School: Grade Level: 8

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: ENGLISH

Teaching Dates
and Time: WEEK 2` Quarter: FOUR (4)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

A. Content Standards: The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B.Performance Standards: The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance and behavior

C. Learning
Competencies/Objectives: EN8RC-IVb-2.21.2 EN8VC-IVb-12 EN8LT-IVb-13 EN8WC-IVb-3.4.2
Write the LC Code for each Identify details that support Raise questions about a Identify notable genres Use various strategies in
the topic sentence particular aspect of a contributed by South and decoding meaning of words
material viewed West Asian writers
EN8LC-IVb-6.2 EN8V-IVb-15
Infer thoughts and feelings EN8V-IVb-15 EN8LT-IVb-13.1 Use of active and passive
expressed in a text listened Use various strategies in Identify the distinguishing constructions in journalistic
to decoding meaning of words features found in epics contexts
contributed by South and
EN8OL-IVb-3.11 West Asian writers EN8G-IVb-13
Use the correct production Use past and past perfect
of sounds of English when tenses in journalistic writing
delivering a manuscript or EN8G-IVb-3
memorized speech in an Distinguish among types of
oration journalistic writing (news
report, opinion article)
 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

DELIVERING A SPEECH SINGAPORE SOJOURN RETELLING A STORY USING ACTIVE AND

BY TAMMY MENDOZA THROUGH PASSIVE VOICE IN
STORYBOARDS JOURNALISTIC WRITING

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
RESOURCES 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

2. Learner’s Materials Module 4 Module 4 Module 4 Module 4

Pages
pp. 473-480 pp.480-483 pp. 484-487 Pp.488-493

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) portal

B.Other Learning Resources Use English Worksheets https://www.youtube.com/ http://

and Learn (UEWL) pp. 223- watch?v=xRvbrzIyV9E (part www.englishpractice.com/
227 1) writing/active-passive-voice-
worksheets/
https://www.youtube.com/
watch?v=kfxNTUuUftA (part
2)

IV. PROCEDURES 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.

A.Reviewing Previous Activity 1: It’s More Fun in Let students view a video Activity 9: Activity 13:
Lesson or Presenting the Asia! presentation about
New Lesson Singapore. In the Beginning One in Vision and Mission
Identify the country where
the following https://www.youtube.com/ Give the meaning of the From the message of PM
landmarks/beauty spots can watch?v=xRvbrzIyV9E (part italicized words using Lee Hsien Loong from the
be found. 1) context clues listening text, identify the
similarities of the concerns
and issues of Asian
countries that shape their
vision. (Form five groups)

B.Establishing a Purpose for Why do we need to know Activity 7: Unlocking of What do you think the word What problems and issues
the Lesson more about our Asian Difficulty “singa” means? Make a were mentioned?
neighbors? guess.
Solving the word puzzle Do you find Minister Lee’s
plans and actions applicable
to other Asian countries?
How does effective
communication serve as our
bridge to them?

What does it take to be an

efficient communicator?

C. Presenting Activity 2: Dear Asians Reading Selection: Reading Selection: Reading Exercise:
Examples/Instances of the
Lesson Identify the countries being Singapore Sojourn by THE ‘SINGA’ (Editorial)
referred to in the table and Tammy Mendoza
describe the people in terms ‘On sites of Cultural
of traits and characteristics. Interchange’ by Toh Hsien
 Min

Activity 3: KWL Chart

What do you know about

Singapore?

D.Discussing New Concepts Activity 4: Questions that Activity 8: Experience What does the word Do the thinking tool PIN
and Practicing New Skills Matter Singapore ‘SINGA’ mean? (point out Positive,
#1 Interesting, Negative
List places in Singapore Issues)
mentioned in the selection
Let students listen to Prime and its description. Who was Sang Nila Utama?
Minister Lee Hsien Loong’s
National Day 2012 Message
and let them formulate
questions while listening.

E. Discussing New Concepts What questions have you How does the author feel Tell something about the What have you discovered
and Practicing New Skills formed? about Singapore? setting of the story. from the chart?
#2

Are the questions you have

formed important that they Why do you think tourists What are the important Which positive issues can
need to be addressed? we adopt/practice in the
 keep going back there? details in the story? country?

Given the chance to meet

Prime Minister Lee Hsien
Loong, which of the If changes occur often in Which negative issues can
question would you like to Singapore, how will you be transformed into
ask him? Why? describe her people? positive?

F. Developing Mastery Activity 5: Say it Right From the video clip viewed, Activity 10: Character Write something about your
(Leads to Formative why was Singapore called Analysis Pyramid sentiments about the past
Assessment 3) Students will pick three “the Miracle of Asia”? and then compare your
paragraphs from the text of work with your classmates.
the speech and deliver them Remember to respect each
to the class. Identify major character
others’ views.
traits and information of the
main character of the story Be sure to use the f active
using the pyramid. and passive voice.

G.Finding Practical Activity 6: My Trip What do you think brought If you were Sang Nila How did you address your
Applications of Concepts about the change in Utama, would you throw differences in your views
and Skills in Daily Living List down activities that you Singapore? away your crown to the and opinions?
would want to do before sea?
going on a trip to Singapore. Did you take turns in
listening and speaking?
 Why do you think the king
decided to live in
Singapore? Would you have
done the same thing?

H.Making Generalizations How did you feel after the How similar or different is What is the importance of When do we use the past
and Abstractions about speech? Was it difficult? the culture of Singapore legends, myths, and other and past perfect tenses in
the Lesson Were you comfortable? from that of the Philippines? literary genres you have journalistic writing?
learned in the present
society?

What realizations can you

draw from this activity?

I. Evaluating Learning Draw a happy face if the What do you think are the Activity 11: Story Board How do you deal with
indicators given during the key factors that brought change?
speech were evident, about the success of Draw the events of the story
otherwise, draw a sad face. Singapore?Will this be on the story board. Record Do you treat them positively
applicable to the them in correct order. or otherwise?
8-9 happy face = Philippines?
 Outstanding Why?

6-7 happy face = very

satisfactory

4-5 happy face =

satisfactory

3-0 happy face = needs

improvement

J. Additional Activities for Singapore is one of the https://www.youtube.com/ Activity 12: Think it over Define the words using
Application or Asian countries frequently watch?v=kfxNTUuUftA (part structural analysis using the
Remediation visited by tourists. Why do 2) table provided.
you think so?
Importance of legends,
myths, and folktales to the
present society

IV. 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?
V. 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 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?