Professional Documents
Culture Documents
C. Presenting Let the students identify the Let the students watch the Have the students
Examples/Instances of the saying or well-known phrase video about Nick Vujicic answer the following
Lesson that represents each block questions:
in Task 1 found on page 7 in 1. What are some
the LM myths that you have
read?
2. What makes these
stories a myth?
D. Discussing New Concepts and N/A Explain the following Have the students answer Have the students
Practicing New Skills #1 processing question relevant the questions for processing answer the questions
to Task 1: on page 5 of the TG through in Task 8 – 10 on page
1. What is your overall small group discussion 16 of the LM on their
impression about the notebooks
phrases above?
E. Discussing New Concepts and N/A Have the students Discuss the difference Discuss shortly the
Practicing New Skills #2 accomplish Task 2 on page 8 between formal and different features of a
of the LM informal definitions persuasive text.
F. Developing Mastery N/A Let the students listen to a Let the students play the Have the students
(Leads to Formative speech and have them share vocabulary spinner on Task accomplish Task 12
Assessment 3) the information that can be 6, page 12 of the LM Agree or Disagree on
used in everyday life pages 16 and 17 of the
LM
G. Finding Practical Applications N/A Ask students to cite any Ask students to cite Cite instances in life
of Concepts and Skills in Daily information from news instances in life where the where people discover
Living reports, speeches, etc. insights from the material their personal
where they have learned viewed are applicable challenges when they
something to be used in get themselves into
everyday life difficult situations
H. Making Generalizations and N/A Have the students answer Have the students answer Have the students
Abstractions about the the following question: the following question: answer the following
Lesson 1. What is the effect of the 1. What is the difference questions:
blocks as textual aids in between formal and 1. How do personal
identifying the saying or informal definitions? challenges make you a
well-known phrase that better person?
each block represents? 2. What are the
different features of a
persuasive text?
I. Evaluating Learning N/A Have the students answer a Vocabulary Rock-in-Roll Let the students
self-constructed evaluation using a dice to meet accomplish Task 13 on
that involves any non-linear objective 2 for this session page 17 of the LM
text or any textual aids to Integrate/encourage
meet objective 1 persuasion in the
output
J. Additional Activities for N/A Recall a news report they Recall any material viewed Let the students write a
Application or Remediation have heard or watched before and share how the short persuasive text
before and cite instances or events contribute to its about cyberbullying in
information they have used totality through small group preparation for the
in real-life discussion Final Task
IV. REMARKS
V. 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?
SAN PEDRO RELOCATION CENTER NATIONAL HIGH
GRADES 10 School: SCHOOL – LANDAYAN CAMPUS Grade Level: 10
DAILY LESSON LOG Teacher: GEAN HAZEL B. GUERRERO Learning Area: English
Teaching Dates and Time: June 10-14, 2019 Quarter: 1
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?
SAN PEDRO RELOCATION CENTER NATIONAL HIGH
GRADES 10 School: SCHOOL – LANDAYAN CAMPUS Grade Level: 10
DAILY LESSON LOG Teacher: Gean Hazel B. Guerrero Learning Area: English
Teaching Dates and Time: June 17 – 21, 2017 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 EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain
Competencies/Objectives: features of persuasive texts Determine the effect of Determine how connected how the elements
EN10OL-Ib-3.15: Describe textual aids like advance events contribute to the specific to a genre
and interpret the ethics of organizers, titles, non- totality of a material viewed contribute to the
public speaking linear illustrations, etc. on EN10V-Ic13.9: Differentiate theme of a particular
EN10G-Ib-27: Use reflexive the understanding of a text formal from informal literary selection
and intensive pronouns definitions of words EN10LT-Ic2.2.2: Explain
the literary devices
used
BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P45-51 P52-53 P53-54 P55-58
3. Textbook Pages P45-51 P52-53 P53-54 P55-58
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources Audio-video file on “Let it Copy of the film or a Dice
Go” song; printed copy of a summary/movie review of
song of your choice “Life of Pi” movie
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the features of Have the students read the Present the necessary Have the students read
Presenting the New Lesson persuasive texts and text under Your Journey on information about the the text about myths in
reflexive & intensive page 52 of the LM movie, “Life of Pi” a box on page 55 of the
pronouns LM, then deliberate its
key thought/s
B. Establishing a Purpose for the Have the students mull Inform students of the Have the students mull over Have the students mull
Lesson over the following key expected output in Lesson the following question: over the following
thought: 3: Information Ad (TV, “How did the connected motive question: “To
“Pronouns are used so that radio, or print) events contribute to the what extent would you
you do not keep using totality of the movie?” use your strength to
nouns all throughout a save the person you
text.” love?”
