School: Grade Level: 8

DAILY LESSON LOG Teacher: Learning Area: English

Teaching Dates & Time: Week 3 Quarter: Third Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner The learner The learner demonstrates The learner
demonstrates demonstrates communicative demonstrates
communicative communicative competence through his/ communicative
competence through his/ competence through her understanding of Afro- competence through his/
her understanding of his/ her understanding Asian Literature and other her understanding of
Afro-Asian Literature of Afro-Asian Literature texts types for a deeper Afro-Asian Literature
and other texts types for and other texts types appreciation of Philippine and other texts types for
a deeper appreciation of for a deeper Culture and those of other a deeper appreciation of
Philippine Culture and appreciation of countries. Philippine Culture and
those of other countries. Philippine Culture and those of other countries.
those of other
countries.
B. Performance
Standards

C. Learning Determine various Determine various Determine various social, Determine various
Competencies/ social, moral, and moral, and economic
social, moral, and social, moral, and
Objectives
( Write the code for economic issues economic issues issues discussed in the economic issues
each) discussed in the text discussed in the text text listened to discussed in the text
listened to listened to listened to
II.CONTENT The lesson will focus on The lesson will focus on The lesson will focus on The lesson will focus on
( Subject Matter) analyzing a selected analyzing an audio clip analyzing a recorded listening to an audio text,
text, such as a short or text that students speech or spoken text to such as a podcast
story, article, or audio listen to, aiming to identify and discuss episode or a recorded
clip, to identify and identify social, moral, social, moral, and interview, to identify and
discuss social, moral, and economic issues economic issues within it. discuss social, moral,
and economic issues within it. and economic issues
presented within it. present in it.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
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 pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials Relevant articles, audio A recorded audio clip A recorded speech, A recorded audio text
from Learning clips, or excerpts from (e.g., a speech, podcast episode, or (e.g., podcast episode or
Resource LR portal
literature. interview, or podcast spoken text that contains interview), headphones,
episode) or a transcript relevant issues. audio player,
of the audio material. whiteboard, markers,
paper, and pens.
B. Other Learning Whiteboard, markers, Headphones, a Headphones, audio Access to the internet for
Resources audio player, projector, computer or audio player, projector, research if needed.
internet access for player to play the audio whiteboard, markers,
research, paper, and clip, whiteboard, paper, and pens.
pens. markers, paper, and
pens.

IV. PROCEDURE
A. Reviewing previous Briefly discuss the Briefly review the Begin by briefly revisiting Begin by briefly
Lesson or presenting previous lesson's key concepts of critical the concepts covered in reviewing the concepts
new lesson points related to text listening and identifying the previous lesson covered in the previous
analysis and critical issues in texts that related to critical listening lesson related to critical
thinking skills. were covered in the and identifying issues in listening and identifying
previous lesson. texts. issues in texts.

B. Establishing a purpose Explain to students that Explain to students that Explain to students that Explain to students that
for the lesson the objective of today's the objective of today's today's lesson objective is the objective of today's
lesson is to analyze a lesson is to actively to actively listen to a lesson is to actively
text to identify and listen to an audio clip or recorded speech or listen to an audio text
discuss social, moral, text and identify social, spoken text and identify and identify social,
and economic issues moral, and economic social, moral, and moral, and economic
that are presented in it. issues discussed within economic issues issues discussed within
This will help them it. This will help them discussed within it. it. Emphasize the
become more critical develop their critical Emphasize the importance of critical
readers and thinkers. listening skills. importance of critical listening skills.
listening and thinking
skills.

C. Presenting examples/ Share a short text, audio Play the selected audio Play the selected Play the selected audio
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 instances of the new clip, or excerpt that clip or read the text recorded speech or read a text to the class. Choose
lesson. contains evident social, aloud to the class. spoken text aloud to the material that contains
moral, and economic Choose material that class. Choose material evident social, moral,
issues. Discuss these contains evident social, that contains evident and economic issues.
issues with the class to moral, and economic social, moral, and Pause as needed to
model the thought issues. Pause after the economic issues. Pause ensure comprehension.
process. material to ensure as needed to allow
everyone understands students to digest the
the content. content.

