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1. GRADES 7 to 10
DAILY LESSON LOG
School: BIANGAN INTEGRATED SCHOOL Grade Level: 8 & 10
Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH
Teaching Dates and
Time:
JANUARY 9-13, 2023
9:30-3:00 Quarter: 2nd QUARTER
MONDAY
ENGLISH 8
MONDAY
ENGLISH 10
WEDNESDAY
ENGLISH 8
WEDNESDAY
ENGLISH 10
FRIDAY
ENGLISH 8 and 10
I OBJECTIVES
A. Content Standard The learner demonstrates
understanding of: East Asian
Literature as an art from
inspired and influenced by
nature; relationship of visual,
sensory, ad verbal signals in
both literary and expository
texts; strategies in listening to
long descriptive and narrative
texts; value of literal and
figurative language; and
appropriate grammatical
signals or expressions
suitable to patterns of idea
development.
The learner demonstrates
understanding of how world
literatures and other text types
serve as vehicles of expressing
and resolving conflicts among
The learner demonstrates
understanding of: East Asian
Literature as an art from
inspired and influenced by
nature; relationship of visual,
sensory, ad verbal signals in
both literary and expository
texts; strategies in listening to
long descriptive and narrative
texts; value of literal and
figurative language; and
appropriate grammatical
signals or expressions suitable
to patterns of idea
development.
The learner demonstrates
understanding of how world
literatures and other text types
serve as vehicles of expressing
and resolving conflicts among
individuals or groups; also how to
use strategies in critical reading,
listening, and viewing, and
affirmation and negation markers
to deliver impromptu and
extemporaneous speeches.
Conduct summative
test.
B. Performance Standard The learner transfers learning
by composing and delivering
a brief and creative
entertainment speech
featuring a variety of effective
paragraphs , appropriate
grammatical signals or
expressions in topic
development, and
appropriate prosodic feature,
stance, and behavior.
individuals or groups; also how to
use strategies in critical reading,
listening, and viewing, and
affirmation and negation markers
to deliver impromptu
The learner transfers learning
by composing and delivering a
brief and creative
entertainment speech featuring
a variety of effective
paragraphs , appropriate
grammatical signals or
expressions in topic
development, and appropriate
prosodic feature, stance, and
behavior.
The learner proficiently delivers
an argumentative speech
emphasizing how to resolve
conflicts among individuals or
groups.
C. Learning
Competency/s:
1. Explain visual-verbal
relationships illustrated in
tables, graphs, and
information maps found in
expository texts
2. Use opinion-marking
signals to share ideas
3. Compare and contrast the
Identify key structural elements,
e.g.:
• Exposition - Statement of
position,
• Arguments,
• Restatement of Positions
and language features of an
argumentative text, e.g.:
• modal verbs: should, must,
might, and modal adverbs:
1. Use opinion-marking signals
to share ideas
EN8LT – IId-2.2:
Explain how the elements
specific to a genre contribute
to the theme of a particular
literary selection
EN8LT-IId-2.2.2:
Explain the literary devices
Identify key structural elements,
e.g.:
• Exposition - Statement of
position,
• Arguments,
• Restatement of Positions
and language features of an
argumentative text, e.g.:
• modal verbs: should, must,
might, and modal adverbs:

2. presentation of the same topic
in different multimodal texts
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
used
EN8WC-IId-2.8:
Compose effective paragraphs
EN8WC-IId-2.8.9:
Use variety of techniques to
formulate a conclusion
usually, probably, etc.;
• attitudes expressed through
evaluative language;
• conjunctions or connectives to
link ideas: because, therefore, on
the other hand,
etc.;
• declarative statements;
• rhetorical questions;
passive voice
II CONTENT
THE
PARABLE
OF THE
LOST SON
SKIMMING
ARGUMENTATIVE ESSAY /
INTONATION
IMAGERY ARGUMENTATIVE ESSAY /
INTONATION
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages P133 P138 P142 P142
2. Learner’s Materials
pages
P145-146 P152-156 Page 180-181,281-285 P159 P159
3. Text book pages P145-146 P152-156 P159 P159
4. Additional Materials
from Learning Resources
English Expressways III
B. Other Learning
Resources
http://education.asianart.org/e
xplore-resources/lesson-or-
activity/epic-literature-
ramayana-story-rama-lesson
Copy of the
text, mp3
Copy of the
selection
Video clip,
PowerPoint
Video clip,
PowerPoint
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Bible
Memory
Verse
Skim the
selection:
The Diary of
Ann
Ask:
Are you a
dreamer? So
you keep your
dreams only
to yourself or
you share
your dreams
with others?
Have the class
give the qualities
of a hero.
The images in a poem or
passage are referred to when
considered altogether, as the
works of imagery
Show a video
clip on
impromptu or
extemporaneou
s speeches
Show a video
clip on
impromptu or
extemporaneou
s speeches
B. Establishing a purpose To show
God’s great
Get an
overview of
Do Task 2A
on page 145
Emphasize to the
class that while
To identify the imagery of the
poem
What have you
observed on
What have you
observed on

