GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 10

DAILY LESSON LOG Teacher Mrs. Faith C. Morales Learning Area English
Teaching Dates and Time July 3 – 7, 2017 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives 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 in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
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 EN10LC-Ic-4 EN10LT-Ic-2.2 EN10LT-Ic-2.2 EN10LT-Ic-2.2

Write the LC code for each
Determine the implicit and Explain how the elements Explain how the elements Explain how the elements
explicit signals, verbal as well as specific to a genre contribute to specific to a genre contribute to specific to a genre contribute
non-verbal, used by the speaker the theme of a particular literary the theme of a particular literary to the theme of a particular
to highlight significant points selection. selection. literary selection. VACANT

EN10RC-Ic-2.15.2 EN10LT-Ic-2.2.2 EN10LT-Ic-2.2.2

Determine the effects of textual Explain the literary devices used Explain the literary devices use.
aids like advance organizers,
titles, non-linear, illustrations,
etc. On the understanding of the
text.

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.

II. CONTENT Orpheus by Alice Low

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pp. 35 - 38 pp. 39 - 42 pp. 39 - 42 pp. 42 - 45
2. Learner’s Material pages pp. 52 - 54 pp. 54 -58 pp. 54 -58 pp. 59 - 60
3. Textbook pages pp. 52 - 54 pp. 54 -58 pp. 54 -58 pp. 59 - 60
4. Additional Materials from Learning “Reflection” Sound clip Life of Pi (The Movie) Video
Resource (LR) portal
Clip
B. Other Learning Resources
IV. PROCEDURES 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 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.

A. Reviewing previous lesson or Invite the students to read the Present the task using a chart Review the story of “Orpheus”. Provide students with inputs
presenting the new lesson
introduction (Module 1 Lesson and ask students to answer the on movie adaptations.
 3) for them to get an overview following questions:
of where they are headed to 1. What can you notice
and to be aware of the desired with the way these
result; that is, for them to words were defined?
demonstrate understanding of 2. How do you
how to deal with personal differentiate definition
challenges. A from B?
3. Which of the two is the
better way to define a
word?
B. Establishing a purpose for the lesson Allow the students to go over Discuss with the students what Group the students into five. Ask the students to view the
the following objectives for myth is. Each group will present a role- 2012 film adaptation of Life of
them to focus more on target playing depicting the different Pi by Yann Martel. While
concepts, language scene in the story of “Orpheus”: watching, ask them to take
communication and literary note of the important details in
skills Group 1: Get to Know Orpheus the movie.
Gropu 2: Eurydice and Orpheus’
Love Story
Group 3: Journey to the
Underworld
Group 4: Meeting Hades and
Persephone
Group 5: The Fate of Orpheus &
Eurydice.

Present the rubrics for their

performance.
C. Presenting examples/instances for Make them visualize the Before reading the text, ask the Allow the students to practice
the new lesson
strengths of a boy and a girl and students: for their role playing.
how can they make use of these “To what extent would you use
strengths to solve the problem your strength to save a person
which is to successfully come you love?”
out of the box. Relate it to
theme capitalizing on one’s
strengths and weaknesses.

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and Ask the students the processing Have them read Orpheus by
practicing new skills #1
questions based on their initial Alice Low. Inform students that
task: while reading, there are
1. What qualities of breakers (questions enclosed in
Joaquin have you a box) that they ought to
identified? How about answer/think about.
 Christina?
2. In what way could
these qualities help
them escape from the
box?
3. How does the web help
you sort boy’s
characteristics from the
girls? Could you think
of other organizers that
would best fit the
purpose?
4. Do you think we could
interchnage the
qualities of Joaquin and
Cristina? What would
interchanging their
qualities imply?

E. Discussing new concepts and Gender Advocacy and Discuss the story in class.
practicing new skills #2
Development is integrated in
this activity, and the teacher
may also ask other questions
relating the topic to the activity.

Interchange the names of

Joaquin and Cristina and ask
students for reactions.
F. Developing mastery Ask the students to view or Let the student answer the
(Leads to Formative Assessment 3)
listen to the song entitled “Let it comprehension questions in
Go” form the movie Frozen. their LM.

Before listening to the song,

present a concept map of the
words Implicit and explicit on
the board to clarify them of
what they are expected to do in
the activity.
G. Finding practical applications of Ask: Ask:
concepts and skills in daily living
1. Reflect on the meaning 1. What are you willing to
of the song, are there a risk to save the one you
time in your life that love?
you just wanted to let
things go?
H. Making generalizations and Ask them to determine the Provide inputs or recall on tone,
abstractions about the lesson
implicit and explicit signals from mood, technique, and purpose
the lyrics that are used by the of the author in writing text.
singer to highlight significant
points.

I. Evaluating learning Ask the following questions: Ask them to recall the story of Role-playing Presentation. Answer the questions found in
1. What is the song all Orpheus. Present to them the their LM
about? chart found in Task 6 of this
2. What explicit and lesson and ask them to fill out
implicit signals used by the bubbles with the
the singer to highlight corresponding answers.
significant points have
you identified? Ask someone to present the
3. How do these signals output in class and allow
help add value to the everyone to have a free
lyrics and over all discussion about each other’s
meaning of the song response.
J. Additional activities for application Find a song that is similar to the Research a person who have Ask: Provide a summary of the
for remediation
meaning of “Let it Go” gone a great mile to save the 1. What is your favourite movie.
one he/she loves. scene and why?
V. REMARKS

VI.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
supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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?