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1. GRADES 7 to 10
DAILY LESSON LOG
School: BIANGAN INTEGRATED SCHOOL Grade Level: 8 & 10
Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH
Teaching Dates and
Time:
JANUARY 16-20, 2023
9:30-3:00 Quarter: 2nd QUARTER
MONDAY
ENGLISH 8
MONDAY
ENGLISH 10
WEDNESDAY
ENGLISH 8
WEDNESDAY
ENGLISH 10
FRIDAY
ENGLISH 8 and 10
I OBJECTIVES
A. Content Standard 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.
The learner demonstrates
understanding of how world
literatures and other text types serve
as vehicles of expressing and
resolving conflicts among individuals
or groups; also how to use strategies
in critical reading, listening, and
viewing, and affirmation and negation
markers to deliver impromptu and
extemporaneous speeches.
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.
The learner demonstrates
understanding of how world
literatures and other text types serve
as vehicles of expressing and
resolving conflicts among
individuals or groups; also how to
use strategies in critical reading,
listening, and viewing, and
affirmation and negation markers to
deliver impromptu and
extemporaneous speeches.
Conduct summative
test.
B. Performance Standard 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.
The learner proficiently delivers an
argumentative speech emphasizing
how to resolve conflicts among
individuals or groups.
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.
The learner proficiently delivers an
argumentative speech emphasizing
how to resolve conflicts among
individuals or groups.
C. Learning
Competency/s:
1. Explain visual-verbal
relationships illustrated in
tables, graphs, and
information maps found in
expository texts
2. Use opinion-marking
signals to share ideas
3. Compare and contrast the
Identify key structural elements,
e.g.:
• Exposition - Statement of
position,
• Arguments,
• Restatement of Positions
and language features of an
argumentative text, e.g.:
• modal verbs: should, must,
might, and modal adverbs:
1. Use opinion-marking signals
to share ideas
EN8LT – IId-2.2:
Explain how the elements
specific to a genre contribute to
the theme of a particular
literary selection
EN8LT-IId-2.2.2:
Explain the literary devices
Identify key structural elements,
e.g.:
• Exposition - Statement of
position,
• Arguments,
• Restatement of Positions
and language features of an
argumentative text, e.g.:
• modal verbs: should, must,
might, and modal adverbs:

2. presentation of the same topic
in different multimodal texts
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
used
EN8WC-IId-2.8:
Compose effective paragraphs
EN8WC-IId-2.8.9:
Use variety of techniques to
formulate a conclusion
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
II CONTENT
USING
TQLR TO
LISTEN
EFFECTIVE
LY
HYPERBOLE
AND
LITOTES
SONNETS
BRING IN THE SOURCE
WRITING ADVERTISEMENT
THROUGH POSTERS
SONNETS
BRING IN THE SOURCE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142
2. Learner’s Materials
pages
PAGE 11 P169-170 P170-173 Page 180-181,281-285 P174-175 P183-185
3. Text book pages P169-170 P170-173 P174-175 P183-185
4. Additional Materials
from Learning Resources
English Expressways III
B. Other Learning
Resources
English
Expressway
s II
http://www.hull
.ac.uk
/php/cetag/3df
igus.htm
Use English
Worksheets
and Learn
(UEWL) pp
126 – 129
Copy of the
text,
PowerPoint
Presentation
Copy of the
selection, Video
clip of Petrarch’s
life
Copy of the
selection
PowerPoint
Handout on
APA and MLA,
videoclip on
Plagiarism
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
In listening
activity , try
to employ
the TQLR
technique
Figure of
speech is a
word or
phrase used
in a nonliteral
sense to add
Ask:
What is your
favorite
romantic film?
Why?
Have the class
watch the video
clip.
Posters are placards intended
to be posted in a public place
Recall the
different
elements
poetry
Show a video
clip on
Plagiarism

