School: CALAWITAN NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: DIANA M. CALAYAG Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: November 07-11, 2022 Quarter: 1ST
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
I. OBJECTIVES 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 demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and 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 features, stance, and behavior.

C. Learning EN8RC-IIb-2.22: Evaluate
Competencies/Objectives: the personal significance of a
Write the LC Code for each literary text.
EN8RC-IIb-2.18: Relate
content or theme to previous
experiences and background
knowledge.
EN8RC-IIb-2.22: Evaluate
the personal significance of a
literary text.
EN8RC-IIb-2.18: Relate
content or theme to previous
experiences and background
knowledge.
EN8RC-IIb-2.22: Evaluate
the personal significance of a
literary text.
EN8RC-IIb-2.18: Relate
content or theme to previous
experiences and background
knowledge.
EN8RC-IIb-2.22: Evaluate
the personal significance of a
literary text.
EN8RC-IIb-2.18: Relate
content or theme to previous
experiences and background
knowledge.
EN8RC-IIb-2.22: Evaluate the
personal significance of a literary
text.
EN8RC-IIb-2.18: Relate content or
theme to previous experiences and
background knowledge.

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.
Quarter II Embracing Our Quarter II Embracing Our Quarter II Embracing Our Quarter II Embracing Our Heritage         
Heritage                  Topic: A Quarter II Embracing Our Heritage                  Topic: A Heritage                  Topic: A Topic:  Outwitting a Crocodile 
II. CONTENT Taximan’s Story  by: Catherine Taximan’s Story  by: Catherine Taximan’s Story  by: Catherine
Heritage                  Topic: Lesson 2 Revisiting Our Rich Past         
Lim Poh Imm Conflict, Character, and  Point Lim Poh Imm Lim Poh Imm (Kisah Sang Kancil dengan Buaya)
Lesson 2 Revisiting Our Rich of View  Lesson 2 Revisiting Our Rich Lesson 2 Revisiting Our Rich
Past Lesson 2 Revisiting Our Rich Past Past
Past

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING RESOURCES 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 MELCs (ENGLISH 8) MELCs (ENGLISH 8) MELCs (ENGLISH 8)
 2. Learner’s Materials Pages
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
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
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.
Ask/Review the students
Recall the lesson about Ask the students about the Ask the following questions: about the elements of the
Elements of a Short Story. insights that they have learned ∙What are the two parts of a short story
from A Taximan’s Story. sentence? (subject and
predicate)
∙What are the two types of
clauses? (dependent and
independent clauses)
∙What are words used to
connect two independent
clauses together?
(coordinating conjunctions
and conjunctive adverbs) 
Reflect on these questions:  Simple sentence: A Unlocking of
1. What’s the difference Fill in the blanks with the correct letters sentence with one difficulties: PREDICAMENT,
among the literature of to complete the kinds of conflict, independent clause OUTWIT,  CLEVER,  SCARE
Malaysia, Singapore, and the character and point of view.  and no dependent
Philippines?  EX. 1. HU _ AN  VS. SO_IE_Y   2. clauses.
2. What’s the same with the D_R_CT  CH_RA_T_RIZA_IO_  Compound
literature of those three Sentence: A
countries?  sentence with
multiple
independent
clauses but no
dependent clauses.
 Complex Sentence:
A sentence with
 one independent
clause and at least
one dependent
clause.
 Compound -
Complex Sentence:
A sentence with
multiple
independent
clauses and at least
one dependent
clause.

C. Presenting  Simple sentence: Reading of story

Examples/Instances of the Present pictures/ slides about
Lesson Singapore. Tell something
about the pictures
Identify the characters, and conflict  on
different scene of the movies
presented. EX: ( Spider Man
punches SandMan in a battle
scene.)  Spider man 3 – Human VS.
Human
1. I must go off to Hotel (the teacher will read the
Elroy. story as the students listen)
2. I have been a taxi man
for twenty years.
3. Lay Choo and her
friends wait outside the
coffee shop.
 Compound Sentence:
1. My father was very
strict, and it is a good
thing for parents to be
strict.
2. I was big enough to be
married, and still, I got
caned.
3. The taxi man and the
teacher love their
conversation; however,
the taxi man has to
leave.
4. Singapore is a good
place for travel: Cultural
diversity is evident.
 Complex Sentence:
1. After following Lay Choo
for a couple of days, he
discovered that her
daughter is just like the
girls he fetches in his
 taxi.
2. While the taxi man
believes her daughter is
at school, Lay Choo is
doing something that his
father never thought of.
 Compound -Complex
Sentence
1. While Tom reads
novels, Jack reads
comics, but Sam
reads only magazines.
2. Tom reads novels,
but Jack reads comics
because books are
too difficult.
3. People who read
comics rarely read
novels; they often
find books difficult.

D. Discussing New Concepts
and Practicing New Skills
#1
Diagramming Sentences Diagramming Sentences Discuss the story, ask them
Introduce the short biography Have an open discussion about the Worksheet. Worksheet. of who, what, when and
of Catherine Lim Poh Imm. kinds of conflict, Character and Point where did the story
Let the students read the of View. happened?
guide questions. Introduce
the story to the class. Have
them read the story silently

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 Board-Work Activity Sentences have a subject 1. How tricky is Sang Kancil?
Practicing New Skills Have an open discussion about “ A Ask the students to create movie and predicate, and Justify your answer. 
#2 house organizer.  Think of their four express a complete 2. Do you admire Sang Kancil’s
Taximan’s Story”.  Let the students
answer the guide questions.  favorite movies and complete the thought. That’s the basic wit? How can cleverness help
details of the organizer sentence, but there is solve problems? Explain your
much more to understand answer.
and to write. It is better to 3. What would you do after the

F. Developing Mastery
(Leads to Formative Describe the characters using
Assessment 3) characterization chart. Enumerate
the important details of the story
using graphic organizer.
G. Finding Practical
Applications of Pointing out some social problems
Concepts and Skills which people never thought existed
in Daily Living in an affluent country like Singapore.
MONDAY
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson Ask the students’ insights
about the lesson
discussed. Let the
students share their ideas
about how the young
generation today acts and
behave due to the
influence of modernism of
our times now.
I. Evaluating Learning
Make a short reflection.
Compare the plight of the
Filipino youth with the
Do the activity.
Conflict and point of view contribute to
the development of character in a
short story. It is important to establish
conflict and point of view effectively in
revealing and developing the
character/s in a s short story.
TUESDAY
A well and clear establishment of
conflict provide direction for a story. It
is important to understand the conflict,
characters, and point of view in
reading narratives.  sentence and able to
understand how words, incident if you are Sang Buaya?
phrases, and clauses are Why?
used to enhance the
meaning and clarity of a
sentence.
Group Work: Divide the class
into five groups and ask them to
act-out selected scenes from
the story.
Sentences have a subject Is this story quite familiar to
and predicate, and express a you? How would you compare it
complete thought. That’s the to your daily living?
basic sentence, but there is
much more to understand
and to write. It is better to
understand how words,
phrases, and clauses are
used to enhance the
meaning and clarity of a
sentence.
It is important to learn about Explain: “Playing trick with
the different sentence someone is hurtful in feelings.
structures so that they can Don't be greedy, Greediness
write grammatically correct can kill you."
understand easil
 Singaporean teenagers.

Story House: Complete

J. Additional Activities for the story house below
Application or Remediation
by writing the details
about A Taximan’s
Story.

VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VII. REFLECTION 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.

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?

DIANA M. CALAYAG
ENGLISH TEACHER

NERISSA V. BERNARDO
PRINCIPAL I