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1. GRADES 1 to 12
DAILY LESSON LOG
School: Benigno S. Aquino National High School Grade Level: 8
Teacher: Learning Area: ENGLISH
Teaching Dates and
Time: Week 2 – February 12-16,2024 Quarter: 3rd
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.
Grade Level Standards The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
Content Standard The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion,
and emphasis.
Performance Standard The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
Most Essential Learning Competencies Analyze intention of words or expressions used in propaganda techniques (EN8V-lllg-26).
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.
Propaganda Techniques (Glittering Generalities Propaganda, Name Calling Propaganda, Transfer Propaganda, Repetition)
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 N/A
2. Learner’s Materials Pages N/A
3. Textbook Pages N/A
4. Additional Materials from
Learning Resource (LR) portal
N/A
B. Other Learning Resources Most Essential Learning Competencies - DepEd DepED Alternative Delivery Mode Quarter 3 – Module 2
IV. PROCEDURES 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
 Review previous lesson on propaganda techniques (Bandwagon, Card Stacking, Plain Folks Propaganda, Testimonial).
 Introduce new propaganda techniques (Glittering Generalities Propaganda, Name Calling Propaganda, Transfer Propaganda, Repetition).
B. Establishing a Purpose for the Lesson  Explain to students the importance of understanding propaganda techniques in media and everyday communication.
 Discuss how recognizing these techniques can help them become critical thinkers and savvy consumers of information.

2. C. Presenting Examples/Instances of the
Lesson
 Provide examples of Glittering Generalities Propaganda, Name Calling Propaganda, Transfer Propaganda, and Repetition from various sources
such as advertisements, political speeches, and social media posts.
 Analyze each example with the class, identifying the intended effect on the audience.
D. Discussing New Concepts and
Practicing New Skills #1
 Define Glittering Generalities Propaganda, Name Calling Propaganda, Transfer Propaganda, and Repetition.
 Discuss how each technique works and its potential impact on the audience.
 Provide real-world examples to illustrate each technique.
E. Developing Mastery
(Leads to Formative Assessment 3)
 Engage students in activities such as small group discussions, role-playing exercises, or analyzing additional examples to reinforce understanding
of the new concepts.
F. Finding Practical Applications of
Concepts and Skills in Daily Living
 Lead a discussion on how students can apply their knowledge of propaganda techniques to critically evaluate information they encounter in their
daily lives, such as advertisements, news articles, and social media posts.
G.Making Generalizations and
Abstractions about the Lesson
 Guide students in reflecting on the common themes and strategies used across different propaganda techniques.
 Encourage students to draw connections between the techniques discussed and their broader implications for society.
H.Evaluating Learning  Administer a brief quiz or discussion-based assessment to gauge students' understanding of the key concepts and their ability to identify
propaganda techniques in various contexts.
I. Additional Activities for Application or
Remediation
Look for products, ideas, and services advertised in the television, radio, newspapers, social media, or even through direct selling. Then, Identify the
following - Product/ Idea Advertised ,Propaganda Technique Words or Phrases Used to Convince ,Intention
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?
Prepared by: Checked by: Noted:
___________________________ FELICITOS A. DEL ROSARIO III DR. CONRADO C. DOMINGO
T- , ENGLISH Master Teacher I, OIC -ENGLISH DEPARTMENT Education Program Supervisor 1- Science
OIC - BSANHS