3. rhetorical
force to a
spoken or
written
passage.
B. Establishing a purpose
for the lesson
Develop the
listening
skills
through the
Tune in,
Question,
Listen,
Recite
(TQLR)
technique
Use figures
of speech in
figurative
language to
add colour
and interest,
and to
awaken the
imagination.
Whose love
story do you
consider
special and
worth
emulating?
Discuss the life of
Petrarch based
on the video clip.
Posters give information
presented in a very catchy way
Read the poem
The White Doe
Why is it not
good to cheat?
C. Presenting
Examples/instances of new
lesson
Listening
activity:
Excerpt
from the
short story
“The
Flowers of
May” by
Francisco
Arcellana
Hyperbole for
Overstatemen
t and Litotes
for
Understateme
nt
Show pictures
of romantic
films
Read the three
poems by
Petrarch
Enumerate the steps in making
an effective poster
Guide the
students in
finding out the
structure /
rhyme scheme
of the poem
Distribute the
handouts on
Citing sources
using APA and
MLA
D. Discussing new
concepts and practicing
new skills #1
Tune in, pay
close
attention to
what is said
to get a
clear idea of
what the
topic is all
about.
LITOTES OR
UNDERSTAT
EMENT - is
the opposite
of hyperbole.
Ironical
understateme
nt. The
expressing of
a positive by a
negative
statement.
The writer
purposely
under-rates a
thing and
achieves an
effect by
denying the
contrary.
List down
what you
dream of in a
courtship
How would you
describe
someone whom
you are
passionately in
love with?
Discussion:
The poster must attract the
reader’s interest
Discuss
Petrarchan
sonnet
Discuss
important
points on MLA
and APA
E. Discussing new Concentrate Read about Group activity: Discussion: Present an Paired activity:

4. concepts and practicing
new skills #2
on how the
author/narrat
or describes
the month of
May.
the courtship
during middle
ages
Do Task 6 on
page 173 of the
LM
It must give a concise
summary of the information
you want to communicate
example of a
Shakespearean
sonnet.
Do Letter C
activity on page
186 of your LM
F. Developing mastery
(Leads to Formative
Assessment)
Activity:
What
images of
the month of
May were
described by
the narrator
in the first
few
sentences?
Board work
activities:
(Provided by
the teacher)
Group work:
List down
biases and
differences
between the
middle-ages
courtship and
their ideal
courtship
Group activity:
Do Task 6 on
page 173 of the
LM
Use words and expressions
that stimulate thinking; but, do
not overload your poster with
unnecessary words
Compare and
Contrast the
two sonnets
Do Task 16 on
page 188 of
your LM.
G. Finding Practical
applications of concepts
and skills
In what part
of the
Excerpt did
you guess
that the topic
is about the
flowers of
May?
Board work
activities:
(Provided by
the teacher)
Group
sharing:
Name an
incident when
you did
something in
the name of
love
Group activity:
Do Task 6 on
page 173 of the
LM
Activity:
Designing the poster choose
one of the following
 Conserving water
 Saving electricity
Group work:
Do Task 10 on
page 177 of
your LM
Do Task 16 on
page 188 of
your LM.
H. Making generalizations
and abstractions about the
lesson
The TQLR
approach is
a proven
useful
technique in
listening to
get
information
from an
informative
and
argumentati
ve text, the
T means to
Tune in,Q is
for question
,L is for
listen and R
s for
Figures of
Speech are a
set of tools
essential for
all writers.
Conveying a
complex idea
can be
virtually
impossible
without an
IMAGE or
analogy.
Indeed, this
process is
probably
central to
thought itself.
React:
When one is
in love, one
has the
tendency to
be biased.
Answer questions
found on Task 7
on page 174 of
your LM
Creatively designed posters
are great tools to pump up
desire among potential
customers. Posters must bear
a high emotional quotient in
order to connect instantly with
the onlookers.
Draw insights
from the class
on the
important
learning they
got about
sonnets.
Ask:
Why do we
need to
acknowledge
sources used?

5. respond/reci
te.
I. Evaluating Learning Listening
Activity:
(provided by
the teacher)
Activity:
( provided by
the teacher)
Presentation
of the Group
activity
Presentation of
the group activity
Group activity:
Design posters to tell people
about activities in the school
 Greening the
environment
Presentation of
Group Activity
Task 16 will
serve as
evaluation.
J. Additional activities for
application or remediation
Listen to a
song ,“What
A Wonderful
World” and
jot down the
elements of
nature
mentioned in
the song.
Use English
Worksheets
and Learn
(UEWL) pp
126 – 129
Read in
advance
about
Francisco
Petrarch.
Review the
elements of a
poem particularly
the rhyme
scheme
Bring a sample of a poster type
of advertisement.
Write your own
sonnet
Add more
activities on
writing
bibliography.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
The learner demonstrates
understanding of: East Asian
Literature as an art from

6. to share with other
teachers?
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..
Prepared by: Checked by: Approved:
CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA
Teacher I Academic Head School Principal