School: EMIGDIO A.

BONDOC HIGH SCHOOL Grade Level: 8

GRADE 1 to 12
Teacher: JONETTE C. LANDAYAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: March 11-15, 2024 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Use modals appropriately
I. OBJECTIVES Explain how the elements specific to a genre contribute to the theme of a particular literary selection
Arrive at meanings through context clues
Judge the relevance and worth of ideas presented in the material viewed
A. Content Standards: The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing
textual information strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion-making, persuasion, and emphasis.

B. Performance Standards: The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features,
stance, and behavior.
C. Learning EN8G-IIIf-3.6 EN8LT-IIIf-2.2 EN8V-IIIf-12.3 EN8VC-IIIf-19
Competencies/Objectives: Use modals Explain how the elements Arrive at meanings through Judge the relevance and
Write the LC Code for each appropriately specific to a genre context clues worth of ideas presented
contribute to the theme of in the material viewed
a particular literary
selection
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.
South Africa South Africa South Africa South Africa
II. CONTENT
Courage in Rising Above Courage in Rising Above Courage in Rising Above Courage in Rising Above
Challenges Challenges: Africans on Challenges: Context Clues Challenges: Persuasive
Spotlight speech
III. LEARNING 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
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages Module 3, page 171 Module 3, page 181 Module 3, page 184 Module 3, page 221

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
Use English Worksheets
and learn (UEWL) pp.
130-133
In this lesson, you will
discover that critical
understanding and
appreciation of Afro-Asian
literary pieces can help you
identify the temperaments
and psyche of your Afro-
Asian brothers in response
to the challenges of
modernity.
Learning Goals and Targets
For you to accomplish the
activities in this lesson, write
your goals and expectations
in the box provided on your
modules.
Observe appropriate use of
modals in writing your goals
and expectations.
Activity 1: Picture Hook
In this activity, you will
answer questions based on
the picture shown on your
modules.
Use English Worksheets
and learn (UEWL) pp. 165-
168
You are done giving your
initial ideas on the essential
questions regarding African
literature on our previous
lesson.
What you learn in this
section will enable you to
accomplish the culminating
task or project which entails
creating an interactive
feedback blog that will
highlight insights and
comments on the
temperaments and psyche
of Africans in response to
the challenges of modernity
as revealed in their literary
selections.
Activity 4: Africans on
Spotlight
Let’s have an informative
text to give you an idea
about the temperaments
and psyche of the Africans.
Use English Worksheets
and learn (UEWL) pp.
138-141
https://
www.youtube.com/
watch?v=2-_r6B_Z188
To strengthen your On our previous lessons,
knowledge regarding the we have learned about the
African people including temperaments and psyche
their temperaments and of the Africans.
psyche, consider the essay
below.
For frequency word list, Today, we are going to view
unlock the meanings of the a video clip of a speech
key words used in the delivered by Nelson
selection then; construct Mandela found on
meaningful sentences using https://www.youtube.com/
any of these words. watch?v=2-_r6B_Z188
Refer to UEWL resources A text of the speech
for more examples on delivered by Nelson
context clues Mandela is found on your
modules.
D. Discussing New Concepts and
Practicing New Skills #1
IV.PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
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
Activity 2: Character
Analysis
Now read the informative
text below for you to have a
clearer mental picture of
Nelson Mandela’s life,
works, and contributions in
Africa.
This time, work in groups
and fill out the template
provided on your module,
with the necessary
background information
about Mandela. Then, be
ready to share your
answers with the group.
What does this informative
text reveal about the
temperaments and psyche
of the Africans in response
to the challenges of
modernity?
Activity 3: Box of Essentials
What could be the purpose
of Dr. Busia in the
selection/text that you have
read?
What do you understand by
a people’s world-view?
What are the Africans views
on nature and man?
Explain. Give the major
reasons why the problem of
evil does not arise in the
African concept of the deity.
How do the Africans regard
their Supreme Being?
What does the excerpt
reveal about the
The selection How the Activity 20: Unpacking of
Drums Talk will be read in Essentials
front.
Distinguish the facts from
opinion cited in the text
listened to
Answer Comprehension Activity 21: Wrap It Up
Questions given on the
module.
How do Africans send their
messages? How does their
technique differ from our
means of communicating
messages? Account for the
differences.
With the advent of What were the key points
technology in our midst, if that you have identified from
you were an African, would the speech delivered?
you use the same mode of
transmitting messages or
opt to use phone, fax, on
internet instead? Support
your answer.
What does the selection How did you feel after
reveal about the African viewing the video?

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
Use the map of conceptual
change hereunder in
answering the essential
questions. In this portion,
you will write on the “I think”
section of IN THE BOX. See
to it that you relate it to the
literature of Africa/African
people, for instance, Nelson
Mandela.
Compare and Contrast
Diagram
Exchange opinions,
information and answers
with the rest of the class
and take turns by
comparing your thoughts
using the graphic organizer
given on the module.
Account for the similarities
and differences in your
answers.
temperaments and psyche
of the Africans?
Activity 5: Squeeze It Out
Given on your module are
some words taken from the
selection you have read.
Identify the root/base words
through structural analysis.
Write an informative essay
on how the Africans regard
their Supreme Being, show
respect for intellectual
property rights by
acknowledging citations,
and acknowledge sources
by creating a bibliography.
character?
What does the selection Create a persuasive speech
reveal about the and deliver it to the class.
temperaments and psyche Use persuasive markers for
of the Africans in response persuasive purposes.
to the challenges of
modernity?
Read the examples of the
uses of drums in Africa.
How do they differ from the
uses of our drums?

V. REMARKS

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?
VI.REFLECTION 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 works?
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: Checked by:

JONETTE C. LANDAYAN JENIFER M. MANGALUS

Teacher III Master Teacher II

Noted:

NARCISA M. LABAO
Principal III