School: Grade Level: 8

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: WEEK 2` Quarter: FOUR (4)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

A. Content Standards: The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance Standards: The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance and behavior

C. Learning Competencies/Objectives:
Write the LC Code for each
EN8RC-IVb-2.21.2
Identify details that support
the topic sentence
EN8LC-IVb-6.2
Infer thoughts and feelings
expressed in a text listened
to
EN8OL-IVb-3.11
Use the correct production
of sounds of English when
delivering a manuscript or
memorized speech in an
oration
EN8VC-IVb-12 EN8LT-IVb-13
Raise questions about a Identify notable genres
particular aspect of a contributed by South and
material viewed West Asian writers
EN8V-IVb-15 EN8LT-IVb-13.1
Use various strategies in Identify the distinguishing
decoding meaning of words features found in epics
contributed by South and
West Asian writers
EN8WC-IVb-3.4.2
Use various strategies in
decoding meaning of words
EN8V-IVb-15
Use of active and passive
constructions in journalistic
contexts
EN8G-IVb-13
Use past and past perfect
tenses in journalistic writing
EN8G-IVb-3
Distinguish among types of
journalistic writing (news
report, opinion article)
 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
DELIVERING A SPEECH SINGAPORE SOJOURN RETELLING A STORY USING ACTIVE AND
BY TAMMY MENDOZA THROUGH PASSIVE VOICE IN
STORYBOARDS JOURNALISTIC WRITING

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 Module 4 Module 4 Module 4 Module 4

pp. 473-480 pp.480-483 pp. 484-487 Pp.488-493

3. Textbook Pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Use English Worksheets https://www.youtube.com/w http://www.englishpractice.c

and Learn (UEWL) pp. 223- atch?v=xRvbrzIyV9E (part om/writing/active-passive-
227 1) voice-worksheets/

https://www.youtube.com/w
atch?v=kfxNTUuUftA (part
2)

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

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.
Activity 1: It’s More Fun in
Asia!
Identify the country where
the following
landmarks/beauty spots can
be found.
Why do we need to know
more about our Asian
neighbors?
How does effective
communication serve as our
bridge to them?
What does it take to be an
efficient communicator?
Activity 2: Dear Asians
Identify the countries being
referred to in the table and
describe the people in terms
of traits and characteristics.
Activity 3: KWL Chart
What do you know about
Let students view a video
presentation about
Singapore.
https://www.youtube.com/w
atch?v=xRvbrzIyV9E (part
1)
Activity 7: Unlocking of
Difficulty
Solving the word puzzle
Reading Selection:
Singapore Sojourn by
Tammy Mendoza
Activity 9: Activity 13:
In the Beginning One in Vision and Mission
Give the meaning of the From the message of PM
italicized words using Lee Hsien Loong from the
context clues listening text, identify the
similarities of the concerns
and issues of Asian
countries that shape their
vision. (Form five groups)
What do you think the word What problems and issues
“singa” means? Make a were mentioned?
guess.
Do you find Minister Lee’s
plans and actions applicable
to other Asian countries?
Reading Selection: Reading Exercise:
THE ‘SINGA’ (Editorial)
‘On sites of Cultural
Interchange’ by Toh Hsien
Min

D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Singapore?
Activity 4: Questions that
Matter
Let students listen to Prime
Minister Lee Hsien Loong’s
National Day 2012 Message
and let them formulate
questions while listening.
What questions have you
formed?
Are the questions you have
formed important that they
need to be addressed?
Given the chance to meet
Prime Minister Lee Hsien
Loong, which of the
Activity 8: Experience What does the word Do the thinking tool PIN
Singapore ‘SINGA’ mean? (point out Positive,
Interesting, Negative
List places in Singapore Issues)
mentioned in the selection
and its description. Who was Sang Nila Utama?
How does the author feel Tell something about the What have you discovered
about Singapore? setting of the story. from the chart?
Why do you think tourists What are the important Which positive issues can
keep going back there? details in the story? we adopt/practice in the
country?
If changes occur often in
Singapore, how will you Which negative issues can
describe her people? be transformed into

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
question would you like to
ask him? Why?
Activity 5: Say it Right
Students will pick three
paragraphs from the text of
the speech and deliver them
to the class.
Activity 6: My Trip
List down activities that you
would want to do before
going on a trip to Singapore.
From the video clip viewed,
why was Singapore called
“the Miracle of Asia”?
What do you think brought
about the change in
Singapore?
Activity 10: Character
Analysis Pyramid
Identify major character
traits and information of the
main character of the story
using the pyramid.
If you were Sang Nila
Utama, would you throw
away your crown to the
sea?
Why do you think the king
decided to live in
Singapore? Would you have
done the same thing?
positive?
Write something about your
sentiments about the past
and then compare your
work with your classmates.
Remember to respect each
others’ views.
Be sure to use the f active
and passive voice.
How did you address your
differences in your views
and opinions?
Did you take turns in
listening and speaking?
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
How did you feel after the
speech? Was it difficult?
Were you comfortable?
Draw a happy face if the
indicators given during the
speech were evident,
otherwise, draw a sad face.
8-9 happy face =
Outstanding
6-7 happy face = very
satisfactory
4-5 happy face =
satisfactory
3-0 happy face = needs
How similar or different is
the culture of Singapore
from that of the Philippines?
What do you think are the
key factors that brought
about the success of
Singapore?Will this be
applicable to the
Philippines?
What is the importance of
legends, myths, and other
literary genres you have
learned in the present
society?
Activity 11: Story Board
Draw the events of the story
on the story board. Record
them in correct order.
When do we use the past
and past perfect tenses in
journalistic writing?
What realizations can you
draw from this activity?
How do you deal with
change?
Do you treat them positively
or otherwise?
Why?
 improvement

J. Additional Activities for Application or
Remediation
Singapore is one of the
Asian countries frequently
visited by tourists. Why do
you think so?
https://www.youtube.com/w
atch?v=kfxNTUuUftA (part
2)
Activity 12: Think it over Define the words using
structural analysis using the
table provided.
Importance of legends,
myths, and folktales to the
present society

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?