TINAJERO NATIONAL HIGH SCHOOL - ANNEX

STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMP

DAILY LESSON LOG
ENGLISH DEPARTMENT

School Tinajero National High School - Annex

Teacher Aramaica B. Malonzo
Inclusive Date August 22 - 26, 2022

DAY 1 Day 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a m
various reading styles vis-à-vis purposes of reading; prosodic featu
information may be organized, related, and delivered daily orally; and pa
B. Performance Standards The learner transfer learning by composing and delivering an inform
mind the proper and effective use of parallel structures and cohesiv
behavior.
C. Learning Competencies
Write the LC Code for each N/A N/A

II. CONTENT
Preliminary Activities Psychosocial Activities
for Students (Body Map)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages page 26
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Bond Paper, Marker, Any
Laptop Coloring Material

IV. PROCEDURES
A. Review previous lesson or Getting-to-Know: Ask the learners about
presenting the new lesson their feelings at the
Teacher's Introduction
moment
B. Establishing a purpose for a lesson Getting-to-Know: Ask the learners to prepare
their materials for the
Student's Introduction
Body Map Activity.
C. Presenting examples/instances of "Kumustahan" with the Ask the learners to draw an
the new lesson students outline of the body (a
representation of oneself).

D. Discussing new concepts and practicing Ask: Where do you feel the
new skills # 1 following emotions
(give specific emotion)?

E. Discussing new concepts and practicing Use the coloring material to

new skills #2 map out different
emotions in the body.

F. Developing Mastery
(Leads to Formative Assessment #3)

G. Finding practical applications of concepts

and skills in daily living

H. Making generalizations and abstractions Sharing of thoughts in

about the lesson class

I. Evaluate Learning

J. Additional activities for application Students will be instructed to Students will be instructed to
and/or for remediation bring the following materials: bring the following materials:
Bond Paper, Marker, and Bond Paper, Marker, and
Any Coloring Material Any Coloring Material
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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section:

Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time:

Day 1 __ Monday Day 1 __ Monday Day 1 __ Monday Day 1 __

Day 2 __ Tuesday Day 2 __ Tuesday Day 2 __ Tuesday Day 2 __

Day 3 __ Thursday Day 3 __ Thursday Day 3 __ Thursday Day 3 __

Day 4 __ Friday Day 4 __ Friday Day 4 __ Friday Day 4 __

Prepared by: Checked by:

ARAMAICA B. MALONZO MARICEL N. MANARANG

Teacher I Master Teacher I
HIGH SCHOOL - ANNEX
N ISIDRO, MAGALANG, PAMPANGA
ESSON LOG
EPARTMENT

Grade Level EIGHT

Learning Area ENGLISH
Quarter 1

Day 2 Day 3 Day 4

g of African literature as a means of exploring forces that human beings conntend with;
es of reading; prosodic features that serve as carriers of meaning; ways by which
d delivered daily orally; and parallel structures and cohesive devices in presenting information.
sing and delivering an informative speech basesd on specific topic of interest keeping in
rallel structures and cohesive devices and appropriate prosodic features, stance and

N/A N/A N/A

cial Activities Psychosocial Activities Subject Orientation

dents (Body Map) for Students

page 29

aper, Marker, Any Bond Paper, Marker, Any

Powerpoint Presentation, Laptop
loring Material Coloring Material

he learners about "Kumustahan" with the "Kumustahan" with the students

ngs at the students
moment
learners to prepare Ask the learners to prepare Discussion of classroom rules
erials for the their materials for the and regulations
y Map Activity. Scribble Drawing Storyline.
learners to draw an Ask the learners to scribble Discussion of grading system
the body (a on the paper for a and subject requirements
ation of oneself). certain period of time.

here do you feel the Instruct them to find an Ask learners about their expectations
emotions image in their scribbled on the subject.
ific emotion)? paper.

coloring material to Color these images. Presentation of Quarter 1 Lesson

different Outline
in the body.

Put the learners into

groups of 5 or 6.

