School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON
Teaching Dates and 2ND
LOG
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 EN8SS-IIf-1.2 EN8VC-IIf-1.3: EN8LT – IIf-2.2 EN8OL-IIf-2.6

Competencies/Objectives Explain visual-verbal
: relationships illustrated in
Write the LC Code for each 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.
II. CONTENT
USING TQLR TO LISTEN
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)
HYPERBOLE AND
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)
WRITING ADVERTISEMENT CAUSE AND EFFECT
 EFFECTIVELY LITOTES THROUGH POSTERS RELATIONSHIP
III. LEARNING
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
RESOURCES 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 PAGE 11 Page 158

Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning English Expressways II http://www.hull.ac.uk English Expressways II http://literacy.kent.edu/eureka
Resources /php/cetag/3dfigus.htm /EDR/5/
http://www.captivatingsigns
Use English Worksheets and .com/blog/bid/85373/Why- Use English Worksheets and
Learn (UEWL) pp 126 – 129 Advertise-through-Posters Learn (UEWL) pp 73 – 74
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 In listening activity , try to Figure of speech is a word Posters are placards intended The cause and effect
Lesson or Presenting the employ the TQLR technique or phrase used in a to be posted in a public place paragraph explains the
New Lesson nonliteral sense to add causes and/or effects of a
rhetorical force to a spoken specific topic.
or written passage.
B. Establishing a Purpose Develop the listening skills  Use figures of speech in Posters give information Explain how recognizing
for the Lesson through the Tune in, Question, figurative language to add presented in a very catchy cause and effect relationships
Listen, Recite colour and interest, and to way in text will help students
(TQLR) technique awaken the imagination.  understand and remember
what they are reading.
C. Presenting Listening activity: Hyperbole for Overstatement Enumerate the steps in The causes are the reasons
Examples/Instances of Excerpt from the short story and Litotes for making an effective poster when something happens.
the Lesson “The Flowers of May” by Understatement (Teacher provides examples)
Francisco Arcellana

D.Discussing New Concepts Tune in, pay close attention to LITOTES OR Discussion: The effects are the results of
and Practicing New Skills what is said to get a clear idea UNDERSTATEMENT - is The poster must attract the something that happens
#1 of what the topic is all about. the opposite of hyperbole. reader’s interest (Teacher provide examples)
Ironical understatement. The
expressing of a positive by a
negative statement.
The writer purposely under-

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
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.
rates a thing and achieves
an effect by denying the
contrary.
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
 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?