School: TALISAY NATIONAL HIGH SCHOOL
Teacher: LIZA C. TRADIO-ARRIENZA
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Presenting Examples/Instances of the
Less
Grade Level: 10
Learning Area: English
Teaching Dates and Time: JUNE 3-7,2019 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also
how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Getting to know with each EN10RC-Ia-2.15.2: Determine HOLIDAY EN10VC-Ia1.4/2.4:Determine REMEDIAL LESSON OF
other. the effect of textual aids like how connected events UNMASTERED
PRETEST advance organizers, titles, non- contribute to the totality of a COMPETENCIES.
linear illustrations, etc. on the material viewed.
understanding of a text. EN10V-Ia13.9:Differentiate
EN10LC-Ia-11.1: Get formal from informal definitions
information that can be used in of words.
everyday life from news
reports, speeches, informative
talks, panel discussions
DISCOVERING PERSONAL CHALLENGES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Share your realizations Share reflection on the Remedial/Enhancement
(based on the Additional additional activity given. Reading Schedule/ICL
activities given)
Call a volunteer to share his Share experiences on
/ her experience. conflicts that were resolved
 C. Discussing New Concepts Read the text. . Complete the organizer
found in the LM on page
122

D. Developing Mastery Fill in the diagram with
(Leads to Formative Assessment 3) causes of family conflicts
with short description.
E. Finding Practical Applications of Ask:
Concepts and Skills in Daily Living From the given conflicts,
which have you
experienced with your
family? Why?
. Discuss in the class ways to
prevent common conflict
situations as given in the
LM.
,. Write answers on a Manila
Paper

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
F. Making Generalizations
G. Evaluating Learning
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask: Complete the phrase: Remedial/Enhancement
What do you think could be Reading Schedule/ICL
done to resolve this conflict I can prevent conflict by….
in your family?
Presentation of the graph Presentation of the group
activity

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediatio
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson

Prepared by Checked by:

LIZA C. TRADIO-ARRIENZA RUFINA M. CREENCIA
Teacher Principal 1
 School: Grade Level: 10
GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 21– 25, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10RC-IIb-11.2: Explain EN10LC-IIb-15.1: EN10LT-IIb-14.2: Explain EN10V-IIb-13.9: Give Remedial/Enhancement
Write the LC Code for each illustrations from linear to non- Assess the effectiveness of a how the elements specific to a technical and operational Reading Schedule/ICL
linear texts and vice versa material listened to taking into selection build its theme definitions
account the speaker’s purpose
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
INFERNO
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P123-124 P123-124 P124 P125

2. Learner’s Materials Pages P123-128 P124-129 P129-130 P130-131

3. Textbook Pages P123-128 P124-129 P129-130 P130-131

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Task sheet None – textbook only None- textbook only PowerPoint presentation
 School: Grade Level: 10
GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 21– 25, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Ask: Ask: Present the sense chart that Share your explanation to Remedial/Enhancement
Presenting the New Lesson Have you seen a horror What are the things that the class did the previous the additional task given Reading Schedule/ICL
movie? frightened you? day.

B. Establishing a Purpose for the Lesson Show a picture of Inferno on Ask: Share the experience while Ask students how they
page 123 What comes to your mind making the chart define terms
when you hear the word
Ask: inferno?
What have you found out
about Dante Alighieri?
C. Presenting Examples/Instances of the Discuss the background of Ask: Discuss what has been find Make a word web
Lesson Dante Alighieri Why do you think the text is out in the chart
entitled Inferno?

D. Discussing New Concepts and Answer the Task 5 on page Discuss: Group Activity: Presentation of the
Practicing New Skills #1 123 guidelines to follow when
What is Virgil’s advice to Do Use your senses on writing a definition
Dante as spoken at the page129 of the LM
Gate of Hell?

