School: CATITUAN NATIONAL HIGH SCHOOL Grade Level: 8

GRADE 1 to Teacher: RECA JEAN DINOPOL Learning Area: ENGLISH

12
DAILY 2ND
LESSON LOG Teaching Dates and Time: WEEK 2 Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be meet 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.
A. Content 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.

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

C. Learning EN8RC-IIc-2.22 EN8VC-IIb-1.3: EN8LT-IIb-9.1: EN8OL-IIb-5: Use the

Competencies/Objectiv Evaluate the personal significance Predict the gist of the Describe the notable appropriate prosodic
es: of a literary text material viewed based on literary genres contributed features of speech when
Write the LC Code for the title, pictures, and by East Asian writers delivering an
each EN8RC-IIc-2.1.7: excerpts entertainment speech
React to assertions made by the EN8LT-IIb-9.2:
author in the text EN8VC-IIb-17: Identify the distinguishing EN8G-IIa-9:
Discern positive and features of notable East Use appropriate
EN8LC-IIc-7 negative messages Asian poems, folktales, and grammatical signals or
Employ appropriate listening skills conveyed in a material short stories expressions suitable to
and strategies suited to long viewed each pattern of idea
descriptive and narrative texts EN8WC-IIb-2.8 development:
EN8V-IIb-24.1: Compose effective  General to
EN8LC-IIc-2.13: Distinguish between and paragraphs particular
Determine the tone and mood of among verbal situational,  Claim and
the speaker or characters in the and dramatic types of irony EN8WC-IIb-2.8.8: counterclaim
narrative listened to and give examples of each Use a variety of techniques  Problem-solution
to introduce a topic  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 SAWATDEE… HELLO, MY BAWANGPUTI, BIBLIOGRAPHY IDIOMATIC
BEAUTIFUL BANGKOK BAWANGMERAH: A EXPRESSION
(Thailand) TALE FROM MALAYSIA

III. LEARNING 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
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Page 34
Pages
3. Textbook Pages
4. Additional Materials Use English Worksheets
from Learning and Learn (UEWL), pp 49
Resource (LR) – 64
Portal
B. Other Learning http://
Resources www.academia.edu/
5981417/A_detailed
lesson plan on how to
teach
idioms and develop
speaking in teenager
classrooms
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES 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.
A. Reviewing Previous Give a brief introduction about Pre-viewing: Bibliography contains a list Warm-up (‘Help me!’):
Lesson or Presenting Thailand Ask the students if they are of books or articles, or Write on the board the
the New Lesson familiar with the character both, relating to a particular word ‘EMERGENCY’ and
and story of Cinderella as subject. ask students to say some
shown in the picture situations when they had
to ask for help. Make
questions like ‘What
happened?’, ‘What did
you do?’ and ‘Who did you
call in an emergency?
B. Establishing a Purpose Determine the similarities and Discern positive and In a research paper, a Use idioms to make the
for the Lesson differences of Thailand and negative messages bibliography is an speech more attractive
Philippines in terms ofcustoms, conveyed in the story alphabetical list, sometimes and impressive. Idioms
traditions, and beliefs viewed grouped into categories, make language more vivid
containing the names of all and descriptive.

C. Presenting Show a set of pictures (attractions
Examples/Instances of of Thailand), set of words, and
the Lesson meanings. The students
will workon the vocabulary by
matching the words and
meanings that describe the
givenpictures.
Reading Selection:
SAWATDEE…Hello, Beautiful
Bangkok
By: Ethel Soliven-Timbol
D. Discussing New Activity 1. Say You…Say Me
Concepts and
Practicing New Skills
#1
View a Cinderella-like tale
from Malaysia. The title is
“BawangPutihBawangMera
h” The title literally means
“red onions and white
garlic”
II. VIEWING PROPER
While viewing, inform the
students that they have to
take notes and observe
how the story is similar or
different to the Disney
version of Cinderella
III. POST VIEWING
works quoted from or
generally used in its
preparation.
Bibliographical items Reading task:.
should be arranged Appendix 01
correctly and consistently “Ray needed a bookcase.
at the end of the research He had been making do
paper. with planks of wood on
bricks, but hewanted
something nicer now. His
sister, Sandy, suggested
buying a self-
assemblybookcase where
the pieces came in a flat
pack for him to put
together himself. Ray
knewhe wasn’t much good
at that sort of thing, but he
decided to give it a shot
. When heopened the
pack, it all looked very
confusing, but he was
decided to get to the grips
withit. After a couple of
hours, he had something
that looked a bit like a
bookcase but was not
rather wobbly. To be on
the safe side, he asked
Sandy to check it for him.
‘There’ssomething not
quite right about this,’ she
said. ‘I think we’d better
get to the bottom of
itbefore you put your
books on it.
Discussion: Idioms activity:
 Books Write all of the idioms that
 Magazine are in the text on
 Journal Appendix 01.
Makequestions using
these expressions and
stimulate students to
answer using them.
E. Discussing New How do traditions and beliefs Pair Work: Allow students Discussion: After that, they can
Concepts and bring about diversity and or to identify the similarities  Newspaper practice in pairs and, by
Practicing New Skills harmony? and differences of  World Wide Web the end, present some
#2 “BawangPutihBawangMera answers tothe class.
h” to the Disney version of
Cinderella. Have them
record their ideas in the
Venn Diagram. Provide
some example entry to
support struggling learners.
Allow some students to
present their work.

F. Developing Mastery Reporting: The teacher will divide Group Differentiated : Do the activity 32: Activity 26:
(Leads to Formative the class into two groups. Each By group, complete the Formatting Working with Idioms
Assessment 3) group will have their own taskin story map by extracting the
relation to the topic.Group 1. important narrative
Culture of Thailand elements of the story.
Group 2. Culture of Philippines

G. Finding Practical Identify pictures noticed in the film Probe deeper by asking the Group Activities:
Applications of and see some connections and following focus questions Multiple Intelligence
Concepts and Skills in similarities in terms our culture, What do you know about Activities
Daily Living beliefs and traditions. the events in the Cinderella
story?

H. Making Summarize and trace the Do you know any story in Using comparison and An idiom is an expression
Generalizations and significant event s of the story by the Philippines or other contrast, fill in the grid with that takes on a figurative
Abstractions about the completing the graphic organizer countries that have the positive-interesting- meaning when certain
Lesson same theme or plot as that negative aspects of words are combined
of Cinderella or Filipinos which is different from the
BawangPuti,  Love for family literal definition of the
BawangMerah?  Reverence to God individual words
 Desire to Succeed
in Life

I. Evaluating Learning Using the graphic organizer, draw Group Differentiated Group Activities: Activity 27:
out the values and traits of the Activity With your group, look for Idiomatic Expressions
character which enable him to some readings related to
become successful and better By group : Story Interview. the topic the topics below.
person Complete the graphic Come up with 10
 organizer by answering bibliographies, using on
questions based from the line resources for
viewing selection. additional information.
 Multi-Cultural
Dialects of Filipinos
 Religious Beliefs of
Filipinos
 Filipino Treasured
Values
 4. Filipino
Traditions and
Beliefs
J. Additional Activities Find out the author’s purpose of Research on another Present another samples Use English Worksheets
for Application or writing this selection Cinderella type of story and of bibliography from books, and Learn (UEWL), pp 49
Remediation create a story map out of it. newspapers/magazines – 64
and websites.
V. REMARKS
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
VI.REFLECTION learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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. 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?
 Prepared by:

RECA JEAN D. DINOPOL

SST-I

Submitted to:

LUZMINDA C. PAREDES
School Head