School Gulang-Gulang National High School Grade Eight

Domoit Extension Level

Teacher Dyan Lyn H. Alabastro Learning English
Area
Daily Lesson Plan Teaching CONTROL Time: Quarter Fourth
(DLP) Date Forms.TextBox.1 \s Time

DAILY LESSON PLAN

I. OBJECTIVES
The learner demonstrates understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types;
A. Content
reality, fantasy, and opinion in listening and viewing materials; word decoding strategies;
Standards
and use of information sources, active/passive constructions, direct/reported speech,
perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of
B. Performance which may be used in composing and delivering a memorized oral speech featuring use of
Standards properly acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning EN8RC-IVd-14.1: Interpret and follow instructions, directions, notices, rules and regulations.
Competencies/
Objectives
II. CONTENT Public Signages
III. LEARNING RESOURCES
A. References
1. Teacher’s
2. Learner’s Material pages
Guide pages
3. Textbook 4. Other Materials from LRMDS Grade 8 English Exemplar
pages: Portal:
B. Other Learning Resources: Laptop, Projector
IV. PROCEDURES
A. Reviewing 2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective
previous lesson
or presenting the Preliminary Activity: Provide students with a small sheet of writing paper. Then let them
new lesson know that the activity you are about to do will prove how well they listen and follow
directions. Let them know that you will state each instruction, then pause, then repeat the
instruction. Add, But I will not repeat any instruction for the third time, so you must listen
very carefully. Proceed to give students the instructions below.

1. Write your first name on the lower part of the paper at the left-hand margin.
2. On the upper left- hand start writing the numbers from 1 down to 9.
3. Circle the number 6.
4. Draw a star in the upper left-hand corner of the page.
5. Fold your paper in half the long way.
6. Open up your paper, then fold it the opposite way.
7. Use the tip of your pencil to poke a hole in the center of the paper (the place where
the two folds meet).
8. Draw a heart around the hole you made in your paper.
9. Write the first initial of your last name in the upper right-hand corner of the page.
10. On the last line on the page, write the word done near the right margin.
Analysis:
1. How do you find the activity?
2. Will you able to follow the instructions?
3. What skill do you think this activity wants you to develop?
4. Do you find the directions difficult? If yes, what makes it hard for you to follow the
directions?
5. Now, in some places we can see signages or symbols that indicate what should be
done. What do we call to these notices or symbols?
 2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective
Objective/s:
Before proceeding with the topic, the learners will be assured of their learning today by
B. Establishing a reading the lesson objectives. (3 minutes)
purpose for the Objectives:
lesson 1. Identify the different instructions, directions, notices, rules and regulations that can be
seen in public places.
2. Make signages that can be found in school.
3. Help the community to achieve peace- and- order by following the rules and regulations
seen on the signages.
Task 1: SHARE-nario
Give appropriate rules and regulations in each situation.
Group 1. People in the park keep on throwing garbages everywhere.
Group 2. The group of students in the library are murmuring and distracting other
students.
Group 3: In a Villagge, car owners park their cars in both side which makes other cars
C. Presenting difficult to pass through.
examples/ Group 4: Some students are not wearing their school id.
instances of the Group 5: The garbages are mixed in one trash can.
new lesson Group 6: A man is smoking in the waiting area of the school.

Analysis:
1. Do you think the rules and regulations that you have made are helpful?
2. As members of community, did you encounter different rules and regulations? What
are those?
3. As a good citizen, how can we help to achieve peace and order in our community?
D. Discussing Task 2: Signage Meaning
new concepts The class will be divided into six groups. Each group will pick a strip of papers containing
and practicing the meaning of the public signages posted in the board.
new skills #1

Group 1 Group 2

Group 3 Group 4

Group 5 Group 6

No Parking on Either Side No Left Turn

Poisonous Keep Silent

Reserved Seat for PWD No Littering

 The students will be given follow-up questions.
1. When you see signages like them, what is the first thing that comes into your mind?
2. Do you follow what is written on the signage?
3. What will you do if you see someone who is not following the signage?
4. Do you think you can help you community by following simple signages?

2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective

Objective/s:

Task 3: Oh, You’re There!

The teacher will post the big picture of the activity given to the students. The teacher will
call volunteer students to answer the question on the board. Pictures of the different
signages will be posted on the board.