School: Grade Level: 10

 GRADE 10 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: August 21– 25, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Students use the word in Discuss: Group Activity: Discussion of the guidelines Remedial/Enhancement
Practicing New Skills #2 the sentence to follow when writing a Reading Schedule/ICL
Who are the souls tortured Do Use your senses on definition
in this Canto? page129 of the LM

F. Developing Mastery Read the text by pair. Discuss: Group Activity: Do Define Me activity on
(Leads to Formative Assessment 3) What is Charon’s reaction to page 131
Dante’s attempt to cross the Do Use your senses on
river of Acharon? page129 of the LM

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Instruct them to highlight Discuss: Group Activity: Ask:
important points and take How does Virgil silence
note of the different senses Charon? Do Use your senses on Give situations where you
they discovered while page129 of the LM need to give definition of
reading the text terms.

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
 DAILY LESSON LOG Teaching Dates and Time: August 21– 25, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Share to their partner the Relate how Dante described Answer: Ask: Remedial/Enhancement
important points that they inferno as compared to how Reading Schedule/ICL
discovered in the text. our religion teaches us. Is hope necessary in Why is it important to define
resolving conflicts?* terms?

*To be asked after the

presentation of the group
activity

I. Evaluating Learning Write down what they think Complete the sense chart Presentation of the group Check the Define Me
is the most important point on page 129 activity Activity on Page 131
of the text read.

J. Additional Activities for Application or Read the Inferno again and Prepare for the activity B on Explain: Do another Define Me
Remediation try to answer Thinking about page 129 activity of 5 new words you
the text. Is hope necessary in learned from Inferno
resolving conflicts?*

VI. REMARKS

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 21– 25, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 28-31, September 1, 2017 Quarter: 2

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

Write the LC Code for each Assess whether the speaker’s information using tables, patterns and techniques of Use the correct sound of Reading Schedule/ICL
purpose is achieved or not graphs, and maps developing an argumentative English when communicating
claim
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P125 P125 P126 P130

2. Learner’s Materials Pages P131-132 P133 P133-134 P136-138

3. Textbook Pages P131-132 P133 P133-134 P136-138

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation on
Public Speaking

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 28-31, September 1, 2017 Quarter: 2

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
GRADE 10
DAILY LESSON LOG
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask: Ask: Present the best output on Show a sample video on Remedial/Enhancement
Have you ever taken a ride Why is it important to drive signage to the class public speaking Reading Schedule/ICL
in a public transportation safely?
with an aggressive driver?
Ask: Ask: Do you think these signage Ask:
What happens when drivers is enough to convince
How did you feel? drive aggressively? drivers to drive safely? What makes a good
Why? speaker?
Ask: Cite examples on effects of Go back to the reading text Discuss Intonation,
aggressive driving. “Aggressive driving should Juncture, stress and pitch
What did you do? or What be avoided” and assign a
did others do? slogan to argue safe driving.
Tell the class on what are Ask the class what are the Discuss Characteristics of Give practical examples of
their ideas on arguments. common signage the see an Argumentative Essay phrases or sentences that
along the road. would differ in meaning
when said differently
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and Time: August 28-31, September 1, 2017 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Discussing New Concepts and
Practicing New Skills #2
G. Developing Mastery
(Leads to Formative Assessment 3)
H. Finding Practical Applications of
Concepts and Skills in Daily Living
GRADE 10
DAILY LESSON LOG
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Tell them that they are Ask a student to write Group Activity: Do drills. Remedial/Enhancement
going to read an example of his/her answer on the board Reading Schedule/ICL
argumentative essay Do Task 11 on page 134 of
your LM
Read the text by pair. Group activity: make a Group Activity: Form groups and do the
signage on avoiding activity on page 137 of your
aggressive driving Do Task 11 on page 134 of LM
your LM
Give 3 reasons why When do we make use of Group Activity: Form groups and do the
aggressive driving should signages? activity on page 137 of your
be avoided Do Task 11 on page 134 of LM.
your LM
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and Time: August 28-31, September 1, 2017 Quarter: 2
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
I. Making Generalizations and Ask: What is the importance of Presentation of the group Why are intonation, Remedial/Enhancement
Abstractions about the Lesson signages? activity juncture, stress, and pitch Reading Schedule/ICL
Why is it important to drive important?
safely?

