School: Sto.
Niño National High School
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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Prepared by:
MS. MARJORIE JOY M. NALUPA
Teacher I
Grade Level: 10
Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: June 11, 13-14, 2018 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 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 literature and other text types serve as sources of wisdom in 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.
(Base on the Curriculum Guide for English 10 – 2ND week) –
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.
BUILDING UP DEFENSES
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.
PAGE 31-51
PAGE 31-51
Textbooks, Visual Aids, Hand Outs, Dictionaries, Hub of the Internet
 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
IV. PROCEDURES 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. OBJECTIVES EN10RC-Ib-2.15.2 EN10LC-Ib-4 EN10VC – Ib-1.4/2.4 EN10LT-Ib-2.2 EN10G-Ib-27
EN10LT-Ib-2.2.1
B. LEARNING TASKS Determine the effect of Get information from Determine how Explain how the elements Use intensive pronouns
textual aids on the various text types that connected events specific to a genre contribute in meaningful discourse.
understanding of a text. can be used in everyday contributed to the totality to a theme of a particular
life. of material viewed. literary selection.

Express appreciation for

C. LEARNINING TASKS * What Am I?
* Discrimination Check
* Mirror, Mirror
D. * Brainstorming
ASSESSMENT/EVALUATION * Individual Output
Presentation
REMARKS:
Enduring and Essential
One Minute Essay
* Guide for Reading
* Mystery Word
Graphic Organizers
(with Rubric)
sensory images used.
* Dissecting the Text * Creating a Personal
Visualizing the Text Goal
* Makes Sense to Me
Discussions/Questioning\/Quiz Graphic Organizers (with
Rubric)

Prepared by: Inspected by: Date: _________________________

MARJORIE JOY M. NALUPA ARLYN P. MURILLO

Teacher I Principal II

IV. PROCEDURES
A. Making Generalizations and
Abstractions about the Lesson
B. Evaluating Learning
C. Additional Activities for
Application or Remediation
V. REMARKS
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.
Let students discuss their Remedial/Enhancement
What are the significant What are the significant What are the significant symposium with their Reading Schedule/ICL
learnings you get from the learnings you get from the learnings you get from the classmates
lesson lesson lesson
Draft of the mini-symposium Practice the presentations Practice the presentations Present their symposium
script by group will be the for the symposium for the symposium
evaluation
Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
and presentation for the and presentation for the and presentation for the make use of a
symposium. symposium symposium symposium?
Note: JANUARY 19- 20, 2017 (3RD QUARTER EXAMINATION)
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
School: Sto. Niño National High School Grade Level: 10
Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: January 23 – 27, 2017 Quarter: 4
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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10LC-IVa-16: Listen to EN10SS-IVa-1.5: Use EN10LT-IVa-2.2.1: Express EN10LT-IVa2.2: Explain Remedial/Enhancement
simplify, reorganize, synthesize locational skills to gather appreciation for sensory how the elements specific Reading Schedule/ICL
and evaluate information to information from primary and images used to a genre contribute to the
expand, review, or update secondary sources of
theme of a particular
knowledge information
literary selection
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.
REBUILDING OUR SOCIETIES
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.
P361-362 P363 P364-367 P364-367
P408-409 P409 P410-415 P411-415
 3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Prepared by:
MS. MARJORIE JOY M. NALUPA
Teacher I
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
P408-410 P409 P410-415 P411-415
Video Clip Textbook, video clip, Copy of the reading text, Copy of the text
PowerPoint presentation on video clip
Primary and Secondary
sources
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.
Showing of video clip Show a video on primary Share your answer on the Review with the class the Remedial/Enhancement
and secondary sources additional task given of the story, “The Little Prince” by Reading Schedule/ICL
previous lesson guiding students to answer
the processing questions on
page 414
Sharing of observations on Elicit observation from Have the students watch a Present to the class the
the video clip watched. students of the video video from youtube.com graphic organizer of Task 6
shown. “What is a Friend” on page 415 of the LM
Ask the students the places Present what are primary Let the students do Task 4 Walk through with the
in the Philippines that they and secondary sources on page 410 of the LM. students in completing the
have already visited. graphic organizer
Let the students share their Give examples of each and Give a brief background of Group work:
experiences and discuss. the author
discoveries about the Do Task 7 on page 415 of
country from their travels. the LM

