School: Cipriano P.

Primicias NHS Grade Level: 10

GRADES 1 to 12
Teacher: Mary Maricon Mabalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 21 – 25, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10LC-IVa-16: Listen to EN10SS-IVa-1.5: Use EN10LT-IVa-2.2.1: Express EN10LT-IVa2.2: Explain Remedial/Enhancement
Write the LC Code for each simplify, reorganize, synthesize locational skills to gather appreciation for sensory how the elements specific to Reading Schedule/ICL
and evaluate information to information from primary and images used a genre contribute to the
expand, review, or update secondary sources of
theme of a particular
knowledge information
literary selection
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
REBUILDING OUR SOCIETIES
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P361-362 P363 P364-367 P364-367

2. Learner’s Materials Pages P408-409 P409 P410-415 P411-415

3. Textbook Pages P408-410 P409 P410-415 P411-415

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Video Clip Textbook, video clip, Copy of the reading text, Copy of the text
PowerPoint presentation on video clip
Primary and Secondary
sources

1

IV. PROCEDURES
A. Discussing New Concepts and
Practicing New Skills #
B. Developing Mastery
(Leads to Formative Assessment 3)
C. Finding Practical Applications of
Concepts and Skills in Daily Living
IV. PROCEDURES
D. Making Generalizations and
Abstractions about the Lesson
E. Evaluating Learning
F. Additional Activities for Application or
Remediation
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Let the students make a Let the students give their Let the students answer the Let the students discuss Remedial/Enhancement
concept map regarding the own examples. anticipation guide of Task 5 among their group the task Reading Schedule/ICL
video clip watched. on page 410 of the LM. assigned to them in the
group activity
Small group sharing Let the students answer the Allot some time for the Work on the completion of
exercises on Task 2 on students to read the text. the task in the group activity
page 409 of the LM. assigned to them
Ask students the Process the activity by
Processing Questions on asking the following With the convenience that With the convenience that
LM page 409. questions: technology brings in making technology brings in making
friends, do you think that friends, do you think that
How did you complete the being a friend and being a friend and
task? befriending another has befriending another has
What helped you classifying become superficial? become superficial?
the materials
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
. Ask: Remedial/Enhancement
What makes you proud of How do we make and keep How do we make and keep Reading Schedule/ICL
the Philippines? How important is the friends? friends?
correctness of information in
research writing?
Making of the Concept Map Task 2 on page 409 of the Completion of Task 4 and 5
will serve as evaluation LM will serve as the will serve as evaluation Presentation of the group
evaluation. activity will serve as
evaluation.
Answer: Complete the Task 3 on Group students ahead of If the activity cannot be
If given the chance to travel page 409 of the LM time and let them prepare completed within the lesson,
for free, which destination for Task 7 on page 415 of make it an extended
will you visit first? the LM activity.
2
 Page 4 o

School: Cipriano P Primicias NHS Grade Level: 10

GRADES 1 to 12
Teacher: Mary Maricon P. Mbalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 28 – February 1, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: Expand EN10V-IVb-30: Get familiar EN10LC-IVb-3.18: Get Remedial/Enhancement
Write the LC Code for each simplify, reorganize, ideas using principles of with technical terms used in different viewpoints on various Reading Schedule/ICL
synthesize and evaluate cohesion and coherence research local or global issues
information to expand, EN10LC-IVb-16.1:
review, or update knowledge Distinguish the important
points from less important ones
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
REBUILDING OUR SOCIETIES
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P367-370 P371-372 P372-373 P374-375

2. Learner’s Materials Pages P415 P416-417 P417-418 P419-420

3. Textbook Pages P415 P416-417 P417-418 P419-420

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Graphic organizer found in Textbook Textbook Textbook, survey result
the TG on page 367,

