School: ST. URIEL COLLEGE INC.

Grade Level: 8
GRADES 1 to 12
Teacher: VIRGIE REY A. VALENZUELA Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates
and Time: Quarter: 2
MONDAY TUESDAY MONDAY TUESDAY FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary
I. OBJECTIVES 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 The learner transfers learning by composing and delivering a brief and creative entertainment speech
Standards: featuring a variety of effective paragraphs , appropriate grammatical signals or expressions in topic
development, and appropriate prosodic feature, stance, and behavior.

C. Learning EN8SS-IIe-1.2 EN8VC-IIe-1.3: EN8LT – IIe-9: EN8G-IIe-9: Use

Competencies/Objecti Explain visual-verbal Predict the gist of the Appreciate literature as Use appropriate
ves: relationships illustrated in material viewed based an art form inspired and grammatical signals or
Write the LC Code for tables, graphs, and on the title, pictures, and influence by nature expressions suitable to
each information maps found in excerpts each pattern of idea
expository texts EN8WC-IIe-2.2: development:
EN8VC-IIe-17: Develop paragraphs that  General to
EN8RC-IIe-II: Discern positive and illustrate each text type particular
Transcode information negative messages ( narrative in literature,  Claim and
from linear to non-linear conveyed in a material expository, explanatory, counterclaim
texts and vice-versa viewed factual and personal  Problem-
recount, persuasive) solution
EN8LC-IIe-7: EN8V-IIe-24:  Cause-effect
Employ appropriate Discriminate between  And others
listening skills and literal and figurative
strategies suited to long language
descriptive and narrative
texts

EN8LC-IIe-2.17.3:
Infer the theme of the text
listened to
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
LINEAR TO NON- NOTING EXPLICIT FRIENDLY LETTER SIMPLE PAST AND
LINEAR TEXT SIGNALS WRITING PAST CONTINUOUS
TENSES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
RESOURCES promotes concept development.
A.References
1. Teacher’s Guide
Pages

2. Learner’s Materials PAGE 76-78 Page 153, 166, Page 100 Page 39-42
Pages

3. Textbook Pages Page 153

4. Additional Materials English Expressways III English Expressways III English Expressways II English Expressways II
from Learning
Resource (LR) portal
B.Other Learning Use English Worksheets Use English Worksheets
Resources and Learn (UEWL) pp, 98 and Learn (UEWL) pp,
- 107 71 - 83
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
IV. PROCEDURES 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 Most of the information Child labor is now fast Writing letters can be Expressing past actions
Lesson or Presenting you have been reading is becoming a major very rewarding of the verb.
the New Lesson in linear text. concern of different experience
countries around the
world, rich and poor
alike
B.Establishing a Interpret and transcode To use definition or To share news, ideas, To learn about the
Purpose for the information by word description as a type of and feelings or just to tenses of the verb that
Lesson mapping context clues keep in touch with that expresses an action
person that happened in the
past
C. Presenting A word map is a graphic Reading Text: Think of a friend who has Two main ways of
Examples/Instances of representation of the Youth Takes Action touched your life talking about the past in
the Lesson definition of a word Against Child Labor English
D.Discussing New Activity: Activity : Ask: Why you want to Discussion:
Concepts and Map out the word” colt” on Comprehension Check write him or her a friendly Simple past with
Practicing New Skills page 27 as your guide, letter. examples
#1 and the poem on the next
page for the linear text,
the basis of the
information you need to
transcode

E. Discussing New Arriving at the meaning of Key Points Ask: What ideas and Discussion:
Concepts and the words through Context Adjective Clause is a feelings do you want to Past Continuous with
Practicing New Skills Clues subordinate clause that share with him or her? examples
#2 modifies a noun or
pronoun by telling what
kind or which one

F. Developing Mastery Do the Activity: Do the activity 1: Activity: Activity:

(Leads to Formative Vocabulary Mapping Identify the adjective Letter Writing to a Friend Teacher will
Assessment 3) clause from each provide/give verb words
sentence. Before the and let the students
clause, write the word it answer the following
modifies orally.
G.Finding Practical Most of the information Activity 2: How are your ideas, Activity:
Applications of you have been reading is Complete the following feelings, and attitude Use the appropriate
Concepts and Skills in in linear text. The lessons sentences with towards that person? tense form of the verb
Daily Living and exercises you have appropriate adjective in parentheses
gone so far is presented clauses ( provided by teacher)
as linear text.

H.Making Linear text can take form Child labor is now fast Letter writing gives a Integrate the ideas with
Generalizations and of poetry (a text type) becoming a major chance to share what you already know
Abstractions about organized according to concern of different organized ideas with about the past tense
the Lesson stanzas. Linear text could countries around the another person.
take the form of an essay world, rich, and poor
organized into a alike
paragraph
I. Evaluating Learning Activity: Activity: Evaluate if the letter Activity:
Do the Word Map Do the Vocabulary follows the proper format. Complete the following
Mapping with either the simple
past or past continuous
Tense
(provided by the
teacher)
 J. Additional Activities Use English Worksheets Use English Worksheets Bring a sample of a Bring pictures
for Application or and Learn (UEWL) pp, 98 and Learn (UEWL) pp, friendly letter. Take note preferably the ones you
Remediation - 107 71 - 83 of the content and took when you were on
mechanics of the letter. vacation in the province
last May.

V. 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?
VI. 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?
Prepared by: Checked by:
VIRGIE REY A. VALENZUELA
DINA MAE B. NOTARIO, LPT
School Head