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
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
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.
Let the students make a Let the students give their Let the students answer the Let the students discuss Remedial/Enhancement
concept map regarding the own examples. anticipation guide of Task 5 among their group the task Reading Schedule/ICL
video clip watched. on page 410 of the LM. assigned to them in the
group activity
Small group sharing Let the students answer the Allot some time for the Work on the completion of
exercises on Task 2 on students to read the text. the task in the group activity
page 409 of the LM. assigned to them
Ask students the Process the activity by
Processing Questions on asking the following With the convenience that With the convenience that
LM page 409. questions: technology brings in making technology brings in making
friends, do you think that friends, do you think that
How did you complete the being a friend and being a friend and
task? befriending another has befriending another has
What helped you classifying become superficial? become superficial?
the materials
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.
. Ask: Remedial/Enhancement
What makes you proud of How do we make and keep How do we make and keep Reading Schedule/ICL
the Philippines? How important is the friends? friends?
correctness of information
in research writing?
 I. Evaluating Learning Making of the Concept Map Task 2 on page 409 of the Completion of Task 4 and 5
will serve as evaluation LM will serve as the will serve as evaluation Presentation of the group
evaluation. activity will serve as
evaluation.

J. Additional Activities for
Application or Remediation
Answer:
If given the chance to travel
for free, which destination
will you visit first?
Complete the Task 3 on Group students ahead of If the activity cannot be
page 409 of the LM time and let them prepare completed within the lesson,
for Task 7 on page 415 of make it an extended
the LM activity.

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 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?
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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
School: Sto. Niño National High School Grade Level: 10
Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: January 30 – February 3, 2017 Quarter: 4
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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: Expand EN10V-IVb-30: Get familiar EN10LC-IVb-3.18: Get Remedial/Enhancement
simplify, reorganize, ideas using principles of with technical terms used in different viewpoints on various Reading Schedule/ICL
synthesize and evaluate cohesion and coherence research local or global issues
information to expand, EN10LC-IVb-16.1:
review, or update knowledge Distinguish the important
points from less important ones
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.
REBUILDING OUR SOCIETIES
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.
P367-370 P371-372 P372-373 P374-375
P415 P416-417 P417-418 P419-420
P415 P416-417 P417-418 P419-420
Graphic organizer found in Textbook Textbook Textbook, survey result
the TG on page 367,
Prepared by:

MS. MARJORIE JOY M. NALUPA

Teacher I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New 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.
Prepare the students for the Recall lesson on cohesion Share with the class a Share a recent survey from Remedial/Enhancement
listening activity by and coherence documentary that you’ve an organization about socio- Reading Schedule/ICL
presenting a blank graphic seen recently. cultural issue.
organizer

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Ask the students to look
closely at the parts of the
graphic organizer. Tell
them that they have to
supply the missing parts in
order to simplify and
recognize the ideas of the
text.
Tell the students that you
are going to read the text
twice. If you opted to have
the text recorded, tell them
that the audio file will be
played twice.
Direct the class to the input
given in the LM on page
416 about coherence.
Discuss the cohesive
devices in the LM and
provide other examples
Tell the class that they are
about to complete the first
step in writing a research
report which is selecting
and limiting a topic.
Ask the students to read
“How to select and limit a
research topic” on page
417-418.
Let the students share any
information about the
survey that you just shared.
Ask students if they have an
idea about the preparations
implemented before arriving
at the result.

