School: BIANGAN INTEGRATED SCHOOL Grade Level: 8 & 10

GRADES 7 to 10 Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and NOVEMBER 7-11, 2022 (WEEK 1)
Time: 9:30-3:00 Quarter: 2nd QUARTER

MONDAY MONDAY WEDNESDAY WEDNESDAY FRIDAY

ENGLISH 8
I OBJECTIVES
A. Content Standard 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..
B. Performance Standard The learner transfers learning
by composing and delivering a
brief and creative entertainment
speech featuring a variety of
effective paragraphs , effective paragraphs , appropriate
appropriate grammatical signals
or expressions in topic
development, and appropriate
prosodic feature, stance, and
behavior.
C. Learning 1. Explain visual-verbal
Competency/s: relationships illustrated in
tables, graphs, and information
maps
found in expository texts
2. Use opinion-marking signals
to share ideas
II CONTENT Two Element of
Brothers Short Story
( Egypt)
ENGLISH 10
The learner demonstrates
understanding of how world
literatures and other text types serve
as vehicles of expressing and
resolving conflicts among
individuals or groups; also how to
use strategies in critical reading,
listening, and viewing, and
affirmation and negation markers to
deliver impromptu and
extemporaneous speeches.
The learner proficiently delivers an
argumentative speech emphasizing
how to resolve conflicts among
individuals or groups.
Observe the language of research,
campaigns, and advocacies
Finding Common Ground
ENGLISH 8 ENGLISH 10 ENGLISH 8 and 10
The learner demonstrates The learner demonstrates Conduct summative
understanding of: East Asian understanding of how world test.
Literature as an art from inspired literatures and other text types serve
and influenced by nature; as vehicles of expressing and
relationship of visual, sensory, ad resolving conflicts among
verbal signals in both literary and individuals or groups; also how to
expository texts; strategies in use strategies in critical reading,
listening to long descriptive and listening, and viewing, and
narrative texts; value of literal affirmation and negation markers to
and figurative language; and deliver impromptu and
extemporaneous speeches.
appropriate grammatical signals
or expressions suitable to
patterns of idea development.
The learner transfers learning by The learner proficiently delivers an
composing and delivering a brief argumentative speech emphasizing
and creative entertainment how to resolve conflicts among
speech featuring a variety of individuals or groups.
grammatical signals or
expressions in topic
development, and appropriate
prosodic feature, stance, and
behavior.
1. Explain visual-verbal Observe the language of research,
relationships illustrated in tables, campaigns, and advocacies
graphs, and information maps
found in expository texts
2. Use opinion-marking signals
to share ideas
Makatao& His Cowrie Shells Finding Common Ground
( Thailand)
III. LEARNING
RESOURCES
A. References P120 P122 P122 P122
1. Teacher’s Guide Pages P75-89 P117-118 P119-121 P121-122 P122
2. Learner’s Materials P119-132 P117-118 P119-121 P121-122 P122
pages
3. Text book pages
4. Additional Materials from audio, picture, Copy of the
Learning Resources copy of the reading text
song
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The selection At the Showing of Share your Watching Video: Share your Share reflection
lesson or presenting the new is considered beginning of picture realizations (based Makato and the Cowrie Shell ( A answer on the on the additional
lesson the oldest this lesson the on the Additional Thai Folktale) additional task activity given.
literary piece teacher will ask activities given) given of the
believed to the students a previous lesson
have been series of
written 3000 questions to
years before determine the
Christ level of
understanding
in regards to
the elements
that make up a
story.
* What are the
parts of a
story?
*What types of
graphic
organizers can
we use to show
the elements,
or parts, or a
story?
B. Establishing a purpose Sharing of Question: To discover Thai ‘s traditions and Brainstorm on Ask:
for the lesson Discover the The students observations Can you recall one beliefs as well as diversity of the different Can conflict be
similarities of should know and discussion unforgettable culture which shape you as a conflict prevented?
Egyptians the elements of of the picture misunderstanding Filipino situations that
and Filipinos a story: that happened in arise among
in terms of characters, your family? teenagers
culture, setting,
beliefs, problem, and
 respect and solution.
love for
family and
reverence to
God as
depicted in
this selection
C. Presenting Reading the The students Sharing of Call a volunteer to Reading the Selection: Makato Share Share
Examples/instances of new story “The should know experiences share his / her and the Cowrie Shell experiences of experiences on
lesson Two how to use a related to the experience. the different conflicts that
Brothers” story map to conflict were resolved
organize situations
elements of a
story.
D. Discussing new concepts Describe the Listen to a While Read the text. What could be the reason why Group activity: Complete the
and practicing new skills #1 three YouTube Clip listening to the Makato left his place? Conduct a organizer found
characters that is about song, students survey about the in the LM on
through a the elements in predict words common conflict page 122
Venn a story. Parts of or phrases that situations in
diagram a Story Song they expect to your group.
hear from the
song through
its title
E. Discussing new concepts Using the Once the clip is Ask students Discuss the Enumerate what were those
and practicing new skills #2 plot organizer over review the to sketch an reading text given changes in Makatos life after
enumerate elements. Have object that meeting the king?
the events in the students they visualize
the story by engage in a in the song
filling in the brief
rectangles. discussion to
Explain your define each
work to the element.
class (check for
understand
with each):
Characters: the
people in the
story (who)
Setting: where
and when the
story takes
place (where,
when)
Problem: what
went/is wrong
within the story
 (what)
Solution: how
the problem is
fixed/solved
(how)
F. Developing mastery Using the The students Small group Fill in the diagram Using Venn Diagram compare LOUD AND
(Leads to Formative problem- will participate sharing with causes of yourself with Makato CLEAR! (30
Assessment) solution in collaborative family conflicts minutes)
chart, conversations with short a. Assign
identify the in small groups description. students into
problems and to develop a triads. Play an
provide story map of audio file of the
solutions to their own. selection,
these based Each student “There’s A
on the will receive Teenager in the
selection their own story House by
map but will Kerima Polotan-
collaborate Tuvera. Tell the
with the group students to try to
to come up remember as
with the much
elements of information as
their story. they can from
the recording.
The recording
will only be
played twice.
b. Ask the triads
to list down the
most important
information they
could about
the text. The
information
must be in the
order that it
appeared in the
listening text.
c. After writing
down the
information,
each triad must
assign a reporter
who
will be asked to
report his/her
triad‘s
information.
d. The
information
being presented
will be corrected
by the teacher.
e. They will
probe why it
was easy to take
down the details
of the
narrative. This
can be used as a
springboard to
detail the
properties of
narrative
texts.