3

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
School: Cipriano P. Primicias NHS Grade Level: 10
Teacher: Mary Maricon P. Mabalot Learning Area: English
Teaching Dates and Time: January 28 – February 1, 2019 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Prepare the students for the Recall lesson on cohesion Share with the class a Share a recent survey from Remedial/Enhancement
listening activity by and coherence documentary that you’ve an organization about socio- Reading Schedule/ICL
presenting a blank graphic seen recently. cultural issue.
organizer
Ask the students to look Direct the class to the input Tell the class that they are Let the students share any
closely at the parts of the given in the LM on page about to complete the first information about the
graphic organizer. Tell 416 about coherence. step in writing a research survey that you just shared.
them that they have to report which is selecting
supply the missing parts in and limiting a topic.
order to simplify and
recognize the ideas of the
text.
Tell the students that you Discuss the cohesive Ask the students to read Ask students if they have an
are going to read the text devices in the LM and “How to select and limit a idea about the preparations
twice. If you opted to have provide other examples research topic” on page implemented before arriving
the text recorded, tell them 417-418. at the result.
that the audio file will be
played twice.
Remind them to listen very Ask students to give some Discuss with the students Discuss the guidelines on
carefully. In the first more examples what they have read. how to develop a
playback, they may start questionnaire for research.
supplying information to
complete the graphic
organizer
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Process the listening text by Ask students to use Divide the class into six Let the class return to their Remedial/Enhancement
asking the students the cohesive devices in a groups and present to them groups and ask them to Reading Schedule/ICL
questions on Task 8 in the sentence the graphic organizer on study the sample
4
 LM page 415.
F. Developing Mastery Complete the graphic
(Leads to Formative Assessment 3) organizer given at the
beginning of the lesson.
G. Finding Practical Applications of If what you have heard is a
Concepts and Skills in Daily Living fiction, how would you have
ended the story?
Provide teacher-made drills
on the use of cohesive
devices
Give instances when we
can use cohesive devices
page 418 and explain to
them what to do
Students complete the
graphic organizer with the
information required
Go over the input and tell
them to answer the
questions on each part
questionnaire that you will
provide.
Ask the groups to study the
sample questionnaire and
let them identify if it followed
the discussed guidelines.
Tell points on how to
improve the sample
questionnaire.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
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.
. Let a representative of the What significant learnings Remedial/Enhancement
Share your realizations of Share the importance of group report their output to have you learned in class Reading Schedule/ICL
the story. cohesion. the class. today?
Completion of the Graphic Complete the exercise on Completion of the graphic Group output will be
Organizer will serve as page 417 on cohesive organizer serves as presented in class
evaluation devices. evaluation.
Divide the class into groups Read in advance How to Research in advance about Complete Task 13 on page
of 5 and Do Task 9 of the Select and Limit a Research the topic chosen 420 of your LM
LM on page 416. Topic on page 417.

V. REMARKS

5
 School: Cipriano P. Primicias NHS Grade Level: 10
GRADES 1 to 12
Teacher: Mary Maricon P. Mabalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: February 4-8, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: Express EN10LT-IVb2.2: Explain how EN10VC-IVc29:Appraise Remedial/Enhancement
Write the LC Code for each how the elements specific to a appreciation for sensory the elements specific to a the unity of plot, setting and Reading Schedule/ICL
genre contribute to the theme images used genre contribute to the theme characterization in a
of a particular literary selection of a particular literary selection
material viewed to achieve
EN10LT-IV-b2.2.2: Explain
the writer’s purpose
the literary devices used
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
REBUILDING OUR SOCIETIES
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P382-383 P383-384 P384-385 P386

2. Learner’s Materials Pages P423-429 P425-426 P427-431 P431-432

3. Textbook Pages P121-122 P425-426 P427-431 P431-432

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources None – textbook only Picture of the Weeping Copy of the text, textbook Copy of the movie ET,
Woman by Picasso textbook, task sheets