J. Evaluating Learning Fill in and check the activity The group slogan will be Presentation of the group Presentation of group
Reason out! On page 132 in posted along the road. activity activity
your LM

K. Additional Activities for Application or Prepare a slogan on safe What are the characteristics Do Task 12 on page 134 of
Remediation driving of an argumentative essay? your LM

V. REMARKS

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 28-31, September 1, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 4-8, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
 A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives:
Write the LC Code for each
EN10LC-IId-3.15:Evaluate
listening texts in terms of
accuracy, validity, adequacy,
and relevance
EN10SS-IId-1.5.2: Scan for
needed information
EN10LT-IId-2.2: Explain how
the elements specific to a
genre contribute to the theme
of a particular literary selection
EN10LT-IId-2.2.2: Explain
the literary devices used
EN10OL-IId-3.11:Use the EN10OL-IId-3.11:Use the Remedial/Enhancement
correct sound of English when correct sound of English when Reading Schedule/ICL
delivering impromptu and delivering impromptu and
extemporaneous speech extemporaneous speech

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P133 P138 P142 P142

2. Learner’s Materials Pages P145-146 P152-156 P159 P159

3. Textbook Pages P145-146 P152-156 P159 P159

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Copy of the text, mp3 Copy of the selection Video clip, PowerPoint Video clip, PowerPoint

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 4-8, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Ask: Have the class give the Show a video clip on Show a video clip on Remedial/Enhancement
Presenting the New Lesson Are you a dreamer? So you qualities of a hero. impromptu or impromptu or Reading Schedule/ICL
keep your dreams only to extemporaneous speeches extemporaneous speeches
 yourself or you share your
dreams with others?

B. Establishing a Purpose for the Lesson Do Task 2A on page 145 of Emphasize to the class that What have you observed on What have you observed on
your LM. while they read, they will how the speakers deliver how the speakers deliver
take note of the elements of the speeches? the speeches?
a story.

C. Presenting Examples/Instances of the Play the song to the class Read the text. Discuss tips on impromptu Discuss tips on impromptu
Lesson and try to check if Task 2A and extemporaneous and extemporaneous
answers match the song speeches. speeches.
lyrics

D. Discussing New Concepts and
Practicing New Skills #1
Play again and try to
understand the message
Describe the characters as
asked on Task 6 on page
156 of your LM
Guide them in
demonstrating and making
independent applications of
their understanding of the
target concepts, language
communication through
delivering an
extemporaneous as
evidence of their transfer of
learning.
Guide them in
demonstrating and making
independent applications of
their understanding of the
target concepts, language
communication through
delivering an
extemporaneous as
evidence of their transfer of
learning.

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 4-8, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Answer questions found on Think-pair-and share of the Present the Present the Remedial/Enhancement
Practicing New Skills #2 page 147 of your LM. activity above. Extemporaneous rubric Extemporaneous rubric Reading Schedule/ICL
 F. Developing Mastery Group activity: Interpret the Group activity: Do Task 7 Paired Activity: Paired Activity:
(Leads to Formative Assessment 3) message of the song on page 157 of your LM
through a painting or Give a topic to brainstorm, Give a topic to brainstorm,
drawing prepare and practice prepare and practice

G. Finding Practical Applications of Explain the drawing. Group activity: Do Task 7 Paired Activity: Paired Activity:
Concepts and Skills in Daily Living on page 157 of your LM
Give a topic to brainstorm, Give a topic to brainstorm,
prepare and practice prepare and practice

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 4-8, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Explain the theme of the What is the lesson of the What is the significance of What is the significance of Remedial/Enhancement
Abstractions about the Lesson song. story? learning how to deliver learning how to deliver Reading Schedule/ICL
impromptu and impromptu and
extemporaneous speeches? extemporaneous speeches?
 I. Evaluating Learning Presentation of the output Presentation of the group Delivering an Delivering an
activity extemporaneous or extemporaneous or
impromptu speech. impromptu speech.