ORAL
PRACTICE (20
minutes)
a. Ask the
students to pair
up.
b. Each pair will
take turns
sharing an
anecdote.
c. After the
anecdotes have
been shared, the
job of the other
member is to
relay the
anecdote as best
as s/he could.
G. Finding Practical If you were The student Ask: Ask: Determine which of those traits
applications of concepts and Bata, would will be given a 1. What advice From the given would you like to improve in
skills you believe short book. is given in the conflicts, which your life
your wife The student song? Do you have you
explanation? will identify all experienced with
agree with it or
story elements your family? Why?
within the book not? Why?
and display 2. Would you
them on a story follow the
map. advice given?
Why or why
not?

H. Making generalizations What The students Explain what Ask: Summarizing and trace the Write the Complete the
and abstractions about the problems are will share their is emphasized What do you think significant event s of the story by interpretation of phrase:
lesson faced by the stories with in the song could be done to completing the graphic organizer the graph.
two brothers? original group resolve this I can prevent
Are these that developed conflict in your conflict by….
problems the story maps family?
happening in and discuss the
today’s similarities and
world? differences
between their
writings. They
will review the
elements that
they should
have in
common (the
story elements
from the map).
I. Evaluating Learning Activity 31. The students Present a news Presentation of the Using the graphic organizer Ask a Presentation of
Drawing will participate report graph Draw out the values and traits of representative of the group
Out… What? in collaborative the character which enable him the group to activity
conversations to become successful and better present their
in small groups person output.
to develop a
story map.
J. Additional activities for Journal Ask: Reflect:
application or remediation writing: What do you think How to prevent
Complete the could be done to conflict
sentence: resolve this situations?
Today, I conflict in your
realized family?
that….
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or The learner demonstrates
localized materials did I understanding of: East Asian
use/discover which I wish to Literature as an art from
share with other teachers? 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..

Prepared by: Checked by: Approved:

CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA

Teacher I Academic Head School Principal