School: MSEMSAT Grade Level: 8

GRADES 1 to 12
Teacher: HJAYELLA S. MANDRIQUE Learning Area: ENGLISH
DAILY LESSON LOG
2ND
Teaching Dates and Time: Week 1 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 demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature;
relationship of visual, sensory, ad 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 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-IIa-2.22 EN8VC-IIa-1.3: EN8LT-IIa-9.1: EN8OL-IIa-5: Use the

Write the LC Code for each
Evaluate the personal
significance of a literary text
EN8RC-IIa2.18:
Relate content or theme to
previous experiences and
Predict the gist of the
material viewed based on
the title, pictures, and
excerpts
EN8VC-IIa-17:
appropriate prosodic
Describe the notable literary features of speech when
genres contributed by East delivering an entertainment
Asian writers speech
EN8LT-IIa-9.2: EN8G-IIa-9:
Identify the distinguishing Use appropriate
 background knowledge Discern positive and features of notable East grammatical signals or
negative messages Asian poems, folktales, and expressions suitable to
conveyed in a material short stories each pattern of idea
EN8LC-IIA7 viewed development:

Employ appropriate  General to

EN8WC-IIa-2.8
listening skills and particular
EN8-IIa-24.1:
strategies suited to long Compose effective  Claim and
descriptive and narrative Distinguish between and paragraphs counterclaim
texts among verbal situational,  Problem-solution
and dramatic types of irony  Cause-effect
and give examples of each EN8WC-IIa-2.8.7:  And others
EN8LC-IIa-7.2:
Limit a topic
Employ projective listening
strategies with longer
stories

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
Two Brothers ( Egypt) Element of Short Makato & THE Cowrie COORDINATING
Story Shell ( Thailand) CONJUNCTIONS

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 and manipulative
III. LEARNING RESOURCES 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

3. Textbook Pages

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources

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School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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 Lesson or At the beginning of this

Presenting the New Lesson lesson the teacher will Watching Video:
The selection is considered Coordinating conjunction
the oldest literary piece ask the students a join words, phrases and
believed to have been series of questions to Makato and the Cowrie clauses of equal rank
written 3000 years before Shell ( A Thai Folktale)
determine the level of
Christ
understanding in
regards to the
elements that make up
a story.
 What are the
parts of a story?
 What types of
graphic
organizers can

B. Establishing a Purpose for the Lesson
Discover the similarities of
Egyptians and Filipinos in
terms of culture, beliefs,
respect and love for family
and reverence to God as
depicted in this selection
C. Presenting Examples/Instances of the
Lesson
Reading the story “The Two
Brothers”
D. Discussing New Concepts and
Practicing New Skills #1
Describe the three
characters through a Venn
diagram
we use to show
the elements, or
parts, or a
story?
The students should
know the elements of a
story: characters, setting,
problem, and solution.
The students should
know how to use a story
map to organize
elements of a story.
Listen to a YouTube Clip
that is about the elements
What could be the reason
in a story. Parts of a why Makato left his place?
Story Song
To discover Thai ‘s  Language recall:
traditions and beliefs as well  Language form and
as diversity of culture which function
shape you as a Filipino
 Understand what a
Coordinating
Reading the Selection:
Conjunction is.
Makato and the Cowrie
 Learn the seven
Shell
words that make up
FANBOYS.
How to use Coordinating
Conjunctions properly
 Page 2 of 5

School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.

E. Discussing New Concepts and Once the clip is over

Practicing New Skills #2
Using the plot organizer
enumerate the events in the
story by filling in the
rectangles. Explain your
work to the class
review the elements.
Enumerate what were those Activity 11. Work with
Have the students changes in Makatos life Coordinates
engage in a brief after meeting the king?
discussion to define each
element. (check for
understand with each):
Characters: the people in
the story (who)
Setting: where and when
the story takes place
(where, when)
Problem: what went/is
wrong within the story
(what)
Solution: how the
problem is fixed/solved
(how)

F. Developing Mastery The students will

participate in  Using Venn
 (Leads to Formative Assessment 3) Using the problem-solution
chart, identify the problems
and provide solutions to
these based on the
selection
collaborative Diagram compare Activity 12. Combine/fuse
conversations in small yourself with
groups to develop a story Makato
map of their own. Each
student will receive their
own story map but will
collaborate with the group
to come up with the
elements of their story.

G. Finding Practical Applications of

Concepts and Skills in Daily Living
If you were Bata, would you
believe your wife
explanation?
The student will be given Determine which of those Activity 13. Supply he parts
a short book. The student traits would you like to
will identify all story improve in your life
elements within the book
and display them on a
story map.

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School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
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.
The students will share
their stories with original
What problems are faced by Summarizing and trace the Therefore, when you want
the two brothers? Are these group that developed the significant event s of the to link and join words,
problems happening in story maps and discuss story by completing the phrases and clauses of
today’s world? the similarities and graphic organizer equal rank
differences between their
writings. They will review
the elements that they
should have in common
(the story elements from
the map).
The students will
participate in
Activity 31. Drawing Out… Using the graphic organizer Activity: word pool
What? collaborative Draw out the values and
conversations in small traits of the character which
groups to develop a story enable him to become
map. successful and better
person
 J. Additional Activities for Application or
Remediation

VI. REMARKS

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School: Grade Level:

GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:

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?
VII. 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 30

the evaluation

B. No. of learners who require 6

 additional activities for remediation

C. Did the remedial lessons work? No. YES

of learners who have caught up with
the lesson

D. No. of learners who continue to 0

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?

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