D. Discussing new Break the class into Break the class into Divide the class into small Divide the class into
concepts and practicing small groups and small groups and groups and provide each small groups and
new skills. #1 provide each group with provide each group with group with a different provide each group with
a different text. Instruct a different audio clip or recorded speech or a different section of the
them to identify social, text. Instruct them to spoken text. Instruct them audio text. Instruct them
moral, and economic actively listen/read and to actively listen and to actively listen and
issues within their identify the social, identify the social, moral, identify the social, moral,
respective texts. moral, and economic and economic issues and economic issues
Circulate among groups issues within their within their assigned within their assigned
to provide guidance and material. Provide material. Provide guiding section. Provide guiding
answer questions. guiding questions to questions to assist them. questions to assist them.
assist them.

E. Discussing new Have each group Have each group Have each group present Have each group
concepts and practicing present their findings to present their findings to their findings to the class. present their findings to
new skills #2.
the class. Encourage the class. Encourage Encourage discussion and the class. Encourage
discussion and debate discussion and debate debate about the issues discussion and debate
about the issues about the issues presented. Compare and about the issues
presented. Compare and presented. Compare contrast the issues presented. Compare and
contrast the issues and contrast the issues identified in different contrast the issues
identified in different identified in different materials. identified in different
texts. materials. sections of the audio
text.

F. Developing Mastery As a class, discuss the As a class, discuss the As a class, discuss the As a class, discuss the
(Lead to Formative significance of the significance of the significance of the issues significance of the
Assessment 3)
issues identified in the issues identified in the identified in the materials. issues identified in the
texts. How do these materials. How do How do these issues audio text. How do these

Created by: GREG M, Et al

 issues impact the these issues affect affect individuals, issues impact
characters, plot, and individuals, communities, or society at individuals,
setting of the story? How communities, or large? Encourage critical communities, or society
do they relate to real- societies? Encourage thinking and in-depth at large? Encourage
world scenarios? critical thinking and analysis. critical thinking and in-
deeper analysis. depth analysis.

G. Finding practical Ask students to think Ask students to relate Prompt students to relate Prompt students to
application of concepts about how these issues the identified issues to the identified issues to relate the identified
and skills in daily living
relate to current events real-world scenarios. real-world scenarios. How issues to real-world
or societal problems. How do these issues do these issues impact scenarios. How do these
How can the analysis of impact people's lives, people's lives, policies, or issues manifest in their
these issues in literature policies, or decision- decision-making own lives or in current
help us better making? processes? events?
understand the world
around us?

H. Making Generalizations Summarize the main Summarize the main Summarize the key Summarize the key
and Abstraction about points of the lesson. points of the lesson. takeaways of the lesson. takeaways of the lesson.
the Lesson.
Encourage students to Encourage students to Encourage students to Encourage students to
generalize their generalize their generalize their generalize their
understanding of how understanding of how understanding of how understanding of how
literature can serve as a critical listening skills critical listening and critical listening skills
mirror to society, can help them identify analysis skills can help can help them engage
reflecting its social, and engage with social, them engage with social, with social, moral, and
moral, and economic moral, and economic moral, and economic economic issues in
issues. issues. issues in the real world. various contexts.

