DLL 19-20

SCHOOL LAMBONTONG NATIONAL HIGH SCHOOL Grade Level 10
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 7:30-8:30
LESSON
Teaching Week/s and JUNE 3-7 Learning Area ENGLISH
LOG Dates Quarter 1
DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
A. Content Standard 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 demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
B. Performance Standard appreciation of World Literature, including Philippine Literature.
Determine the effect

Determine the effect
of textual aids like Get information that can be used
of textual aids in understanding of Read the text to determine Read the text to determine how
advance organizers, in everyday life.
a text. how the character/s overcome the character/s overcome
C. Learning Competencies titles, non-linear
personal challenges personal challenges
illustrations, on
the understanding of a text
Use textual aids in

understanding the text. Determine how connected events Read text to determine how the Identify different scenario of the
Expound on the effect of textual
D. Objective/s contribute to the totality of character/s overcome personal story through differentiated
aids.
Write and share life material viewed. challenges activity.
experiences.
EN10LC-Ia-11.1:
LC Code EN10RC-Ia-2.15.2: EN10RC-Ia-2.15.2: EN10RC-Ia-2.15.2: EN10RC-Ia-2.15.2:
EN10VC-Ia-
1.4/2.4:
Discovering Personal
Discovering Personal Challenges Discovering Personal Challenges
Discovering Personal Challenges
II. CONTENT Challenges
( MYTH) ( Icarus and Daedalus)
( Icarus and Daedalus)
III. LEARNING
RESOURCES
A. References
3 4-5 6 7 7
1. Teacher’s Guide Pages
7-8 9 10-11 13-15 13-15
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Material from

Learning Portal (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
Invite the students to read the
A. Reviewing previous or Let the students watch a video
introduction of the lesson.
presenting the new lesson
Lead them in establishing
where they are headed to and
to be aware of the desired Determine how the character/s Determine how the character/s
B. Establishing a purpose for
result, for them to demonstrate overcome challenges overcome challenges
the lesson
understanding on how to deal
with personal challenges
C. Presenting
Refer to p.7 and 8 of the LM
examples/instance of the
new lesson
D. Discussing new concepts
Small group discussion
and practicing new skills
#1
E. Discussing new concepts Refer to P. 10 of the LM, A
Refer to P.16 of the LM
and practicing new skills Scheme for a Schema
#2
F. Developing Mastery (Lead

to Formative Assessment)
G. Finding practical
applications of concept
and skills in daily living
H. Making generalization and
abstraction about the
lesson
I. Evaluating Learning
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners lesson
require additional
activities for remediation
C. No. of learners who work?
No. of learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I

encounter which my
principal or coordinator
can help me over?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Signature of Teacher
Prepared by:
Checked: RUSSELL MAE M. SUERTE

JAY L. JALICO T-I
HT-I
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
A. Content Standard
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading
styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the
B. Performance Standard
prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
Discover literature as a means of

Discover literature as a means Read words phrases, clauses,
connecting to a significant past. Note the changes in volume,
of connecting to a significant sentences and paragraphs using
projection, pitch, stress,
past. the correct production of vowel Develop reading ability
C. Learning Competencies Observe the correct production of intonation, juncture, and rate
and consonant sounds,
vowel and consonant sounds, of speech that affect meaning
diphthongs, blends and glides
diphthongs, blends, glides, etc.
Describe the life of Filipinos Enhance pronunciation of a

during pre-colonial using critical and vowel sounds through Define Phonetics, diphthongs,
Listen and produce correctly
pictures, scrambled letters and words, phrases, clauses and semivowels and consonant blend
D. Objectives the effect of stress and Enhance students reading ability
words. sentences. Read words of wisdom to find out
intonation.
how witty our ancestor.
EN7LT-1-a-1
LC Code EN7LT-1-a-1 EN7F-I-a-3.11.1: EN7LC-I-a-5.2:
EN7F-I-a-3.11:
Searching for our Beginnings

Searching for our Beginnings Searching for our Beginnings Searching for our Beginnings Reading
II. CONTENT
(Word of Wisdom)
III. LEARNING
RESOURCES
A. References
16-18 18 19 19
2. Learner’s Materials 12-17 17-18 19-20 23-24
Pages
3. Textbook Pages
4. Additional Material
from Learning Portal (LR)
Portal
IV. PROCEDURES
Invite the learners to read the Have the students recall their
A. Reviewing previous or introduction for them to get knowledge about previous lesson/
presenting the new lesson overview of the lesson. activities.
Have the students to read the Have the students to read the Give students an overview about
B. Establishing a purpose for the
target or objective of the day. target or objective of the day. the story
lesson
Group the students and let Have them read the story word of
C. Presenting examples/instance of
them look, describe and read. wisdom.
the new lesson
Have each group do the task
Let the class read different
D. Discussing new concepts and 1.The Philippines during the
classifications of proverbs
practicing new skills #1 Pre-Colonial Period.
Have each group accomplish

the given tasks. Group 1.A Let the students read and enhance Have the class the true of false
E. Discussing new concepts and
Way of Life, 2. Gauge Me 3. vowel and critical sounds. activity
practicing new skills #2
Puzzle Me No More.
Share ideas on what they gain Let the students do the task.
F. Developing Mastery (Lead to
from what they read. Can you hear it.
Formative Assessment)
G. Finding practical applications of

concept and skills in daily living
abstraction about the lesson
Individual reading skill
I. Evaluating Learning evaluation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
require additional
C. No. of learners who
work? No. of learners who
have caught up with the
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Checked: Prepared by:
JAY L. JALICO RUSSELL MAE M. SUERTE

HT-I T-I
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 8:40-9:40/ 10:00-11:00
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
A. Content Standard how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
B. Performance Standard Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
Use the appropriate

segmentals (sounds of English)
Perform a task by Perform a task by Infer thoughts, feelings, and Analyze literature as a means and the suprasegmentals or
C. Learning Competencies following instructions following instructions intentions in the material viewed of discovering the self prosodic featuresof speech when
delivering lines of poetry in a
speech choir
Share prior knowledge about Make out thoughts and feelings of Read poem to identify different
D. Objective/s Share life’s inspirations Present a creative speech choir.
the topic your life’s journey human conditions.
LC Code EN9LC-Ia-3.6: EN9LC-Ia-3.6: EN9VC-Ia-3.8: EN9LT-Ia-14: EN9OL-Ia-1.15:
Recognizing Roles in Life The Seven Ages Of Man

Recognizing Roles in Life Recognizing Roles in Life Recognizing Roles in Life
II. CONTENT
( The seven Ages of Man ) ( Speech Choir )
III. LEARNING RESOURCES
A. References

2. Learner’s Materials 2-3 4-5 7-8 9 9-10
Pages
3. Textbook Pages
Portal
IV. PROCEDURES
Refer to task 1. Letter search
A. Reviewing previous or Thinking an Inspiration
riddle game
Reflecting inspiration in life/
B. Establishing a purpose Task 2.All for the best Relating real life experiences
Looking Back
for the lesson
C. Presenting Refer to task 3 & 5,pages 4- 5 of
Refer to pages 8-9 of the LM
examples/instance of the the LM
new lesson
D. Discussing new Students will answer
concepts and practicing questions for discussion
new skills #1
E. Discussing new concepts
Speech Choir Presentation
#2
F. Developing Mastery
(Lead to Formative
Assessment)
H. Making generalization
and abstraction about the
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Checked: Prepared by:
JAY L. JALICO RUSSELL MAE M. SUERTE

HT-I T-I
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various
A. Content Standard reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
B. Performance Standard effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
Use
Share initial knowledge about Listen for important context clues from
Describe the
Afro- Asian People points signaled by the material Identify the
notable literary
volume, projection, read to distinguishing
genres
C. Learning Competencies Quest for the values and pitch, stress, determine the features of
contributed by
traditions of the Asians and intonation, juncture, meaning of notable African
African writers
Africans and rate of speech unfamiliar words or short stories
expressions
D. Objective/s
LC Code EN8LC-Ia-5.1: EN8VC-Ia-8: EN8LT-Ia-8: EN8LT-Ia-8.1:
Beginning the Knowledge

Beginning the Knowledge Beginning the Knowledge Quest Beginning the Knowledge Quest Beginning the Knowledge Quest
Quest
II. CONTENT Quest
(Prosodic Features of Speech) ( What is an Educated Filipino?) (The Hands of the Blacks)
(The Hands of the Blacks)
III. LEARNING
RESOURCES
A. References

2. Learner’s Materials 11-12 13-15 16-18 19-21 22
Pages
3. Textbook Pages
Video clip
Portal
IV. PROCEDURES
A. Reviewing previous or Viewing video clip Reading text Reading text

Test learners knowledge after Test student ability in reading
watching the video clip and understanding text
lesson
C. Presenting examples/instance of Refer to LM pages 12.
the new lesson
Refer to activity 4 p. 18
D. Discussing new concepts and Refer to Process activity p.13 Refer to p.22
practicing new skills #1 Let’s do it again
E. Discussing new concepts and Refer to p.14- 15


G. Finding practical applications of

concept and skills in daily living


V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
I
Prepared by:

ZYNAFE V. CAIJO,ED.D T-1
Principal I
DAILY
LESSON
Teaching Week/s and June 10-14 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Determine the implicit and explicit

Read the text to determine Read the text to determine how signals, verbal, as
Use reflexive and intensive
how the character/s overcome the character/s overcome personal well as non-verbal, used by the Identify features of an essay
C. Learning Competencies pronouns
personal challenges challenges speaker to highlight
significant points in the selection.
Identify pronoun in the

Read text to determine how the Identify different scenario of the selection Make an essay on how you deal
Present different scenario/personal
D. Objective/s character/s overcome personal story through differentiated with different challenges in your
challenges of the characters
challenges activity. Construct sentences using life
reflexive pronouns
LC Code EN10RC-Ia-2.15.2: EN10RC-Ia-2.15.2: EN10LC-Ib-4: EN10G-Ib-27: EN10WC-Ib- 12.1:
Discovering Personal DISCOVERING PERSONAL DISCOVERING PERSONAL DISCOVERING PERSONAL

Challenges CHALLENGES CHALLENGES CHALLENGES
II. CONTENT
A. References
7 7 7-9 10 11
Pages
3. Textbook Pages
B. Additional Material
Portal
C. Other Learning Resources
IV. PROCEDURES
Recalling the story of Daedalus
A. Reviewing previous or
and Icarus
Determine how the character/s Determine how the character/s Identify personal challenges of
B. Establishing a purpose
overcome challenges overcome challenges the characters
for the lesson
C. Presenting
new lesson
D. Discussing new Refer to task 8-10 pages 16-17 of
concepts and practicing the LM
new skills #1
Refer to P.16 of the LM Grammarian for the day
#2
Writing essay
(Lead to Formative
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation
H. Which of my teaching
I. What difficulties did I

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
HT-I/School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Distinguish between slang and

colloquial expressions in
Read words phrases, clauses,
Note the changes in volume, conversations.
sentences and paragraphs
projection, pitch, stress,
using the correct production of (Holiday-Independence day) Develop reading ability
C. Learning Competencies intonation, juncture, and rate of Distinguish features of
vowel and consonant sounds,
speech that affect meaning colloquial language
diphthongs, blends and glides
(fillers,contractions, etc.)and
slang
Listen and produce correctly the Define colloquial and slang.

Read words of wisdom to find effect of stress and intonation.
D. Objective/s Distinguish between slang and Enhance students reading ability
out different proverbs. Identify the use and importance of colloquial expressions in
prosodic features. conversations.
EN7V-I-a-22:, EN7V-I-a-
LC Code EN7F-I-a-3.11.1: EN7LC-I-a-5.2:
22.1:
Searching for our Beginnings

Searching for our Beginnings Colloquial and Slang Reading
II. CONTENT
(Word of Wisdom)

A. References
19 19 22-23
2. Learner’s Materials 19-20 23-25 27-28
Pages
3. Textbook Pages
Portal
IV. PROCEDURES
Give students an overview Let the students give different
about the story expressions they often used.
for the lesson
C. Presenting Have them read the story word Establishing examples of
examples/instance of the of wisdom. colloquial and slang.
new lesson
D. Discussing new Let the class read different Discussion more about
concepts and practicing classifications of proverbs colloquial and slang.
new skills #1
E. Discussing new concepts Have the class the true of false
and practicing new skills activity
#2
F. Developing Mastery Let the students do the task. Can
(Lead to Formative you hear it.
Assessment)
G. Finding practical Refer to task 11.nuggets and
applications of concept wisdom
lesson
Individual reading skill
I. Evaluating Learning evaluation

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:
Checked: JAY L. JALICO RUSSELL MAE M. SUERTE

HT-I/School Head T-I
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10-10:10 / 11:30- 12:30
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Use the appropriate

Identify the distinguishing Identify the distinguishing segmentals (sounds of English)
Independence Day
Analyze literature as a means features of notable Anglo features of notable Anglo and the suprasegmentals or
C. Learning Competencies of discovering the self American lyric poetry, songs, American lyric poetry, songs, prosodic featuresof speech when
( NATIONAL HOLIDAY)
poems, sermons, and allegories poems, sermons, and allegories delivering lines of poetry in a
speech choir
Identify and determine

Perform different tasks given
different stages of man how Enhance understanding of the text
D. Objective/s to enhance understanding of a Present a creative speech choir
each stage contribute to the through differentiated activity.
text.
totality of a human.
LC Code EN9LT-Ia-14: EN9LT-Ia-14.1: EN9LT-Ia-14.1: EN9OL-Ia-1.15:
Recognizing Roles in Life The Seven Ages of Man The Seven Ages Of Man
The Seven Ages of Man
II. CONTENT
( The seven Ages of Man ) (Differentiated Activity) ( Speech Choir )
A. References
2. Learner’s Materials 9 10-15 10-15
Pages
3. Textbook Pages
Portal
IV. PROCEDURES
for the lesson
C. Presenting
new lesson
D. Discussing new Students will answer
concepts and practicing questions for discussion
new skills #1
E. Discussing new concepts Refer to task 10 Small Group
and practicing new skills differentiated works
#2
F. Developing Mastery Group presentation of the
Speech Choir Presentation
(Lead to Formative given tasks.
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
HT-I/School Head
DAILY
LESSON
Teaching Week/s and JUNE 17- 21 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
Determine the effect of textual Determine the effect of textual Explain how the elements
Use
aids like advance organizers, aids like advance organizers, specific to a genre contribute Express appreciation for sensory
reflexive and
C. Learning Competencies titles, non-linear illustrations, etc. titles, non-linear illustrations, etc. to the theme of a particular images used.
intensive pronouns
on the understanding of a text on the understanding of literary selection
a text
Define reflexive and intensive Read statement to identify what is

pronoun. Define bullying suggested in the statement. Read text to get different
Do and present differentiated
D. Objective/s Identify pronoun used in the elements and defenses used by
Identify and respond critically on Reflect on the video presented. activity.
text the character.
the different types of bullying.
Use reflexive and intensive
pronouns in a sentence.
LC Code EN10G-Ia-27: EN10RC-Ia-2.15.2: EN10RC-Ib-2.15.2: EN10LT-Ib-2.2: EN10LT-Ib-2.2.1
DISCOVERING PERSONAL
CHALLENGES BUILDING UP DEFENSES BUILDING UP DEFENSES BUILDING UP DEFENSES
CHALLENGES
II. CONTENT
( Reflexive and intensive ( The Gorgon’s head)
( Bullying)
pronoun)
A. References
Pages
3. Textbook Pages
Portal
IV. PROCEDURES
Let the students read
Have the students share their Have the students read and reflect Have the students do agree
A. Reviewing previous or sentence from the story
embarrassing experience in life. on the title of the lesson. and disagree activity.
presenting the new lesson Daedalus and Icarus.
Let the students share their

