Republic of the Philippines
Department of Education
Daily Lesson Log
1. OBJECTIVES
Program Standard
Grade Level Standard
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
RC -Reading Comprehension
LC -Listening Comprehension
VC -Viewing Comprehension
V-Vocabulary Development
LT-Literature
WC -Writing and Composition
F -Oral Language and Fluency
G -Grammar Awareness
1. CONTENT
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 10- Resilience, Compassion,
Junior High School Department Accountability,OHSP
Teacher Learning Area English-Celebrating Diversity through
JENNIFER M. OESTAR World Literature
Teaching Dates and Time June 11-15, 2017 Quarter First Quarter , Week 2
Session 1 Session 2 Session 3 Session 4
Objective 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 assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
At the end of the session, learners are expected
to:
INDEPENDENCE DAY At the end of the session, learners are
expected to:
At the end of the session, learners are
expected to:
EN10RC-Ia-2.15.2: Determine the effect of EN10VC-Ia-1.4/2.4:Determine how EN10V-Ia-13.9:Differentiate formal from
textual aids like advance organizers, titles, non- connected events contribute to the totality informal definitions of words
linear illustrations, etc. on the understanding of a of a material viewed
text EN10WC-Ia-12.1: Identify features of
EN10LT-Ia-14.2: Explain how the elements persuasive texts
EN10LC-Ia-11.1: Get information that can be specific to a selection build its theme
used in everyday life from news reports, LESSON MOVE ON MONDAY DUE TO
speeches, informative talks, panel discussions, EIDL FITR
etc.
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.
MODULE 1: Overcoming Challenges
þ Answering of Module 1: Pre- þ Inspiration to Life - Motivational video þ Icarus and Daedalus
Assessment of a young boy, an inspiration to
millions.
2. LEARNING PROCESS
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
List 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 manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
Celebrating Diversity Through World Literature Celebrating Diversity Through World Celebrating Diversity Through World
English - Learner’s Material Literature Literature
First Edition 2015 English - Learner’s Material English - Learner’s Material
First Edition 2015 First Edition 2015
Pages 2-5 Pages 6-11 Pages 11-16
Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D.
K to 12 English Curriculum Guide May 2016 K to 12 English Curriculum Guide May K to 12 English Curriculum Guide May
Page 199 of 244 Learning Materials are 2016 Page 199 of 244 Learning Materials 2016 Page 199 of 244 Learning Materials
uploaded at http://lrmds.deped.gov.ph/. are uploaded at http://lrmds.deped.gov.ph/. are uploaded at
http://lrmds.deped.gov.ph/.
Materials Materials Materials
A. Video of the material A. Video of the material A. Video of the material
B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker
C. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and C. Strips of Colored Paper, Tape and
Marker Marker
D. Copy of the Material
These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the 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.
UNFREEZING ACTIVITY Preliminary Activities/ Routines/Checking Preliminary Activities/ Routines/Checking
Preliminary Activities/ of Attendance/Classroom Management of Attendance/Classroom Management
Routines/Checking of Attendance/Classroom 4.To catch students’ attention, the teacher Etc. Etc.
Management Etc. plays a video clip of the TAICHI EXERCISE.
VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT
VOCABULARY ENHANCEMENT 5.The teacher gives intruction on what the 1.Giving of the WORD for TODAY and
students should do during the song. 1.Giving of the WORD for TODAY and students make a sentence using the word
1.Giving of the WORD for TODAY and students students make a sentence using the word for today.
make a sentence using the word for today. The students perform the activity. for today.
PREVALENT
POTLOCK MISCHIEVOUS -adjective
-noun -adjective -(prevalentl)
-(patllak) -(mischivus) -accepted, done, or happening often or
-a meal to which everyone who is invited -showig a playful desire to cause over a large area at a particular time,
brings food to share trouble common or widespread
-Our Chritsmas Party was doen through -The children had been so mischievous -These kinds of accidents seen in
potlock given by the whole group that we had to psy the babysitter extra places where mobiles are prevalent.
including the parents and the officers. and then clean up the mess.
3. Review on the Previous Lesson UNFREEZING ACTIVITY
3. Checking of Previous Activities
To catch students’ attention, the teacher,
 UNFREEZING ACTIVITY
3.To catch students’ attention, the teacher,
the teacher plays a video clip of the
WALKING SONG.
the teacher plays a video clip of the
STRETCHING SONG.
1. The teacher gives intruction on what
the students should do during the song.

4. The teacher gives intruction on what the The students perform the activity.
students should do during the song.

The students perform the activity.

B. Establishing a purpose for the
lesson
REVIEW OF THE PREVIOUS LESSON
Discovering Personal Challenges Task 6 VOCABULARY SPINNER
YOUR JOURNEY Your teacher will give you instructions on
how to play the vocabulary spinner.
Echkart Tolle once said, “When you lose
touch with inner stillness, you lose touch
with yourself. When you lose touch with
yourself, you lose yourself in the world.
Your innermost sense of self, of who you
are, is inseparable from stillness. I am that
is deeper than your name and form.”

In your previous journeys, you have been

provided with a lot of opportunities to
explore and improve yourself. Now that you How do personal challenges make you a
better person?
are in the final stage of your junior high
Task 7 OF FLIGHT AND LIGHT
school years, what this lesson promises is
to teach you how to increase your
effectiveness in responding to problems Discussion of Icarus and Daedalus
which challenge your innermost sense of By Nick Pontikis
self, your “I am that is deeper than your
name and form.”

