School: BIANGAN INTEGRATED SCHOOL Grade Level: 8 & 10

GRADES 7 to 10 Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and JANUARY 23-27, 2023
Time: 9:30-3:00 Quarter: 2nd QUARTER

MONDAY MONDAY WEDNESDAY WEDNESDAY FRIDAY

ENGLISH 8 ENGLISH 10 ENGLISH 8 ENGLISH 10 ENGLISH 8 and
10
I OBJECTIVES
A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates Conduct summative
understanding of: East Asian understanding of how world understanding of: East Asian understanding of how world test.
Literature as an art from literatures and other text types serve Literature as an art from literatures and other text types serve
inspired and influenced by as vehicles of expressing and inspired and influenced by as vehicles of expressing and
nature; relationship of visual, resolving conflicts among nature; relationship of visual, resolving conflicts among
sensory, ad verbal signals in individuals or groups; also how to sensory, ad verbal signals in individuals or groups; also how to
both literary and expository use strategies in critical reading, both literary and expository use strategies in critical reading,
texts; strategies in listening listening, and viewing, and texts; strategies in listening to listening, and viewing, and
to long descriptive and affirmation and negation markers to long descriptive and narrative affirmation and negation markers to
narrative texts; value of deliver impromptu and texts; value of literal and deliver impromptu and
literal and figurative extemporaneous speeches. figurative language; and extemporaneous speeches.
language; and appropriate appropriate grammatical
grammatical signals or signals or expressions
expressions suitable to suitable to patterns of idea
patterns of idea development.
development.
B. Performance The learner transfers The learner proficiently delivers an The learner transfers learning The learner proficiently delivers an
Standard learning by composing and argumentative speech emphasizing by composing and delivering a argumentative speech emphasizing
delivering a brief and how to resolve conflicts among brief and creative how to resolve conflicts among
creative entertainment individuals or groups. entertainment speech individuals or groups.
speech featuring a variety of featuring a variety of effective
effective paragraphs , paragraphs , appropriate
appropriate grammatical grammatical signals or
signals or expressions in expressions in topic
topic development, and development, and appropriate
appropriate prosodic feature, prosodic feature, stance, and
stance, and behavior. behavior.
C. Learning 1. Explain visual-verbal
Identify key structural elements, 1. Use opinion-marking Identify key structural elements,
Competency/s: relationships illustrated in e.g.: signals to share ideas e.g.:
tables, graphs, and• Exposition - Statement of EN8LT – IId-2.2: • Exposition - Statement of
information maps found in position, Explain how the elements position,
expository texts • Arguments, specific to a genre contribute • Arguments,
• Restatement of Positions to the theme of a particular • Restatement of Positions
literary selection
2. Use opinion-marking and language features of an and language features of an
signals to share ideas argumentative text, e.g.: argumentative text, e.g.:

3. Compare and contrast the
presentation of the same
topic in different multimodal
texts
• modal verbs: should, must,
might, and modal adverbs:
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
EN8LT-IId-2.2.2:
Explain the literary devices
used
EN8WC-IId-2.8:
Compose effective
paragraphs
EN8WC-IId-2.8.9:
Use variety of techniques to
formulate a conclusion
• modal verbs: should, must,
might, and modal adverbs:
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice

II CONTENT
EMPLOYIN CONTEXT EMPATHIZING WITH OTHERS A PATCH OF SKY EMPATHIZING WITH OTHERS
G CLUES - - JESSIE ROBREDO’S - JESSIE ROBREDO’S
ATTENTIVE RESTATEME SPEECH; AFFIRM / NEGATE; SPEECH; AFFIRM / NEGATE;
LISTENING NT
STRATEGI
ES TO A
NEWS
REPORT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189
2. Learner’s Materials PAGE 78- Page 218 P198-199 P200-209 Page 204-208 P210-217 P217-221
pages 79
3. Text book pages P198-199 P200-209 P210-217 P217-221
4. Additional Materials
from Learning Resources
B. Other Learning English English Copy of the Prepared English Expressways II Copy of the textbook
Resources Expressway Expressways text, timeline of the selection
s II II story, textbook textbook

Use English
Worksheets
and Learn
(UEWL)pp.
165 – 177
IV. PROCEDURES
A. Reviewing previous News Present the Ask: Show a timeline Read a story taken from The Ask: Ask:
lesson or presenting the reports are new lesson Have you of events when Buddha Tree, novel that is
new lesson not only on another experienced the story was considered as a landmark in What is the Do you agree
read in the type of fighting for written Niwa Fumio’s development as purpose of the on what Jessie
newspaper, context clue something or a writer author in Robredo said
they are known as defending writing The in his speech?
also heard restatement yourself Decameron?
over the against other
radio people’s
biases? How
did you
react?

