School: WASHINGTON NATIONAL HIGH SCHOOL Grade Level: 8

GRADE 1 to 12
Teacher: DAISY JADE MENDOZA DATO Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: Week 5 Quarter: THIRD (3)

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 demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information
strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for
opinion-making, persuasion, and emphasis.

B. Performance Standards: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

C. Learning EN8V-IIIe-12.3 EN8LT-IIIe-10 EN8SS-IIIe-1.6 EN8OL-IIIe-1.14 CATCH UP FRIDAY

Competencies/Objectives:
Write the LC Code for each Arrive at meanings Appreciate literature as a Show respect for intellectual Use appropriate persuasive
through context clues mirror to a shared heritage property rights by acknowledging devices
of people with diverse citations made in an informative
backgrounds essay

EN8RC-IIIe-2.1.7 EN8G-IIIe-3.6

React to what is asserted EN8VC-IIIe-18 EN8SS-IIIe-1.6.3 Use modals appropriately

or expressed in a text
Determine the issue and Acknowledge sources by creating
stand presented in the a bibliography
EN8G-IIIe-12
material viewed
EN8LC-IIIe-7.1
Use emphasis markers for
Determine the stand of the persuasive purposes
speaker on a given issue
 presented in the text
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
The Temperaments &
Psyche of the People of
Israel: A Touch of Modern
Israel, Context Clues
The Temperaments & The Temperaments & Psyche of The Temperaments &
Psyche of the People of the People of Israel: Citations and Psyche of the People of
Israel: Video Viewing, Footnotes Israel
Media Behaviors

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 manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Module 3, page 140 Module 3, page 152 Module 3, page 156 Module 3, page 160

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources Use English Worksheets Use English Worksheets http://history.hanover.edu/ Use English Worksheets
and Learn (UEWL) pp. and Learn (UEWL) pp. courses/handouts/footnotes.ht and Learn (UEWL) pp. 130-
165-177 165-177 m 133

https://www.youtube.com/
watch?v=skEn61J6c8s

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
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.
Previously you were
tasked to do to Exercise 7
Reading Text: A Touch of
Modern Israel: “The Cat”
To able to appreciate the
text more proceed to
Activity 27 The Words
Beyond My Thoughts
Give the meanings of
these words from the story
“The Cat”. Make sure to
give the appropriate
meaning of the word
according to how it is used
in the text. Then, be able
to use each word in your
our sentence.
Refer to EUWL resources
for more examples on the
use of context clues.
On our previous lesson, Yesterday, you were tasked to Your goal in this section is
we have learned about the answer Activity 33. apply your learning to real
short story “The Cat”. What life situations.
difficult words have you
encountered while reading
Does the blogger show respect for
the story? How did the use
intellectual property (ideas used) of
of context clues help you in
other people?
understanding those
difficult words?
To be able to appreciate Why is it important to quote You will be given a practical
more about the persons in authorities when we task which will demonstrate
temperaments and psyche write or speak? your understanding.
of the people of Israel, we
are going to view the
video, The Future Warfare
Is Here
Exercise 9 Video Viewing: Examples of citations and View the video on writing a
The Future Warfare Is footnotes are presented on the critical review on the link
Here link: http://history.hanover.edu/ below:
courses/handouts/footnotes.htm https://www.youtube.com/
watch?v=skEn61J6c8s
1. What is the
reaction of Israeli’s
greatest nemesis,
Iran, over this
latest Unmanned
Aerial Vehicle

D. Discussing New Concepts and
Practicing New Skills #1
Answer Activity 28 Writing
a Critical Review:
“Through My Lens”
Write a critical review of
the short story “The Cat”.
Make sure to apply your
knowledge in the previous
lesson and the review
guide provided in the
earlier part of this lesson.
Follow the format of the
review.
(AUV)?
2. How do Israeli’s
respond to
challenges of
modernity as
reflected in their
literary selections?
3. What are your
usual television
viewing
behaviors?
Activity 32 Monitoring My Citations and Footnotes, page 156 Activity 36 Critical Reviews:
Media Behaviors Responding to My Favorites
Identify your own Use modals appropriately in
behaviors while watching writing.
the video on “Israel shows
off new drone technology”.
Complete the graphic
organizer and compare
this with your classmate.
E. Discussing New Concepts and Proceed to Exercise 8:
Practicing New Skills #2 Israeli, the Chosen Land

After the poem will be read

in front, the following
comprehension questions
will be answered:

1. What is the author’s

purpose of writing
the psalm? What is
manifested in his
character as he
wrote this verse?
What does this tells
us of the Israeli
character?

F. Developing Mastery Complex and Compound- Answer Exercise 10: Israeli Citations and footnotes on Activity 37 Keeping My
(Leads to Formative Assessment 3) Complex Sentences in Personality Traits Printed Resources Favorites: An e-Journal
Communication Breakdown

What is the purpose of the Use emphasis markers for

writer for exposing his persuasive purposes.
essay to the worldwide
web?

G. Finding Practical Applications of Answer Activity 30 From What does “blog” mean? Answer Activity 34: Activity 38 Anticipation-
Concepts and Skills in Daily Living Simple to Complex Why do people create Research Work: A Gallery Reaction Guide
of My Fave Prose and
 blogs? Poetry Agree/Disagree Chart

Use subordinating
conjunctions (though, if,
when, because, etc.) to Is it alright to make a blog or
connect the sentences into to comment on people’s
one complex sentence. blogs?

H. Making Generalizations and
Abstractions about the Lesson
What is communication? Incorporating the terms, What new realizations do Activity 33: Lesson Closure:
Jew, Hebrew, Israelite, you have about the topic? Reflective Learning Journal
describe the Israeli psyche What new connections have
and temperament as you made for yourself?
How do context clues help
reflected in their reading
in finding meaning of
and viewing texts.
words?

I. Evaluating Learning
Answer Activity 31 What should be the
Repairing Communication appropriate behavior of a
Breakdown blogger so that he can
freely yet responsibly
express his ideas and
thoughts without being
Activity 35 Writing A You have completed this
Bibliography “From Where I lesson. Before you go to the
Got My Favorites” next lesson, you have to
answer the following post-
assessment given on your
 difficult and being in module.
trouble?

J. Additional Activities for
Application or Remediation
Activity 31 Repairing
Communication Breakdown
Combine the sentences to
make one compound
complex sentence.
Answer Activity 33 Writing A
Blog: Getting Connected to
Israel
Refer to the link given for
additional information on
writing footnotes and
bibliography:
http://www.uwosh.edu/
history/student-
information/history-style-
guide/part-3-guide-to-
writing-footnotes-and-
bibliographies

IV.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 learn?
V. REFLECTION
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?