In this lesson, you’ll answer one enduring

question about life, that is, “How does
discovering personal challenge create a
deeper understanding of your innermost
sense of self?”
C. Presenting examples/instances of PRETEST-MODULE 1 YOUR INITIAL TASKS Task 8 FACTS AND DETAILS
the new lesson Task 1 BLOCKS THAT BLOCK
General Directions: Read each item carefully 1. Who hires Daedalus?
and follow directions. Write the letter of the most Each block represents a saying or well- 2. What does Daedalus design to hold
appropriate answer on your answer sheet. known phrase. Identify the phrase or idiom the Minotaur?
graphically presented in each square. Write 3. What does Daedalus invent to help
See pages 2-5. him and Icarus escape from the
your answers on the space provided below.
Labyrinth?
4. What does he warn Icarus not to do?
5. What happens to Icarus?

Answers:

1. _____________________________
2. ______________________________
______________________________
3. ______________________________
4. ______________________________
5. ______________________________

D. Discussing new concepts and
practicing new skills #1
CONTINUATION PROCESSING QUESTIONS Task 9 WHAT’S GOING ON?
1. What is your overall impression about 1. Why did Minos imprison Daedalus in
the phrases above? the Labyrinth?
2. How do they reflect realities in life? 2. Why did Minos think that, if Daedalus
can’t find his way out, “so much the
better”?
3. Minos tells Icarus that the plan is
dangerous. Why does he want them
to take this risk?
4. Why did Daedalus leave his wings on
the altar of Apollo? Why wouldn’t he
want to fly some more?

E. Discussing new concepts and
practicing new skills #2
CHECKING OF OUTPUT Task 2 YOU’VE GOT A FRIEND
1.Have the students exchange papers for the Remember the time when you were weak
checking of their work. and low. Fill out the speech balloons with
your experiences in life that have to do with
your responses in Task 1.
Task 11 FACT OR NOT
Tell whether the statement is a fact or not.
Draw WINGS before each number if the
statement is a fact and SUN if otherwise.

F. Developing mastery
(Leads for Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
The teacher will discuss on ho wthey arrive to Share your work with your classmates. _______ Daedalus was an inventor.
those answers.. _______ King Minos wanted to kill the
Minotaur.
_______ It would be easy to find your way
out of the Labyrinth.
_______ Icarus design his own wings.
_______ The wings were made of chicken
feathers.
Task 3 WATCH AND LEARN! CONTINUATION..
Watch the video carefully and answer the
questions to be asked by your teacher.
Inspiration to Life - Motivational video of a
young boy, an inspiration to millions.
Source: https://www.youtube.com/watch?
v=b_N_dYRb4_4
Task 4 “I THINK”
Use the chart to jot down your answers to
the three questions.
INSIGHTS SHARING Task 5.2 THE GUIDING PATH INSIGHTS SHARING
1.Have each student discuss his/her ideas with a Read carefully the succeeding text. Let the 1.Have each student discuss his/her ideas
partner. chart below be your guide in reading the with a partner.
text.
2.Have each pair join another pair to expand
their sharing. 2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share their small
group discussion. 3. Call on a few students to share their

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
for remediation
4. REMARKS
5. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
Processing Questions: small group discussion.
4. Synthesize the lesson.
1. What are some myths that you have 4. Synthesize the lesson.
read?
2. What makes these stories a myth?
DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
1. Have the students summarized what they 1. Have the students summarized what 1. Have the students summarized what
have learned for today’s lesson. they have learned for today’s lesson. they have learned for today’s lesson.
2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the
lesson lesson lesson
CHECKING, RECORDING, SUGGESTING 3. CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records students 1.The teacher checks and records students
work. work. 1. The teacher checks and records
students work.
2. The teacher makes necessary comments or 2.The teacher makes necessary comments
suggestions on the students’ output. or suggestions on the students’ output. 2. The teacher makes necessary
comments or suggestions on the students’
output.
AGREEMENT/REMINDERS AGREEMENT/REMINDERS Task 10 DIGGING DEEPER
Your target output at the end of this lesson is a Task 5.3 ANTICIPATION-REACTION 1. In a short paragraph, describe how
concise oral report about cyberbullying and the GUIDE Daedalus planned to escape from the
criteria for assessment will be verbal skills, island prison of Crete.
nonverbal skills, and content of the presentation. Accomplish the Story Anticipation-Reaction 2. Do you think Daedalus’s plan is a
Guide below: good one? Explain your answer.
3. Which events in the myth could have
1. Before reading – read the statements happened in real life?
in the table on the next page and 4. If you had access to building
check the column that corresponds to resources and materials, how would
your response. you design a flying machine to help
2. After reading – review your answers you escape from the island prison of
and write in the last column whether Crete?
you were right or wrong.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisor can provide for you so when you meet them, you
can ask them relevant questions.
 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.

E. Which of the teaching strategies worked

well? Why did these work?

F. What difficulties did I encountered which

my principal or supervisor can help me
solve?

G. What innovation or localized materials

did I used/ discover which I wish to share
with other teachers?

Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)

Prepared by: Checked by:

JENNIFER M. OESTAR ALODIA A. ALBESTOR

Secondary School Teacher I English Coordinator
Noted by:

ALLAN E. DATA
Principal II