Have them reflect on the
Let the students share their knowledge on How do I build the
B. Establishing a purpose underline word/s in the Let the guess mystery word
feeling towards other experiences. best defenses against challenges
for the lesson sentence.
to achieve the best in life?
Have the students read the text

Let the students learn about
C. Presenting Let the students read about to get different information on
reflexive and intensive Let them do What Am I.
examples/instance of the bullying. how the character build
new lesson pronoun.
defense.
Let them share different

D. Discussing new Have the students do Task 16. Discussing different kinds of
discrimination they experience in Group differentiated task.
concepts and practicing Grammarian for a day. bullying.
new skills #1 family. School and peers.
Pick at least 5 sentences with

pronoun and make the Let them watch a video clip and Group differentiated activity
and practicing new skills pronoun reflexive. reflect on it. presentation
#2
(Lead to Formative
Assessment)
G. Finding practical Let the students do task 10. A day in Reflecting on the different lessons
applications of concept and a Life. learned.
skills in daily living

Construct own sentences using

I. Evaluating Learning pronouns as reflexive pronouns.

V. REMARKS
VII. REFLECTION
80% on the formative assessment
B. No. of learners lesson require
additional activities for
remediation
C. No. of learners who work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue
to require remediation

encounter which my principal or
coordinator can help me over?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Signature of School Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Distinguish between and Distinguish between and among

Use appropriate punctuation Perform a task by Perform a task by
among informative, informative, journalistic, and
C. Learning Competencies marks and capitalization to following instructions following instructions
journalistic, and literary writing.
convey meaning.
literary writing.
Note the importance of

capitalization and punctuation Define community services
marks. brochure
Do differentiated activity Present a music video/ dance duo Create informative and creative
D. Objective/s
creatively, and enthusiastically creatively community brochure.
Use capitalization and Familiarize tips/technique in
punctuation marks writing community brochure
appropriately.
LC Code EN9G-Ia-1.6/1.7: EN9LC-Ia-3.6: EN9LC-Ia-3.6: EN9WC-Ia-8: EN9WC-Ia-8:
The Seven Ages Of Man

Community Services Brochure Community Services Brochure
II. CONTENT
A. References
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
for the lesson
C. Presenting
new lesson
D. Discussing new
concepts and practicing
new skills #1
Poetic music video & Dance duo
#2
(Lead to Formative
Assessment)
G. Finding practical Making community services Making community services
applications of concept brochure brochure
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Identify the distinguishing

Skim for major ideas using Observe correct subject-verb
Recognize the common features of proverbs, myths, and Develop reading ability/ Skill
C. Learning Competencies headings as guide agreement
purposes for writing legends
Read to identify author’s Illustrate proverbs in a Give the meaning of material

D. Objective/s Define prefix, root and prefix
purpose. meaningful way. viewed.
EN7SS-I-b-1.5.1: EN7G-I-b-11:
LC Code EN7WC-I-a-4.1: EN7LT-I-a-2.1:,
Reading
II. CONTENT
A. References
1.Teacher’s Guide Pages

2. Learner’s Materials 31-33 33 42-43 45-47
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Have the students share stories
A. Reviewing previous or of legend, myths or proverbs
presenting the new lesson they know.
Let the students express their Read and let the students listen
B. Establishing a purpose feelings as they read the for a short information about the
for the lesson stories. topic
C. Presenting Have the students share Filipino Presenting different ways of

examples/instance of the beliefs. expanding word.
new lesson
Discuss and give different
D. Discussing new Let the students do Four in one examples of creating new
Reading of the story.
concepts and practicing activity. word using prefixes and
new skills #1 suffixes.
Let the students do activity on

E. Discussing new concepts Discussing the content of the Have the students share their
enhancing prefixes, roots and
and practicing new skills story and author’s purpose. reflection about the activity.
#2 affixes.
F. Developing Mastery Let the students identify the

(Lead to Formative author’s purpose.
Assessment)
G. Finding practical Working for a creative and
applications of concept meaningful proverb.
H. Making generalization Expressing uniqueness and lesson
and abstraction about the of the chosen proverb.
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Use appropriate prosodic

features of speech like pitch,
Explain how the elements specific stress, juncture, intonation,
to a genre contribute volume and projection and
Discover literature as a means of Acquaintance Party
C. Learning Competencies to the theme of a particular rate/speed of speech in
connecting to a significant pas
literary selection differing oral communication
situations:
Define voice projection and

volume
Define myth
Read to locate information
presented in creation story. Use appropriate voice Acquaint to build self-
D. Objective/s LOCAL HOLIDAY Identify similarities and
differences of Maranaw beliefs projection and volume in confidence and gain new friends.
and other group’s beliefs reading a text.
EN7LT-I-b-2.2:
LC Code EN7LT-I-b-1: EN7OL-I-b1.14
Searching for Beginnings

Myth Voice Projection
II. CONTENT
( The Origin of this World- Maranao)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the students share ideas on the
Have a voice projection game
B. Establishing a purpose different creation stories they h.
to establish the lesson
for the lesson know.
C. Presenting Read to connect stories from past Let the students express their
examples/instance of the to present time feelings about the game
new lesson
Refer to page 48.Proceesing
D. Discussing new Have the students get information Discuss to the students what is
questions about the story they
concepts and practicing on the text to define myth voice projection and volume.
new skills #1 read.
Have the students identify

E. Discussing new concepts Refer to activity Myths as folk similarities and differences of Have them know the essence
and practicing new skills narrative page.48 Maranaw creation story and other of voice projection
#2 group creation stories.
Discuss the activity and let the

F. Developing Mastery students express critically their Let the student do voice
(Lead to Formative stand about different creation projection activity
Assessment) stories presented.
lesson
Have the students do Language
Lingo Activity to evaluate their
learnings about the lesson.

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Determine the effect of textual Determine the effect of textual Explain how the elements
aids like advance organizers, aids like advance organizers, specific to a genre contribute
LOCAL HOLIDAY Acquaintance Party
C. Learning Competencies titles, non-linear illustrations, etc. titles, non-linear illustrations, etc. to the theme of a particular
on the understanding of a text on the understanding of literary selection
a text
Read statement to identify what is

Define bullying suggested in the statement. Read text to get different
Acquaint to build self-
D. Objective/s elements and defenses used by
Identify and respond critically on Reflect on the video presented. confidence and gain new friends.
the different types of bullying.
the character.
LC Code EN10RC-Ia-2.15.2: EN10RC-Ib-2.15.2: EN10LT-Ib-2.2:
BUILDING UP DEFENSES BUILDING UP DEFENSES
CHALLENGES
II. CONTENT
( The Gorgon’s head)
( Bullying)
A. References
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Have the students share their Have the students read and reflect Have the students do agree
embarrassing experience in life. on the title of the lesson. and disagree activity.
Let the students share their knowledge on How do I build the
B. Establishing a purpose Let the guess mystery word
feeling towards other experiences. best defenses against challenges
for the lesson

C. Presenting Let the students read about to get different information on
Let them do What Am I.
examples/instance of the bullying. how the character build
new lesson defense.

D. Discussing new Discussing different kinds of
discrimination they experience in
concepts and practicing bullying.
E. Discussing new concepts Let them watch a video clip and

and practicing new skills reflect on it.
#2
(Lead to Formative
Assessment)
G. Finding practical Let the students do task 10. A day in
applications of concept a Life.
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10-10:10/ 11:30-1230
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Share prior knowledge about a

text topic Analyze literature as a means Acquaintance Party
Infer thoughts, feelings, and
Local Holiday of
C. Learning Competencies intentions in the material viewed
Infer thoughts, feelings and discovering the self .
intentions of the speaker
*Restate the ideas conveyed by

the text listened to Read/ watch the epic poem
Share thoughts, feelings, and *Define paraphrasing Acquaint to build self-
D. OBJECTIVE/S Beowulf to determine different
intentions in the material viewed *Familiarize tips in making confidence and gain new friends
paraphrasing events/scenario of an epic.
LC Code EN9RC-Ib-16: EN9LC-Ib-6.2: EN9VC-Ib-3.8: EN9LT-Ib-14:
Maximizing my strength
II. CONTENT  Epic poem
 Paraphrasing
“Beowulf”
A. References
2. Learner’s Materials 29-30
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Sharing ideas on the statement
said by Helen Killer p. 29
Review on the background of the
text Maximizing p. 29
for the lesson
C. Presenting Identifying characters in the
examples/instance of the photos. P.30
new lesson
Say it again. Paraphrasing p. 31-
D. Discussing new 32
new skills #1 Song listening and paraphrasing

Reading Beowulf/viewing
#2
(Lead to Formative
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
Teaching Week/s and JULY 1-5 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Use the appropriate reading Use the appropriate reading style Use the appropriate reading style Use the appropriate reading Use the appropriate reading style
style (scanning, skimming, (scanning, skimming, speed (scanning, skimming, speed style (scanning, skimming, (scanning, skimming, speed
C. Learning Competencies speed reading, intensive reading, intensive reading etc.) for reading, intensive reading etc.) for speed reading, intensive reading, intensive reading etc.)
reading etc.) for 0ne’s purpose 0ne’s purpose 0ne’s purpose reading etc.) for 0ne’s purpose for 0ne’s purpose
Identify students reading Determine students grade level in Enhance students reading
D. Objective/s Enhance students reading ability Enhance students reading ability
comprehension level oral, reading comprehension ability
EN7RC-I-a-7: EN7RC-I-a-7:
LC Code EN7RC-I-a-7: EN7RC-I-a-7: EN7RC-I-a-7:
Reading Reading Reading Reading Reading

II. CONTENT
A. References

2. Learner’s Materials
Pages
3. Textbook Pages
Portal
The Philippine Informal The Philippine Informal The Philippine Informal The Philippine Informal
The Philippine Informal
B. Other Learning Reading Inventory Reading Inventory Reading Inventory Reading Inventory
Reading Inventory
Resources Manual 2018 Manual 2018 Manual 2018 Manual 2018
Manual 2018
IV. PROCEDURES
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
#2
(Lead to Formative
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Deliver confidently an oral Determine the effect of textual Explain how the elements Explain how the elements
Deliver confidently an oral
presentation to effectively aids like advance organizers, specific to a genre contribute specific to a genre contribute to
presentation to effectively engage
C. Learning Competencies engage in meaningful titles, non-linear illustrations, etc. to the theme of a particular the theme of a particular literary
in meaningful communication
communication on the understanding of literary selection selection
a text
Read statement to identify what is

suggested in the statement. Read text to get different
Deliver confidently a Deliver confidently a meaningful Dissect and explain different
D. Objective/s elements and defenses used by
meaningful essay on bullying essay on bullying Reflect on the video presented. events happened in the story.
the character.
LC Code EN10OL-Ib-3.15: EN10OL-Ib-3.15: EN10RC-Ib-2.15.2: EN10LT-Ib-2.2: EN10LT-Ib-2.2:
DISCOVERING PERSONAL DISCOVERING PERSONAL

BUILDING UP DEFENSES BUILDING UP DEFENSES BUILDING UP DEFENSES
CHALLENGES CHALLENGES
II. CONTENT
( The Gorgon’s head) ( The Gorgon’s head)
( Bullying) ( Bullying)
A. References
2. Learner’s Materials 29 29 31-33 37-42 42
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Have the students read and reflect Have the students do agree Review/ recall events in the
on the title of the lesson. and disagree activity. story
knowledge on How do I build the
best defenses against challenges
for the lesson

C. Presenting to get different information on
Let them do What Am I.
examples/instance of the how the character build
new lesson defense.

D. Discussing new
discrimination they experience in
E. Discussing new concepts Let them watch a video clip and

and practicing new skills reflect on it.
#2
(Lead to Formative
Assessment)
lesson
Let the students evaluate their
Oral Presentation Oral Presentation understanding of a text through
dissecting it.

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
JAY L. JALICO
Head Teacher
DAILY
LESSON
LOG Dates Quarter 1
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE
Analyze literature as a means

Analyze literature as a means of
of discovering the self
discovering the self Infer thoughts, feelings, and
Analyze literature as a means of Distinguish between and
intentions in the material
C. Learning Competencies Explain how the elements discovering the self among informative, journalistic,
Explain how the elements specific viewed
specific and literary writing
to a selection build its theme
to a selection build its theme
Illustrate the given entities based

Read/ watch the selection and Read/ watch the selection and on the text read.
Illustrate major characters of Identify the text type of the
determine how the character/s determine how the character/s
D. Objective/s Beowulf given articles
maximize strength maximize strength Compare and contrast Beowulf
and Grendel
LC Code EN9LT-Ib-14:EN9LT-Ib-14.2: EN9LT-Ib-14:EN9LT-Ib-14.2: EN9VC-Ib-3.8 EN9WC-Ib-8:

EN9LT-Ib-14:
Maximizing my strength Maximizing my strength Maximizing my strength
Types of article
II. CONTENT  Epic poem
Epic poem “Beowulf” • Epic poem “Beowulf” •Epic poem “Beowulf”
“Beowulf”
A. References
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
for the lesson
C. Presenting Reading/ watching the

Reading/ watching the selection
examples/instance of the selection
new lesson
D. Discussing new
Illustrating events in the story
new skills #1
E. Discussing new concepts Comparing and contrasting
and practicing new skills Beowulf and Grendell
#2
F. Developing Mastery Expressing what you learned
Type the Text
(Lead to Formative from the story
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Use appropriate prosodic features

of speech like pitch,
Explain how the elements stress, juncture, intonation,
Discover literature as a means of Explain how the elements
specific to a genre contribute volume and projection and
connecting to a specific to a genre contribute
C. Learning Competencies to the theme of a particular rate/speed of speech in differing
significant past to the theme of a particular
literary selection oral communication
situations:
literary selection.
Identify the different elements

Define voice projection and of the story.
Define myth Define legend.
volume
Identify similarities and Read the story of Maria Makiling Locate different elements of
LC Code Use appropriate voice projection the story Maria Makiling Enhance students reading ability
differences of Maranaw to locate, reflect and evaluate.
beliefs and other group’s and volume in reading a text.
beliefs
EN7LT-I-b-2.2: EN7LT-I-b-1:
EN7OL-I-b1.14 EN7LT-I-b-2.2: EN7RC-I-a-7:
II. CONTENT
Elements of a story Maria

Myth Voice Projection Maria Makiling Reading
III. LEARNING RESOURCES Makiling
A. References

Pages
49-50 51-52 52-54 55-59
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let them recall the story of
Maria Makiling
Let the students tell something
about the picture.
for the lesson
C. Presenting Have a voice projection game to Have them read the first and last
examples/instance of the establish the lesson paragraph of the story.
new lesson
Ask the students of what they
D. Discussing new Let the students express their Discuss the different elements
have notice on the beginning and
concepts and practicing feelings about the game of the story.
new skills #1 ending of the story.
Have the students get Discuss what is a legend and let

E. Discussing new concepts Discuss to the students what is Group the students into 5 and
information on the text to them read the story of Maria
and practicing new skills voice projection and volume. assign task to do.
#2 define myth Makiling.