I. Evaluating Learning 1. What is the primary 11. What is the primary 21. What is the primary 31. What is the primary
objective when objective of identifying purpose of identifying purpose of identifying
determining social, social, moral, and social issues in a text? social issues in a text?
moral, and economic economic issues in a A) To avoid addressing
any societal concerns A) To avoid addressing
issues discussed in a text?
B) To present a single, any societal concerns
text?
A) To ignore these fixed perspective on social
B) To present a single,
A) To ignore any issues issues and focus solely matters
C) To raise awareness fixed perspective on
that are not directly on the text's
and discuss matters that social matters
related to the main topic entertainment value

Created by: GREG M, Et al

 B) To identify and B) To gain a well- impact society and its C) To raise awareness
analyze these issues to rounded understanding members and discuss matters that
gain a comprehensive of the text's themes and D) To promote personal impact society and its
understanding messages social beliefs and values members
C) To disregard any C) To avoid any content Answer: C) To raise D) To promote personal
issues that may be that may be awareness and discuss social beliefs and values
contentious or controversial or divisive matters that impact
controversial society and its members.
D) To promote personal
Answer: C) To raise
D) To promote one's viewpoints on these 22. In a text, what is the awareness and discuss
personal views on these issues primary intention behind
matters that impact
issues discussing moral issues?
society and its members.
A) To avoid any ethical
Answer: B) To gain a questions or moral
Answer: B) To identify well-rounded dilemmas
B) To present a one-sided 32. In a text, what is the
and analyze these understanding of the
and absolute view of primary intention behind
issues to gain a text's themes and
morality discussing moral
comprehensive messages.
C) To explore and issues?
understanding. address questions of right
and wrong, ethics, and A) To avoid any ethical
12. In a text, what is the values questions or moral
2. In a text, what is the primary intention D) To promote personal dilemmas
primary intention behind behind discussing moral beliefs and values
B) To present a one-
discussing social moral issues?
Answer: C) To explore sided and absolute view
issues?
A) To avoid any ethical and address questions of of morality
A) To avoid any questions or moral right and wrong, ethics, C) To explore and
potentially controversial dilemmas and values.
address questions of
topics
B) To present a single, right and wrong, ethics,
23. When determining
B) To present a narrow fixed perspective on economic issues in a text, and values
and one-sided morality what is the primary D) To promote personal
perspective objective of this analysis? moral beliefs and values
C) To explore and
A) To dismiss any
C) To address and raise address questions of
economic aspects as
awareness about right and wrong, ethics,
unrelated to the text's core
matters that affect and values message Answer: C) To explore
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 society and its members D) To promote personal B) To understand and and address questions
moral beliefs and assess the economic of right and wrong,
D) To promote personal implications, policies, and
values ethics, and values.
beliefs and opinions consequences discussed
C) To encourage personal
economic interests and
Answer: C) To explore 33. When determining
Answer: C) To address viewpoints
and address questions economic issues in a
and raise awareness D) To solely focus on the
of right and wrong, author's economic text, what is the primary
about matters that affect
ethics, and values. opinions objective of this
society and its members.
analysis?
Answer: B) To understand
A) To dismiss any
13. When determining and assess the economic
3. When determining economic aspects as
economic issues in a implications, policies, and
moral issues in a text, unrelated to the text's
text, what is the primary consequences discussed.
what should you be core message
goal of this analysis?
cautious of when 24. In a critical analysis, B) To understand and
interpreting the author's A) To dismiss any why is it important to assess the economic
intentions? economic aspects as determine moral issues
implications, policies,
irrelevant to the text's discussed in a text?
A) Assuming that the A) To discourage any and consequences
main message
author's moral stance discussion of ethical discussed
aligns with your own B) To understand and questions or dilemmas C) To encourage
assess the economic B) To avoid addressing
B) Overlooking any personal economic
implications, policies, matters that may be
moral dilemmas or interests and viewpoints
and consequences divisive or contentious
ethical concerns C) To enable the reader to
discussed D) To solely focus on the
presented in the text engage with the text author's economic
C) To encourage comprehensively and
C) Avoiding all opinions
personal economic consider its ethical
discussions of morality
interests and implications
to prevent conflict
viewpoints D) To ensure that the text
promotes a specific moral Answer: B) To