D. Discussing New Concepts and
Practicing New Skills #1
Remind them to listen very Ask students to give some Discuss with the students Discuss the guidelines on
carefully. In the first more examples what they have read. how to develop a
playback, they may start questionnaire for research.
supplying information to
complete the graphic
organizer

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 Process the listening text by Ask students to use Divide the class into six Let the class return to their Remedial/Enhancement
 Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
asking the students the cohesive devices in a groups and present to them groups and ask them to Reading Schedule/ICL
questions on Task 8 in the sentence the graphic organizer on study the sample
LM page 415. page 418 and explain to questionnaire that you will
them what to do provide.
Complete the graphic Provide teacher-made drills Students complete the Ask the groups to study the
organizer given at the on the use of cohesive graphic organizer with the sample questionnaire and
beginning of the lesson. devices information required let them identify if it followed
the discussed guidelines.
If what you have heard is a Give instances when we Go over the input and tell Tell points on how to
fiction, how would you have can use cohesive devices them to answer the improve the sample
ended the story? questions on each part questionnaire.
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.
. Let a representative of the What significant learnings Remedial/Enhancement
Share your realizations of Share the importance of group report their output to have you learned in class Reading Schedule/ICL
the story. cohesion. the class. today?
Completion of the Graphic Complete the exercise on Completion of the graphic Group output will be
Organizer will serve as page 417 on cohesive organizer serves as presented in class
evaluation devices. evaluation.
Divide the class into groups Read in advance How to Research in advance about Complete Task 13 on page
of 5 and Do Task 9 of the Select and Limit a Research the topic chosen 420 of your LM
LM on page 416. Topic on page 417.
 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?

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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
School: Sto. Niño National High School Grade Level: 10
Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: February 6-10, 2017 Quarter: 4
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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: Express EN10LT-IVb2.2: Explain how EN10VC-IVc29:Appraise ICL
how the elements specific to a appreciation for sensory the elements specific to a the unity of plot, setting
genre contribute to the theme images used genre contribute to the theme and characterization in a
of a particular literary selection of a particular literary selection
material viewed to achieve
EN10LT-IV-b2.2.2: Explain
the literary devices used
the writer’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.
REBUILDING OUR SOCIETIES
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.
P382-383 P383-384 P384-385 P386
P423-429 P425-426 P427-431 P431-432
P121-122 P425-426 P427-431 P431-432
None – textbook only Picture of the Weeping Copy of the text, textbook Copy of the movie ET,
Woman by Picasso textbook, task sheets
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New 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.
Let students enumerate the Ask: Allow the students time to Invite the students to the Remedial/Enhancement
figures of speech that they read the Poem “A Marian film viewing of ET Reading Schedule/ICL
know What is a walk that is felt?” Sends a Postcard Home”

B. Establishing a Purpose for the Ask them to give examples Tell the students that the Discuss the poem by letting Give the guide questions
Lesson of these figures of speech answer to the question is the students answer the ahead of time on page 431
“Dance.” Dance is a walk questions found in the LM (Task 7) before the start of
that is felt. on page 429. the film viewing.

C. Presenting Examples/Instances of Give them drills to identify Guide the students in Let the students cite some Group the class in advance
the Lesson different figures of speech answering Task 2 on page lines from the text to prove and assign them to do Task
425 of the LM their answer. 8 on page 432

D. Discussing New Concepts and
Practicing New Skills #1
Introduce to them new
figures of speech
(Alliteration, Allusion,
Metonymy, Oxymoron,
Litotes, Analogy, Allegory,
Caesura, Deus Ex
Machina)
Show a replica of Picasso’s
“The Weeping Woman”
Let the students guess the
title of the painting (Task 3,
page 425 of the LM)
Group activity:
Assign 2 images per group.
Let the students identify
which of the listed images
appeared in the poem.
Film viewing while taking
note on the answers of the
guide questions and tasks
assigned to them earlier.

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 Provide examples for each Answer the questions in the Have the students Film viewing while taking Remedial/Enhancement
Practicing New Skills #2 kind LM on page 425,Task 3 brainstorm for their answers note on the answers of the Reading Schedule/ICL
guide questions and tasks
assigned to them earlier.

