Daily Lesson Plan for Grade 8 in English

1. GRADE 1 to 12
DAILY LESSON LOG
School: Grade Level: 8
Teacher: Learning Area: ENGLISH
Teaching Dates andTime: WEEK 9 Quarter:
2ND
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessaryprocedures must be followed andif needed, additional lessons,
exercises and remedial activities maybe 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 findsignificance andjoy in learning the lessons. Weeklyobjectives 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:
Write the LC Code for each
EN8SS-IIi-1.2:
Explain visual-verbal
relationships illustrated in
tables, graphs, and
information maps found in
expository texts
EN8RC-IIi-2.15:
Organize information in
tables, graphs, and maps
EN8LC-IIi-7:
Employ appropriate
listening skills and
strategies suited to long
descriptive and narrative
texts
EN8LC-IIi-7.2:
Employ projective listening
strategies with longer
stories
EN8VC-IIi-1.3:
Predict the gist of the
material viewed based on
the title, pictures, and
excerpts
EN8VC-IIi-17:
Discern positive and
negative messages
conveyed in a material
viewed
EN8V-IIi-10.24:
Discriminate between literal
and figurative language
EN8LT – IIi-3:
Explain how a selection
may be influenced by
culture, history,
environment, or other
factors
EN8WC-IIi-2.2:
Develop paragraphs that
illustrate each text type
( narrative in literature,
expository, explanatory,
factual and personal
recount, persuasive)
EN8OL-IIi-3:
Deliver a self-composed
entertainment speech using
all the needed speech
conventions
EN8G-IIi-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
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach. In the CG, the content can be tackledin a week or two.
PIE GRAPHS FIREFLY HUNT CLINE CAUSE AND EFFECT

2. III. LEARNING RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest inthe lessonand in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-basedmaterials. Hands-onlearning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Page 134-135 Page 191-195 Page 179 Page 176-177
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources English Expressways II https://www.youtube.com
/watch?v=C7u4z8KcTu0
English Expressways II
English Expressways II English Expressways III
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by the students which
you caninfer from formative assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learn new things, practice their learning, questiontheir
learning processes, and draw conclusions about what they learnedin relationto their life experiences and previous knowledge. Indicate the time allotment for eachstep.
A. Reviewing Previous Lesson or
Presenting the New Lesson
According to a Chinese
saying “ A picture is worth a
thousand words” this saying
is true with the graphs
Differentiate the following:
 Explicit – means
direct or expressly
stated
 Implicit – means
implied or hinted
The British Council
Teaching English
website defines a cline as ‘a
scale of language items that
goes from one extreme to
another, for example, from
positive to negative, or from
weak to strong’.
When you speak, read or
write, you come across or
use words like because,
since, as a result, therefore,
so, so that, then.
B. Establishing a Purpose for the Lesson Interpret Information
presented in a pie graph
Abstract Information by
Noting Explicit and Implicit
Details Used
Differentiating between
Shades and Meaning
Expressing Causes and
Effects
C. Presenting Examples/Instances of the
Lesson
Graphs are popular forms
of charts because they are
easy to create and read
Read the selection and find
out the effect of saving,
loving, and protecting
nature on a person
The way of placing related
words within a slope to
show degrees of intensity is
called making a Cline
Discussion of key points:
( teacher provide examples)
1.Clause stating the effect +
because +clause stating the
clause
D. Discussing New Concepts and
Practicing New Skills #1
Graphs are pictures of
information, not pictures of
things you can see. The
information in graphs is
often called data
Video clips:
https://www.youtube.com
/watch?v=C7u4z8KcTu0
The use of cline for
vocabulary enables you to
see how words in the same
situational environment
relate
2. Because + clause+
stating the cause + clause
stating the effect
E. Discussing New Concepts and
Practicing New Skills #2
Pie graphs are useful in
showing the proportional
distribution of items that
make up one whole amount.
It shows comparison among
items
Replay:
Video clips:
https://www.youtube.com
/watch?v=C7u4z8KcTu0
Clines also help you create
connotative meanings in
degrees
3. Clause stating the effect
+ because of + noun phrase
giving a reason or cause
4.Because of + noun phrase
giving the reason or cause +

3. clause stating the effect
F. Developing Mastery
(Leads to Formative Assessment 3)
Activity:
(Group work)
As a member of the school
governing council, you were
tasked to prepare a budget
proposal of Student’s
Nutrition Program and
present it with a graph
Activity :
Answer comprehension
Check 1-4 on page 195
Board Work Activities
(provided by teacher)
Board work activities
(Provided by teacher)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
It is the way of life among
the Filipinos and even
among other Asians to think
of the family’s welfare.
If you were the boy in the
story how will you show to
the people that you are a
nature lover?
Board Work activities:
(provided by teachers)
Apply cause and effect in
your own lives, for example,
understanding that
attending class leads to
better grades.
H. Making Generalizations and
Abstractions about the Lesson
Graphs were made to
identify and prioritized its
basic needs
The firefly hunt is taken
from that novel. It tells about
a popular recreational
activity in Japan. It shows
the Japanese kinship with
nature.
This lesson focuses on
vocabulary development
which treats words not mere
grouping of independent
words but a collection of
interconnected words
The easiest method for
teaching cause and effect in
reading is to use graphic
organizers.
I. Evaluating Learning Activity :
As a student, you should
learn to budget your daily
allowance. What are your
expenses in school? Make
your own budget plan by
presenting it in a pie graph.
Activity:
Answer comprehension
check 5-7 on page 195
Activity:
(Provided by teacher)
Activity:
Cause and Effect Organizer
J. Additional Activities for Application or
Remediation
Activity:
Interview your parents
about your expenses or
budget at home then, create
a pie graph about it
Activity:
Write an essay on their
personal experience/
encounter with nature or
fireflies.
Activity:
Create your own cline of
synonyms or antonyms. Be
creative.
Activity:
Tim forgot his English book
So he was unable to
complete his homework.
Cause: ___________
Effect:____________
V. REMARKS
VI. REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done tohelp the students learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan 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

4. 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?