School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: WEEK 3 Quarter:
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: 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 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 feature, stance, and
behavior.

C. Learning Competencies/Objectives: EN8RC-IIc-2.22 EN8VC-IIb-1.3: EN8LT – IIC-2.2: EN8OL-IIc-3:11: Produce

Write the LC Code for each Evaluate the personal Predict the gist of the material Explain how the elements the sounds of English
significance of a literary text viewed based on the title, specific to a genre contribute correctly and effectively
pictures, and excerpts to the theme of a particular when delivering an
EN8RC-IIc-2.1.7: literary selection entertainment speech
React to assertions made by the EN8VC-IIb-17:
author in the text Discern positive and negative EN8LT-IIc-2.2.1: EN8G-IIc-9:
messages conveyed in a Express appreciation for Use appropriate grammatical
EN8LC-IIc-7 material viewed sensory images used EN8WC- signals or expressions
Employ appropriate listening IIc-2.8: suitable to each pattern of
skills and strategies suited to EN8V-IIb-24.1: Compose effective paragraphs idea development:
long descriptive and narrative Distinguish between and  General to particular
texts among verbal situational, and EN8WC-IIc-2.2.1:  Claim and
dramatic types of irony and give Develop related support counterclaim
EN8LC-IIc-2.13: examples of each sentences  Problem-solution
Determine the tone and mood of  Cause-effect
the speaker or characters in the  And others
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
THE RAMAYANA STORY THE RAMAYANA STORY Writing Acivity: THE TAXIMAN’S STORY
(Part 1) (Part 2) Writing to a long lost friend (Singapore)

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
III. LEARNING 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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
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www.depedresources.com
http://education.asianart.org/expl
ore-resources/lesson-or-
activity/epic-literature-ramayana-
story-rama-lesson
MONDAY
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.
Share examples of stories that
have a hero and an antihero
counterpart. Relate to comics
such as Batman and the Joker,
Superman and Lex Luther and
ask what the hero is often trying
to do (bring peace and order to
the world). In order to be a hero,
there must be an antihero, or
opposing force.
Students are introduced to
Ramayana (Story of Rama) and
recall events by sequencing
related art objects on a Story
Hill.
Students will read an abridged
version of the Ramayana
Vocabulary Building: A phrase is
taken from the selection. Give
other instances to support your
answer.
Page 137
www.depedresources.com
http://education.asianart.org/ex
plore-resources/lesson-or-
activity/epic-literature-
ramayana-story-rama-lesson
TUESDAY
Explore the ways in which the
story of Rama contains
elements, such as the Epic
Hero Cycle, that place it within
the epic poetry tradition
Students make connections
between artistic and literary
depictions of character by
comparing Vishnu and Ravana.
Viewing Comprehension:
The Ramayana
Continuation of Viewing
Activity
k-12 English Communication
Arts and Skills Through Afro-
Asian Literature Textbook
WEDNESDAY
Compose a letter or an e-mail
for a special friend whom you
have not seen nor
communicated with for a period
of time
Letter writing:
Make your letter a personal
expression of your desire to
maintain your friendship with
that person
Literary Focus – Point of view is
the literary element that shows
entity through whom the story is
conveyed the reader
Discussion:
 First person point of
view
https://www.youtube.com/w
atch?v=-xtMorQzIZM
THURSDAY FRIDAY
Watch a short video clip:
Refer to you tube:
https://www.youtube.com/w
atch?v=-xtMorQzIZM
To point out some social
problems which people
never thought existed in an
affluent country like
Singapore
Elements of a Short Story
1. Setting – the time and
place of the story
2. Characters- are the
personalities in the story
.These are not only
limited to human
characters
3. Plot - series of events
that make up the story.
These events are
sometimes clustered

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
Students make connections
between artistic and literary
depictions of character by
comparing Vishnu and Ravana.
Do the Activity:
Venn diagram
Cite instances where you can
help the good overcome evil
Compare and contrast the
images of Ravana and Vishnu,
and elicit how the artist depicted
their character qualities to
identify them to a non-literature
audience.
Viewing Activity -Continuation
Do the activity:
Story Pyramid
Why are the ideas of the story
of Rama still relevant today?
Story of Rama combines
adventure, excitement, and
moral lessons with
touches of comic relief and
strange occurrences based on
magic and divination
Discussion:
 Second person point of view
 Third person point of view
Copy an excerpt from the story
“The Ramayana” that will show
the point of views in which the
story was told
Include in your letter bits of
information that can nourish
your friendship and at the same
time update him or her about
your present condition.
Follow the format of letter
writing
together and are called
episodes. These incidents
flow in a structure.
Traditionally, these events
are represented in five
different point namely:
a) . exposition or
introduction
b). complication or rising
action
c). climax
d). denouement or falling
action
e).conclusion
4. Conflict- the reason why
a story has form. It gives
shape to the story by
providing it with tension
Types:
I . Internal Conflict
 Man vs. Himself
II. External Conflict
 Man vs. Man
 Man vs. Society
 Man vs. Nature
 Man vs .Supernatural
5. Theme of the story
Do the activity:
Vocabulary Mapping
What do you think of the
taximan?
Do you feel sympathy for
him?
The story entitled “The
Taximan’s Story” by
Catherine Lim speaks of a
reality, a slice of life and a
comparison between
Singapore of yesterday
andthat of today. The
taximan is the character in
the story who speaks of
howSingapore was before
 and now.
I. Evaluating Learning Do the activity: Story Web Do the activity: Vocabulary Map Activity: Letter Writing Activity: Story map
J. Additional Activities for Application View the story in You Tube Was the artist successful in Bring a sample of a friendly Research on an
or Remediation depicting the character of letter which you have received incident/experience (news
Ravana? Why or why not? from your friend/s. Note the report) of a Filipino taximan
What challenges to artists face tone and content of the letter. in the Philippines.
when trying to tell a story?
V. 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?
VI. 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?