F. Developing Mastery Give drills in identifying the Small Group Work Let them write their answers Film viewing while taking
(Leads to Formative Assessment 3) new figures of speech on a Manila Paper and note on the answers of the
Prepare the students to prepare for a group report. guide questions and tasks

G. Finding Practical Applications of
Concepts and Skills in Daily Living
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
unlock the challenge of the assigned to them earlier.
poem by telling them
answer the puzzles in Task
4 on the LM page 426
Let students use the figures Ask: Relate the message of the Film viewing while taking
of speech in a sentence. poem to real life note on the answers of the
How did you find the guide questions and tasks
activity? assigned to them earlier.
Were you challenged when
you were solving the
puzzles?
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.
What is the purpose of What helped you in What significant realizations Film viewing while taking Remedial/Enhancement
using figures of speech? answering them? have you made after the note on the answers of the Reading Schedule/ICL
Can you tell the class other activity? guide questions and tasks
puzzles that you know? assigned to them earlier.
Let the students do Task 1 Task 4 will serve as Group activity will serve as Presentation of the group
on LM page 423 evaluation evaluation activity
Research on Picasso Read in advance the poem If the activity is not Movie will continue the next
found on page 427-428 if completed, make it an meeting.
the LM extended task.
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.
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: Sto. Niño National High School Grade Level: 10

DAILY LESSON LOG Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: February 13-17, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: Synthesize EN10VC-IVd29:Appraise the EN10VC-IVd29:Appraise the ICL
different viewpoints on essential information about a unity of plot, setting and unity of plot, setting and
various local or global chosen issue characterization in a material characterization in a material
issues viewed to achieve the writer’s viewed to achieve the writer’s
EN10LC-IVc-16.1: purpose purpose
Distinguish the important
points from less important
ones
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.
BRIDGING GAPS / TRANSCENDING BORDERS
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.
P390-391 P400-401 P402 P402
P435-436 P439-441 P441 P441
P435-436 P439-441 P441 P441
Video clip, textbook textbook Les Meserables movie, Les Meserables movie,
textbook textbook
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.
Show a video of an Let the students do Task 1 Share answers of the Task Watch the film Les Remedial/Enhancement
interview on LM page 439 4 K-W-L Chart on Les Misrables while completing Reading Schedule/ICL
Miserables the instructed activity
Ask students about their Ask the Processing Instruct and group students Watch the film Les
 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)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV.REMARKS
observations of the video
shown
Tell the students that they
will soon be interviewing
resource people from their
locality.
Present the attached
sample interview guide to
the students.
Instruct the students that
they will be working with
their groups in formulating
guide questions for their
future interview.
Show them the graphic
organizer in the LM page
436 to properly guide them
in this activity.
Summarize steps on how to
conduct an interview
What are the important
points to remember in
conducting an interview?
Completion of the graphic
organizer and the actual
interview (recorded / video
taped) will serve as
evaluation
Conduct the interview
Questions found on LM
page 440.
Ask:
What are the other terms
that we can use to classify
characters?
With a partner, do Task 2
on page 440 of the LM
Process the activity by
letting the students answer
the questions on page 440
of the LM
Do Task 3 on page 440
Process the activity by
letting the students answer
the questions on page 440
of the LM
Process the activity by
letting the students answer
the questions on page 440
of the LM
Completion of the tasks will
serve as evaluation
Answer Task 4 on page 441
in advance to take note on Misrables while completing
the necessary information the instructed activity
for them to do Task 7 on
page 446 of the LM
Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed activity
Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed activity
Watch the film Les Watch the film Les Remedial/Enhancement
Misrables while completing Misrables while completing Reading Schedule/ICL
the instructed activity the instructed activity
Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed activity
Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed activity
Watch the film Les Watch the film Les Remedial/Enhancement
Misrables while completing Misrables while completing Reading Schedule/ICL
the instructed activity the instructed activity
Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed activity
Watch the film Les Watch the film Les
Misrables while completing Misrables while completing
the instructed activity the instructed 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 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: Sto. Niño National High School Grade Level: 10

DAILY LESSON LOG Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: February 20-24, 2017 Quarter: 4