C. Presenting Have the students compare Present samples of explicit Optional: Viewing of the Interactive Reading of
Examples/Instances of the and contrast reflexive & and implicit signals and movie, “Life of Pi” the Selection entitled,
Lesson intensive pronouns using a have the students (time-consuming) Orpheus
Venn Diagram differentiate implicit and Present the summary or the
explicit signals movie review of the film,
“Life of Pi”
D. Discussing New Concepts and Have the students Have the students listen to Have the students discuss Have the students
Practicing New Skills #1 accomplish Task A & B on the song, “Let it Go” & let their answers to the answer the processing
page 45 of the LM them determine implicit processing questions on questions on page 57.
and explicit signals from pages 59-60 of the LM in a Optional: Pass the Dice
the lyrics small group Activity in designating
questions to students
E. Discussing New Concepts and Discuss the ethics of public Let the students Let the students accomplish Discuss shortly what is
Practicing New Skills #2 speaking and have them accomplish Task 1 Boy-Girl Task 4 Mystery Words on exposition, falling
accomplish the provided Power on page 53 of the pages 54-55 of the LM action, climax, rising
worksheet LM action, and resolution,
then facilitate students’
responses on Task 6
Element-Array on page
58 of the LM
F. Developing Mastery Let the students Facilitate students’ Elaborate/explain the Have the students
(Leads to Formative accomplish Task 18 Caps responses on the answers on the processing orally discuss their
Assessment 3) Locked on page 48 processing questions on questions on page 55 of the answers to the
page 54 of the LM LM processing questions
on Task 6 (page 58)
G. Finding Practical Applications Have the students answer Let the students cite real- Have the students correlate Cite instances where
of Concepts and Skills in Daily the following through life situations that make the events and totality of people risk so much for
Living Think-Pair-Share: use of implicit and explicit the movie to their own the sake of their loved
“What are the instances in signals experiences and their ones
life where you can use the contribution to life
ethics in public speaking?”
H. Making Generalizations and Facilitate the students’ Facilitate students’ Let the students answer the Have the students
Abstractions about the responses on the following: responses on the following: following: answer the following:
Lesson “Describe an ethical public “How are explicit and “What insights have you “Why should you
speaking.” implicit signals used by the learned from the movie capitalize on strengths
speaker to highlight adaptation/summary?” and recognize your
significant points?” weaknesses?”
I. Evaluating Learning Travel Brochure (page 50) Using the printed copy of a Using the words in the Accomplish Task 7 Alice
song, have the students mystery words, have the Low on page 58 of the
determine the implicit and students take a short quiz LM
explicit signals used in the on the formal and informal
lyrics to highlight points definition of the words
J. Additional Activities for Accomplish My Treasure on Have the students Encourage students to Research: How to Make
Application or Remediation page 51 of the LM and accomplish Task 3 What watch the film, “Life of Pi” an Effective
write your answers on a are You Made of? with their family at their Information Ad
journal own leisure time
VII.REMARKS
VIII. 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?
CAPITALIZING ON
DEALING WITH PERSONAL CHALLENGES:
STRENGTHS AND
II. CONTENT
RECOGNIZING
WEAKNESSES:
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P59-66 P67-68 P69 & 71
3. Textbook Pages P59-66 P67-68 P69 & 71
4. Additional Materials from None None None
Learning Resource (LR)
portal
E. Other Learning Resources None Sample Impressive Photo Dictionaries; and “Never
Essay Give Up in Life” (an
inspirational video)
IV. PROCEDURES
A. Reviewing Previous Lesson or Have the students give Have the students read the Have the students share
Presenting the New Lesson words or group of words to text under Your Journey on their expectations set last
associate with the words: page 67 of the LM and meeting
Opinion and Assertion deliberate its key thought/s
B. Establishing a Purpose for the Ask students to deliberate Inform the students of the Ask students: “How do
Lesson the relevance between expected output of the human desires, intuitions, &
giving insights, opinions or lesson: Impressive Photo motives lead to dealing with
assertions, and expressions Essay personal challenges?”
