Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City
DAILY LESSON LOG
School: Nangka High School Grade Level: 8
Teacher: Rose Ardyth M. Bagkus Learning Area: English
February 3-7, 2025 M T W Th F Quarter: Third
Teaching 12:40-1:40 Faithful
1:40-2:40 Affectionate A
Dates
3:00-4:00 Blissful
and
4:00-5:00 C Cheerful
Time: 5:00-6:00 Disciplined (6-7, T) D
I. Objectives
The learner demonstrates understanding of: Southeast Asian
literature as mirror to a shared heritage ; coping strategies in
processing
A. Content Standards 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 learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use of
B. Performance Standards properly acknowledged information sources, grammatical signals for
opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.
C. Learning Competencies /
Objectives / MELCs
Quiz Bee Royale (Part 2)
II. Content
Integrative Performance Task
III. Learning Resources
A. Reference
s
1. Teache
r’s
Guide
2. Learne
r’s
Manual
3. Textbo
ok
4. Additio
nal
Materia
ls from
(LR)
portal
Learn English with EnglishClass101.com. (2014, October 3). English
B. Other Learning Resources Listening comprehension - looking at apartments in the USA [Video].
YouTube. https://www.youtube.com/watch?v=ScZ48qN_ZWA
IV. Procedures
February 3, February 4, February 5, February 6, February 7,
2025 2025 2025 2025 2025
Prayer Hope of the Nations (AVP/MP3)
Preliminaries House Rules I Can Follow the Rules (AVP/MP3)
Checking of the Attendance
Classroom Reading: The Vocabulary and Listening: The Speaking:
Reading Time learners will Spelling: The teacher plays a Learners use
(ClaReaTi) read a learners will video in the mirrors in
material answer a screen practicing
according to worksheet via targeting the minimal pairs
Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City
enhancement which the
of the learners’ teacher plays
listening pairs of almost
their lowest comprehension. similarly
comprehensio Word Power by sounding words
n level Reader’s Digest twice on the
according to provided by the television
the Phil-IRI teacher. screen. The
pretest. teacher uses 1-
2 videos in this
part of the
lesson.
A. Reviewing
previous
lesson/s
or
presentin
g the new
lesson
B. Establishi
ng a
purpose
for the
lesson
C. Presentin
g
examples
/
instances
of the
new
lesson
D. Discussin
g new
concepts The teacher uses these dates (except for Wednesday, a holiday) to present the class
and group reports which were not delivered during the assigned dates.
practicing
new skills
E. Developin
g Mastery The learners answer on a whiteboard a 10-items quiz each difficulty level, following
the topics shown below:
Module 4 - Module 5 -
Module 3 -
Analyzing Analyzing Module 6 -
Determining
Literature as a intentions of Examining
Social, Moral,
Mirror to a Persuasive Biases in a
and Economic
Shared Words or Reading Text
Issues in Texts
Heritage Expressions
The learners The learners
The learners
determine The learners determine
label whether
whether the determine whether the
the following
Child’s Play examples whether the texts contain
societal issues
(Easy) (excerpts, sample texts bias for or
fall under
titles) are are persuasive against the
economic or
examples of or not. topic being
moral issues.
prose or poetry. shown.
The learners
The learners
determine The learners
The learners determine the
whether the determine
identify the elements of
Mid items denote whether the
issue shown in literature
(Average) product, texts are
the following described in the
service, or biased or
pictures. items posed by
ideas being unbiased.
the teacher.
advertised.
Gangster The learners The learners The learners The learners
(Difficult) identify the analyze the identify the determine the
type of issue relatable type of types of
being themes of propaganda biases in the
addressed in synopses or technique being text.
Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City
utilized in the
excerpts of
the headlines. items
literary works.
presented.
F. Finding
practical
applicatio
ns of
concepts
and skills
in daily
living
G. Making
generaliz
ations
and
abstractio
ns
H. Evaluatin Completion of Posttests: The learners complete missing posttests as recorded by
g learners their English teacher.
Integrative Performance Task: Assigned groups are tasked to come up with an
integrative performance task which the leaders will combine in a ring-bound book
using A4 paper. The teacher provides sample templates for the group to write their
responses on.
Part of
Speech
Table: The
group Advertiseme
Identifying
develops a Uniting Ideas nt Poster:
Issues in
part of speech in the The group
I. Additional Headlines: Relate Much?:
table Paragraph: creates
activities The group The group
enumerating Making use of advertisement
for examines reflects on a
parts of the sentences posters for
applicatio headlines in film or
speech with the day before, product,
n or newspaper to television series
definition, the group services, and
remediati determine in which they
examples and creates a ideas applying
on whether they can relate
example paragraph what they
pertain to much of their
sentences. employing have learned
social, moral, or real lives from.
The sample cohesive about
economic
sentences devices. propaganda
issues.
must be techniques.
interconnecte
d with each
other.
Bias Concept Map: The group discusses one timely topic which the rest of the group
can relate with and identifies each member’s opinion and types of biases regarding it.
V. Remarks
VI. Reflection
A. No. of
learners Class Total
who Faithful
earned Affectionate
80% on Blissful
the Cheerful
Formative Disciplined
Assessme OVERALL
nt
B. No. of Class Total
learners Faithful
who Affectionate
require Blissful
additional Cheerful
activities Disciplined
for OVERALL
Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
NANGKA HIGH SCHOOL
Kabayani Road Nangka, Marikina City
remediati
on
C. Did the
remedial Class Total
work? No. Faithful
Of Affectionate
learners Blissful
who have Cheerful
caught up Disciplined
with the OVERALL
lesson
D. No. of Class Total
learners Faithful
who Affectionate
continue Blissful
to require Cheerful
remediati Disciplined
on OVERALL
E. Which of
my
teaching
strategies
worked
well? Why
did this
work?
F. What
difficulties
did I
encounter
which my
principal
or
superviso
r can help
me solve?
G. What
innovatio
n or
localized
materials
did I
use/disco
ver which
I wish to
share
with other
teachers?
Prepared by: Checked by:
MS. ROSE ARDYTH M. BAGKUS MS. LOURDES B. GUYONG MR. HADJI M.
TEJADA
Teacher III Head Teacher – III Principal IV
English Department Head