Create a storyline using

the images of each person
in the group.

ng of thoughts in Share the story in the class

class

will be instructed to
following materials:
er, Marker, and
Coloring Material
 NEWTON Section: Section:
5:45-6:45 Time: Time:

Monday Day 1 __ Monday Day 1 __ Monday

Tuesday Day 2 __ Tuesday Day 2 __ Tuesday

Thursday Day 3 __ Thursday Day 3 __ Thursday

Friday Day 4 __ Friday Day 4 __ Friday

Content noted by:

. MANARANG LYDIA G. HERRERA

Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date AUGUST 29 - SEPTEMBER 2, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8LT-Ia-8.1 EN8V-Ia-8
Write the LC Code for each Identify distinguishing features of African chants, Use context clues from the material viewed to determine
poems, folktales, and short stories the meaning of unfamiliar words or expressions
II. CONTENT
Lesson 1: African Life Through Poetry Module 1: Determine the Meaning of Words and Expressions
Africa by David Diop Context Clues Assessment Task
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages pages 7-8 pages 7-8
3. Textbook pages pages 4-6 pages 4-6
4. Additional Materials from https://znnhs.zdnorte.net/wp-content/uploads/2020/10/Eng8_Q1_W1-1.html
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop None

IV. PROCEDURES
A. Review previous lesson or Present a brief background of Ask the learners about Read the poem, "Africa"
presenting the new lesson the continent: Africa the previous lesson by David Diop
as a form of review.
B. Establishing a purpose for a lesson Ask the students: Would you want List down unfamiliar
to visit the savanna? Would you words from the poem
wish to live in it?
C. Presenting examples/instances of Read the poem, "Africa" Use the poem read as
the new lesson by David Diop a springboard in pointing
out the distinguishing features
of an African poem.
D. Discussing new concepts and practicing Discuss the distinguishing Discuss the different
new skills # 1 features of a poem - sound types of context clues
device in poetry (ryhme
and rhythm) and imagery.
E. Discussing new concepts and practicing Discuss the distinguishing Give examples as
new skills #2 features of a poem - punctuation per type of context clues
of an African poem.

F. Developing Mastery Complete the Assessment:

(Leads to Formative Assessment #3) Context Clues Galore

G. Finding practical applications of concepts Sharing of personal significant

and skills in daily living human experiences common
with the poem's content.
does the poem share?
H. Making generalizations and abstractions Finish the open-ended statement: Finish the open-ended statement: Finish the open-ended statement:
about the lesson I learned that… I realized that… I realized that…

I. Evaluate Learning Teacher Made Test

J. Additional activities for application Do Task 1: Contextualize It!

and/or for remediation on page 14
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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date SEPTEMBER 5-9, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8LT-Ia-8.1 EN8G-Ib-7
Write the LC Code for each Identify distinguishing features of African chants,
Use parallel structures
poems, folktales, and short stories
II. CONTENT
Lesson 2: African Beliefs through Folklore
"Owner of the Sky: Olorun the Creator", "Anansi's Tales" Parallel Structures
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pages 5-6 page 9
2. Learner's Materials pages pages 26-32 pages 43-47
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Sample resume

IV. PROCEDURES
A. Review previous lesson or Present a brief background of how early Ask the learners about Make learners check the outset Ask the learners about
presenting the new lesson humans were discovered and how popular the previous lesson of the activity and improve the previous lesson
characters play important role in African Literature as a form of review. the sentences as a form of review.
B. Establishing a purpose for a lesson Guide the students in share with their
classmates some Philippine Folklore.

C. Presenting examples/instances of Read the African folklore, Continue with the next folktale,
the new lesson "Owner of the Sky: Olorun the Creator" "Anansi's Tales"

D. Discussing new concepts and practicing Ask the students to check the questions Emphasize on the occurrence of Discuss the rules of parallelism Discuss the rules of parallelism
new skills # 1 in the side columns to be able to interact Cause and effect in the folktale in making comparisons, including in writing a resume
with the story. use of appropriate connectors,
making lists, etc.
E. Discussing new concepts and practicing Enable students to easily understand the Present a note-taking guide Provide more examples for
new skills #2 selection and readily apply the effective by using a cause-and-effect the different rules
reading strategies chart to show how the character
got what he wanted
F. Developing Mastery Form groups and share their answers In groups, students are to make Improve sentences
(Leads to Formative Assessment #3) relating to the African folktale their own cause-and-effect graphic using parallel constructions
organizer and present it to the class

G. Finding practical applications of concepts Share life lessons Give insights on how By pair, organize the given Prepare a resume reflecting one's
and skills in daily living conveyed by folktales folktales affect how students Table of Contents positions, skills, and job descriptions
particularly on how man deals view life in terms of by applying parallel structures and should follow parellel structures
with his surroundings aspirations or dreams
H. Making generalizations and abstractions Finish the open-ended statement: Finish the open-ended statement: Finish the open-ended statement:
about the lesson I learned that… I realized that… I realized that…

