School: CATITUAN NATIONAL HIGH SCHOOL Grade Level: 8

GRADE 1 to 12 Teacher: RECA JEAN DINOPOL Learning Area: ENGLISH

DAILY LESSON 2ND
LOG Teaching Dates and Time: WEEK 3 Quarter:
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 and if needed, additional
I. OBJECTIVES 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 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 EN8RC-IIc-2.22 EN8VC-IIb-1.3: EN8LT – IIC-2.2: EN8OL-IIc-3:11: Produce

Competencies/Objectives: Evaluate the personal Predict the gist of the Explain how the elements the sounds of English
Write the LC Code for each significance of a literary text material viewed based on the specific to a genre correctly and effectively
title, pictures, and excerpts contribute to the theme of a when delivering an
EN8RC-IIc-2.1.7: particular literary selection entertainment speech
React to assertions made by EN8VC-IIb-17:
the author in the text Discern positive and negative EN8LT-IIc-2.2.1: EN8G-IIc-9:
messages conveyed in a Express appreciation for Use appropriate
EN8LC-IIc-7 material viewed sensory images used grammatical signals or
Employ appropriate listening EN8WC-IIc-2.8: expressions suitable to
skills and strategies suited to EN8V-IIb-24.1: Compose effective each pattern of idea
long descriptive and narrative Distinguish between and paragraphs development:
texts among verbal situational, and  General to
dramatic types of irony and EN8WC-IIc-2.2.1: particular
EN8LC-IIc-2.13: give examples of each Develop related support  Claim and
Determine the tone and mood sentences counterclaim
of the speaker or characters in  Problem-solution
the narrative listened to  Cause-effect
 And others

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

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
THE RAMAYANA STORY THE RAMAYANA STORY Writing Acivity: THE TAXIMAN’S STORY
(Part 1) (Part 2) Writing to a long lost (Singapore)
friend
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 is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Page 137 Page 137
www.depedresources.com www.depedresources.com
http://education.asianart.org/ http:// k-12 English Communication https://
explore-resources/lesson-or- education.asianart.org/ Arts and Skills Through Afro- www.youtube.com/
activity/epic-literature- explore-resources/lesson-or- Asian Literature Textbook watch?v=-xtMorQzIZM
ramayana-story-rama-lesson activity/epic-literature-
ramayana-story-rama-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.
Share examples of stories Explore the ways in which Compose a letter or an e- Watch a short video clip:
that have a hero and an the story of Rama contains mail for a special friend Refer to you tube:
antihero counterpart. Relate elements, such as the Epic whom you have not seen nor https://
to comics such as Batman Hero Cycle, that place it communicated with for a www.youtube.com/
and the Joker, Superman and within the epic poetry period of time watch?v=-xtMorQzIZM
Lex Luther and ask what the tradition
hero is often trying to do
(bring peace and order to the
world). In order to be a hero,
there must be an antihero, or
opposing force.
Students are introduced to Students make connections Letter writing: To point out some social
Ramayana (Story of Rama) between artistic and literary Make your letter a personal problems which people
and recall events by depictions of character by expression of your desire to never thought existed in
sequencing related art objects comparing Vishnu and maintain your friendship with an affluent country like
on a Story Hill. Ravana. that person Singapore
Students will read an abridged Viewing Comprehension: Literary Focus – Point of Elements of a Short
version of the Ramayana The Ramayana view is the literary element Story
 Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment
3)
Vocabulary Building: A phrase
is taken from the selection.
Give other instances to
support your answer.
Students make connections
between artistic and literary
depictions of character by
comparing Vishnu and
Ravana.
Do the Activity:
Venn diagram
that shows entity through
whom the story is conveyed
the reader
Continuation of Viewing Discussion:
Activity  First person point of
view
Viewing Activity - Discussion:
Continuation  Second person point of
view
 Third person point of view
Do the activity: Copy an excerpt from the
Story Pyramid story “The Ramayana” that
will show the point of views in
1.Setting – the time and
place of the story
2. Characters- are the
personalities in the
story .These are not
only limited to human
characters
3. Plot - series of events
that make up the story.
These events are
sometimes clustered
together and are called
episodes. These
incidents flow in a
structure. Traditionally,
these events are
represented in five
different point namely:
a) . exposition or
introduction
b). complication or rising
action
c). climax
d). denouement or falling
action
e).conclusion
4. Conflict- the reason
why a story has form. It
gives shape to the story
by providing it with
tension
Types:
I . Internal Conflict
 Man vs. Himself
II. External Conflict
 Man vs. Man
 Man vs. Society
 Man vs. Nature
 Man
vs .Supernatural
5. Theme of the story
Do the activity:
Vocabulary Mapping

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 work?
No. of learners who have caught
up with the lesson
Cite instances where you can
help the good overcome evil
Compare and contrast the
images of Ravana and
Vishnu, and elicit how the
artist depicted their character
qualities to identify them to a
non-literature audience.
Do the activity: Story Web
View the story in You Tube
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.
Why are the ideas of the
story of Rama still relevant
today?
Story of Rama combines
adventure, excitement, and
moral lessons with
touches of comic relief and
strange occurrences based
on magic and divination
Do the activity: Vocabulary
Map
Was the artist successful in
depicting the character of
Ravana? Why or why not?
What challenges to artists
face when trying to tell a
story?
which the story was told
Include in your letter bits of
information that can nourish
your friendship and at the
same time update him or her
about your present condition.
Follow the format of letter
writing
Activity: Letter Writing
Bring a sample of a friendly
letter which you have
received from your friend/s.
Note the tone and content of
the letter.
What do you think of the
taximan?
Do you feel sympathy for
him?
The story entitled “The
Taximan’s Story” by
Catherine Lim speaks of
a reality, a slice of life
and a comparison
between Singapore of
yesterday andthat of
today. The taximan is the
character in the story
who speaks of
howSingapore was
before and now.
Activity: Story map
Research on an
incident/experience
(news report) of a Filipino
taximan in the
Philippines.
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:

RECA JEAN D. DINOPOL

SST-I

Submitted to:

LUZMINDA C. PAREDES
School Head