8
GRADES 1 to 12
ENGLISH
DAILY LESSON LOG
2ND Week 1
Objectives must be meet over the week and connected to t he 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 t he learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from t he curriculum guides.
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. 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.
Write the LC Code for each
EN8RC-IIa-2.22 Evaluate the personal significance of a literary text EN8RC-IIa2.18: Relate content or theme to previous experiences and background knowledge EN8LC-IIA7 Employ appropriate listening skills and strategies suited to long descriptive and narrative texts EN8LC-IIa-7.2: Employ projective listening strategies with longer stories
EN8VC-IIa-1.3: Predict the gist of the material viewed based on the title, pictures, and excerpts EN8VC-IIa-17: Discern positive and negative messages conveyed in a material viewed EN8-IIa-24.1: Distinguish between and among verbal situational, and dramatic types of irony and give examples of each
EN8LT-IIa-9.1: Describe the notable literary genres contributed by East Asian writers EN8LT-IIa-9.2: Identify the distinguishing features of notable East Asian poems, folktales, folktales, and short stories EN8WC-IIa-2.8 Compose effective paragraphs
EN8OL-IIa-5: Use the appropriate prosodic features of speech when delivering an entertainment speech EN8G-IIa-9: Use appropriate grammatical signals or expressions suitable to each pattern of idea development: General to particular Claim and counterclaim Problem-solution Cause-effect And others
EN8WC-IIa-2.8.7: Limit a topic
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.
Two Brothers ( Egypt) Egypt)
Element of Short Short Story
Makatao & His Cowrie Shells ( Thailand)
COORDINATING CONJUNCTIONS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and i n learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
GRADES 1 to 12 DAILY LESSON LOG
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 t heir 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 selection is considered the oldest literary piece believed to have been written 3000 years before Christ
At the beginning of this lesson the teacher will Watching Video: Makato and the Cowrie ask the students a Shell ( A Thai Folktale) series of questions to determine the level of understanding in regards to the elements that make up a story. What are the parts of a story? What types of graphic organizers can
Coordinating conjunction join words, phrases and clauses of equal rank
we use to show the elements, or parts, or a story? 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
The students should know the elements of a story: characters, setting, problem, and solution.
To discover Thai ‘s traditions and beliefs as well as diversity of culture which shape you as a Filipino
Reading the story “The Two Brothers”
The students should know how to use a story map to organize elements of a story.
Reading the Selection: Makato and the Cowrie Shell
Describe the three characters through a Venn diagram
Listen to a YouTube Clip that is about the elements in a story. Parts of a
What could be the reason why Makato left his place?
Language recall: Language form and function
Understand what a Coordinating Conjunction is. Learn the seven words that make up FANBOYS.
How to use Coordinating Conjunctions properly
Story Song
GRADES 1 to 12 DAILY LESSON LOG
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 t heir 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.
Using the plot organizer enumerate the events in the story by filling in the rectangles. Explain your work to the class
Once the clip is over review the elements. Have the students engage in a brief discussion to define each
Enumerate what were those changes in Makatos life after meeting the king?
Activity 11. Work with Coordinates
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)
(Leads to Formative Assessment 3)
Using the problem-solution chart, identify the problems and provide solutions to these based on the selection
If you were Bata, would you believe your wife explanation?
GRADES 1 to 12 DAILY LESSON LOG
The students will participate in collaborative conversations in small groups to develop a story 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.
The student will be given a short book. The student will identify all story elements within the book and display them on a story map .
Using Venn Diagram compare yourself with Makato
Determine which of those traits would you like to improve in your life
Activity 12. Combine/fuse
Activity 13. Supply he parts
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 t heir 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.
What problems are faced by the two brothers? Are these problems happening in today’s world?
Activity 31. Drawing Out… What?
The students will share their stories with original group that developed the story maps and discuss the similarities and 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 collaborative conversations in small groups to develop a story map.
Summarizing and trace the significant event s of the story by completing the graphic organizer
Using the graphic organizer Draw out the values and traits of the character which enable him to become successful and better person
Therefore, when you want to link and join words, phrases and clauses of equal rank
Activity: word pool
GRADES 1 to 12 DAILY LESSON LOG
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation Did the remedial lessons work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation Which of my teaching strategies work well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovations or localized materials did I used/discover which I wish to share with other teachers?