Let the students do the activity to
F. Developing Mastery similarities and differences of Have them know the essence of Have them locate the different
evaluate their understanding of
(Lead to Formative Maranaw creation story and voice projection elements use in the story.
Assessment) the lesson.
other group creation stories.
Discuss the activity and let the

G. Finding practical students express critically their Let the student do voice
applications of concept stand about different creation projection activity
and skills in daily living stories presented.
lesson
Have the students do
Language Lingo Activity to
evaluate their learnings about
the lesson.
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
JAY L. JALICO
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Explain how the elements

Explain how the elements specific
specific to a genre contribute Express appreciation for Express appreciation for
to a genre contribute to the theme
C. Learning Competencies to the theme of a particular sensory images used sensory images used
of a particular literary selection
literary selection
Read text to get different State different examples of

Dissect and explain different Visualize different events in the
D. Objective/s elements and defenses used by Present task given in the class discrimination and best’s
events happened in the story. story.
the character. defense.
LC Code EN10LT-Ib-2.2: EN10LT-Ib-2.2: EN10LT-Ib-2.2.1: EN10LT-Ib-2.2.1:
BUILDING UP DEFENSES BUILDING UP DEFENSES BUILDING UP DEFENSES BUILDING UP DEFENSES Discrimination in different
II. CONTENT forms.
( The Gorgon’s head) ( The Gorgon’s head) ( The Gorgon’s head) ( The Gorgon’s head)
A. References
37-42 42 42 42 47-48
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Have the students do agree
A. Reviewing previous or Review/ recall events in the story
and disagree activity.

for the lesson
C. Presenting to get different information on
examples/instance of the how the character build
new lesson defense.
D. Discussing new
new skills #1
Group differentiated activity
#2
Present and discuss task given
(Lead to Formative
Assessment)
G. Finding practical Giving feedback and
applications of concept observation on the outputs
Let the students evaluate their Have the students do different
H. Making generalization Discussing lesson learn from
understanding of a text through and Single out discrimination
and abstraction about the the story.
lesson dissecting it. and bests defense to use.
Weekly quiz

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10-10:10/ 11:30- 12:30
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Infer thoughts, feelings, and Explain how the elements specific Distinguish between and Infer thoughts, feelings, and
intentions in the material to a selection build its theme among informative, journalistic,
C. Learning Competencies intentions in the material
viewed and literary writing
viewed
Define journalistic, informative
and literary article. Agree or disagree with the
Differentiate Epic and lyric poetry.
ideas of the author Explain how words are derived
Illustrate major characters of
D. Objective/s Identify the text type of an from names of persons and
Beowulf Distinguish the use / importance
articles given. Summarized the contents of places
of signals and punctuations.
the materials viewed.
EN9VC-Ic-3.8:
LC Code EN9VC-Ib-3.8 EN9LT-Ib-14.2: EN9WC-Ib-8: EN9V-Ic-15:
Maximizing my strength Types of article The Day of Destiny

Signals and punctuation Marks Leaving A Legacy
II. CONTENT
•Epic poem “Beowulf” ( Vocabulary Development)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Give an introduction
A. Reviewing previous or information about the lesson
presenting the new lesson title Leaving a Legacy
Present lines from The seven ages Let the students read the lines/ Let the students share ideas
of man and beawolf. texts given. about legacy
for the lesson
Have the students share the Have the students watch a
C. Presenting Let the students share their
difference they observe from the video The Harmony of Man
examples/instance of the observations.
new lesson given texts. and Environment.
Discuss what is journalistic,

D. Discussing new Discuss the difference between informative and literary article. Have them do the activity Connect column A with Column
concepts and practicing lyric and epic poetry Agree or disagree B.
new skills #1
Have the students make a

E. Discussing new concepts Discuss the importance of signals Let the students do type the text summary about the Discuss the form and meaning of
and practicing new skills and punctuation marks activity. information presented in the the words.
#2 video.
F. Developing Mastery Expressing what students learn Let them compare the video to
(Lead to Formative from the story a picture of climate change.
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
JAY L. JALICO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE

specific to a genre contribute Express appreciation for Express appreciation for
Holiday ( T’nalak)
C. Learning Competencies to the theme of a particular sensory images used sensory images used
literary selection
Define discrimination.
Dissect and explain different Visualize different events in the State different examples of
Present task given in the class
D. Objective/s events happened in the story. story. discrimination and best’s
defense.
LC Code EN10LT-Ib-2.2: EN10LT-Ib-2.2.1: EN10LT-Ib-2.2.1:
BUILDING UP DEFENSES BUILDING UP DEFENSES BUILDING UP DEFENSES

Discrimination in different
II. CONTENT forms.
( The Gorgon’s head) ( The Gorgon’s head) ( The Gorgon’s head)
A. References

2. Learner’s Materials 42 42 42 47-48
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Review/ recall events in the
story
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
#2
Group differentiated activity
(Lead to Formative
Assessment)
Present and discuss task given
H. Making generalization Giving feedback and observation
and abstraction about the on the outputs
lesson
Let the students evaluate their Have the students do different
Discussing lesson learn from the
understanding of a text and Single out discrimination
I. Evaluating Learning story.
through dissecting it. and bests defense to use.
J. Additional activities for Weekly quiz

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
REGINA G. DARDO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Explain how the

Explain how the elements elements specific to a
specific to a genre contribute genre contribute to the Observe correct subject-verb Holiday ( T’nalak) Enhance students reading ability
C. Learning Competencies
to the theme of a particular theme of a particular agreement
literary selection. literary selection.
Identify the setting, characters

Define plot.
and conflict of the story.
Use the correct form of the verb
Identify the different EN7RC-I-a-7:
D. Objective/s in varied tex.
Present loudly and clearly the
parts of a plot.
task given in the class.
LC Code EN7LT-I-b-2.2: EN7LT-I-b-2.2: EN7G-I-b-11: Reading
The setting, characters and

Plot of the story Maria
conflict of the story” Maria Subject verb Agreement
II. CONTENT Makiling
Makiling”.
A. References

55-59 60 61-62
3. Textbook Pages

Learning Portal (LR) Portal
IV. PROCEDURES
Let them recall the story of
A. Reviewing previous or Let the students read sentences.
Maria Makiling
Recalling the story Maria
Have the students share ideas on
Makiling in order to
B. Establishing a purpose for the what they observe in the given
identify the parts of a
lesson sentences.
plot.
Discuss the different elements Discuss a plot and the Discuss to the students another
C. Presenting examples/instance of
of the story. different parts of a plot. rules on subject –verb agreement.
the new lesson
Pair the students and let them
Let every group identify
Group the students into 5 and analyze sentences and let them
D. Discussing new concepts and the plot of the story
assign task to do. give the correct form of the verb
practicing new skills #1 Maria Makiling.
to complete sentences.
Have them locate the setting, Let the students complete the
Let every group discuss/
E. Discussing new concepts and characters and conflict of the paragraph by supplying the
defend their answer.
practicing new skills #2 story. correct form of verb.

G. Finding practical applications

of concept and skills in daily living

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
remediation
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies

worked well?
F. What difficulties did I encounter

which my principal or coordinator
can help me over?

teachers?
Signature of School Head/Supervisor
Prepared by:

T-I
REGINA G. DARDO
School Head
DAILY
LESSON
Teaching Week/s and July 15-19 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
Infer thoughts, feelings, and Explain how words are derived

intentions in the material from names of persons Analyze literature as a means of Holiday ( T’nalak) Analyze literature as a means of
and places. enhancing the self. enhancing the self.
viewed
Agree or disagree with the Explain how words are derived
ideas of the author from names of persons and places Read to locate, reflect and Read to locate, reflect and
D. Objective/s evaluate text. evaluate text.
Summarized the contents of Read text to note what does it
the materials viewed. take to be a great man
EN9VC-Ic-3.8:
LC Code EN9V-Ic-15: EN9LT-Ic-14: EN9LT-Ic-14:
The Day of Destiny The Day of Destiny The Day of Destiny

Leaving A Legacy
II. CONTENT
( Vocabulary Development) By: Sir Thomas Malory By: Sir Thomas Malory
A. References

2. Learner’s Materials 50-51 52 53-59 53-59
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Give an introduction
Let the students finish reading
A. Reviewing previous or information about the lesson
the text.
presenting the new lesson title Leaving a Legacy
Let the students share ideas Let the class listen on the author’s
about legacy background (Sir Thomas Malory)
for the lesson
Have the students watch a
C. Presenting Connect column A with Column Introduce some important
video The Harmony of Man
examples/instance of the B. characters of the story.
new lesson and Environment.
Divide the class into 10 groups

D. Discussing new Have them do the activity Discuss the form and meaning of
and assign parts of the story to
concepts and practicing Agree or disagree the words
new skills #1 read.
Have the students make a

.Let the students read sample Group students into 4 and let
E. Discussing new concepts summary about the
texts to note what does it take to them do assign task to evaluate
and practicing new skills information presented in the
#2 be a great man. their comprehension.
video.
F. Developing Mastery Let them compare the video to

(Lead to Formative a picture of climate change.
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
REGINA D. DARDO
School Head
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Determine the effect of textual Determine the implicit and

Determine the effect of textual Explain how the element specific
aids like advance organizers, explicit signals, verbal, as Differentiate formal from
aids like advance organizers, to a genre contribute to the
C. Learning Competencies titles, non-linear illustrations, well as non-verbal, used by the Informal definitions of
titles, non-linear illustrations, etc. theme of a particular literary
etc. on the understanding of a speaker to highlight significant Words.
on the understanding of a text Points. selection.
text.
Share ideas and individual
Define implicit and explicit signals. Unlock difficult words.
Define discrimination. strength.
Identify the plot of the story
D. Objective/s Identify and state different Identify implicit and explicit Read text to identify different Orpheus using bulb puzzle.
Express ideas base on the material
examples of discrimination. signals. strengths use or highlighted.
viewed.
EN10LC-Ic-4: EN10LT-Ic-2.2:
LC Code EN10RC-Ic-2.15.2 EN10RC-Ic-2.15.2
EN10V-Ic 13.9
Capitalizing on strengths and

Discrimination in different Capitalizing on strengths and Capitalizing on strengths and Recognizing our Weaknesses
Orpheus
II. CONTENT forms. Recognizing our Weaknesses Recognizing our Weaknesses
Text: Orpheus
A. References

2. Learner’s Materials 47-48 52-53 53-54 54-57 57-58
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Introduce the lesson title through
Recall the characteristics of a
A. Reviewing previous or identifying individual strength
myth.
presenting the new lesson and weakness.
Remind students on how

Discuss the introduction of the Let the students share ideas on essential defining unfamiliar
lesson. how to be a strong person. words in understanding the
for the lesson
text.
Show the class a picture of Let the students define

C. Presenting Let the students examine Let the students define explicit
Joaquin and Cristina and the unfamiliar words from the
examples/instance of the editorial cartoon. and implicit signals
new lesson situation/problem they encounter. text.
Let the class answer the

Let the students list down the Have the students listen to the
question ‘To what extent
D. Discussing new Let the students define strengths and weaknesses of the song “Let it Go” and identify the
would you use your strengths
concepts and practicing discrimination. characters through graphic explicit and implicit signals
new skills #1 to save the person you love?
organizer. highlighted in the song.
before reading the text.
Let the students read the text

E. Discussing new concepts Let the students process their Students process their activity Orpheus and identify
specific scenarios where
and practicing new skills work through a process questions. through a process questions. highlighted strengths of
#2 discrimination is present
Orpheus .
Individual work activity to

Students will give situations
F. Developing Mastery determine individual’s
of the different discrimination
(Lead to Formative understanding of the story
Assessment) and the best’s defenses to use.
Orpheus.
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation
encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
REGINA G. DARDO
MT-II/ TIC
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard

Discover literature as a means
specific to a genre contribute Discover literature as a means
Observe correct subject- of connecting to a significant
C. Learning Competencies to the theme of a particular of connecting to a significant
verb agreement past
literary selection. past
Create a slogan reflecting the

beliefs of ancestors.
Define plot.
Use the correct form of the Link the past and future using Reflect and organize ideas on
Enhance students reading ability
D. Objective/s Identify the different parts of a verb in varied text. time capsule chart. Philippine myths and legends.
plot.
Reflect to Filipino myths and
legends.
LC Code EN7LT-I-b-2.2: EN7G-I-b-11: EN7LT-I-c-1: EN7LT-I-c-1: EN7RC-I-a-7:
Plot of the story Maria Recalling My Ancestor’s Recalling My Ancestor’s

Subject -Verb Agreement Reading
II. CONTENT Makiling Belief Belief
A. References

60 61-62 63-65 66-67
3. Textbook Pages

IV. PROCEDURES
Let the students read Let the students recall myths
sentences. and legends
Recalling the story Maria Have the students share
Group the class into 3 and Establish the purpose of the
B. Establishing a purpose for the Makiling in order to identify ideas on what they observe
assign task to do. activity to the class.
lesson the parts of a plot. in the given sentences.
Discuss important
Discuss to the students
Discuss a plot and the things/points about the activity Present the rubrics for the best
C. Presenting examples/instance of another rules on subject –
different parts of a plot. that each group must to work result of the activity.
the new lesson verb agreement.
on.
Pair the students and let

Let the class do differentiated
Let every group identify the them analyze sentences and Let the students do the activity
activity; Slo-tations, Challenge
D. Discussing new concepts and plot of the story Maria let them give the correct first by sharing their myths
for the Future and Believe Me
practicing new skills #1 Makiling. form of the verb to complete and legends to the class.
Please.
sentences.
Let the students complete Let them choose one story that
Let every group discuss/
E. Discussing new concepts and the paragraph by supplying strike them most and reflect on
defend their answer.
practicing new skills #2 the correct form of verb. it.

G. Finding practical applications Getting the moral of the story.

Discussing generalizations
H. Making generalization and about Philippine myths and
abstraction about the lesson legends.

V. REMARKS
VI. REFLECTION
remediation
with the lesson
require remediation

worked well?

can help me over?

teachers?
Prepared by:

T-I
REGINA G. DARDO
MT-II/ TIC
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10-10:10/11:30-12:30
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Use appropriate punctuation Use normal and inverted

Analyze literature as a means Analyze literature as a means of Describe and interpret the ethics
C. Learning Competencies marks and capitalization to word order in creative
of enhancing the self. enhancing the self. of public speaking
convey meaning writing.
Define dashes and hyphen.

Familiarize the use of dashes and
Read to locate, reflect and Read to locate, reflect and Write a short paragraph/
hyphen. Perform a choral recitation .
D. Objective/s evaluate text. evaluate text. legacy using a pyramid chart.
Punctuate the words/phrases with
hyphen.
LC Code EN9LT-Ic-14: EN9LT-Ic-14: EN9G-Ic-1.6/1.7: EN9G-Ic-17: EN10OL-Ib-3.15:
The Day of Destiny The Day of Destiny

Dashes and Hyphen Leaving a Legacy Leaving a Legacy
II. CONTENT
By: Sir Thomas Malory By: Sir Thomas Malory
A. References

2. Learner’s Materials 53-59 53-59 62-63 64 66
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the students finish reading the
text.
Let the class listen on the
Let the students read words and
B. Establishing a purpose author’s background (Sir
phrases with dash and hyphen.
for the lesson Thomas Malory)
Have the class share ideas on

C. Presenting Introduce some important
their observation about words and
examples/instance of the characters of the story.
new lesson phrases given.
Divide the class into 10 groups

D. Discussing new Define and discuss dash and
and assign parts of the story to
concepts and practicing hyphen.
new skills #1 read.
Group students into 4 and let Let the students read sentences
them do assign task to evaluate and phrases for familiarization of
#2 their comprehension. the lesson.
F. Developing Mastery Ask the to punctuate the given

(Lead to Formative words and phrases.
Assessment)
Individual Work Activity
 Writing Paragraph
H. Making generalization Summarizing things about
and abstraction about the leaving legacy
lesson
Group choral presentation of the
I. Evaluating Learning best legacy they should have.
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
REGINA G. DARDO
MT-II/ TIC
DAILY
LESSON
Teaching Week/s and July 29-August 2 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
Determine the implicit and Drug Symposium/
explicit signals, verbal, as Explain how the element specific
Differentiate formal from
well as non-verbal, used by to a genre contribute to the Nutrition Month Culmination LAC Session
C. Learning Competencies Informal definitions of
the speaker to highlight theme of a particular literary
significant Words.
selection.
Points.
Define implicit and explicit
Unlock difficult words.
signals.
Identify the plot of the story Value the essence of a Healthy
D. Objective/s Read text to identify different Orpheus using bulb puzzle. Life style.
Identify implicit and explicit
strengths use or highlighted.
signals.
EN10LC-Ic-4: EN10LT-Ic-2.2:
LC Code EN10V-Ic 13.9

Capitalizing on strengths and Recognizing our Weaknesses
Orpheus
II. CONTENT Recognizing our Weaknesses
Text: Orpheus
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
myth.
Remind students on how essential
Let the students share ideas on
B. Establishing a purpose defining unfamiliar words in
how to be a strong person.
for the lesson understanding the text.
C. Presenting Let the students define explicit Let the students define unfamiliar
examples/instance of the and implicit signals words from the text.
new lesson
Have the students listen to the
Let the class answer the question
song “Let it Go” and identify
D. Discussing new ‘To what extent would you use
the explicit and implicit
concepts and practicing your strengths to save the person
new skills #1 signals highlighted in the
you love? before reading the text.
song.