Note: use the rubric found Note: use the rubric found
on page 191-193 in rating on page 191-193 in rating
the speech the speech

J. Additional Activities for Application or Read in advance “The Song Read Techniques on Continue the activity the Continue the activity the
Remediation of Roland” Appealing to your Readers next day. next day.
on page 158 and do Task 8
on page 159 with your
group.

V. REMARKS

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 4-8, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 11-15, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10SS-IId-1.5.2: Scan for EN10LT-IIe2.2: Explain how EN10LT-IIe2.2: Explain how EN10SS-IIe1.6.4: Use Remedial/Enhancement
Write the LC Code for each needed information the elements specific to a the elements specific to a writing conventions to Reading Schedule/ICL
genre contribute to the theme genre contribute to the theme
 EN10VC-IIe-26: Detect bias of a particular literary selection of a particular literary selection indicate acknowledgement
and prejudice in the material EN10LT-IIe2.2.3: Determine EN10LT-IIe2.2.3: Determine of resources
viewed tone, mood, technique, and tone, mood, technique, and
purpose of the author purpose of the author
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
SONNETS BRING IN THE SOURCE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142

2. Learner’s Materials Pages P169-170 P170-173 P174-175 P183-185

3. Textbook Pages P169-170 P170-173 P174-175 P183-185

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Copy of the text, Copy of the selection, Video Copy of the selection Handout on APA and MLA,
PowerPoint Presentation clip of Petrarch’s life PowerPoint videoclip on Plagiarism

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 11-15, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Ask: Have the class watch the Recall the different Show a video clip on Remedial/Enhancement
Presenting the New Lesson What is your favorite video clip. elements poetry Plagiarism Reading Schedule/ICL
romantic film? Why?

B. Establishing a Purpose for the Lesson Whose love story do you Discuss the life of Petrarch Read the poem The White Why is it not good to cheat?
consider special and worth based on the video clip. Doe
emulating?
 C. Presenting Examples/Instances of the Show pictures of romantic Read the three poems by Guide the students in Distribute the handouts on
Lesson films Petrarch finding out the structure / Citing sources using APA
rhyme scheme of the poem and MLA

D. Discussing New Concepts and List down what you dream How would you describe Discuss Petrarchan sonnet Discuss important points on
Practicing New Skills #1 of in a courtship someone whom you are MLA and APA
passionately in love with?

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 11-15, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Read about the courtship Group activity: Present an example of a Paired activity: Remedial/Enhancement
Practicing New Skills #2 during middle ages Shakespearean sonnet. Reading Schedule/ICL
Do Task 6 on page 173 of Do Letter C activity on page
the LM 186 of your LM

F. Developing Mastery Group work: Group activity: Compare and Contrast the Do Task 16 on page 188 of
(Leads to Formative Assessment 3) two sonnets your LM.
List down biases and Do Task 6 on page 173 of
differences between the the LM
 middle-ages courtship and
their ideal courtship

G. Finding Practical Applications of Group sharing: Group activity: Group work: Do Task 16 on page 188 of
Concepts and Skills in Daily Living your LM.
Name an incident when you Do Task 6 on page 173 of Do Task 10 on page 177 of
did something in the name the LM your LM
of love

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 11-15, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and React: Answer questions found on Draw insights from the class Ask: Remedial/Enhancement
Abstractions about the Lesson Task 7 on page 174 of your on the important learning Reading Schedule/ICL
When one is in love, one LM they got about sonnets. Why do we need to
has the tendency to be acknowledge sources
biased. used?

I. Evaluating Learning Presentation of the Group Presentation of the group Presentation of Group Task 16 will serve as
activity activity Activity evaluation.
 J. Additional Activities for Application or Read in advance about Review the elements of a Write your own sonnet Add more activities on
Remediation Francisco Petrarch. poem particularly the rhyme writing bibliography.
scheme

