School: Grade Level: 8

GRADES 1 to 12 Teacher: Fytz & Ave Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Week 3 Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
I. OBJECTIVES 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: pre-colonial Philippine literature as a means of connecting to the past; various Remediation/Enhancement
reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
B. Performance The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate
Standards: reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
C. Learning EN8LC-Ic-5.1: Listen for EN8SS-Ic-1.5.1: Skim to EN8G-Ic-8: Use appropriate EN8SS-Ic-1.5.1: Skim to
Competencies/Objecti important points signaled by determine key ideas cohesive devices in composing determine key ideas
ves: volume, projection, pitch, stress, an informative speech
intonation, juncture, and rate of EN8V-Ic-10.2: Determine the EN8WC-Ic-1.1: Generate
speech meaning of idiomatic EN8G-Ic-7: Use parallel ideas and their relationships
expressions by noting context structures
EN8VC-Ic-8: Use context clues clues and collocations EN8WC-Ic-1.1.6: Organize
from the material viewed to ideas in one-step word,
determine the meaning of EN8LT-Ic-2.2: Explain how phrase, and sentence outline
unfamiliar words or expressions the elements specific to a genre forms
contribute to the theme of a
EN8LT-Ic-2.2.1: Express particular literary selection EN8OL-Ic-3.11: Use the
appreciation for sensory images EN8LT-Ic-2.2.2: Explain the correct sounds of English
used literary devices used.
EN8LT-Ic-8: Describe the
notable literary genres contributed
by African writers
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.

The Soul of the Great The Story of the Aged

II. CONTENT Anticipation-Reaction Bell Mother
SIGNALS TO CONNECT
Guide (ARG) by Lafcadio Hearn (1850- A Japanese Folktale
1904) by Matsuo Basho
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1. Teachers Guide pp. 34-40 pp. 39-44 pp. 42-44
Pages
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
 2. Learners Materials pp. 38-41 pp.34-72 pp. 47-49 pp. 50-53
Pages
3. Textbook Pages
4. Additional Materials Internet sources Internet sources Internet sources
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES 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 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.
A.Reviewing Previous Lets begin this lesson by Review of elements of Sharing of previous take Review of elements of Remediation/Enhancement
Lesson or Presenting studying the photos of different Chinese literature home task about the research Chinese literature through
the New Lesson countries in Asia through the through Power point on Chinas great bell and how Power point presentation
guessing game on the different important it is in celebrating
festivals by imitating the presentation some Chinese traditions. https://www.slideshare.net/j
instructions (different gestures osephestroga/chinese-
or sounds as per teachers https://www.slideshare.net/ literature-final
choice) given below each autisteek/chinese-history-lit-
picture. tandem

Activity 1: LETS CELEBRATE!

This aims to find out if students
are aware of the different
festivals celebrated by Asians or
Africans.

B. Establishing a As you start working on this
Purpose for the task, think about this question,
Lesson How can you understand better
your identity as an Asian?
A short video clip about the
China to be shown using a
projector
Activity 3: VOCABULARY
BUILDING
Before reading a Chinese
folktale, read carefully the
sentence to find out how
the word is used to
communicate meaning.
Identify the clues that have
helped you arrive at the
meaning of the words.
After 3 minutes, go to your
groups and answer Activity 4.
Single out the Chinese values
and traditions that they could
find in the story with the
corresponding supporting
details.
Please allow for varied
related answers.
https://www.slideshare.net/an
amoralj/connectors-6937432
Japan, The Land of the
Rising Sun: A Walkthrough
Read the following
Japanese folktale. Study
how the organization of the
paragraphs helps develop
the story. You will also have
to deduce from the
selection some of the
Japanese traditions and
values.
ttps://www.slideshare.net/K
ennethOsabal/japanese-

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.

C. Presenting China: From The Sleeping Giant
Examples/Instances to Being a Superpower: A
of the Lesson Walkthrough
D.Discussing New Process students answers by
Concepts and letting them answer the guide
Practicing New Skills questions after the activity. Allow
#1 for a few minutes so students
could record their answers.
E. Discussing New END OF THE KNOW
Concepts and Activity 2: ARG (Anticipation-
Practicing New Skills Reaction Guide)
#2 This diagnostic activity is to be
done with a partner.
Instruct your students to discuss
with their partners the
statements found in the ARG
sheet. Tell them to write Agree
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Do the YARN TOSS.
One student holding the
yarn will choose a word and
use in a sentence. Then
he/she tosses the yarn.
Whoever catches it will
choose another word and
will use it in a sentence
while holding the yarn. The
tossing and the choosing
and using of words in
sentences will continue until
the yarn is crisscrossing
symbolizing that learning is
non-linear and that it
involves all the students.
Pre-Reading
What are you willing to
sacrifice for your family?
https://www.slideshare.net/
Marisalgold/the-soul-of-the-
great-bell
Activity 4: SPIN A STORY
WHEEL
In a group of five, answer
the questions in the story
wheel to get to know more
about the folktale. Share
your answers with the
class.
1. When you were reading
the story, did you notice the
connection between and
among paragraphs?
2. What made that possible?
Process students answers
emphasizing that there are
different ways to develop a
paragraph with the help of
transitional devices.
Process students answers by
asking the following
questions:
1. Did you discover
similarities/differences on
your values and traditions
with that of the Chinese?
What are they?
2. How can your knowledge
of the traditions and values of
China help promote peace
between our country and
China?
3. How can you better
understand your identity as
an Asian?
Activity 7: SIGNALS TO
CONNECT
1. When you were reading
the story, did you notice the
connection between and
among paragraphs?
2. What made that possible?
After getting answers from
literature-16600673
Watch Me.
Watch and react on the
video clip of a mothers
love.
A Parent's Love - I Cried After Watching This....mp4
Ask: How do you show your
love for your mother/father?
(Students will react to the
video by concept mapping).
As you read The Story of
the Aged Mother, identify
the type of paragraph
organization used in the
story; take note of the
traditions and values of the
Japanese reflected in the
story; and look up the
meaning of the highlighted
words from the dictionary.
Let your students form
groups of 4 and do board
work and give examples of
values and traditions of
Japanese.
Activity 9: WORD WATCH
After all the groups have
done the Word Chart,
assign each group a word
to present to the class.
Process students answers
Make use of the diagram to

