Professional Documents
Culture Documents
DLL G10 First Quarter
DLL G10 First Quarter
H. Making Generalizations and N/A Have the students answer Have the students answer Have the students answer the Remedial Reading or
Abstractions about the the following question: the following question: following questions: Instruction/ICL
Lesson 1. Recall your experience in 1. What is the difference 1. How do personal challenges
answering the Blocks that between formal and make you a better person?
Block in Task 1. What is the informal definitions? 2. What are the different
effect of the blocks as features of a persuasive text?
textual aids in identifying
the saying or well-known
phrase that each block
represents?
I. Evaluating Learning N/A Have the students answer a Vocabulary Rock-in-Roll Let the students accomplish Remedial Reading or
self-constructed evaluation using a dice to meet Task 13 on page 17 of the LM Instruction/ICL
that involves any non-linear objective 2 for this session Integrate/encourage
text or any textual aids to persuasion in the output
meet objective 1
J. Additional Activities for N/A Recall a news report they Recall any material viewed Let the students write a short Remedial Reading or
Application or Remediation have heard or watched before and share how the persuasive text about Instruction/ICL
before and cite instances events contribute to its cyberbullying in preparation
or information they have totality through small for the Final Task
used in real-life group discussion
IV. REMARKS
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
E. Which of my teaching
strategies work well? Why did
these work?
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the features of a Have the students read the Let the students set their Remedial Reading or
Presenting the New Lesson persuasive text introduction under Your expectations on the lesson by Instruction/ICL
Journey on page 31 of the accomplishing Task 6 on page
LM 35 of the LM
B. Establishing a Purpose for the Since the final output of Remind students of the Let the students read the text Remedial Reading or
Lesson Lesson 1 is oral reporting expected output of the on page 35 of the LM and let Instruction/ICL
about cyberbullying, have lesson: brochure on the information be a guide in
the students give their reading the text
prior knowledge on the building defenses against
factors of public speaking discrimination
Accomplish the My Using the exit cards Accomplish Task 12 My Coat Remedial Reading or
Treasure on page 30 of the provided or any piece of of Arms on pages 43-44 of the Instruction/ICL
REMARKS
LM on their Activity paper, answer the enduring LM
Notebook question of the lesson
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
VI. 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?
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
VIII. 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?
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
VI. 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?
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
VI. 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?
N. Discussing New Concepts and Discuss the following Have the students Facilitate students as they Facilitate students as they Remedial Reading or
Practicing New Skills #2 Literary Elements: Theme, accomplish Task 8 Life Skills go over the ideas for a go over the ideas for a panel Instruction/ICL
Tone, Mood, Technique, & Connection and let them panel discussion on page discussion on page 90 of the
Purpose of the Author; share their opinion on the 90 of the LM LM
then let the students text entitled Koran
identify such elements in
the selection read
O. Developing Mastery Have the students Let the students Group the students and Group the students and Remedial Reading or
(Leads to Formative accomplish Lasting Virtue accomplish What Always have them designate roles: have them designate roles: Instruction/ICL
Assessment 3) Activity on page 85 of the Worked Activity on page 88 chairman, and panelists or chairman, and panelists or
LM of the LM discussants discussants
P. Finding Practical Applications Let the students give Have the students cite Let the students give real- Let the students give real- Remedial Reading or
of Concepts and Skills in Daily instances in their life where instances where they were life situations where panel life situations where panel Instruction/ICL
Living they have sacrificed able to successfully discussions are used discussions are used
something for others persuade someone (e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions)
Q. Making Generalizations and Have the students answer Let the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the the following: the following: the following: the following: Instruction/ICL
Lesson “What are the insights or “What techniques should “How will you conduct a “How will you conduct a
lessons have you learned you employ or use to be panel discussion?” panel discussion?”
from the story?” able to convince or
persuade someone?”
R. Evaluating Learning Let the students answer Accomplish The Power of Panel Discussion Panel Discussion Remedial Reading or
the questions in Thinking it the Song (page 88) (Continuation) Instruction/ICL
Through on page 85 of the
LM
Additional Activities for Answer the following: Let the students Conduct research Peer Evaluation of Other Remedial Reading or
Application or Remediation “How will you convince accomplish Thought for (if possible), and take notes Group’s Discussion Instruction/ICL
others to agree with you Today Activity on pages 88- on the possible questions
that it is important to read 89 of the LM to be used in the panel
and discuss myths, tales, discussion
legends and other stories?”
