GRADE 8
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
School
Teacher
Teaching Dates and Time
Monday
Date: OCTOBER 17, 2022
The learner demonstrates
understanding of: African literature as
a means of exploring forces that
human beings connected with; various
reading styles vis – à -vis purposes of
reading; prosodic features that serve
as carriers of meaning; ways by which
information may be organized, related,
and delivered orally; and parallel
structures and cohesive devices in
presenting information.
The learner transfers learning by
composing and delivering an
informative speech based on a specific
topic of interest keeping in mind the
proper and effective use of parallel
structures and cohesive devices and
appropriate prosodic features, stance,
and behavior.
Use a range of verbs, adjectives and
adverbs to convey emotional response
or reaction to an issue to persuade.
ADJECTIVES
& MOTHER
POETRY RECITAL
N/A
N/A
N/A
pp. 31-36
N/A
The teacher will call some students to
Don Jose Integrated High School
ANTHONY GIO L. ANDAYA
7:30AM-9:00AM, 10:30AM-12:30PM, 11:00AM-1:00PM
MONDAY - FRIDAY
Tuesday
Date: OCTOBER 18, 2022
The learner demonstrates
understanding of: African literature
as a means of exploring forces that
human beings connected with;
various reading styles vis – à -vis
purposes of reading; prosodic
features that serve as carriers of
meaning; ways by which
information may be organized,
related, and delivered orally; and
parallel structures and cohesive
devices in presenting information.
The learner transfers learning by
composing and delivering an
informative speech based on a
specific topic of interest keeping in
mind the proper and effective use
of parallel structures and cohesive
devices and appropriate prosodic
features, stance, and behavior.
EN8LT-Ig-2.3: Draw similarities
and differences of the featured
selections in relation to the theme.
THE STORY OF THE AGED
(Japanese Literature)
N/A
N/A
N/A
pp.
N/A
The teacher will call some students
Grade Level
Learning Area
Wednesday
Date: OCTOBER 19, 2022
The learner demonstrates
understanding of: African literature
as a means of exploring forces that
human beings connected with;
various reading styles vis – à -vis
purposes of reading; prosodic
features that serve as carriers of
meaning; ways by which
information may be organized,
related, and delivered orally; and
parallel structures and cohesive
devices in presenting information.
The learner transfers learning by
composing and delivering an
informative speech based on a
specific topic of interest keeping in
mind the proper and effective use
of parallel structures and cohesive
devices and appropriate prosodic
features, stance, and behavior.
EN8LT-Ig-2.3: Draw similarities
and differences of the featured
selections in relation to the theme.
THE STORY OF THE AGED
MOTHER
(Japanese Literature)
N/A
N/A
N/A
pp.
N/A
The teacher will call some students
8
ENGLISH
Quarter
Thursday
Date: OCTOBER 20, 2022
The learner demonstrates
understanding of: African literature
as a means of exploring forces that
human beings connected with;
various reading styles vis – à -vis
purposes of reading; prosodic
features that serve as carriers of
meaning; ways by which
information may be organized,
related, and delivered orally; and
parallel structures and cohesive
devices in presenting information.
The learner transfers learning by
composing and delivering an
informative speech based on a
specific topic of interest keeping in
mind the proper and effective use
of parallel structures and cohesive
devices and appropriate prosodic
features, stance, and behavior.
EN8LT-Ig-2.3: Draw similarities
and differences of the featured
selections in relation to the theme.
THE STORY OF THE AGED
MOTHER
(Japanese Literature)
N/A
N/A
N/A
pp.
N/A
The teacher will call some students
FIRST
Friday
Date: OCTOBER 21, 2022
The learner demonstrates
understanding of: African literature
as a means of exploring forces that
human beings connected with;
various reading styles vis – à -vis
purposes of reading; prosodic
features that serve as carriers of
meaning; ways by which
information may be organized,
related, and delivered orally; and
parallel structures and cohesive
devices in presenting information.
The learner transfers learning by
composing and delivering an
informative speech based on a
specific topic of interest keeping in
mind the proper and effective use of
parallel structures and cohesive
devices and appropriate prosodic
features, stance, and behavior.
EN8LT-Ig-2.3: Draw similarities
and differences of the featured
selections in relation to the theme.
THE STORY OF THE AGED
MOTHER
(Japanese Literature)
N/A
N/A
N/A
pp.
N/A
The teacher will call some students
lesson or presenting the create and recite their own sentences
new lesson that uses Transition Words.
B. Establishing a purpose Discuss the definition of Adjectives.
for the lesson
Discuss the different types of
Adjectives and how they differ from
C. Presenting
each other by providing them example
examples/instances of
sentences that uses specific types of
the new lesson
Adjectives.
D. Discussing new The students will answer Learning
concepts and practicing Task 1. (Oral)
new skills #1
The students will answer Learning
E. Discussing new Task 2. (Written)
concepts and practicing
new skills #2
The students will answer Learning
F. Developing Mastery
Task 3. (Written)
(Leads to Formative
Assessment)
G. Finding practical Create a three-paragraph narrative
applications of concepts that uses Adjectives about your
and skills in daily living weekend experience.
H. Making Adjectives are parts of speech used to
generalizations and modify a noun or a pronoun. They are
abstractions about the used to provide descriptions of the
lesson items they modify. They answer these
questions: What kind?, How many? or
Which ones?
There are various types of adjectives
which include the following:
 Descriptive adjectives tell
the quality of a noun or
pronoun. Examples:
beautiful house adorable
husband
friendly neighbor ,handsome
man
 Proper adjectives provide
the derivation of adjectives
from proper nouns.
Examples: German sausage
Italian pasta Japanese tea
French fries
 Limiting adjectives tell
to create and recite their own
sentences that uses Adjectives