6

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Let students enumerate the Ask: Allow the students time to Invite the students to the Remedial/Enhancement
figures of speech that they read the Poem “A Marian film viewing of ET Reading Schedule/ICL
know What is a walk that is felt?” Sends a Postcard Home”
Ask them to give examples Tell the students that the Discuss the poem by letting Give the guide questions
of these figures of speech answer to the question is the students answer the ahead of time on page 431
“Dance.” Dance is a walk questions found in the LM (Task 7) before the start of
that is felt. on page 429. the film viewing.
Give them drills to identify Guide the students in Let the students cite some Group the class in advance
different figures of speech answering Task 2 on page lines from the text to prove and assign them to do Task
425 of the LM their answer. 8 on page 432
Introduce to them new Show a replica of Picasso’s Group activity: Film viewing while taking
figures of speech “The Weeping Woman” note on the answers of the
(Alliteration, Allusion, Let the students guess the Assign 2 images per group. guide questions and tasks
Metonymy, Oxymoron, title of the painting (Task 3, Let the students identify assigned to them earlier.
Litotes, Analogy, Allegory, page 425 of the LM) which of the listed images
Caesura, Deus Ex Machina) appeared in the poem.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Provide examples for each Answer the questions in the Have the students Film viewing while taking Remedial/Enhancement
kind LM on page 425,Task 3 brainstorm for their answers note on the answers of the Reading Schedule/ICL
guide questions and tasks
assigned to them earlier.
Give drills in identifying the Small Group Work Let them write their answers Film viewing while taking
new figures of speech on a Manila Paper and note on the answers of the
Prepare the students to prepare for a group report. guide questions and tasks
unlock the challenge of the assigned to them earlier.
poem by telling them
answer the puzzles in Task
4 on the LM page 426
Let students use the figures Ask: Relate the message of the Film viewing while taking
of speech in a sentence. poem to real life note on the answers of the
How did you find the guide questions and tasks
activity? assigned to them earlier.
Were you challenged when
you were solving the
7
 puzzles?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
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.
What is the purpose of What helped you in What significant realizations Film viewing while taking Remedial/Enhancement
using figures of speech? answering them? have you made after the note on the answers of the Reading Schedule/ICL
Can you tell the class other activity? guide questions and tasks
puzzles that you know? assigned to them earlier.
Let the students do Task 1 Task 4 will serve as Group activity will serve as Presentation of the group
on LM page 423 evaluation evaluation activity
Research on Picasso Read in advance the poem If the activity is not Movie will continue the next
found on page 427-428 if completed, make it an meeting.
the LM extended task.

V. REMARKS

8
 School: Cipriano P. Primicias NHS Grade Level: 10
GRADES 1 to 12
Teacher: Mary Maricon P. Mabalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: February 11-15, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: Synthesize EN10VC-IVd29:Appraise the Promenade 2019 Remedial/Enhancement
Write the LC Code for each different viewpoints on essential information about a unity of plot, setting and Reading Schedule/ICL
various local or global chosen issue characterization in a material
issues viewed to achieve the writer’s
EN10LC-IVc-16.1: purpose
Distinguish the important
points from less important
ones
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
BRIDGING GAPS / TRANSCENDING BORDERS
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P390-391 P400-401 P402 P402

2. Learner’s Materials Pages P435-436 P439-441 P441 P441

3. Textbook Pages P435-436 P439-441 P441 P441

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Video clip, textbook textbook Les Meserables movie, Les Meserables movie,
textbook textbook

9

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
School: Cipriano P. Primicias NHS Grade Level: 10
Teacher: Mary Maricon P. Mabalot Learning Area: English
Teaching Dates and Time: February 11-15, 2019 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Show a video of an Let the students do Task 1 Share answers of the Task Watch the film Les Remedial/Enhancement
interview on LM page 439 4 K-W-L Chart on Les Misrables while completing Reading Schedule/ICL
Miserables the instructed activity
Ask students about their Ask the Processing Instruct and group students Watch the film Les
observations of the video Questions found on LM in advance to take note on Misrables while completing
shown page 440. the necessary information the instructed activity
for them to do Task 7 on
page 446 of the LM
Tell the students that they Ask: Watch the film Les Watch the film Les
will soon be interviewing Misrables while completing Misrables while completing
resource people from their What are the other terms the instructed activity the instructed activity
locality. that we can use to classify
characters?
Present the attached With a partner, do Task 2 Watch the film Les Watch the film Les
sample interview guide to on page 440 of the LM Misrables while completing Misrables while completing
the students. the instructed activity the instructed activity
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Instruct the students that Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
they will be working with letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
their groups in formulating the questions on page 440 the instructed activity the instructed activity
guide questions for their of the LM
future interview.
Show them the graphic Do Task 3 on page 440 Watch the film Les Watch the film Les
organizer in the LM page Misrables while completing Misrables while completing
436 to properly guide them the instructed activity the instructed activity
in this activity.
Summarize steps on how to Process the activity by Watch the film Les Watch the film Les
conduct an interview letting the students answer Misrables while completing Misrables while completing
10
 the questions on page 440 the instructed activity the instructed activity
of the LM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
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.
What are the important Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
points to remember in letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
conducting an interview? the questions on page 440 the instructed activity the instructed activity
of the LM
Completion of the graphic Completion of the tasks will Watch the film Les Watch the film Les
organizer and the actual serve as evaluation Misrables while completing Misrables while completing
interview (recorded / video the instructed activity the instructed activity
taped) will serve as
evaluation
Conduct the interview Answer Task 4 on page 441 Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed activity

