School:  RIZAL NATIONAL HIGH SCHOOL  Grade Level:  8
  GRADES 1 to 12  Teacher:  MARISSA A. LIM  Learning Area:  ENGLISH
  DAILY LESSON LOG  Teaching Dates and Time:  DECEMBER 5-9, 2022  Quarter:  2ND
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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
C. Presenting
Examples/Instances of the
Lesson
 
 
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
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.
Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts. EN8SS-IIe-1.2
USING TQLR TO LISTEN HYPERBOLE AND LITOTES WRITING ADVERTISEMENT CAUSE AND EFFECT RELATIONSHIP
ICL
EFFECTIVELY THROUGH POSTERS
Page 11 Page 158
English Expressways II http://www.hull.ac.uk English Expressways II http://literacy.kent.edu/eureka/EDR/5/
/php/cetag/3dfigus.htm
http://www.captivatingsigns Use English Worksheets and Learn
Use English Worksheets and Learn .com/blog/bid/85373/Why-Advertise- (UEWL) pp 73 – 74
(UEWL) pp 126 – 129 through-Posters
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
In listening activity , try to employ the Figure of speech is a word or phrase Posters are placards intended to be The cause and effect paragraph
TQLR technique used in a nonliteral sense to add posted in a public place explains the causes and/or effects of a
rhetorical force to a spoken or written specific topic.
passage.
Develop the listening skills through  Use figures of speech in figurative Posters give information presented in Explain how recognizing cause and
the Tune in, Question, Listen, Recite language to add colour and interest, a very catchy way effect relationships in text will help
(TQLR) technique and to awaken the imagination.  students understand and remember
what they are reading.
Listening activity: Hyperbole for Overstatement and Enumerate the steps in making an The causes are the reasons when
Excerpt from the short story Litotes for Understatement effective poster something happens.
“The Flowers of May” by Francisco (Teacher provides examples)

D. Discussing New Concepts
and Practicing New Skills
#1
E. Discussing New Concepts
and Practicing New Skills #2 of May.
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
Arcellana
Tune in, pay close attention to what is
said to get a clear idea of what the
topic is all about.
Concentrate on how the
author/narrator describes the month
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.
MONDAY
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.
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
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
TUESDAY
Discussion:
The poster must attract the reader’s
interest
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:
Creatively designed posters are
Designing the poster choose
great tools to pump up desire one of
the following
among potential customers.
 Conserving water
Posters must bear a high emotional
Saving electricity
quotient in order to connect
fgfdgd
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.
WEDNESDAY
The effects are the results of something
that happens
(Teacher provide examples)
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
THURSDAY FRIDAY
 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?

Prepared by:
MARISSA A. LIM
Teacher III
Checked by:
MARLYN C. SUYAT
Head Teacher V