School: PEMQMNHS Grade Level: 8

GRADE 1 to 12 Teacher: JOY A. ANDRADE Learning Area: ENGLISH

DAILY LESSON LOG
3RD
Teaching Dates and Time: WEEK 1 FEBRUARY 13-17,2023 Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: East Asian Literature as an art from inspired and influenced by nature;
relationship of visual, sensory, ad verbal signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.

B. Performance 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 feature, stance, and behavior.

C. Learning Competencies/Objectives: English 8 English 8 Arellano – 6:00- 6:55 English 8 Arellano – 6:00- 6:55 English 8 Arellano – 6:00- 6:55 English 8 Arellano – 6:00- 6:55
Write the LC Code for each Abueva - 6:55- 7:50 Abueva , - 6:55- 7:50 Nakpil- 7 :50 – 8:45 Abueva , - 6:55- 7:50 Abueva , - 6:55- 7:50
Nakpil -9 :05 – 10:00 Nakpil- 9 :05 – 10:00 Nakpil- 9 :05 – 10:00 Nakpil- 9 :05 – 10:00

MELC 11: Examine biases (for MELC 11: Examine biases (for or MELC 11: Examine biases MELC 11: Examine biases MELC 11: Examine biases
or against) made by the author against) made by the author (for or against) made by the (for or against) made by the (for or against) made by the
author author author
Enabling Competencies: Enabling Competencies:
-Judging the relevance and worth of -Judging the relevance and worth of Enabling Competencies: Enabling Competencies: Enabling Competencies:
ideas presented in the material ideas presented in the material -Judging the relevance and worth of -Judging the relevance and worth of -Judging the relevance and worth of
-Determining the issue and -Determining the issue and stand ideas presented in the material ideas presented in the material ideas presented in the material
stand presented in the material presented in the material -Determining the issue and -Determining the issue and -Determining the issue and
stand presented in the stand presented in the stand presented in the
material material material
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Identifying Identifying Author’s Bias for or
Identifying Author’s Bias for or Identifying Author’s Identifying Author’s Bias for or
Author’s Bias for Against
Against Bias for or Against
or Against Against

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
 Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Learning https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
Resource (LR) Portal v=qCWDhBHSg8U v=qCWDhBHSg8U watch?v=qCWDhBHSg8U watch?v=qCWDhBHSg8U watch?v=qCWDhBHSg8U
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes , and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or -detect bias that helps us identify the -Detect bias that helps us detect bias that helps us identify detect bias that helps us identify detect bias that helps us identify the
Presenting the New Lesson purpose of the article, movies, identify the purpose of the the purpose of the article, movies, the purpose of the article, movies, purpose of the article, movies,
pictures, paintings, songs, speeches article, movies, pictures, pictures, paintings, songs, speeches pictures, paintings, songs, pictures, paintings, songs, speeches
etc. that strengthen our paintings, songs, speeches etc. etc. that strengthen our speeches etc. that strengthen our etc. that strengthen our
understanding of the relevance and that strengthen our understanding of the relevance and understanding of the relevance understanding of the relevance and
importance of the ideas mentioned by understanding of the relevance importance of the ideas mentioned and importance of the ideas importance of the ideas mentioned by
the author/speaker as well as the and importance of the ideas by the author/speaker as well as the mentioned by the author/speaker the author/speaker as well as the
issues and assumptions or stance mentioned by the issues and assumptions or stance as well as the issues and issues and assumptions or stance
he/she presents. author/speaker as well as the assumptions or stance he/she he/she presents.
he/she presents.
issues and assumptions or presents.
stance he/she presents.
B. Establishing a Purpose for the Lesson examine the author's bias and examine the author's bias and examine the author's bias examine the author's bias and examine the author's bias and
categorize it whether he/she is categorize it whether he/she is and categorize it whether categorize it whether he/she is categorize it whether he/she is biased
biased for/towards or biased against biased for/towards or biased against he/she is biased for/towards biased for/towards or biased against for/towards or biased against
someone or something someone or something or biased against someone someone or something someone or something
or something
C. Presenting Examples/Instances of Observe the editor’s view Observe the editor’s view Observe the editor’s view Observe the editor’s view Observe the editor’s view
the Lesson regarding an editorial cartoon regarding an editorial cartoon regarding an editorial cartoon regarding an editorial cartoon regarding an editorial cartoon
presented presented presented presented presented

