School: Grade Level: 10

GRADES 10 Teacher: Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: June 17 – 21, 2019 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/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.
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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain how Remedial Reading or
features of persuasive texts Determine the effect of Determine how connected the elements specific to a Instruction/ICL
EN10OL-Ib-3.15: Describe textual aids like advance events contribute to the genre contribute to the
and interpret the ethics of organizers, titles, non- totality of a material theme of a particular
public speaking linear illustrations, etc. on viewed literary selection
EN10G-Ib-27: Use reflexive the understanding of a text EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the
and intensive pronouns EN10LC-Ic-4: Determine formal from informal literary devices used
the implicit and explicit definitions of words
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points

BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:

Contribution of Events to a Remedial Reading or
Material’s Totality; and Instruction/ICL
Features of Persuasive Effect of Textual Aids; and
Difference Between Formal Literary Elements/Theme in
II. CONTENT Texts; Ethics of Public Implicit & Explicit Signals,
& Informal Definitions of the Selection, Orpheus; and
Speaking; and Reflexive & Verbal & Non-Verbal Used
Words Literary Devices Used
Intensive Pronouns by the Speaker
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
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
P29-33 P P P None
P45-51 P52-53 P53-54 P55-58 None
P45-51 P52-53 P53-54 P55-58 None
None None None None None
Self-constructed worksheet Audio-video file on “Let it Copy of the film or a Dice None
on describing/interpreting Go” song; printed copy of a summary/movie review of
ethics of public speaking; song of your choice “Life of Pi” movie
caps
Review the features of Have the students read the Present the necessary Have the students read the Remedial Reading or
persuasive texts and text under Your Journey on information about the text about myths in a box on Instruction/ICL
reflexive & intensive page 52 of the LM movie, “Life of Pi” page 55 of the LM, then
pronouns deliberate its key thought/s
Have the students mull Inform students of the Have the students mull Have the students mull over Remedial Reading or
over the following key expected output in Lesson over the following the following motive Instruction/ICL
thought: 3: Information Ad question: “How did the question: “To what extent
“Pronouns are used so that (TV, radio, or print) connected events would you use your strength
you do not keep using contribute to the totality of to save the person you
nouns all throughout a the movie?” love?”
text.”
Have the students compare Present samples of explicit Optional: Viewing of the Interactive Reading of the Remedial Reading or
and contrast reflexive & and implicit signals and movie, “Life of Pi” Selection entitled, Orpheus Instruction/ICL
intensive pronouns using a have the students (time-consuming)
Venn Diagram differentiate implicit and Present the summary or
explicit signals the movie review of the
film, “Life of Pi”
IV. PROCEDURES
D. Discussing New Concepts and
Practicing New Skills #1
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
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
MONDAY
Have the students
accomplish Task A & B on
page 45 of the LM
Discuss the ethics of public
speaking and have them
accomplish the provided
worksheet
Let the students
accomplish Task 18 Caps
Locked on page 48
Have the students answer
the following through
Think-Pair-Share:
“What are the instances in
life where you can use the
ethics in public speaking?”
Facilitate the students’
responses on the following:
“Describe an ethical public
speaking.”
Travel Brochure (page 50)
TUESDAY
Have the students listen to
the song, “Let it Go” & let
them determine implicit
and explicit signals from
the lyrics
Let the students
accomplish Task 1 Boy-Girl
Power on page 53 of the
LM
Facilitate students’
responses on the
processing questions on
page 54 of the LM
Let the students cite real-
life situations that make
use of implicit and explicit
signals
Facilitate students’
responses on the following:
“How are explicit and
implicit signals used by the
speaker to highlight
significant points?”
Using the printed copy of a
song, have the students
determine the implicit and
explicit signals used in the
lyrics to highlight points
WEDNESDAY THURSDAY FRIDAY
Have the students discuss Have the students answer Remedial Reading or
their answers to the the processing questions on Instruction/ICL
processing questions on page 57. Optional: Pass the
pages 59-60 of the LM in a Dice Activity in designating
small group questions to students
Let the students Discuss shortly what is Remedial Reading or
accomplish Task 4 Mystery exposition, falling action, Instruction/ICL
Words on pages 54-55 of climax, rising action, and
the LM resolution, then facilitate
students’ responses on Task
6 Element-Array on page 58
of the LM
Elaborate/explain the Have the students orally Remedial Reading or
answers on the processing discuss their answers to the Instruction/ICL
questions on page 55 of processing questions on
the LM Task 6 (page 58)
Have the students Cite instances where people Remedial Reading or
correlate the events and risk so much for the sake of Instruction/ICL
totality of the movie to their loved ones
their own experiences and
their contribution to life
Let the students answer Have the students answer Remedial Reading or
the following: the following: Instruction/ICL
“What insights have you “Why should you capitalize
learned from the movie on strengths and recognize
adaptation/summary?” your weaknesses?”
Using the words in the Accomplish Task 7 Alice Low Remedial Reading or
mystery words, have the on page 58 of the LM Instruction/ICL
students take a short quiz
on the formal and informal
definition of the words
J. Additional Activities for
Application or Remediation
IV. REMARKS
Accomplish My Treasure on Have the students Encourage students to Research: How to Make an Remedial Reading or
page 51 of the LM and accomplish Task 3 What watch the film, “Life of Pi” Effective Information Ad Instruction/ICL
write your answers on a are You Made of? with their family at their
journal own leisure time

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
V. REFLECTION 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
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?