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:
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
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get familiar EN10SS-IVe-2.3: Compose a EN10SS-IVe-2.3: Compose a Remedial/Enhancement
similarities and differences with technical terms used in research report on a relevant research report on a relevant Reading Schedule/ICL
of the featured selections in research social issue social issue
relation to the theme
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.
TRANSCENDING BORDERS
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.
P400-408 P408 P409 P409
P439-452 P452-456 P452-456 P452-456
P439-452 P452-456 P452-456 P452-456
textbook textbook textbook textbook
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.
What was the best part of Review on the different Present a sample literature Follow up the students of Remedial/Enhancement
the movie for you? ways of citing sources review their progress on the activity Reading Schedule/ICL
discussed in the previous given the previous meeting.
quarter.
Remind the students of the Provide the class some Ask the students about their Ask students to share
group task they were ought exercises to cite sources opinion on the sample difficulties they met while
to present after the movie literature review doing the activity.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
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
Presentation of the group Discuss their answers Allow the students to read Allow other students to
Task the notes about literature participate in sharing
review on pages 453. insights on how to solve the
difficulties met.
Presentation of the group Divide the class into In their groups let the Give them practical pointers
Task different groups and let students study the qualities on how to go about their
them work on preliminary of a good Literature Review research
activity for writing a socio- Matrix
cultural issue.
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.
Presentation of the group Give the guide questions for Ask the class to analyze the Let them go back to their Remedial/Enhancement
Task the group: sample literature review groups and continue making Reading Schedule/ICL
matrix using the qualities their literature review.
What will your research given in the LM page 453-
report be about? Why do 454.
you need to study it?
Presentation of the group Let the group further Analysis of sample literature Continue making their
Task discuss the following: matrix literature review
What sources will you need
to study your subject? How
do you complete data
gathering?
What feelings did you share Ask: Ask a representative from Ask a representative to give
with any of the characters? each group to share their an update of their progress.
How will you work with the output.
outline of your research?
 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 If you were the author, Ask: Let the students work on Let the students work on Remedial/Enhancement
Abstractions about the Lesson would you change the completing their Literature completing their Literature Reading Schedule/ICL
ending? What changes How will you prepare for Review Matrix in Review Matrix in
would you do with the the research activity? preparation for the research preparation for the research
story? report about a socio-cultural report about a socio-cultural
issue of your choice. issue of your choice.

I. Evaluating Learning
J. Additional Activities for
Application or Remediation
Presentation of the group Passing of the group
Task output.
Complete the Task 8 on IF activity is not completed,
page 447. give it as an extended task.
It will serve as the spring
board to the next lesson
Ask a representative from
the group to share the
progress of their output.
If activity is not completed,
give it as an extended task.
Ask a representative from
the group to share the
progress of their output.
If activity is not completed,
give it as an extended task.
Agree among the students
the deadline of the output.

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 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: Sto. Niño National High School Grade Level: 10

Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: February 27 – March 3, 2017 Quarter: 4

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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10RC-IVf-2.12: Draw
Competencies/Objectives: conclusions from the set of
details
EN10LC-IVf-3.2: Raise
questions and seek
clarifications on issues
discussed in the text listened to
EN10LT-IVf14.2: Explain
how the elements specific to a
selection build its theme
EN10OL-IVf-5: Use the ICL
correct prosodic features of
speech.
EN10G-IVf-32: Observe the
language of research,
campaigns, and advocacies

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
LEARNING IN THE 21ST CENTURY
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 P419-420 P420-421 P421 -422 P423-425

2. Learner’s Materials Pages P457-459 P459-462 P462-464 P466-471

3. Textbook Pages P457-464 P459-462 P462-464 P466-471

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Textbook, laptop, projector Textbook, laptop, projector textbook None – textbook only

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for 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.
Discuss briefly the Let the students write the Pose again the question: Remind students about their ICL
importance of charting one’s word/phrase “Out of the narrowed down topic for
learning progress. box” on a graffiti wall. What kind of education do research and their outlines.
the 21st century learners
need?
Instruct the students to use Tell the students that they Process the students’ Let students assess what
graph to assess their will refer back to the graffiti answers. they have achieved so far
learning progress in the wall during the course of the and to determine whether or
different subject areas. lesson. not they are ready to write