I. Evaluate Learning Teacher Made Test

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date SEPTEMBER 12-16, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies
Write the LC Code for each Use conventions in Citing Sources

II. CONTENT DIAGNOSTIC TEST DIAGNOSTIC TEST Checking of Diagnostic Test

S. Y. 2022-2023 S. Y. 2022-2023 (Item Analysis)

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from pages 3-14
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Ask the question: What would you
presenting the new lesson feel if something that belongs
to you has been used without your knowledge?
B. Establishing a purpose for a lesson Guide the students in share with their
sharinng their answers

C. Presenting examples/instances of Read statements in order to identify

the new lesson the source to be used in locating
the information

D. Discussing new concepts and practicing Discuss and emphasize the

new skills # 1 meaning and importance of
referencing and citing sources

E. Discussing new concepts and practicing

new skills #2

F. Developing Mastery Students are to identify the given

(Leads to Formative Assessment #3) statements regarding citing sources
are fact or bluff

G. Finding practical applications of concepts Give insights on how

and skills in daily living one can avoid committing
plagiarism

H. Making generalizations and abstractions Finish the open-ended statement:

about the lesson I learned that…

I. Evaluate Learning

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date SEPTEMBER 19-23, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8SS-IIIg-1.6.4
Write the LC Code for each
Use conventions in Citing Sources
II. CONTENT
Module 2: Using Conventions in Citing Source

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from pages 3-14 pages 3-14 pages 3-14 pages 3-14
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Sample resume

IV. PROCEDURES
A. Review previous lesson or Ask the question: What would you Ask the learners about Ask the learners about Ask the learners about
presenting the new lesson feel if something that belongs the previous lesson the previous lesson the previous lesson
to you has been used without your knowledge? as a form of review. as a form of review. as a form of review.
B. Establishing a purpose for a lesson Guide the students in share with their
sharinng their answers

C. Presenting examples/instances of Read statements in order to identify Illustrate the process of writing
the new lesson the source to be used in locating the details in citation elements
the information

D. Discussing new concepts and practicing Discuss and emphasize the Go through an in-depth sharing Discuss the rules of observing Accomplish Assessment 2 and 3
new skills # 1 meaning and importance of of the elements of standard citations in bibliographies, regarding Citations
referencing and citing sources citations books, encyclopedia, dictionary
and other reference materials
E. Discussing new concepts and practicing Provide more examples for
new skills #2 the different rules

F. Developing Mastery Students are to identify the given Match the details of the elements Mix and match the given
(Leads to Formative Assessment #3) statements regarding citing sources of standard citation bibliographical sources
are fact or bluff

G. Finding practical applications of concepts Give insights on how Analyze the given situations and cite
and skills in daily living one can avoid committing all the sources used by the character
plagiarism

H. Making generalizations and abstractions Finish the open-ended statement: Finish the open-ended statement: Finish the open-ended statement:
about the lesson I learned that… I realized that… I realized that…

I. Evaluate Learning Teacher Made Test

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

MARICEL N. MANARANG LYDIA G. HERRERA

Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date SEPTEMBER 26-30, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8G-llla-3.6
Write the LC Code for each Use of Modal Verbs, Nouns,
and Adverbs
II. CONTENT

Module 3:Use of Modal Verbs, Nouns, and Adverbs

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pages 42-44 pages 42-44
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from pages 1-29 pages 1-29 pages 1-29 pages 1-29
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Ask the learners about Ask the learners about Flash a pictures of a young girl Ask the learners about
presenting the new lesson the previous lesson the previous lesson and an old woman. the previous lesson
as a form of springboard for the new lesson. as a form of review. as a form of review.
B. Establishing a purpose for a lesson Guide the students in sharing their Ask the leaners to describe
answers each pictures.

C. Presenting examples/instances of Study and Analyze statements Mean it Right!

the new lesson

D. Discussing new concepts and practicing Discuss and emphasize the Reading Activity:
new skills # 1 meaning and use of modal verbs The Story of the Aged Mother

E. Discussing new concepts and practicing

new skills #2 Provide more sample sentence Reading Activity:
using modal verbs The Story of the Aged Mother

F. Developing Mastery
(Leads to Formative Assessment #3) Pick it Right! Comprehension Check

G. Finding practical applications of concepts Share Now!

and skills in daily living Let us talk! Ask the learners to describe and
share a simple message for their mother.