V. REMARKS

11
 School: Cipriano P. Primicias NHS Grade Level: 10
GRADES 1 to 12
Teacher: Mary Maricon P. Mabalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: February 18-22, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get familiar EN10SS-IVe-2.3: Compose a EN10SS-IVe-2.3: Compose a Remedial/Enhancement
Write the LC Code for each similarities and differences with technical terms used in research report on a relevant research report on a relevant Reading Schedule/ICL
of the featured selections in research social issue social issue
relation to the theme
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
TRANSCENDING BORDERS
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P400-408 P408 P409 P409

2. Learner’s Materials Pages P439-452 P452-456 P452-456 P452-456

3. Textbook Pages P439-452 P452-456 P452-456 P452-456

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources textbook textbook textbook textbook

12

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
What was the best part of Review on the different Present a sample literature Follow up the students of Remedial/Enhancement
the movie for you? ways of citing sources review their progress on the activity Reading Schedule/ICL
discussed in the previous given the previous meeting.
quarter.
Remind the students of the Provide the class some Ask the students about their Ask students to share
group task they were ought exercises to cite sources opinion on the sample difficulties they met while
to present after the movie literature review doing the activity.
Presentation of the group Discuss their answers Allow the students to read Allow other students to
Task the notes about literature participate in sharing
review on pages 453. insights on how to solve the
difficulties met.
Presentation of the group Divide the class into In their groups let the Give them practical pointers
Task different groups and let students study the qualities on how to go about their
them work on preliminary of a good Literature Review research
activity for writing a socio- Matrix
cultural issue.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
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.
Presentation of the group Give the guide questions for Ask the class to analyze the Let them go back to their Remedial/Enhancement
Task the group: sample literature review groups and continue making Reading Schedule/ICL
matrix using the qualities their literature review.
What will your research given in the LM page 453-
report be about? Why do 454.
you need to study it?
Presentation of the group Let the group further Analysis of sample literature Continue making their
Task discuss the following: matrix literature review

What sources will you need

G. Finding Practical Applications of
Concepts and Skills in Daily Living
What feelings did you share
with any of the characters?
to study your subject? How
do you complete data
gathering?
Ask: Ask a representative from Ask a representative to give
each group to share their an update of their progress.
How will you work with the output.
outline of your research?

13

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
If you were the author, Ask: Let the students work on Let the students work on Remedial/Enhancement
would you change the completing their Literature completing their Literature Reading Schedule/ICL
ending? What changes How will you prepare for Review Matrix in Review Matrix in
would you do with the the research activity? preparation for the research preparation for the research
story? report about a socio-cultural report about a socio-cultural
issue of your choice. issue of your choice.
Presentation of the group Passing of the group Ask a representative from Ask a representative from
Task output. the group to share the the group to share the
progress of their output. progress of their output.

J. Additional Activities for Application or Complete the Task 8 on IF activity is not completed, If activity is not completed, If activity is not completed,
Remediation page 447. give it as an extended task. give it as an extended task. give it as an extended task.
It will serve as the spring Agree among the students
board to the next lesson the deadline of the output.

V. REMARKS

14
 School: Cipriano P. Primicias NHS Grade Level: 10
GRADES 1 to 12
Teacher: Mary Maricon P. Mabalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: February 25- March 1, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives:
Write the LC Code for each
EN10RC-IVf-2.12: Draw
conclusions from the set of
details
EN10LC-IVf-3.2: Raise
questions and seek
clarifications on issues
discussed in the text listened to
EN10LT-IVf14.2: Explain
how the elements specific to a
selection build its theme
EN10SS-IVc-1.8: Synthesize Remedial/Enhancement
essential information about a Reading Schedule/ICL
chosen issue
EN10G-IVd-32: Observe the
language of research,
campaigns, and advocacies

