School: CALAWITAN NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: DIANA M. CALAYAG Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: December 5-9, 2022 Quarter: 2ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet 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 may be done for developing
I. OBJECTIVES content knowledge and competencies. These are 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.
A. Content Standards: 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; 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.

B. Performance Standards: The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

C. Learning Comparing and Contrasting the Comparing and Contrasting Comparing and Comparing and Contrasting Comparing and Contrasting the
Competencies/Objectives: Presentation of the same topic the Presentation of the Contrasting the the Presentation of the Presentation of the same topic in
Write the LC Code for each in different Multimodal Texts same topic in different Presentation of the same topic in different different Multimodal Texts
Multimodal Texts. same topic in different Multimodal Texts
Multimodal Texts
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
II. CONTENT can be tackled in a week or two.
Quarter II Embracing Our Heritage  Quarter II Embracing Our Quarter II Embracing Our Quarter II Embracing Our Quarter II Embracing Our Heritage   
Topic: Multi Modal Texts Heritage                  Heritage                  Heritage                  Topic:  Multi Modal Texts)
Topic: Multi Modal Texts Topic: Multi Modal Texts Topic: Multi Modal Texts
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Teacher’s Guide Pages MELCs (ENGLISH 8) MELCs (ENGLISH 8) MELCs (ENGLISH MELCs (ENGLISH 8) MELCs (ENGLISH 8)
8)
2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

 Learning Resource (LR)
portal
B. Other Learning Resources
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their 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.
A. Reviewing Previous Lesson Recall the Previous Recall the Previous Ask/Review the students
or Presenting the New What do you mean by the word Recall the previous Lesson. Lesson. about Facts and Opinions.
Lesson Fact? discussion.
What is an Opinion?

B. Establishing a Purpose for

the Lesson What do you mean by word What do you mean by word What do you mean by What do you mean by word What do you mean by word
Multi? Multi? word Multi? Multi? Multi?

What do you mean by word What do you mean by word What do you mean by What do you mean by word What do you mean by word
Modal? Modal? word Modal? Modal? Modal?

What do you mean by word What do you mean by word What do you mean by What do you mean by word What do you mean by word
Text? Text? word Text? Text? Text?

What do you mean by word What do you mean by word What do you mean by What do you mean by word What do you mean by word
Multimodal texts? Multimodal texts? word Multimodal texts? Multimodal texts? Multimodal texts?

C. Presenting Multimodal Text Multimodal Text Multimodal Text Multimodal Text Multimodal Text
Examples/Instances of the
Lesson A Text may be defined as a A Text may be defined as a A Text may be defined A Text may be defined as A Text may be defined as
Multimodal when it combines Multimodal when it combines as a Multimodal when it a Multimodal when it a Multimodal when it
with two or more semiotic with two or more semiotic combines with two or combines with two or combines with two or more
system. system. more semiotic system. more semiotic system. semiotic system.

Semiotic is the study of the Semiotic is the study of the Semiotic is the study of Semiotic is the study of Semiotic is the study of
process of making meaning process of making meaning the process of making the process of making the process of making
from signs. from signs. meaning from signs. meaning from signs. meaning from signs.

Five Semiotic System Audio, Five Semiotic System Audio, Five Semiotic System Five Semiotic System Five Semiotic System
 Gestural. Linguistic, Spatial, Gestural. Linguistic, Spatial, Audio, Gestural. Audio, Gestural. Audio, Gestural. Linguistic,
and Visual. and Visual. Linguistic, Spatial, and Linguistic, Spatial, and Spatial, and Visual.
Visual. Visual.
Linguistic vocabulary, Linguistic vocabulary, Linguistic vocabulary,
structure, grammar, of oral/ structure, grammar, of oral/ Linguistic vocabulary, Linguistic vocabulary, structure, grammar, of
written language. written language. structure, grammar, of structure, grammar, of oral/ written language.
oral/ written language. oral/ written language.
Visual Visual Visual
Volume, pitch, vector, rhythm Volume, pitch, vector, rhythm Visual Visual Volume, pitch, vector,
of music, and sound effects of music, and sound effects Volume, pitch, vector, Volume, pitch, vector, rhythm of music, and
rhythm of music, and rhythm of music, and sound effects
Gestural Gestural sound effects sound effects
Movement, facial expression Movement, facial expression Gestural
and body language and body language Gestural Gestural Movement, facial
Movement, facial Movement, facial expression and body
Spatial proximity, direction, Spatial proximity, direction, expression and body expression and body language
position of layout, organization position of layout, organization language language
of objects in space. of objects in space. Spatial proximity,
Spatial proximity, Spatial proximity, direction, position of
Or to make it simpler; Or to make it simpler; direction, position of direction, position of layout, organization of
Reading, Writing, Speaking, Reading, Writing, Speaking, layout, organization of layout, organization of objects in space.
Listening and Viewing. Listening and Viewing. objects in space. objects in space.
Any Combination of these Any Combination of these Or to make it simpler;
modes will result to a modes will result to a Or to make it simpler; Or to make it simpler; Reading, Writing,
Multimodal text. Multimodal text. Reading, Writing, Reading, Writing, Speaking, Listening and
Speaking, Listening and Speaking, Listening and Viewing.
Viewing. Viewing. Any Combination of these
Any Combination of Any Combination of modes will result to a
these modes will result these modes will result to Multimodal text.
to a Multimodal text. a Multimodal text.