H. Making generalizations and abstractions Finish the open-ended statement: Finish the open-ended statement:
about the lesson I learned that… I realized that…

I. Evaluate Learning Teacher Made Test

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

MARICEL N. MANARANG LYDIA G. HERRERA

Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date SEPTEMBER 26-30, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8G-llla-3.6
Write the LC Code for each Use of Modal Verbs, Nouns,
and Adverbs
II. CONTENT

Module 3:Use of Modal Verbs, Nouns, and Adverbs

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pages 42-44 pages 42-44
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from pages 1-29 pages 1-29 pages 1-29 pages 1-29
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Ask the learners about Ask the learners about Flash a pictures of a young girl Ask the learners about
presenting the new lesson the previous lesson the previous lesson and an old woman. the previous lesson
as a form of springboard for the new lesson. as a form of review. as a form of review.
B. Establishing a purpose for a lesson Guide the students in sharing their Ask the leaners to describe
answers each pictures.

C. Presenting examples/instances of Study and Analyze statements Mean it Right!

the new lesson

D. Discussing new concepts and practicing Discuss and emphasize the Reading Activity:
new skills # 1 meaning and use of modal verbs The Story of the Aged Mother

E. Discussing new concepts and practicing

new skills #2 Provide more sample sentence Reading Activity:
using modal verbs The Story of the Aged Mother

F. Developing Mastery
(Leads to Formative Assessment #3) Pick it Right! Comprehension Check

G. Finding practical applications of concepts Share Now!

and skills in daily living Let us talk! Ask the learners to describe and
share a simple message for their mother.

H. Making generalizations and abstractions Finish the open-ended statement: Finish the open-ended statement:
about the lesson I learned that… I realized that…

I. Evaluate Learning Teacher Made Test

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

MARICEL N. MANARANG LYDIA G. HERRERA

Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date OCTOBER 10-14, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8G-llla-3.6
Write the LC Code for each
Using Transition Signals
II. CONTENT

Transition Signals
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from pages 1-6
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Ask the learners if they have Ask the learners about Ask the learners about Ask the learners about
presenting the new lesson experienced feeling lonely the previous lesson the previous lesson the previous lesson
and restless as a form of review. as a form of review. as a form of review.
B. Establishing a purpose for a lesson Let the students read the poem
"Sunshine"

C. Presenting examples/instances of Ask the learners what do the letters Discuss the classifications Read the story
the new lesson S-U-N-S-H-I-N-E stand for? of transition signals "Makato and the Cowrie Shell"

D. Discussing new concepts and practicing Discuss transition signals

new skills # 1

E. Discussing new concepts and practicing Present the common types and
new skills #2 function of Transition words

F. Developing Mastery Assessment 2: Ask learners to identify the Ask the learners to write a five-sentence
(Leads to Formative Assessment #3) Classify the connections transition signals paragraph on how to improve their study
used in the story habits using transition signals

G. Finding practical applications of concepts Assessment 1 Activity 3: Transition Riddles

and skills in daily living Point me out

H. Making generalizations and abstractions Finish the open-ended statement: Finish the open-ended statement:
about the lesson I learned that… I realized that…

I. Evaluate Learning Teacher Made Test

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

AIREEN R. COMBOY MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date OCOTOBER 17-21, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8G-llla-3.6
Write the LC Code for each
Delivering a Self-Composed Speech
II. CONTENT

Self-Composed Speech
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages pages 33-40
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop Powerpoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Ask the learners about Ask the learners about Ask the learners about
presenting the new lesson Say you…Say me… the previous lesson the previous lesson the previous lesson
as a form of review. as a form of review. as a form of review.
B. Establishing a purpose for a lesson Read a a short
speech about COVID-19

C. Presenting examples/instances of
the new lesson What is an Informative Speech?

D. Discussing new concepts and practicing The Main Elements to Writing The Five-Step Method for
new skills # 1 an Informative Speech improving Delivery Checklist in Writing your Speech

E. Discussing new concepts and practicing My Speech Outline

new skills #2 The Structure and Outline of
an Informative Speech

F. Developing Mastery
(Leads to Formative Assessment #3) Speak & Spark

G. Finding practical applications of concepts

and skills in daily living The Informative Speech Topic

H. Making generalizations and abstractions

about the lesson Finish the open-ended statement: Finish the open-ended statement:
I learned that… I realized that…

I. Evaluate Learning
Love to Talk
Complete your speech entries.

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date OCOTOBER 24-28, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies EN8G-llla-3.6
Write the LC Code for each
Delivering a Self-Composed Speech
II. CONTENT