to emphasize a point or to
effectively communicate in
public
C. Presenting Interactive Discussion: Have the students mull Have the students mull over
Examples/Instances of the Techniques in Effective over the quotation by an the following:
Lesson Public Speaking and Words anonymous writer on page “You are what you are and
& Expressions to 68 of the LM where you are because of
emphasize a point what has gone into your
mind. You can change what
you are and where you are
by changing what goes into
your mind.” – Zig Ziglar
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?
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
N. Discussing New Concepts and Discuss the following Have the students Facilitate students as they Facilitate students as they Remedial Reading or
Practicing New Skills #2 Literary Elements: Theme, accomplish Task 8 Life Skills go over the ideas for a go over the ideas for a panel Instruction/ICL
Tone, Mood, Technique, & Connection and let them panel discussion on page discussion on page 90 of the
Purpose of the Author; share their opinion on the 90 of the LM LM
then let the students text entitled Koran
identify such elements in
the selection read
O. Developing Mastery Have the students Let the students Group the students and Group the students and Remedial Reading or
(Leads to Formative accomplish Lasting Virtue accomplish What Always have them designate roles: have them designate roles: Instruction/ICL
Assessment 3) Activity on page 85 of the Worked Activity on page 88 chairman, and panelists or chairman, and panelists or
LM of the LM discussants discussants
P. Finding Practical Applications Let the students give Have the students cite Let the students give real- Let the students give real- Remedial Reading or
of Concepts and Skills in Daily instances in their life where instances where they were life situations where panel life situations where panel Instruction/ICL
Living they have sacrificed able to successfully discussions are used discussions are used
something for others persuade someone (e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions)
Q. Making Generalizations and Have the students answer Let the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the the following: the following: the following: the following: Instruction/ICL
Lesson “What are the insights or “What techniques should “How will you conduct a “How will you conduct a
lessons have you learned you employ or use to be panel discussion?” panel discussion?”
from the story?” able to convince or
persuade someone?”
R. Evaluating Learning Let the students answer Accomplish The Power of Panel Discussion Panel Discussion Remedial Reading or
the questions in Thinking it the Song (page 88) (Continuation) Instruction/ICL
Through on page 85 of the
LM
Additional Activities for Answer the following: Let the students Conduct research Peer Evaluation of Other Remedial Reading or
Application or Remediation “How will you convince accomplish Thought for (if possible), and take notes Group’s Discussion Instruction/ICL
others to agree with you Today Activity on pages 88- on the possible questions
that it is important to read 89 of the LM to be used in the panel
and discuss myths, tales, discussion
legends and other stories?”
