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Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon

School Canda National High School, Grade Level 10- Resilience, Compassion,
Junior High School Department Accountability
Daily Lesson Log Teacher
JENNIFER M. OESTAR Learning Area English-Celebrating Diversity through
World Literature
Teaching Dates and Time October 9-13, 2017 Quarter Second

Session 1 Session 2 Session 3 Session 4


1. OBJECTIVES Objective must be met 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 content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Program Standard The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.

Grade Level Standard The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature.

A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning Competencies/ Objectives I - LEARNING COMPETENCY I - LEARNING COMPETENCY I - LEARNING COMPETENCY I - LEARNING COMPETENCY
EN10WC-IIi-13: Compose an argumentative EN10WC-IIi-13: Compose an argumentative EN10SS-IId-1.5.2: Scan for needed EN10RC-IIa-11: Transcode information
RC -Reading Comprehension essay essay information from linear to non-linear texts and vice-
LC -Listening Comprehension versa
VC -Viewing Comprehension EN10SS-IIg-1.6.5: Use in-text citations EN10SS-IIg-1.6.5: Use in-text citations EN10RC-IIh-2.22: Evaluate text content,
V-Vocabulary Development elements, features, and properties using a
II - OBJECTIVES II - OBJECTIVES EN10RC-IIb-11.2: Explain illustrations
LT-Literature set of criteria
from linear to non-linear texts and vice
WC -Writing and Composition
At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are versa
F -Oral Language and Fluency
G -Grammar Awareness expected to expected to expected to
EN10RC-IIe-7.3: Read closely to get the
1. Identify the characteristics of an 1. Identify the characteristics of an 1. Locate important information from a authors purpose
argumentative essay by analyzing examples. argumentative essay by analyzing examples. news article.
2. Write an argumentative essay observing the 2. Write an argumentative essay observing the 2. Identify the elements of a good news II - OBJECTIVES
correct parts and format. correct parts and format. story.
3. Participate in the activity. 3. Participate in the activity. 3. Evaluate the content of a given news At the end of the session, learners are
story. expected to:
4. Perform the task diligently.
1. Transcode information from linear to
non-linear texts and vice-versa.
2. Explain illustrations from linear to non-
linear texts and vice versa.
3. Get the purpose of the author in writing
the text.
4. Participate actively in the activity.

1. CONTENT 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 can be tackled in a week or two.
MODULE 2: Overcoming Challenges

Characteristics of an Argumentative Essay Writing of an Argumentative Essay Key Components of a Good News Story Common Ground by Kodaline
4 Causes of Family Conflict by K. Lee
Banks
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Celebrating Diversity Through World Literature Celebrating Diversity Through World Literature Celebrating Diversity Through World Celebrating Diversity Through World
English - Learners Material English - Learners Material Literature Literature
First Edition 2015 First Edition 2015 English - Learners Material English - Learners Material
First Edition 2015 First Edition 2015

1. Teachers Guide pages Curriculum Guide (May 2016) pp. 223-225 Curriculum Guide (May 2016) pp. 223-225 Curriculum Guide (May 2016) pp. 223-225 Curriculum Guide (May 2016) pp.223-225
English
2. Learners Materials pages English Learners Material for Grade 10 English Learners Material for Grade 10 pp. English Learners Material for Grade 10 pp. Learners Material for Grad e 10 p. 120-122
139-141 139-141

3. Textbook pages
4. Additional Materials from Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D.
Learning Resource (LR) portal
K to 12 English, Learning Materials are K to 12 English Curriculum Guide May 2016 K to 12 English Curriculum Guide May 2016 K to 12 English Curriculum Guide May
uploaded at http://lrmds.deped.gov.ph/. Page 199 of 244 Learning Materials are Page 199 of 244 Learning Materials are 2016 Page 199 of 244 Learning
uploaded at http://lrmds.deped.gov.ph/. uploaded at http://lrmds.deped.gov.ph/. Materials are uploaded at
http://learnenglishessay.blogspot.com/2011/12/a http://lrmds.deped.gov.ph/.
rgumentative-essay.html

A. Other Learning Resources Materials: Materials: Materials Materials:


Copy of the reading text Copy of the reading text Newspaper Copy of the reading text
Paper and Pen Paper and Pen Paper and Pen Paper and Pen
Manila Paper/Cartona Manila Paper/Cartona Laptop Manila Paper/Cartona
Marker Marker Speaker Marker
Video of the Material Speaker
Video of the Material
Laptop

