School PASIAN NATIONAL HIGH Grade Level GRADE 10

GRADES 1 SCHOOL
TO 12 Teacher JANE S. BAUTISTA Learning Area ENGLISH
DAILY LESSON Teaching Dates MARCH 24, 2021; 8:30- Quarter 2nd QUARTER
LOG and Time 9:30 AM
I. OBJECTIVES

The learner demonstrates understanding of how world literature and other text types serve as
A. Content Standards ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance The learner composes a short but powerful persuasive speech using a variety of persuasive
Standards techniques and devices.

C. Learning
Competencies/Objectives At the end of the 60-minute lesson, 98% of the students will be able to:
Write the LC code for 1. Identify the different issues faced by youth nowadays through the Connect Me Please Activity;
each
2. Use modals in making sentences indicating obligation and necessity (EN10G-If-3.6) through the
Photopretation activity; and
3. Introspect on why certain issues should be avoided through the Exit Ticket activity.

II. Content * Modals

* Unit 2: Health Trends, Issues, and Concerns in the National Level
III. Learning
Resources
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials * Celebrating Diversity through World Literature pg. 87
pages * Physical Education and Health, pg. 231-254
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. Procedures

Activity 1: CONNECT ME PLEASE: The teacher will ask selected students to match the policies
on the left to their definitions on the right.
A. Reviewing previous POLICIES AND DEFINITION
lesson or presenting 1. Responsible Parenthood and - Provides for maternal and child healthcare, family
the new lesson Reproductive Health Act planning, and responsible parenthood
2. Philippine AIDS Prevention and - Provides assistance for the prevention and control of
Control Act AIDS
3. Comprehensive Dangerous - Provides for the regulation of narcotic and other related
Drug Act substances being sold/imported in the country
4. Tobacco Regulation - Supervises the legal production of cigarettes in the
Act country
5. Cybercrime Prevention Act - Provides for criminal offenses committed online
6. Anti-Hazing Law - Prohibits physical and emotional harm and abuse as
initiation to a certain social group

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 Activity 2: PHOTOPRETATION: The class will be divided into 3 groups. The students will be
grouped based on their Multiple Intelligences result. In 5 minutes, each group will interpret a
picture by answering the following questions:

1. Describe the picture.

2. What policy does the situation in the picture fall under?
3. Present three suggestions or pieces of advice that can be derived from the picture.
4. Underline the words that indicate advice, obligation, or necessity.

PRESENTATION RUBRICS
Criteria 5 3 1 Score
The group answered The group answered The group
Content all the questions most of the questions answered few
correctly. correctly. questions
correctly.
The presenter was The presenter was The presenter was
knowledgeable on the somewhat not really
topic and used knowledgeable on the knowledgeable on
Presentation English all-throughout topic and usually used the topic and
the presentation. English in the seldom used
presentation. English in the
presentation.
All group members Some group members Only few group
Teamwork participated in the participated in the members
activity. activity. participated in the
activity.
The group presented The group presented The group
Promptness their output before the their output on time. presented their
time. output late.
Activity 3: THE LUCKY ONE. The teacher will ask the students, and wait for volunteers to answer
B. Establishing a the following questions. If none, she will pick the name of the lucky student to answer.
purpose for the lesson 1. Have you experienced any of the issues presented? Elaborate your answer.
2. What are the underlined words in the activities and how do they contribute to the sentence.
3. What do you think is our topic for this morning?
Activity 4: THINK-PAIR-SHARE. Students on the same group will discuss among themselves
what they have previously learned about modals. After 5 minutes, they will present their answers
C. Presenting on this manner:
examples/ instances of
 Student 1 will give an example of a modal.
the new lesson
 Student 2 will present the definition of that modal.
 Student 3 will create a sentence using that modal.
D. Discussing new 1. The teacher will write on the board the modals used in Activity 1, and will explain the
concepts and importance of the modals used.
practicing new skills #1
MODALS – are auxiliary verbs paired with another verb.