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)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
Let the students identify
their level of Proficiency
using the guide from DepEd
Order 73.
Ask:
In what subject areas are
you doing well? How can
you sustain this?
Ask:
What areas need
improvement? How can you
address this?
Ask the students to fill out
the graphic organizers to
address the questions in
item C.
Encourage students to
share their answers to the
class
Ask:
What did you find out about
your progress?
Ask:
“What is the importance of
education?”
Let the students read the
excerpt from “Kaffir Boy” by
Mark Matabane
Remind students to take
note of the processing
questions on page 462 as
guide posts to
comprehending the story
Tell them to copy the
graphic organizer in
question 2 to their notebook
on page 459.
Ask:
If you were the character,
would you also be
persuaded by the mother’s
viewpoints? Why/why not?
Ask:
What kind of education do
the 21st century learners
need?
the draft through the
checklist.
Ask students to read essay, Let the students do Task 6
“ What is a Liberal on LM page 466.
Education?” by Sir Richard
Livingstone
Engage students in a Process their answers
discussion of the essay
through the following
questions:
What does liberal education
mean according to the
Greeks?
Ask: Let the students do Task A
“Getting Ready to Write” on
What constitutes liberal LM page 467 to determine
education? their attitude towards
writing.
What is the origin of the
word “liberal?”
Let students explain their
Let students answer the last answers
question, “How can the 21st
century Filipino student
benefit from liberal
education?” through a short
skit
Ask: Let the students summarize
the elicited responses on
Is technical education also the board through a concept
important? Why map
Ask:
Let students answer
What is the difference Questions 1-3 on page 468.
between technical and
liberal Education?
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
Prepared by:
MS. MARJORIE JOY M. NALUPA
Teacher I
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
Ask the students to fill out Presentation of the skit. Let the students do Task B
Filling out of the graphic the graphic organizer on LM page 468.
organizers found in the LM copied.
will serve as evaluation
Read in advance selection Read in advance “What is a Complete the Venn Instruct students to transfer
on Excerpt from Kaffir Boy Liberal Education?” by Sir Diagram of Task 3 on page what they have learned in
on page 460-462 of the LM Richard Livingstone 465. this learning segment by
drafting their own research
report. Decide with the
class when to pass the
output
Reviewed/Checked by:
MR. REYNALDO C. SIANDA JR.
Principal I
School: Sto. Niño National High School Grade Level: 10
Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
Teaching Dates and
Time: March 6 - 10, 2017 Quarter: 4
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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10OL-IVg3.10: Use EN10SS-IVg1.6.3: EN10LC-IVc-3.18: Get EN10LT-IVe-21: Evaluate Remedial/Enhancement

Competencies/Objectives:
Write the LC Code for each
appropriate multimedia
resources that accompany
language
Acknowledge sources by
preparing a bibliography
EN10SS-IVg1.6.4: Use
writing conventions to
acknowledge sources
different viewpoints on various
local or global issues
EN10VC-IVf-6.1: Evaluate
how the elements that make
up reality and fantasy affect
viewing habit
literature as an instrument to Reading Schedule/ICL
express and resolve conflicts
within, between, and among
societies

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
LEARNING IN THE 21ST CENTURY / MOVING TOWARDS CONVERGENCE
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 P425-426 P427-428 P433-434 P434-436

2. Learner’s Materials Pages P469-470 P471-472 P475-477 P477-479

3. Textbook Pages P469-470 P471-472 P475-477 P477-479

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Video clip, text book Textbook, copy of their Pictures and Video Clip None – textbook only
research paper

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New 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.
Show the video clip about Let students give a Present ASEAN photo to Raise question to arouse ICL
plagiarism feedback of their activity last the class. student’s interest.
meeting
“What keeps convergence
from being realized?”

