School : BULUA NATIONAL HIGH SCHOOL Grade Level : 8
Teacher : Pamela B. Estoque Learning Area : English
DAILY
DATE : Feb. 20-24, 2023 Quarter : __3rd_ Quarter
LESSON LOG
Monday Tuesday Wednesday Thursday Friday
Date:
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
I.OBJECTIVE/S 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.
The students will be able to demonstrate an understanding of the following:
A. 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
The students will be able to demonstrate an understanding of the following:
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
B. Performance Standard acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb3.4/4.4/5.4: EN8V-IIIb-15.3: EN8RC-IIIb-12.1:
C. Learning Competencies Recognize propaganda Judge the relevance and worth of Determine the target Recognize propaganda
ideas presented in the text
Explain the meaning of a
techniques used in a given audience of a material word through structural techniques used in a given
text. listened to. text.
viewed analysis (prefixes, roots,
Define propaganda. Evaluate the words and Demonstrate the Examine a propaganda in Create advertisements
D. Objectives Identify the different expressions as tools used importance of terms of techniques and that will convince the
propaganda techniques. in propaganda techniques. understanding the intention of words used. consumers to buy products
Determine the issue and intentions of words used Justify evidences of in using the different
stand presented in the in a propaganda propaganda in propaganda strategies.
propaganda strategies. Accurately identify the encountered
strategy used in each of advertisements from
the propagandas. different media.
II. CONTENT: Unlocking unfamiliar terms Techniques in propaganda Understanding the Evidences of propaganda in
SUBJECT MATTER advertisements
intentions of words used in
a propaganda
LEARNING RESOURCES: TM page 184 TM page : 184 TM page 184 TM page 184 TM page 184
Teacher’s Guide/Manual LM page 3rd Quarter Module 2 LM page 3rd Quarter Module 2 LM page 3rd Quarter Module 2 LM page 3rd Quarter Module 2 LM page3rd Quarter Module 2
Learner’s material, Textbook Text book page _____ Text book page ____ Text book page _____ Text book page _____ Text book page ____
Addl. Material (LR) portal TG page_________ TG page_________ TG page_________ TG page________
TG page: _____
Add’l Mat. _____________________ Add’l Mat. _____________________ Add’l Mat. _____________________ Add’l Mat. _____________________
Add’l Mat. _____________________
III PROCEDURES: ENGAGE: ENGAGE: ENGAGE: ENGAGE: ENGAGE:
A. REVIEW / DRILL (Reviewing past The students will give a recap The class will be divided into
lesson) about the previous lesson. “IDENTIFYING THE PICTURES 5 groups. Each group will Types of Propaganda
B. MOTIVATION (Establishing a purpose
of the lesson) Questions to be asked: -What “ Directions: Differentiate receive an improvised board What is the importance of Techniques. There are a
is Bias? how the two countries and a piece of chalk. The task understanding the meaning of number of ways and/or
C. PRESENTATION (Presenting words in a selection?
examples/ Instances of the new lesson) How to identify author’s promote their place ( Allow of the group is to guess the techniques on how to
Bias? varied answer) name of the television persuade people to buy
commercial based on the products, accept ideas, and
“tagline” that will be read by avail services
the teacher.
EXPLORE: EXPLORE: EXPLORE: EXPLORE: EXPLORE:
D. DISCUSSION {(Discussing new Discussion about Propaganda Discussion about Propaganda Discussion about Propaganda Discussion about Propaganda Discussion about Propaganda
concepts and practicing new skills #1)
Propaganda Publicly to Propaganda Publicly to Propaganda Publicly to Propaganda Publicly to Propaganda Publicly to
promote something: promote something: promote something: promote something: promote something:
E. DISCUSSION (Discussing new information put out by an information put out by an information put out by an information put out by an information put out by an
concepts and practicing new skills #2)
organization or government organization or government organization or government organization or government organization or government
to promote a policy, idea, or to promote a policy, idea, or to promote a policy, idea, or to promote a policy, idea, or Discussing new concepts
to promote a policy,and practicing
idea, or new skills #2
cause misleading publicity: cause misleading publicity: cause misleading publicity: cause misleading publicity: cause misleading publicity:
deceptive or distorted deceptive or distorted deceptive or distorted deceptive or distorted deceptive or distorted
information that is information that is information that is information that is information that is
systematically spread systematically spread systematically spread systematically spread systematically spread
F. DEVELOPING MASTERY (Formative EXPLAIN: EXPLAIN: EXPLAIN: EXPLAIN: EXPLAIN:
Assessment)
Analysis The students will As you go along with this
watch the Breeze-Good lesson, you will learn a great Analyze and identify the Based on the activity 1, fill in In the first column, identify
Experiment Commercial, deal about the power of propaganda technique used the graphic organizer below. the propaganda technique
Voice Combo Sandwich and words in convincing and in each situation below. Write this on a separate used in each tagline or
Nolan’s Cheddar. After that, influencing others. Read the Select your answer from the sheet of paper. statement. In the second
they will answer the checklist comic strip below and word bank and write it on a column, write the words or
about the commercial answer the guide questions separate sheet of paper. phrases you think are
that follow. Write your powerful and convincing, and
answers on a separate sheet in the third column, write the
of paper. corresponding meanings of
the words or phrases.
G. VALUES FORMATION/ ELABORATE: ELABORATE: ELABORATE: ELABORATE: ELABORATE:
INTEGRATION:(Finding practical
Applications of concepts and skills in daily Random Oral Recitation Random Oral Recitation Random Oral Recitation Random Oral Recitation Random Oral Recitation
living )
H. GENERALIZATION:(Abstraction
about the lesson)
I. EVALUATION: EVALUATE: EVALUATE: EVALUATE: EVALUATE: EVALUATE:
(Evaluating learning)
SYNTHESIS Task 1: Where do
I Belong? Direction: The
teacher will present 10
propagandas. The students
will identify the device used
in each of the propaganda.
The answers will be written
in their notebook. The
propagandas are the
following:
J.ASSIGNMENT/AGREEMENT:
(Additional activities for remediation/
application)
VI. REMARKS: The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
VII. REFLECTION:
A. No. of learners who earned 80% on the
formative assessment No. of learners who earned 80% on the formative assessment
B. No. Of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
D. No. of learners need further remediation
E. Which of my teaching strategies work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did this work?
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Students’ eagerness to learn ___ Students’ eagerness to learn ___ Students’ eagerness toe ___ Students’ eagerness to learn ___ Students’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks Doing their tasks doing their tasks
F. What difficulties did I encounter which my
Principal/ Supervisor can help me solve?
G. What innovation or localized materials did
I used/ discover which I wish to share with
other teachers?
Noted by:
Checked by:
Prepared by:
EVELYN Q. SUMANDA
DR. RITCHE RAZEL M. CELESTIAL
PAMELA B. ESTOQUE Principal II
SUB TEACHER I
T-1
T-1
T-1
Reference: DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. For improvement, enhancement and/or
clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph