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
LEARNING IN THE 21ST CENTURY
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
5. Teacher’s Guide Pages P419-420 P420-421 P421 -422 P423-425

6. Learner’s Materials Pages P457-459 P459-462 P462-464 P466-471

7. Textbook Pages P457-464 P459-462 P462-464 P466-471

8. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources textbook textbook textbook None – textbook only

15

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Discuss briefly the Let the students write the Pose again the question: Remind students about their Remedial/Enhancement
importance of charting one’s word/phrase “Out of the narrowed down topic for Reading Schedule/ICL
learning progress. box” on a graffiti wall. What kind of education do research and their outlines.
the 21st century learners
need?
Instruct the students to use Tell the students that they Process the students’ Let students assess what
graph to assess their will refer back to the graffiti answers. they have achieved so far
learning progress in the wall during the course of the and to determine whether or
different subject areas. lesson. not they are ready to write
the draft through the
checklist.
Let the students identify Ask: Ask students to read essay, Let the students do Task 6
their level of Proficiency “ What is a Liberal on LM page 466.
using the guide from DepEd “What is the importance of Education?” by Sir Richard
Order 73. education?” Livingstone
Ask: Let the students read the Engage students in a Process their answers
excerpt from “Kaffir Boy” by discussion of the essay
In what subject areas are Mark Matabane through the following
you doing well? How can questions:
you sustain this?
What does liberal education
mean according to the
Greeks?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Ask: Remind students to take Ask: Let the students do Task A Remedial/Enhancement
note of the processing “Getting Ready to Write” on Reading Schedule/ICL
What areas need questions on page 462 as What constitutes liberal LM page 467 to determine
improvement? How can you guide posts to education? their attitude towards
address this? comprehending the story writing.
What is the origin of the
word “liberal?”
Ask the students to fill out Tell them to copy the Let students explain their
the graphic organizers to graphic organizer in Let students answer the last answers
address the questions in question 2 to their notebook question, “How can the 21st
16

G. Finding Practical Applications of
Concepts and Skills in Daily Living
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
item C.
Encourage students to
share their answers to the
class
MONDAY
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.
Ask:
What did you find out about
your progress?
Filling out of the graphic
organizers found in the LM
will serve as evaluation
Read in advance selection
on Excerpt from Kaffir Boy
on page 460-462 of the LM
on page 459.
Ask:
If you were the character,
would you also be
persuaded by the mother’s
viewpoints? Why/why not?
TUESDAY
Ask:
What kind of education do
the 21st century learners
need?
Ask the students to fill out
the graphic organizer
copied.
Read in advance “What is a
Liberal Education?” by Sir
Richard Livingstone
century Filipino student
benefit from liberal
education?” through a short
skit
Ask:
Is technical education also
important? Why
WEDNESDAY
Ask:
What is the difference
between technical and
liberal Education?
Presentation of the skit.
Complete the Venn
Diagram of Task 3 on page
465.
Let the students summarize
the elicited responses on
the board through a concept
map
THURSDAY FRIDAY
Remedial/Enhancement
Let students answer Reading Schedule/ICL
Questions 1-3 on page 468.
Let the students do Task B
on LM page 468.
Instruct students to transfer
what they have learned in
this learning segment by
drafting their own research
report. Decide with the
class when to pass the
output
17
 School: Cipriano P. Primicias NHS Grade Level: 10
GRADES 1 to 12 Teacher: Mary Maricon P. Mabalot Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: March 4-8, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives:
Write the LC Code for each
EN10OL-IVg3.10: Use
appropriate multimedia
resources that accompany
language
EN10SS-IVg1.6.3:
Acknowledge sources by
preparing a bibliography
EN10SS-IVg1.6.4: Use
writing conventions to
acknowledge sources
EN10LC-IVc-3.18: Get
different viewpoints on various
local or global issues
EN10VC-IVf-6.1: Evaluate
how the elements that make
up reality and fantasy affect
viewing habit
EN10LT-IVe-21: Evaluate Remedial/Enhancement
literature as an instrument to Reading Schedule/ICL
express and resolve conflicts
within, between, and among
societies

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
LEARNING IN THE 21ST CENTURY / MOVING TOWARDS CONVERGENCE
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P425-426 P427-428 P433-434 P434-436

