School Esteban S.

Javellana Memorial High School Grade Level 8

Teacher Julie Ann D. Pajarilla Learning Area English
Teaching Dates and
December 12, 2018, 7:15 – 8:15 AM Quarter 3rd
Time

GRADES 1 to 12
DAILY LESSON PLAN

Objectives must be met 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 assessed using
I. OBJECTIVES 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.
The learners demonstrate understanding of Southeast Asian literature as a mirror to a shared
heritage; coping strategies in processing textual information; strategies in examining features of a
A. Content Standards listening and viewing material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion, and emphasis.

The learners transfer learning by composing and delivering a persuasive speech based on an informative
B. Performance Standards essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

EN8RC-IIb-2.18: Relate content or theme to previous experiences and background knowledge.

C. Learning Competencies /
EN8RC-IIc-2.1.7: React to what is asserted or expressed in a text
Objectives

Write the LC Code for each

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
Reading Text: On the Three Evils by Prime Minister U Nu
List 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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher's Guide pages English 8 Module 3, pp. 11-13

2. Learner's Materials pages No Available Learners Material

3. Textbook pages
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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
IV. PROCEDURES previous knowledge. Indicate the time allotment for each step.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
Answer the following questions:

Activity: BURMA Trivia Challenge 1. What is the coinage of the name

Myanmar?
Group the students into 2 (Boys vs. Girls). Answer the following a. Burmese word for independence
questions flash in the TV screen about Burma (Myanmar). Each correct b. Burmese word for the martial
answer is a clue to a hidden picture behind the cards! attributes for strong and fast
2. If Japan is the land of the rising sun
Note: This activity is good for 3 minutes. and Thailand is the land of the free,
what about Burma (Myanmar)?
a. Land of Spirits and Stars
A. Reviewing previous lesson or b. Land of the Khmers
presenting the new lesson 3. Who conquered Burma (Myanmar)?
a. Dutch
b. British
4. What is the former name of U Nu?
a. Thakin Nu
b. Thekin Nu
5. What is the meaning of U Nu?
a. U means roughly “Respected Sir,”
or “Uncle” and Nu is a Saturday
name meaning “soft” or “gentle”.
b. U means roughly Major-General or
Generalissimo and Nu means benevolent.
Answer the following questions:
A video clip about Burma. After viewing they are going to answer the 1. What is the video all about?
B. Establishing a purpose for following questions which were arranged according to Higher Order Thinking 2.
the lesson skills from recalling up to creating.

Note: The activity will be done for 5 minutes.

C. Presenting examples/ The teacher presents the reading text “On the Tree Evils”. The students will be
instances of the new lesson group into 6. Each group will present a choral reading of the paragraphs of the
(Elicit) text in a creative way. The teacher will discuss the rubrics to be used in choral
reading.

A. Activity: Unlocking of Difficulties Give the meaning of the underlined word

The teacher will divide the class into two groups. The students will unlock the 1. Whether we are Buddhist, Hindus, Muslims,
difficult words, they will look for the functional definitions of the words below, Christians, Animists, or Atheists, we cannot

Evils that Effects on Inevitables in How Science Statements

Plague the Lives of Life Conquers that Indicate
Humanity People each Reality
(actual,
exists) and
Fantasy
(dream,
imagination)
1.
2.
3.
 Answer the following questions:
1. What lessons does the legend of the
Padaythabin three teach the
Burmese?
2. What does this excerpt reveal about the
temperaments and psyche of the
Burmese?
Activity: Literary Carousel 3. Can you still lead a simple life today
even amid the ongoing technological
Group the students into 2. Have your own literary circle where each member advances? Elaborate.
E. Discussing new concepts 4. Explain the line, “Live simply so that
and practicing new skills #2 will take turns in answering the questions or explaining any of the following
others may simply live.”
(Explore) statements. 5. If you were a parent, what would you
teach your children to make sure that they do
not grow up to be greedy people?

1. Teachers will distribute the activity worksheets. 1. Students will answer the worksheets
2. Perform the following task.
2. Students will form a group according to their skill and a. Musical Group
F. Developing mastery (Leads to assigned performance task. b. Bodily Kinesthetic
c. Visual Spatial
Formative Assessment 3)
Note: The task will be done in 15 minutes d. Naturalist
(Explain) e. Linguistics
f. Intrapersonal
g. Interpersonal
h. Mathematical
G. Finding practical applications
of concepts and skills in daily
living (Elaborate)

H. Making generalizations and

abstractions about the lesson
I. Evaluating Learning (Evaluate)

J. Additional Activities for

application or remediation
(Extend)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION 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% 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 to share
with other teachers
 Needs Ispeerren
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