School SOUTHVILLE 8B NHS Grade Level GRADE 8

DAILY Teacher MARIFE E. GASPI Learning Area ENGLISH

LESSON LOG NOV 28 – Dec 02, 2022
LILY (M,T,W,TH)
DAHLIA (M,T,TH,F)
Teaching Dates and Time ROSAL (T,W,TH,F) Quarter QUARTER 2
SAMPAGUITA (M,T,W,F)

NOV. 30, 2022 – (HOLIDAY)

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository texts;
Content Standards
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 transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of
Performance Standards effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic
features, stance, and behavior.
EN8G-IIc-9: Use appropriate grammatical
signals or expressions suitable to each pattern
of idea development:
Learning Competencies EN8G-IIIa-10: Share ideas using opinion- EN8G-IIIa-10: Share ideas using opinion-
 general to particular
with MELC Code marking signals marking signals
 claim and counterclaim
 problem-solution
 cause-effect

1. Identify appropriate grammatical signals

1. Identify opinion the opinion-
suitable for cause-effect pattern; 1. Identify Fact vs Opinion
marking signals in a sentence.
2. Use appropriate grammatical signals in 2. Locate opinion statements and fact Advisory Tasks
Objectives 2. Use opinion-marking signals in
constructing sentences and paragraphs for statements . Ancillary Tasks
their own sentences.
cause-effect patterns.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Use appropriate grammatical signals or Use
II. CONTENT appropriate grammatical signals or expressions
Fact Vs. Opinion Opinion marking signals
suitable to each pattern of idea development:
 cause-effect
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
1. *English Expressways II. 2007. pp 1. *English Expressways II. 2007. pp
2. Learner’s Materials pages
208-210. 208-210.
3. Textbook pages
ENGLISH8-Q2-W1-MOD1.pdf https://fnhs.edu.ph/wp-content/ https://fnhs.edu.ph/wp-content/
4. Additional Materials (LR) uploads/2021/10/english8_q2 uploads/2021/10/english8_q2
portal _mod2of5_opinion- _mod2of5_opinion-
markingsignals_v2docx.pdf markingsignals_v2docx.pdf
B. Other Learning Resources Visual Aids / powerpoint presentation Visual aids, cut-out pictures Visual Aids
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by 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
IV. PROCEDURES 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. Explicit Teaching
for in-person classes
A. INTRODUCTION A. INTRODUCTION A. INTRODUCTION
 Priming  Priming  Priming
 Prayer  Prayer  Prayer
 Checking of Attendance  Checking of Attendance
 Checking of Attendance
 Motivation  Motivation
The Teacher will popped a balloon  Motivation The teacher conducts an activity
in front of the class using a needle. Activity 1: Put an Emoji! entitled “2 pics 1 word”-The
The students will have to explain Directions: At the end of each teacher group the students into 4
what happen and why it happen. statement, put  if it is a fact
and put ☺ if it is an opinion. B. MODELING (I DO)
B. MODELING (I DO)  Teaching of Concepts
 Teaching of Concepts The teacher will discuss the
The teacher will discuss the lesson B. MODELING (I DO) lesson Opinion-Marking Signals.
Visual-verbal Relationship. Type of  Teaching of Concepts
Expository Text : pattern of idea The teacher will discuss the C. GUIDED PRACTICE (WE DO)
Classroom-Based development:  cause-effect lesson Fact Vs. Opinion  Activity: Construct Me!
Activities The teacher conducts an activity
C. GUIDED PRACTICE (WE DO) C.GUIDED PRACTICE (WE DO) by group to be presented in front. The
 Activity  Activity 2: What Can You Say? teacher will choose the students. The
The teacher will post different teacher will give the students 3
cause-effect illustrations (causes of floods, minutes to prepare, 7 minutes to
Results of smoking, Results of bullying) The teacher will ask students to answer and 5 minutes to present.
The students will explain the answer the questions D. INDEPENDENT PRACTICE (YOU
different illustrations in their own words presented on the board. DO)
and use appropriate grammatical signals  Assessment
for each situation. D. INDEPENDENT PRACTICE (YOU The teacher will give 10 items
quiz about Opinion-Marking Signals.
D. INDEPENDENT PRACTICE (YOU DO)
DO)  Assessment
 Assessment The teacher will give 10 items
The teacher will give 10 items quiz about quiz fact and Opinion.
cause and effect.
The teacher will ask students to: Activity : Copy Cat!
1) Choose your favorite hobby. Why Directions: On a separate sheet, rewrite
Home-Based List down at least 5 fact statements and 5
Activities is it your favorite? (Write your or copy the statement that expresses
opinion statements.
opinion.) 2) Next, write one reason in an opinion and encircle the opinion-
each box supporting your opinion. marking signals.

Remarks

Prepared by: Checked by: Noted:

MARIFE E. GASPI DAISY M. DANZALAN WALTER C. CRISTOBAL

Teacher English, Chairperson School Head