2. Learner’s Materials Pages P469-470 P471-472 P475-477 P477-479

3. Textbook Pages P469-470 P471-472 P475-477 P477-479

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Video clip, text book Textbook, copy of their Pictures and Video Clip None – textbook only
research paper
18

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Show the video clip about Let students give a Present ASEAN photo to Raise question to arouse Remedial/Enhancement
plagiarism feedback of their activity last the class. student’s interest. Reading Schedule/ICL
meeting
“What keeps convergence
from being realized?”
Process what was viewed Recall the points on how to Prod the students to ponder Ask the students to share
by asking: write the main parts of a on the line, “One Vision, their answers.
research paper One Identity, One
What is plagiarism? Community.”
Ask? Instruct students to transfer Ask the students to think of Tell the students that the
what they have learned in ways that they can do to class will be reading a poem
What are signs of this learning segment by actualize the vision of that will allow them to
plagiarism? drafting their own research ASEAN Integration. explore the theme.
report.
What are ways to avoid
plagiarism?
Let the students determine Let the students go back to Instruct the students to write Model the proper reading of
which among the items in their groups to work on their on their journal a pledge of the poem to the students.
the list on page 469 needs paper. support to the ASEAN
to be cited. Vision.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Discuss the basic rules in Tell the students to use the Process the responses of Ask the class to read the Remedial/Enhancement
incorporating in-text guide on page 472 of the the students. Give the poem afterwards. Reading Schedule/ICL
citations as found in the LM LM to work on their paper, feedback as you deem
page 470. necessary.
Ask the students to read Tell the students to divide Let the students view videos Let the students work on the
again their research report and assign to each member concerning the ASEAN context clues activity.
and instruct them to identify of the group the parts of the integration.
the introduction, body, and research paper as seen in
conclusion. the guide on page 472.
Discuss the segment on Discuss the criteria on of a Ask: Facilitate deepening of
how to write the main parts research paper / report students’’ understanding of
19
 of a research paper / report “Is the ASEAN integration the poem by posing
really important? Why/Why questions found on LM
not? page 479.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
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.
Ask students to give Ask students to give Instruct the students to Ask students to prepare a Remedial/Enhancement
suggestions on how to suggestions on how to create a Venn diagram on photo collage to present Reading Schedule/ICL
improve their research improve their research their notebook. their answer to the following
paper paper based on the questions:
research paper rubric found
on page 473
Revised research paper. Revised research paper. Ask the students to take Ask:
down notes while they
watch the videos on Does the poem continue to
ASEAN. reflect how the world is
today? How?

J. Additional Activities for Application or Let students analyze Let students work on their Process the activity by Give feedback.
Remediation whether or not the research research paper and agree posing questions found on
paper contains main and when they will pass it. LM page 477.
sub-parts.

V. REMARKS

20
 School: Cipriano P. Primicias NHS Grade Level: 10
GRADES 1 to 12
Teacher: Mary Maricon P. Mabalot Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: March 11 - 15, 2019 Quarter: 4

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 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: Compose a EN10SS-IVh-1.8.1: Point 4th Quarter Examination 4th Quarter Examination
Write the LC Code for each writing conventions to research report on a relevant out relationships among (Day 1) (Day 2)
acknowledge sources social issue statements
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
ADVOCATINF GLOBAL CITIZENSHIP
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P438 P439-440 P446-447

2. Learner’s Materials Pages P481-482 P483-484 P486

3. Textbook Pages P481-482 P483-484 P486

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources textbook textbook Textbook, picture

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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.

21
 A. Reviewing Previous Lesson or Present a teacher-made Update students of their Ask the students to use the
Presenting the New Lesson completion activity on research paper checklist to assess their
transitions Global Citizenship
Competencies
B. Establishing a Purpose for the Lesson Ask students the purpose of Guide the students in Let students observe the
transitions assessing the draft. photo on page 486

C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Give drills and discuss.
Discuss the table on page
481-482
Ask them to fil out the
revision checklist on page
483 of the LM
Let the students exchange
their research paper.
Ask:
What does it mean to be a
global citizen?
Ask them to write key words
on their notebook. Tell
them that they are expected
to have a short one-minute
essay

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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. Discussing New Concepts and Provide drills Have the group check on Ask some students to share
Practicing New Skills #2 their classmates’ research their key words to the class
paper

