Annex 1B to DEPED Order No. 42, s.

2016

GRADES 1 to 12
DAILY LESSON Plan
School DIGOS CITY NATIONAL HIGH
: SCHOOL
Teacher ARTELEIH E. MONDEJAR
:
Teaching Dates and Time OCTOBER 10, 2024_________
:
Grade Level GRADE 8____________________
:
Learning ENGLISH_8___________________
Area :
Quarter QUARTER
: 2___________________

I – OBJECTIVES LESSON 4 - Day 1

The learner demonstrates communicative competence
through his/her understanding of British-American
GRADE LEVEL STANDARD Literature, including Philippine Literature and other text
types for a deeper appreciation of Philippine Culture and those
of other countries.
The learner demonstrates understanding of how Anglo-
American literature and other text types serve as a means
A. CONTENT STANDARDS of valuing other people; also, how to use processing
information strategies, different form of adverbs for him/her to
play an active part in a Chamber Theatre Presentation.
The learner proficiently plays an active part in a Chamber
Theatre presentation through employing effective verbal
B. PERFORMANCE
and non-verbal strategies based on the following criteria:
STANDARDS Focus, Voice, Delivery, Facial Expressions, Style and
Body Movements or Gestures.
C. Learning
Competencies / EN9G-IIe-20: Illustrate connections between two texts
Objectives through a diagram.
Write the LC code for
each
II – CONTENT ILLUSTRATING CONNECTIONS OF TEXTs
THROUGH A DIAGRAM
III - LEARNING RESOURCES
A. References
1. Teacher's Guide Pages MELC page 1
2. Learner's Material Grade 9 English Learners’ Material - pages 127, 219-223
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
* Sources: https://piktochart.com/blog/types-of-
B. Other Learning Resources diagrams/
IV – PROCEDURES
A. Reviewing previous lesson or Remember This
presenting the new lesson. Recall the previous topics on Thank you, Ma’am and The
Story of Teddy and the different types of diagrams. Clap
once for Thank you, Ma’am, clap twice for The Story of
Teddy, and thrice for the types of diagrams.
1. Venn 6. Mrs. Thompson 11. Pie
chart
2. mailbox 7. Roger 12.
purse
3. Story maps 8. Teddy 13. past
records
 4. ten dollars 9. Rhinestones 14. Blue
shoes
5. Mrs. Jones 10. Bar graph 15. Line
graph

MAKE CONNECTIONS!
Instructions: Answer the following questions: Using the table
chart, let the students write on the board the appropriate
B. Establishing a purpose for the words they are associated with.
lesson. The Story of Thank You, Types of Diagrams
Teddy Ma’am
Mrs. Thompson Roger Venn
(This part of the lesson used to mailbox ten dollars Story/character maps
enhance learner achievement in rhinestones blue shoes Bar graph
literacy by writing the words on purse Mrs. Jones Line Chart
the diagram, answer the Process questions:
questions correctly, and 1. What words from the activity that are part of the story The
Story of Teddy? (Mrs. Thompson, mailbox, Teddy, and
numeracy by answering the rhinestones)
number of characters each story 2. What words are part of the story of Thank You, Ma’am?
has.) (Roger and ten dollars, blue shoes, Mrs. Jones)
3. How many characters does each story have?
4. What do you call the rest of the words in the activity?
(Venn and story/character maps, Bar graph, Line Chart)
Look at the illustrations on the board, what can you see? What
have we made? (Using the chart, we have connected
words that are part or related to each other.)
Process Questions:
C. Presenting 1. What words from the activity that are part/connected to the
story The Story of Teddy? (Mrs. Thompson, mailbox,
examples/instances of the new Teddy, and rhinestones)
lesson. 2. What words are part of the story of Thank You, Ma’am?
(Roger and ten dollars, blue shoes, Mrs. Jones)
3. What do you call the rest of the words in the activity?
(Venn and story/character maps, Bar graph, Line Chart)
4. How many characters does each story have? (Two)
The teacher allows the students to review the different types
D. Discussing new concepts and of diagram and charts and when to use them through the
practicing new skills #1. worksheet provided. Then ask them which among the diagram
and charts that can possibly illustrate connections or can
show comparison of two texts. (Venn Diagram)
VENN DIAGRAMMING / STORY MAPS
Instructions: Recall the stories Thank You, Ma’am by
Langston Hughes, and The Story of Teddy by Elizabeth
Silance Ballard and do the given tasks below.
Group 1 – Make a Venn diagram showing the similarities
and differences
(This part of the lesson shows between Mrs. Thompsons and Mrs. Jones.
within the curriculum which is Group 2 – Make Character Maps of Teddy and Roger.
using adjectives to describe the Process Questions:
characters from the story 1. What are the similarities between Roger and Teddy?
discussed. And it also shows 2. What are the differences between Teddy and Roger?
3. What are the similarities between Mrs. Jones and Mrs.
across curriculum by learning Thompson?
different types of diagrams and 4. What are the differences between Mrs. Jones and Mrs.
charts usually used in Thompson?
Mathematics subject.) 5. How do the given diagrams help you in illustrating the
connections between the two texts?
Group Task
Instructions: Illustrate connections between two texts
Thank you, Ma’am, and The Story of Teddy through a
Plot Chart.