B. Establishing a purpose To help Use synonym Do you think Guide the class Find out how a Japanese Ask: List down
for the lesson students as a type of it is right to in answering the boy’s life becomes one with possible
become context clue have biases? questions on nature So all authors expression of
effective page 201 in the have purpose affirmation and
listeners, LM for writing? negation
make them
aware of the
different
kinds of
listening,
the different
purposes for
listening,
and the
qualities of
good
listeners.
C. Presenting Emphasize Present Guide your Read the story Reading: Inform the Tell the class
Examples/instances of the examples students in and answer the A Patch of Sky students that to read all the
new lesson following: using the answering questions found by : Niwa Fumio they will read a 12 suggestions
1. Before keys to the items in between. commencemen and after
you spotting emphasizing t speech. reading ask
statement as that even in the class what
listen –
a context articles that the purpose of
ready clue. we read there Atty. Lacson is
your pen could be in writing the
and biases. book
paper for
taking
down
notes

D. Discussing new 2. As you Keys to Do the Task Read the story Take note the spelling of While reading Ask the class
concepts and practicing listen- Spotting 3 on page and answer the Italicized word: the speech, to give their
new skills #1 try to Statement as 198 on your questions found  centre remind them to answers orally
a Context LM in between.  aeroplane take note on on the first five
answer
Clue: the purpose of items in the 12
the basic 1. The word the author in Little Things
question OR writing the
: ( Teacher speech.
 Who provides
examples)
?
 Whe 2. A dash or a
n? pair of dashes
 Whe
re? (Teacher
 Wha provides
examples)
t?
 Why
?
 How
?

E. Discussing new After you 3. A comma or Highlight the The author used British Answer the Once all the
concepts and practicing listen- How a pair of common Read the story spelling. What does this questions in first 5 items
new skills #2 well did you forms of bias and answer the information imply about the the LM found have been
commas
listen based on questions found Japanese? on page 215 discussed,
what was in between. draw out
( Teacher
read insights from
provides
the class.
examples)
4.The phrases:
in other
words, that is,
also known as,
and
sometimes
called

( Teacher
provides
examples)
F. Developing mastery Listen Activity: Discuss the Group activity: Activity: Do Task 10 on Prepare the
(Leads to Formative attentively Board Work common Story Map pages 215-217 class to work
Assessment) to the (Provided by forms Do Task 6 on in your LM. individually on
selection the teacher) highlighted page 207 of the the last 7 items
 read by the LM
teacher
G. Finding Practical Are there Activity: Draw out Group activity: How can a person make Recall the Discuss to the
applications of concepts strong Vocabulary from the nature significant to his or her common class their
and skills emotions Mapping students the Do Task 6 on own life purposes of answers
which may importance of page 207 of the the authors
distract your knowing how LM
attention to detect bias
from the like in buying
facts? products,
Justify your making
answer. decision or
choices or
even electing
a public
official
H. Making Listening is You have Why is Process the The selection tells about the Why is it What is the
generalizations and an active discovered detecting answers of the role of nature in one’s life important to significance of
abstractions about the process; that you can biases students have a using
lesson hearing is get the important? purpose in affirmation and
not the meaning of a delivering a negation
same as word by speech? expressions?
listening. knowing its
When you synonyms
hear you
detect
sounds
Listening
involves
your brain
as well as
your ears.
I. Evaluating Learning Group Activity: Check the Presentation of Activity: Presentation of Call one or two
Activities: Page 218 task 3 the group activity Have you experienced Group Activity students to
Write a ( English answers exploring what nature can share their
news report Expressways offer you? Is there an instance own little ways
from the II) in your life when nature helps of caring for
selected you discover your strengths their country.
read by your as well as your weaknesses?
teacher

J. Additional activities for Listen to a Use English Read in Read in advance Present a picture of man living Read in Prepare a
application or radio news Worksheets advance The Follow your in unity with nature. advance the personal
remediation broadcast and Learn Decameron heart: Pursue article on page testimony
and tell the (UEWL) pp. on pages your dream on 218-221 and about a topic
 class about 165 – 177 200-207. page 210-213 prepare to that they are
its headline answer the most
news. questions passionate
found in the about and that
selection. they have
personally
experienced.
(Task 14C)
Activity may be
done a week
or two after
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 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 The learner demonstrates
localized materials did I understanding of: East Asian
use/discover which I wish Literature as an art from
to share with other inspired and influenced by
teachers? 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..

Prepared by: Checked by: Approved:

CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA

Teacher I Academic Head School Principal