E. Discussing new concepts Students process their activity
Orpheus and identify highlighted
and practicing new skills through a process questions.
#2 strengths of Orpheus .
F. Developing Mastery Individual work activity

(Lead to Formative ( Orphues)
Assessment) Identify parts of a plot.
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Signature of School
Head/Supervisor
Prepared by:

T-I
REGINA G.DARDO, MT-II
TIC
DAILY
LESSON
Teaching Week/s and JULY 29- August 2 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Discover literature as a means Drug Symposium/

Discover literature as a
Observe correct subject-verb of connecting to a significant Nutrition Month Culmination
C. Learning Competencies means of connecting to a
agreement past LAC Session
significant past
Create a slogan reflecting

the beliefs of ancestors.
Use the correct form of the Link the past and future Reflect and organize ideas on Value the essence of a Healthy
D. Objective/s verb in varied text. using time capsule chart. Philippine myths and legends. Life style
Reflect to Filipino myths

and legends.
LC Code EN7G-I-b-11: EN7LT-I-c-1: EN7LT-I-c-1:
Recalling My Ancestor’s
Subject -Verb Agreement Recalling My Ancestor’s Belief
II. CONTENT Belief
A. References
61-62 63-65 66-67
3. Textbook Pages

IV. PROCEDURES
Let the students read Let the students recall
sentences. myths and legends
Have the students share ideas
Group the class into 3 and Establish the purpose of the
B. Establishing a purpose for the on what they observe in the
assign task to do. activity to the class.
lesson given sentences.
Discuss important
Discuss to the students another
things/points about the Present the rubrics for the best
C. Presenting examples/instance of rules on subject –verb
activity that each group result of the activity.
the new lesson agreement.
must to work on.
Let the class do

Pair the students and let them
differentiated activity; Slo- Let the students do the activity
analyze sentences and let them
D. Discussing new concepts and tations, Challenge for the first by sharing their myths and
give the correct form of the
practicing new skills #1 Future and Believe Me legends to the class.
verb to complete sentences.
Please.
Let the students complete the Let them choose one story that
E. Discussing new concepts and paragraph by supplying the strike them most and reflect on
practicing new skills #2 correct form of verb. it.

G. Finding practical applications Getting the moral of the story.

Discussing generalizations
H. Making generalization and about Philippine myths and
abstraction about the lesson legends.

V. REMARKS
VI. REFLECTION
remediation
with the lesson
require remediation

worked well?

can help me over?

teachers?
Prepared by:

T-I
REGINA G. DARDO, MT-II
TIC
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10-10:10/ 11:30- 12:30
LESSON
Teaching Week/s and JULY 29-AUGUST 2 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
Use normal and inverted Drug Symposium/

Analyze literature as a means Use appropriate punctuation
Nutrition Month Culmination
of enhancing the self. LAC Session

Familiarize the use of dashes and
Read to locate, reflect and
hyphen. Write a short paragraph/ legacy Value the essence of a Healthy
D. Objective/s evaluate text. using a pyramid chart. Lifestyle.
Punctuate the words/phrases with
hyphen.
LC Code EN9LT-Ic-14: EN9G-Ic-1.6/1.7: EN9G-Ic-17:
The Day of Destiny

Dashes and Hyphen Leaving a Legacy
II. CONTENT
By: Sir Thomas Malory
A. References

2. Learner’s Materials 53-59 62-63 64
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the students recall the
story.
Group students into 3. Ask
each group a representative to
draw lots a questions to be Let the students read words and
answered. Give 5 minutes phrases with dash and hyphen.
for the lesson
brainstorming and 5 minutes
to answer the questions.
Let the group discuss their Have the class share ideas on
C. Presenting
answers to the given their observation about words and
new lesson questions. phrases given.
D. Discussing new Let each group present/ share Define and discuss dash and
concepts and practicing their answers to the class. hyphen.
new skills #1
Give feedback and discuss Let the students read sentences
/additional information about and phrases for familiarization of
#2 the story/ activity. the lesson.
F. Developing Mastery Ask them to punctuate the given

(Lead to Formative words and phrases.
Assessment)
If you were King Arthur, what
G. Finding practical would be the greatest legacy
applications of concept you will leave to your people
and skills in daily living and why?
H. Making generalization Sharing/ finding the moral of

and abstraction about the the story.
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 8:10- 9:10
LESSON
Teaching Week/s and August 5-9 Learning Area ENGLISH
LOG Dates Quarter 1
I. OBJECTIVE
Explain how the element specific
Differentiate formal from
to a genre contribute to the
C. Learning Competencies Informal definitions of
theme of a particular literary
Words.
selection.
Unlock difficult words. Recall past lessons
Identify the plot of the story Answer correctly and honestly Answer correctly and honestly
D. Objective/s Read text to identify different Orpheus using bulb puzzle. Show enthusiasm/ eagerness in the given questions the given questions
strengths use or highlighted. recalling lessons
EN10LT-Ic-2.2:
LC Code EN10V-Ic 13.9

Recognizing our Weaknesses
Orpheus Review 2nd Grading Examination 2nd Grading Examination
II. CONTENT
Text: Orpheus
A. References

2. Learner’s Materials 54-57 57-58
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
myth.
Remind students on how
essential defining unfamiliar
words in understanding the
for the lesson
text.
Let the students define

C. Presenting
unfamiliar words from the
new lesson text.
Let the class answer the

question ‘To what extent
D. Discussing new
would you use your strengths
new skills #1 to save the person you love?
before reading the text.

E. Discussing new concepts Orpheus and identify
and practicing new skills highlighted strengths of
#2 Orpheus .
Individual work activity to

F. Developing Mastery determine individual’s
(Lead to Formative understanding of the story
Assessment) Orpheus.
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation
encounter which my
can help me over?
Signature of School
Head/Supervisor
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
A. Content Standard
Give the meaning of given Read intensively to find

signs and symbols (road signs, answers to specific
prohibited signs, etc. questions
Identify the given signs and Define Epic.

Recall past lessons
symbols.
Read the story intensively to Answer correctly and honestly Answer correctly and honestly
D. Objective/s Show enthusiasm/ eagerness in the given questions the given questions
Give meaning of given signs find out answers to specific
recalling lessons
and symbol. questions.
LC Code EN7VC-I-c-3.1.3: EN7RC-I-c-7.1:
Ist
Connecting to My Past The Good Prince Batugan Review Grading Examination 1st Grading Examination
II. CONTENT
A. References

69-71 71-76
3. Textbook Pages
IV. PROCEDURES
Present new lesson to the
class.
Let the students share ideas Let the class share
B. Establishing a purpose for the about the lesson title “ Philippine literary heroes
lesson Connecting to My Past”. they know.
Show the class the different

Group the class into 5 for
pictures of literary heroes
C. Presenting examples/instance of activating prior knowledge
and let them identify which
the new lesson about the lesson.
tribe they belong.
Let the group identify and

discuss the meaning of each
D. Discussing new concepts and Defining epic.
symbol presented for 10
minutes.
Give each group 3-5 minutes Reading and discussing the

E. Discussing new concepts and to present their knowledge story The Good Prince
practicing new skills #2 about the task given. Bantugan.
Let the class answer

questions about the story:
The group will pick and act
1.Why was the old king
F. Developing Mastery (Lead to one sign or symbol and let
Bumbaran unhappy?
Formative Assessment) other groups guess what it is.
2. Why did the people like
prince Bantugan?

V. REMARKS
VI. REFLECTION
remediation
with the lesson
require remediation
worked well?
can help me over?

teachers?
Prepared by:

T-I

TIC
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Use appropriate punctuation Use normal and inverted


Familiarize the use of dashes Recall past lessons
and hyphen. Write a short paragraph/ legacy Answer correctly and honestly Answer correctly and honestly
D. Objective/s using a pyramid chart. Show enthusiasm/ eagerness in the given questions the given questions
Punctuate the words/phrases
recalling lessons
with hyphen.
LC Code EN9G-Ic-1.6/1.7: EN9G-Ic-17:
Ist
Dashes and Hyphen Leaving a Legacy Review Grading Examination 1st Grading Examination
II. CONTENT
A. References

2. Learner’s Materials 62-63 64
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the students read words
B. Establishing a purpose and phrases with dash and
for the lesson hyphen.
Have the class share ideas on

C. Presenting
their observation about words
new lesson and phrases given.
D. Discussing new Define and discuss dash and

concepts and practicing hyphen.
new skills #1
Let the students read sentences
and phrases for familiarization
#2 of the lesson.
F. Developing Mastery Ask them to punctuate the

(Lead to Formative given words and phrases.
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
A. Content Standard conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
Assess the effectiveness of the

ideas presented in the material
viewed taking into account
Solidarity Meeting for District its purpose.
Holiday District Meet District Meet
C. Learning Competencies Meet
Switch from one listening strategy
to another to extract meaning
from the listening text.
D. Objective/s
EN10VC-IIa-3.8:/
LC Code
EN10LC-IIa-11:
Finding Common Ground

II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Ask questions:
 Have you had conflicts

with others? How did
for the lesson
you feel about it? What
did you do?
C. Presenting Present the lesson through

examples/instance of the picture.
new lesson
D. Discussing new Discuss students’ ideas and
concepts and practicing perceptions of a picture
new skills #1
Let the students listen to a song.
#2
Have the class answer the ff.
1. What is the is the song all

about?
(Lead to Formative
Assessment)
2.How did you feel while
listening to the song?
 Would you follow the

advice given? Why or
and skills in daily living why not?
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
A. Content Standard various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
Identify the distinguishing Discover the conflicts presented

Holiday features of literature during the in literary selections and the need District Meet District Meet
Period of Apprenticeship to resolve those conflicts in
nonviolent ways.
 Generate and share ideas

about the topic. Read to identify the conflict in the
 Show enthusiasm and text.
D. Objective/s interest in sharing ideas.
EN7LT-II-a-4.1:
LC Code N7LT-II-a-4:
Valuing One’s Family The Centipede

II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Activate students’ prior
knowledge through a quotation.
Let the students share ideas
B. Establishing a purpose whether they are agree or not with
for the lesson the quotation.
C. Presenting Present an excerpt on the

examples/instance of the apprenticeship period.
new lesson
Group the students and let them
generate ideas on the ff.
D. Discussing new
concepts and practicing  FAMILY, FATHER,
new skills #1
MOTHER, BROTHER
AND SISTER.
Let the students take turn in
sharing ideas:

What you know about
yourself?
E. Discussing new concepts  What you don’t know
and practicing new skills about yourself? 
#2  What your family
members know about
you?
 What your family
members do not know
about you?
(Lead to Formative
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation
encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
A. Content Standard also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
B. Performance Standard strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
Solidarity Meeting for District Compare and contrast similar

Holiday District Meet District Meet
C. Learning Competencies Meet information presented in different
texts.
Read texts to compare and
contrast similar information
D. Objective/s
presented in different texts.
LC Code EN9RC-IIa-3.2.7:
Finding Others’ Greatness

II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Present the lesson through a
quote.
Let the students connect lives on
the given situation.
B. Establishing a purpose How do you thing a supportive
for the lesson
parent speak to the child who
received academic recognition?
Asking motive questions:
How we/you celebrate the

C. Presenting
greatness of other people we/ you
new lesson know?
Who do we consider truly great?
D. Discussing new Group the class. Let them read

concepts and practicing texts silently.
new skills #1
E. Discussing new concepts Group act. Finding similarities
and practicing new skills and differences.
#2
(Lead to Formative
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Discriminate between literal

Use phrases, clauses, and Use the card catalog, the
and figurative language
sentences appropriately and Holiday online public access catalog,
C. Learning Competencies Classify sample texts into
meaningfully. or electronic search engine to
literal or figurative
locate specific resources
Define phrase, noun phrase and

Differentiate literal and verb phrase.
Name kinds of card.
figurative language.
Identify verb phrase and noun Enhance students reading ability
D. Objective/s Use card catalog to locate
Identify literal and figurative phrase. specific sources.
language.
EN7V-II-a-10.1:/ EN7V-II-a-
LC Code EN7G-II-a-1: EN7SS-II-a-1.5.3:
10.1.1:
Literal and Figurative

Phrases Kinds of Card ICL/ Reading Activity
II. CONTENT Language
A. References
2. Learner’s Materials 166-168 169-170 173
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Review on the story of the
Centipede
B. Establishing a purpose Present various library cards.
statements.
for the lesson
C. Presenting Give a short background of Discuss to the class about Discuss the different cards in
examples/instance of the literal and figurative language. phrases, verb and noun phrase. the library and how to use it.
new lesson
Discuss more about figurative Form the class into triads and let
D. Discussing new Show a catalogue card to the
and literal language through them identify verb and noun
concepts and practicing class and let them examine.
new skills #1 examples. phrase.
Let the class identify Let the class answer the

E. Discussing new concepts Giving another activity on
sentences as figurative or questions after examining the
and practicing new skills phrases as an individual work.
#2 literal language catalogue card.
Let the students’ answer the ff.

How do you use library card
to locate or search for
information?
(Lead to Formative
Assessment) What is the connection bet.
Library use and your tasks?
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Switch from one listening strategy

Transcode information from Identify parts and features
to another to extract meaning HOLIDAY GSP and BSP Camporal
C. Learning Competencies linear to non-linear texts and of argumentative essays
from the listening text
vice-versa
Use diagram to show conflict Define argumentative essay.

and description. Listen to Illustrate
D. Objective/s Identify characteristics and
Analyze and write ways to
parts of argumentative essay.
prevent conflict.
LC Code EN10RC-IIa-11: EN10LC-IIa-11: N10WC-IIa-13.1:
Linear and non-linear text

Text: Inferno Argumentative Essay
II. CONTENT ( Text: Four Causes of Family
Conflict)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the class recall previous
lesson.
Ask the ff. to the students:
Let the class tell one
1. Have you ever been / see the
unforgettable
B. Establishing a purpose house of horrors? Reading a passage
misunderstanding that
for the lesson
happened in their family. 2. What the things shock or
frighten you?
Let the class share their ideas

C. Presenting The class will read causes of Read the excerpt of the story
on their observations about the
examples/instance of the family conflict. Inferno.
new lesson text being read.
Discuss the ff:

a. What is Virgil’s advice to
D. Discussing new Using the diagram the class Discussing argumentative
Dante as spoken at the gate of
concepts and practicing will summarize the text. essay its purposes and parts.
hell?
new skills #1
b. Who are the souls tortured in
this Canto?
Form a group of five and let
Group the class into 3. Let the
E. Discussing new concepts the group complete the table Discuss how different senses used
class identify and classify the
and practicing new skills by writing ways to prevent in the text.
#2 parts of text.
conflict.
Form a group of four as eye

F. Developing Mastery Why aggressive driving and
group, Ear group, Hand and Lip
(Lead to Formative driver should be avoided?
Assessment) group to illustrate the text.
Ask the class what’s the best way

If you were one of those who
to avoid in hell.
G. Finding practical experienced aggressive driver
applications of concept what should you do to
Let the class tell the lesson they
and skills in daily living reprimand his action?
learn from the text.
As a public commuter what is
Making generalization of the text. your message to those
lesson aggressive driver?

