Annex 2B.1 to DepEd Order No. 42 , s.

2016

School ICEHS-Santiago Grade Level 8

DAILY LESSON LOG Teacher SORAHAYDA S. ENRIQUEZ Learning Areas ENGLISH
Teaching Week WEEK 1 Quarter FOURTH
Time : 8:15-9:05 Monday Tuesday Wednesday Thursday Friday
Dates: January 23, 2017 January 24, 2017 January 25, 2017 January 26, 2017
I. OBJECTIVES
A. content Standard The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended
text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh- questions.

B. Performance standard
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite
oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies/Objectives EN8RC-IVb-2.21.2: EN8VC-IVb-12: EN8LT-IVb-13: EN8OL-IVb-3.11

Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s materials pages
3. Textbook pages
EN8LC-IVb-6.2:
Topic sentence, Making Inference
137-141
. *English Expressways II. 2007.
EN8V-IVb-15:
Raise questions about a
particular aspect of a
material viewed, Use various
strategies in decoding the
meaning of word
*English Expressways II.
EN8LT-IVb13.1:
EN8WC-IVb3.4.2:
Identify notable literary genres
contributed by South and West
Asian writers, Identify the
distinguishing features found in
religious texts, epics, myths,
drama, and short stories
contributed by South and West
Distinguish among types of
journalistic writing (news report,
opinion article, feature article,
and sports news article),Asian
writers
EN8G-IVb-13:
: Use the correct production
of the sounds of English
when delivering a manuscript
or memorized speech in an
oration, in a declamation or
in a dramatic monologue
Use active and passive
constructions in journalistic
contexts.
Use past and past perfect
tenses in journalistic writing
English Expressways II, 77-78
 pp 82, 91, 200-201.,
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review with the class the format
Presenting the new lesson of an outline.
B. Establishing a purpose for the lesson Ask the students why it is
important to make an outline.
C. Presenting examples/instances of Ask the students to scan the
the lesson selection “Thailand”.
D. Discussing new concepts and Let the students make an outline
Practicing new skills #1 out of the important details they
picked up. Have them study and
use as pattern the examples on
page 92.
E .Discussing new concepts and Ask the students to read “Makato
Practicing new skills #2 and the Cowrie Shell” and let
them do the “Paint a Picture
Activity” on page 140 of their LM.
2007. pp 179-180. 1. *English
Expressways II. 2007. pp 81-
82, 158.
Review about the previous
lesson.
Let the students read the
directions on vocabulary
development.
Have them understand how
to differentiate shades of
meaning by arranging words
in a cline.
Let them do the activity on
their textbook.
1. Lead the students to
the steps in
presenting facts in a
news story.
2. Tell them the most
important fact is
given first, followed
by the others in
descending order of
importance.
3. Guide them through
the example on page
81.
Ask the students whether they
know notable literary genres
contributed by South and West
Asian writers.
Have the students read a text in
their LM and discuss it to them
afterwards.
Let them do the activity in their
LM.
Refer to LM.
1. Motivate the class for
the writing lesson by
showing them some
sample posters and
placards which are
usually displayed in
public places.
2. Have the students
analyze the information
presented in the
posters.
3. Before asking the
students to write
posters, ask them what
makes an effective
Conduct a drill in sound
production.
Ask the students why correct
sound production is
important when delivering a
speech.
Have them listen to a person
delivering a speech in tv.
Ask some students to
volunteer in delivering a
prepared speech. A rubric
should be used in evaluating
it.
1. Call the students’
attention to the title
of the news report.
2. Have them answer
the two basic
questions drawn
from the title.
3. Prepare for the
listening activity. Let
the class the pointers
to follow in
developing a critical
perspective when
listening to a news
report.
 poster. 4. Read them the
4. Discuss the pointers instruction under ”As
given on page 158 of You Listen.
their book.
F. Developing mastery Do activity no. 17 in the Have them do activities 1 and Group the students into four Let the students form a
( Leads to Formative Assessment 3) Learner’s Materials. 2 in their textbook. and ask them to make a poster group . Have them discuss
calling the people’s attention to the important points related
the given problems. to the news report.
G. Finding Practical applications of Make the students realize
Concepts and skills in daily living that the particular skill they
learn will help them to
become a critical listener to a
news story.
H. Making generalizations and Summarize the lesson. Give feedbacks about the Summarize the lesson.
Abstractions about the lesson students’ outputs.
I. Evaluating learning Ask the students to do a mini
press conference.
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 the
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?
Foe improvement, enhancement and /or clarification of any DepEd material used, kindly submit feedback to blb.tld@deped.gov.ph