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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:
JANUARY 23-27, 2023
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
3. Compare and contrast the
Identify key structural elements,
e.g.:
• Exposition - Statement of
position,
• Arguments,
• Restatement of Positions
and language features of an
argumentative text, e.g.:
• modal verbs: should, must,
might, and modal adverbs:
1. Use opinion-marking signals
to share ideas
EN8LT – IId-2.2:
Explain how the elements
specific to a genre contribute to
the theme of a particular
literary selection
EN8LT-IId-2.2.2:
Explain the literary devices
Identify key structural elements,
e.g.:
• Exposition - Statement of
position,
• Arguments,
• Restatement of Positions
and language features of an
argumentative text, e.g.:
• modal verbs: should, must,
might, and modal adverbs:

2. presentation of the same topic
in different multimodal texts
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
used
EN8WC-IId-2.8:
Compose effective paragraphs
EN8WC-IId-2.8.9:
Use variety of techniques to
formulate a conclusion
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
II CONTENT
EMPLOYIN
G
ATTENTIVE
LISTENING
STRATEGI
ES TO A
NEWS
REPORT
CONTEXT
CLUES -
RESTATEME
NT
EMPATHIZING WITH OTHERS -
JESSIE ROBREDO’S SPEECH;
AFFIRM / NEGATE;
A PATCH OF SKY EMPATHIZING WITH OTHERS -
JESSIE ROBREDO’S SPEECH;
AFFIRM / NEGATE;
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189
2. Learner’s Materials
pages
PAGE 78-79 Page 218 P198-199 P200-209 Page 204-208 P210-217 P217-221
3. Text book pages P198-199 P200-209 P210-217 P217-221
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
English
Expressway
s II
English
Expressways
II
Use English
Worksheets
and Learn
(UEWL)pp.
165 – 177
Copy of the
text,
Prepared timeline
of the story,
textbook
English Expressways II Copy of the
selection
textbook
textbook
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
News
reports are
not only
read in the
Present the
new lesson on
another type
of context clue
Ask:
Have you
experienced
fighting for
Show a timeline
of events when
the story was
written
Read a story taken from The
Buddha Tree, novel that is
considered as a landmark in
Niwa Fumio’s development as
Ask:
What is the
purpose of the
Ask:
Do you agree
on what Jessie

3. newspaper,
they are
also heard
over the
radio
known as
restatement
something or
defending
yourself
against other
people’s
biases? How
did you react?
a writer author in
writing The
Decameron?
Robredo said
in his speech?
B. Establishing a purpose
for the lesson
To help
students
become
effective
listeners,
make them
aware of the
different
kinds of
listening, the
different
purposes for
listening,
and the
qualities of
good
listeners.
Use synonym
as a type of
context clue
Do you think
it is right to
have biases?
Guide the class in
answering the
questions on
page 201 in the
LM
Find out how a Japanese boy’s
life becomes one with nature
Ask:
So all authors
have purpose
for writing?
List down
possible
expression of
affirmation and
negation
C. Presenting
Examples/instances of new
lesson
Emphasize
the
following:
1. Before
you
listen –
ready
your pen
and
paper for
taking
down
notes
Present
examples
using the keys
to spotting
statement as
a context clue.
Guide your
students in
answering the
items
emphasizing
that even in
articles that
we read there
could be
biases.
Read the story
and answer the
questions found
in between.
Reading:
A Patch of Sky
by : Niwa Fumio
Inform the
students that
they will read a
commencemen
t speech.
Tell the class to
read all the 12
suggestions
and after
reading ask the
class what the
purpose of
Atty. Lacson is
in writing the
book
D. Discussing new
concepts and practicing
new skills #1
2. As you
listen-
try to
Keys to
Spotting
Statement as
a Context
Do the Task 3
on page 198
on your LM
Read the story
and answer the
questions found
in between.
Take note the spelling of
Italicized word:
 centre
While reading
the speech,
remind them to
take note on
Ask the class
to give their
answers orally
on the first five

4. answer
the basic
question:
 Who
?
 Whe
n?
 Whe
re?
 Wha
t?
 Why
?
 How
?
Clue:
1. The word
OR
( Teacher
provides
examples)
2. A dash or a
pair of dashes
(Teacher
provides
examples)
 aeroplane the purpose of
the author in
writing the
speech.
items in the 12
Little Things
E. Discussing new
concepts and practicing
new skills #2
After you
listen- How
well did you
listen
3. A comma or
a pair of
commas
( Teacher
provides
examples)
4.The phrases:
in other
words, that is,
also known as,
and sometimes
called
( Teacher
provides
examples)
Highlight the
common
forms of bias
based on
what was
read
Read the story
and answer the
questions found
in between.
The author used British
spelling. What does this
information imply about the
Japanese?
Answer the
questions in the
LM found on
page 215
Once all the
first 5 items
have been
discussed,
draw out
insights from
the class.
F. Developing mastery
(Leads to Formative
Assessment)
Listen
attentively to
the
selection
read by the
teacher
Activity: Board
Work
(Provided by
the teacher)
Discuss the
common
forms
highlighted
Group activity:
Do Task 6 on
page 207 of the
LM
Activity:
Story Map
Do Task 10 on
pages 215-217
in your LM.
Prepare the
class to work
individually on
the last 7 items

5. G. Finding Practical
applications of concepts
and skills
Are there
strong
emotions
which may
distract your
attention
from the
facts?
Justify your
answer.
Activity:
Vocabulary
Mapping
Draw out from
the students
the
importance of
knowing how
to detect bias
like in buying
products,
making
decision or
choices or
even electing
a public
official
Group activity:
Do Task 6 on
page 207 of the
LM
How can a person make nature
significant to his or her own life
Recall the
common
purposes of the
authors
Discuss to the
class their
answers
H. Making generalizations
and abstractions about the
lesson
Listening is
an active
process;
hearing is
not the
same as
listening.
When you
hear you
detect
sounds
Listening
involves
your brain
as well as
your ears.
You have
discovered
that you can
get the
meaning of a
word by
knowing its
synonyms
Why is
detecting
biases
important?
Process the
answers of the
students
The selection tells about the
role of nature in one’s life
Why is it
important to
have a purpose
in delivering a
speech?
What is the
significance of
using
affirmation and
negation
expressions?
I. Evaluating Learning Group
Activities:
Write a
news report
from the
selected
read by your
teacher
Activity:
Page 218 (
English
Expressways
II)
Check the
task 3
answers
Presentation of
the group activity
Activity:
Have you experienced
exploring what nature can offer
you? Is there an instance in
your life when nature helps you
discover your strengths as well
as your weaknesses?
Presentation of
Group Activity
Call one or two
students to
share their own
little ways of
caring for their
country.
J. Additional activities for
application or remediation
Listen to a
radio news
broadcast
and tell the
class about
its headline
Use English
Worksheets
and Learn
(UEWL) pp.
165 – 177
Read in
advance The
Decameron
on pages
200-207.
Read in advance
Follow your heart:
Pursue your
dream on page
210-213
Present a picture of man living
in unity with nature.
Read in
advance the
article on page
218-221 and
prepare to
answer the
Prepare a
personal
testimony
about a topic
that they are
most

6. news. questions
found in the
selection.
passionate
about and that
they have
personally
experienced.
(Task 14C)
Activity may be
done a week or
two after
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
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

7. 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