School: Grade Level: 8

GRADE 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON
Teaching Dates and 2ND
LOG
Time: WEEK 3 Quarter:
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
I. OBJECTIVES 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: 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.

B.Performance Standards: 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.

C. Learning EN8RC-IIc-2.22 EN8VC-IIb-1.3: EN8LT – IIC-2.2: EN8OL-IIc-3:11: Produce

Competencies/Objectives Evaluate the personal Predict the gist of the material Explain how the elements the sounds of English
: significance of a literary text viewed based on the title, specific to a genre contribute correctly and effectively
Write the LC Code for each pictures, and excerpts to the theme of a particular when delivering an
EN8RC-IIc-2.1.7: literary selection entertainment speech
React to assertions made by the EN8VC-IIb-17:
author in the text Discern positive and negative EN8LT-IIc-2.2.1: EN8G-IIc-9:
messages conveyed in a Express appreciation for Use appropriate grammatical
EN8LC-IIc-7 material viewed sensory images used EN8WC- signals or expressions
Employ appropriate listening IIc-2.8: suitable to each pattern of
skills and strategies suited to EN8V-IIb-24.1: Compose effective paragraphs idea development:
long descriptive and narrative Distinguish between and  General to particular
texts among verbal situational, and EN8WC-IIc-2.2.1:  Claim and
dramatic types of irony and give Develop related support counterclaim
EN8LC-IIc-2.13: examples of each sentences  Problem-solution
Determine the tone and mood of  Cause-effect
the speaker or characters in the  And others
narrative listened to
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.
II. CONTENT
THE RAMAYANA STORY THE RAMAYANA STORY Writing Acivity: THE TAXIMAN’S STORY
(Part 1) (Part 2) Writing to a long lost friend (Singapore)

III. LEARNING 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
RESOURCES 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 Page 137 Page 137

Pages

3. Textbook Pages

4. Additional Materials www.depedresources.com www.depedresources.com

from Learning
Resource (LR) Portal
B.Other Learning http://education.asianart.org/ http://education.asianart.org/ k-12 English Communication https://www.youtube.com/
Resources explore-resources/lesson-or- explore-resources/lesson-or- Arts and Skills Through Afro- watch?v=-xtMorQzIZM
activity/epic-literature-ramayana- activity/epic-literature- Asian Literature Textbook
story-rama-lesson ramayana-story-rama-lesson

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
IV. PROCEDURES 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 Share examples of stories that Explore the ways in which the Compose a letter or an e-mail Watch a short video clip:
Lesson or Presenting the have a hero and an antihero story of Rama contains for a special friend whom you Refer to you tube:
New Lesson counterpart. Relate to comics elements, such as the Epic have not seen nor https://www.youtube.com/
such as Batman and the Joker, Hero Cycle, that place it within communicated with for a period watch?v=-xtMorQzIZM
Superman and Lex Luther and the epic poetry tradition of time
ask what the hero is often trying
to do (bring peace and order to
the world). In order to be a hero,
there must be an antihero, or
opposing force.
B.Establishing a Purpose Students are introduced to Students make connections Letter writing: To point out some social
for the Lesson Ramayana (Story of Rama) and between artistic and literary Make your letter a personal problems which people
recall events by sequencing depictions of character by expression of your desire to never thought existed in an
related art objects on a Story comparing Vishnu and Ravana. maintain your friendship with affluent country like
Hill. that person Singapore

C. Presenting Students will read an abridged Viewing Comprehension: Literary Focus – Point of view is Elements of a Short Story
Examples/Instances of version of the Ramayana The Ramayana the literary element that shows 1.Setting – the time and
the Lesson entity through whom the story is place of the story
conveyed the reader 2. Characters- are the
personalities in the
story .These are not only
limited to human
characters
D.Discussing New Concepts Vocabulary Building: A phrase is Continuation of Viewing Discussion: 3. Plot - series of events
and Practicing New Skills taken from the selection. Give Activity  First person point of that make up the story.
#1 other instances to support your view These events are
answer. sometimes clustered
together and are called
episodes. These incidents
flow in a structure.
Traditionally, these events
are represented in five
different point namely:
a) . exposition or
introduction
b). complication or rising
action
c). climax
d). denouement or falling
action
e).conclusion
E. Discussing New Concepts Students make connections Viewing Activity -Continuation Discussion: 4. Conflict- the reason why
and Practicing New Skills between artistic and literary  Second person point of view a story has form. It gives
#2 depictions of character by  Third person point of view shape to the story by
comparing Vishnu and Ravana. providing it with tension
Types:
I . Internal Conflict
 Man vs. Himself
II. External Conflict
 Man vs. Man
 Man vs. Society
 Man vs. Nature
 Man vs .Supernatural
5. Theme of the story
F. Developing Mastery Do the Activity: Do the activity: Copy an excerpt from the story Do the activity:
(Leads to Formative Venn diagram Story Pyramid “The Ramayana” that will show Vocabulary Mapping
Assessment 3) the point of views in which the
story was told

G.Finding Practical Cite instances where you can Why are the ideas of the story Include in your letter bits of What do you think of the
Applications of Concepts help the good overcome evil of Rama still relevant today? information that can nourish taximan?
and Skills in Daily Living your friendship and at the same Do you feel sympathy for
time update him or her about him?
your present condition.

H.Making Generalizations Compare and contrast the Story of Rama combines Follow the format of letter The story entitled “The
and Abstractions about images of Ravana and Vishnu, adventure, excitement, and writing Taximan’s Story” by
the Lesson and elicit how the artist depicted moral lessons with Catherine Lim speaks of a
their character qualities to touches of comic relief and reality, a slice of life and a
identify them to a non-literature strange occurrences based on comparison between
audience. magic and divination Singapore of yesterday
andthat of today. The
taximan is the character in
the story who speaks of
howSingapore was before
and now.
I. Evaluating Learning Do the activity: Story Web Do the activity: Vocabulary Map Activity: Letter Writing Activity: Story map
J. Additional Activities for View the story in You Tube Was the artist successful in Bring a sample of a friendly Research on an
Application or depicting the character of letter which you have received incident/experience (news
Remediation Ravana? Why or why not? from your friend/s. Note the report) of a Filipino taximan
What challenges to artists face tone and content of the letter. in the Philippines.
when trying to tell a story?

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION 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?