F. Developing Mastery
G.Finding Practical
Applications of
Concepts and Skills
in Daily Living
H.Making
Generalizations and
Abstractions about
the Lesson
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
or Disagree on the given
statements. Remind them also
to justify their reasons. Check if
all the pairs are discussing and
agreeing on their answer.
Form a generalization about
Chinese literature from the
points made by classmates.
Find out whether your
assumptions about them are
valid by doing the next set of
activities.
How is Chinese literature similar
and/or different from Philippine?
https://www.slideshare.net/k
ouan-yu/spin-a-story-wheel-
of-the-soul-of-the-great-bell
Activity 5: RING THAT
BELL!
Have you noticed the
descriptions of the bell in
the story? Fill out the
bells description on the
columns and answer the
questions that follow.
If you were Ko-Ngai, would
you also jump in the boiling
metal?
Do you believe that the
blood of a virgin could
make metals mix well?
Why?
Do you know of a similar
story in the Philippines?
the class, tell your students
that they will answer the
questions in Activity 5 with a
partner for three minutes.
Process students answers
emphasizing that there are
different ways to develop a
paragraph with the help of
transitional devices.
Do the Process Questions
1. What is the function of the
underlined expressions? How
are they called?
2. How are the paragraphs
organized? What do they
show?
3. What are other ways to
organize a paragraph?
How important is knowing the
use of connectors to our daily
lives?
Activity 8: DIFFERENT
STROKES FOR DIFFERENT
FOLKS
Process students answers
emphasizing that there are
different ways to develop a
see if there are similarities
between the Chinese and
Japanese customs and
traditions.
Activity 10: GOING
JAPANESE
Fill in the chart with the
Japanese values and
traditions from the story and
the supporting details (just
like what they did in the
Chinese folktale).
Let this be an individual
work.
Compare and contrast the
Chinese and Japanese
values and traditions.
Continue the discussion by
letting the students answer
questions found below
Activity 9 in pair.
Students will be asked the
question, How can
literature be a means to
bridge the gap among
humans created by race,
distance, culture and
beliefs?
How is Japanese literature
similar and/or different from
Philippines?

I. Evaluating Learning
J. Additional Activities
for Application or
Remediation
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
Gallery Walk.
Allow the class to roam around
the room doing Gallery Walk
while the group visiting will be
listening to them explaining the
final task.
OR
Venn Diagram: Similarities and
differences between Filipino and
Chinese beliefs, culture, and
system
React on this Trivia.
Trivia:
Arthur Hu who wrote An
If this is a folktale, how
then do you define a
folktale?
Do a collaborative
presentation of output to
the class.
Let the students by group
choose a number of
question to answer and
share it with the class.
1. Why was the story given
the title The Soul of the
Great Bell?
2. What other Chinese
traditions involve bells?
Compare and contrast
these traditions with Filipino
traditions.
3. What values or traditions
are common to both
Filipinos and Chinese?
4. How has the story helped
you understand your
identity as a Filipino and as
an Asian?
Research about Chinas
great bell and how
important it is in celebrating
paragraph with the help of
transitional devices.
You may input the following
information:
Organizational Patterns of
Paragraphs
The following six examples
are the patterns of
organization that are most
frequently found in textbooks.
Activity 8: DIFFERENT Point out the lessons
STROKES FOR DIFFERENT generated from the story by
FOLKS means of creating either of
the following
Work on the different a. Lyrics of a song
activities to tap your skills and b. Sketch
potentials. Like your Asian c. Love letter
neighbors, the Chinese and d. Poem
the Japanese, you too, are
talented and skillful. Read
very carefully the instructions
and be ready to present your
group work to the class.
Be guided by the rubrics.
Read/Research on the uses
of conditional sentences or
you may provide the
 Introduction to Basic Asian some Chinese traditions. information:
Values claimed that Asian
values are very much inter-
related. They all support the
view of the individual as being a
part of a much larger group or
family, and place great
importance on the well-being of
the group, even at the expense
of the individual. Great
importance is placed on child
rearing, and education is a
fundamental aspect of this. He
further said that Asian parents
are more likely to spend much
more time with their children,
and drive them harder,
sometimes even at the expense
of their personal time and
ambitions.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
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?
This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.
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?

Page 5 of 5

Prepared & finalized by:

AVEGAIL ALARCON CONSTANTINO RAFAELITA F. RODRIGUEZ

Master Teacher I Head Teacher V
Quezon National High School Roxas Comprehensive NHS

This material has been formulated for the benefit of the learners and teachers as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your locality/learners need.