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 1. Will – speaks about future actions.
E. Discussing new Ex. I will be absent tomorrow.
concepts and 2. Can – expresses general ability, possibility, permission, or request.
practicing new skills # Ex. I can play a guitar. I can hear you. Can I talk to you for a moment?
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3. Could – indicates the past form of can.
Ex. I could have helped you if you asked.
4. May – indicates future possibility or in getting permission.
Ex. May I go out?
5. Might – indicates possibility.
Ex. It might rain today.
6. Should – expresses an advice or a strong suggestion.
Ex. You should wear your I.D.
7. Must – expresses an obligation.
Ex. You must respect your parents.
8. Need to – expresses necessity.
Ex. I need to go home now.
9. Have to – expresses an obligation.
Ex. You have to tell the truth.

F. Developing mastery Compare and Contrast sentences with and without modals.
(Leads to Formative 1. I speak English. I can speak English.
Assessment 3) 2. You go home at 4 o’clock. You may go home at 4 o’clock.
3. You smoking. You should stop smoking.

G. Finding practical Activity 5: DIFFERENTIATED ACTIVITY: The students will be grouped based on their Multiple
applications of Intelligences result. The topic for the activities should be based on the policies discussed.
concepts and skills in Attached herewith is the presentation rubric.
daily living
 Word Smart Group: Write a poem.
 People Smart Group: Give an advice.
 Picture Smart Group: Make a poster.
H. Making
generalizations and Activity 6: EXIT INTERVIEW. The teacher will ask the students to present at least one learning
abstractions about the they gained from today’s lesson?
lesson
ASSESSMENT: Complete the sentences below by encircling the letter of the correct modal.
1. I would do it if I _______.
a. could b. may c. will d. would
2. You don't _______ be rich to be a success.
a. have to b. ought to c. might d. can
I. Evaluating learning
3. She is singing in the shower. I _______ hear her.
a. can b. would c. have to d. might
4. Cigarettes are fatal. People _______ stop smoking.
a. should b. must c. might d. could
5. _______ I have a coffee please?
a. Can b. May c. Will d. Shall
6. The passengers _______ wear their seatbelts at all times.
a. need to b. shall c. could d. would
7. I _______ ice skate very well since childhood.
a. can b. will c. may d. need to
8. I'm not going to pay five hundred pesos for a coffee. You _______ be joking!
a. must b. have to c. should d. could
9. I'm sure you _______ love this film. It's brilliant.
a. will b. can c. have to d. may
10. What _______ you do in my situation? I need your advice.
a. would b. might c. could d. should

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 PERSUASIVE SPEECH. Make a 2-minute persuasive speech addressed to your fellow students
J. Additional activities pertaining to issues faced by youth nowadays. This will be presented on Monday, March 29.
for application or
remediation
RUBICS
Criteria 5 4 3 2 1
Content Content Content is Content is Content is
surmounts reaches near the beyond the very basic
anticipation. expected expected expected and lacks in-
Content The speech outcome. outcome. outcome. The depth
is highly The speech The speech speech is not analysis.
persuasive. is somehow is a bit persuasive.
Treatment of persuasive. persuasive. Details are in
details is Treatment of Treatment of the developing
advance and details is details phase and
in-depth proficient approaches very shallow.
and of good proficiency
quality. with some
shallow
lines.
English English English English English
language is language is language is language is language is
used used used all used most of sometimes
articulately effectively all throughout the time with used with
Fluency and throughout the speech numerous major
effectively all the speech with some errors in problems in
throughout with minor errors in articulation. articulation.
the speech. errors in articulation.
articulation.

There are no There are There are There are There are
grammatical minimal some many numerous
Grammar errors all grammatical grammatical grammatical grammatical
throughout errors in the errors in the errors found in errors in the
the speech. speech. speech. the speech. speech.

The speaker The speaker The speaker The speaker The speaker
uses his/her most of the sometimes uses his hand has
hand and time uses uses his/her and gestures distracting
Hand & Body body gesture his/her hand hand and inappropriately hand and
Movements appropriately and body body gesture which body
all gesture appropriately sometimes gestures all
throughout appropriately during the destructs the throughout
the speech. during the speech. audience. the speech.
speech.
The speaker The speaker The speaker The speaker The speaker
started and started on started a bit started late started very
ended the time but late and and ended the late and
Timeliness speech on ended the ended the speech with at ended the
time. speech with speech with 20 seconds speech with
at least 10 at least 15 under time. more than 20
seconds seconds seconds
under time. under time. under time.

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 Total
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked 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 materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

JANE S. BAUTISTA JENNY O. DERANO, MAED

Teacher III Head Teacher I

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