The document outlines a daily lesson plan for an 8th grade English class, including objectives, content, learning resources, procedures, and a reflection. The objectives focus on Southeast Asian literature, textual analysis skills, and composing a persuasive speech. A variety of activities are described to engage students in developing understanding of the reading material and concepts.

1. School Esteban S. Javellana Memorial High School Grade Level 8
Teacher Julie Ann D. Pajarilla Learning Area English
Teaching Dates and
Time
December 12, 2018, 7:15 – 8:15 AM Quarter 3rd
GRADES 1 to 12
DAILY LESSON PLAN
I. OBJECTIVES
Objectives must be met 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 assessed 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 learners demonstrate understanding of Southeast Asian literature as a 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.
B. Performance Standards
The learners transfer 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.
C. Learning Competencies /
Objectives
EN8RC-IIb-2.18: Relate content or theme to previous experiences and background knowledge.
EN8RC-IIc-2.1.7: React to what is asserted or expressed in a text
Write the LC Code for each
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.
Reading Text: On the Three Evils by Prime Minister U Nu
III. LEARNING RESOURCES
List 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 English 8 Module 3, pp. 11-13
2. Learner's Materials pages No Available Learners Material
3. Textbook pages

2. 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
A. Reviewing previous lesson or
presenting the new lesson
Activity: BURMA Trivia Challenge
Group the students into 2 (Boys vs. Girls). Answer the following
questions flash in the TV screen about Burma (Myanmar). Each correct
answer is a clue to a hidden picture behind the cards!
Note: This activity is good for 3 minutes.
Answer the following questions:
1. What is the coinage of the name
Myanmar?
a. Burmese word for independence
b. Burmese word for the martial attributes
for strong and fast
2. If Japan is the land of the rising sun and
Thailand is the land of the free, what
about Burma (Myanmar)?
a. Land of Spirits and Stars
b. Land of the Khmers
3. Who conquered Burma (Myanmar)?
a. Dutch
b. British
4. What is the former name of U Nu?
a. Thakin Nu
b. Thekin Nu
5. What is the meaning of U Nu?
a.U means roughly “Respected Sir,” or
“Uncle” and Nu is a Saturday name
meaning “soft” or “gentle”.
b. U means roughly Major-General or
Generalissimo and Nu means benevolent.
B. Establishing a purpose for
the lesson
A video clip about Burma. After viewing they are going to answer the following
questions which were arranged according to Higher Order Thinking skills from
recalling up to creating.
Note: The activity will be done for 5 minutes.
Answer the following questions:
1. What is the video all about?
2.
C. Presenting examples/
instances of the new lesson
(Elicit)
The teacher presents the reading text “On the Tree Evils”. The students will be
group into 6. Each group will present a choral reading of the paragraphs of the
text in a creative way. The teacher will discuss the rubrics to be used in choral
reading.

3. D. Discussing new concepts
and practicing new skills #1
(Engage)
A. Activity: Unlocking of Difficulties
The teacher will divide the class into two groups. The students will unlock the
difficult words, they will look for the functional definitions of the words below,
meaning, how they were used in the text.
a. inevitables f. utilitarian
b. fleeting g. exploit
c. transitory h. rampant
d amass i. inexhaustible
e. insatiable j. wallow
Note: The activity will be done in 5 minutes.
B. Activity: Meeting You
Form groups with five members and assign each to identify what are asked
from the table.
Give the meaning of the underlined word
1. Whether we are Buddhist, Hindus, Muslims,
Christians, Animists, or Atheists, we cannot
escape the three inevitables.
2. Nobody can deny the five sense objects –
pretty sight, delightful sound, fragrant smell,
savory taste, and nice touch – are only
fleeting phenomena.
3. Nor can anybody deny that property is
transitory: no one can carry away his property
after death.
4. They forget that this life is not even one
millionth part of the whirlpool of Samsara (the
cycle of rebirth), and go on amassing wealth
even though it never brings them full
satisfaction.
5. This insatiable greed for wealth results in
the profit motive which is not directed toward
any utilitarian purpose.
6. But with the advent of the profit motive these
commodities became objects of exploitation.
7. Then a class of people who could not afford
to eat well, dress well, or live well appeared,
and crime became rampant.
8. If only this natural wealth is used for the
common good of mankind it will be
exhaustible, besides satisfying the needs of
everybody.
9. While some can amass wealth which cannot
be spent in ten lives, others have to wallow in
extreme poverty with bare rags on their bodies.
Evils that
Plague
Humanity
Effects on
the Lives of
People
Inevitables in
Life
How Science
Conquers
each
Statements
that Indicate
Reality
(actual,
exists) and
Fantasy
(dream,
imagination)
1.
2.
3.