D) Evaluating all moral
D) To focus solely on viewpoint understand and assess
issues without
promoting the author's the economic
considering the author's
economic views Answer: C) To enable the implications, policies,
perspective
reader to engage with the and consequences
text comprehensively and discussed.
consider its ethical
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 Answer: A) Assuming Answer: B) To implications.
that the author's moral understand and assess
25. What is the potential 34. In a critical analysis,
stance aligns with your the economic
consequence of why is it important to
own. implications, policies,
neglecting social, moral, determine moral issues
and consequences
and economic issues in a discussed in a text?
discussed.
text?
4. In a text, what is the A) To discourage any
A) The reader may form a
primary intention behind more comprehensive and discussion of ethical
discussing economic 14. In a critical analysis, nuanced understanding of questions or dilemmas
issues? why is it important to the text. B) To avoid addressing
determine moral issues B) The reader may
A) To avoid addressing matters that may be
discussed in a text? overlook critical aspects
any economic matters, divisive or contentious
that contribute to the text's
as they are irrelevant to A) To discourage any meaning and impact. C) To enable the reader
the text's main message discussion of ethical C) The reader may to engage with the text
questions or dilemmas engage in open and
B) To present a single, comprehensively and
fixed perspective on B) To avoid addressing balanced discussions of consider its ethical
these issues.
economic topics matters that may be implications
D) The reader may
divisive or contentious become overly critical and
C) To examine and D) To ensure that the
explore economic C) To allow the reader skeptical of the author. text promotes a specific
aspects, such as to engage with the text moral viewpoint
policies, implications, comprehensively and Answer: B) The reader
may overlook critical
and consequences consider its ethical
aspects that contribute to
implications the text's meaning and Answer: C) To enable
D) To promote personal
impact. the reader to engage
economic interests D) To ensure that the
with the text
text promotes a specific
26. When determining comprehensively and
moral viewpoint
social issues in a text, consider its ethical
Answer: C) To examine
what should you be implications.
and explore economic cautious of when
aspects, such as Answer: C) To allow the interpreting the author's
policies, implications, reader to engage with intentions? 35. What is the potential
and consequences. the text A) Assuming that the
consequence of
comprehensively and author's social perspective
neglecting social, moral,
consider its ethical aligns with your own
B) Dismissing all social and economic issues in
Created by: GREG M, Et al
 5. When determining implications. concerns as irrelevant to a text?
social, moral, and the text
C) Avoiding any A) The reader may form
economic issues in a
discussions of societal a more comprehensive
text, what is the primary 15. What is the
matters to prevent conflict and nuanced
goal of this analysis? potential consequence
D) Evaluating all social understanding of the
of disregarding social,
A) To downplay these issues without considering text.
moral, and economic
issues to focus solely on the author's perspective
issues in a text? B) The reader may
the text's main points
Answer: A) Assuming that overlook critical aspects
A) The reader may form
B) To identify and the author's social that contribute to the
a more comprehensive
understand the impact of perspective aligns with text's meaning and
and nuanced
these issues on the your own. impact.
understanding of the
text's content and
text. 27. In a text, what is the C) The reader may
message
primary intention behind engage in open and
B) The reader may
C) To avoid any balanced discussions of
overlook critical aspects discussing economic
discussions that may be issues? these issues.
that contribute to the
contentious or A) To present a single,
text's meaning and D) The reader may
challenging unchallenged economic
impact. viewpoint become overly critical
D) To impose personal B) To dismiss economic and skeptical of the
C) The reader may
beliefs and values on concerns as unrelated to author.
engage in open and
these issues
balanced discussions of the text's message
C) To examine and
these issues.
explore economic Answer: B) The reader
Answer: B) To identify D) The reader may aspects, such as policies, may overlook critical
and understand the become overly critical implications, and aspects that contribute
impact of these issues and skeptical of the consequences to the text's meaning
on the text's content and author. D) To promote personal and impact.
economic interests and
message.
values
Answer: B) The reader Answer: C) To examine 36. When determining
6. In a critical analysis, may overlook critical and explore economic social issues in a text,
why is it essential to aspects that contribute aspects, such as policies, what should you be
determine social, moral, to the text's meaning implications, and cautious of when
and economic issues and impact. consequences. interpreting the author's