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
B. Establishing a Purpose for the Have the students share Have the students share Have the students mull Inform students that the Remedial Reading or
Lesson their prior knowledge on their prior knowledge on over the following: expected output of the Instruction/ICL
what is a panel discussion what is a panel discussion “You should eat to live, and lesson is to present a short
not live to eat.” persuasive essay
C. Presenting Have the students view a Have the students view a Present a modal bank and Remedial Reading or
Examples/Instances of the sample panel discussion sample panel discussion have the students guess Instruction/ICL
Lesson what words are they
D. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Facilitate students in Facilitate students in Remedial Reading or
and Practicing New Skills #1 Deliberate on the insights Deliberate on the insights answering Sense of Value answering Task 1 I Always Instruction/ICL
learned from the sample learned from the sample Activity on page 86 of the Connect Game on page 93
panel discussion panel discussion LM of the LM
E. Discussing New Concepts and Facilitate students as they Facilitate students as they Discuss the different Discuss how to give Remedial Reading or
Practicing New Skills #2 go over the ideas for a go over the ideas for a modals such as must, denotative and connotative Instruction/ICL
panel discussion on page panel discussion on page should, etc.; and let the meaning to words; and have
90 of the LM 90 of the LM students answer Rewarding the students undergo some
Activity (page 87) drills
F. Developing Mastery Group the students and Group the students and Have the students Let the students answer the Remedial Reading or
(Leads to Formative have them designate roles: have them designate roles: accomplish Looking Ahead downloaded worksheet Instruction/ICL
Assessment 3) chairman, and panelists or chairman, and panelists or Activity on page 100 of the (connotation & denotation)
discussants discussants LM
G. Finding Practical Applications Let the students give real- Let the students give real- Cite instances in life where Cite instances in life wherein Remedial Reading or
of Concepts and Skills in Daily life situations where panel life situations where panel people get to use modals in they can apply their Instruction/ICL
Living discussions are used discussions are used daily conversations knowledge on denotation
(e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions) and connotation
H. Making Generalizations and Have the students answer Have the students answer Let the students answer Let the students answer the Remedial Reading or
Abstractions about the the following: the following: the following: following: Instruction/ICL
Lesson “How will you conduct a “How will you conduct a “What are modals?” “What is the difference
panel discussion?” panel discussion?” “When do we use modals?” between connotation and
denotation?”
I. Evaluating Learning Panel Discussion Panel Discussion Self-constructed Long Quiz Accomplish Meaningful Remedial Reading or
(Continuation) (Continuation) /downloaded worksheet Search (page 96) Instruction/ICL
(Modals)
Additional Activities for Peer Evaluation of Other Peer Evaluation of Other Make a success plan using Read in advance the text Remedial Reading or
Application or Remediation Group’s Discussion Group’s Discussion modals From the Analects by Instruction/ICL
Confucius
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 24 – 28, 2017 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw Remedial Reading or
Competencies/Objectives: generalizations spoken communication selection may be similarities and differences Instruction/ICL
EN10VC-Ig1.5/2.5:Draw may be repaired or influenced by culture, of the featured selections in
generalizations and enhanced history, environment, or relation to the theme
conclusions based on the other factors
materials viewed
TURNING CHALLENGES TO OPPORTUNITIES:
II. CONTENT Making Generalizations Repairing or Enhancing Similarities and Differences Remedial Reading or
Literary Analysis
and Conclusions Spoken Communication of Selections Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
3. Textbook Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources Video Clip of One Arm Handouts in repairing or None None None
Young Lady & a One Legged enhancing spoken
Young Man; Pictures communication; speeches
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the key thoughts on Review the key thoughts in Have the students share Review the insights from the Remedial Reading or
Presenting the New Lesson denotation and making generalizations their Map of Targets in selection discussed Instruction/ICL
connotation Task 4 (page94) previously
B. Establishing a Purpose for the Have the students answer Have the students share Have the students mull Ask the students the ways to Remedial Reading or
Lesson the following: their answers to the over the short text under draw similarities and Instruction/ICL
“How do you turn your following: Your Text on page 94 of the differences
challenges into “Do spoken communication LM
opportunities?” need to be repaired or
enhanced? Why?”
C. Presenting Have the students view the Have the students view a Interactive Reading of the Interactive Reading: Zen Remedial Reading or
Examples/Instances of the video clip of “One arm short speech text From the Analects Parables (p. 100) & Practice Instruction/ICL
Lesson young Lady and a One (pages 95-96) and Uphold Positive Attitude
legged Young Man” (p. 103)
D. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Have the Have the students Have the students discuss Remedial Reading or
and Practicing New Skills #1 Generalizations from the students identify the parts accomplish Theme their answers to the Instruction/ICL
video clip viewed in the speech that needs to Connection on pages 96-97 questions on page 100 of
be repaired or enhanced the LM
E. Discussing New Concepts and Picture Analysis: Make Have the students Explain how the selection Let the students discuss Remedial Reading or
Practicing New Skills #2 generalizations based on accomplish Taking a Stand From the Analects may be their answers to the Instruction/ICL
the picture posted for or against (pages 97-98) influenced by culture, questions on page 104 of
history, environment, or the LM
other factors
F. Developing Mastery Post a picture and answer Give a sample speech and Think-Pair-Share: Let the Have the students Remedial Reading or
(Leads to Formative the following: have the students examine students share their accomplish A Call Up for Instruction/ICL
Assessment 3) “What does the picture it and identify the parts to insights from the ideas Order Box on page 104 of
suggest about challenges & be repaired or enhanced conveyed by the selection the LM
opportunities?”
