GRADE 1 to 12
DAILY LESSON LOG
School: Grade Level: 8
Teacher: Learning Area: ENGLISH
Teaching Dates and Time: WEEK 7 Quarter:
2ND
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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:
Write the LC Code for each
EN8SS-IIg-1.2
Explain visual-verbal
relationships illustrated in
tables, graphs, and information
maps found in expository texts
EN8RC-IIf-II:
Transcode information from
linear to non-linear texts and
vice-versa
EN8LC-IIg-7:
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts
EN8LC-IIg-3.12:
Listen to paraphrase
information/ideas
EN8VC-IIg-1.3:
Predict the gist of the material
viewed based on the title,
pictures, and excerpts
EN8VC-IIg-17:
Discern positive and negative
messages conveyed in a
material viewed
EN8V-IIg-10.1.4:
Identify figures of speech that
show emphasis (hyperbole
and litotes)
EN8LT – IIg-2.2:
Explain how the elements
specific to a genre
contribute to the theme of a
particular literary selection
EN8LT-IIg-2.2.3:
Determine tone, mood,
technique, and purpose of
the author
EN8WC-IIg-2.2:
Develop paragraphs that
illustrate each text type
( narrative in literature,
expository, explanatory,
factual and personal
recount, persuasive)
EN8OL-IIg-3
Deliver a self-composed
entertainment speech using
all the needed speech
conventions
EN8OL-IIh-3.13
Maintain the interest of the
audience by delivering punch
lines effectively
EN8G-IIg-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.
EMPLOYING ATTENTIVE CONTEXT CLUES - A PATCH OF SKY FORMING NEW WORDS

II. CONTENT LISTENING STRATEGIES TO
A NEWS REPORT
RESTATEMENT USING PREFIXES AND
SUFFIXES
III. LEARNING RESOURCES 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
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 78-79 Page 218 Page 204-208
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources English Expressways II English Expressways II
Use English Worksheets and
Learn (UEWL)pp. 165 – 177
English Expressways II http://www.oxforddictionaries.
com/words/prefixes-and-
suffixes
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
Presenting the New Lesson
News reports are not only read
in the newspaper, they are also
heard over the radio
Present the new lesson on
another type of context clue
known as restatement
Read a story taken from
The Buddha Tree, novel
that is considered as a
landmark in Niwa Fumio’s
development as a writer
Prefixes and suffixes are
sets of letters that are added
to the beginning or end of
another word.
B. Establishing a Purpose for the Lesson To help students become
effective listeners, make them
aware of the different kinds of
listening, the different purposes
for listening, and the qualities of
good listeners.
Use synonym as a type of
context clue
Find out how a Japanese
boy’s life becomes one with
nature
Prefixes and suffixes are part
of our living language, in that
people regularly use them to
create new words for modern
products, concepts, or
situations.
C. Presenting Examples/Instances of the
Lesson
Emphasize the following:
1. Before you listen –
ready your pen and
paper for taking down
notes
Present examples using the
keys to spotting statement as
a context clue.
Reading:
A Patch of Sky
by : Niwa Fumio
Prefixes are added to the
beginning of an existing word
in order to create a new word
with a different meaning.
D. Discussing New Concepts and
Practicing New Skills #1
2. As you listen- try to
answer the basic
question:
 Who?
 When?
 Where?
Keys to Spotting Statement
as a Context Clue:
1. The word OR
( Teacher provides examples)
2. A dash or a pair of
Take note the spelling of
Italicized word:
 centre
 aeroplane
Suffixes are added to the
end of an existing word.

 What?
 Why?
 How?
dashes
(Teacher provides examples)
E. Discussing New Concepts and
Practicing New Skills #2
After you listen- How well did
you listen
3. A comma or a pair of
commas
( Teacher provides examples)
4. The phrases: in
other words, that is,
also known as, and
sometimes called
( Teacher provides examples)
The author used British
spelling. What does this
information imply about the
Japanese?
The addition of a suffix often
changes a word from one
word/class to another.
F. Developing Mastery
(Leads to Formative Assessment 3)
Listen attentively to the
selection read by the teacher
Activity: Board Work
(Provided by the teacher)
Activity:
Story Map
Activity: Board Work
( Provided by the teacher)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Are there strong emotions
which may distract your
attention from the facts? Justify
your answer.
Activity: Vocabulary Mapping How can a person make
nature significant to his or
her own life
Prefixes and suffixes are
part of our living language, in
that people regularly use
them to create new words
for modern products,
concepts, or situations.
H. Making Generalizations and
Abstractions about the Lesson
Listening is an active process;
hearing is not the same as
listening. When you hear you
detect sounds Listening
involves your brain as well as
your ears.
You have discovered that you
can get the meaning of a word
by knowing its synonyms
The selection tells about
the role of nature in one’s
life
Many words are composed
of, two or more parts. If you
know the meaning of the
parts, you can often make
good guess about the
meaning of the whole word
I. Evaluating Learning Group Activities:
Write a news report from the
selected read by your teacher
Activity:
Page 218 ( English
Expressways II)
Activity:
Have you experienced
exploring what nature can
offer you? Is there an
instance in your life when
nature helps you discover
your strengths as well as
your weaknesses?
Activity:
( Provided by the teacher)
J. Additional Activities for Application
or Remediation
Listen to a radio news
broadcast and tell the class
about its headline news.
Use English Worksheets and
Learn (UEWL) pp. 165 – 177
Present a picture of man
living in unity with nature.
Create a diagram on root
words and prefixes or
suffixes
V. REMARKS
VI. REFLECTION
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?
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?