Grade

School: Level: 10
Dynette Jade S. Learning
Student Teacher: Galindez Area: ENGLISH
GRADE 1 TO 12
DAILY LESSON LOG Teaching Dates and
Time: Quarter: Second

I. OBJECTIVES 1. Broaden their vocabularies and to develop an appreciation of language and

its connotations and denotations
2. Understand and appreciate poetry as a literary art form
3. Develop their own creativity in speaking and writing.

Content Standards: The learner demonstrates understanding of how world literature and other text types
serve as ways of expressing and resolving personal conflicts, also how to use
strategies in linking textual information, repairing, enhancing communication public
speaking, emphasis markers in persuasive texts, different forms of modals, reflexive
and intensive pronouns.
Performance The learner composes a short but powerful persuasive text using a variety of
Standards: persuasive techniques and devices.

Learning  Read closely to get the author’s purpose (EN10RC-IIe-7.3:)

Competencies/  Determine tone, mood, technique and purpose of the author (EN10LT-IIe-2.2.3:)
Objectives:

II. CONTENT Literary Text: LAURA

III. LEARNING
RESOURCES
A. References English For Grade 10
1. Teacher’s Guide pp. 171
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES Teachers’ Activity Students’ Activity
A. Reviewing Previous MOTIVATION
Lesson or Presenting Activity 1. Creating an Image
the New Lesson Good morning class.
In the box are colored papers with three
colors. Each color has a corresponding
question.

Please read the questions carefully and in

the back of the colored paper you are
holding, write a 1-stanza, 4-line poem
stating your answer.

Please get one colored paper. (The students will pick one colored paper each)

I will only give you 7 minutes to construct

your poem and we will choose two each
among the colors to recite their answers.
Remember class that it does not need to
be a complicated poem but a realistic one.

(After 7 minutes)
Times up! Let’s start by reading the
question of the color red, all those who RED: Describe your ideal man/ girl.
got color red, please read the question.
 Now, who would like to read their
answers to us? Student 1 and 2: (tell their answer)

Now, all those who got green, please read
your question.
Yes, please share your answers.
And Yellow, please read your question.
Green: What characteristics do you think you
had in the past that are already gone now in the
present.
Student 3 and 4: (tell their answer)

I think you would like to share your Yellow: What characteristics do you have in the
answers students 5 and 6. past that you still carry until today?
Student 5 and 6: (tell their answer)

B. Establishing a Purpose Good job in creating your poems! Please

for the Lesson submit them all to me.
Do you think that all people change?
Why do you say so?
Great answer! But with that, then class, if
you really love a person, will you
still love them even if they change?
Why?
Good job!
Yes Ma’am.
Student 1: All people change ma’am because we
learn to adapt to the environment that we are
living in.
No/Yes, Ma’ am.
Student 2: Yes ma’am I will still love the person
even if he has already changed because he is still
the same person, and the feeling I have will not
change.

Class, I have here a poem which will

make us create an image of a person
so dear to someone and how she
looks like and how she’s changed.

Is anyone of you familiar with the Sonnet

90, Laura, taken from the book
Canzoniere written by Francesco
No/Yes, Ma’ am.
Petrarca?

But first, can somebody tell me what a Student 3: Sonnet is a poem with 14 lines
sonnet means?

Correct! (shows the meaning of the word) Students read the meaning of sonnet.
Please read.

Let’s unlock some vocabulary to help us

understand the poem better.

Activity 2: WHAT’S THE WORD?

Class, I will divide you into three groups,
so as to save time we will use the Students go their respective areas
colors that we had picked earlier on,
so all reds stay together, yellow
together and green together.

I will be showing you jumbled letters that

you will have to rearrange to get the
Yes, Ma’ am.
right words.

You don’t have to worry because I will

be giving a clue on the meaning the
words.

You will write your answers on the little

boards that I am giving you now. Do
you have any questions?
 For each word, I will read the clue twice, No ma’am.
then count until five for you to finish
writing, when I say “times up” you
should raise your boards.
So then let us start!
(The words to be shown are the
following:)
1. Clue: It becomes twisted
together in a messy way.
gleant tangle
2. Clue: Glows brightly.
nairtad
3. Clue: Consists of small pieces radiant
of something dry, especially
wood or grass that burns
easily and can be used for
lighting a fire.
retind tinder
4. Clue: complete
agreement; harmony.
nnoisu
Clue: It is dull and unison
depressing.
yreadr
dreary

(The teacher will announce the winner.)

