School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: WEEK 6 Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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.
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: EN8SS-IIf-1.2 EN8VC-IIf-1.3: EN8LT – IIf-2.2 EN8OL-IIf-2.6

Write the LC Code for each
Explain visual-verbal
relationships illustrated in
tables, graphs, and
information maps found in
expository texts
EN8RC-IIf-II:
Transcode information from
linear to non-linear texts and
vice-versa
EN8LC-IIf-7:
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts
EN8LC-IIf-2.5:
Formulate predictions about
the contents of the listening
text
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.
Predict the gist of the
material viewed based on
the title, pictures, and
excerpts
EN8VC-IIf-17:
Discern positive and
negative messages
conveyed in a material
viewed
EN8V-IIf-10.1.4:
Identify figures of speech
that show emphasis
(hyperbole and litotes)
Explain how the elements Use appropriate non-verbal
specific to a genre contribute cues when delivering in an
to the theme of a particular entertainment speech
literary selection
EN8G-IIf-9: Use
EN8LT-IIf-2.2.3: Use appropriate grammatical
Determine tone, mood, signals or expressions
technique, and purpose of the suitable to each pattern of
author idea development:
 General to particular
EN8WC-IIf-2.2:  Claim and
Develop paragraphs that counterclaim
illustrate each text type  Problem-solution
( narrative in literature,  Cause-effect
expository, explanatory,  And others
factual and personal recount,
persuasive)

II. CONTENT USING TQLR TO LISTEN HYPERBOLE AND WRITING ADVERTISEMENT CAUSE AND EFFECT
 EFFECTIVELY LITOTES THROUGH POSTERS RELATIONSHIP

III. LEARNING RESOURCES 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
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 11 Page 158

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
English Expressways II
MONDAY
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.
In listening activity , try to
employ the TQLR technique
Develop the listening skills
through the Tune in, Question,
Listen, Recite
(TQLR) technique
Listening activity:
Excerpt from the short story
“The Flowers of May” by
Francisco Arcellana
Tune in, pay close attention to
what is said to get a clear idea
of what the topic is all about.
http://www.hull.ac.uk
/php/cetag/3dfigus.htm
Use English Worksheets and
Learn (UEWL) pp 126 – 129
TUESDAY
Figure of speech is a word
or phrase used in a
nonliteral sense to add
rhetorical force to a spoken
or written passage.
Use figures of speech in
figurative language to add
colour and interest, and to
awaken the imagination.
Hyperbole for Overstatement
and Litotes for
Understatement
LITOTES OR
UNDERSTATEMENT - is
the opposite of hyperbole.
Ironical understatement. The
expressing of a positive by a
negative statement.
The writer purposely under-
rates a thing and achieves
an effect by denying the
contrary.
English Expressways II http://literacy.kent.edu/eureka
/EDR/5/
http://www.captivatingsigns
.com/blog/bid/85373/Why- Use English Worksheets and
Advertise-through-Posters Learn (UEWL) pp 73 – 74
WEDNESDAY THURSDAY FRIDAY
Posters are placards intended The cause and effect
to be posted in a public place paragraph explains the
causes and/or effects of a
specific topic.
Posters give information Explain how recognizing
presented in a very catchy cause and effect relationships
way in text will help students
understand and remember
what they are reading.
Enumerate the steps in The causes are the reasons
making an effective poster when something happens.
(Teacher provides examples)
Discussion: The effects are the results of
The poster must attract the something that happens
reader’s interest (Teacher provide examples)
 E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application
or Remediation
V. REMARKS
VI. REFLECTION
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
Concentrate on how the
author/narrator describes the
month of May.
Activity:
What images of the month of
May were described by the
narrator in the first few
sentences?
In what part of the Excerpt did
you guess that the topic is
about the flowers of May?
The TQLR approach is a
proven useful technique in
listening to get information
from an informative and
argumentative text, the T
means to Tune in,Q is for
question ,L is for listen and R s
for respond/recite.
Listening Activity:
(provided by the teacher)
Listen to a song ,“What A
Wonderful World” and jot down
the elements of nature
mentioned in the song.
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Board work activities:
(Provided by the teacher)
Board work activities:
(Provided by the teacher)
Figures of Speech are a set
of tools essential for all
writers. Conveying a desire among potential
complex idea can be virtually
impossible without an
IMAGE or analogy. Indeed,
this process is probably
central to thought itself.
Activity:
( provided by the teacher)
Use English Worksheets and
Learn (UEWL) pp 126 – 129
Discussion:
It must give a concise
summary of the information
you want to communicate
Use words and expressions
that stimulate thinking; but,
do not overload your poster
with unnecessary words
Activity:
Designing the poster choose
one of the following
 Conserving water
 Saving electricity
Creatively designed posters
are great tools to pump up
customers. Posters must bear
a high emotional quotient in
order to connect instantly with
the onlookers.
Group activity:
Design posters to tell people
about activities in the school
 Greening the
environment
Bring a sample of a poster
type of advertisement.
Each action (cause) has
consequent reactions
(events) leading to an
outcome (effect).
Do the activity:
Cause and effect Organizer
Making these connections will
help remember events in a
reading and why they
happened.
A cause-effect relationship is
a relationship in which one
event (the cause) makes
another event happen
(the effect).
Activity:
Provide the following
paragraph for students to
read. (Can be written on the
board or on paper.)
Research news report about
a vehicular accident
Use English Worksheets and
Learn (UEWL) pp 73 – 74
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?