V. REMARKS

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 11-15, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies work

well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
GRADE 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and Time: September 18-22, 2017 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
EN10VC-IIf-26: Detect bias EN10LT-IIf2.2: Explain how EN10RC-IIf-13.1: Read EN10G-IIf-28: Use words Remedial/Enhancement
and prejudice in the material the elements specific to a closely to get explicitly and and expressions that affirm Reading Schedule/ICL
viewed genre contribute to the theme implicitly stated information or negate
of a particular literary selection
EN10LT-IIf2.2.3: Determine
tone, mood, technique, and
purpose of the author
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
EMPATHIZING WITH OTHERS - JESSIE ROBREDO’S SPEECH; AFFIRM / NEGATE;
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P179-180 P182-183 P185-186 P188-189
 2. Learner’s Materials Pages P198-199 P200-209 P210-217 P217-221

3. Textbook Pages P198-199 P200-209 P210-217 P217-221

4. Additional Materials from Learning

Resource (LR) portal
E. Other Learning Resources Copy of the text, Prepared timeline of the Copy of the selection textbook
story, textbook textbook

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 18-22, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Ask: Show a timeline of events Ask: Ask: Remedial/Enhancement
Presenting the New Lesson Have you experienced when the story was written Reading Schedule/ICL
fighting for something or What is the purpose of the Do you agree on what
defending yourself against author in writing The Jessie Robredo said in his
other people’s biases? How Decameron? speech?
did you react?

B. Establishing a Purpose for the Lesson Do you think it is right to Guide the class in Ask: List down possible
have biases? answering the questions on expression of affirmation
page 201 in the LM So all authors have purpose and negation
for writing?

C. Presenting Examples/Instances of the
Lesson
Guide your students in
answering the items
emphasizing that even in
articles that we read there
could be biases.
Read the story and answer
the questions found in
between.
Inform the students that
they will read a
commencement speech.
Tell the class to read all the
12 suggestions and after
reading ask the class what
the purpose of Atty. Lacson
is in writing the book
 D. Discussing New Concepts and Do the Task 3 on page 198 Read the story and answer While reading the speech, Ask the class to give their
Practicing New Skills #1 on your LM the questions found in remind them to take note on answers orally on the first
between. the purpose of the author in five items in the 12 Little
writing the speech. Things

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 18-22, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Highlight the common forms Answer the questions in the Once all the first 5 items Remedial/Enhancement
Practicing New Skills #2 of bias based on what was Read the story and answer LM found on page 215 have been discussed, draw Reading Schedule/ICL
read the questions found in out insights from the class.
between.

F. Developing Mastery Discuss the common forms Group activity: Do Task 10 on pages 215- Prepare the class to work
(Leads to Formative Assessment 3) highlighted 217 in your LM. individually on the last 7
Do Task 6 on page 207 of items
the LM
 G. Finding Practical Applications of
Concepts and Skills in Daily Living
Draw out from the students Group activity: Recall the common Discuss to the class their
the importance of knowing purposes of the authors answers
how to detect bias like in Do Task 6 on page 207 of
buying products, making the LM
decision or choices or even
electing a public official

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 18-22, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Why is detecting biases Process the answers of the Why is it important to have What is the significance of Remedial/Enhancement
Abstractions about the Lesson important? students a purpose in delivering a using affirmation and Reading Schedule/ICL
speech? negation expressions?

I. Evaluating Learning Check the task 3 answers Presentation of the group Presentation of Group Call one or two students to
activity Activity share their own little ways of
caring for their country.

J. Additional Activities for Application or Read in advance The
Remediation Decameron on pages 200-
207.
Read in advance Follow
your heart: Pursue your
dream on page 210-213
Read in advance the article
on page 218-221 and
prepare to answer the
questions found in the
selection.
Prepare a personal
testimony about a topic that
they are most passionate
about and that they have
personally experienced.
 (Task 14C) Activity may be
done a week or two after

V. REMARKS

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 18-22, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 25-29, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10V-IIg13.9: Give EN10G-IIg-28: Use words EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use Remedial/Enhancement
Write the LC Code for each technical and operational and expressions that affirm or closely to get explicitly and previous experiences as Reading Schedule/ICL
definitions negate implicitly stated information scaffold to the message
conveyed by a material viewed