MOTIVE QUESTION
(The motive questions will be presented to
the class.)
As we go through the story, I want you to
think over these questions.
1. How does Laura seem to have
changed?
2. What is the tone of the poem
and why?
C. Presenting READING PROPER
Examples/Instances of
the Lesson The poem will be read by the students
first as individuals then as a class.
No/Yes Ma’am.
Are there other unfamiliar words for you?
What are the unfamiliar words for you?
Student 4: What is molest ma’am?
Who wants to share their ideas on what
Student 5: I think that molest here means that
these words mean?
she lets the air just touch her hair or lets the air
Good answer! Yes! Molest is usually used move her hair to any direction.
as a negative verb which means to annoys
or to meddle with something.
No ma’am.
Are there other questions?
Student 1: Ma’am I think that the story is a bit
What can you say about the poem?
difficult to understand because it uses a lot of
symbolism.
That is right. So can somebody tell me the Student 2: Figurative language is the use of
meaning of figurative language? words, phrases or sentences in our writings to
make them more creative and lively.
Great job! That is right!
(Shows meaning of figurative language
and let’s students read.)
ACTIVITY 3: FIGURE OUT
LANGUAGE
As you can see, the poem uses a lot of
figurative language. Still, with your
groupings, take down all the figurative
language that you see on the poem and
write its meaning or what you think it
symbolizes. Put them on a 1 whole sheet
of paper.
I will only give you 10 minutes to work
on this and after, you will share your
answers to the class.
(After 10 minutes.)
Let’s share the figurative language we
have found on the poem. Each group will
state one figurative language after
another, be sure to listen because no
group shall repeat what has been said by
the others.
Let’s start will yellow this time.
Yellow: For the wind to toy and tangle and
Great! For the figurative language “For molest which means that Laura is a carefree kind
the wind to toy and tangle and molest” it of girl.
actually states how he remembers Laura,
it makes us create an image of Laura.
Next, green.
Yes, good! In addition to that in the Green: Golden hair fly free which means Laura
phrase “fly free”, he is actually stating the may have a blond hair and her hair is very
years that have passed. That they have beautiful.
both grown old.
How about red.
Red: Pity look out of those deep eyes on me
You are right! The line “Pity look out of which tells that Laura does not have the same
those deep eyes on me” states the
feelings with the speaker.
unrequited (unreturned) love or the one
sided love from the part of the speaker.
Another yellow.
Good job! And what struck him in the Yellow: I had love’s tinder heaped within my
heart? It’s love. In the line “I had love’s breast means that he has been struck something
tinder heaped within my breast”, he wants
in his heart.
to say that he is in love.
Now green.
Great! “What wonder that the flame Green: What wonder that the flame burned
burned furiously” states that nobody furiously means that the author wants to show
would question his love for her because it his love for Laura.
shows.
Are there more, red?
Red: Though the bow’s unbent, the wound
Very true! The bow unbent he is talking bleeds on wants to say that even if Laura did not
about here is Cupid’s arrow that only hit love him, the author still loved her.
hi but has not hit her to love him back.
Are there more? You can add to this
figurative language? Group yellow? None ma’am.
 How about group green? No more, ma’am.
And group red? Nothing more ma’am.
Well there is actually one more, before
the last line, the author included the irony
of praising Laura of her beauty but says it
has already been dampened by old age by
saying “She seemed divine among the
dreary folk of earth. You say she is not so
today?
No ma’am.
Do you have any questions?