D. Discussing New Concepts and recognize the relevance of the recognize the relevance of the recognize the relevance of the recognize the relevance of the recognize the relevance of the
Practicing New Skills #1 author's biases or worth of ideas author's biases or worth of ideas to author's biases or worth of ideas author's biases or worth of ideas author's biases or worth of ideas to
to our own stand based on the our own stand based on the to our own stand based on the to our own stand based on the our own stand based on the
assumptions he presented in assumptions he presented in his/her assumptions he presented in
assumptions he presented in assumptions he presented in his/her
work his/her work work
his/her work his/her work

clause stating the effect

 E. Developing Mastery find out which of the statements find out which of the find out which of the statements find out which of the statements find out which of the statements
(Leads to Formative Assessment 3) below you would side with. Be statements below you would below you would side with. Be below you would side with. Be
prepared to explain your side with. Be prepared to below you would side with. Be prepared to explain your prepared to explain your perspective
perspective on why it was chosen. explain your perspective on perspective on why it was chosen. on why it was chosen.
Present the anticipation guide why it was chosen. prepared to explain your

perspective on why it was chosen.

F. Finding Practical Applications . Identify whether the . Identify whether the . Identify whether the . Identify whether the . Identify whether the author/speaker
of Concepts and Skills in Daily author/speaker is biased author/speaker is biased author/speaker is biased for/toward author/speaker is biased is biased for/toward or biased against
Living for/toward or biased against for/toward or biased against or biased against someone or for/toward or biased against someone or something. Put a check
someone or something. Put a someone or something. Put a something. Put a check (/) mark on someone or something. Put a (/) mark on the statement indicating
check (/) mark on the statement check (/) mark on the statement the statement indicating that the check (/) mark on the statement that the author is in favor of the
indicating that the author is in indicating that the author is in author is in favor of the message indicating that the author is in message being conveyed and cross
favor of the message being favor of the message being being conveyed and cross (X) mark favor of the message being (X) mark on the message or idea he /
conveyed and cross (X) mark on conveyed and cross (X) mark on on the message or idea he / she is conveyed and cross (X) mark on she is not in favor
the message or idea he / she is not the message or idea he / she is not in favor the message or idea he / she is not
in favor not in favor in favor
H. Making Generalizations and Analyze the editorial cartoon Analyze the editorial cartoon Analyze the editorial cartoon Analyze the editorial cartoon Analyze the editorial cartoon below.
Abstractions about the Lesson below. Then, answer the below. Then, answer the questions below. Then, answer the questions below. Then, answer the questions Then, answer the questions that
questions that follow. that follow. that follow. that follow. follow.

I. Evaluating Learning Activity: Activity: Activity: Activity: Activity:

(Provided by teacher) (Provided by teacher) (Provided by teacher) (Provided by teacher) (Provided by teacher)
determine what an author’s determine what an author’s bias is. determine what an author’s bias is. determine what an author’s bias is. determine what an author’s bias is.
bias is.

J. Additional Activities for Application : Search on the lyrics of the song : Search on the lyrics of the song : Search on the lyrics of the song : Search on the lyrics of : Search on the lyrics of the song
or Remediation “Where is the Love” by Black “Where is the Love” by Black Eyed “Where is the Love” by Black Eyed the song “Where is the “Where is the Love” by Black Eyed
Eyed Peas. Study its message Peas. Study its message then, Peas. Study its message then, Love” by Black Eyed Peas. Study its message then,
then, complete the table below by complete the table below by complete the table below by Peas. Study its message complete the table below by
answering the given questions. answering the given questions. answering the given questions. then, complete the table answering the given questions.
below by answering the
given questions.
V. REMARKS The students be able to identify and learned about the bias. They had conceptualize of understanding on what is happening around them specially in the social media world.
Write your personal insights about the lesson using the prompts below.
VI. REFLECTION I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
A. No. of learners who earned 80% in the ABUEVA – 40
evaluation NAKPIL - 38
B. No. of learners who require additional ABUEVA- 1
activities for remediation NAKPIL -1
 ARELLANO -1
C. Did the remedial lessons work? No. of YES
learners who have caught up with the
lesson

D. No. of learners who continue to ABUEVA – 1

require remediation NAKPIL – 0
ARELLANO -0
E. Which of my teaching strategies work DEVELOPING MASTERY
well? Why did these work?
F. What difficulties did I encounter which none
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

PREPARED BY: JOY A.ANDRADE CHECKED BY : JHOANNA M. ROPAL

ENGLISH 8 TEACHER II MASTER TEACHER IN ENGLISH