3. PROCEDURES These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which
you can infer from the 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.
A. Reviewing previous lesson or Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Preliminary Activities/
presenting the new lesson Attendance/Classroom Management Etc. of Attendance/Classroom Management Etc. Routines/Checking of Routines/Checking of
Attendance/Classroom Management Attendance/Classroom Management
UNFREEZING ACTIVITY UNFREEZING ACTIVITY Etc.
Etc.
1.To catch students attention, the teacher plays 1.To catch students attention, the teacher UNFREEZING ACTIVITY
UNFREEZING ACTIVITY
a video clip of HEY MICKEY. facilitates the GAME AVOIDING 21.
1.To catch students attention, the teacher
1.To catch students attention, the teacher
2.The teacher gives instruction on what the 2.The teacher gives instruction on what the facilitates the GAME BEAR, SALMON AND
plays the video clip BABY SHARK.
students should do during the song. students should do during the game. MOSQUITO.
2.The teacher gives instruction on what
RECAPITULATION RECAPITULATION 2.The teacher gives instruction on what the
the students should do during the song.
3. Checking of Previous Activities / Review of the 3. Checking of Previous Activities / Review of students should do during the game.
Previous Lesson the Previous Lesson RECAPITULATION
RECAPITULATION
3. Checking of Previous Activities /
VOCABULARY ENRICHMENT (Part of the VOCABULARY ENRICHMENT (Part of the 3. Checking of Previous Activities / Review
Review of the Previous Lesson
Action Research Entitled The Use of WFT Habit Action Research Entitled The Use of WFT of the Previous Lesson
in Increasing the Vocabulary Competence of Habit in Increasing the Vocabulary VOCABULARY ENRICHMENT (Part of
Grade 10 Students of Canda NHS Competence of Grade 10 Students of Canda VOCABULARY ENRICHMENT (Part of the
the Action Research Entitled The Use of
NHS Action Research Entitled The Use of WFT
WFT Habit in Increasing the Vocabulary
4.Giving of the WORD for TODAY and students Habit in Increasing the Vocabulary
Competence of Grade 10 Students of
make a sentence using the word for today. 4.Giving of the WORD for TODAY and Competence of Grade 10 Students of
Canda NHS
students make a sentence using the word for Canda NHS
TINTINNABULATION today. 4.Giving of the WORD for TODAY and
4.Giving of the WORD for TODAY and
-noun students make a sentence using the word
GIZMO students make a sentence using the word
-(tintinabyuleshon) for today.
-noun for today.
-the ringing of the bell
-(gizmo) FEUD
-People were excited to hear the AKIMBO
-a usually small mechanical or electronic -adverb -noun
tintinnabulation of the church bell, to signal
device -(akimbo) -(fyud)
the opening of the Yuletide season.
-We found all sorts of interesting -with hands or hips and elbows -mutual enmity or quarrel that is often
woodworking gizmos in the garage. extending outward prolonged
The students perform the activity. -Maria stood there akimbo. -Capulet and Montague are the two
feuding families in Shakespeares
The students perform the activity. Romeo and Juliet.
The students perform the activity.

The students perform the activity.

B. Establishing a purpose for the INTRODUCTION SIMPLE RECALL INTRODUCTION INTRODUCTION


lesson An argumentative essay tries to change the
readers mind by convincing the reader to agree An Argumentative Essay is .. What makes a good news story? With your The family is the smallest unit of society
with the writers point of view. It attempts to be _____________________________________ groupmates, discuss the characteristics of and it is everything. Yet, there is no
highly persuasive and logical. It usually assumes _____________________________________ a good news story. such thing as perfect family.
that the reader disagrees with the writer, but it The parts of argumentative essay are Use the graphic organizer shown on your
should be noted that the reader is no less module.
intelligent than the writer. Hence an
argumentative essay should be written _____________________________________ A good news story is...
objectively, logically and respectfully. _____________________________________
_____________________________________
When planning an argumentative essay, be
aware that the essay should contain the
following characteristics:

The argumentative essay introduces and


explains the issue or case. The reader needs to
know what the issue is going to be.

The essay offers reasons, and supports these


reasons. The essay should prove its point.

The essay, at times, refutes (proves wrong)


opposing arguments.