3. for the lesson love for us. the text thru
titles, subtitles
and
introduction
of your LM. they read, they
will take note of
the elements of a
story.
how the
speakers
deliver the
speeches?
how the
speakers
deliver the
speeches?
C. Presenting
Examples/instances of new
lesson
The
common
theme
is repentan
ce
Reading the
selection:
(Refer to the
textbook)
Play the song
to the class
and try to
check if Task
2A answers
match the
song lyrics
Read the text. Reading the Poem:
Out in the Fields with God
Discuss tips on
impromptu and
extemporaneou
s speeches.
Discuss tips on
impromptu and
extemporaneou
s speeches.
D. Discussing new
concepts and practicing
new skills #1
Reading the
Verse:
Luke 15:11-
32
Examine what
you know
about World
War II and jot
down the
words that
come to your
mind when
you consider
the term’s
meaning and
importance
Play again
and try to
understand
the message
Describe the
characters as
asked on Task 6
on page 156 of
your LM
Discuss the poem based on
the elements of poetry and
pick out the images painted/
depicted in the poem.
Guide them in
demonstrating
and making
independent
applications of
their
understanding
of the target
concepts,
language
communication
through
delivering an
extemporaneou
s as evidence
of their transfer
of learning.
Guide them in
demonstrating
and making
independent
applications of
their
understanding
of the target
concepts,
language
communication
through
delivering an
extemporaneou
s as evidence
of their transfer
of learning.
E. Discussing new
concepts and practicing
new skills #2
Go over the
following
paragraph as
quickly as you
can then
guess or
make
predictions on
the main idea
of the
paragraph
Answer
questions
found on
page 147 of
your LM.
Think-pair-and
share of the
activity above.
Present the
Extemporaneo
us rubric
Present the
Extemporaneo
us rubric
F. Developing mastery
(Leads to Formative
Assessment)
Do the
activity:
Vocabulary
Mapping
Activity:
Venn Diagram
Group
activity:
Interpret the
message of
the song
through a
Group activity: Do
Task 7 on page
157 of your LM
Group Activity:
Present a dramatic reading of
the poem
Paired Activity:
Give a topic to
brainstorm,
prepare and
practice
Paired Activity:
Give a topic to
brainstorm,
prepare and
practice

4. painting or
drawing
G. Finding Practical
applications of concepts
and skills
See how the
Parable of
the Prodigal
Son shows
us God’s
love
What you
think is the
content of
Anne Frank’s
diary?
Explain the
drawing.
Group activity: Do
Task 7 on page
157 of your LM
Have you experienced finding
serenity in nature when you
have a problem?
Paired Activity:
Give a topic to
brainstorm,
prepare and
practice
Paired Activity:
Give a topic to
brainstorm,
prepare and
practice
H. Making generalizations
and abstractions about the
lesson
The Prodigal
Son, the
father lets
his son have
his own way,
but waits
longingly for
him to come
home, then
forgives him
and
celebrates.
Skimming is
one skill which
can help you
get a quick
overview of
material you
are reading
Explain the
theme of the
song.
What is the
lesson of the
story?
Imagery is the element in a
poem that sparks off the
senses and provides us with
mental snapshots that appeal
to our sense of sight, hearing,
taste, touch and smell.
What is the
significance of
learning how to
deliver
impromptu and
extemporaneou
s speeches?
What is the
significance of
learning how to
deliver
impromptu and
extemporaneou
s speeches?
I. Evaluating Learning Activity:
Venn
Diagram
Activity:
Complete the
cluster of
featured
words with
synonyms
taken from the
pool
Presentation
of the output
Presentation of
the group activity
Group Activity:
If you play musical, find a
composition that you think best
fits the mood of the poem
Delivering an
extemporaneou
s or impromptu
speech.
Note: use the
rubric found on
page 191-193
in rating the
speech
Delivering an
extemporaneou
s or impromptu
speech.
Note: use the
rubric found on
page 191-193
in rating the
speech
J. Additional activities for
application or remediation
Read the
story, The
Parable of A
Good
Samaritan
Research on
the tips to
remember
when
skimming.
Prepare a
slogan on safe
driving
What are the
characteristics of
an argumentative
essay?
Pick out lines in the poem
discussed and draw the
image/s conveyed.
Continue the
activity the next
day.
Continue the
activity the next
day.
V. REMARKS
VI. REFLECTION
A. No. of learners who

5. 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?
The learner demonstrates
understanding of: East Asian
Literature as an art from
inspired and influenced by
nature; relationship of visual,
sensory, ad verbal signals in
both literary and expository
texts; strategies in listening to
long descriptive and narrative
texts; value of literal and
figurative language; and
appropriate grammatical
signals or expressions
suitable to patterns of idea
development..
Prepared by: Checked by: Approved:
CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA
Teacher I Academic Head School Principal