School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: WEEK 2 Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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 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 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.

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 Competencies/Objectives: EN8RC-IIc-2.22 EN8VC-IIb-1.3: EN8LT-IIb-9.1: EN8OL-IIb-5: Use the

Write the LC Code for each
Evaluate the personal
significance of a literary text
EN8RC-IIc-2.1.7:
React to assertions made by
the author in the text
EN8LC-IIc-7
Employ appropriate listening
skills and strategies suited to
long descriptive and narrative
texts
EN8LC-IIc-2.13:
Determine the tone and mood
of the speaker or characters
in the narrative listened to
Predict the gist of the material Describe the notable literary appropriate prosodic
viewed based on the title, genres contributed by East features of speech when
pictures, and excerpts Asian writers delivering an entertainment
speech
EN8VC-IIb-17: EN8LT-IIb-9.2:
Discern positive and negative Identify the distinguishing EN8G-IIa-9:
messages conveyed in a features of notable East Asian Use appropriate grammatical
material viewed poems, folktales, and short signals or expressions
stories suitable to each pattern of
EN8V-IIb-24.1: idea development:
Distinguish between and EN8WC-IIb-2.8 General to particular
among verbal situational, and Compose effective Claim and
dramatic types of irony and paragraphs counterclaim
give examples of each Problem-solution
EN8WC-IIb-2.8.8: Cause-effect
Use a variety of techniques to And others
introduce a topic

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
SAWATDEE HELLO, MY BAWANGPUTI, BIBLIOGRAPHY IDIOMATIC EXPRESSION
BEAUTIFUL BANGKOK BAWANGMERAH: A TALE
(Thailand) FROM MALAYSIA

III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners 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
Lists the materials to be used in different days. Varied sources of materials sustain childrens 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 34
Use English Worksheets and
Learn (UEWL), pp 49 64
http://www.academia.edu/59
81417/A_detailed lesson
plan on how to teach
idioms and develop
speaking in teenager
classrooms
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.
Give a brief introduction Pre-viewing: Bibliography contains a list of Warm-up (Help me!): Write
about Thailand Ask the students if they are books or articles, or both, on the board the word
familiar with the character and relating to a particular subject. EMERGENCY and ask
story of Cinderella as shown students to say some
in the picture situations when they had to
ask for help. Make questions
like What happened?,
What did you do? and Who
did you call in an
emergency?
Determine the similarities and Discern positive and negative In a research paper, a Use idioms to make the
differences of Thailand and messages conveyed in the bibliography is an alphabetical speech more attractive and
Philippines in terms story viewed list, sometimes grouped into impressive. Idioms make
ofcustoms, traditions, and categories, containing the language more vivid and
beliefs names of all works quoted descriptive.
from or generally used in its
preparation.
Show a set of pictures View a Cinderella-like tale Bibliographical items should Reading task:.
(attractions of Thailand), set from Malaysia. The title is be arranged correctly and Appendix 01
of words, and meanings. The BawangPutihBawangMerah consistently at the end of the Ray needed a bookcase.
students will workon the The title literally means red research paper. He had been making do with
vocabulary by matching the onions and white garlic planks of wood on bricks,
words and meanings that but hewanted something
describe the givenpictures. II. VIEWING PROPER nicer now. His sister, Sandy,
Reading Selection: suggested buying a self-
SAWATDEEHello, assemblybookcase where

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)
Beautiful Bangkok
By: Ethel Soliven-Timbol
Activity 1. Say YouSay Me
How do traditions and beliefs
bring about diversity and or
harmony?
Reporting: The teacher will
divide the class into two
groups. Each group will have
their own taskin relation to
the topic.Group 1. Culture of
Thailand
While viewing, inform the
students that they have to
take notes and observe how
the story is similar or different
to the Disney version of
Cinderella
III. POST VIEWING
Pair Work: Allow students to
identify the similarities and
differences of
BawangPutihBawangMerah
to the Disney version of
Cinderella. Have them record
their ideas in the Venn
Diagram. Provide some
example entry to support
struggling learners. Allow
some students to present their
work.
Group Differentiated :
By group, complete the story
map by extracting the
important narrative elements
of the story.
the pieces came in a flat
pack for him to put together
himself. Ray knewhe wasnt
much good at that sort of
thing, but he decided to give
it a shot
. When heopened the pack,
it all looked very confusing,
but he was decided to get to
the grips withit. After a
couple of hours, he had
something that looked a bit
like a bookcase but was not
rather wobbly. To be on the
safe side, he asked Sandy to
check it for him.
Theressomething not quite
right about this, she said. I
think wed better get to the
bottom of itbefore you put
your books on it.
Discussion: Idioms activity:
Books Write all of the idioms that
Magazine are in the text on Appendix
Journal 01. Makequestions using
these expressions and
stimulate students to answer
using them.
Discussion: After that, they can practice
Newspaper in pairs and, by the end,
World Wide Web present some answers tothe
class.
Do the activity 32: Activity 26:
Formatting Working with Idioms

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?
D. No. of learners who continue to
Group 2. Culture of
Philippines
Identify pictures noticed in
the film and see some
connections and similarities
in terms our culture, beliefs
and traditions.
Summarize and trace the
significant event s of the story
by completing the graphic
organizer
Using the graphic organizer,
draw out the values and traits
of the character which
enable him to become
successful and better person
Find out the authors purpose
of writing this selection
Reflect on your teaching and assess yourself as a teacher. Think about your students 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.
Probe deeper by asking the
following focus questions
What do you know about the
events in the Cinderella story?
Do you know any story in the
Philippines or other countries
that have the same theme or
plot as that of Cinderella or
BawangPuti, BawangMerah?
Group Differentiated Activity
By group : Story Interview.
Complete the graphic
organizer by answering
questions based from the
viewing selection.
Research on another
Cinderella type of story and
create a story map out of it.
Group Activities:
Multiple Intelligence Activities
Using comparison and An idiom is an expression
contrast, fill in the grid with that takes on a figurative
positive-interesting-negative meaning when certain words
aspects of Filipinos are combined which is
Love for family different from the literal
Reverence to God definition of the individual
Desire to Succeed in words
Life
Group Activities: Activity 27:
With your group, look for Idiomatic Expressions
some readings related to the
topic the topics below. Come
up with 10 bibliographies,
using on line resources for
additional information.
Multi-Cultural
Dialects of Filipinos
Religious Beliefs of
Filipinos
Filipino Treasured
Values
4. Filipino Traditions
and Beliefs
Present another samples of Use English Worksheets and
bibliography from books, Learn (UEWL), pp 49 64
newspapers/magazines and
websites.
 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?