Daily Lesson Log

1. June
School Batia High School Grade Level Grade 8
Teacher Jzaninna Sol Bagtas Learning Area English
Teaching
Dates and
Time
Sept. 25-29, 2023
DALANDAN ATIS (M-W 7:30-8:30, Th 8:30-9:30)
MANGO (T-F 11:00-12:00) CHICO (M 2:00-3:00, T-W, F 8:30-9:30)
LANZONES (M 8:30-9:30, T-W 9:30-10:30, TH
7:30-8:30)
Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis
– à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standards
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
C. Learning Competencies /
Objectives
(Write the LC code for each)
LC: Show respect for intellectual
property rights
LC: Compose an informative
essay
LC: Acknowledge sources by
creating a bibliography
LC: Construct meaningful
sentences using modal verbs that
show likelihood and possibility
LO: Identify sources of
information that can explain
a topic
LO: Compose an informative
essay by incorporating cited
information from various
sources
LO: Organize the sources of
information used in developing
paragraphs
LOs:
1. Define modal verbs and
demonstrate the patterns in
constructing sentences.
2. Compare likelihood and
command, obligation and habit.
3. Construct meaningful
sentences using modal verbs
that show likelihood and
possibility.
II. CONTENT
Intellectual Property Rights
Composing an Informative
Essay
Bibliography
Modal Verbs
(Likelihood, Command,
Obligation and Habit)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 3-10
3. Textbook pages
GRADES 1 to 12
DAILY LESSON LOG

2. 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
https://core-
docs.s3.amazonaws.com/
documents/asset/uploaded_file/
375122/FINAL_Lesson_1.pdf
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Entrance Card:
Let the students give one
idiomatic expression and provide
a sample situation in which the
given example is applicable.
Let the students answer a five-
item agree/disagree chart on
Intellectual Property Rights.
Ask the students:
What are the parts of an
informative essay?
Let the students answer the
review activity in the learning
material.
Activity: Let’s Review
Read each of the following
situations. Write A if it is
acceptable and NA if it is not
acceptable in writing an
informative essay.
B. Establishing a purpose for the
lesson
Ask the students:
How would you feel if ever that
somebody stole your idea and
claim that it’s his/hers? Share
your answer in class.
Define plagiarism and give
sample situations when it could
possibly happen.
Let the students fill out a
concept map about informative
texts.
Project a short informative
essay. Ask the students to read
it carefully and answer the guide
questions that follow.
Ask the students:
If you were asked to do a
research work on stories of
Filipino women, how will you
find
a reliable source of information
about the topic? Will you search
it on the internet or visit the
library to find appropriate
books? In doing so, do you
closely look at the parts or
details of the
sources that you use?
- Have the students listen to a
song that contains modals
- Ask the students:
a. What is the song about?
b. What did you notice upon
listening to the song?
- Explain the connection of the
song to the lesson.
C. Presenting examples/ instances of
the new lesson
Tell the students that there are
different ways of citing sources.
Project a short text. Ask the
students to read it carefully and
answer the guide questions that
follow.
D. Discussing new concepts and
practicing new skills #1
Guide questions:
(Acquisition)
•What is an intellectual
property?
•When can you consider
somebody violating the
intellectual property code?
Guide questions:
(Acquisition)
•What is an informative essay?
•Discuss the basic structure of
an informative essay.
•What are the steps in writing
an informative essay?
Guide questions:
(Acquisition)
•What is a bibliography?
•What are the guidelines in
writing a bibliography?
Guide questions:
(Acquisition)
•Define modal verb.
•Differentiate modal of likelihood
and modal of command,
obligation, and habit.
E. Discussing new concepts and
practicing new skills #2

3. •What are the guidelines to be
remembered when using in-text
citations?
•What is the pattern in writing a
sentence using a modal of
possibility; modal of command,
obligation, and habit?
F. Developing mastery
(Leads to Formative Assessment 3)
Provide a short article to the
students and let them
paraphrase it. Remind the
students to cite sources through
in-text citations.
Let the students answer a short
activity.
Fill the Outline:
Given the outline on how to
start your ideas all you need is
to provide more information
about the topic for you to be
able to come up with a
complete informative essay.
Write your answer on the blanks
provided.
Let the students answer a
Activity 1: Solve the Riddle
(Module 2, p. 14)
Directions: Uncover the mystery
bibliography entry by solving the
riddle, then answer the
questions that follow. Write
your answer on a separate sheet
of paper.
Administer a ten-item quiz.
Directions: Analyze the following
situations and answer the guide
question through a complete
sentence. Observe proper use of
modal of likelihood, command,
obligation, and habit.
G. Finding practical application of
concepts and skills in daily living
(Meaning Making)
Ask the students:
Why is it important to
acknowledge sources?
(Meaning Making)
Ask the students:
How is an informative essay
useful to the readers?
(Meaning Making)
Ask the students:
How does citation prove that a
written output is valid?
(Meaning Making)
Ask the students:
In what real-life situations can you
use modals of likelihood,
command, obligation, and habit?
H. Making generalizations and
abstractions about the lesson
Let the students write a five-
sentence reflection about the
lesson.
Let the students write a five-
sentence reflection about the
lesson.
Guide question:
Based on your understanding,
what are the characteristics of
an informative essay?
Have the students answer this
activity:
Jot Your Insights
What are your realizations as
you journey through this lesson?
Before moving forward, reflect
on the important points that you
found helpful and challenging by
completing the sentences.
Ask the class to identify the key
points of the discussion.
I. Evaluating learning
Let the students accomplish the
KWL chart on the lesson.
Mini Task: Write an informative
essay using in-text citations.
Have the students answer
Assessment 3: Correct It!
(Module 2, p. 18)
Direction: Identify the errors in
the bibliography below. Write
your suggestions on how to
correct the errors on a separate
sheet of paper.
Mini Task: Have the class divided
into eleven groups with four to
five members each.
Directions: Write a short dialogue
relating to the CoViD-19
pandemic and perform it in class.
The performance must not be
longer than two minutes.

4. J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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?
Prepared by: Checked by:
JZANINNA SOL BAGTAS IRENE S. VELASCO
Teacher I Principal I