E. Discussing
new concepts
and practicing
new skills #2

The students will be asked, - Where can you find these signages?
2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective
Objective/s:
F. Developing
Mastery Directions: Tell where you can find the following signages.

2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective

Objective/s:
Task 4: Sign-Board Making The class will be divided into 6. Each group will make a school
sign board. They can choose from the following signage:
A. Entrance
B. Exit
C. Fall in Line
D. Observe Silence
E. Watch Your Steps
F. Turn Off When Not In Use
G. Finding
practical
application of
concepts and
skills in daily
living
 2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective
Objective/s:
H. Making The learners will state the key concept of the lesson by answering the question that follows:
generalization and 1. What is public signage?
abstractions about 2. What are the examples of public signage?
the lesson 3. What is the importance of following the directions?

2C2RI ☐ Constructivist ☐ Collaborative ☐ Inquiry Based ☐ Integrative ☐ Reflective

Objective/s:

Directions: Look for the meaning of each of the signage below.

1. 4.

I. Evaluating
learning
2. 5.

3.

CHOICES:

a. Hot surface b. Falling Debris c. Men at Work

d. no parking e. no smoking
J. Additional
activities for
application or
remediation
V. REMARKS
☐The learners were engaged in the discussion and find ☐ The learners found the lesson difficult.
the lesson easy to understand.
☐ The learners did not enjoy the lesson because of ☐ The learners were interested in the lesson despite of
VI. insufficient background of the lesson, thus making them some difficulties encountered in answering the questions
REFLECTION not interested to participate well. posed by the teacher.
☐ The learners were able to exhibit mastery of the lesson. ☐ Majority of the students were able to accomplish the
task/s given by the teacher.
☐ Some of the students were not able to finish the task/s given by the teacher.
SECTION: Gracious Respectful
A. No. of learners who earned 80% in
the evaluation Number of Students:
B. No. of learners who require additional SECTION: Gracious Respectful
activities for remediation who scored below
Number of Students:
80%
SECTION: Gracious Respectful
C. Did the remedial lesson work? No. of
Number of Students:
learners who have caught up in the
lesson ☐ Yes ☐ No _______ of the learners caught up the remedial lessons.

D. No. of learners who continue to SECTION: Gracious Respectful

require remediation Number of Students:
E. Which of my Strategies that worked well:
teaching
☐ Metacognitive Development (Self assessments, ☐ Bridging
strategies work note-taking and studying techniques, vocabulary (Think-pair-share, quick-writes, anticipatory charts, etc.)
well? building, etc.)
☐ Schema-Building ☐ Contextualization
(compare and contrast, jigsaw learning, peer teaching ( demonstrations, media, manipulative, repetition and local
and projects) opportunities)
☐ Text Representation ☐ Modelling
(student created drawings, illustrations, videos and (speaking slowly and clearly, providing samples)
 games)
☐ Graphic Presentations:
_____ Explicit Teaching _____ Group Collaboration _____ Gamification
_____ Answering preliminary _____ Dyads/Triads _____ Differentiated Instruction
activities
_____ Role Playing/Drama _____ Discovery Method _____ Lecture Method
_____ Others (pls. specify) _____________

Why did these work?

☐ Complete IMs ☐ Availability of Materials ☐ Pupil’s
eagerness to learn
☐ Collaboration and cooperation in doing the task ☐ Audio Visual Presentation of the lesson
F. What difficulties did I encounter ☐ Bullying among the students ☐ Pupils behavior/attitude
☐ Unavailability of Instructional Materials ☐ Unavailability of the needed facility in
which my principal or supervisor can support to the T-L Process
help me solve? ☐ Additional clerical work ☐ Others (pls. specify)____________
Planned Innovations:
G. What innovation or localized ☐Contextualized/Localized/ Indigenized ☐ Localized Videos / Pictures / Stories
materials did I use/discover which I IMs
☐ Making books / modules and LMs from ☐ Recycling of materials to be used as
wish to share with other teachers? views of the locality IMs
☐ Local literatures ☐ Others (pls. specify) ____________

Prepared by: Noted by:

Dyan Lyn H. Alabastro LOWELL B. BUSA

Subject Teacher School Head