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation
encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Shift from one listening

strategy to another based on Distinguish the features
topic, purpose, and level of Use adverbs in narration Holiday present in poetry and in BSP and GSP Camporal
difficulty of the argumentative prose
or persuasive text.
Listen to define and illustrate Define adverb.

greatness. Define infographic.
D. Objective/s Classify and use adverbs
Create creative infographic.
correctly.
LC Code EN9LC-IIa-11: EN9G-IIa-19: EN9WC-IIa-10:
Greatness Adverbs Infographic

II. CONTENT
( Time and Place)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Recall the poem, I Think
Review on the message of Martin
A. Reviewing previous or Continually of Those who
Luther and Oprah
presenting the new lesson were Truly great.
Think of the traits of those

Ask the class about the best Tell something about the
B. Establishing a purpose who were truly great
thing they do to help others. highlighted words/ phrases
for the lesson according to the author.
View to the students

C. Presenting Let the class listen to the video Present the lesson by letting the
information about Martin
examples/instance of the clips about greatness students read lines.
new lesson Luther.
Discuss adverbs Discuss that what they view is

D. Discussing new
Discuss about the videos. an example of infographic and
( Time and Place) discuss it to the class.
new skills #1
Let the class answer the ff;
1. According to Martin Luther,
who has the potential to be a
Students will determine whether
E. Discussing new concepts great? Explain to the class how to
or not the sentences have use
and practicing new skills 2. How does Oprah pay tribute make creative infograhic.
#2 adverb correctly.
to the greatness of Martin
Luther King Jr?
1. What is essential in
greatness?
F. Developing Mastery Let the students rewrite sentences Group the class for further
2. Why is it difficult to others
(Lead to Formative with correct adverb position. mastery of infographic.
Assessment) to be a great?
Let the group do

G. Finding practical What is the importance of an
collaboratively the task given.
applications of concept adverb?
and skills in daily living Creating Infographic.
H. Making generalization What they realize about Giving feedback on their
and abstraction about the greatness? work/ output.
lesson
1. What is the essence of an
infographic?
2. What can you say about the
activity given.
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation
encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
REGINA G. DARDO ,MT-II
TIC
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 2;30-3:30
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Use the card catalog, the online Recognize main/key ideas. Identify the distinguishing
KULMINASYON NG BUWAN
Holiday public access catalog, or Identify the distinguishing features of poems and short
C. Learning Competencies NG WIKA
electronic search engine to locate features of poems and short stories.
specific resources stories.
Name kinds of card. Recognize main key/ ideas

Give meaning to unfamiliar words. Read poem to identify simile
D. Objective/s Use card catalog to locate specific Read poem to identify answers to from metaphor.
sources. specific questions.
LC Code EN7SS-II-b-1.5.3: EN7LT-II-0-4.2:

EN7LC-II-b-3.3; EN7LT-II-0-4.2:
Recognizing Beauty in Others

Kinds of Card Simile and Metaphor
II. CONTENT
( Gifts for the City)
A. References

2. Learner’s Materials 173 182-185 187-188
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Ask the students How do you deal
with other people?
Unlock some words found in
B. Establishing a purpose Present various library cards. how their relationships with
the poem.
for the lesson others.
Show different pictures and let

Give an overview on how
C. Presenting Discuss the different cards in the students recognize information’s
simile and metaphor show
examples/instance of the library and how to use it. and ideas presented in the
new lesson comparison.
pictures.
Discuss deeper on the simile

D. Discussing new Show a catalogue card to the class
Unlocking of difficulties and metaphor through
concepts and practicing and let them examine.
new skills #1 meaning and examples.
Let the class answer the questions

E. Discussing new concepts Read and discussing a poem Gifts Let the students read poem to
after examining the catalogue
and practicing new skills of the City. identify simile and metaphor.
#2 card.
Let the students’ answer the ff.

How do you use library card to
F. Developing Mastery locate or search for information? Let the students answer process How would you define the
(Lead to Formative What is the connection bet. questions. poem?
Assessment) Library use and your tasks?
What are your life experiences

G. Finding practical How would you encourage others
that you think it is magical/
applications of concept to share their blessings?
and skills in daily living gives you magic?
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10- 10:10/ 11:30-12:30
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Get information from various

print media like brochures, Make inferences from what was Kulminasyon ng Buwan ng
Use adverbs in narration.
C. Learning Competencies Holiday pamphlets, periodicals, and audio- said. Wika.
video recordings.
Listen/ read text to get Define adverb of manner.

information. Express the different
D. Objective/s circumstances of life. Identify and use adverb of
manner correctly.
LC Code EN9RC-IIb-19:/ EN9LC-IIb-2.8: EN9G-IIb-19:
Man with the Hoe Sonnet 29 Adverb of manner

II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Share ideas on the lesson title:
Observing other circumstances
Show a picture to the and let them
tell something about it.
for the lesson
Ask the students a motive
question: Ask the students a motive
What circumstances is the question: Ask the students to read
C. Presenting
examples/instance of the persona faced with? sentences.
How does the persona deal with
new lesson
the circumstance he is in?
D. Discussing new Group the students and let them Group the students and let them Discuss what is adverb of
concepts and practicing read the text. read the text. manner.
new skills #1
E. Discussing new concepts Have the students answer Have the students answer Give more examples that
and practicing new skills questions after reading. questions after reading. shows adverb of manner
#2
As a child of the future, how Let the students identify the
F. Developing Mastery would you respond to the correct adverb of manner of
(Lead to Formative question. manner to make the sentence
Assessment) How will the future reckon with correct.
the man with the hoe?
Let the students do Output
G. Finding practical Who are the modern “man with satisfaction worksheet
applications of concept the hoe”? incorporating adverb of
and skills in daily living manner.
H. Making generalization How does the society treat

and abstraction about the farmers?
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 1
I. OBJECTIVE
Assess the effectiveness of a Give technical and operational Formulate

Holiday material listened to taking into definitions. claims of fact, Kulminasyon ng Buwan ng Wika
account the speaker’s purpose Explain illustrations from linear to policy, and value
nonlinear texts and vice versa
Unlock vocabulary.
Use pictures to state idea of Read text to illustrate information

building ties. Familiarize different techniques
from liner to non- linear and vice
D. Objective/s on how to develop argument.
Express the message of the song versa.
in different ways.
EN10V-IIb-13.9:/ EN10RC-IIb-
LC Code EN10LC-IIb-15.1: EN10WC-IIb-13.2:
11.2:
Values Education for Human

Building Ties Developing an argument.
II. CONTENT Solidarity
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Ask the students oh how they
build ties with others.
State something about building
ties
for the lesson
Let the students supply the correct
Let the students observe the Have you experienced
C. Presenting letters to complete missing word
picture and tell something on presenting an argument? What
examples/instance of the based on the meaning to unlock
new lesson what is the person trying to do? if is successful?
difficult words.
Let the students share ideas on the

question. Are you a dreamer? Do Ask the students to read text to Introduce and discuss different
D. Discussing new
you keep your dreams only to get information needed in the next techniques to develop an
new skills #1 yourself/ or do you share your activity. argument.
dreams with others?
E. Discussing new concepts Let the students listen to the song Group the students to do Discuss organization for a
and practicing new skills and do differentiated activity. differentiated activity. classic argument.
#2
Group the class and let them
F. Developing Mastery Group presentation of the activity
argue with the issue Is Global
(Lead to Formative given.
Assessment) solidarity possible?
What values and qualities must

people possess to attain harmony
and skills in daily living and solidarity.
H. Making generalization Building ties is one of the best

and abstraction about the ways to solve conflict.
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
Teaching Week/s and September 2-6 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE

Give technical and operational specific to a genre contribute
Scan for needed information.
definitions. Formulate claims of fact, policy, Use the correct sound of English to the theme of a particular
Detect bias and prejudice in
C. Learning Competencies Explain illustrations from linear and value when delivering Impromptu and literary selection.
the material viewed
to nonlinear texts and vice extemporaneous speech Express appreciation for sensory
versa images used.
Define extemporaneous and

Unlock vocabulary. Impromptu. Read text to determine how to
Read text to illustrate Familiarize tips in making Detect bias and prejudice in a be sensitive to others.
Familiarize different techniques on
information from liner to non- extemporaneous and Impromptu. given material.
D. Objective/s how to develop argument.
linear and vice versa. Deliver a five minutes Familiarize forms of bias in Express information needed
extemporaneous. Instructional materials about the poem being read.
EN10V-IIb-13.9:/ EN10RC- EN10SS-IId-1.5.2:,EN10VC- EN10LT-IIc-2.2: EN10LT-IIc-

LC Code EN10WC-IIb-13.2: EN10OL-IIc-3.11:
IIb-11.2: IId-26: 2.2.1:
Values Education for Human Being Sensitive to Others

Developing an argument. Extemporaneous and Impromptu Poems
II. CONTENT Solidarity (Prejudice and Bias)
A. References
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
We cannot be more sensitive Being sensitive to others is one
A. Reviewing previous or to pleasure w/o being more way of showing love and
presenting the new lesson sensitive to pain. concern.
Make an overview of being Matching description to a

sensitive. picture.
for the lesson
Let the students supply the Present a picture and let ask
correct letters to complete Have you experienced presenting the students:
C. Presenting Read a short paragraph about
missing word based on the an argument? What if is
examples/instance of the love.
meaning to unlock difficult successful? What do they reveal about
new lesson
words. men, women and children?
Ask the students to read text to Introduce and discuss different Let the students find out the
D. Discussing new Discuss Extemporaneous and Group the students and let them
get information needed in the techniques to develop an message conveyed by the
concepts and practicing Impromptu read the given poem.
new skills #1 next activity. argument. comic strip.
E. Discussing new concepts Group the students to do Discuss organization for a classic Discuss tips to use in making Discuss about Prejudice and Let each group answer questions
and practicing new skills differentiated activity. argument. Extemporaneous and Impromptu Bias as well as forms of bias. about the poem being read.
#2
Group the class and let them Let each group share the poem
F. Developing Mastery Group presentation of the Group the students and let them
argue with the issue Is Global assign to them to the class
(Lead to Formative activity given. brainstorm on the given quote.
Assessment) solidarity possible? through answering questions.
What values and qualities

G. Finding practical Presentation of a five-minute
must people possess to attain
applications of concept Extemporaneous
and skills in daily living harmony and solidarity.
H. Making generalization Building ties is one of the best
and abstraction about the ways to solve conflict.
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 9:10-10-10/ 11:30-12:30
LESSON
Teaching Week/s and September 2-6, 2019 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE
Get information from various print Use the correct production

Analyze literature as a means of Distinguish the features
media like brochures, pamphlets, of English sounds: vowels
Use adverbs in narration. valuing other people and present in poetry and in
C. Learning Competencies periodicals, and audio-video sounds, consonant sounds,
their various circumstances in prose.
recordings. diphthongs, etc
life.
Define diphthong.
Define adverb of manner. Give appropriate information base
on the activity/ topic given. Listen to the story to visualize Read text to distinguish prose Use the correct production of
D. Objective/s Identify and use adverb of various circumstances in life. and poetry. sound such as diphthongs.
manner correctly.
LC Code EN9G-IIb-19: EN9RC-IIc-19: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc-3.11.1:
Adverb of manner Feeling for others The lottery Prose and poetry Diphthong.
II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Tell something about experiences Group the class into 2 for
B. Establishing a purpose Group the class into 3.
of others. prose and poetry.
for the lesson
Show a picture and let the
C. Presenting Ask the students to read Let the students listen to the audio Let the group read silently the
students tell briefly what they
examples/instance of the sentences. recording. given text.
new lesson think the story is all about.
Have the students/ group

Group the students, give the
visualize the story as they listen
D. Discussing new Discuss what is adverb of different act. and let them Have the group brainstorm on
to the audio recording as to the Discuss diphthong.
concepts and practicing manner. brainstorm/ discuss the given the given prose and poetry.
new skills #1 important events, sensory images
tasks.
and elements.
Let the group present

E. Discussing new concepts Give more examples that Group presentation of the act. Have the group discuss the given Present and discuss different
information on the assigned
and practicing new skills shows adverb of manner given. task to the group. diphthongs.
#2 text to the class.
Let the students identify the

Why do you need to understand
F. Developing Mastery correct adverb of manner of Let the class compare and Let the class deliver dialogue
the importance of empathy and
(Lead to Formative manner to make the sentence contrast prose and in poetry. with diphthongs correctly.
Assessment) justice in dealing with others?
correct.
Let the students do Output

G. Finding practical satisfaction worksheet
applications of concept incorporating adverb of
and skills in daily living manner.
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
Teaching Week/s and SEPTEMBER 2-6 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE
Recognize main/key ideas. Identify the distinguishing Use phrases, clauses, and Use phrases, clauses, and
Identify the distinguishing features of poems and short sentences appropriately and sentences appropriately and
features of poems and short stories. meaningfully meaningfully.
stories.
Recognize main key/ ideas
Define prepositions.
Give meaning to unfamiliar
Read poem to identify simile from
words. Make mini-book. Enhance students reading ability.
D. Objective/s metaphor. Identify and use prepositions
Read poem to identify answers
correctly.
to specific questions.
LC Code EN7LC-II-b-3.3; EN7LT-II-0- EN7LT-II-0-4.2: EN7G-II-b-1: EN7G-II-b-1:

4.2:
Recognizing Beauty in Others
Simile and Metaphor Prepositions Mini- book Making Reading Activity
II. CONTENT
( Gifts for the City)
A. References

2. Learner’s Materials 182-185 187-188 191-193 194-197
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Ask the students How do you Review on the simile,
deal with other people? metaphor, and prepositions
Unlock some words found in the Let the students read lifted lines Use simile, metaphor, and pre-
B. Establishing a purpose how their relationships with
poem. from the poems. positions in making mini-book
Show different pictures and let

C. Presenting students recognize Give an overview on how simile Ask the class to give ideas about Present rubrics and tips on
examples/instance of the information’s and ideas and metaphor show comparison. the lines being read. how to make mini-book.
new lesson presented in the pictures.
Discuss deeper on the simile and Discuss prepositions and present Group the class into 3 and
D. Discussing new examples.
Unlocking of difficulties metaphor through meaning and give time in making their
new skills #1 examples. mini-book.
E. Discussing new concepts Read and discussing a poem Let the students read poem to Discuss the parts of prepositional
and practicing new skills Gifts of the City. identify simile and metaphor. phrase.
#2
F. Developing Mastery Let the students answer Let the students identify
How would you define the poem?
(Lead to Formative process questions. preposition and its object.
Assessment)
What are your life experiences
G. Finding practical How would you encourage How were you able to recognize
that you think it is magical/ gives
applications of concept others to share their blessings? the prepositional phrase?
and skills in daily living you magic?
lesson
Mini- book making on simile,
I. Evaluating Learning metaphor, and prepositions.
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Employ correct turn-taking, Identify figures of speech that

turn giving and topic control Narrate events chronologically/ show comparison (simile
TEACHERS DAY TEACHERS DAY
C. Learning Competencies strategies in conversations and Arrange ideas logically based on a metaphor, personification)
dialogs. material viewed.
Define figurative and literal

language.
Read to narrate and identify
Express ideas through dialogs.
D. Objective/s events in the story. Identify and classify literal and
figurative.
EN7V-II-c-10.1.2:
LC Code EN7OL-II-c-2.7: EN7VC-II-c-11:
Be friending Others
Be friending Others Literal and Figurative
II. CONTENT
( The Stranger)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the students tell something
A. Reviewing previous or Have the students read sentences
about befriending others.
Ask the students what they have
Learning to deal with others is
B. Establishing a purpose Share ideas about stranger. noticed on the sentences being
a key to be friending them.
for the lesson read..
C. Presenting Present Thomas Merton Divide the class into 5 and assign Define literal and figurative
examples/instance of the statement about befriending. paragraph for them to read. language.
new lesson
After reading some parts of s
D. Discussing new Group the class into 4 and Give other examples of figurative
story ask specific question for
concepts and practicing give each group task to do. and literal.
new skills #1 them to appreciate the story.
Assign each group task to do such