D. Discussing New Concepts Multimodal Text can be in Multimodal Text can be in Have an open discussion Have an open discussion Have an open discussion
and Practicing New Skills Paper, Digital or Live. Paper, Digital or Live. about Multimodal Texts in about Multimodal Texts in about Multimodal Texts in
#1 the way of living then and the way of living then and the way of living then and
now. now. now.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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 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.
E. Discussing New Paper multimodal Text include picture Paper multimodal Text include Paper multimodal Text Paper multimodal Text Paper multimodal Text include
Concepts and books, textbooks, graphic novels, picture books, textbooks, include picture books, include picture books, picture books, textbooks,
Practicing New Skills comics and posters where meaning is graphic novels, comics and textbooks, graphic novels, textbooks, graphic graphic novels, comics and
#2 conveyed to the reader through varying posters where meaning is comics and posters where novels, comics and posters where meaning is
combinations of visual ( still image if not conveyed to the reader through meaning is conveyed to posters where meaning conveyed to the reader
moving) written language, spatial varying combinations of visual the reader through varying is conveyed to the through varying combinations
modes. ( still image if not moving) combinations of visual reader through varying of visual ( still image if not
written language, spatial modes. ( still image if not moving) combinations of visual moving) written language,
Some examples of that are textbooks, written language, spatial ( still image if not spatial modes.
comics, posters etc. Some examples of that are modes. moving) written
textbooks, comics, posters etc. language, spatial modes. Some examples of that are
Some examples of that textbooks, comics, posters etc.
are textbooks, comics, Some examples of that
posters etc. are textbooks, comics,
posters etc.
F. Developing Mastery Digital Multimodal Texts Digital Digital Multimodal Texts Digital Digital Multimodal Texts Live Multimodal Text Group Work: Divide the class
(Leads to Formative multimodal texts, such as film, multimodal texts, such as film, Digital multimodal texts, include dance, into groups 3 groups and have
Assessment 3) animation, slide shows, e-posters, animation, slide shows, e- such as film, animation, performance, oral them give examples of
digital stories, and web pages, convey posters, digital stories, and web slide shows, e-posters, storytelling, and Multimodal Texts 5 examples
meaning through combinations of pages, convey meaning through digital stories, and web theatrical play, such as per type.
written and spoken language, visual combinations of written and pages, convey meaning gestural, spatial, spoken
(still and moving image), audio, spoken language, visual (still through combinations of language and audio. 1 Paper Multi modal Texts
gestural and spatial modes. and moving image), audio, written and spoken
gestural and spatial modes. language, visual (still and 2. Digital Multimodal Texts
Live Multimodal Text include dance, moving image), audio,
performance, oral storytelling, and Live Multimodal Text include gestural and spatial 3. Live Multimodal Texts
theatrical play, such as gestural, dance, performance, oral modes.
spatial, spoken language and audio. storytelling, and theatrical play,
such as gestural, spatial, Live Multimodal Text
spoken language and audio. include dance,
performance, oral
storytelling, and theatrical
play, such as gestural,
spatial, spoken language
 and audio.
G. Fiding Practical A simple post in Facebook and A simple post in Facebook and A simple post in Facebook A simple post in Why are Multimodal texts
Applications of Instagram with a caption is already a Instagram with a caption is and Instagram with a Facebook and Instagram important?
Concepts and Skills in Multimodal Texts. already a Multimodal Texts. caption is already a with a caption is already
Daily Living Multimodal Texts. a Multimodal Texts.

MONDAY TUESDAY
V. PROCEDURES
H. Making Generalizations and Ask the students’ insights Ask the students’ insights about Ask the students’ insights Ask the students’ Ask the students’ insights
Abstractions about the Lesson about the lesson discussed. the lesson discussed. Let the about the lesson insights about the lesson about the lesson discussed.
Let the students share their students share their ideas about discussed. Let the discussed. Let the Let the students share their
ideas about how the young how the young generation today students share their ideas students share their ideas about how the young
generation today acts and acts and behave due to the about how the young ideas about how the generation today acts and
behave due to the influence influence of modernism of our generation today acts and young generation today behave due to the influence of
of modernism of our times times now. behave due to the acts and behave due to modernism of our times now.
now. influence of modernism of the influence of
our times now. modernism of our times
now.
I. Evaluating Learning Complete the Phrase: Complete the Phrase: Write your Own Opinion on the
Make a short reflection of the story Outwitting A Crocodile.
It is important to give our Facts It is important to give our
lesson that was discussed because… Opinions because…

J. Additional Activities for

Application or Remediation
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

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?

DIANA M. CALAYAG
ENGLISH TEACHER

NERISSA V. BERNARDO
PRINCIPAL I