School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: Grade 10 - Atropos

GRADE 10
Teacher: CHARITY JOY D. PALEYAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Week 3 (June 18-22. 2018 @
Time: 7:50-8:50) Quarter: Quarter 1

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts,
also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive
texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10V-Ia-13.9 EN10LC-If-14.2 EN10LC-Ib-4 EN10LT-Ie-2.2.3
Competencies/Objectives: EN10V-Ib-13.9 EN10LC-Ic-4 EN10LT-If-2.2.3
Write the LC Code for each EN10V-Ic-13.9
EN10V-Id-13.9
EN10V-Ie-13.9
EN10V-If-13.9
EN10V-Ig-13.9
EN10V-Ih-13.9
EN10V-Ii-13.9

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 Formal and informal definitions Roles of Persuasive: Features Persuasive writing: How to
discourse of persuasive Write a persuasive essay
markers

III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages English Expressways IV. 2007. pp 35- English Expressways English Expressways III. 2007. 1. *English Expressways III. 2007. pp 9,
36, 56, 196, 209, 224, 244, 259, 277. IV. 2007. pp 133-135, pp 36, 37. 10, 11.
230-232. ; English English Expressways IV. 2007. 2. *English Expressways IV. 2007. pp
Expressways II. 2007. pp 102-103. 66-73, 104-107, 288-293
pp 118-119.;

A. Other Learning Resources Quipper School; Quipper School; Quipper School; Quipper School;
Essential English Worktext in Essential English Worktext Essential English Worktext Essential English Worktext in
in Literature and
Literature and Language Language
in Literature and Language Literature and Language

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let students ponder and Let a student fix the scrambled Form 4 letter words and What is persuasive text?
answer the question: words: I myself did a pair of above out of these words:
What diagram are we tweezers and pliers. 1. Conjunctions
going to use when we 2. Gambit
want to compare and Let him paste his final sentence 3. Adverbs
contrast two ideas? on the board. 4. Transitions
Ask him or her the function of 5. Discourse
the word myself in the 6. Markers
sentence.
Let students know the Ask the ff. questions: Define the ff. words using What is the purpose of
purpose of the lesson the formal definition of persuasive text?
What are tweezers? words.
How about pliers?
Can you define them even
without using the dictionary?
Present some sentences Show examples. A. I came, I saw, I
to students and let them Write them on the board. conquered. I
note if they are Explain what a formal died.
erroneously constructed definition is.
or correctly formed. B. First, I came,
Explain what an informal then, I saw and
definition is. lastly, I
conquered.
Give more examples However, I died.
Compare the sentences.
Which is clearer?
Let students tell the Give words to students. Brief discussion about the The features and nature
different kinds of the Let them define the words discourse markers and of persuasive text will
pronouns and let them formally. their functions. be discussed.
give examples of each Let them provide the informal
pronoun. definition of the words.
Makes use of a chart/table in
presenting their answers.
Give them an article to read. Let Students will write on what
them pick out the used discourse topic they will write about.
markers. Let them identify its role.
Group task: Let each Let them choose at least 10 Students will craft their own persuasive essay.
group assign actions to discourse markers and use it in
their pronouns and then creating their own sentences. The
let them present these case scenario would be: They are a
ones in random. Students sales agent. They are to convince
are given 5 minutes only people to buy their product.
for this task.
5 person per product.
 G. Finding Practical
Applications of Concepts
and Skills in Daily Living
Let students tell the
relevance of distinguishing
between female and male
most especially in comfort
rooms.
The 5 persons having the same
team will read his/her work then let
the rest of the class decide on
whose output convinced them the
most.

H. Making Generalizations and Da-ing. Let students summarize What then is the importance
Abstractions about the the lesson learned through the of discourse markers?
Lesson “da-ing” way.

I. Evaluating Learning The battle of pronouns. Let

students present their practiced
actions.

V. REMARKS

VI. REFLECTION
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?

PREPARED BY: NOTED:

CHARITY JOY D. PALEYAN SOLEDAD L. ALIGO

Teacher I Principal I