Created by: GREG M, Et al

 discussed in a text? 28. When determining intentions?
moral issues in a text,
A) To ensure that these 16. When determining what should you be A) Assuming that the
issues have no influence social issues in a text, cautious of when author's social
on the text's content what should you be interpreting the author's perspective aligns with
cautious of when intentions? your own
B) To promote the
interpreting the author's A) Assuming that the
reader's personal views B) Dismissing all social
intentions? author's moral stance
and beliefs aligns with your own concerns as irrelevant to
A) Assuming that the B) Overlooking any moral the text
C) To allow the reader to
author's social dilemmas or ethical
engage with the text C) Avoiding any
perspective aligns with concerns presented in the
more comprehensively discussions of societal
your own text
and assess its broader matters to prevent
C) Avoiding all
implications B) Disregarding all discussions of morality to conflict
social concerns as prevent conflict
D) To discourage any D) Evaluating all social
irrelevant to the text D) Evaluating all moral
discussions of these issues without
issues without considering
issues C) Avoiding any considering the author's
the author's perspective
discussions of societal perspective
matters to prevent Answer: A) Assuming that
Answer: C) To allow the conflict the author's moral stance
reader to engage with aligns with your own. Answer: A) Assuming
D) Evaluating all social
the text more that the author's social
issues without
comprehensively and 29. In a critical analysis, perspective aligns with
considering the author's
assess its broader why is it important to your own.
perspective determine economic
implications.
issues discussed in a
text? 37. In a text, what is the
Answer: A) Assuming A) To dismiss any
7. What is the potential primary intention behind
that the author's social economic concerns to
consequence of ignoring discussing economic
perspective aligns with focus solely on the text's
social, moral, and main message issues?
your own.
economic issues in a B) To ensure that the text A) To present a single,
text? aligns with the reader's unchallenged economic
personal economic beliefs
A) The reader may form 17. In a text, what is the viewpoint
C) To allow the reader to
a more well-rounded and primary intention
engage with the text B) To dismiss economic
nuanced understanding behind discussing comprehensively and
Created by: GREG M, Et al
 of the text. economic issues? assess its economic concerns as unrelated to
implications the text's message
B) The reader may A) To present a single, D) To encourage the
overlook critical aspects unchallenged economic reader to promote their C) To examine and
that contribute to the viewpoint personal economic explore economic
text's meaning and interests aspects, such as
B) To dismiss economic
impact. policies, implications,
concerns as unrelated
Answer: C) To allow the and consequences
C) The reader may avoid to the text's message reader to engage with the
any potentially text comprehensively and D) To promote personal
C) To examine and
controversial or sensitive assess its economic economic interests and
explore economic
discussions. implications. values
aspects, such as
D) The reader may policies, implications,
30. What is the primary
become overly critical and consequences goal of analyzing social, Answer: C) To examine
and skeptical of the moral, and economic
D) To promote personal and explore economic
author. issues in a text?
economic interests and aspects, such as
A) To disregard these
values policies, implications,
issues to prevent any
and consequences.
Answer: B) The reader potential controversy
may overlook critical B) To impose personal
Answer: C) To examine viewpoints on these
aspects that contribute
and explore economic issues 38. When determining
to the text's meaning
aspects, such as C) To gain a deeper and moral issues in a text,
and impact.
policies, implications, more nuanced what should you be
and consequences. understanding of the text's cautious of when
themes and context interpreting the author's
8. When determining D) To focus solely on intentions?
social issues in a text, promoting the author's
18. When determining
what should you be social, moral, and A) Assuming that the
moral issues in a text,
cautious of when economic views author's moral stance
what should you be
interpreting the author's aligns with your own
cautious of when Answer: C) To gain a
intentions?
interpreting the author's deeper and more nuanced B) Overlooking any
A) Assuming that the intentions? understanding of the text's moral dilemmas or
author's social stance themes and context. ethical concerns
A) Assuming that the
aligns with your own presented in the text