V. REMARKS
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
VI. 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?
B. Establishing a Purpose for the Have the students share Have the students share Have the students mull Inform students that the Remedial Reading or
Lesson their prior knowledge on their prior knowledge on over the following: expected output of the Instruction/ICL
what is a panel discussion what is a panel discussion “You should eat to live, and lesson is to present a short
not live to eat.” persuasive essay
C. Presenting Have the students view a Have the students view a Present a modal bank and Remedial Reading or
Examples/Instances of the sample panel discussion sample panel discussion have the students guess Instruction/ICL
Lesson what words are they
D. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Facilitate students in Facilitate students in Remedial Reading or
and Practicing New Skills #1 Deliberate on the insights Deliberate on the insights answering Sense of Value answering Task 1 I Always Instruction/ICL
learned from the sample learned from the sample Activity on page 86 of the Connect Game on page 93
panel discussion panel discussion LM of the LM
E. Discussing New Concepts and Facilitate students as they Facilitate students as they Discuss the different Discuss how to give Remedial Reading or
Practicing New Skills #2 go over the ideas for a go over the ideas for a modals such as must, denotative and connotative Instruction/ICL
panel discussion on page panel discussion on page should, etc.; and let the meaning to words; and have
90 of the LM 90 of the LM students answer Rewarding the students undergo some
Activity (page 87) drills
F. Developing Mastery Group the students and Group the students and Have the students Let the students answer the Remedial Reading or
(Leads to Formative have them designate roles: have them designate roles: accomplish Looking Ahead downloaded worksheet Instruction/ICL
Assessment 3) chairman, and panelists or chairman, and panelists or Activity on page 100 of the (connotation & denotation)
discussants discussants LM
G. Finding Practical Applications Let the students give real- Let the students give real- Cite instances in life where Cite instances in life wherein Remedial Reading or
of Concepts and Skills in Daily life situations where panel life situations where panel people get to use modals in they can apply their Instruction/ICL
Living discussions are used discussions are used daily conversations knowledge on denotation
(e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions) and connotation
H. Making Generalizations and Have the students answer Have the students answer Let the students answer Let the students answer the Remedial Reading or
Abstractions about the the following: the following: the following: following: Instruction/ICL
Lesson “How will you conduct a “How will you conduct a “What are modals?” “What is the difference
panel discussion?” panel discussion?” “When do we use modals?” between connotation and
denotation?”
I. Evaluating Learning Panel Discussion Panel Discussion Self-constructed Long Quiz Accomplish Meaningful Remedial Reading or
(Continuation) (Continuation) /downloaded worksheet Search (page 96) Instruction/ICL
(Modals)
Additional Activities for Peer Evaluation of Other Peer Evaluation of Other Make a success plan using Read in advance the text Remedial Reading or
Application or Remediation Group’s Discussion Group’s Discussion modals From the Analects by Instruction/ICL
Confucius
V. REMARKS
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
VI. 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?
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 24 – 28, 2017 Quarter: 1
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
I. OBJECTIVES 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 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 EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw Remedial Reading or
Competencies/Objectives: generalizations spoken communication selection may be similarities and differences Instruction/ICL
EN10VC-Ig1.5/2.5:Draw may be repaired or influenced by culture, of the featured selections in
generalizations and enhanced history, environment, or relation to the theme
conclusions based on the other factors
materials viewed
TURNING CHALLENGES TO OPPORTUNITIES:
II. CONTENT Making Generalizations Repairing or Enhancing Similarities and Differences Remedial Reading or
Literary Analysis
and Conclusions Spoken Communication of Selections Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
3. Textbook Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources Video Clip of One Arm Handouts in repairing or None None None
Young Lady & a One Legged enhancing spoken
Young Man; Pictures communication; speeches
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the key thoughts on Review the key thoughts in Have the students share Review the insights from the Remedial Reading or
Presenting the New Lesson denotation and making generalizations their Map of Targets in selection discussed Instruction/ICL
connotation Task 4 (page94) previously
B. Establishing a Purpose for the Have the students answer Have the students share Have the students mull Ask the students the ways to Remedial Reading or
Lesson the following: their answers to the over the short text under draw similarities and Instruction/ICL
“How do you turn your following: Your Text on page 94 of the differences
challenges into “Do spoken communication LM
opportunities?” need to be repaired or
enhanced? Why?”
