Region XI Grade Level 7

GRADE 8 Teacher WELDON D. SULLANO Learning Area English

DAILY
LESSON Teaching Date February 15, 2019 Quarter 4TH
LOG

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.

B. Performance The learner transfers learning by: showing appreciation for the literature of the past;
Standards comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds correctly
and using the prosodic features of speech effectively in various situations; and
observing correct subject-verb agreement.

C. Learning
Competencies /  Infer thoughts and feelings expressed in the text (EN7LC-II-i-6.2)
Objectives
 Determine tone, mood and the purpose of the author (EN7LT-II-F-2.2.3)
Write the LC code for
each  Express appreciation for sensory images (EN7LT-II-d-2.2.1)

I. CONTENT TOPIC/TITLE: Adapting to Peers – TONE, MOOD and IMAGERY

II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide (DepEd) pp. 208-215
pages
2. Learner’s English Learner’s Material (DepEd) pp. 225-228
Materials pages
3. Textbook pages English Learner’s Material (DepEd) pp 225-228
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous
lesson or presenting ELICIT
the new lesson
The leaves danced along the sidewalk.

What figurative language is the above question?

What does it mean?

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B. Establishing a purpose ENGAGE
for the lesson
Charade
C. Presenting examples/ The teacher will give word or group of words to a student and act it out. The rest of the
instances of the new class will have to guess it. They will also tell what senses the word/s appeals to.
lesson

Word/s: Answers:
1. cooking 1. Smell, touch
2. reading 2. sight
3. crying 3. sight
4. eating 4. taste
5. singing 5. hear
D. Discussing new EXPLORE
concepts and
practicing new skills Read the poem My Neighbor by Ricaredo Demetillo
#1
Guide Questions:
1. Why did the neighbour build high walls around his residence?
2. Describe the neighbor’s attitude towards others?
3. How will you differentiate the lifestyle of neighbor’s daughter from that of the boys?

Activity:
Group 1 – Internalized Roles
a. Think of a situation in the poem where “separation” is evident.
b. Devise ways on how will you address and resolve this separation.
c. Instruct them to act out the scene they have chosen and the resolution/s they
have considered.

E. Discussing new Group 2 – Symbolical Masterpiece

concepts and a. Present your understanding of the poem through an illustration or drawing.
practicing new skills b. state your reasons for making the illustration.
#2
Group 3 – Musically Inclined
a. create a jingle that will capture the meaning of the poem.
b. Perform the jingle in front of the class

Group 4 – The Voice Drama

a. Write a short script or dialogue between and among the neighbour, the
neighbor’s daughter and her yaya, the speaker and the speaker’s children as main
characters in the poem.
b. Deliver the script clearly and record it using the correct tone of voice.
c. Play your voice drama to the class.
F. Developing mastery EXPLAIN
(Leads to Formative
Assessment) Will you agree or disagree with the quote:
“Strong walls build good neighbors.”

(gather answers from the class)

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 1.Can you observe how the poem is written?
2. How will you explain tone, mood and imagery?

TONE – is the attitude a writer takes toward an audience, a subject or a character. It is

conveyed through the writer’s choice of words and details. It can be light and
humurous, serious and sad, friendly or hostile, joyous or angry.

MOOD – is the feeling or atmosphere the readers perceive or feel while reading. Thus,
it is the overall emotion created by a work of literature.

IMAGERY – is an element of the poem that uses worrds that appeal to senses.
Generally, imagery in literary works (prose & poetry) uses sensory experiences such to
the sense of sight, tactile, sound, taste and smell to describe the impressions of the
writers and to create vivid pictures that can suggest the readers the meaning of the
poem/prose.

3. What is the importance of sensory images, tone and mood employed by the poet in
his poem?

G. Finding practical ELABORATE

applications of
concepts and skills in The teacher will reinforce the topic by connecting the activity to the lesson proper.
daily living
H. Making generalizations 1. Based on the poem, can you guess the daughter’s feeling while watching the tall
and abstractions about gate?
the lesson
2. What element of poem that uses our senses to create a vivid picture?
3. How is attitude and feeling being dealt at home? (GAD INTEGRATION Key Concept:
home management)
5. How will you relate tone, mood and imagery to music? (Music integration)

I. Evaluating learning EVALUATE

A. Read the poem again. Analyze the elements of poem (imagery) used on the sensory
language.
Sense – o – Image
1. cold tall gate
2. lush flower-bed is sprayed by hoses in the sun
3. roses drop their petals on the grass
4. the boys tumble in the sun
5. ripe fruits from their sings
6. roses scent the air

B. Answer the following questions by filling out the T&M organizer

1. Pick out certain details that may strongly suggest the feeling of the author. What
is the author trying to say? (Can- Tone)

2. What have you felt while reading and understanding the poem? (Can – Mood)

3. What do you think is the poet’s purpose of writing the poem? (rectangle)

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J. Additional activities EXTEND
for application or 1. As a student, how will you adapt or build up good images that appeal to the taste of
remediation your friends or other people? (Values integration)

2. What does the poem teach you?

IV. REMARKS .

V. 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
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

WELDON D. SULLANO

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