Republic of the Philippines
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
SCHOOLS DIVISION OFFICE OF CAGAYAN
Regional Government Center, Carig Sur, Tuguegarao City, 3500
Daily Lesson Log in English 8
I.
OBJECTIVES
A. Content Standards
The learner demonstrates understanding of Southeast Asian literature
as mirror to a shared heritage; coping strategies in processing textual
information; strategies in examining features of a listening and
viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion-making and,
persuasion and emphasis.
B. Performance Standards
The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use of
informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making persuasion, and
emphasis, and appropriate prosodic features, stance and behaviour.
C. Learning Competencies/
Objectives (Write LC code
for each)
Use opinion-marking signals to share ideas
II. CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Identify opinion-marking signals used in sentence
Distinguish facts from opinions; and
Use opinion-marking signals to express or share ideas.
Opinion-Marking Signals
English 8 Quarter 2 Learning Module
Recall the discussed visual-verbal illustrations that can be used in presenting
information.
B. Establishing a purpose for the
lesson/Motivation/Motive
Questions
Magnifying eyes
Describe each picture:
C. Presenting examples/instances
of the new lesson
Who do you think is happier between the two men?
D. Discussing new concepts and
practicing new skills #1
The teacher discusses the opinion-marking signals.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
The teacher discusses the fact-marking signals.
Samson Vs. the Lion
Identify each of the given phrases whether it expresses opinion or
fact.
Pick it out!
Pick out the opinion signal word in each of the given sentences.
Activity 4: Fact or Bluff!
Identify whether each statement is a fact or a bluff.
G. Finding practical applications of
concepts and skills in daily
living
H. Activity 4: In my view…
Group 1: The Singers
Encourage everyone to help in healing Mother
Earth. Deliver your message by using the tune of
the chorus part of the song ‘Heal the World’.
Group 2: The Actors
Assume that you have a friends who are in a fix due
to early pregnancy. Give him and her pieces of
advice through a short skit.
Group 3: The Writers
Promote waste segregation by constructing an
acrostic of the word W-A-S-T-E.
I.
J.
Making generalizations and
abstractions about the lesson
Evaluating learning
Group 4: The Artists
Think of something that could best symbolize the
love and sacrifice of parents to their children.
Explain your drawing by using opinion-marking
signals.
Is it important to have the skill in distinguishing fact from opinion?
Why?
A. Directions: On a separate sheet, rewrite or copy the
statement that expresses an opinion and encircle the opinionmarking signals.
1. Many believe that Corona virus is not heat-resistant.
2. Based on research, COVID-19 can stay on your belongings for a
few hours.
3. China claims that at present, they have zero COVID-19 cases.
4. People think that China has new reported cases.
5. The investigation states that there are more reported cases of
COVID- 19 in urban areas.
B. Directions: Transform the given facts into opinions. Write
your answer on a separate sheet of paper.
Example:
(They suggest) The medical team confirms new vaccine for COVID19. Answer: The medical team suggests a new vaccine for COVID-19.
(believes) 1. WHO confirms that older people are more vulnerable to
the virus.
Answer: (argued) 2. He found out from his study that there are
asymptomatic persons or those who are infected with the virus but do
not manifest signs or symptoms.
Answer: (thought) 3. They have found out that COVID-19 can stay
long during cold days.
Answer: (thought) 4. I have confirmed that rations were all distributed
to LGUs.
C. Additional activities for
application or remediation
Answer: (argued) 5. He discovered that the HIV vaccine could help a
COVID patient recover.
Agreement:
Find a partner, then construct a dialogue in any topic in which opinion and
fact-marking signals are used.
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
worked well? Why did these
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:
Checked by:
Noted by:
VENUS M. CACATIAN
ROMEO J. TUNGPALAN
GEMMA S. MONDERO
Subject Teacher
THE SINGERS
Head Teacher I
OIC/HTIII
CRITERIA
Lyrics
Melody
Work Division
10 (Excellent)
The lyrics is very
meaningful and
relevant
Melody is simple but
very catchy. Rhythm
and melody range
are appropriate and
appealing.
All members of the
group contributed in
making the output.
7 (Very Satisfactory)
The lyrics is meaningful
10 (Excellent)
The output is
exceptionally
attractive and
creative. A lot of
thought and effort
were used to make
the output.
Exceptional use of
new ideas and
originality to create
the output
All members of the
group contributed in
making the output.
7 (Very Satisfactory)
The output is attractive
and creative. Good
amount of thought and
effort were used to
make the output.
5 (Satisfactory)
The output is
acceptably attractive
and creative. Some
thought and effort
were used to make
the output.
3 (Fair)
The output is
distractingly messy
and does not reflect
any degree of
creativity
Good use of new ideas
and originality to create
the output
Average use of new
ideas and originality
to create the output
No use of new ideas
and originality to
create the output
Some members of the
group contributed in
making the output.
Only few members
of the group
contributed in
making the output.
Only one member of
the group
contributed in
making the output.
7 (Very Satisfactory)
Competent
communication of
characters’ feelings,
situation, and motive
5 (Satisfactory)
Adequate
communication of
characters’ feelings,
situation, and motive
3 (Fair)
Limited
communication of
characters’ feelings,
situation, and motive
The presentation is near
to the main idea of the
selection
The presentation is
somewhat relevant
to the main idea of
the selection
All members are
rarely willing and
focused during the
presentation.
The presentation is
not relevant to the
main idea of the
selection
All members are not
willing and focused
during the
presentation.
Melody is simple and
catchy. Rhythm and
melody range are
appropriate and
appealing.
Some members of the
group contributed in
making the output.
5 (Satisfactory)
The lyrics is
somewhat
meaningful
Melody is fair but not
catchy. It could be
improved
rhythmically and
melodically.
Only few members
of the group
contributed in
making the output.
3 (Fair)
The lyrics is not
meaningful
Melody requires
much improvement.
It is not appealing.
Only one member of
the group
contributed in
making the output.
THE ARTISTS
CRITERIA
Craftsmanship
and Creativity
Originality
Work Division
THE ACTORS
CRITERIA
Presentation of
the character
Relevance to
the text
Participation in
Presentation
10 (Excellent)
Convincing
communication of
characters’ feelings,
situation, and
motive
The presentation is
relevant to the main
idea of the selection.
All members are
always willing and
focused during the
presentation.
All members are willing
and focused during the
presentation.