GRADES 1 to 12 School: Sta.

Lucia High School Grade Level: VIII

DAILY LESSON LOG
Teacher: Crisanta I. Cañete Learning Area: English

Teaching Dates and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be 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 find significance and joy in learning the lessons. Weekly objectives 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 EN8SS-IIe-1.2 EN8VC-IIe-1.3: EN8G-IIe-9: Use EN8LT – IIe-9:

Competencies/Objectives: Explain visual-verbal Predict the gist of the Use appropriate Appreciate literature as
Write the LC Code for each relationships illustrated in material viewed based on grammatical signals or an art form inspired
tables, graphs, and the title, pictures, and expressions suitable to and influence by nature
information maps found in excerpts each pattern of idea
expository texts development: EN8WC-IIe-2.2:
EN8VC-IIe-17:  General to Develop paragraphs
EN8RC-IIe-II: Discern positive and particular that illustrate each text
Transcode information from negative messages  Claim and type ( narrative in
linear to non-linear texts and conveyed in a material counterclaim literature, expository,
vice-versa viewed  Problem-solution explanatory, factual
 Cause-effect and personal recount,
EN8LC-IIe-7: EN8V-IIe-24:  And others persuasive)
Employ appropriate listening Discriminate between literal
skills and strategies suited to and figurative language
long descriptive and narrative
textss

EN8LC-IIe-2.17.3:
Infer the theme of the text
listened to
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
LINEAR TO NON-LINEAR NOTING EXPLICIT Teacher’s Related Activities SIMPLE PAST AND PAST FRIENDLY LETTER
TEXT SIGNALS CONTINUOUS TENSES 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 Page 195 Page 153, 166, Page 39-42 Page 100

3. Textbook Pages Page 153

4. Additional Materials from Eloquence 8 Eloquence 8 Eloquence 8 Eloquence 8

Learning Resource (LR) portal
B. Other Learning Resources

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
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 Most of the information you Child labor is now fast Expressing past actions of Writing letters can be
Presenting the New Lesson have been reading is in linear becoming a major concern the verb. very rewarding
text. of different countries around experience
the world, rich and poor alike
B. Establishing a Purpose for the Interpret and transcode To use definition or To learn about the tenses To share news, ideas,
Lesson information by word mapping description as a type of of the verb that expresses and feelings or just to
context clues an action that happened in keep in touch with that
the past person
C. Presenting Examples/Instances of A word map is a graphic Reading Text: Two main ways of talking Think of a friend who
the Lesson representation of the definition Youth Takes Action Against about the past in English has touched your life
of a word Child Labor
D. Discussing New Concepts and Introduce other forms of Activity : Discussion: Ask: Why you want to
Practicing New Skills #1 graphic organizers. Comprehension Check Simple past with examples write him or her a
friendly letter.
E. Discussing New Concepts and Reading texts and writing it to Key Points Discussion: Ask: What ideas and
Practicing New Skills #2 non-linear. Adjective Clause is a Past Continuous with feelings do you want to
subordinate clause that examples share with him or her?
modifies a noun or pronoun
by telling what kind or which
one
F. Developing Mastery Do the Activity: Do the activity 1: Activity: Activity:
(Leads to Formative Assessment 3) Vocabulary Mapping Identify the adjective clause Teacher will provide/give Letter Writing to a
from each sentence. Before verb words and let the Friend
the clause, write the word it students answer the
modifies following orally.
G. Finding Practical Applications of Most of the information you Activity 2: Activity: How are your ideas,
Concepts and Skills in Daily Living have been reading is in linear Complete the following Use the appropriate tense feelings, and attitude
text. The lessons and sentences with appropriate form of the verb in towards that person?
exercises you have gone so far adjective clauses parentheses ( provided by
is presented as linear text. teacher)
H. Making Generalizations and Linear text can take form of Child labor is now fast Integrate the ideas with Letter writing gives a
 Abstractions about the Lesson poetry (a text type) organized becoming a major concern what you already know chance to share
according to stanzas. Linear of different countries around about the past tense organized ideas with
text could take the form of an the world, rich, and poor another person.
essay organized into a alike
paragraph
I. Evaluating Learning Activity: Activity: Activity: Evaluate if the letter
Linear to non-linear Do the Vocabulary Mapping Complete the following with follows the proper
either the simple past or format.
past continuous Tense
(provided by the teacher)
J. Additional Activities for Use English Worksheets and Use English Worksheets and Bring pictures preferably Bring a sample of a
Application or Remediation Learn (UEWL) pp, 98 - 107 Learn (UEWL) pp, 71 - 83 the ones you took when friendly letter. Take
you were on vacation in the note of the content and
province last May. mechanics of the letter.
V. 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?
VI.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?