Ask probing questions related to
the story that will be discussed.
VOCABULARY: The teacher will
present a list of unfamiliar words
found in the story. After the lesson,
the students should be able to
identify it’s meaning.
The teacher and the students will
alternately read the story, part by
part.
The students will answer a set of
question based on the events in the
story.
The students will be tasked to
create sentences using the
unfamiliar words found in the story
to improve their vocabulary.
Create a Plot Diagram using the
story that was discussed.
Japanese literature, the body of
written works produced by
Japanese authors in Japanese
Matsuo Basho – was the most
famous poet of the Edo
period in Japan. During his lifetime,
Bashō was recognized for his works
in the collaborative haikai no
renga form; today, after centuries of
commentary, he is recognized as
the greatest master of haiku (then
called hokku).
He is also well known for his travel
essays beginning with Records of a
Weather-Exposed Skeleton (1684),
written after his journey west
to Kyoto and Nara. Matsuo Bashō 's
poetry is internationally renowned,
and, in Japan, many of his poems
are reproduced on monuments and
traditional sites.
Although Bashō is famous in the
West for his hokku, he himself
to create and recite their own
sentences that uses Adjectives
Ask probing questions related to
the story that will be discussed.
VOCABULARY: The teacher will
present a list of unfamiliar words
found in the story. After the lesson,
the students should be able to
identify it’s meaning and use them
in sentences.
The teacher and the students will
alternately read the story, part by
part.
The students will answer a set of
question based on the events in the
story.
The students will be tasked to
create sentences using the
unfamiliar words found in the story
to improve their vocabulary.
Create a Plot Diagram using the
story that was discussed.
Japanese literature, the body of
written works produced by
Japanese authors in Japanese
Matsuo Basho – was the most
famous poet of the Edo
period in Japan. During his lifetime,
Bashō was recognized for his works
in the collaborative haikai no
renga form; today, after centuries of
commentary, he is recognized as
the greatest master of haiku (then
called hokku).
He is also well known for his travel
essays beginning with Records of a
Weather-Exposed Skeleton (1684),
written after his journey west
to Kyoto and Nara. Matsuo Bashō 's
poetry is internationally renowned,
and, in Japan, many of his poems
are reproduced on monuments and
traditional sites.
Although Bashō is famous in the
West for his hokku, he himself
to create and recite their own
sentences that uses Adjectives
Ask probing questions related to
the story that will be discussed.
VOCABULARY: The teacher will
present a list of unfamiliar words
found in the story. After the lesson,
the students should be able to
identify it’s meaning and use them
in sentences.
The teacher and the students will
alternately read the story, part by
part.
The students will answer a set of
question based on the events in the
story.
The students will be tasked to
create sentences using the
unfamiliar words found in the story
to improve their vocabulary.
Create a Plot Diagram using the
story that was discussed.
Japanese literature, the body of
written works produced by
Japanese authors in Japanese
Matsuo Basho – was the most
famous poet of the Edo
period in Japan. During his lifetime,
Bashō was recognized for his works
in the collaborative haikai no
renga form; today, after centuries of
commentary, he is recognized as
the greatest master of haiku (then
called hokku).
He is also well known for his travel
essays beginning with Records of a
Weather-Exposed Skeleton (1684),
written after his journey west
to Kyoto and Nara. Matsuo Bashō 's
poetry is internationally renowned,
and, in Japan, many of his poems
are reproduced on monuments and
traditional sites.
Although Bashō is famous in the
West for his hokku, he himself
to create and recite their own
sentences that uses Adjectives
Ask probing questions related to
the story that will be discussed.
VOCABULARY: The teacher will
present a list of unfamiliar words
found in the story. After the lesson,
the students should be able to
identify it’s meaning and use them
in sentences.
The teacher and the students will
alternately read the story, part by
part.
The students will answer a set of
question based on the events in the
story.
The students will be tasked to
create sentences using the
unfamiliar words found in the story
to improve their vocabulary.
Create a Plot Diagram using the
story that was discussed.
Japanese literature, the body of
written works produced by
Japanese authors in Japanese
Matsuo Basho – was the most
famous poet of the Edo
period in Japan. During his lifetime,
Bashō was recognized for his works
in the collaborative haikai no
renga form; today, after centuries of
commentary, he is recognized as
the greatest master of haiku (then
called hokku).
He is also well known for his travel
essays beginning with Records of a
Weather-Exposed Skeleton (1684),
written after his journey west
to Kyoto and Nara. Matsuo Bashō 's
poetry is internationally renowned,
and, in Japan, many of his poems
are reproduced on monuments and
traditional sites.
Although Bashō is famous in the
West for his hokku, he himself
 restrictions of word it believed his best work lay in
modifies. leading and participating in renku.
He is quoted as saying, "Many of my
Examples: that house those followers can write hokku as well
birds as I can. Where I show who I really
am is in linking haikai verses."
believed his best work lay in
leading and participating in renku.
He is quoted as saying, "Many of my
followers can write hokku as well
as I can. Where I show who I really
am is in linking haikai verses."
believed his best work lay in
leading and participating in renku.
He is quoted as saying, "Many of my
followers can write hokku as well
as I can. Where I show who I really
am is in linking haikai verses."
believed his best work lay in
leading and participating in renku.
He is quoted as saying, "Many of my
followers can write hokku as well
as I can. Where I show who I really
am is in linking haikai verses."

