School: Grade Level: 8

GRADE 1 to 12 Learning
Teacher: Area: ENGLISH
DAILY LESSON LOG
Teaching Dates
and Time: Week 6 Quarter: THIRD (3)

MONDAY TUESDAY 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
I. OBJECTIVES 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: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information
strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals
for opinion-making, persuasion, and emphasis.

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

C. Learning EN8G-IIIf-3.6 EN8LT-IIIf-2.2 EN8V-IIIf-12.3 EN8VC-IIIf-19

Competencies/Objectives:
Write the LC Code for each Use modals appropriately
EN8RC-IIIf-2.1.7.1
Evaluate the details that
support assertions in a text
Explain how the elements
specific to a genre
contribute to the theme of a
particular literary selection
EN8LT-IIIf-2.2.5
Determine key ideas, tone,
and purposes of author
Arrive at meanings through
context clues
EN8LC-IIIf-2.10
Distinguishing facts from
opinion cited in the text
listened to
Judge the relevance and
worth of ideas presented in
the material viewed
EN8OL-IIIf-3
Deliver a self-composed
persuasive speech
 EN8SS-IIIf-1.6 EN8G-IIIf-12

Show respect for intellectual Use of emphasis markers

property rights by for persuasive purposes
acknowledging citations
made in an informative
essay.

EN8SS-IIIf-1.6.3

Acknowledge sources by
creating a bibliography.

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
South Africa South Africa South Africa South Africa

Courage in Rising Above Courage in Rising Above Courage in Rising Above Courage in Rising Above
Challenges Challenges: Africans on Challenges: Context Clues Challenges: Persuasive
Spotlight speech

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
RESOURCES 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 Module 3, page 171 Module 3, page 181 Module 3, page 184 Module 3, page 221
Pages

3. Textbook Pages
 4. Additional Materials
from Learning Resource
(LR) portal

B. Other Learning Resources Use English Worksheets Use English Worksheets Use English Worksheets
and learn (UEWL) pp. 130- and learn (UEWL) pp. 165- and learn (UEWL) pp. 138-
133 168 141

https://www.youtube.com
/ watch?v=2-_r6B_Z188

MONDAY 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
IV. PROCEDURES 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
In this lesson, you will
discover that critical
understanding and
appreciation of Afro-Asian
literary pieces can help you
identify the temperaments
and psyche of your Afro-
Asian brothers in response
to the challenges of
modernity.
You are done giving your
initial ideas on the essential
questions regarding African
literature on our previous
lesson.
To strengthen your On our previous lessons,
knowledge regarding the we have learned about the
African people including temperaments and psyche
their temperaments and of the Africans.
psyche, consider the essay
below.

B. Establishing a Purpose for
the Lesson
Learning Goals and Targets
For you to accomplish the
activities in this lesson, write
your goals and expectations
in the box provided on your
What you learn in this
section will enable you to
accomplish the culminating
task or project which entails
creating an interactive
feedback blog that will
highlight insights and
comments on the
For frequency word list, Today, we are going to view
unlock the meanings of the a video clip of a speech
key words used in the delivered by Nelson
selection then; construct Mandela found on
meaningful sentences using https://www.youtube.com
any of these words. / watch?v=2-_r6B_Z188
 modules.
Observe appropriate use of
modals in writing your goals
and expectations.
C. Presenting Activity 1: Picture Hook
Examples/Instances of the
Lesson
In this activity, you will
answer questions based on
the picture shown on your
modules.
D.Discussing New Concepts Activity 2: Character
and Practicing New Skills Analysis
#1
Now read the informative
text below for you to have a
clearer mental picture of
Nelson Mandela’s life,
works, and contributions in
Africa.
temperaments and psyche
of Africans in response to
the challenges of modernity
as revealed in their literary
selections.
Activity 4: Africans on Refer to UEWL resources A text of the speech
Spotlight for more examples on delivered by Nelson
context clues Mandela is found on your
modules.
Let’s have an informative
text to give you an idea
about the temperaments
and psyche of the Africans.
What could be the purpose The selection How the Activity 20: Unpacking of
of Dr. Busia in the Drums Talk will be read in Essentials
selection/text that you have front.
read?
Distinguish the facts from
opinion cited in the text
listened to
--

MONDAY 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
IV. PROCEDURES 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.

E. Discussing New Concepts

and Practicing New Skills
#2 ***** ***** ***** ***** *****

F. Developing Mastery This time, work in groups
(Leads to Formative and fill out the template
Assessment 3) provided on your module,
with the necessary
background information
about Mandela. Then, be
ready to share your
answers with the group.
What do you understand by
a people’s world-view?
What are the Africans views
on nature and man?
Explain. Give the major
reasons why the problem of
evil does not arise in the
African concept of the deity.
Answer Comprehension Activity 21: Wrap It Up
Questions given on the
module.
How do Africans send their
messages? How does their
technique differ from our
means of communicating
messages? Account for the
differences.

G.Finding Practical What does this informative
Applications of Concepts text reveal about the
and Skills in Daily Living temperaments and psyche
of the Africans in response
to the challenges of
modernity?
How do the Africans regard
their Supreme Being?
With the advent of What were the key points
technology in our midst, if that you have identified from
you were an African, would the speech delivered?
you use the same mode of
transmitting messages or
opt to use phone, fax, on
internet instead? Support
your answer.
H.Making Generalizations Activity 3: Box of Essentials What does the excerpt What does the selection How did you feel after
and Abstractions about reveal about the reveal about the African viewing the video?
the Lesson temperaments and psyche character?
of the Africans?
Use the map of conceptual
change hereunder in
answering the essential
questions. In this portion,
you will write on the “I think”
section of IN THE BOX. See
to it that you relate it to the
literature of Africa/African
people, for instance, Nelson
Mandela.

I. Evaluating Learning Compare and Contrast
Diagram
Exchange opinions,
information and answers
with the rest of the class
and take turns by
comparing your thoughts
using the graphic organizer
given on the module.
Activity 5: Squeeze It Out What does the selection Create a persuasive speech
reveal about the and deliver it to the class.
temperaments and psyche Use persuasive markers for
of the Africans in response persuasive purposes.
Given on your module are
to the challenges of
some words taken from the
modernity?
selection you have read.
Identify the root/base words
through structural analysis.
J. Additional Activities for Account for the similarities Write an informative essay Read the examples of the
Application or and differences in your on how the Africans regard uses of drums in Africa.
Remediation answers. their Supreme Being, show How do they differ from the
respect for intellectual uses of our drums?
property rights by
acknowledging citations,
and acknowledge sources
by creating a bibliography.

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?