School PLARIDEL NATIONAL HIGH SCHOOL Grade Level 8

GRADE 1 to 12
DAILY LESSON LOG
Teacher MYLEN E. PERMENTILLA Learning Area ENGLISH
Teaching Dates and Time September 2-6, 2019 Quarter SECOND

MONDAY – Sept. 2, 2019

 Humility: 8:15-9:15
 Prudence: 10:45-11:45
 Hope: 12:30-1:30

TUESDAY - Sept. 3, 2019

 Humility: 8:15-9:15
 Prudence: 10:45-11:45
 Hope: 9:45-10:45

WEDNESDAY - Sept. 4, 2019

 Humility: 8:15-9:15 (ICL)

 Prudence: 10:45-11:45 (ICL)
 Hope: 12:30-1:30 (ICL)

THURSDAY – Sept. 5, 2019

 Humility: 9:45-10:45
 Prudence: 10:45-11:45
 Hope: 12:30-1:30

FRIDAY – Sept. 6, 2019

 Humility: 9:45-10:45
 Prudence: 10:45-11:45
 Hope: 12:30-1:30
I. OBJECTIVES

A. Content Standard
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The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and 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 Standard

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 features, stance, and behavior.

C. Learning Competency/Objectives
Write the LC code for each.

EN8LT-IIa-9.2:

Identify the distinguishing features of notable East Asian poems.

EN8RC-IIb-2.18:

Relate the content or theme to previous experiences and background knowledge.

EN8OL-IIb-3.11:

Use the appropriate prosodic features of speech when delivering an entertainment speech.

EN8VC-IIb-1.3:

Predict the gist of the material viewed based on the title, pictures, and excerpts.

EN8VC-IIb-1.3:

Discern positive and negative messages conveyed in a material viewed.

EN8V-IIb-24.1:

Distinguished between verbal, situational and dramatic types of irony and give examples.

EN8LT-IIb-9.2:

Identify the distinguishing features of notable East Asian folktales.

EN8LT-IIc & d-2.2:

Explain how the elements specific to a genre contributed to the theme of a particular literary selection.

EN8LC-IId-2.1.3:
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Determine the tone and mood of the speaker or characters in the narrative listened to.

EN8G-IIa&b-9.:

Use appropriate grammatical signals or expressions suitable to each development: (general to particular)

EN8WC-IIa-2.8.7:

Compose effective paragraphs

EN8G-IIa&b-9.:

Use appropriate grammatical signals or expressions suitable to each development: (general to particular)

EN8WC-IIa-2.8.7:

Compose effective paragraphs

II. CONTENT

HAIKU

HAIKU

Elements of a Short Story

(Japanese Folklore)

Grammatical Signals or Expressions

Grammatical Signals or Expressions

III. LEARNING RESOURCES

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A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

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 3. Textbook pages

4. Additional Materials from Learning Resource (LR)portal

B. Other Learning Resource

https://student.unsw.edu.au/transition-signals-writing

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

What are some of the Japanese and Chinese Traditions?

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What are the characteristics of Haiku?

Elicit from the learners the elements/characteristics of Haiku and guidelines in writing a Haiku.

B. Establishing a purpose for the lesson

5 PICS 1 WORD GAME.

Show 5 different pictures for the students to guess. Write only the first letter of the picture’s name.

Present Q-cards.

“Some of them with staves,

And white-haired-whole family

Visiting the graves.

Silent reading:

“The Story of the Aged Mother”

(a Japanese Folktale by Matsuo Batso)

Group Activity: Task 1

Let each group arrange the sets of words/phrase to come up with a Haiku.

White and tiny bud

Though fleeting as a cute smile

Flower of Beauty

Buzzing honeybees

To colorful big petals

Like red, yellow, pink

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 Bold faced yellowish

Epitome of our summer

Cheers my ever lonely heart

C. Presenting examples / Instances of the new lesson

Ask the class who among them can tell stories about Japanese? Or ask someone if they have knowledge about Japanese based on their skills, talents and literature?

Analysis:

1. What are staves?

2. Which idea is being described by the poem?
3. What feeling is the poem trying to communicate?
4. What idea is presented by the underlined word? (positive / negative)
5. How are you going to give the other version (positive/negative) of the text?
Check your vocabulary.

Present the following statements.

 Shopping malls are crowded with people.

 Shopping malls are crowded with people during Christmas season.
 Shopping malls in Lipa City are crowded with people during Christmas season.

Ask the learner’s opinion/idea about the statements presented then lead or connect them with the topic.

D. Discussing new concepts and practicing new skills # 1

Present the ff:
“In the game of life,
We know, the one smiling last
Is the true winner”
“ In Slave of love,
When I thought I was finally
free,
She kissed me again.”

Group Dynamics:

Each group will be given Haiku. Accomplish the Haiku Characteristics Sheet

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 Characteristics Description
Rhyme
Theme
Syllables
Number of lines

Group Activity: Word Watch:

Group Activity: Task 2

Identify the general ideas and the signal words used in each paragraph.

E.Discussing new concepts and practicing new skills # 2

Analysis:

1. How many syllables are there un each line of this poem?

2. What is the subject/theme of this poem?
3. What is the message of this poem?
4. How will you relate the theme of this poem to your experience?
Using the given Haiku let each group give the positive/negative version.

Analysis:

1. Who are the characters of the story? Who is the protagonist? Who is the antagonist?

2. Where is the setting of the story?

3. What was the cruel proclamation of the governor?

4. Why did the leader issue the proclamation?

5. How does the poor farmer or youth fell about the proclamation?

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6. How did he carry the order? What did he do with his mother?

7. How does the mother feel about her son?

8. How did the mountain of Obatsuyama, which is one of the settings of the story, contribute to the solution of the problem?

9. What is the conflict of the story?

10. What is the tone and mood of the speaker or characters ?

Discussion of each group

F. Developing mastery (leads to Formative Assessment 3)

Make your own Haiku.

Group Discussion
Group Presentation

G. Finding practical application of concepts and skills in daily living

Why do you need to study poems of other countries? What benefits can we get from them?

Why do you need to study poems of other countries? What benefits can we get from them?

What is the importance of using grammatical signals or expressions in communication?

H. Making generalizations and abstractions about the lesson.

In writing Haiku there are several rules to follow:

1. It must have 3 lines with the ff no. of syllables per line, 5-7-5.
2. It must convey a message
3. It must a theme
4. It must relate to experiences

Haiku is a 17-syllables poetic from usually about nature influenced symbolist poets in other countries. Haiku may also present irony version. Verbal irony is when words express something contrary to truth or someone says
the opposite of what they really feel or mean.

Complete the story map.

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What are the important points to consider in writing a paragraph from general to specific structure?

I. Evaluating learning

Read the details of the image presented and create your own version of Haiku based on the message of the image.

Using a Q-Card with Haiku, answer the following questions:

1. What I the importance of cherry blossoms in the life of the Japanese?

2. What doe sunlight symbolize?
3. Why is the he fish motionless?

Direction: Answer the following questions in a half sheet of paper.

1. If you were the farmer, what are you going to do with your old mother if the president of the Philippines wants old mothers to die alone in the mountain?

2. How would you compare the mother with your own mother?

Direction: Identify the appropriate grammatical signals or expressions that would complete the paragraph.

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 HOPE
HUMILITY
PRUDENCE

J. Additional activities for application or remediation

Bring English dictionary

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

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 HOPE
HUMILITY
PRUDENCE

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?
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G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: Noted:

MYLEN E. PERMENTILLA JAYSON M. SAMSON

English Teacher Principal I

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