Use the following questions as your guide for this

E. Discussing new concepts and activity:
1. What happened at the beginning of the story? (Mention the
practicing new skills #2. setting of the story.)
2. What is the conflict, or the problem encountered by the
characters?
3. What do the characters do to resolve or solve the conflict or
problem?
4. What happens when the characters resolve the conflict?
5. How does the story end?
 DIFFERENTIATED ACTIVITY

Diagraming: Skills Development (ICT Integration)

Instructions: Read and understand the given texts and
illustrate the connections between two texts through a
diagram. Use Digital Tools in making your diagrams (Example:
free downloads graph/chart templates or Microsoft
Tools/Illustrations. Share your outputs for Class Presentation.
Use the given Rubric as your guide in making your output.

F. Developing mastery (Leads to

Formative Assessment 3)

Group 1 – Make a Line Graph showing your daily tasks and

explain how Self-discipline is connected to Time-Management.
Group 2 – Make a Pie Chart showing the percentage of the
students’ daily activities and explain how Self-discipline is
connected to Time-Management.
Group 3 - Make a Bar Graph ranging from 1-10 showing the
levels of your tasks each day and explain how Self-discipline is
connected to Time-Management.
Group 4 - Make a Mind Maps to illustrate the connection
between Self-Discipline and Time Management

Instructions: Answer the following questions.

G. Finding practical applications 1.Why do we need to learn how to connect things or show the
relevance each information in our daily life?
of concepts and skills in daily 2.As a student, how does our lesson help you in illustrating the
living. connections between texts through diagrams?

Instructions: Answer the following questions orally.

1. What is a diagram?
2. What are the examples of diagrams?
3. What is the importance of using diagrams?
H. Making generalizations and
4. How do the diagrams help students to illustrate the
abstractions about the lesson. connections between two texts?
5. How do diagrams contribute to the use of literature or text
as a way of understanding one’s life experiences as well as
other people’s lives and circumstances?
I. Evaluating Learning Instructions: Read and understand the given texts. Illustrate
the connections between the given texts through your chosen
diagram.
 What is the meaning of VUCA? Give some examples. Write your answers in a
J. Additional activities for
½ sheet of paper.
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 who scored below
80%.
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 teacher
strategies worked well? Why did
this 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?

Prepared by:
ARTELEIH E. MONDEJAR
Teacher/Adviser

Checked & observed by:

MARIA BASILIA G. FLORES
Master Teacher II

Noted by:
MARIA BASILIA G. FLORES
Head Teacher VI – English Department