DAILY LESSON LOG School MAGSAYSAY NATIONAL HIGH SCHOOL Grade Level GRADE 8

Teacher ELJOY D. FABIANO Learning Area English

Teaching Dates and Time February 3, 2019 / 9:45-10:45 Quarter FOURTH

I. OBJECTIVES
A. Content Standards 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.

B. Performance Standards The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance,
and behaviour.
C. Learning Competencies EN8LT-IVa-11
Identify the notable literary genres contributed by Southeast Asian writer
EN8SS-IVa-1.10
Organize information about a chosen subject using a graphic organizer
II. CONTENT/ TOPIC TALE OF THE WOODCUTTER AND THE TIGER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp.305-306
3. Additional Materials Graphic organizers, slideck, chalkboard
B. Other Learning Resources Internet
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson To prepare you to fully understand the text you are about to read today, let us review the elements of a short story.
Ask: What are the elements of a short story?
B. Establishing a purpose for the lesson BRAIN TEASER( 5mins)
I have prepared here different equations. What you are going to do is to solve the equation. For every answer in each equation there is a
corresponding letter inside the table. Out of those letters you can create a word (TIGER).

A=1 B=2 C=3 D=4 E=5

F=6 R=18 S=19 I=9 J=10
K=11 W = 23 X = 24 N=14 O=15
P=16 Q=17 R= 18 S=19 T=20
U= 21 V= 22 W=23 X=24 Y =25

5-2+17=? 3x3=? 1x1+6=? 2x2+1=? 5+13=?

19= T 9= I 7=G 5=E 18=R

After solving the equations they will:
Describe the characteristics of a tiger?
If you are alone in the forest and you encounter a fierce tiger ready to attack you, what would you do?

TRIVIA QUESTION: How is the tiger related to Korean culture?

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 Tiger has been a popular subject in Korean literature and paintings. They are known as the “gentleman of the jungle” and
“the king of the animal kingdom”.
As such, in Korean history and culture, a tiger is regarded as a guardian that drives away evil spirit and a sacred creature
that brings good luck- the symbol of courage and absolute power.

C. Presenting examples/ instances of the new lesson BURGER MATCH (5mins)

Now, as we go along with the selection, there are some unfamiliar words that you will encounter. With that, I prepared a Burger Match.
Each burger patty contains a word extracted from the literary selection. On the table are the synonyms as well as the antonyms of the words. Create
your own veggie patty by matching the word with its synonym and antonym. Write its synonym on the upper bun while the antonym on the lower
bun. Choose one among these words and try to use in a sentence.

EXCLAIMED STREAMING PEASANT BUSH

1. 2. 3. 4.
SYNONYMS ANTONYMS
cried Whispered
Woodland Metropolis
Poor Farmer Rich
Flowing Suppressing
READING (5mins)
Read the selection “The Tale of the Woodcutter and the Tiger” silently.
D. Discussing new concepts and practicing new skills #1 COMPREHENSION QUESTIONS (15mins)
1. Who are the characters in the story?
2. What are the characteristics of the characters that you admire/ don’t admire?
3. Why do you think the tiger did not eat the woodcutter? Why did he believe to the woodcutter?
4. If you were on the situation of the woodcutter, what would be your own way of saving yourself from danger?

E. Discussing new concepts and practicing new skills #2 LITERARY ELEMENTS ADVANCE ORGANIZER (5mins)
Fill in what is asked in the Literary Elements Advance Organizer.

F. Developing mastery DIVERSE INTERESTS (15mins)

(Leads to Formative Assessment) Group yourself according to your multiple intelligences.
GROUP 1 - sing lines from a song related to the topic that we have discussed
GROUP 2 - make your own ending of the story
GROUP 3- write a short poem about your love for your family

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 RUBRIC
RELATIVITY TO THE TOPIC/CONTENT---------------------50%
CREATIVITY & PRESENTATION------------------------------30%
COLLABORATION-----------------------------------------------20%
TOTAL--------------------------------------------------------------100%
G. Finding practical applications of concepts and skills in daily Q AND A(2mins)
living Is it right to fool someone just to save your life from danger? Was there a time in your life that you fooled someone just to save yourself from
danger?

Would you do the same as what the woodcutter did in the tiger in the story? Why or why not?
H. Making generalizations and abstractions about the lesson Based on the story that we’ve discussed, what is folkore? What genre of folklore the story is? (3mins)

I. Evaluating Learning Answer the following questions in ¼ sheet of paper. (5mins)

1. The following are the characters in the story , except-
a. Tiger b. Woodcutter c. The Three Little lions
2. Who brought gifts to the mother’s grave every year?
a. Woodcutter b. Tiger c. Father
3. Who deceived the tiger?
a. Woodcutter b. Mother c. Father
4. What is the reason why the woodcutter tricked the tiger?
a. He was afraid that he would become the tiger’s dinner.
b. He was scared that he would become the tiger’s lunch.
c. He thought he was better than the tiger.
5. What is the mood in the first part of story?
a. Frightening b. Exciting c. Depressing
J. Additional activities for applications of remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who 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?

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