School: BAGNEN NATIONAL HIGH SCHOOL
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
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Grade Level: Grade 10 - Atropos
Teacher: CHARITY JOY D. PALEYAN Learning Area: ENGLISH
Week 2 (June 11-15, 2018) 7:50-
Teaching Dates and Time: 8:50 Quarter: Quarter 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
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.
EN10RC-Ia-2.15.2 EN10LC-Ia-11.1 EN10LC-Ib-11.1 EN10V-Ia-13.9 ; EN10V-Ib-13.9 ;
EN10RC-Ib-2.15.2 EN10G-Ia-27: EN10G-Ib-27: EN10V-Ic-13.9 ; EN10V-Id-13.9 ;
EN10RC-Ic-2.15.2 EN10V-Ie-13.9
EN10RC-Id-2.15.2 EN10V-If-13.9 ; EN10V-Ig-13.9
EN10RC-Ie-2.15.2 EN10V-Ih-13.9 ; EN10V-Ii-13.9
EN10WC-Ic-12.2; EN10WC-Id-
12.2; EN10WC-Ie-12.2
Advance organizer , Kinds of pronouns Reflexive and Getting information to
pretest non – linear text versus linear intensive pronouns be used in everyday life
text
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.
Celebrating ... Celebrating ... Celebrating ... Celebrating ...
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Ask the student this motive Let students ponder and answer
question: What is an advance the question: What diagram are
organizer? we going to use when we want
to compare and contrast two
ideas?
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Developing Mastery
(Leads to Formative
Assessment 3)
F. Finding Practical Applications
of Concepts and Skills in
Daily Living
G. Making Generalizations and
Abstractions about the Lesson
H. Evaluating Learning
IV. REMARKS
V. REFLECTION
Present to students long article,
let them read then let students
view a summary of the article
using an advance organizer.
Ask students to compare the
long article and the summary
with a chart. Ask them if which
one is easier to understand.
Discuss the advance organizer,
non-linear texts and their kind.
QUARTET TASK: Let students
read an informative text and
then summarize its content
using any of the discussed
advance organizer
Let students imagine this one:
Suppose you are in a hurry and
you have one minute only to read
a certain article, would it be easier
to read the 5 paragraphs than
looking at its graphic organizer?
Let students generalize the lesson
for the day with an English
“hugot” line.
Let students present the graphic
organizers they have made.
Let students know the purpose of
the lesson
Present some sentences to
students and let them note if
they are erroneously constructed
or correctly formed.
Let students tell the different
kinds of the pronouns and let
them give examples of each
pronoun.
Group task: Let each group assign
actions to their pronouns and then
let them present these ones in
random. Students are given 5
minutes only for this task.
Let students tell the relevance of
distinguishing between female and
male most especially in comfort
rooms.
Da-ing. Let students summarize the
lesson learned through the “da-ing”
way.
The battle of pronouns. Let students
present their practiced actions.
Let students know the
goals of the lesson
Let students give
examples of an
intensive and
extensive pronoun.
Let students tell the
difference between
the two pronouns
basing on the given
examples.
Let students compose
their own sentences
using reflexive and
intensive pronoun
Emphasizing something
that is worth
emphasizing is
important most
especially if it produces
something’s that great.
Pass the hat. Let students
summarize the lesson by
passing hats to the
person whom they
wanted to present. The
teacher starts it. It stops
to the 3rd person.
Peer checking. Let
students compose their
own sentence and let
their classmates check it.
Share what you know task.
Can we learn anything from
watching/reading news?
Newspaper reading
Tell me what you think task.
Are news important? Are they
helpful? Give instances when
you had used your awareness
on what is happening in your
community
Do. What can we get from
the articles that you have
read?
Getting the main ideas session.
Let students extract the most
important person in their lives
and give reasons why they
said so
Let students generalize the
lesson learned with one long
sentence.
Let students write a news
report about recent events in
the locality or town or
province
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