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School: Grade Level: 8
GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: WEEK 4 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-IId-2.22 EN8VC-IId-1.3: EN8LT – IId-2.2: EN8OL-IId-3:11

Write the LC Code for each
Evaluate the personal Predict the gist of the Explain how the elements Produce the sounds of
significance of a literary text material viewed based on specific to a genre contribute English correctly and
the title, pictures, and to the theme of a particular effectively when delivering
EN8LC-IId-7: excerpts literary selection an entertainment speech
Employ appropriate listening
skills and strategies suited to EN8VC-IId-17: EN8LT-IId-2.2.2: EN8G-IIc-9:
long descriptive and narrative Discern positive and Explain the literary devices Use appropriate
text negative messages used grammatical signals or
conveyed in a material expressions suitable to
EN8LC-IId-7: viewed EN8WC-IId-2.8: each pattern of idea
React to assertions made by Compose effective development:
the author in the text EN8V-IId-24.1: paragraphs  General to
Distinguish between and particular
EN8LC-IIc-2.13: among verbal situational, EN8WC-IId-2.8.9:  Claim and
Determine the tone and mood and dramatic types of irony Use variety of techniques to counterclaim
of the speaker or characters and give examples of each formulate a conclusion  Problem-solution
in the narrative listened tol  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 THE PARABLE OF THE SKIMMING IMAGERY CAUSE AND EFFECT
LOST SON RELATIONSHIP
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 Page 271 Page 180-181,281-285 Page 48-57, 173-175,176-
177
3. Textbook Pages

4. Additional Materials from Learning English Expressways III English Expressways III
Resource (LR) portal
B. Other Learning Resources k-12 English Communication Use English Worksheets
Arts and Skills Through Afro- and Learn (UEWL),
Asian Literature Textbook pp. 73 – 74
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Lesson or Bible Memory Verse Skim the selection: The images in a poem or Reading selection:
Presenting the New Lesson The Diary of Ann passage are referred to when Pecos Bill: America’s
considered altogether, as the Greatest Cowboy
works of imagery
B. Establishing a Purpose for the Lesson To show God’s great love for Get an overview of the text To identify the imagery of the Identify the cause and
us. thru titles, subtitles and poem effect relationship of
introduction important events in the
story.
C. Presenting Examples/Instances of the The common theme Reading the selection: Reading the Poem: Create clear pictures in
Lesson is repentance (Refer to the textbook) Out in the Fields with God your mind where the story
takes place
D. Discussing New Concepts and Reading the Verse: Examine what you know Discuss the poem based on Using your skill in
Practicing New Skills #1 Luke 15:11-32 about World War II and jot the elements of poetry and skimming, arrange the
down the words that come to pick out the images painted/ following events from
your mind when you depicted in the poem. Pecos Bill’s life in time
consider the term’s meaning order
and importance
E. Discussing New Concepts and Go over the following From the story, which event
Practicing New Skills #2 paragraph as quickly as you is the cause? Which event
can then guess or make is the effect? Identify the
predictions on the main idea clue words that show the
of the paragraph connection.
F. Developing Mastery Do the activity: Activity: Group Activity: Cite an instance when Bill
(Leads to Formative Assessment 3) Vocabulary Mapping Venn Diagram Present a dramatic reading of thought that he was a

G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
See how the Parable of the
Prodigal Son shows us God’s
love
The Prodigal Son, the father
lets his son have his own
way, but waits longingly for
him to come home, then
forgives him and celebrates.
Activity:
Venn Diagram
Read the story, The Parable
of A Good Samaritan
What you think is the content
of Anne Frank’s diary?
Skimming is one skill which
can help you get a quick
overview of material you are
reading
Activity:
Complete the cluster of
featured words with
synonyms taken from the
pool
Research on the tips to
remember when skimming.
the poem
Have you experienced finding
serenity in nature when you
have a problem?
Imagery is the element in a
poem that sparks off the
senses and provides us with
mental snapshots that appeal
to our sense of sight, hearing,
taste, touch and smell.
Group Activity:
If you play musical, find a
composition that you think
best fits the mood of the
poem
Pick out lines in the poem
discussed and draw the
image/s conveyed.
coyote
Are Bill’s mother and father
like real parents? Do they
act like real people? Give
reasons for your answer
A good story makes sense
as its events are connected
with each other. One way to
show that events are
related is by using cause
and effect relationship.
Activity: Cause and Effect
Use English Worksheets
and Learn (UEWL),
pp. 73 – 74

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?