3): Students will interpret visuals and their different opinions. negative messages.
sense of unfamiliar words and distinguish facts from corresponding texts in a given
phrases in a passage. opinions in a given text. set of data. G. Finding Practical G. Finding Practical
Applications of concepts and Applications of concepts and
G. Finding Practical G. Finding Practical G. Finding Practical skills in daily living: Discuss the skills in daily living: Discuss
Applications of concepts and Applications of concepts and Applications of concepts and importance of understanding how recognizing positive and
skills in daily living: Discuss skills in daily living: Discuss skills in daily living: Discuss differing opinions in daily life,
how context clues can help how differentiating fact from how interpreting visual-verbal such as in debates,
understand everyday opinion is important in relationships is crucial in discussions, and online forums.
conversations, news, and evaluating information from understanding reports,
other forms of media. news, social media, and presentations, and news H. Making Generalizations &
personal interactions. articles. Abstractions about the lessons:
H. Making Generalizations & Summarize the key strategies
Abstractions about the H. Making Generalizations & H. Making Generalizations & for comparing and contrasting
lessons: Summarize the Abstractions about the Abstractions about the opinions.
importance of context clues in lessons: Summarize the key lessons: Summarize the
understanding and strategies to distinguish facts importance of accurately I. Evaluating Learning: Students
interpreting texts. from opinions. interpreting visual-verbal will take a quiz through
relationships. worksheets to assess their
I. Evaluating Learning: I. Evaluating Learning: understanding of comparing
Students will take a quiz Students will take a quiz I. Evaluating Learning: and contrasting opinions.
through worksheets to assess through worksheets to Students will take a quiz
their understanding of context assess their understanding through worksheets to assess J. Additional activities for
clues. of facts versus opinions. their understanding of visual- application or remediation: For
verbal relationships. students needing further
J. Additional activities for J. Additional activities for practice, provide additional
application or remediation: application or remediation: J. Additional activities for texts for them to analyze and
For students needing further For students needing further application or remediation: compare opinions.
practice, provide additional practice, provide additional For students needing further
sentences with context clues examples for them to practice, provide additional
for them to decipher. distinguish between facts visual-verbal examples for
103
and opinions. interpretation.
V.REMARKS
VI. Reflection
earned 80% in the
evaluation
below 80%
continue to require
remediation
did this work?
encounter which my
me solve?
to share with other
teachers?

Act as an English teacher and a researcher. Make a 5-day lesson plan using the Direct INstruction. Include name of the games in the lesson plan.
Focus: Review of the Previous Weeks’ Topics
Below are the topics per day:
104
Monday- Context Clues
Tuesday – Differentiating Fact or Opinion
Wednesday – Visual-Verbal Relationship (Graphs, charts, etc.)
Thursday – Comparison and Contrast of Opinions on Familiar Texts
Friday – Recognizing Positive or Negative Message
Below are the activites per day:

Monday- Guided Questions/ Feedbacking
Tuesday – Socrates Method (Students will answer questions that will be asked by the teacher
Wednesday – Guided Questions/ Feedbacking
Thursday – Guided Questions/ Feedbacking
Friday – Guided Questions/ Feedbacking
Evaluation of Learning:
Monday- Quiz through Worksheets
Tuesday – Quiz through Worksheets
Wednesday – Quiz through Worksheets
Thursday – Quiz through Worksheets
Friday – Quiz through Worksheets
In the lesson plan, use the format below:

A.Review Previous Lessons
B. Establishing purpose for the Lesson
C. Presenting examples /instances of the new lessons
105
D. Discussing new concepts and practicing new skills #1.
E. Discussing new concepts & practicing and concern to 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 & Abstractions about the lessons
I.Evaluating Learning
J. Additional activities for application or remediation
106

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School: Esperanza National High School Grade Level: VIII

GRADES 8 Teacher: Ernest Gerard B. Durano Learning Area: ENGLISH

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ERNEST GERARD B. DURANO

Checked and noted by:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Write the LC code for each

ERNEST GERARD B. DURANO RECHIE A. LAZALITA

School: Esperanza National High School Grade Level: VIII

DAILY LESSON LOG

ERNEST GERARD B. DURANO RECHIE A. LAZALITA

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Write the LC code for each

J. Additional activities for J. Additional activities for

ERNEST GERARD B. DURANO RECHIE A. LAZALITA

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Write the LC code for each

ERNEST GERARD B. DURANO RECHIE A. LAZALITA

ERNEST GERARD B. DURANO RECHIE A. LAZALITA

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Prepared by: Checked and noted by:

ERNEST GERARD B. DURANO RECHIE A. LAZALITA

Below are the activites per day:

In the lesson plan, use the format below:

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