EN10F-IIg-3.7: Demonstrate
confidence and ease of delivery
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT HUNCHBACK OF NOTRE DAME

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P199-200 P201-202 P202-203 P205

2. Learner’s Materials Pages P232-235 P236-238 P238-239 P243-246

3. Textbook Pages P232-235 P236-238 P238-239 P243-246

4. Additional Materials from Learning

Resource (LR) portal
 E. Other Learning Resources Copy of the text, Textbook Textbook Video clip of a sample
debate, PowerPoint
Presentation

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 25-29, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or React: Present the table on Present two sentences that Show a video clip sample of Remedial/Enhancement
Presenting the New Lesson expressions that affirm or are implicit and explicit a debate Reading Schedule/ICL
We as human beings will negate on page 236 of your
never, never survive unless LM
we recognize and celebrate
our differences as well as
our similarities.

B. Establishing a Purpose for the Lesson Ask: How does one affirm or Have the students Tell the students to read the
negate properly? differentiate the two goals of debate.
What does it mean to live in sentences
a world variety?

C. Presenting Examples/Instances of the Unlocking difficulties: Have students present the Discuss implicit and explicit Lead the students to read
Lesson sample sentences they had information and provide the helpful tips to help them
Do Task 5 on page 232 of in their assignments. examples. participate competently in a
your LM class debate.

D. Discussing New Concepts and
Practicing New Skills #1
Pose the questions on
page232 prior to the reading
of the text.
Read The Hunchback of
Notre Dame on pages 233-
234 of your LM
Do Task 9 nos. 1-3 on
pages 236-237 of your LM
and discuss the flow with
your students.
Ask the students to read the
selection enclosed in the
box by Pres. Ramon
Magsaysay on page 238 of
your LM.
Instruct them to study the
Oxford – Oregon Debate
Format.

GRADE 10
DAILY LESSON LOG
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and Time: September 25-29, 2017 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information is Enable them to develop Remedial/Enhancement
235 of your LM pages 237 of your LM and conveyed by the underlined confidence and ease as Reading Schedule/ICL
discuss the flow with your statements in the selection they carry on with the task.
students.
Group Activity: Group activity: Instructs students to read Group Activity:
the selection about John
Do Task 7 on page 235 of Do Task 10 on page 237 of Kemp and identify the Debate exercise
your LM the LM explicit and the implicit
information that can be (Students are to be
found in the text. provided with a copy of the
rubrics to guide them in the
activity)
Answer: Give instances where you When do we use implicit When do we make use of
negate and affirm in real information? Explicit the essentials of a debate?
How do you deal with life. information.
differences?
 School: Grade Level: 10
GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 25-29, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Ask: Why is it important to Why is it important to Engage the students to Remedial/Enhancement
Abstractions about the Lesson negate and affirm distinguish explicit and summarize and reflection Reading Schedule/ICL
What common bonds appropriately? implicit information the essential parts of the
should you find to hurdle lesson by answering the
differences? questions in the LM

I. Evaluating Learning Group Activity presentation
will serve as evaluation
Presentation of the group
activity will be rated through
the rubric on page 202 of
your TG.
identify the explicit and the
implicit information that can
be found in the John Kemp
text found on page 238 of
your LM.
Class Debate based on the
rubric will be the basis of
the evaluation
(Class Debate may continue
the next day)

J. Additional Activities for Application or
Remediation
Read the expressions on
Task 8 and use them in a
sentence. Write them in
your notebooks.
Identify explicit and implicit
information
Study the Oxford – Oregon
Debate Format on pages
244 -245 of your LM.
Allow the students to think
about the lesson and keep a
record of their responses in
a journal. Tell them that
they may post/blog/tweet
their responses in their FB
account.