B. Establishing a Purpose for the Process what was viewed Recall the points on how to Prod the students to ponder Ask the students to share
Lesson by asking: write the main parts of a on the line, “One Vision, their answers.
research paper One Identity, One

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)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
What is plagiarism?
Ask?
What are signs of
plagiarism?
What are ways to avoid
plagiarism?
Let the students determine
which among the items in
the list on page 469 needs
to be cited.
Discuss the basic rules in
incorporating in-text
citations as found in the LM
page 470.
Ask the students to read
again their research report
and instruct them to identify
the introduction, body, and
conclusion.
Discuss the segment on
how to write the main parts
of a research paper / report
Instruct students to transfer
what they have learned in
this learning segment by
drafting their own research
report.
Let the students go back to
their groups to work on their
paper.
Tell the students to use the
guide on page 472 of the
LM to work on their paper,
Tell the students to divide
and assign to each member
of the group the parts of the
research paper as seen in
the guide on page 472.
Discuss the criteria on of a
research paper / report
Community.”
Ask the students to think of
ways that they can do to
actualize the vision of
ASEAN Integration.
Instruct the students to write
on their journal a pledge of
support to the ASEAN
Vision.
Process the responses of
the students. Give the
feedback as you deem
necessary.
Let the students view videos
concerning the ASEAN
integration.
Ask:
“Is the ASEAN integration
really important? Why/Why
not?
Tell the students that the
class will be reading a poem
that will allow them to
explore the theme.
Model the proper reading of
the poem to the students.
Ask the class to read the
poem afterwards.
Let the students work on the
context clues activity.
Facilitate deepening of
students’’ understanding of
the poem by posing
questions found on LM
page 479.
 H. Making Generalizations and
Abstractions about the Lesson
Ask students to give
suggestions on how to
improve their research
paper
Ask students to give
suggestions on how to
improve their research
paper based on the
research paper rubric found
on page 473
Instruct the students to Ask students to prepare a
create a Venn diagram on photo collage to present
their notebook. their answer to the following
questions:

I. Evaluating Learning
Revised research paper.
Revised research paper.
Ask the students to take Ask:
down notes while they
watch the videos on Does the poem continue to
ASEAN. reflect how the world is
today? How?

J. Additional Activities for Let students analyze Let students work on their Process the activity by Give feedback.
Application or Remediation whether or not the research research paper and agree posing questions found on
paper contains main and when they will pass it. LM page 477.
sub-parts.

IV.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 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 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: Reviewed/Checked by:

MS. MARJORIE JOY M. NALUPA MR. REYNALDO C. SIANDA JR.

Teacher I Principal I

School: Sto. Niño National High School Grade Level: 10

Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: March 13-17, 2017 Quarter: 4

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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: Compose a EN10SS-IVh-1.8.1: Point EN10-LT-IVh2.3: Draw ICL
writing conventions to research report on a relevant
 Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
acknowledge sources social issue out relationships among similarities and differences
statements of the featured selections in
relation to the theme
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.
ADVOCATINF GLOBAL CITIZENSHIP
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.
P438 P439-440 P446-447 P447-448

2. Learner’s Materials Pages P481-482 P483-484 P486 P487-488

3. Textbook Pages P481-482 P483-484 P486 P487-488

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources textbook textbook Textbook, picture textbook

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for 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.
Present a teacher-made Update students of their Ask the students to use the Ask: Remedial/Enhancement
completion activity on research paper checklist to assess their Reading Schedule/ICL
transitions Global Citizenship What does it mean to be a
Competencies Global Citizen?
Ask students the purpose of Guide the students in Let students observe the Ask students to show their
transitions assessing the draft. photo on page 486 word clouds.

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Give drills and discuss.
Discuss the table on page
481-482
Ask them to fil out the
revision checklist on page
483 of the LM
Let the students exchange
their research paper.
Ask:
What does it mean to be a
global citizen?
Ask them to write key words
on their notebook. Tell
them that they are expected
Solicit ideas from the
students based on the
extended activity given.
Let students read the
selection on page 487-489