E. Discussing new concepts Group will present and discuss Ask the class to do the act.on
as sequencing, theme and
and practicing new skills the given activity figurative and literal.
#2 conflict.
F. Developing Mastery How can you befriend others Share with the class the What makes the literal differ from
(Lead to Formative successfully? accomplished task. a figurative language?
Assessment)
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Use the correct production

Distinguish the features Summarize the
of English sounds: vowels sounds,
present in poetry and in information contained TEACHERS DAY TEACHERS DAY
C. Learning Competencies consonant sounds,
prose. in the material viewed.
diphthongs, etc
Define diphthong.
Use the correct production of Summarize information from

D. Objective/s Identify the elements of prose sound such as diphthongs. linear to non linear text.
and poetry
EN9VC-IIc-21:
LC Code EN9WC-IIc-10: EN9F-IIc-3.11.1:
Prose and poetry Diphthong. Supporting Others Advocacies

II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Give overview about supporting
other advocacies.
Let the class recall text on Let them share how they show
prose and poetry. concern with others.
for the lesson
C. Presenting Have the share the difference
Have them watch the video.
examples/instance of the between prose and poetry.
new lesson
Discuss to the class important
D. Discussing new Group the class and let them do
elements of prose and poetry Discuss diphthong.
concepts and practicing differentiated act.
new skills #1 being read.
E. Discussing new concepts Identify examples in the text Present and discuss different Have them share their act. to the
and practicing new skills of the different elements. diphthongs. class.
#2
F. Developing Mastery Let the class compare and Let the class deliver dialogue with Let the group deliver a quotation
(Lead to Formative contrast prose and in poetry. diphthongs correctly. about supporting others.
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE

Use the correct sound of specific to a genre contribute
Scan for needed information.
English to the theme of a particular
Detect bias and prejudice in the TEACHERS DAY TEACHRES DAY
C. Learning Competencies when delivering Impromptu literary selection.
material viewed
and Express appreciation for sensory
extemporaneous speech images used.
Read text to determine how to be

Deliver a five minutes Detect bias and prejudice in a sensitive to others.
extemporaneous. given material.
D. Objective/s
Familiarize forms of bias in Express information needed about
Instructional materials the poem being read.
EN10SS-IId-1.5.2:,EN10VC-IId-
LC Code EN10OL-IIc-3.11: EN10LT-IIc-2.2: EN10LT-IIc-2.2.1:
26:
Extemporaneous and
Being Sensitive to Others Poems
II. CONTENT Impromptu
(Prejudice and Bias)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
We cannot be more sensitive to
Being sensitive to others is one
A. Reviewing previous or pleasure w/o being more sensitive
way of showing love and concern.
presenting the new lesson to pain.
Make an overview of being

B. Establishing a purpose Matching description to a picture.
sensitive.
for the lesson
Present a picture and let ask the
students:
C. Presenting Read a short paragraph about
examples/instance of the love.
What do they reveal about men,
new lesson
women and children?
Let the students find out the

D. Discussing new Group the students and let them
message conveyed by the comic
concepts and practicing read the given poem.
new skills #1 strip.
E. Discussing new concepts Discuss about Prejudice and Bias Let each group answer questions
and practicing new skills as well as forms of bias. about the poem being read.
#2
Let each group share the poem
assign to them to the class
(Lead to Formative
Assessment) through answering questions.
lesson
Deliver a five minutes
I. Evaluating Learning extemporaneous speech.

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Identify figures of speech that

Use phrases, clauses, and
show comparison (simile
sentences appropriately and
C. Learning Competencies metaphor, personification)
meaningfully
Define adjective and adverb

Define Personification.
Phrases. Barangay Field Demonstrations District Level Math Camp Enhance students reading ability.
D. Objective/s Identify and use
Identify adverb phrases in the
personifications sentences.
sentence.
LC Code EN7V-II-c-10.1.2: EN7G-II-c-1:
II. CONTENT
A. References

2. Learner’s Materials 209 210-211
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Review on the literal and
figurative language.
B. Establishing a purpose Present sentences to the class.
sentences.
for the lesson
Process the sentences;
Let the students analyze
C. Presenting What have you notice on the sentences.
highlighted words in the What are the underline words?
new lesson
sentences? What are their functions?
D. Discussing new Present to the class all about

Define personification.
concepts and practicing adjective and adverb phrases.
new skills #1
E. Discussing new concepts Give more examples of Give more examples to the
and practicing new skills personification. students.
#2
F. Developing Mastery Let the students identify Give more activities to the
(Lead to Formative sentences. students.
Assessment)
Let the students write their
own sentences of
and skills in daily living personification.
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE
Analyze literature as a means of

Summarize the
valuing other people and their
information contained Barangay Field Demonstrations District Level Math Camp Enhance students reading ability.
C. Learning Competencies various circumstances in
in the material viewed.
life.
Read to identify different events/

various circumstances in the
Summarize information from
story.
D. Objective/s linear to non linear text.
EN9VC-IIc-21: EN9LT-IId-15:
LC Code
Supporting other Advocacies

Supporting Others Advocacies
II. CONTENT Text: Ida B. Wells Barnet and her
passion for Justice.
A. References
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Give overview about
supporting other advocacies.
Let them share how they show Group the class into 3 to read the
concern with others. text.
for the lesson
C. Presenting Let the group read the text aloud
Have them watch the video.
examples/instance of the to the class.
new lesson
D. Discussing new Group the class and let them Discuss the text through a process
concepts and practicing do differentiated act. questions.
new skills #1
E. Discussing new concepts Have them share their act. to Let the group construct a timeline
and practicing new skills the class. of events.
#2
Let the group deliver a
quotation about supporting
(Lead to Formative
Assessment) others.
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Dates Quarter 2
I. OBJECTIVE

specific to a genre contribute
to the theme of a particular
Explain the literary devices used. Barangay Field Demonstrations District Level Math Camp Enhance students reading ability.
C. Learning Competencies literary selection.
Express appreciation for
sensory images used.
Read text to determine how to

Define sonnet.
be sensitive to others.
D. Objective/s Identify the rhyme, rhythm and
Express information needed
rhyme scheme.
about the poem being read.
EN10LT-IIc-2.2: EN10LT-IIc-
LC Code EN10LT-IId-2.2.2:
2.2.1:
Poems Sonnet
II. CONTENT
(Rhyme Scheme)
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Being sensitive to others is
A. Reviewing previous or one way of showing love and
presenting the new lesson concern.
Matching description to a Let the group read again the

picture. poem.
for the lesson
C. Presenting Read a short paragraph about Ask the students what have they
examples/instance of the love. notice in the poem?
new lesson
D. Discussing new Group the students and let
Define sonnet and rhyme scheme
concepts and practicing them read the given poem.
new skills #1
Let each group answer How the different literary devices
questions about the poem contribute to the message of the
#2 being read. poem?
Let each group share the poem

F. Developing Mastery Let the group identify rhyme
assign to them to the class
(Lead to Formative scheme.
Assessment) through answering questions.
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
Teaching Week/s and Sept. 30-October 4 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE
Scan for needed information

Detect bias and prejudice in
the material viewed.
Share ideas in solving
D. Objective/s problem.
LC Code EN10SS-IId-1.5.2:
EN10VC-IId-26:
Empathizing with Others
II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the class review on biases
and prejudice
B. Establishing a purpose How to Emphasize with
C. Presenting Let the class read the

examples/instance of the statement of Leo Buscaglia
new lesson
D. Discussing new Let the students name great
concepts and practicing personalities.
new skills #1
Connect the identified great
personalities to the
#2 information given.
F. Developing Mastery Let the students read signs and

(Lead to Formative identify its message/ biases.
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
REGINE G. DARDO, MT-II
TIC
DAILY
LESSON
Teaching Week/s and Sept.30-Oct.4 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE
Agree or disagree with

C. Learning Competencies the ideas presented in
the material viewed
React and share personal
opinion a viewed video and
ideas listened to.
D. Objective/s
Determine word and words
meaning through pictures.
EN9VC-IIe-22:
LC Code
Seeking Justice for Others

II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Present the title of the lesson
Seeking Justice with others.
How do we seek justice for
others?
for the lesson
C. Presenting Let the students watch and
examples/instance of the listen to a video.
new lesson
Students will list five lines
D. Discussing new from the song and five photos
concepts and practicing from the video that strike their
new skills #1 attention most.
E. Discussing new concepts Identify the word being

and practicing new skills describe by the photos .
#2
How do you contribute to an
equitable, respectful and just
(Lead to Formative
Assessment) society for everyone?
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
Teaching Week/s and Sept. 30-Oct.4 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE
Employ correct turn-taking,

turn giving and topic control
strategies in conversations and
dialogs.
Share ideas/ thoughts about
peers through turn-taking and
D. Objective/s
turn- giving activity.
LC Code EN7OL-II-d-2.7:
Adapting to Peers
II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
Let the students read What is
adaptation.
Is adopting to peers contribute
B. Establishing a purpose to contributory to building
for the lesson relationship.
Let the students think of

people/ person they consider
C. Presenting
peers. Let the choose an object
new lesson that they can associate with
them.
Group the students and let

D. Discussing new them take turn in sharing ideas
concepts and practicing on the activity Break That
new skills #1 Wall.
What are the

advantages/disadvantages you
mention about your peer?
How can you change those
#2
advantages stated into positive
ones?
F. Developing Mastery How to appreciate friendship

(Lead to Formative through senses.
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
Teaching Week/s and October 14-18 Learning Area ENGLISH
LOG Dates Quarter 2
I. OBJECTIVE
Recognize signals/ cues to

Ecology Day 2nd Grading Examination 2nd Grading Examination Reading Activity
C. Learning Competencies determine the order of ideas/
events.
Define Love.
Raise students awareness in
Enhance students reading ability.
D. Objective/s Express the message of the protecting environment
song.
LC Code EN7LC-II-e-4:
Loving Others
II. CONTENT
A. References

Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURES
How they value other people
they encounter in the
for the lesson
community.
C. Presenting
Let students define LOVE
new lesson
Have them list people they
D. Discussing new
love and reasons why they
new skills #1 love them.
E. Discussing new concepts Have them listen to the song

and practicing new skills Glowing inside.
#2
Have them work tasks 3 & 4
(Lead to Formative
Assessment)
lesson

V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
lesson
continue to require
remediation

encounter which my
can help me over?
to share with other
teachers?
Prepared by:

T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and October 14-18 Learning Area ENGLISH
Dates Quarter 2
I. OBJECTIVE
Read closely to get the author’s
purpose.
C. Learning Competencies Ecology Day 2nd Grading Examination 2nd Grading Examination
Employ analytical listening in
problem solving.
Identify and clarify
unsupported generalizations
and exaggerations. Raise students awareness in
D. Objective/s Measure students learning.
Use previous experiences as protecting environment
scaffold to the material
viewed.
EN10RC-IIe-7.3:, EN10LC-IIe-
LC Code
13.2:
Accepting Individual
II. CONTENT
Differences
A. References
2. Learner’s Materials Pages 228-233
3. Textbook Pages
IV. PROCEDURES
Have you ever reflected on
why people differ from one
lesson
another?
C. Presenting examples/instance Let the students do task1
of the new lesson Exaggerating Generals
D. Discussing new concepts and Why people engage in
practicing new skills #1 different activities?
E. Discussing new concepts and What does it mean to live
practicing new skills #2 in a world of variety?


of concept and skills in daily
living

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and October 14-18 Learning Area ENGLISH
Dates Quarter 2
I. OBJECTIVE
Use conditionals
C. Learning Competencies Ecology Day 2ND Grading Examination 2nd Grading Examination Measure students learning.
in expressing arguments.
Use past conditional to
Raise students awareness in
D. Objective/s express argument/bubble
protecting environment.
or comic strips.
LC Code EN9G-IIf- 20:
II. CONTENT Past conditional
A. References
2. Learner’s Materials Pages 208-209
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous or Review on the forms of
presenting the new lesson past conditionals
lesson
C. Presenting examples/instance
of the new lesson
D. Discussing new concepts and


living
Create a bubble strips of
comic strips to explain
I. Evaluating Learning what you would say to a
given situation using past
conditional.
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and October 28-Nov. 1 Learning Area ENGLISH
Dates Quarter 3
I. OBJECTIVE
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
A. Content Standard listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately
Link sentences using logical
Determine the key message Discover literature as a tool to connectors that signal
conveyed in the material Use one’s schema to better assert one’s unique
C. Learning Competencies chronological and logical HOLIDAY
viewed. understand a text identity and to better
Note specific details of the text sequence and past tense of
understand other people.
listened to verb correctly.
Determine the key message Identify Filipinos
conveyed in the material characteristics.
Read to identify unique Use the past tense of the
D. Objective/s viewed. Categorize words or
identity of Filipino people. verb correctly.
Note specific details of the expressions according to
text listened to shades of meaning.
EN7VC-III-a-13: EN7LC-III-a- EN7RC-III-a-8:, EN7V-III-a-
LC Code EN7LT-III-a-5: EN7G-III-a-1:
2.1/3.1: 13.11:
Simple Past Tense of the
II. CONTENT Acknowledging Diversity Acknowledging Diversity Pliant Like the Bamboo
verb
A. References
2. Learner’s Materials Pages 299-301 302-304 304-307 310-311

3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous or State a short background Use chart to write s brief
presenting the new lesson about diversity. insight about previous lesson.
Let the students state
B. Establishing a purpose for the What are the characteristics of Let the students complete
unique qualities they Read to reflect.
lesson Filipino people? the given statement.
possessed.
Show pictures and let the How can one’s uniqueness Divide the class to read each
C. Presenting examples/instance Introduce the past tense of
students identify statement become a key to paragraph and to answer
of the new lesson the verb.
as Fact or Bluff. understanding? reflection question.
What can you say about
D. Discussing new concepts and the lives of the Filipino Let the class accomplish Story Stop and discuss in every Discuss different situations
practicing new skills #1 during the period of anticipatory Reaction Guide. reflection time. or actions in the past.
Emergence?
Group the class and let
E. Discussing new concepts and Let the class Locate, reflect Let the class do grammar
them listen to a song and Vocabulary development.
practicing new skills #2 and evaluate. exercises.
assign task to do.
F. Developing Mastery (Lead to Inferring What kind of Persons Complete the sentence
Group task presentation.
Formative Assessment) are Filipinos.? using past form of the verb.

living
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and October 28-Nov. 1 Learning Area ENGLISH
Dates Quarter 3
I. OBJECTIVE
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
A. Content Standard resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
B. Performance Standard The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
Raise questions to clarify

issues covered in the
material viewed.
Listen to simplify, Overall artistic value of the
Give expanded definitions of Overall artistic value of the structure and elements of the
C. Learning Competencies reorganize, HOLIDAY
Words. structure and elements of the selection
synthesize, and selection (structuralist/formalist). (structuralist/formalist).
evaluate information
to expand, review, or
update knowledge
Share insights/issues
covered in the material Read to reflect on the nature’s
Give expanded definitions of Identify and reflect things
D. Objective/s viewed. beauty and the wisdom of
Words. about nature.
Listen to recognize and country folks.
synthesis information.
EN10VC-IIIa-12:, EN10LC-
LC Code EN10V-IIIa-13.9: EN10RC-IIIa-22.1: EN10RC-IIIa-22.1:
IIIa-16:
Recognizing the Gift of
II. CONTENT Recognizing the Gift of Nature A Day in the Country A Day in the Country
Nature
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous or What would life be without
presenting the new lesson the wonders of nature?
What if there are no
B. Establishing a purpose for the bountiful gifts from Vocabulary Detectives.
lesson nature? Can we survive in Getting the meaning of words.
this world?
C. Presenting examples/instance Read a passage about From a group of five and go
Reading text
of the new lesson nature. over “ A day in the Country”.
Read text to reflect on the
Gallery walk with nature. Group activity nature’s beauty and the
wisdom of country folks.
Listen to a song What a
E. Discussing new concepts and Group differentiated
Wonderful World to Discussing the activity given.
practicing new skills #2 activity.
synthesis information.