C. Presenting Have the students view the Have the students view a Interactive Reading of the Interactive Reading: Zen Remedial Reading or
Examples/Instances of the video clip of “One arm short speech text From the Analects Parables (p. 100) & Practice Instruction/ICL
Lesson young Lady and a One (pages 95-96) and Uphold Positive
legged Young Man” Attitude (p. 103)
D. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Have the Have the students Have the students discuss Remedial Reading or
and Practicing New Skills #1 Generalizations from the students identify the parts accomplish Theme their answers to the Instruction/ICL
video clip viewed in the speech that needs to Connection on pages 96-97 questions on page 100 of
be repaired or enhanced the LM
E. Discussing New Concepts and Picture Analysis: Make Have the students Explain how the selection Let the students discuss Remedial Reading or
Practicing New Skills #2 generalizations based on accomplish Taking a Stand From the Analects may be their answers to the Instruction/ICL
the picture posted for or against (pages 97-98) influenced by culture, questions on page 104 of
history, environment, or the LM
other factors
F. Developing Mastery Post a picture and answer Give a sample speech and Think-Pair-Share: Let the Have the students Remedial Reading or
(Leads to Formative the following: have the students examine students share their accomplish A Call Up for Instruction/ICL
Assessment 3) “What does the picture it and identify the parts to insights from the ideas Order Box on page 104 of
suggest about challenges & be repaired or enhanced conveyed by the selection the LM
opportunities?”
G. Finding Practical Applications Let the students give real- Ask students to give Cite instances in life where Cite instances in life where Remedial Reading or
of Concepts and Skills in Daily life situations where people instances in their life where people are able to resolve they get to give similarities Instruction/ICL
Living are able to turn challenges they wish to repair or problems due to helpful and differences of things
to opportunities enhance their spoken advices from others
communication
H. Making Generalizations and Have the students make Let the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the generalizations on the tips the following: the following: the following: Instruction/ICL
Lesson in making generalizations “Why is there a need to “What is the importance of “How do you draw
repair or enhance spoken turning challenges into similarities and differences
communication?” opportunities?” of two certain things?”
I. Evaluating Learning Make short essay on Alter Ego (page 101) Let the students identify Let the students draw Remedial Reading or
turning challenges to the parts in the selection similarities and differences Instruction/ICL
opportunities that are influenced by between the two selections
culture, history, read and discussed
environment, or other
factors
J. Additional Activities for Accomplish Task 4 Mapping Find a speech that needs to Remedial Reading or
Application or Remediation the Targets be repaired or enhanced Instruction/ICL
V. REMARKS
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
VI. 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?
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 31 – August 4, 2017 Quarter: 1
B. Establishing a Purpose for the Ask the students to answer Ask the students to answer Ask the students to answer Ask the students to answer Remedial Reading or
Lesson the following: the following: the following: the following: Instruction/ICL
“How will you persuade “How will you persuade “How will you persuade “How will you persuade
someone through writing?” someone through writing?” someone through writing?” someone through writing?”
C. Presenting Ask the students when they Ask the students when they Ask the students when they Ask the students when they Remedial Reading or
Examples/Instances of the have experienced have experienced have experienced have experienced Instruction/ICL
Lesson persuading someone persuading someone persuading someone persuading someone
through writing through writing through writing through writing
D. Discussing New Concepts Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing a Remedial Reading or
and Practicing New Skills #1 a persuasive essay (page a persuasive essay (page a persuasive essay (page persuasive essay (page 105); Instruction/ICL
105); let the students 105); let the students 105); let the students
choose a subject of their choose a subject of their choose a subject of their let the students choose a
choice choice choice subject of their choice
E. Discussing New Concepts and Have the students go over Have the students go over Have the students go over Have the students go over Remedial Reading or
Practicing New Skills #2 the drafting guidelines and the drafting guidelines and the drafting guidelines and the drafting guidelines and Instruction/ICL
let them start drafting their let them start drafting their let them start drafting their let them start drafting their
own essay own essay own essay own essay
F. Developing Mastery Let the students go over Let the students go over Let the students go over Let the students go over the Remedial Reading or
(Leads to Formative the sharing through the the sharing through the the sharing through the sharing through the EQS Instruction/ICL
Assessment 3) EQS (page 106), and have EQS (page 106), and have EQS (page 106), and have (page 106), and have them
them undergo it them undergo it them undergo it undergo it
G. Finding Practical Applications Cite instances where Cite instances where Cite instances where Cite instances where people Remedial Reading or
of Concepts and Skills in Daily people become effective in people become effective in people become effective in become effective in Instruction/ICL
Living persuading others through persuading others through persuading others through persuading others through
writing writing writing writing
H. Making Generalizations and Have the students answer Have the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the the following: the following: the following: the following: Instruction/ICL
Lesson “What are the steps in “What are the steps in “What are the steps in “What are the steps in
writing a persuasive text?” writing a persuasive text?” writing a persuasive text?” writing a persuasive text?”
I. Evaluating Learning Persuasive Essay following Persuasive Essay following Persuasive Essay following Persuasive Essay following Remedial Reading or
the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- Instruction/ICL
107 of the LM 107 of the LM 107 of the LM 107 of the LM
Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or
Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL
V. REMARKS
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
VI. 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?
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
VI. 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?