School: COTMON NATIONAL HIGH SCHOOL Grade Level: 8

GRADE 1 to 12
Teacher: NORMA M. MONTERO Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: WEEK 1 Quarter: 2ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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,
I. OBJECTIVES 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-IIa-2.22 EN8VC-IIa-1.3: EN8LT-IIa-9.1: EN8OL-IIa-5: Use the

Write the LC Code for each
Evaluate the personal
significance of a literary text
EN8RC-IIa2.18:
Relate content or theme to
previous experiences and
background knowledge
EN8LC-IIA7
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts
EN8LC-IIa-7.2:
Employ projective listening
strategies with longer stories
Predict the gist of the material Describe the notable literary
viewed based on the title, genres contributed by East
pictures, and excerpts Asian writers
EN8VC-IIa-17: EN8LT-IIa-9.2:
Discern positive and negative Identify the distinguishing
messages conveyed in a features of notable East Asian
material viewed poems, folktales, and short
stories
EN8-IIa-24.1:
Distinguish between and EN8WC-IIa-2.8
among verbal situational, and Compose effective
dramatic types of irony and paragraphs
give examples of each
EN8WC-IIa-2.8.7:
Limit a topic
appropriate prosodic
features of speech when
delivering an entertainment
speech
EN8G-IIa-9:
Use appropriate grammatical
signals or expressions
suitable to each pattern of
idea development:
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect
 And others

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
Element of Short Story Makato & His Cowrie COORDINATING
Two Brothers ( Egypt)
Shells (Thailand) CONJUNCTIONS

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
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.
The selection is considered At the beginning of this lesson Watching Video: Coordinating conjunction join
the oldest literary piece the teacher will ask the Makato and the Cowrie Shell words, phrases and clauses
believed to have been written students a series of questions (A Thai Folktale) of equal rank
3000 years before Christ to determine the level of
understanding in regards to
the elements that make up a
story.
 What are the parts of a
story?
 What types of graphic
organizers can we use to
show the elements, or
parts, or a story?

B. Establishing a Purpose for the
Lesson
Discover the similarities of
Egyptians and Filipinos in
terms of culture, beliefs,
respect and love for family
and reverence to God as
depicted in this selection
The students should know the To discover Thai ‘s traditions  Language recall:
elements of a story: and beliefs as well as  Language form and
characters, setting, problem, diversity of culture which function
and solution. shape you as a Filipino

C. Presenting Examples/Instances of
the Lesson
Reading the story “The Two
Brothers”
The students should know Reading the Selection:  Understand what a
how to use a story map to Makato and the Cowrie Shell Coordinating
organize elements of a story. Conjunction is.
 Learn the seven words
that make up
FANBOYS.

D. Discussing New Concepts and Describe the three characters Listen to a YouTube Clip that What could be the reason How to use Coordinating
Practicing New Skills #1 through a Venn diagram is about the elements in a why Makato left his place? Conjunctions properly
story. Parts of a Story Song
E. Discussing New Concepts and
Practicing New Skills #2
Using the plot organizer
enumerate the events in the
story by filling in the
rectangles. Explain your work
to the class
Once the clip is over review Enumerate what were the Activity 11. Work with
the elements. Have the changes in Makato’s life after Coordinates
students engage in a brief meeting the king?
discussion to define each
element. (check for
understand with each):
Characters: the people in the
story (who)
Setting: where and when the
story takes place (where,
when)
Problem: what went/is wrong
within the story (what)
Solution: how the problem is
fixed/solved (how)

F. Developing Mastery
(Leads to Formative Assessment 3)
Using the problem-solution
chart, identify the problems
and provide solutions to
these based on the selection
The students will participate in Using Venn Diagram Activity 12. Combine/fuse
collaborative conversations in compare yourself with Makato
small groups to develop a
story map of their own. Each
student will receive their own
story map but will collaborate
with the group to come up with
the elements of their story.

G. Finding Practical Applications of
Concepts and Skills in Daily Living
If you were Bata, would you
believe your wife
explanation?
The student will be given a
short book. The student will
identify all story elements
within the book and display
them on a story map.
Determine which of those Activity 13. Supply he parts
traits would you like to
improve in your life

H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
What problems are faced by
the two brothers? Are these
problems happening in
today’s world?
Activity 31. Drawing Out…
What?
The students will share their
stories with original group that
developed the story maps and
discuss the similarities and
differences between their
writings. They will review the
elements that they should
have in common (the story
elements from the map).
The students will participate in
collaborative conversations in
small groups to develop a
story map.
Summarizing and trace the Therefore, when you want to
significant event s of the story link and join words, phrases
by completing the graphic and clauses of equal rank
organizer
Using the graphic organizer Activity: word pool
Draw out the values and traits
of the character which enable
him to become successful
and better person
J. Additional Activities for Application
or Remediation

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
VI. REFLECTION 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?

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?