C. Presenting examples/instances of TASK 1. SIMPLE RECALL TASK 5. PREPARING TO WRITE TASK 1. WHAT DO YOU THINK? TASK 1. LETS SING
the new lesson Recall the difference among Persuasive, Write an argumentative essay regarding any Give your idea regarding the
Argumentative and Informative essays. Write issue in your school or community. Prepare a following statements: Listen to the song Common Ground
their characteristics in the provided table. draft for your essay using the diagram below. NEWS is North, East, West and South. by Kodaline.

TYPES CHARACTERISTI NEWs should be new. It's easy to win, It's harder to lose To
Issue / Reason Justification
CS Topic neWs has 5Ws. admit tha you're wrong when you've got
1.Informative something to prove.
Reason 1 Point 1
You said it was easy, I tell you they're
2.Persuasive wrong. So get busy learning, What you
Point 2
already gone?
3.Argumentative And people will tell you What you want to
Point 3 hear, But the people who know you well
and make it all clear.
Reason 2 Point 1 Life isn't easy, You got to be strong
Title Point 2 So get busy learning Or you're already
gone.
Point 3 Sure we all will be forgotten And we all
grow bored Yeah we all will be forgotten
Reason 3 Point 1 But a common ground Is a good place to
start.
Point 2 Sure we all will be forgotten And we all
grow bored, Sure we all will be forgotten
Point 3 But a common ground Is a good place to
start, A common ground Is a good place
to start.
D. Discussing new concepts and CONTINUATION OF TASK 1 CONTINUATION OF TASK 5 TASK 2. STUDY THIS CONTINUATION OF TASK 1
practicing new skills #1 News Elements
What makes a story newsworthy? Pay https://www.youtube.com/watch?v=IGKrfI
close attention to these 10 elements of a9eQI
newsworthiness to see which apply to your
particular announcement. Good news
stories have more than one of these
elements.

Proximity: Location, location, location. If


an event is happening nearby, it will impact
readers more than if it were happening
somewhere else that doesn't affect them as
much in another state or in another
country. Depending on the story, it may as
well be the same thing.

Prominence: A well-known person, place


or event has a stronger news angle than
something that the audience isnt familiar
with. A guest speaker visiting
your local elementary school to take over
story time doesn't resonate with many
people ... unless that speaker is Johnny
Depp.

E. Discussing new concepts and TASK 2. READ TO ACHIEVE TASK 6. WRITE IT, ALRIGHT! Timeliness: Current news has more impact After listening to the song, have a mental
practicing new skills #2 Read and analyze the sample argumentative Using the draft you prepared, write an than something that happened yesterday or picture of an object you visualize in the
essay entitled Aggressive Driving Should Be argumentative essay about a certain topic in last week. The news media loses interest in song. Explain and discuss it with afterward.
Avoided in your learners material (pp. 131-132). your school. Be guided by the rubrics below. past events because there is always fresh
news somewhere. OBJECT

Oddity: If something is unusual, shocking


or bizarre, the strangeness alone could
make it newsworthy. Think Octo-Mom.

Consequence: If the impact of an event


may directly affect readers, they will want to
know about it. A run-of-the-mill burglary at
the Watergate Hotel was white noise on the
airwaves until it became clear what the
identities of the key players meant for the
nation. That bit of news cost a U.S.
President his seat.

Conflict: Readers are always interested in


disagreements, arguments and rivalries. If
an event has a conflict attached to it, many
readers will be interested on that basis
alone. Let's not forget that it's human
nature to choose sides and stand up for
that choice. Stories that involve conflict
include those about religion, sports,
business, trials, wars, human rights
violations, politics or even struggles against
nature, animals or outer space.

Human interest: If a situation draws any


sort of emotional reaction, then it might
contain the news element of a human-
interest story. These stories can be "soft"
kid-at-the-petting-zoo snapshots, inspiring
comeback accounts or infuriating reports of
incompetence on the part of a public figure.

Source:
http://www.axiapr.com/blog/elements-of-
news

F. Developing mastery TASK 3. BREAKING DOWN THE IDEAS Argumentative Essay Rubrics (maximum of CONTINUATION OF ACTIVITY TASK 2. COMMON DENOMINATOR
(Leads for Formative After reading the essay, complete the following 15 points for each essay)
Assessment 3) table with the information presented in it. Be What are the things common to you and
guided by the questions below. your family members? Use the Venn
Diagram below to show it. You may add
Questions Information See attachment on last page. more circles depending in the number of
presented in the your family members.
essay
What is the issue or
case?
What are the
statements (reasons)
that support the
issue?
Which among the
statements refute /
oppose other
issues?

