School Osmena Colleges High
School Department
DAILY LESSON PLAN
(DLP)
Code:ENG10Q1w4
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
/Objectives
II. Content
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. Procedures
ELICIT (5 minutes)
A. Reviewing previous
lesson or presenting new
lesson
Jeric.cabug@yahoo.com
Grade Level Grade 10
Teacher Jeric E. Cabug Learning English
Area
Teaching Week 4 Quarter Second Quarter
Date and October 15, 2019
Time 2:30 – 4:00 pm
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.
At the end of the lesson, at least 80% out of 169 students should be able to:
EN10LT-Id-2.2
EN10LT-Id-2.2.3
Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
Evaluate the different characters of the story “Hunchback of Notredame”
regarding their beliefs and behavior
Express appreciation for human nature presented in the story
Point-out how challenges, love and sacrifice are necessary conditions for
growth and development
“Hunchback of Notredame” by Victor Hugo
Pages 232-237
Celebrating Diversity through World Literature Pages 116-118
Visual and Audio Aids, ICT application video clips
The internet
Prior concepts or experiences are drawn out from the students by the teacher.
Motivation:
The teacher starts by sharing to the class that “Filipinos are stereotypes”
according to some local and national surveys conducted.
Teacher asks the following questions:
1. Is it true that Filipinos are stereotypes?
2. As a Filipino, what is your reaction to this statement which is quite
contrary to our culture?
The teacher chooses a representative from the class to sit in front to test whether
the survey is true or not by showing the PowerPoint presentation.
The PowerPoint shows pictures of men in different races, then the teachers asks
that if the man in the picture proposes to the girl, will she say “Yes” or “No”?

ENGAGE (5 minutes)
B. Establishing a purpose
for the Lesson
C. Presenting
Examples/Instances/Activiti
es for the new lesson
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Activities that stimulate learners’ thinking are provided to help them access and connect prior knowledge as a jumpstart to the
present lesson.
After the activity, the teacher leads the students to know that judging people by
their physical appearance is called STEREOTYPING.
The teacher explains why stereotyping and racial discrimination is related to the
topic to be discussed. The students will know the story of a man being judged as a
monster because of his physique and the sacrifice that he is willing to give just for
love.
The teacher shows a video clip about the story “the Hunchback of Notredame”.
Before the video showing, the teacher introduces first the background about the
author and about the Notredame.
Author: Victor –Marie Hugo
** Born on February 26, 1802 and died on May 22, 1885
** was a French poet, playwright, novelist, essayist, visual artist, stateman, human
rights activist and exponent of the Romantic Movement in France.
Notredame:
** Also known as Notre Dame Cathedral, is a Gothic, Catholic cathedral on the
eastern half of the city in the fourth arrondissement of Paris, France. It is the
cathedral of the Catholic Archdiocese of Paris
Showing of the video clip:
http://mousejunkies.com/wp-content/uploads/2012/03/hunchback.jpg
After watching the video clip, the teacher asks the following questions:
1. Who are the characters in the story?
2. What is the setting of the story?
3. Who is the antagonist in the story?
4. Is the reason of Claude Frollo in killing the gypsy mother and Quasimodo

EXPLORE (15 minutes)
Note: Optional Interdisciplinary
Contextualization (Icon):
Indigenization, Localization) may be
integrated in this part.
D. Discussing new concepts
and practicing new skills
#1
E. Discussing New concepts
and practicing new skills #2
EXPLAIN (15 minutes)
F. Developing mastery
ELABORATE (10 minutes)
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justifiable? Why?
5. If you were the Archdeacon, would you believe him?
6. If you were to put in the shoes of Quasimodo, who is deaf and has a giant
humpback, would you forgive Claude Frollo in killing your mother in
exchange of bringing you up?
7. What can you say about Quasimodo, Claude Frollo and La Esmeralda?
8. If you were to choose one character in the story to represent yourself, who
would it be? Why?
Learners are given time to process information and concepts of the new lesson: to think, plan, investigate, and organize collected
information.
Performance of planned or prepared activities from the Learners’ Manual
Guide Questions may be provided.
After the processing questions of the story, the teacher discusses the affirmation
and negation expressions:
That’s right, I respect you for that,
No doubt about it Pardon me, but
Certainly, I have nothing against your point,
That is absolutely right, however,
I have nothing against it, Maybe you’re right, but,
Yes, you’re right, I know what you are trying to imply,
but
That is indeed great,
You have a great point, however,
Definitely,
I’m sorry, but
That’s absolutely correct
I understand that, however,
Learners are involved in the analysis of their exploration. Learner conceptual understanding is clarified and modified because of
reflective activities they conducted. Data and results gathered are analyzed. Guide Questions are answered leading to the focus
concept or lesson for the day.
The teacher
facilitates a debate by dividing the house in an
unconventional way. The debate will be based on the two standards of
relationship whether love or physical appearance.
PHYSICAL APPEARANCE
L O V E
If the students have already chosen on which side they prefer, then that’s the side
they have to defend or justify.
Students are given opportunities to expand and elucidate their understanding of the
concept and/or apply it to a real-world situation.
Teacher clarifies learners’ misconceptions (if any) by validating student responses
through standard Science concept/s.
 G. Finding practical
In the duration of the debate, the teacher collates the answers from both houses
applications of concepts and
and asks the students to relate their answers in their real life story based on the
skills in daily living
follow-up questions below:
Why we need love in a relationship?
Why we need our partners to be good-looking?

H. Making generalizations
and abstraction about the
lesson
With all the answers posed by the students, the teacher asks the final question:
WHICH OF THESE SIDES WILL MAKE A RELATIONSHIP LONGER?
The teacher generalizes the importance of love and physical aspect of a person in
life. And on how the students should deal with different confusions about
differences and what common bonds should be found to hurdle differences.

Provides a short concept check test items and answer key aligned to the learning
EVALUATE (5 minutes)
objectives, content and performance standards (may be oral or written formative
test). Misconceptions, if any, are also addressed.

On a piece of paper, answer the following items briefly.

I. Evaluating Learning
(3pts) 1. Who is the author of the novel Hunchback of Notredame? Give a brief
background.
(3pts) 2. Who are the main characters of the story? Choose 2 characters and
describe each briefly.
(2pts) 3. If you were Quasimodo would you thank or hate Claude Frollo?

Situations that explain the topic in a new context, or integrate it to another

EXTEND (5 minutes)
discipline/societal concern.)
In your assignment notebook, write your experience of sacrificing just for your
J. Additional activities for
love whether romantic or parental love and what you have learned based on that
application/Remediation
experience.

Teacher Self-Assessment

V. Remarks

VI. Reflections

A. No. of learners who

earned 80% on the
Formative Assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
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

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 strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material did I
use/ discover which I wish
to share with other
teacher?

Prepared by:

JERIC E. CABUG
G10- English

Jeric.cabug@yahoo.com