DLL ENGLISH 8

1. DAILY LESSON LOG
School: LURISA National High School Grade Level: 8
Teacher: MRS. JOAN KATE C. VALLAR Learning Area: ENGLISH
Teaching Dates andTime: WEEK 2 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 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.
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
EN8RC-IIc-2.22
Evaluate the personal
significance of a literary text
EN8RC-IIc-2.1.7:
React to assertions made by
the author in the text
EN8LC-IIc-7
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts
EN8LC-IIc-2.13:
Determine the tone and mood
of the speaker or characters
in the narrative listened to
EN8VC-IIb-1.3:
Predict the gist of the material
viewed based on the title,
pictures, and excerpts
EN8VC-IIb-17:
Discern positive and negative
messages conveyed in a
material viewed
EN8V-IIb-24.1:
Distinguish between and
among verbal situational, and
dramatic types of irony and
give examples of each
EN8LT-IIb-9.1:
Describe the notable literary
genres contributed by East
Asian writers
EN8LT-IIb-9.2:
Identify the distinguishing
features of notable East Asian
poems, folktales, and short
stories
EN8WC-IIb-2.8
Compose effective
paragraphs
EN8WC-IIb-2.8.8:
Use a variety of techniques to
introduce a topic
EN8OL-IIb-5: Use the
appropriate prosodic
features of speech when
delivering an entertainment
speech
EN8G-IIa-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.
SAWATDEE… HELLO, MY
BEAUTIFUL BANGKOK
(Thailand)
BAWANGPUTI,
BAWANGMERAH: A TALE
FROM MALAYSIA
BIBLIOGRAPHY IDIOMATIC EXPRESSION
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 Page 34
3. Textbook Pages

2. 4. Additional Materials from
Learning Resource (LR) Portal
Use English Worksheets and
Learn (UEWL), pp 49 – 64
B. Other Learning Resources http://www.academia.edu/59
81417/A_detailed lesson
plan on how to teach
idioms and develop
speaking in teenager
classrooms
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
Give a brief introduction
about Thailand
Pre-viewing:
Ask the students if they are
familiar with the character and
story of Cinderella as shown
in the picture
Bibliography contains a list of
books or articles, or both,
relating to a particular subject.
Warm-up (‘Help me!’): Write
on the board the word
‘EMERGENCY’ and ask
students to say some
situations when they had to
ask for help. Make questions
like ‘What happened?’,
‘What did you do?’ and ‘Who
did you call in an
emergency?
B. Establishing a Purpose for the
Lesson
Determine the similarities and
differences of Thailand and
Philippines in terms
ofcustoms, traditions, and
beliefs
Discern positive and negative
messages conveyed in the
story viewed
In a research paper, a
bibliography is an alphabetical
list, sometimes grouped into
categories, containing the
names of all works quoted
from or generally used in its
preparation.
Use idioms to make the
speech more attractive and
impressive. Idioms make
language more vivid and
descriptive.
C. Presenting Examples/Instances of
the Lesson
Show a set of pictures
(attractions of Thailand), set
of words, and meanings. The
students will workon the
vocabulary by matching the
words and meanings that
describe the givenpictures.
Reading Selection:
SAWATDEE…Hello,
Beautiful Bangkok
By: Ethel Soliven-Timbol
View a Cinderella-like tale
from Malaysia. The title is
“Bawang Putih
BawangMerah” The title
literally means “red onions
and white garlic”
II. VIEWING PROPER
Bibliographical items should
be arranged correctly and
consistently at the end of the
research paper.
Reading task:.
Appendix 01
“Ray needed a bookcase. He
had been making do with
planks of wood on bricks, but
hewanted something nicer
now. His sister, Sandy,
suggested buying a self-
assemblybookcase where
the pieces came in a flat pack
for him to put together
himself. Ray knewhe wasn’t
much good at that sort of
thing, but he decided to give
it a shot
. When heopened the pack, it
all looked very confusing, but

3. he was decided to get to the
grips withit. After a couple of
hours, he had something that
looked a bit like a bookcase
but was not rather wobbly. To
be on the safe side, he asked
Sandy to check it for him.
‘There’ssomething not quite
right about this,’ she said. ‘I
think we’d better get to the
bottom of itbefore you put
your books on it.
D. Discussing New Concepts and
Practicing New Skills #1
Activity 1. Say You…Say Me While viewing, inform the
students that they have to
take notes and observe how
the story is similar or different
to the Disney version of
Cinderella
III. POST VIEWING
Discussion:
 Books
 Magazine
 Journal
Idioms activity:
Write all of the idioms that
are in the text on Appendix
01. Makequestions using
these expressions and
stimulate students to answer
using them.
E. Discussing New Concepts and
Practicing New Skills #2
How do traditions and beliefs
bring about diversity and or
harmony?
Pair Work: Allow students to
identify the similarities and
differences of
“BawangPutihBawangMerah”
to the Disney version of
Cinderella. Have them record
their ideas in the Venn
Diagram. Provide some
example entry to support
struggling learners. Allow
some students to present their
work.
Discussion:
 Newspaper
 World Wide Web
After that, they can practice
in pairs and, by the end,
present some answers tothe
class.
F. Developing Mastery
(Leads to Formative Assessment 3)
Reporting: The teacher will
divide the class into two
groups. Each group will have
their own taskin relation to
the topic.Group 1. Culture of
Thailand
Group 2. Culture of
Philippines
Group Differentiated :
By group, complete the story
map by extracting the
important narrative elements
of the story.
Do the activity 32:
Formatting
Activity 26:
Working with Idioms
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Identify pictures noticed in
the film and see some
connections and similarities
in terms our culture, beliefs
and traditions.
Probe deeper by asking the
following focus questions
What do you know about the
events in the Cinderella story?
Group Activities:
Multiple Intelligence Activities
H. Making Generalizations and
Abstractions about the Lesson
Summarize and trace the
significant event s of the story
Do you know any story in the
Philippines or other countries
Using comparison and
contrast, fill in the grid with
An idiom is an expression
that takes on a figurative

4. by completing the graphic
organizer
that have the same theme or
plot as that of Cinderella or
BawangPuti, BawangMerah?
positive-interesting-negative
aspects of Filipinos
 Love for family
 Reverence to God
 Desire to Succeed in
Life
meaning when certain words
are combined which is
different from the literal
definition of the individual
words
I. Evaluating Learning Using the graphic organizer,
draw out the values and traits
of the character which
enable him to become
successful and better person
Group Differentiated Activity
By group : Story Interview.
Complete the graphic
organizer by answering
questions based from the
viewing selection.
Group Activities:
With your group, look for some
readings related to the topic
the topics below. Come up
with 10 bibliographies, using
on line resources for
additional information.
 Multi-Cultural
Dialects of Filipinos
 Religious Beliefs of
Filipinos
 Filipino Treasured
Values
 4. Filipino Traditions
and Beliefs
Activity 27:
Idiomatic Expressions
J. Additional Activities for Application
or Remediation
Find out the author’s purpose
of writing this selection
Research on another
Cinderella type of story and
create a story map out of it.
Present another samples of
bibliography from books,
newspapers/magazines and
websites.
Use English Worksheets and
Learn (UEWL), pp 49 – 64
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?
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?