G. Finding practical applications of INSIGHTS SHARING https://www.mesacc.edu/~paoih30491/RubricA TASK 3. WHAT DID YOU LEARN? TASK 3. FINDING THE AUTHORS
concepts and skills in daily living rgumentEssay.html In your own words, explain the following PURPOSE
1.Have each student discuss his/her ideas with a elements of a good news story. Give an Read 4 Causes of Family Conflict by K
partner. Introduction/ Grade Equivalent example for each. Lee Banks on pages 120-122 of your LM.
Conclusion (15 points
maximum): Element Expla Examp What do you think is the purpose of the
2.Have each pair join another pair to expand nation le author in writing the text?
Main Points A = 13 - 15 points
their sharing.
B = 10 - 12 points Prominence
Organization Oddity
3. Call on a few students to share their small C = 7 - 9 points D = Timeliness
group discussion. Style 4 - 6 points F = 0 - 3 Scandal
Human Interest
4. Synthesize the lesson. Mechanics Extremes
Superlatives
Total Points Impact
______ Proximity
Consequence
Conflict

Grade Equivalent (15 points maximum): A = 13 -


15 points B = 10 - 12 points C = 7 - 9 points D =
4 - 6 points F = 0 - 3
H. Making generalizations and DIGGING DEEPER DIGGING DEEPER TASK 4. IS IT NEWSWORTHY? TASK 4. ANALYZING THE CAUSE
abstractions about the lesson Bring a newspaper. With your partner, After reading it, fill in the diagram with
1. Have the students summarized what they 1. Have the students summarized what they evaluate at least two articles from your causes of family conflicts. Write a short
have learned for todays lesson. have learned for todays lesson. local newspaper (Ang KAnDa) if they description of each conflict.
contain the key components of a good
2.The teacher gives necessary 2.The teacher gives necessary story. Then, copy the lines or phrases to
corrections/additional insight regarding the corrections/additional insight regarding the support your answer.
lesson. lesson.

I. Evaluating learning CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING TASK 6. TIPS TO AVOID CONFLICTS
As a group, formulate tips/advice on how
1. The teacher checks and records students 2. The teacher checks and records students 1.The teacher checks and records students to avoid conflicts. You may choose
work. work. work. among:
Conflict at home
The teacher makes necessary comments or 3. The teacher makes necessary comments or 2.The teacher makes necessary comments Conflict in school
suggestions on the students output. suggestions on the students output. or suggestions on the students output. Conflict in the community

DIFFERENTIATED INSTRUCTION
Group 1- By means of Slogan
Group 2- By means of 2 Stanza Poem
Group 3- By means of 2 Stanza Jingle
Group 4- By means of Drawing

Presentation may be scheduled for the


next meeting due to time constraint.

J. Additional activities for TASK 4. WHAT DID YOU LEARN? AGREEMENT/REMINDERS AGREEMENT/REMINDERS YOUR FINAL TASK
application for remediation Base on your understanding, what are the
characteristics of an argumentative essay? TASK 5. ACROSTIC You have been informed that the final task
for this quarter is to write a short but
An Argumentative Essay is: Why is it important to consider the Assign the students to read 4 Causes of persuasive text. A concise oral
______________________________________ newsworthiness of a news story? Create an Family Conflict by K. Lee Banks on pages presentation on the causes / effects of
_______________________________________ acrostic to show your answer. 120-122 of your LM cyberbullying, would help you prepare for
_______________________________________ such a performance at the end of the
_______________________________________ quarter.
_______________________________________
(Submission scheduled for next week.)

4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisor can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
on the formative assessment

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.
E. Which of the teaching strategies
worked well? Why did these work?

F. What difficulties did I


encountered which my principal or
supervisor can help me solve?

G. What innovation or localized


materials did I used/ discover which
I wish to share with other teachers?

Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)

Prepared by: Checked by:

JENNIFER M. OESTAR ALODIA A. ALBESTOR


Secondary School Teacher I English Coordinator
Noted by:

ALLAN E. DATA
Principal II