DepEd Order No. 42, s.

2016
School: SAN ANTONIO NATIONAL HIGH SCHOOL, Delfin Albano, Isabela GRADE LEVEL_____8______
GRADES 1 to 12 Teacher: LUZVIMINDA O. DAGURO Learning Area: ENGLISH_
DAILY LESSON LOG Teaching Dates and Time: Sept. 5-9; 2:00-3:00; 4:00-5:00 Quarter: Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met 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 assessed 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.
A. Content Standards The learner demonstrates understanding of: East Asian literature as an art from 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 EN8LT11b-9.1 EN8G: EN8V-11b-24.1: EN8WC11b-2.8.8
Competencies/Objectives Describe the Use appropriate grammatical Distinguish between and Use variety of techniques to
Write the LC code for each notable Literary signals or expressions suitable among verbal, situational introduce a topic
genres contributed to each pattern of idea and dramatic types of irony
by East Asian development: and give examples of each
writers  General to particular
EN8LT-11b-9.2  Claim and counter
Identify the claim
distinguishing  Problem-solution
features  Cause-effect
And others
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the learner aims to teach in the CG, the content can be tackled in a week or two.
Makato and the Cowrie Coordinating conjunction Guess What? Paragraph writing
Shell
Using the Tmeline
III. LEARNING RESOURCES List the materials to be used in different ways. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages pp. 18-19 pp. 19-20 pp. 21,24,25,26 p.29
2. Learner’s Materials page pp.18-19 pp.19-20 pp. 21,24,25,26 p.29
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
 DepEd Order No. 42, s. 2016
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 the formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, participate 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 Recall the elements of a Recall parts of speech (5 Recall Makato and the Review the reading text (5
presenting the new lesson short story minutes Cowrie Shell minutes)
B. Establishing a purpose for the Explain to student that Introduce language form and Let students read sentences Relate Makato’s experiences
lesson they will plot the events of function and give the inferred in real life situations (10
Makato’s success characteristics in the minutes)
following lines given
C. Presenting examples/instances of Let them mention the main Give sentences and let students Comprehension check on Brainstorming on the
the new lesson reason why the main observe the given sentences the reading text lessons learned from
character became the story (10
successful (5 minutes) minutes)
D. Discussing new concepts and Let them answer questions Let them answer questions Compare and share activity Organization of ideas on the
practicing new skills #1 1&2 Activity 18-Lay the regarding coordinating TG p.26 learning taken from the story
Roadmap conjunctions
E. Discussing new concepts and Answer questions 3 &4 Process students’ answers Continuation of Compare Continuation of the activity
practicing new skills #2 and share activity TG p.26
F. Developing mastery (Leads to Answer question 5 Do “Work with Coordinates Process students’ outputs Finalization of write up
Formative Assessment 3) activity TG p.20
G. Finding practical application of Using the guide questions Let students know the Making of Venn diagram Diligence + industriousness +
concepts and skills in daily living plot the events of the story following: about Makato and Myself contentment = success
1. and-show addition
2.or-join nouns of equal rank
3.so- show result
H. Making generalizations and Continuation of the activity Conjunctions join words, Continuation of Venn Different virtues should be
abstractions about the lesson phrases and clauses of equal Diagram activity put to action to make them
rank effective
I. Evaluating learning Reading of students’ Let students do “Combine/fuse Presentation of outputs Instill in the minds of the
outputs activity learners that Makato’s
experiences should be their
inspirations in fulfilling their
dreams in life.
J. Additional activities for application
or remediation
2 REMARKS G8 English is being taught 4x a week one hour per meeting with the following schedule:
G8 Acacia Monday, Tuesday, Wednesday,Friday,
 DepEd Order No. 42, s. 2016

3 REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? 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
who scored below 80%
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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld.@deped.gov.ph