This document contains a daily lesson log for an English teacher covering grades 8 and 10. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught between November 7-11, 2022. The lessons focus on short stories from Egypt and Thailand, examining elements like characters, setting, problem and solution. Students practice identifying these elements, discussing conflicts, and developing public speaking skills through activities like story mapping, presentations, and group work. The teacher evaluates student understanding and notes areas for remediation or additional practice.

1. GRADES 7 to 10
DAILY LESSON LOG
School: BIANGAN INTEGRATED SCHOOL Grade Level: 8 & 10
Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH
Teaching Dates and
Time:
NOVEMBER 7-11, 2022 (WEEK 1)
9:30-3:00 Quarter: 2nd QUARTER
MONDAY
ENGLISH 8
MONDAY
ENGLISH 10
WEDNESDAY
ENGLISH 8
WEDNESDAY
ENGLISH 10
FRIDAY
ENGLISH 8 and 10
I OBJECTIVES
A. Content Standard 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 demonstrates
understanding of how world
literatures and other text types serve
as vehicles of expressing and
resolving conflicts among individuals
or groups; also how to use strategies
in critical reading, listening, and
viewing, and affirmation and negation
markers to deliver impromptu and
extemporaneous speeches.
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 demonstrates
understanding of how world
literatures and other text types serve
as vehicles of expressing and
resolving conflicts among individuals
or groups; also how to use strategies
in critical reading, listening, and
viewing, and affirmation and
negation markers to deliver
impromptu and extemporaneous
speeches.
Conduct summative
test.
B. Performance Standard 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.
The learner proficiently delivers an
argumentative speech emphasizing
how to resolve conflicts among
individuals or groups.
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.
The learner proficiently delivers an
argumentative speech emphasizing
how to resolve conflicts among
individuals or groups.
C. Learning Competency/s: 1. Explain visual-verbal
relationships illustrated in tables,
graphs, and information maps
found in expository texts
2. Use opinion-marking signals
to share ideas
Observe the language of research,
campaigns, and advocacies
1. Explain visual-verbal
relationships illustrated in tables,
graphs, and information maps
found in expository texts
2. Use opinion-marking signals to
share ideas
Observe the language of research,
campaigns, and advocacies
II CONTENT Two
Brothers (
Egypt)
Element of
Short Story
Finding Common Ground Makatao& His Cowrie Shells (
Thailand)
Finding Common Ground
III. LEARNING
RESOURCES

2. A. References P120 P122 P122 P122
1. Teacher’s Guide Pages P75-89 P117-118 P119-121 P121-122 P122
2. Learner’s Materials pages P119-132 P117-118 P119-121 P121-122 P122
3. Text book pages
4. Additional Materials from
Learning Resources
audio, picture,
copy of the
song
Copy of the reading
text
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
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 ask
the students a
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
we use to show
the elements, or
parts, or a
story?
Showing of
picture
Share your
realizations (based
on the Additional
activities given)
Watching Video:
Makato and the Cowrie Shell ( A
Thai Folktale)
Share your
answer on the
additional task
given of the
previous lesson
Share reflection
on the additional
activity given.
B. Establishing a purpose for
the lesson Discover the
similarities of
Egyptians and
Filipinos in
terms of
culture,
beliefs,
respect and
love for
family and
reverence to
The students
should know
the elements of
a story:
characters,
setting,
problem, and
solution.
Sharing of
observations
and discussion
of the picture
Question:
Can you recall one
unforgettable
misunderstanding
that happened in
your family?
To discover Thai ‘s traditions and
beliefs as well as diversity of
culture which shape you as a
Filipino
Brainstorm on
the different
conflict
situations that
arise among
teenagers
Ask:
Can conflict be
prevented?

3. God as
depicted in
this selection
C. Presenting
Examples/instances of new
lesson
Reading the
story “The
Two
Brothers”
The students
should know
how to use a
story map to
organize
elements of a
story.
Sharing of
experiences
related to the
Call a volunteer to
share his / her
experience.
Reading the Selection: Makato
and the Cowrie Shell
Share
experiences of
the different
conflict
situations
Share
experiences on
conflicts that
were resolved
D. Discussing new concepts
and practicing new skills #1
Describe the
three
characters
through a
Venn diagram
Listen to a
YouTube Clip
that is about the
elements in a
story. Parts of a
Story Song
While listening
to the song,
students
predict words
or phrases that
they expect to
hear from the
song through
its title
Read the text. What could be the reason why
Makato left his place?
Group activity:
Conduct a survey
about the
common conflict
situations in your
group.
Complete the
organizer found
in the LM on
page 122
E. Discussing new concepts
and practicing new skills #2
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
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)
Ask students to
sketch an
object that they
visualize in the
song
Discuss the reading
text given
Enumerate what were those
changes in Makatos life after
meeting the king?
F. Developing mastery Using the The students Small group Fill in the diagram Using Venn Diagram compare LOUD AND

4. (Leads to Formative
Assessment)
problem-
solution chart,
identify the
problems and
provide
solutions to
these based
on the
selection
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.
sharing with causes of
family conflicts
with short
description.
yourself with Makato CLEAR! (30
minutes)
a. Assign
students into
triads. Play an
audio file of the
selection,
“There’s A
Teenager in the
House by
Kerima Polotan-
Tuvera. Tell the
students to try to
remember as
much
information as
they can from the
recording. The
recording will
only be played
twice.
b. Ask the triads
to list down the
most important
information they
could about
the text. The
information must
be in the order
that it appeared
in the listening
text.
c. After writing
down the
information,
each triad must
assign a reporter
who
will be asked to
report his/her
triad‘s
information.
d. The
information
being presented
will be corrected

5. by the teacher.
e. They will
probe why it was
easy to take
down the details
of the
narrative. This
can be used as a
springboard to
detail the
properties of
narrative
texts.
ORAL
PRACTICE (20
minutes)
a. Ask the
students to pair
up.
b. Each pair will
take turns
sharing an
anecdote.
c. After the
anecdotes have
been shared, the
job of the other
member is to
relay the
anecdote as best
as s/he could.
G. Finding Practical
applications of concepts and
skills
If you were
Bata, would
you believe
your wife
explanation?
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.
Ask:
1. What advice
is given in the
song? Do you
agree with it or
not? Why?
2. Would you
follow the
advice given?
Why or why
not?
Ask:
From the given
conflicts, which
have you
experienced with
your family? Why?
Determine which of those traits
would you like to improve in your
life
H. Making generalizations What The students Explain what is Ask: Summarizing and trace the Write the Complete the

6. and abstractions about the
lesson
problems are
faced by the
two brothers?
Are these
problems
happening in
today’s
world?
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).
emphasized in
the song
What do you think
could be done to
resolve this conflict
in your family?
significant event s of the story by
completing the graphic organizer
interpretation of
the graph.
phrase:
I can prevent
conflict by….
I. Evaluating Learning Activity 31.
Drawing
Out… What?
The students
will participate
in collaborative
conversations
in small groups
to develop a
story map.
Present a news
report
Presentation of the
graph
Using the graphic organizer Draw
out the values and traits of the
character which enable him to
become successful and better
person
Ask a
representative of
the group to
present their
output.
Presentation of
the group
activity
J. Additional activities for
application or remediation
Journal
writing:
Complete the
sentence:
Today, I
realized that….
Ask:
What do you think
could be done to
resolve this conflict
in your family?
Reflect:
How to prevent
conflict
situations?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
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

7. 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?
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..
Prepared by: Checked by: Approved:
CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA
Teacher I Academic Head School Principal