an apple the student

Story of the Aged Mother - this
Japanese folktale tells the story of
this painting these animals a an unkind ruler who issues cruel
chair orders, including one demand that
my heart all old folks are to be abandoned
and left to die. Basho tells a
three balloons your car poignant story about a mother and
fifth floor her son and their love for one
first lady another.
Story of the Aged Mother - this
Japanese folktale tells the story of
an unkind ruler who issues cruel
orders, including one demand that
all old folks are to be abandoned
and left to die. Basho tells a
poignant story about a mother and
her son and their love for one
another.
Story of the Aged Mother - this
Japanese folktale tells the story of
an unkind ruler who issues cruel
orders, including one demand that
all old folks are to be abandoned
and left to die. Basho tells a
poignant story about a mother and
her son and their love for one
another.
Story of the Aged Mother - this
Japanese folktale tells the story of
an unkind ruler who issues cruel
orders, including one demand that
all old folks are to be abandoned
and left to die. Basho tells a
poignant story about a mother and
her son and their love for one
another.

 Interrogative adjectives are

used to ask questions.
Examples: Whose apple is
this?

What fruits are we bringing?

 Coordinating adjectives are

composed of two or more
adjectives separated by a
comma instead of a
coordinating conjunction.

Examples: long, busy day

hot, dry afternoon
cold, wet evening funny,
talkative teacher
10- Item Quiz 10- Item Quiz 10- Item Quiz 10- Item Quiz 10- Item Quiz
I. Evaluating learning
ASYNCHRONOUS ACTIVITY (RUBY & ASYNCHRONOUS ACTIVITY ASYNCHRONOUS ACTIVITY ASYNCHRONOUS ACTIVITY ASYNCHRONOUS ACTIVITY
EMERALD) (JADE, DIAMOND & AMETHYST) (RUBY & EMERALD) (JADE, DIAMOND & AMETHYST) (RUBY & EMERALD)
J. Additional activities for
The students will answer Learning The students will answer Learning The students will answer Learning The students will answer Learning The students will answer decorate
application or
Task 5 from their module. Task 5 from their module. Task 6 from their module. Task 6 from their module. their notebooks and complete their
remediation
notes which will serve as their 1st
Quarter Project.
V. REMARKS

VI. REFLECTION
JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____
DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____
A. No. of learners who earned
RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______
80% on the formative
AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______
assessment
EMERALD - _______/_______ EMERALD- _______/_______ EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______
 JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____ JADE- ____/_____
DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____ DIAMOND - ____/____
B. No. of learners who
RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______ RUBY - ______/______
require additional
AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______ AMETHYST - _____/______
activities for remediation
EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______ EMERALD - _______/_______

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson
D. No. of students who
continue to require
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
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted:

ANTHONY GIO L. ANDAYA PERRY WINSTON O. LATOMBO CATHERINE G. JAVIER

Teacher I Subject Coordinator Principal I