4. E. Discussing new concepts
and practicing new skills #2
(Explore)
Activity: Literary Carousel
Group the students into 2. Have your own literary circle where each member
will take turns in answering the questions or explaining any of the following
statements.
Answer the following questions:
1. What lessons does the legend of the
Padaythabin three teach the Burmese?
2. What does this excerpt reveal about the
temperaments and psyche of the Burmese?
3. Can you still lead a simple life today even
amid the ongoing technological advances?
Elaborate.
4. Explain the line, “Live simply so that others
may simply live.”
5. If you were a parent, what would you teach
your children to make sure that they do not
grow up to be greedy people?
F. Developing mastery (Leads to
Formative Assessment 3)
(Explain)
1. Teachers will distribute the activity worksheets.
2. Students will form a group according to their skill and assigned
performance task.
Note: The task will be done in 15 minutes
1. Students will answer the worksheets
2. Perform the following task.
a. Musical Group
b. Bodily Kinesthetic
c. Visual Spatial
d. Naturalist
e. Linguistics
f. Intrapersonal
g. Interpersonal
h. Mathematical
G. Finding practical applications
of concepts and skills in daily
living (Elaborate)
H. Making generalizations and
abstractions about the lesson

5. I. Evaluating Learning (Evaluate)
J. Additional Activities for
application or remediation
(Extend)
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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% 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

6. 10
Needs Ispeerren
4
Del ivery • Czpr e Ifie o z'erice w.th
eye ccnM a-c oezr voice
• Professional delivery
• 'Neil-grepaiea'
•
• Prepared
• Flu'c delivery
•
• Little eye ccnrazt
• Sorrels prepared
• Chcppy delñery
• Hard Jo car o•c' feller'
• No eye compel
• Urprepzred
• '7eg ooo: de.yery
• /ery c1TdItIe •
foJcw
aa
• Borne s cees ?- defining
the cbjeQives and sr ;oe t
.m
• Ecrne examo es, facts
md other usefiJl
'n- at'cn
s•rerces
• May ie One
surrrrant cr final :'dea
• Attempts to def.•e Ifie
object'ye and subjeQ
rraner
• Sorre' •forrrat o a+e
inaccu•oIe and oo: useful
• I-replete :s•c +wcng
• fJajor 'teas are •ct
summarized o• to
aud'erce is led with vague
ideas
• Object'ves anc subject
rr a nol dearly
defined
• Useful 'r.forrrar'@ ar=
rr seing
• Rio--eel a e not cix
leafing the audience nir*
no learning
• C eJe and cor+eo:
• C ear evidence of Jeamwc''lt
and equal dix':sion o- labor.
• Take have be=.°
distrio.ted wnh:'n the group
• Assigec Izsko perfcrinec
by eaoh Terri+e+
• Aoequale widence of
Jezmd and Jâirly gooc
Division @Iaha
• Taslts *ove been
clsJributed viii.'• Ifie
• /seigned tasks
ozn'oxed fry rrcst of the
• Sorre aidece @
teorr+y/o+I a s sone
difis'o-. of Iaoo•
• heel oi the wo•k was
done by only ” perscn
• Liale ev'ceuce cf
work am div.six cf
labor.
t'e jerk