B. Developing Mastery
(Leads to Formative Assessment 3)
C. Finding Practical Applications of
Concepts and Skills in Daily Living
Ask students to answer
Task 5 on page 482.
Relate the knowledge of
transitions in writing your
research paper.
Let them fill-out the
assessment table on page
483 Letter B of your LM
Let students return the draft
to the writers.
Instruct students to use their
keywords to write a short
paragraph on what it means
to be a global citizen
Ask several students to
share their work to the
class.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
V. PROCEDURES
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.
D. Making Generalizations and Upon getting their own draft,
How important is transition? let them answer the Output What does it take to be a
22
 Abstractions about the Lesson
E. Evaluating Learning
F. Additional Activities for
Application or Remediation
VI. REMARKS
Completion of Task 5 on
page 482 of the LM will
serve as evaluation
Go over your research
paper and fill in transition
words to needed parts.
Satisfaction Worksheet
Instruct students to revise
their drafts based on the
comments of their peers
Revise the paper and agree
on a date when to pass it.
global citizen?
The short paragraph written
will be considered as the
evaluation
Create a word cloud about
being a global citizen by
going to www.wordle.net
23
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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,
I. OBJECTIVES
exercises and remedial activities may be done for developing content knowledge and competencies. These are 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 instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies/Objectives: EN10LT-IVi-21: Evaluate EN10SS-IVi-2.3: Compose a EN10SS-IVi-2.3: Compose a Remedial/Enhancement

Write the LC Code for each literature as an instrument to research report on a relevant research report on a relevant Reading Schedule/ICL
express and resolve conflicts social issue social issue
within, between, and among
societies EN10F-IVi-1.16: Deliver self- EN10F-IVi-1.16: Deliver self-
composed Campaign Speeches composed Campaign
on Advocacies, Social Issues Speeches on Advocacies,
and Concerns Social Issues and Concerns
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
ADVOCATINF GLOBAL CITIZENSHIP
Lists 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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P449-450 P451-452 P451-452

2. Learner’s Materials Pages P492-493 P495-496 P495-496

3. Textbook Pages P492-493 P495-496 P495-496

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources textbook PowerPoint Presentation, PowerPoint Presentation,
rubric on research report rubric on research report
presentation presentation

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: March 20 - 24, 2017 Quarter: 4
24
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Let the students observe Discuss students the Discuss students the Remedial/Enhancement
Presenting the New Lesson the infographic on page 492 guidelines of their guidelines of their Reading Schedule/ICL
presentation presentation

B. Establishing a Purpose for the Lesson Discuss with the students Present the rubric in rating Present the rubric in rating
the details presented in the them of their presentation them of their presentation
UNESCO infographic.

C. Presenting Examples/Instances of the Instruct the students to fill Ask the students to start Ask the students to start
Lesson out the matrix found below reporting reporting
the infographic.

D. Discussing New Concepts and Review what they have Reporting of the research Reporting of the research
Practicing New Skills #1 previously learned about report. report.
effective verbal and non-
verbal messages

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: March 20 - 24, 2017 Quarter: 4

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

25

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
GRADES 1 to 12
DAILY LESSON LOG
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.
Let the students share their Reporting of the research Reporting of the research Remedial/Enhancement
responses through small report. report. Reading Schedule/ICL
groups settings
Prompt students to make Reporting of the research Reporting of the research
connections between their report. report.
role as a researcher and as
a global citizen.
Guide the students in
preparing their research Cite other instances where Cite other instances where
presentation using the you will be able to use the you will be able to use the
Audience Adaptation skills you learned in skills you learned in
Worksheet on page 494 research report presentation research report presentation
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and Time: March 20 - 24, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
26

H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
GRADES 1 to 12
DAILY LESSON LOG
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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.
Remedial/Enhancement
Let students share their Sharing of learning Sharing of learning Reading Schedule/ICL
learnings about the lesson experiences. experiences.
Students prepare for their Reporting of the research Reporting of the research
presentation on research report. report.
presentation
Create slides for the Let other groups prepare for Let other groups prepare for
presentation and prepare the presentation. the presentation.
for the presentation of the
activity.
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and Time: March 20 - 24, 2017 Quarter: 4
Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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.
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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 work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

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