Group Activity.

living

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and October 28- Nov. 1 Learning Area ENGLISH
Dates Quarter 3
I. OBJECTIVE
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
A. Content Standard
also how to use ways of analyzing one-act play and different forms of verbal’s for him/her to skillfully perform in a one-act play.
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
Explain how the
Interpret the message elements specific to a
Analyze a one-act play.
C. Learning Competencies conveyed in a material RAC- RAS one-act play contributes to Holiday
viewed. the development of its
theme.
Listen to a radio play to
Share ideas presented in explain how the elements
the text/ materials being Enhance adolescence specific to a
D. Objective/s Analyze one act play.
viewed. awareness one-act play contributes to
the development of its
theme.
EN9VC-IIIa-
LC Code EN9RC-IIIa-20: EN9LT-IIIa-20.1:
1.2/2.2:
II. CONTENT Through Technology
A. References
3. Textbook Pages 234-237 237-238 240-251

IV. PROCEDURES
How people connect to the
world?
B. Establishing a purpose for the Distance is being defined Read the poem “The
.
lesson by information technology. Telephone”.
Do you care to extend a
Group the students into 7 to
C. Presenting examples/instance lifeline to somebody in
discuss the meaning of the Listen to a radio play
of the new lesson distress no matter how
poem.
risky the situation?
Describe a time when
Group the students and
D. Discussing new concepts and Discuss the given part of the you’ve experienced
divide the task to the
practicing new skills #1 poem with the group. something frightening or
group.
suspenseful.
Discuss how the elements
specific to a
E. Discussing new concepts and Discuss the task given to Presentation and discussion of
one-act play contributes to
practicing new skills #2 the class. the task.
theme.

Let them do word maze.

living
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and Module 3- Week/Lesson 1 Learning Area ENGLISH
Dates November 4-8, 2019 Quarter 3
I. OBJECTIVE
Link sentences using logical
Determine the key message Discover literature as a tool to connectors that signal
conveyed in the material Use one’s schema to better assert one’s unique
C. Learning Competencies chronological and logical Reading Activity
viewed. understand a text identity and to better
Note specific details of the text sequence and past tense of
understand other people.
listened to verb correctly.
Determine the key message Identify Filipinos
conveyed in the material characteristics.
Read to identify unique Use the past tense of the Enhance students reading
D. Objective/s viewed. Categorize words or
identity of Filipino people. verb correctly. comprehension
Note specific details of the expressions according to
text listened to shades of meaning.
EN7VC-III-a-13: EN7LC-III-a- EN7RC-III-a-8:, EN7V-III-a-
LC Code EN7LT-III-a-5: EN7G-III-a-1:
2.1/3.1: 13.11:
Simple Past Tense of the
II. CONTENT Acknowledging Diversity Acknowledging Diversity Pliant Like the Bamboo
verb
A. References

3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous or State a short background Use chart to write s brief
presenting the new lesson about diversity. insight about previous lesson.
Let the students state
B. Establishing a purpose for the What are the characteristics of Let the students complete
unique qualities they Read to reflect.
lesson Filipino people? the given statement.
possessed.
Show pictures and let the How can one’s uniqueness Divide the class to read each
C. Presenting examples/instance Introduce the past tense of
students identify statement become a key to paragraph and to answer
of the new lesson the verb.
as Fact or Bluff. understanding? reflection question.
What can you say about
D. Discussing new concepts and the lives of the Filipino Let the class accomplish Story Stop and discuss in every Discuss different situations
practicing new skills #1 during the period of anticipatory Reaction Guide. reflection time. or actions in the past.
Emergence?
Group the class and let
E. Discussing new concepts and Let the class Locate, reflect Let the class do grammar
them listen to a song and Vocabulary development.
practicing new skills #2 and evaluate. exercises.
assign task to do.
F. Developing Mastery (Lead to Inferring What kind of Persons Complete the sentence
Group task presentation.
Formative Assessment) are Filipinos.? using past form of the verb.

living
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and Module 3 week/ lesson 1 Learning Area ENGLISH
Dates November 4-8, 2019 Quarter 3
I. OBJECTIVE
Overall artistic value of the Overall artistic value of the Express appreciation for Expand ideas using
Use pronouns effectively
C. Learning Competencies structure and elements of the structure and elements of the sensory images principles of cohesion and
selection selection (structuralist/formalist). used coherence.
(structuralist/formalist).
Define personal pronoun and
antecedent.
Define cohesion and
Read to reflect on the Express appreciation for
Identify and reflect things Use personal pronoun coherence.
D. Objective/s nature’s beauty and the sensory images.
about nature. correctly. Expand ideas using ideas of
wisdom of country folks. Identify and use cases of cohesion and coherence.
personal pronouns correctly.
EN10G-IIIa-31:
LC Code EN10RC-IIIa-22.1: EN10RC-IIIa-22.1: EN10LT-IIIa-2.2.1: EN10WC-IIIa-14.1.1:
Personal Pronoun/Cases of Cohesion and cohesive

II. CONTENT A Day in the Country A Day in the Country Sensory Images
Pronouns writing
A. References
2. Learner’s Materials Pages 279-284 285 285-286 287-289 291-293
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous or What is the message of the Reading a short background Soliciting ideas of the
presenting the new lesson song? on senses. students about the topic.
A day in destiny is a very
B. Establishing a purpose for the touching, a reflection of Defining personal pronoun
Divide the class into 5 groups. Group the class into 5.
lesson nature’s beauty and and antecedent.
wisdom of the folks.
C. Presenting examples/instance Choose one question word Have a short introduction Have the students do
Reading text .
of the new lesson and discuss. about the activity to be done. exercises.
Group the class into 3. Let the
students read an excerpt of
Read text to reflect on the Group sharing of thoughts/
D. Discussing new concepts and Let the group brainstorm the story “ A Day in a Discuss cohesive and
nature’s beauty and the ideas about the question
practicing new skills #1 /discuss their assigned task. Country” let them identify cohesion to the class
wisdom of country folks. chosen. personal pronoun and its
cases using the table.( 10min).
Group presentation and
Give time to the students Giving additional samples of
E. Discussing new concepts and discussion about their Have them do task given Let the class choose a partner
to answer questions in personal pronouns in
practicing new skills #2 reflection with the whole collaboratively and creatively. and study the given pictures
respond to the text. different cases.
class.
Same groupings. Let them
listen to a song Yesterday’s
F. Developing Mastery (Lead to Group overview of the story Analyze the short story . “A Dream. Pick out personal Write a dialogue about the
Formative Assessment) being read. Day in the country”. pronouns and identify its pictures posted on the board.
cases using the table.( 10
min.)
Why we need to nurture our What you have learn from the Is cases of pronoun
nature? text? necessary? Why?
living
Cases of pronoun makes
H. Making generalization and Nature is a wonderful gift of Giving feedbacks and
sentences shorter and
abstraction about the lesson God. abstractions on the act.given.
clearer.
Individual act.
Making a dialogue about the
Identifying personal
I. Evaluating Learning pictures posted on the board.
pronoun and cases of
pronoun.
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and Quarter 3 week 1 & 2 Learning Area ENGLISH
Dates November 4-8 Quarter 3
I. OBJECTIVE
A. Content Standard
Explain how the Get familiar with the technical
elements specific to a vocabulary for drama and theatre Interpret the message
Use verbals. (like stage directions) conveyed in a material viewed. Analyze literature as a means
C. Learning Competencies one-act play contributes to
Reflect on the ideas of connecting to the world
the development of its Compose forms of literary writing of the speaker.
theme.
Listen to a radio play to
Interpret ideas presented
explain how the elements
Define gerund. Familiarize stage direction in a poster/ text.
specific to a Read text to analyze ways of
D. Objective/s
one-act play contributes to Identify functions of gerund. Compose literary piece. connecting to the world.
Reflect on the material
viewed.
theme.
EN9VC-IIIb-1.2/2.2:, EN9LC-
EN9LT-IIIb-16:
LC Code EN9LT-IIIa-20.1: EN9G-IIIa-21: N9V-IIIa-29:/ EN9WC-IIIa-9: IIIb-6.3:
Stage direction/ Literary

II. CONTENT Sorry Wrong Number Gerund Making a Difference For conversation
writing
A. References

3. Textbook Pages 240-252 155-257 258-259 261-263 265-267
IV. PROCEDURES
A. Reviewing previous or Read the introduction part
Review on a one-act-play
presenting the new lesson of the lesson.
Describe a time when
How we can make a
B. Establishing a purpose for the you’ve experienced Getting into the world of Matching words with its
Have the class read sentences. difference in the lives of
lesson something frightening or laughter. definition.
other people?
suspenseful.
Let the class tell something Let the class read statement,
C. Presenting examples/instance Show a picture and let the Have the class read
Listen to a radio play they have noticed while let them justify using agree or
of the new lesson class evaluate/ interpret it. statements in figuring it Out.
reading the sentences. disagree.
Why do we use computer?
Discuss how the elements
Why do we create
specific to a
D. Discussing new concepts and Discuss gerund and its Have the students familiarize Facebook account?
one-act play contributes to Reading text.
practicing new skills #1 functions. themselves with the stage. Give other examples of
latest gadgets for
theme.
messaging.
Group the class into 5. And Let the class do exercises to Show a power point
let them discuss the hone their skills on identifying Revisiting one –act- play presentation Emulating Understanding the text.
activity given. and writing gerunds. Accomplishments.
What qualities make these
Work with a partner. Convert Let the class develop writing people extraordinary?
F. Developing Mastery (Lead to Group collaborative work
the given verbs to gerund and skills by writing a paragraph What has prompted theme Making reflections
Formative Assessment) on differentiated activity.
construct sentences. based on the given situations. to make difference in the
other people’s lives?
of concept and skills in daily What have you realized?
living

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
DAILY
LESSON
LOG Teaching Week/s and November 11-15,2019 Learning Area ENGLISH
Dates Quarter
I. OBJECTIVE
Identify the distinguishing Link sentences using logical
Use one’s schema as basis
Discover literature as a tool to features of revolutionary connectors that signal
for conjectures made about a
C. Learning Competencies assert one’s unique identity and to Reading
text. songs, poems, short stories, chronological and logical
better understand other people.
drama, and novels sequence and summation
Read to discover/ identify unique Define connectors.
Use schema to better Identify the features of
traits and characteristics of Enhance reading ability
D. Objective/s understand the text Identify and use connectors
Filipino people. narrative texts
correctly.
EN7RC-III-b-8.1: EN7LT-III-b-5:
LC Code EN7LT-III-b-5.2: N7G-III-b-1:
Setting Aside Differences Where’s the Patis?
II. CONTENT Elements of narrative texts Logical Connectors
A. References
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous or Getting students ideas Review on the different foods Let the class read a short
presenting the new lesson about the lesson most Filipino’s liked. passage.
B. Establishing a purpose for the Read introduction about Solicit students ideas about Ask the students why What are the mistakes you
lesson the topic the story to be read. elements are important? found in the text?
Let the class give ideas on the
C. Presenting examples/instance Let the students share their How would you able to
Group the class into 5 different elements of the story
of the new lesson favorite foods. correct passage?
thy know.
Let the class classify the Discuss with the students the
D. Discussing new concepts and Give each group paragraph Let the class read about
food according to their different elements of a
practicing new skills #1 and questions to answer. logical connectors.
origin narrative.
Let the class discuss
E. Discussing new concepts and Discussing different sauces Discuss the answer of the Let the students accomplish
different examples of a
practicing new skills #2 in the Philippines students the given tasks.
connectors.
Let the students identify the
F. Developing Mastery (Lead to Have the class do exercises Have each group do another Let the class answer the
different elements of the text
Formative Assessment) about the text. activity . given task.
Where’s the Patis?
Do you think food can be a
G. Finding practical applications What food do you think will
way to settle differences Give your response on the list Form a group of 5. Give the
of concept and skills in daily be the perfect match for
among people? Why or Why of Filipinos favorite foods. class differentiated activity.
living the sauces mentioned?
not?
What food will be taste Do you think the person in the As a Filipino what can you say
delicious when you use text misses things from the about the ideas given on the
patis as a condiment? Philippines? txt about us.?
Complete the ff. sentences
Group differentiated
I. Evaluating Learning by choosing the most
activity.
appropriate word.
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and November 11-15,2019 Learning Area ENGLISH
Dates Quarter 4th
I. OBJECTIVE
Give expanded definitions of

Share viewpoints based on the words Use a variety of informative,
Distinguish the important points
ideas presented in the persuasive, and
C. Learning Competencies Treatment of underlying or from less important ones in Use pronouns
materials viewed. argumentative writing
overarching issue concerning a text listened to. effectively
technique
human experience (moralist)
D. Objective/s
EN10V-IIIb-13.9:/ EN10RC-IIIb-
LC Code N10VC-IIIb-23: EN10LC-IIIb-16.1: EN10WC-IIIb-14.1.2: N10G-IIIb-31:
22.2:
Responding to natural
II. CONTENT The story of Keesh The story of Keesh Writing activity Kinds of Pronoun
phenomena
A. References
2. Learner’s Materials Pages 297-298 299-305 305 306-307 307-308
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous or Solicit students ideas about Review on the personal
Group the class into four Review the text about Keesh
presenting the new lesson the topic pronoun.
Present how the class do
B. Establishing a purpose for the Read s short background Give each group words to
Group the class into 5. differentiated writing State other kinds of pronoun.
lesson about the topic develop
activity.
Present 2 short Give 10 minutes to each group Give task to each group.
C. Presenting examples/instance Discuss the given tasks with Ask the class on the other
documentaries about to expand the meaning of The group will do
of the new lesson the group. kinds of non they know.
nature words given. collaboratively.
Group the class into two, Identifying events from less to Travel time.
D. Discussing new concepts and Discuss word meanings before
let them watch the videos most important things in the Figure it out. Discuss other kinds of noun.
practicing new skills #1 reading the story.
and do tasks given after. story. Beat the mission.
E. Discussing new concepts and Give the class time to do Let each group present their Present and discuss to the Give more examples and
Have the class read the text.
practicing new skills #2 the act. output to the whole class whole class. activities about the topic.
Presentation and How is the mystery of Keesh What’s the best thing in
F. Developing Mastery (Lead to Let them answer questions Ask the class what have they
discussion of the group marvelous hunting finally presenting information
Formative Assessment) after reading. learn about the topic?
works. revealed? through travel time?
G. Finding practical applications What are the important Have them share their
What lessons you learn from What is the best way to make What is the importance of
of concept and skills in daily things you learned from reflections on the varied
the story? friends to others? writing activity?
living the two documentaries? kinds of pronoun.
What do you think is/ are
H. Making generalization and What is it necessary to have a What benefits we get in Making generalization
the best way/s for you to
abstraction about the lesson good relationship to others? having friends? about the presentations.
help nature?
Group presentation of the
I. Evaluating Learning What is the speech all about? differentiated activity Giving individual act.
given.
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
TIC
DAILY
LESSON
LOG Teaching Week/s and NOVEMVER 11-15, 2019 Learning Area ENGLISH
Dates Quarter 3RD
I. OBJECTIVE
A. Content Standard
Interpret the message Produce the English sounds Get familiar with the
Analyze literature as a means of correctly and effectively technical vocabulary for
conveyed in a material
C. Learning Competencies connecting to the world Use verbals.
viewed. when delivering lines in a one- drama and theatre (like stage
act play. directions)
Interpret and reflect ideas
Read to analyze literature as Produce consonant sound Identify and use verbal Identify the different kinds of
presented in a poster/ material
D. Objective/s means of connecting to the world.
viewed. correctly. correctly. stage.
EN9LT-IIIb-16:
LC Code EN9VC-IIIb- 1.2/2.2: EN9F-IIIb-3.11: EN9G-IIIb-21: EN9V-IIIb-29:
Gerund and gerundial

