Grade

School: DILAG INTEGRATED SCHOOL Level: 11

Learnin
GRADE 8 Teacher: FERNANDO G. SABADO g Area: English
DAILY LESSON LOG Teaching
Date and Quarter
Time: May, 2022 : 4, Week 5

I. OBJECTIVES
A. Content Standards: The learner understands the requirements of composing
academic writing and professional correspondence.
B. Performance The learner produces each type of academic writing and
professional correspondence following the properties of
Standards: well written texts and process approach to writing.
C. Learning Identifies the unique features of and requirements in
composing professional correspondence (Application for
Competencies/Objective College Admission) EN11/12RWS-IVhj-13.1
s: Objectives:
Write the LC Code for each 1. Identify the parts of Application Letter for College
Admission;
2. reflect on the West Asian Literature viewed;
3. demonstrate understanding on the lesson
II. CONTENT Lesson 5: COLLEGE ADMISSION APPLICATION LETTER
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials SLM-English 11 quarter 4, week 5
Pages
3.Textbook Pages
4.Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Internet websites
Resources
IV. PROCEDURES
A. Reviewing Previous SHOW PICTURE OF THE FOLLOWING words in rumbled
form (Diversity, heritage, unity, literature):
Lesson or Presenting
the New Lesson https://letterpile.com/personal-essays/Essay-on-Unity-In-Diversity

TISYVERID- the practice or quality of including or involving

people from a range of different social and ethnic backgrounds and
 of different genders, sexual orientations, etc. (definition from Oxford
Language)
Answer: Diversity
https://titastravels.wordpress.com/tag/national-cultural-treasures-of-the-philippines/

AGERITHE- property that is or may be inherited; an inheritance.

(definition from Oxford Language)
Answer: Heritage
https://medium.com/@nicoleangelaobias/bayanihan-great-unity-and-wholesome-camaraderie-
31e22891849

NIUYT-the state of being united or joined as a whole. (definition

from Oxford Language)
Answer: Unity

https://philnews.ph/2020/11/26/examples-of-legends-in-the-philippines-for-children/

TURETERALI-written works, especially those considered of

superior or lasting artistic merit. (definition from Oxford Language)
Answer: Literature

B. Establishing a Reading of the Objectives

Purpose for the
Lesson
C. Presenting Let the learner watch a video music about Elements of a
short story.
Examples/Instances of
the Lesson

https://www.youtube.com/watch?v=m3WHmmYTHeE
 ask the learners what they have learn in the video about
Elements of a short story.
D. Discussing New Listening and Discussion: Let the learner listen to an
audio story about Samson and Delilah.
Concepts and Practicing
New Skills #1

https://www.jw.org/en/library/books/bible-stories/3/samson/

Ask the following questions after the audio story:

Guide Questions:
1. Who is on the story?
2. Where did the story happen?
3. In the audio story you heard, who do you think is the bad
guy?

Discuss the West Asian Literature, elements of a short

story and its importance to a story.

E. Discussing New Viewing and answering: Let the learner watch a short film
about the “The Parable of the Prodigal Son”
Concepts and Practicing https://www.youtube.com/watch?v=c3jn9XjApLA
New Skills #2
Finding the setting, character and conflict of a story
Learners will be group by your talent.
1st group-Learners who love Math, environment/nature,
literature…….will identify all setting shown in the story
viewed
2nd group- Learners who love Acting, Painting, watching
movies and Dancing……….will identify the character seen
in the story viewed-
3rd group-Learners who love singing or music, Sports, and
writing…….will identify the conflict occurred in the story
viewed
F. Developing Instructions: Read each statement carefully and choose the
best answer that fits the given description.
Mastery 1. The people, animals, or things that are in a story. It is the
(Leads to Formative WHO of the story.
a. Setting c. Conflict
Assessment 3) b. Character d. Plot
2. _____________ is WHEN and WHERE a story happens.
a. Plot c. Conflict
b. Setting d. Character
3. The problem or struggle in the story that creates the action.
WHY the action happens.
a. Conflict c. Setting
b. Plot d. Character
4. The central or main character of a story is called the
____________.
a. antagonist c. protagonist
b. antagonizer d. instigator
5. The character who opposes the main character is called the
__________.
 a. protagonist c. antagonist
b. dynamic character d. static character
6. A kind of conflict where two characters oppose each other's
ideas, actions, or beliefs.
a. man versus himself c. man versus nature
b. man versus man d. man versus society
7. Which type of conflict is internal?
a. man versus man c. man versus nature
b. man versus society d. man versus self
8. A character's self-doubt about the best way to solve a
problem.
a. internal conflict c. external conflict
b. man versus man d. man versus society
9. When a character is in conflict with an animal or other force of
nature.
a. man versus self c. man versus society
b. man versus nature d. man versus man
10. Conflict between a character and an outside force.
a. internal conflict c. man versus nature
b. external conflict d. man versus man
G. Finding Practical Let’s be “MARITES”
In order to understand a story, we need to identify the
Applications of elements on a particular story.
Concepts and Skills in
Daily Living Learners will be given a real-life situation/story and the
learners will plot the element finding the character involve,
settings and conflict.

In watching movies, do you also think of identifying the

characters, the settings, and the conflict occur in the movie
you are watching?

How about in reading news do you also identify the

characters, the settings, and the conflict

H. Making Ask learner:

Why do we need to identify the elements of a story?
Generalizations and Is it important to identify the elements of a story you read?
Abstractions about the
Lesson
I. Evaluating Learning Identify what element of story does it insinuate? Choose
your answer below:

a. character b. antagonist c. protagonist

d. settings e. conflict f. man vs. man
g. man vs. nature h. man vs. self i. man vs. society

1. 2.

_____ ____

3. 4.

_____ ____
 5. 6.

_____ ____

7. 8.

______ _____

9. 10.

_____ ____

J. Additional Activities
for Application or
Remediation
V. REMARKS
VI. REFLECTION
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?