V. REMARKS
 School: Grade Level: 10
GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: September 25-29, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

School: Grade Level: 10

 GRADE 10 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: October 2-6, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives:
Write the LC Code for each
EN10VC-IIh-27: Use
previous experiences as
scaffold to the message
conveyed by a material viewe
EN10LT-IIh-3: Explain how a
selection may be influenced by
culture, history, environment,
or other factors
EN10V-IIh13.9: Give
technical and operational
definitions
EN10LT
EN10RC-IIh-2.22: Evaluate EN10WC-IIh-13: Remedial/Enhancement
text content, elements, Compose an argumentative Reading Schedule/ICL
features, and properties using essay
a set of criteria
EN10G-II-h-28: Use words
and expressions that affirm or
negate

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
THE THREE MUSKETEERS , THE PLAGUE, ARGUMENTATIVE ESSAY
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P209 P210 P213 P215

2. Learner’s Materials Pages P248-249 P236-238 P254-257 P258-260

3. Textbook Pages P248-249 P236-238 P254-257 P258-260

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Video clip Textbook, picture of the Textbook Textbook
three musketeers

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 2-6, 2017 Quarter: 2
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Video clip showing on Discuss the additional Describe the relationship of Ask the students to share Remedial/Enhancement
Presenting the New Lesson disasters Activity the three musketeers with an incident where they Reading Schedule/ICL
one another. experience an argument.

B. Establishing a Purpose for the Lesson Ask:
How would you extend help
to your fellowmen in times
of calamities
Ask:
How would you embody
harmony in times of
struggles and conflicts?
Present the characteristics What are the points we
of a great literature to your need to remember in
students making an argument?

C. Presenting Examples/Instances of the
Lesson
Have you experienced
being devastated by a string
typhoon? An earthquake?
Or a tsunami? How did you
feel then?
Show a picture of The
Three Musketeers and have
them react on it.
Have the students read
thoroughly the selection the
Plague and analyze
whether it has these
characteristics.
Invite the students to read
and evaluate the text with
your help.

D. Discussing New Concepts and
Practicing New Skills #1
How did you cope with the Instruct the students to read Answer Task 8 questions on Process the questions
situation? the introduction of the story page 256 un your LM with afterwards. Make sure that
the class the students have a full
analysis od the text
presented as you go
through the processing
questions.

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 2-6, 2017 Quarter: 2

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


E. Discussing New Concepts and
Practicing New Skills #2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask: Seek their answers on the Differentiate The Three Make some note son the Remedial/Enhancement
essential question and Musketeers and The Plague board of their most Reading Schedule/ICL
How did the people in your relate their answers to the based on their significant responses.
community help one theme of the story. characteristics.
another during those trying
times?

F. Developing Mastery
(Leads to Formative Assessment 3)
Individual Task: Complete the table on Answer Task 9 on page 257 Have an in-depth discussion
question no. 6 of Task 6 on in your LM. of the pointers enclosed in
Do Task 3 on page 249 of page 253 of your LM the box. Remember! And
your LM The techniques in
Argumentation on pages
259-260 on your LM

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Answer:
What inherent traits or
values among our
fellowmen had been evident
in times of calamity? List
them down.
Do Task 7 on page 253 – Let the students answer:
254 in your LM
Does the message of the
work have meaning for me?
Will I remember it a year
from now?
If possible, provide the
students with more
examples on the techniques
of argumentation then you
may solicit their own
examples.

Do these traits and values

embody solidarity? Why?
How?

School: Grade Level: 10

GRADE 1 0
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 2-6, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Ask:
Abstractions about the Lesson
Can you tell the message
conveyed by the video
shown.
Explain the motto:
“All for one, one for all”
Ask: Walk the students through Remedial/Enhancement
in their composition of an Reading Schedule/ICL
What have you learned from argumentative essay with
the story? emphasis on resolution of
conflicts among individuals
or groups.

I. Evaluating Learning Task 3 on page 149 will
serve as evaluation
Answers on the completion
of the table on question no.
6 of Task 6 on page 253 of
your LM will serve as
evaluation
Task 9 activity will serve as
evaluation.
Writing their own
argumentative essay.
(Tell them that their essay is
a sure way for them to
accomplish their biggest
task at the end of this
module)

J. Additional Activities for Application or Define terms found in Task Read ahead The Plague on Group Activity: Make them revisit the
Remediation 4 on page 249 of your LM page 254-256 of your LM process of writing they
Do Task 10 on page 257 - learned from Module 1
258 of your LM. (Culminating Activity) to
review and proofread their
Activity may be presented essay.
next week.