II. CONTENT Making a Difference For Conversation # 1 Sounding words Types of stage
phrases.
A. References
2. Learner’s Materials Pages 261-263 265-267 271-273 273-274 275-279
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous or Present the title of the
presenting the new lesson lesson
B. Establishing a purpose for the Let the class share Have the students do Stating the benefits of clear Show a pictures of different
lesson knowledge about the topic. matching type. and good voice. forms of a stage.
Have the class learn more
C. Presenting examples/instance Give background of the Have the class listen to a Let them guess what kind of
Have the class read the text. about gerund and
of the new lesson lesson video. a stage is in the picture.
gerundial pphrases.
Present words, phrases and
D. Discussing new concepts and Show a poster/ picture and Let the class do understanding Have the class read a Discuss about the kinds of
sentences in enhancing clear
practicing new skills #1 let students give ideas. the text. passage stage
and good voice.
Give reflections on how
E. Discussing new concepts and Discuss people who made a author give advances in Ask group, pair and individual Discuss about the topic to Give other information about
practicing new skills #2 difference. communicating using to read text presented. the whole class. kinds of stage.
technology.
F. Developing Mastery (Lead to What qualities make these What is the difference of one Giving more activities for Have them summarize things
Give more exercises
Formative Assessment) people extraordinary? act play to other plays.? practice they learn from the lesson.
Give the advantages and

What general about life is disadvantages of the ff. What id gerund and
being depicted? telephone, cp. Fax machine, e- gerundial phrases?
living
mail, voice mail
What are the benefits of
H. Making generalization and Giving generalization about
gadgets in making Communication bridges gaps. Practice makes perfect
abstraction about the lesson the topic.
difference.
Write a short reflection Rewrite the paragraph and
Let the class/ group show one
I. Evaluating Learning about Arnel Penida, Oral graded recitation use at least five gerund Short quiz about the topic.
act play on the given scene
Penaflorida and Khalil? words in your paragraph
V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
REGINA G. DARDO, MT-I
TIC
DAILY
LESSON
LOG Teaching Week/s and January 22-26 Learning Area ENGLISH
Dates Quarter 4th
I. OBJECTIVE
B. Performance Standard resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
Use phrases, clauses, and
Identify terms and local color for Note specific details/elements of Note specific details/elements
sentences appropriately and
C. Learning Competencies better understanding the text listened to of the text listened to
meaningfully
Define determiner
Identify terms and tell what they Read to identify Filipino cultures Read to identify Filipino
Enhance students reading ability
D. Objective/s Use appropriate determiner to represent and traditions cultures and traditions
complete the sentence
EN7G-II-a-1: EN7G-II-a-1:
LC Code EN7LC-II-c- 2.1/3.1: EN7LC-II-c- 2.1/3.1:
II. CONTENT
A. References

3. Textbook Pages 94-95 97-97 99-104 99-104
IV. PROCEDURES
Password p. 97
Once in a lifetime p.98
lesson
Reading the story
of the new lesson
D. Discussing new concepts and Discussing Filipino cultures
Making it whole
practicing new skills #1 and traditions


living

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
ZYNAFE V. CAIJO,ED.D
Principal I
DAILY
LESSON
LOG Teaching Week/s and January 28- Feb. 2 Learning Area ENGLISH
Dates Quarter 4th
I. OBJECTIVE
B. Performance Standard The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
Assess the effectiveness of the

Assess the effectiveness of a Employ appropriate pitch, Employ appropriate pitch,
ideas presented in Formulate claims of fact,
C. Learning Competencies material listened to taking into stress, juncture, stress, juncture,
the material viewed taking policy, and value intonation, etc. intonation, etc.
account the speaker’s purpose
into account its purpose
Accomplish KWL chart
Express ideas, beliefs and
Determine basic components Formulate claims of fact, Present argumentative
D. Objective/s Read to identify speaker’s disbelief’s on the given
purpose
of an argument policy, and value speech
statement
EN10VC-IIb-3.8:
LC Code EN10LC-IIb-15.1: N10WC-IIb-13.2: EN10OL-IIb-5: EN10OL-IIb-5:
II. CONTENT
A. References
3. Textbook Pages 147-150 151 157-159 159 159

IV. PROCEDURES
lesson
of the new lesson
Read to lead p.147-148
E. Discussing new concepts and My point of view
practicing new skills #2 I want pizza p 151
F. Developing Mastery (Lead to Developing an argument 157-

Formative Assessment) 159

of concept and skills in daily Give your stand p. 159 Give your stand p. 159
living

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
Principal I
DAILY
LESSON
LOG Teaching Week/s and January 29-Feb.2 Learning Area ENGLISH
Dates Quarter 4th
I. OBJECTIVE
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
Use the correct production Analyze literature as a means
Anticipate the points that will Agree or disagree with the of English sounds: vowels sounds, of valuing other people and
be made based on the Express appreciation for sensory
C. Learning Competencies ideas presented in the consonant sounds, diphthongs, their various circumstances in
speaker’s purpose. images used.
material viewed. etc. life.
Give correctly and answer Compare and contrast Use conditionals in expressing Read to identify ways on Create a short commercial/
D. Objective/s honestly the given questions arguments and fallacies
information helping others advertisement
EN9LC-IId-11.2: EN9LT-IId-15: EN9LT-IId-2.2.1:
LC Code EN9VC-IId-22: EN9F-IId-3.11.1:
II. CONTENT
A. References
3. Textbook Pages 173-176 176-177 178 178-179 182

IV. PROCEDURES
lesson
of the new lesson
Text or figures Learn Grammar
Lend a hand

Express it in a prose

living
I. Evaluating Learning Weekly test

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
Principal I
DAILY
LESSON
LOG Teaching Week/s and January 29-Feb. 2 Learning Area ENGLISH
Dates Quarter 4th
I. OBJECTIVE
B. Performance Standard resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
Explain how the elements specific

Discover the conflicts
Note specific details/elements Note specific details/elements of to a genre contribute to the theme
presented in literary selections
C. Learning Competencies of the text listened to the text listened to of a particular literary
and the need to resolve those
selection
conflicts in nonviolent ways
Compare and contrast the Read to use information

Draw out the message of the Establish familiar ground on tribal
emotion of the song and the presented to infer, to evaluate Enhance students reading ability
D. Objective/s song listened to. culture
poem and to express critical ides,
EN7LC-II-d- 2.1/3.1: EN7LC-II-d- 2.1/3.1: EN7LT-II-d-2.2:

LC Code EN7LT-II-d-4:
II. CONTENT
A. References
3. Textbook Pages 107-108 109-110 111 112-118

IV. PROCEDURES
Loving is giving
Listening to the song
lesson
C. Presenting examples/instance Sit back, relax and relish
of the new lesson the music
On the other side
Yes, Filipinos can dance Reading text


living

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
Principal I
DAILY
LESSON
LOG Teaching Week/s and Week 2 Learning Area ENGLISH
Dates January 7-11 Quarter 3rd
I. OBJECTIVE
B. Performance Standard The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.

Distinguish the important
Give expanded definitions of Treatment of underlying or Treatment of underlying or specific to a genre contribute
C. Learning Competencies points from less important
words overarching issue concerning overarching issue concerning to the theme of a particular
ones in a text listened to
human experience (moralist) human experience (moralist) literary selection
* Read text to determine
Summarize the important Read text to determine the the tone, mood, technique, Share specific knowledge
D. Objective/s points from the text Complete the vocabulary map tone, mood, technique, and and purpose of the author about the story through
listened to. purpose of the author * Critique a text through differentiated activity.
differentiated activities.
N10LC-IIIb-16.1:
LC Code EN10V-IIIb-13.9: EN10RC-IIIb-22.2: EN10RC-IIIb-22.2: N10LT-IIIb-2.2:
II. CONTENT
A. References
3. Textbook Pages 298 299 299-305 299-307 305-307

IV. PROCEDURES
Reading and sharing
knowledge about the
lesson title
B. Establishing a purpose for the Sharing what they know
lesson about nature
C. Presenting examples/instance Let the students watch a
of the new lesson video
D. Discussing new concepts and Have them do tasks 1-2 by
practicing new skills #1 group
E. Discussing new concepts and Have the students do Have the class read and Have the class read and
practicing new skills #2 vocabulary map by group analyze the selection analyze the selection
Have the students do
F. Developing Mastery (Lead to different activities to
Formative Assessment) enhance their
understanding.
G. Finding practical applications Let the group/students share
of concept and skills in daily what they learn from the
living activity given.
H. Making generalization and Summarizing the activity
abstraction about the lesson given.

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
JAY L. JALICO
School Head
DAILY
LESSON
Dates January 7-11 Quarter 3rd
I. OBJECTIVE
A. Content Standard
also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
Reflect on the ideas of the
Interpret the message Reflect on the ideas of the
C. Learning Competencies speaker Analyze a one-act play
conveyed in a material viewed speaker Analyze a one-act play
Write a short paragraph on Brainstorm and create a

Read to reflect on the ideas given
Interpret ideas presented the advantages and unique interpretation of Perform creatively and
D. Objective/s
in a poster and tables. disadvantages of using the tasks given. uniquely tasks given.
cellphone and computer.
EN9LC-IIIb-6.3: EN9LC-IIIb-6.3:
LC Code EN9VC-IIIb- 1.2/2.2: EN9RC-IIIb-20: EN9RC-IIIb-20:
II. CONTENT
A. References
3. Textbook Pages 262-264 265-267 267 267-268 267-268


IV. PROCEDURES
Sharing prior knowledge
about the background of
the lesson
Have the students share
experiences of using ICT
lesson
gadgets
C. Presenting examples/instance Let the students interpret
of the new lesson poster and tables
D. Discussing new concepts and Have the class discuss the
practicing new skills #1 activities given
E. Discussing new concepts and Have a class read a text and
practicing new skills #2 have them reflect.

Writing short paragraph
G. Finding practical applications Group the class into five

Let the students perform the
of concept and skills in daily and work on the tasks
tasks
living assign to them.
H. Making generalization and Giving feedback about the
abstraction about the lesson presentation

V. REMARKS
VI. REFLECTION
assessment
remediation
with the lesson
teachers?
Prepared by:
T-I
JAY L. JALICO
School Head
DAILY
TEACHER RUSSELL MAE M. SUERTE Time 8: 40- 9:40
LESSON
Dates Feb.4-8 Quarter 3rd
I. OBJECTIVE
correctly and appropriately.
Discover literature as a tool to

Use one’s schema as basis Link sentences using logical
Recognize main points and assert one’s unique Identify the features of
C. Learning Competencies for conjectures made about connectors that signal
supporting ideas in the text identity and to better understand narrative texts
a text. listened to other people
chronological and logical
sequence and summation
Define logical connectors

Read selection to recognize points
Identify elements of a
/ideas in each parts of the story Reveal identity of Filipino people
narrative Use logical connectors that signal
and to understand others as well as foreigners mention in
D. Objective/s chronological and logical
Classify words accordingly. the story.
sequence to arrange or link
sentences
EN7LC-III-b-3.3/3.3.1:
LC Code EN7RC-III-b-8.1: EN7LT-III-b-5: EN7WC-III-b-2.2.12 EN7G-b-1
II. CONTENT
A. References

2. Learner’s Materials Pages 320-322 322-325 325 326-328 328-329
3. Textbook Pages
IV. PROCEDURES
Let the class give
A. Reviewing previous or Read text to activate
ideas/opinion about the
presenting the new lesson knowledge on chronological
background of the lesson
Have them give their
B. Establishing a purpose for the Giving observation on the
personal experiences about
lesson text read
setting aside differences.
Group the class into four
and present them tasks to
C. Presenting examples/instance do by providing them
of the new lesson rubrics as their basis of the
act. and for ensuring active
participation.
Let the class do the assign
task on the different ways
of classifying words or
ideas. Reading selection to Discussing different logical
-Let the group leaders determine every points and connectors with examples
assigned each member task ideas presented and activity.
to do.
Refer to task 1-4 pp.320-
322
Let the students answer the Accomplishing questions that
questions after reading each reveal Filipino and foreigners’
paragraph. identity.
1. Among the foods 1. What are some
mentioned, which do you international foods mentioned
think is the most delicious? in the story? Where did they
Why? originate?
2. Do you think the person in 2. Why do you think ‘the
the selection enjoys eating Pinoy” in the selection will
food from other countries? choose to eat with his
Why do you think so? kababayan rather than in an
3. Why do Filipinos love to eat expensive restaurant?
rice? Do you think other 3. Where would you like to
countries like rice too? Why? dine, in an expensive
Why not? international restaurant or in a
Filipino restaurant?
4. Do you think food can be a
way to settle differences
among people?Why? Why
not?
Group activity
showing/featuring
elements of narrative.
F. Developing Mastery (Lead to G.#1. Setting the table
Formative Assessment) G.#.2 Let’s Do Eat
G.#3 In the Mood for Food
G.#4 Condiment for
everyone.
ESP.
What makes you proud being
a Filipino?
living
Filipinos are really amazing

and talented because we are
resilient and innovative.
I. Evaluating Learning Short quiz

V. REMARKS
VI. REFLECTION
80% on the formative 31
assessment
additional activities for 8
remediation
of learners who have caught up 31
with the lesson
1
Differentiated activity
materials did I used/discover Use of power point and
which I wish to share with other differentiated act.
teachers?
Prepared by:
T-I
JAY L. JALICO
School Head

DLL 19-20

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SCHOOL LAMBONTONG NATIONAL HIGH SCHOOL Grade Level 10

DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Determine the effect

Use textual aids in

4. Additional Material from

B. Other Learning Resources

F. Developing Mastery (Lead

J. Additional activities for

F. What difficulties did I

Checked: RUSSELL MAE M. SUERTE

DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Discover literature as a means of

Describe the life of Filipinos Enhance pronunciation of a

Searching for our Beginnings

B. Other Learning Resources

Have each group accomplish

G. Finding practical applications of

J. Additional activities for

F. What difficulties did I

Checked: Prepared by:

JAY L. JALICO RUSSELL MAE M. SUERTE

DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Use the appropriate

LC Code EN9LC-Ia-3.6: EN9LC-Ia-3.6: EN9VC-Ia-3.8: EN9LT-Ia-14: EN9OL-Ia-1.15:

Recognizing Roles in Life The Seven Ages Of Man

III. LEARNING RESOURCES

1. Teacher’s Guide Pages

B. Other Learning Resources

J. Additional activities for

F. What difficulties did I

Checked: Prepared by:

JAY L. JALICO RUSSELL MAE M. SUERTE

DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LC Code EN8LC-Ia-5.1: EN8VC-Ia-8: EN8LT-Ia-8: EN8LT-Ia-8.1:

Beginning the Knowledge

1. Teacher’s Guide Pages

B. Other Learning Resources

A. Reviewing previous or Viewing video clip Reading text Reading text

E. Discussing new concepts and Refer to p.14- 15

F. Developing Mastery (Lead to

G. Finding practical applications of

H. Making generalization and

J. Additional activities for

F. What difficulties did I

Checked: RUSSELL MAE M. SUERTE

DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Determine the implicit and explicit

Identify pronoun in the

LC Code EN10RC-Ia-2.15.2: EN10RC-Ia-2.15.2: EN10LC-Ib-4: EN10G-Ib-27: EN10WC-Ib- 12.1:

Discovering Personal DISCOVERING PERSONAL DISCOVERING PERSONAL DISCOVERING PERSONAL

III. LEARNING RESOURCES

C. Other Learning Resources

J. Additional activities for

I. What difficulties did I

Checked: RUSSELL MAE M. SUERTE

DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Distinguish between slang and

Listen and produce correctly the Define colloquial and slang.

Searching for our Beginnings

III. LEARNING RESOURCES

B. Other Learning Resources

J. Additional activities for

F. What difficulties did I