School: BUENAVISTA INTEGRATED SCHOOL Grade Level: 8

GRADE 1 to 12
DAILY LESSON LOG Teacher: LOVELY GRACE A. GARVEZ Learning Area: ENGLISH

Teaching Dates and Time: WEEK 2 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

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

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

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

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages

2. Learner’s
Materials Pages

3. Textbook Pages

4. Additional
Materials from Laptop and tv, Powepoint Presentation, short clips/videos
Learning Resource
(LR) Portal

B. Other Learning http://www.academia.edu/

Resources 5981417/A_detailed lesson
plan on how to teach
idioms and develop
speaking in teenager
classrooms
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Reviewing Previous Give a brief introduction
Lesson or Presenting about Thailand
the New Lesson
B. Establishing a Determine the similarities
Purpose for the and differences of Thailand
Lesson and Philippines in terms
ofcustoms, traditions, and
beliefs
C. Presenting Show a set of pictures
Examples/Instances (attractions of Thailand), set
of the Lesson of words, and 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
Pre-viewing: Bibliography contains a list Warm-up (‘Help me!’): Write
Ask the students if they of books or articles, or on the board the word
are familiar with the both, relating to a ‘EMERGENCY’ and ask
character and story of particular subject. students to say some
Cinderella as shown in the situations when they had to
picture ask for help. Make questions
like ‘What happened?’,
‘What did you do?’ and
‘Who did you call in an
emergency?
Discern positive and In a research paper, a Use idioms to make the I.LITERACY
negative messages bibliography is an speech more attractive and The teacher will provide
conveyed in the story alphabetical list, impressive. Idioms make words to the students and
viewed sometimes grouped into language more vivid and Let them make sentences
categories, containing the descriptive. out of the words given;
names of all works quoted conduct reading.
from or generally used in II.NUMERACY
its preparation. Provide numeracy drill
like solving addition,
subtraction,
multiplication, and
division. Have a peer-
mentoring.
View a Cinderella-like Bibliographical items Reading task:.
tale from Malaysia. The should be arranged Appendix 01
title is correctly and consistently “Ray needed a bookcase. He
“BawangPutihBawangMe at the end of the research had been making do with
rah” The title literally paper. planks of wood on bricks, but
means “red onions and hewanted something nicer
white garlic” now. His sister, Sandy,
suggested buying a self-
II. VIEWING PROPER 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

D. Discussing New Activity 1. Say You…Say While viewing, inform the
Concepts and Me students that they have to
Practicing New Skills take notes and observe
#1 how the story is similar or
different to the Disney
version of Cinderella
III. POST VIEWING
E. Discussing New How do traditions and Pair Work: Allow
Concepts and beliefs bring about diversity students to identify the
Practicing New Skills and or harmony? similarities and
#2 differences of
“BawangPutihBawangMe
rah” 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
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’s something not
quite right about this,’ she
said. ‘I think we’d better get
to the bottom of it before you
put your books on it.
Discussion: Idioms activity:
Write all of the idioms that
 Books are in the text on Appendix
 Magazine 01. Make questions using
 Journal these expressions and
stimulate students to answer
using them.
Discussion: After that, they can practice
in pairs and, by the end,
 Newspaper present some answers to the
 World Wide Web class.

F. Developing Mastery Reporting: The teacher will
(Leads to Formative divide the class into two
Assessment 3) groups. Each group will
have their own taskin
relation to the topic.Group
1. Culture of Thailand
Group 2. Culture of
Philippines
G. Finding Practical Identify pictures noticed in
Applications of the film and see some
Concepts and Skills connections and similarities
in Daily Living in terms our culture, beliefs
and traditions.
H. Making Summarize and trace the
Generalizations and significant event s of the
Abstractions about story by completing the
the Lesson graphic organizer
I. Evaluating Learning Using the graphic organizer,
draw out the values and
traits of the character which
enable him to become
successful and better person
work.
Group Differentiated : Do the activity 32: Activity 26: III. REMEDIATION/
By group, complete the Formatting Working with Idioms REINFORCEMENT/
story map by extracting ENRICHMENT (RRE)
the important narrative
elements of the story.
Probe deeper by asking Group Activities:
the following focus Multiple Intelligence
questions What do you Activities
know about the events in
the Cinderella story?
Do you know any story in Using comparison and An idiom is an expression
the Philippines or other contrast, fill in the grid that takes on a figurative
countries that have the with positive-interesting- meaning when certain words
same theme or plot as that negative aspects of are combined which is
of Cinderella or Filipinos different from the literal
BawangPuti,  Love for family definition of the individual
BawangMerah 9+++?  Reverence to God words
 Desire to Succeed
in Life
Group Differentiated Group Activities: Activity 27:
Activity With your group, look for Idiomatic Expressions
some readings related to
By group: Story the topic the topics below.
Interview. Complete the Come up with 10
graphic organizer by bibliographies, using on
answering questions line resources for
based from the viewing additional information.
selection.  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 Research on another Present another samples of Use English Worksheets and
for Application or purpose of writing this Cinderella type of story bibliography from books, Learn (UEWL), pp 49 – 64
Remediation selection and create a story map out newspapers/magazines and
of it. websites.
V. REMARKS

VI. REFLECTION

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: CHECKED BY:

LOVELY GRACE A. GARVEZ BERNADETTE L. BESANDE

TEACHER 1 SCHOOL HEAD