G. Finding Practical Applications Let the students give real- Ask students to give Cite instances in life where Cite instances in life where Remedial Reading or
of Concepts and Skills in Daily life situations where people instances in their life where people are able to resolve they get to give similarities Instruction/ICL
Living are able to turn challenges they wish to repair or problems due to helpful and differences of things
to opportunities enhance their spoken advices from others
communication
H. Making Generalizations and Have the students make Let the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the generalizations on the tips the following: the following: the following: Instruction/ICL
Lesson in making generalizations “Why is there a need to “What is the importance of “How do you draw
repair or enhance spoken turning challenges into similarities and differences
communication?” opportunities?” of two certain things?”
I. Evaluating Learning Make short essay on Alter Ego (page 101) Let the students identify Let the students draw Remedial Reading or
turning challenges to the parts in the selection similarities and differences Instruction/ICL
opportunities that are influenced by between the two selections
culture, history, read and discussed
environment, or other
factors
J. Additional Activities for Accomplish Task 4 Mapping Find a speech that needs to Remedial Reading or
Application or Remediation the Targets be repaired or enhanced Instruction/ICL
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 31 – August 4, 2017 Quarter: 1
B. Establishing a Purpose for the Ask the students to answer Ask the students to answer Ask the students to answer Ask the students to answer Remedial Reading or
Lesson the following: the following: the following: the following: Instruction/ICL
“How will you persuade “How will you persuade “How will you persuade “How will you persuade
someone through writing?” someone through writing?” someone through writing?” someone through writing?”
C. Presenting Ask the students when they Ask the students when they Ask the students when Ask the students when they Remedial Reading or
Examples/Instances of the have experienced have experienced they have experienced have experienced Instruction/ICL
Lesson persuading someone persuading someone persuading someone persuading someone
through writing through writing through writing through writing
D. Discussing New Concepts Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing a Remedial Reading or
and Practicing New Skills #1 a persuasive essay (page a persuasive essay (page a persuasive essay (page persuasive essay (page 105); Instruction/ICL
105); let the students 105); let the students 105); let the students let the students choose a
choose a subject of their choose a subject of their choose a subject of their subject of their choice
choice choice choice
E. Discussing New Concepts and Have the students go over Have the students go over Have the students go over Have the students go over Remedial Reading or
Practicing New Skills #2 the drafting guidelines and the drafting guidelines and the drafting guidelines and the drafting guidelines and Instruction/ICL
let them start drafting their let them start drafting their let them start drafting their let them start drafting their
own essay own essay own essay own essay
F. Developing Mastery Let the students go over Let the students go over Let the students go over Let the students go over the Remedial Reading or
(Leads to Formative the sharing through the the sharing through the the sharing through the sharing through the EQS Instruction/ICL
Assessment 3) EQS (page 106), and have EQS (page 106), and have EQS (page 106), and have (page 106), and have them
them undergo it them undergo it them undergo it undergo it
G. Finding Practical Applications Cite instances where Cite instances where Cite instances where Cite instances where people Remedial Reading or
of Concepts and Skills in Daily people become effective in people become effective in people become effective in become effective in Instruction/ICL
Living persuading others through persuading others through persuading others through persuading others through
writing writing writing writing
H. Making Generalizations and Have the students answer Have the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the the following: the following: the following: the following: Instruction/ICL
Lesson “What are the steps in “What are the steps in “What are the steps in “What are the steps in
writing a persuasive text?” writing a persuasive text?” writing a persuasive text?” writing a persuasive text?”
I. Evaluating Learning Persuasive Essay following Persuasive Essay following Persuasive Essay following Persuasive Essay following Remedial Reading or
the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- Instruction/ICL
107 of the LM 107 of the LM 107 of the LM 107 of the LM
Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or
Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
VI. REFLECTION 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?
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?