V. REMARKS

School: Grade Level: 10

GRADE 1 0
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 2-6, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 9-13, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
 A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving 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.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10WC-IIi-13: Compose an EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and Remedial/Enhancement
Write the LC Code for each argumentative essay deliver impromptu and deliver impromptu and deliver impromptu and Reading Schedule/ICL
extemporaneous speeches with extemporaneous speeches extemporaneous speeches
ease and confidence with ease and confidence with ease and confidence
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
DELIVERING A SPEECH
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P215 P216-217 P217 p217 P217

2. Learner’s Materials Pages P258-260 P261-262 P261-262 P261-262 P261-262

3. Textbook Pages P258-260 P261-262 P261-262 P261-262 P261-262

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Video clip, textbook, copy of Video clip, textbook, copy of Sound system Sound system Sound system
speech speech

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 9-13, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Present a video of an Show again the video of an Share insights on the Share insights on the Remedial/Enhancement
Presenting the New Lesson argumentative speech. argumentative speech. speech witnessed from the speech witnessed from the Reading Schedule/ICL
class the previous day class the previous day

B. Establishing a Purpose for the Lesson Ask the students on what Walk the students through Walk the students through Walk the students through
are the techniques in in the preparation of in the preparation of in the preparation of
argumentation used in the delivering their speech. delivering their speech. delivering their speech.
speech.

C. Presenting Examples/Instances of the Walk the students through
Lesson in the preparation of
preparing their speech.
Make sure that all pointers Start the delivery of Start the delivery of
to deliver an argumentative speeches speeches
speech have been
comprehensively discussed
with students leaving them
with no gray areas.

D. Discussing New Concepts and
Practicing New Skills #1
Help the students clarify the
steps for planning and
drafting their speech. (If
possible they can use the
argumentative essay that
they accomplished in the
previous lesson)
Aid the students clarify the Speech delivery Speech delivery
steps for planning and
drafting their speech. (If
possible they can use the
argumentative essay that
they accomplished in the
previous lesson)

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 9-13, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Speech delivery Speech delivery
Practicing New Skills #2 Help the students clarify the
steps for planning and
 drafting their speech. (If
possible they can use the
argumentative essay that
they accomplished in the
previous lesson)
Have an in-depth discussion
on how to deliver an
argumentative speech

F. Developing Mastery Guide them in the points of Guide them in the delivery Speech delivery Speech delivery
(Leads to Formative Assessment 3) editing their speech of their speech

G. Finding Practical Applications of Ask the students to point

Concepts and Skills in Daily Living
Pair work:
Let them read through each
other’s speeches and
proofread their work.
Pair work:
Let them practice their
speeches with their partner.
Have the partners critic their
performance
Ask the students to point out their strengths and
out their strengths and weaknesses in delivering
weaknesses in delivering their speech.
their speech.

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 9-13, 2017 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the Lesson Why is it important to learn Why is it important to learn Invite students to Invite students to
how to write an how to deliver an summarize and think the summarize and think the
argumentative speech argumentative speech essential points that they essential points that they
properly? properly? enjoyed that have made enjoyed that have made
 them realized worthy of them realized worthy of
emulation and practice emulation and practice

I. Evaluating Learning Rewrite your argumentative Delivering an argumentative Delivering an argumentative Delivering an argumentative
essay speech based on the criteria speech based on the criteria speech based on the criteria
found in the rubric on page found in the rubric on page found in the rubric on page
217 of your TG 217 of your TG 217 of your TG

J. Additional Activities for Application or Encode your argumentative Practice your speech. Have them write their Have them write their
Remediation essay Evaluation will continue the responses of Procedure G responses of Procedure G
next day. and H in their journal to and H in their journal to
keep a record of all their keep a record of all their
essential learnings. essential learnings.

V. REMARKS

School: Grade Level: 10

GRADE 10
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 9-13, 2017 Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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