author's moral stance
B) Dismissing all social aligns with your own C) Avoiding all
Created by: GREG M, Et al
 concerns as irrelevant to B) Overlooking any discussions of morality
the text moral dilemmas or to prevent conflict
ethical concerns
C) Avoiding any D) Evaluating all moral
presented in the text
discussions of societal issues without
matters to prevent C) Avoiding all considering the author's
conflict discussions of morality perspective
to prevent conflict
D) Evaluating all social
issues without D) Evaluating all moral
Answer: A) Assuming
considering the author's issues without
that the author's moral
perspective considering the author's
stance aligns with your
perspective
own.
Answer: A) Assuming
that the author's social Answer: A) Assuming
39. In a critical analysis,
stance aligns with your that the author's moral
why is it important to
own. stance aligns with your
determine economic
own.
issues discussed in a
text?
9. In a text, what is the
primary intention behind 19. In a critical analysis, A) To dismiss any
discussing moral why is it important to economic concerns to
issues? determine economic focus solely on the text's
issues discussed in a main message
A) To avoid any ethical
text?
concerns or moral B) To ensure that the
dilemmas A) To dismiss any text aligns with the
economic concerns to reader's personal
B) To present a one-
focus solely on the economic beliefs
sided and absolute view
text's main message
of morality C) To allow the reader to
B) To ensure that the engage with the text
C) To address and
text aligns with the comprehensively and
explore questions of
reader's personal assess its economic
right and wrong, ethics,
economic beliefs implications
and values
C) To allow the reader D) To encourage the
Created by: GREG M, Et al
 D) To promote personal to engage with the text reader to promote their
moral beliefs and values comprehensively and personal economic
assess its economic interests
implications
Answer: C) To address
D) To encourage the
and explore questions of Answer: C) To allow the
reader to promote their
right and wrong, ethics, reader to engage with
personal economic
and values. the text comprehensively
interests
and assess its economic
implications.
10. When determining
Answer: C) To allow the
economic issues in a
reader to engage with
text, what should you be 40. What is the primary
the text
cautious of when goal of analyzing social,
comprehensively and
interpreting the author's moral, and economic
assess its economic
intentions? issues in a text?
implications.
A) Assuming that the A) To disregard these
author's economic issues to prevent any
perspective aligns with 20. What is the primary potential controversy
your own goal of analyzing social,
B) To impose personal
moral, and economic
B) Avoiding all viewpoints on these
issues in a text?
discussions of economic issues
matters to prevent A) To disregard these
C) To gain a deeper and
disputes issues to prevent any
more nuanced
potential controversy
C) Dismissing any understanding of the
economic aspects of the B) To impose personal text's themes and
text as irrelevant viewpoints on these context
issues
D) Evaluating all D) To focus solely on
economic issues without C) To gain a deeper promoting the author's
considering the author's and more nuanced social, moral, and
perspective understanding of the economic views
text's themes and
context

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 Answer: A) Assuming D) To focus solely on Answer: C) To gain a
that the author's promoting the author's deeper and more
economic perspective social, moral, and nuanced understanding
aligns with your own. economic views of the text's themes and
context.

Answer: C) To gain a
deeper and more
nuanced understanding
of the text's themes and
context.
J. Additional Activities for For students who may Provide extra audio Provide extra recorded Provide extra audio texts
Application or need additional support, clips or texts for further speeches or spoken texts for further practice if
Remediation
provide extra texts to practice if needed. for further practice if needed. Offer individual
practice identifying Offer individual or small needed. Offer individual or or small group support
issues or offer one-on- group support for small group support for for students who require
one assistance. students who require students who require additional assistance.
additional assistance. additional assistance.

V. REMARKS
VI. REFLECTION
A. No. of learners
earned 80%in the
evaluation.
B. No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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

Created by: GREG M, Et al

 help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:
Checked by:

Teacher III
School Principal I

Created by: GREG M, Et al