A. Discussing New Concepts and
Practicing New Skills #2
B. Developing Mastery
(Leads to Formative Assessment 3)
C. Finding Practical Applications
of Concepts and Skills in Daily
Living
D. Making Generalizations and
Abstractions about the Lesson
E. Evaluating Learning
F. Additional Activities for
Application or Remediation
V. REMARKS
Prepared by:
MS. MARJORIE JOY M. NALUPA
Teacher I
Provide drills
Ask students to answer
Task 5 on page 482.
Relate the knowledge of
transitions in writing your
research paper.
How important is transition?
Completion of Task 5 on
page 482 of the LM will
serve as evaluation
Go over your research
paper and fill in transition
words to needed parts.
Have the group check on
their classmates’ research
paper
Let them fill-out the
assessment table on page
483 Letter B of your LM
Let students return the draft
to the writers.
Upon getting their own draft,
let them answer the Output
Satisfaction Worksheet
Instruct students to revise
their drafts based on the
comments of their peers
Revise the paper and agree
on a date when to pass it.
Reviewed/Checked by:
to have a short one-minute
essay
Ask some students to share
their key words to the class
Instruct students to use their
keywords to write a short
paragraph on what it means
to be a global citizen
Ask several students to
share their work to the
class.
What does it take to be a
global citizen?
The short paragraph written
will be considered as the
evaluation
Create a word cloud about
being a global citizen by
going to www.wordle.net
MR. REYNALDO C. SIANDA JR.
Principal I
Process the text by guiding Remedial/Enhancement
students to answer Reading Schedule/ICL
questions on page 489.
Ask students about their
personal advocacies
Share their advocacies to
the class
Remedial/Enhancement
How can you play your role Reading Schedule/ICL
as a global citizen?
Making of advocacies will
serve as evaluation
Study and familiarize the
infographic on page 492 of
the LM.
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4

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

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4

School: Sto. Niño National High School Grade Level: 10

Teacher: Ms. Marjorie Joy M. Nalupa Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: March 20-24, 2017 Quarter: 4

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 literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10LT-IVi-21: Evaluate EN10SS-IVi-2.3: Compose a EN10SS-IVi-2.3: Compose a ICL

Competencies/Objectives: literature as an instrument to research report on a relevant research report on a relevant
Write the LC Code for each express and resolve conflicts social issue social issue

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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
within, between, and among
societies EN10F-IVi-1.16: Deliver self- EN10F-IVi-1.16: Deliver self-
composed Campaign Speeches composed Campaign
on Advocacies, Social Issues Speeches on Advocacies,
and Concerns Social Issues and Concerns
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.
ADVOCATINF GLOBAL CITIZENSHIP
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.
P449-450 P451-452 P451-452
P492-493 P495-496 P495-496
P492-493 P495-496 P495-496
textbook PowerPoint Presentation, PowerPoint Presentation,
rubric on research report rubric on research report
presentation presentation
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.
Let the students observe Discuss students the Discuss students the
the infographic on page 492 guidelines of their guidelines of their
presentation presentation
Discuss with the students Present the rubric in rating Present the rubric in rating
the details presented in the them of their presentation them of their presentation
UNESCO infographic.
Instruct the students to fill Ask the students to start Ask the students to start
out the matrix found below reporting reporting
the infographic.
Review what they have Reporting of the research Reporting of the research
previously learned about report. report.

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
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
effective verbal and non-
verbal messages
Let the students share their
responses through small
groups settings
Prompt students to make
connections between their
role as a researcher and as
a global citizen.
Guide the students in
preparing their research
presentation using the
Audience Adaptation
Worksheet on page 494
Let students share their
learnings about the lesson
Students prepare for their
presentation on research
presentation
Create slides for the
presentation and prepare
for the presentation of the
activity.
Reporting of the research
report.
Reporting of the research
report.
Cite other instances where
you will be able to use the
skills you learned in
research report presentation
Sharing of learning
experiences.
Reporting of the research
report.
Let other groups prepare for
the presentation.
Reporting of the research
report.
Reporting of the research
report.
Cite other instances where
you will be able to use the
skills you learned in
research report presentation
Sharing of learning
experiences.
Reporting of the research
report.
Let other groups prepare for
the presentation.
Prepared by: Reviewed/Checked by:

MS. MARJORIE JOY M. NALUPA MR. REYNALDO C. SIANDA JR.

Teacher I Principal I