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DLL-Eng8-4thQ-Week-8 (1).docx useful for beginner Teachers

The document outlines a detailed weekly lesson plan for Grade 8 English, focusing on objectives connected to curriculum standards, content competencies, and performance outcomes related to literary analysis and journalistic writing. It includes strategies for teaching non-verbal communication, drawing conclusions, and editorial writing while providing learning resources and guidelines for assessing student understanding through formative assessments. Teachers are encouraged to reflect on their instructional methods and student progress to enhance learning outcomes.

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GRADES 1 to 12 DAILY LESSON LOG School: Grade Level: 8 Teacher: Learning Area: ENGLISH Teaching Dates and Time: Week 8 Quarter: FOUR (4) I. OBJECTIVES 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, 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: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing. B. Performance Standards: The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance and behavior C. Learning Competencies/Objectives: Write the LC Code for each EN8LC-IVh-10 Process speech delivered by making inferences from what has been listened to EN8OL-IVh-3.7 Use effective non-verbal communication strategies: gestures and body movements and eye contact, etc. EN8G-IVh-14 Use direct and reported speech in journalistic writing EN8RC-IVh-2.12 Draw conclusions from a set of details EN8VC-IVh-12 Raise questions about a particular aspect based on a material viewed EN8V-IVh-15 Use various strategies in decoding the meaning of words EN8LT-IVh-2.3 Identify similarities and differences of the featured selections EN8LT-IVh-3 Explain how a selection is influenced by culture, history, environment EN8G-IVh-13 Use active and passive constructions in journalistic contexts EN8SS-IVh-1.6.4 Use writing conventions to indicate acknowledgment of sources
II. CONTENT 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. NON-VERBAL COMMUNICATION DRAWING CONCLUSIONS FROM A SET OF DETAILS COMPARISON OF TWO LITERARY TEXTS EDITORIAL WRITING III. LEARNING RESOURCES 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 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 Resource (LR) portal B. Other Learning Resources English Expressways II,2007.pp 12, 98, 140 English Expressways III,2007.pp 288-289, 327- 329 http://www.helpguide.org/ articles/relationships/ nonverbal- communication.htm English Expressways II,2007.pp 140, 240-241 English Expressways III,2000.pp 30-31, http://www.education.com/ download/worksheet/ 66461/reading- comprehension-drawing- conclusions.pdf https://www.youtube.com/ watch?v=HDi66yKKxDM http://study.com/academy/ lesson/drawing-conclusions- from-a-reading- selection.html https://www.youtube.com/ watch? v=VPjdWN0oHRY&list=PLg English Expressways II,2007 pp 240-241 English Expressways III,2007.pp 180-181 http:// www.enchantedlearning.co m/grammar/prefixsuffix/ http:// www.readingfirst.virginia.ed u/elibrary_pdfs/ Building_Vocabulary.pdf English Expressways II,2007 pp 77-78
sjBGf7K36IDrKaNdjmC7A9 XzGOGoAPp https://www.youtube.com/ watch? v=S9uk1iWEBDE&list=PL3 Suj390IwSjq_KF76Nhmtzu BjkbnFbHl&index=4 IV. PROCEDURES 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 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 Presenting the New Lesson While listening to someone speaking, we can sometimes predict what s/he will say next. Is it important to guess what will come next? We have learned how to predict what will happen next in a story. Read Out in the Fields with God Elizabeth Barrett Browning Read about the following topics  Olympics  Global Warming  Drug Abuse Cite your resources. B. Establishing a Purpose for the Lesson The teacher will read a story paragraph by paragraph, pausing after each paragraph to give students a chance to anticipate what will happen next. Let the students watch this Video: https://www.youtube.com/ watch?v=HDi66yKKxDM What does the line “I lost them yesterday” mean? Why did the poetess find peace in the fields? Can you think of other way’s of easing one’s burdens? Read a Sample Editorial
C. Presenting Examples/Instances of the Lesson How did you find the activity? Was it easy? Challenging? Why? Using the information map or grid, retell the story. From where did you base your conclusions? Read Beach Rainbow by Takahashi Shinkichi Editorial Writing D. Discussing New Concepts and Practicing New Skills #1 While your classmate was retelling the story, what did you observe? http://study.com/academy/ lesson/drawing-conclusions- from-a-reading- selection.html What is the focus of the poem? What message is conveyed in the poem? Compare the poem Beach Rainbow from Out in the Fields. How are the poems influenced by the cultural differences of the authors? Discuss the types of Editorial. How to write an Editorial. E. Discussing New Concepts and Practicing New Skills #2 Discuss Non Verbal Communication. Deriving meaning of texts using suffixes and prefixes. Using active and passive voice in writing an editorial F. Developing Mastery (Leads to Formative Assessment 3) Activity 1:Group Work Prepare a role-play formal interview. The interviewees will be Hashnu and other characters from the story. Draw conclusions from the given worksheets Review on the SIFT method. Using the information you gathered from the topics chosen, Write a draft of an Editorial
Write an interview guide containing questions that you will ask the interviewees. G. Finding Practical Applications of Concepts and Skills in Daily Living If you were the author, what alternative ending would you provide for the story? How were you affected by the said video at the beginning of the lesson? If you were the little girl, would you react in the same way she did? If you were to write your own poem, what would be its title? Why? How was your experience in writing your first editorial? Were you able to express your thoughts clearly? H. Making Generalizations and Abstractions about the Lesson From where did you base your inferences of the story? What are the different non- verbal communications? How do we draw conclusions? What is SIFT method? Explain how a selection is influenced by culture, history, environment. How do we derive meaning using prefixes and suffixes? What is an editorial? How do you write an editorial? How did you cite your sources? I. Evaluating Learning Group Work. Role play the interview in Activity 1. The interviewee should give follow up questions and adjust the questions based on the Watch another video, and try to draw your own conclusions from the details given as you watch the video about the kiwi bird. Cite differences and similarities of the two poems. Use the SIFT method. Finalize your Editorial.
interviewees non verbal communications. https://www.youtube.com/ watch? v=VPjdWN0oHRY&list=PLg sjBGf7K36IDrKaNdjmC7A9 XzGOGoAPp J. Additional Activities for Application or Remediation Write a report on the interview using direct and reported speech. How will you end the following short clip? https://www.youtube.com/ watch? v=S9uk1iWEBDE&list=PL3 Suj390IwSjq_KF76Nhmtzu BjkbnFbHl&index=4 Research on Asian and Western Cultures, their similarities and differences. IV. REMARKS V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation 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 work well? Why did these work? F. What difficulties did I encounter which 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?