Self-Composed Speech
III. LEARNING RESOURCES
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

IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for a lesson

C. Presenting examples/instances of
the new lesson

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)

G. Finding practical applications of concepts

and skills in daily living

H. Making generalizations and abstractions

about the lesson

I. Evaluate Learning
Speech Indeed! Speech Indeed! Quarter 1 Periodical Test Quarter 1 Periodical Test
Iinformative Speech Delivery Iinformative Speech Delivery

J. Additional activities for application

and/or for remediation

V. REMARKS
Delivery of Performance Task was Delivery of Performance Task was Periodical exmination was
Periodical examination was conducted.
conducted conducted conducted.
VI. REFLECTION
Learners were able to deliver their Learners were able to deliver their Learners accomplished the
Learners accomplished the examination on time.
informative speech. informative speech. examination on time.
A. No. of learners who earned 80% in the evaluation 130/130 111/130 N/A N/A
B. No. of learners who require additional activities
0/130 19/130 N/A N/A
for remediation
C. Did the remedial lessons work? No. of learners who
N/A Yes (130/130) N/A N/A
have caught up with the lesson?
D. No. of learners who continue to require remediation N/A 0/130 N/A N/A
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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date OCTOBER 31 - NOVEMBER 4, 2022 Quarter 1

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of African literature as a means of exploring forces that human beings conntend with;
various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered daily orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfer learning by composing and delivering an informative speech basesd on specific topic of interest keeping in
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and
behavior.
C. Learning Competencies
Write the LC Code for each

II. CONTENT
No Classes (Special Non-working
No Classes (All Saint's Day) Checking and Item Analysis Checking and Item Analysis
Holiday)
III. LEARNING RESOURCES
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

IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for a lesson

C. Presenting examples/instances of
the new lesson

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)

G. Finding practical applications of concepts

and skills in daily living

H. Making generalizations and abstractions

about the lesson

I. Evaluate Learning
Checking of 1st Quarter Exams Checking of 1st Quarter Exams
and conducting of Item Analysis and conducting of Item Analysis

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher ARAMAICA B. MALONZO Learning Area ENGLISH
Inclusive Date NOVEMBER 7-11, 2022 Quarter 2

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards 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 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 features, stance, and behavior.

C. Learning Competencies EN8LT-IIa-9.1: EN8LT-IIa-9.2: EN8SS-IIf-1.2:

Write the LC Code for each Describe the notable literary genres Identify the distinguishing features Explain visual-verbal relationships illustrated in
contributed by East Asian writers of notable East Asian poems, tables, graphs, and information maps found in expository texts
II. CONTENT
Lesson 5: China-Land of the Dragon Sadness & The Soldier Explaining Visual-Verbal Relationships Illustrated in Tables, Graphs,
From the Analects by Confucius by Confucius and Information Maps Found in Expository Texts
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages pp 98-100 pp 100-101
3. Textbook pages
4. Additional Materials from English 8 Self-Learning Module English 8 Self-Learning Module
Learning Resource (LR) portal Quarter 2, Module 1 Quarter 2, Module 1
B. Other Learning Resources
PowerPoint Presentation, Laptop PowerPoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Show different pictures As a review ask the students Using given table, students will
presenting the new lesson and give a country that best their favorite aphorisms in the answer the questions that follows
describe the given pictures exerpts from the Analects
B. Establishing a purpose for a lesson Allow students to share Ask the students the importance of Based from the previous lesson,
the qualities of these personalities understanding the relationship between conduct a survey among your class
that made them to be remembered the written and graphic illustrations on a certain topic
C. Presenting examples/instances of Ask students: By pair, the students will read Based on the given statements
the new lesson What makes a person wise? the poems, Sadness and ask the students if it's true
The Soldier or false regarding expository texts

D. Discussing new concepts and practicing Give a brief background on While reading, students are to Discuss the concepts and Create a table based on the data
new skills # 1 the life of Confucius take note of the visual images in principles of presenting verbal or that each group has gathered
the poem written ideas through visual
presentation
E. Discussing new concepts and practicing Form seven groups, each group Discuss the poems
new skills #2 will have a brainstorming on how using the guide questions
they understood their assigned Analects

