School: San Jose National High School Grade Level: VIII

Teacher: Jason L. Palomo Learning Area: ENGLISH

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Teaching Dates: October 9-13, 2017 Quarter: Second
TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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.
EN8SS-IIi-1.2:Explain visual-verbal EN8VC-IIi-1.3:Predict the gist of the EN8LT – IIi-3:Explain how a
relationships illustrated in tables, material viewed based on the title, selection may be influenced by
graphs, and information maps pictures, and excerpts; culture, history, environment, or
found in expository texts; EN8VC-IIi-17:Discern positive and other factors;
EN8RC-IIi-2.15:Organize negative messages conveyed in a EN8WC-IIi-2.2:Develop paragraphs
information in tables, graphs, and NATIONAL ACHIEVEMENT material viewed; that illustrate each text type
maps; TEST FOR G11 EN8V-IIi-10.24:Discriminate ( narrative in literature, expository,
EN8LC-IIi-7:Employ appropriate between literal and figurative explanatory, factual and personal
listening skills and strategies suited language recount, persuasive)
to long descriptive and narrative
texts;
EN8LC-IIi-7.2:Employ projective
listening strategies with longer
stories

II. CONTENT

I. 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
A. Reviewing Previous Lesson or
Presenting the New Lesson
Page 134-135 Page 191-195
English Expressways II https://www.youtube.com
/watch?v=C7u4z8KcTu0
English Expressways II
According to a Chinese saying “ A Differentiate the following:
picture is worth a thousand words”  Explicit – means direct or
this saying is true with the graphs expressly stated
 Implicit – means implied or
hinted
Page 179
English Expressways II
The British Council Teaching
English website defines a cline as
‘a scale of language items that
goes from one extreme to another,
for example, from positive to
negative, or from weak to strong’.
 B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #
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
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in
Interpret Information presented in a
pie graph
Graphs are popular forms of charts
because they are easy to create
and read
Graphs are pictures of information,
not pictures of things you can see.
The information in graphs is often
called data
Pie graphs are useful in showing
the proportional distribution of items
that make up one whole amount. It
shows comparison among items
Activity:
(Group work)
As a member of the school
governing council, you were tasked
to prepare a budget proposal of
Student’s Nutrition Program and
present it with a graph
It is the way of life among the
Filipinos and even among other
Asians to think of the family’s
welfare.
Graphs were made to identify and
prioritized its basic needs
Activity :
As a student, you should learn to
budget your daily allowance. What
are your expenses in school? Make
your own budget plan by presenting
it in a pie graph.
Activity:
Interview your parents about your
expenses or budget at home then,
create a pie graph about it
Abstract Information by Noting
Explicit and Implicit Details Used
Read the selection and find out the
effect of saving, loving, and
protecting nature on a person
Video clips:
https://www.youtube.com
/watch?v=C7u4z8KcTu0
Replay:
Video clips:
https://www.youtube.com
/watch?v=C7u4z8KcTu0
Activity :
Answer comprehension Check 1-4
on page 195
If you were the boy in the story how
will you show to the people that you
are a nature lover?
The firefly hunt is taken from that
novel. It tells about a popular
recreational activity in Japan. It
shows the Japanese kinship with
nature.
Activity:
Answer comprehension check 5-7
on page 195
Activity:
Write an essay on their personal
experience/ encounter with nature
or fireflies.
Differentiating between Shades and
Meaning
The way of placing related words
within a slope to show degrees of
intensity is called making a Cline
The use of cline for vocabulary
enables you to see how words in
the same situational environment
relate
Clines also help you create
connotative meanings in degrees
Board Work Activities
(provided by teacher)
Board Work activities:
(provided by teachers)
This lesson focuses on vocabulary
development which treats words
not mere
grouping of independent words but
a collection of interconnected words
Activity:
(Provided by teacher)
Activity:
Create your own cline of synonyms
or antonyms. Be creative.
 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

JASON LORENZO PALOMO

SST - III