GRADE 1 to 12

DAILY LESSON
LOG

School:
Teacher:
Teaching Dates and
Time:

MONDAY
I.

OBJECTIVES

Grade Level:
Learning Area:

WEEK 2
TUESDAY

Quarter:

WEDNESDAY

THURSDAY

FRIDAY

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 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

II. CONTENT

8
ENGLISH
2ND

EN8VC-IIb-1.3:
Predict the gist of the material
viewed based on the title,
pictures, and excerpts

EN8LT-IIb-9.1:
Describe the notable literary
genres contributed by East
Asian writers

EN8VC-IIb-17:
Discern positive and negative
messages conveyed in a
material viewed

EN8LT-IIb-9.2:
Identify the distinguishing
features of notable East Asian
poems, folktales, and short
stories

EN8V-IIb-24.1:
Distinguish between and
among verbal situational, and
dramatic types of irony and
give examples of each

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

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.

SAWATDEE HELLO, MY
BEAUTIFUL BANGKOK

BAWANGPUTI,
BAWANGMERAH: A TALE

BIBLIOGRAPHY

IDIOMATIC EXPRESSION

(Thailand)

III. LEARNING RESOURCES

FROM MALAYSIA

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages
2. Learners Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources

Page 34
Use English Worksheets and
Learn (UEWL), pp 49 64
http://www.academia.edu/59
81417/A_detailed lesson
plan on how to teach
idioms and develop
speaking in teenager
classrooms

MONDAY
IV. PROCEDURES

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

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.

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

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

View a Cinderella-like tale

from Malaysia. The title is
BawangPutihBawangMerah
The title literally means red
onions and white garlic

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.
Bibliographical items should
be arranged correctly and
consistently at the end of the
research paper.

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?
Use idioms to make the
speech more attractive and
impressive. Idioms make
language more vivid and
descriptive.

Reading task:.
Appendix 01
Ray needed a bookcase.
He had been making do with
planks of wood on bricks,
but hewanted something

describe the givenpictures.

Reading Selection:
SAWATDEEHello,
Beautiful Bangkok
By: Ethel Soliven-Timbol

II. VIEWING PROPER

nicer now. His sister, Sandy,

suggested buying a selfassemblybookcase
where
the pieces came in a flat
pack for him to put together
himself. Ray knewhe wasnt
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 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.
Theressomething not quite
right about this, she said. I
think wed better get to the
bottom of itbefore you put
your books on it.
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.

D. Discussing New
Concepts and Practicing
New Skills #1

Activity 1. Say YouSay 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

E. Discussing New
Concepts and Practicing
New Skills #2

How do traditions and beliefs

bring about diversity and or
harmony?

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

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.
Group Differentiated :
By group, complete the story
map by extracting the

Do the activity 32:

Formatting

Activity 26:
Working with Idioms

their own taskin relation to

the topic.Group 1. Culture of
Thailand
Group 2. Culture of
Philippines
Identify pictures noticed in
the film and see some
connections and similarities
in terms our culture, beliefs
and traditions.

important narrative elements

of the story.

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
by completing the graphic
organizer

Do you know any story in the

Philippines or other countries
that have the same theme or
plot as that of Cinderella or
BawangPuti, BawangMerah?

Using comparison and

contrast, fill in the grid with
positive-interesting-negative
aspects of Filipinos
Love for family
Reverence to God
Desire to Succeed in
Life

An idiom is an expression
that takes on a figurative
meaning when certain words
are combined which is
different from the literal
definition of the individual
words

I.

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

Activity 27:
Idiomatic Expressions

Find out the authors purpose

of writing this selection

Research on another
Cinderella type of story and
create a story map out of it.

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
Present another samples of
bibliography from books,
newspapers/magazines and
websites.

G. Finding Practical
Applications of Concepts
and Skills in Daily Living

J.

Evaluating Learning

Additional Activities for

Application or
Remediation

By group : Story Interview.

Complete the graphic
organizer by answering
questions based from the
viewing selection.

Use English Worksheets and

Learn (UEWL), pp 49 64

V. REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require

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 students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

C.

D.
E.
F.

G.

additional activities for

remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson?
No. of learners who continue
to require remediation
Which of my teaching
strategies work well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?