School SOUTHVILLE 8B NHS Grade Level GRADE 8

DAILY Teacher MARIFE E. GASPI Learning Area ENGLISH

LESSON LOG NOVEMBER 14- 18, 2022
LILY (M,T,W,TH)
Teaching Dates and Time DAHLIA (M,T,TH,F) Quarter QUARTER 2
ROSAL (T,W,TH,F)
SAMPAGUITA (M,T,W,F)

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.
EN8SS-IIf-1.2:
EN8SS-IIf-1.2: EN8SS-IIf-1.2: EN8SS-IIf-1.2:
Explain visual-verbal relationships
Learning Competencies Explain visual-verbal relationships illustrated Explain visual-verbal relationships illustrated Explain visual-verbal relationships illustrated
illustrated in tables, graphs, and
with MELC Code in tables, graphs, and in tables, graphs, and in tables, graphs, and
information maps found in expository
information maps found in expository texts information maps found in expository texts information maps found in expository texts
texts

1. Define expository texts. 1. Define expository texts.

2. Know the types of expository text. 1. Define expository texts. 1. Define expository texts.
2. Know the types of expository text.
3. Explain the visual-verbal relationship 2. Know the types of expository text. 2. Know the types of expository text.
3. Explain the visual-verbal relationship Advisory Tasks
Objectives illustrated in other graphic organizer found in 3. Explain the visual-verbal relationship 3. Explain the visual-verbal relationship
illustrated in the graphic organizer Ancillary Tasks
a cause-effect expository text. illustrated in the graphic organizer found in illustrated in the graphic organizer found in a
found in a problem-solution expository
a compare-contrast expository text. descriptive and Sequential expository text.
text.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
II. CONTENT
Visual-verbal Relationship

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages SLM pages 6-9 SLM pages 6-9 SLM pages 6-9 SLM pages 6-9
3. Textbook pages
https://www.uwo.ca/fhs/lwm/teaching/ https://znnhs.zdnorte.net/wp-content/ https://znnhs.zdnorte.net/wp- https://znnhs.zdnorte.net/wp-content/
4. Additional Materials (LR)
portal DLD2_2016_17/smith_teaching uploads/2021/01/Eng-8-Wk-1.pdf content/uploads/2021/01/Eng-8-Wk- uploads/2021/01/Eng-8-Wk-1.pdf
expositorytext.pdf 1.pdf
B. Other Learning Resources Visual Aids Visual Aids Visual Aids 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
IV. PROCEDURES 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. Explicit Teaching
 for in-person classes
A. INTRODUCTION A. INTRODUCTION
Priming Priming
Prayer Prayer
A. INTRODUCTION A. INTRODUCTION Checking of Attendance Checking of Attendance
Priming Priming Motivation Review
Prayer Prayer The teacher will post pictures of The Teacher will ask volunteer students
Checking of Attendance Checking of Attendance different problems in school and to define the different types of
Motivation Motivation community. expository texts and its suitable graphic
Word Hunt The teacher will post pictures on the Students will have to explained why organizer.
Students will look for the hidden words listed board. Then the students will have to it is considered as a problem.
below the puzzle, written in all directions, identify the diagrams whether a table, B. MODELING (I DO)
from left to right, right to the left, horizontally graph, chart, or informational map. B. MODELING (I DO)  Teaching of Concepts
and vertically.  Teaching of Concepts The teacher will discuss the lesson
B. MODELING (I DO) The teacher will discuss the Visual-verbal Relationship.
B. MODELING (I DO)  Teaching of Concepts lesson Visual-verbal Relationship. Type of Expository Text : Descriptive
 Teaching of Concepts The teacher will discuss the lesson Type of Expository Problem and Sequential and its graphic
The teacher will discuss the lesson Visual-verbal Relationship. Solution and its graphic organizer. organizers.
Classroom-Based Visual-verbal Relationship. Type of Expository Text : Compare
Activities Type of Expository Text : Cause and and Contrast and its graphic C. GUIDED PRACTICE (WE DO) C. GUIDED PRACTICE (WE DO)
effect and its graphic organizer. organizer.  Activity  Activity
The teacher will ask the students The teacher will ask students to
C. GUIDED PRACTICE (WE DO) E. GUIDED PRACTICE (WE DO) to analyze and interpret the problem- identify whether the presented text/
 Activity  Activity solution graphic organizer presented on graphs is under descriptive or sequential.
The teacher will ask the students to The teacher will ask the students to the board.
create their own cause-and-effect create their own compare-and- D. INDEPENDENT PRACTICE (YOU DO)
graphic organizer. contrast graphic organizer. D. INDEPENDENT PRACTICE (YOU  Assessment
DO) The teacher will give 20 items quiz.
D. INDEPENDENT PRACTICE (YOU DO) C. INDEPENDENT PRACTICE (YOU DO)  Application
 Application  Application The teacher will post different
The teacher will give a cause-and- The teacher will ask students to topics about the problems we have in our
effect scenario and they will analyze and create a Venn diagram about the community.
create a graphic organizer to present it. topic “ F2F versus Modular” Students will be asked to create a
graphic organizer to present and support
their ideas.

The teacher will ask the students to look

The teacher will ask the students to The teacher will ask the students to The teacher will ask the students for a newspaper and cut out an
Home-Based
Activities search for compare and contrast search for problem-solution expository search for Descriptive and Sequential Expository text. Analyze the information
expository text. text. Expository texts. and interpret and create its graphic
organizer.

Remarks

Prepared by: Checked by: Noted:

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

Teacher English, Chairperson School Head