The document outlines a daily lesson plan for Grade 8 English, focusing on various aspects of pre-colonial Philippine literature and reading comprehension strategies. It details objectives, performance standards, learning resources, and specific daily activities to enhance students' understanding and application of context clues. Additionally, it includes reflection and evaluation components for the teacher's professional development.

1. Daily Lesson Log
Learning Area English Quarter 1
Teacher Elysa B. Micu Grade Level and Section Grade 8
Teaching Dates and Time
August 14, 2023 August 15, 2023 August 16, 2023 August 17, 2023 August 18, 2023
Monday Tuesday Wednesday Thursday Friday
7:30 a.m. 7:30 a.m. 7:30 a.m. 7:30 a.m. 7:30 a.m.
Week 3
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be fallowed 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.
Content Standards
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English
and the prosodic features of speech; and correct subject-verb agreement.
Performance Standards
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-
dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
Institutional Core Value/s
Learning Competencies
Determine the meaning of
words and expressions that
reflect the local culture by
noting context clues,
EN8VIf-6.
Determine the meaning of
words and expressions that
reflect the local culture by
noting context clues,
EN8VIf-6.
Determine the meaning of
words and expressions that
reflect the local culture by
noting context clues,
EN8VIf-6.
Determine the meaning of
words and expressions that
reflect the local culture by
noting context clues,
EN8VIf-6.
Determine the meaning of
words and expressions that
reflect the local culture by
noting context clues,
EN8VIf-6.
II. CONTENT
Determine the meaning of words and expressions that reflect the local culture by noting context clues
Noting Context Clues Noting Context Clues Noting Context Clues Noting Context Clues Noting Context Clues
III. LEARNING RESOURCES

2. Teacher’s Guide pages
Learner’s Material pages
Textbook pages
Additional Materials from Learning Resources
(LR) portal
English 8 quarter 1 module 1
determining meaning of words
and expressions
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, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson
and/or presenting the new
lesson
Present the new lesson.
The teacher will have a fun
motivation.
Act. FIX ME!
Have a simple review of the
previous activity that the
learners had.
Have a simple review of the
previous activity that the
learners had.
Have a simple review of the
previous lesson discussed.
Have a simple review of the
previous lesson.
B. Establishing a purpose of
the lesson
(Modeling)
The teacher will present the
objectives of the lesson and
the MELC.
Use synonym as a type of
context clue.
Present the objective of the
lesson.
Present the objective of the
lesson.
C. Presenting examples /
instances of the new
lesson
(Guided Practice)
Present examples using the
keys to spotting statement as
a context clue.
The teacher will give the
students sample sentences
related to the topic.
READ ME ALOUD The
teacher will ask the students
to read the poem” CONTEXT
CLUES” by Maribel Azote
Cabalan – Buco.
LOOK OUT! In a given puzzle,
the students will search for the
given words that were present
in the story that they are about
to discuss..
The teacher will instruct the
students on how to make
communication exercises.
D. Discussing new concepts
and practicing new skills
#1
(Guided Practice)
Keys to spotting statement as
a context:
1. The word OR
(Teacher provides examples)
2. A dash or a pair of dashes.
(Teacher provides examples)
The teacher will present
sentences taken form the text
being read and the students
will underline the words/group
of words that gives clue to the
meaning of words.
1. Let the students list down
words that are new to them. 2.
Let the students identify the
ways that will help them
understand the meaning of
words.
Class will have a brief
discussion about the story “
The Soul of the Great Bell”
Assessment
The students will do
COMMUNICATION
EXERCISES NO. 1
CONTEXT CLUES
E. Discussing new concepts
and practicing new skills
#2
3. A comma or a pair of
commas.
(Teacher provides examples)
The teacher will discuss the
different types of context clues
CONTEXT CLUES GALORE
The students will figure out
the meaning of the italicized
words using context clues.

3. 4. The phrase: In other words,
that is also known as, and
sometimes called
(Teacher provides examples)
F. Developing Mastery
(Leads to Formative
Assessment)
Activity: Board Work Activity 1. Look Out!
Students will search for the
given words in the puzzle
below. The words may be
formed in an upward,
downward, sideward,
backward, or in diagonal
position.
Complete the concept web by
identifying the meaning of the
underlined words and
determining the type of
context clues being used.
CONTEXTUALIZED IT The
students will determine the
meaning of the underlined
words based on context.
Activity: MY GREATEST
CHALLENGE’’
Write a paragraph about how
you face your greatest
challenges using one or
moretypes of context clues.
G. Finding practical
applications of concepts
and skills in daily living
Activity: Vocabulary Mapping The learners will tell
something about how they
face their greatest challenges
using one or more types of
context clues.
Reflect on the culture
imparted in the story, the
students will share their ideas
by answering questions.
H. Making generalizations
and abstractions about
the lesson
You have discovered that you
can get the meaning of the
word by knowing its
synonyms.
Checking of activity Checking of activity.
I. Evaluating learning
(Individual Practice)
Activity 1 Contextualize it. The teacher will assess the
learners’ scores.
The teacher will assess the
learning progress of the
students: 1. I have learned
that 2. I’ve realized that 3. I
believe I can deepen my
understanding through
J. Additional activities for
application or remediation
ASSIGNMENT: 1. What are
the types of context clues.
ASSIGNMENT: 1. Read the
story “ The Soul of the Great
Bell”
I. REMARKS
II. 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% in
the evaluation

4. 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
strategies 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 or discover
which I wish to share with other
teachers?
Prepared by:
ELYSA B. MICU
Subject Teacher
Checked and Reviewed by:
JOHN CLYDE M. RANCHEZ, LPT
Academic Coordinator
Approved by:
TESSIE C. PASION, MAEd
School Principal