F. Developing Mastery Two representatives per group will Using the visual images listed Interpret the table about
(Leads to Formative Assessment #3) share their outputs in class a while ago, present the how long does it take for
emphasizing the lesson they have concept of sensory images and garbage to decompose
learned from the analect its importance in literary art
G. Finding practical applications of concepts Share life lessons Reflect on the ideas or feelings Share to the class
and skills in daily living conveyed by the analects which students find relevant where do we usually see
particularly on how a young person to their lives graphs, tables, and other charts
shall treat his or her parents and its importance
H. Making generalizations and abstractions
about the lesson Finish the open-ended statement: Finish the open-ended statement: Finish the open-ended statement:
I learned that… I learned that… I learned that…

I. Evaluate Learning Complete the table by listing Group Presentation on the conducted
down the sensory images found in survey with its interpretation
the poem

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV
 TINAJERO NATIONAL HIGH SCHOOL - ANNEX
STA. LUCIA RESETTLEMENT, SAN ISIDRO, MAGALANG, PAMPANGA
DAILY LESSON LOG
ENGLISH DEPARTMENT

School TINAJERO NATIONAL HIGH SCHOOL - ANNEX Grade Level EIGHT

Teacher AIREEN R. COMBOY Learning Area ENGLISH
Inclusive Date NOVEMBER 14-18, 2022 Quarter 2

DAY 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards 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 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 features, stance, and behavior.

C. Learning Competencies EN8LT-IIa-9.1: EN8LT-IIa-9.2: EN8WC-IIa-2.8.7:

Write the LC Code for each Describe the notable literary genres Identify the distinguishing features Limit a Topic
contributed by East Asian writers of notable East Asian poems,
II. CONTENT
Lesson 6: Japan-Land of the Rising Sun The Happy Mirror Limiting a Topic
The Happy Mirror Japanese Folktale
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages pp 113-118 p 119
3. Textbook pages
4. Additional Materials from English 8 Self-Learning Module English 8 Self-Learning Module
Learning Resource (LR) portal Quarter 2, Module 3 Quarter 2, Module 3
B. Other Learning Resources
PowerPoint Presentation, Laptop PowerPoint Presentation, Laptop

IV. PROCEDURES
A. Review previous lesson or Show different pictures As a review ask the students Ask students to give a word
presenting the new lesson and give a country that best their favorite character in the or phrase that best describes
describe the given pictures folktale and why the set of given words
B. Establishing a purpose for a lesson Present a brief background of Still working by pairs, Post the question, “Who or what Based from the previous lesson,
the country: Japan analyze the story elements is the set of words about?” Arrange the sentences chronologically to
presented in the folktale come up with a paragraph
C. Presenting examples/instances of Read the Japanese Folktale, Based on the given statements
the new lesson The Happy Mirror of the students, define the meaning
of a topic and its importance

D. Discussing new concepts and practicing Allow students to answer the Use the chart on page 120 Discuss the concepts and
new skills # 1 guided questions that would lead and discuss how the setting, principles of topic sentence
to better understanding of the character contribute to the theme and supporting sentences
folktale of the selection
E. Discussing new concepts and practicing Pair up and review the Determine the topic In groups. copy and complete the graphic
new skills #2 folktale together and discuss from the given topic sentences organizer given by placing the topics sentence
the given questions on page and supporting sentences respectively
118
F. Developing Mastery Call on pairs that will Compare the folktale with another
(Leads to Formative Assessment #3) share their outputs in class Philippine folktale that they have
emphasizing the lesson they have read, complete the chart on page
learned from the folktale 119
G. Finding practical applications of concepts Reflect on values and beliefs Reflect on the statement,
and skills in daily living that the story implies "Literature still affects character
formation in our age and time"

H. Making generalizations and abstractions

about the lesson Finish the open-ended statement: Finish the open-ended statement:
I learned that… I learned that…

I. Evaluate Learning Complete the table by listing Group Presentation showing the
down the sensory images found in graphic organizers
the poem

J. Additional activities for application

and/or for 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 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?

Section: ARISTOTLE Section: EINSTEIN Section: THOMSON Section: NEWTON Section: Section:
Time: 1:30-2:30/3:45-4:45 Time: 1:30-2:30/2:30-3:30 Time: 4:45-5:45 Time: 5:45-6:45 Time: Time:
Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday Day 1 ____ Monday
Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday Day 2 ____ Tuesday
Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday Day 3 ____ Thursday
Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday Day 4 ____ Friday

Prepared by: Checked by: Content noted by:

ARAMAICA B. MALONZO MARICEL N. MANARANG LYDIA G. HERRERA

Teacher I Master Teacher I Principal IV