D. Discussion of the Story Now that we are fully aware of the hidden (The students read the story aloud.)
meanings of the lines used in the
sentences. Let us try to dig deeper into the LAURA
meaning of the poem. But first, let’s read Translated by Morris Bishop
the poem one more time.
She used to let her golden hair fly free
For the wind to toy and tangle and molest;
Her eyes were brighter that the radiant west.
(Seldom they shine so now.) I used to see
Pity look on those deep eyes on me.
(“It was false pity”, you would now protest)
I had love’s tinder heaped within my breast;
What wonder that the flame burned furiously?
She did not walk in any mortal way,
But with angelic progress; when she spoke,
Unearthly voices sang in unison.
She seemed divine among the dreary folk
Of earth. You say she is not so today?
Well, though the bow’s unbent, the wound
bleeds on.
Great job in reading!
Activity 4. Dig deeper to know.
This time, choose a partner. As a pair pick
out again a colored paper inside the box,
and exchange ideas with your partner.
After 3 minutes, briefly share your
answers to the class.
The questions in the papers will be:
Red: Who do you think is Laura?
Yellow: How does Laura seem to have
changed?
Green: Why did Laura change?
Pink: In Laura’s past and present, what
are the common details the author
remembers about Laura?
Blue: What is the tone of the poem?
Orange: What is the effect of the poem to
the readers?
Purple: Why does Laura look at the author
with pity with her deep eyes?

E. Developing Activity 5. VISUALIZING THE TEXT

Mastery
(Leads to Formative This time class, go back to your groupings The students will go to their group.
Assessment 3) a while back.
 Each group will be given sets of papers The smaller strips of papers contain the emotion
and pasting materials. and meaning of the lines presented in the poem.
However some of them are actually not part of
Please read the instructions for this the poem. Paste the strips of the papers that you
activity. think are part of the poem on the larger piece of
paper and leave out those that do not depict
I’ll give you 10 minutes for this activity
emotions and meanings of the poem.
and after it will be presented to
the class.
F. Finding Practical Activity 6. WOULD YOU?
Applications of Please read the instructions. Return to your pair and try to brainstorm on the
Concepts and Skills in questions. Write you answers on a ½ sheet of
Daily Living pad paper.
1. Would you have looked at Laura the
same way after all those years of
unreturned love, if you were the author?
2. Would you change the fate of the author
if given the chance? Why or why not?

G. Making Class, is the poem clear and understood Yes, Ma’ am.
Generalizations and by all?
Abstractions about the
Lesson If then, what is the main idea of the The story is all about…, Ma’ am.
poem?

What part of the lesson helped you in Through the identification of the figures of
understanding the poem better? speech and knowing its meaning ma’am.

Now class, to what extent do you think

should you love a person?
I see you raising you hand, please share The students will share their insight.
your insights.

I. Evaluating Learning Activity 7. Paper and Pencil Test

Class, for your final activity this will
be done individually. Please back to
your seats now.
(The teacher will distribute the
copy.) The students will read.
Class, please read the instructions of
the activity.
Part I. Multiple Choice.
Identify the meaning of the
words italicized in the sentence.
Write the letter of your answer on
the space provided.
_____1. The day was tiring and all
she could do is rest a bit as she runs
her fingers through her tangled hair. A.
A. Twisted and messy
B. Twisted but organized
C. Long and messy.
D. Long and organized.

_____2. The zookeeper warned the

visitors not to molest the animals. B
A. Play and feed
B. Meddle and annoy
C. Take pictures on
D. Disturb and be friendly to
_____3. She was already pale, but on
hearing these words her face changed D
and something brightened in her
beautiful, radiant eyes.
A. Colorful
B. Wonderful
C. Interesting
D. Glowing
_____4. I always thought he felt B
more pity than love for the old lady.
A. Pain
B. Sympathy
C. Showy
D. Responsible
_____5. She began to protest but he
stopped her. C

A. Beg
B. Regard
C. Object
D. Pause
_____6. And yes indeed that tinder
A
reinforces the fire.
A. A piece of wood used to ignite
fire
B. A piece of wood used to poke
C. A piece of wood used to hold
D. A piece of wood used to
remove
_____7. He furiously demanded for B
her to love him back when he knows
that it would never happen.
A. Happily
B. Angrily
C. Sorrowfully
D. Gently
_____8. They clapped in unison and D
congratulated her.
A. Great awe
B. A loudly manner
C. Complete disarray
D. Complete agreement
_____9. She was such a charming
A
lady, a divine one.
A. Relating to gods
B. Very pretty
C. Unique
D. Religious
_____10. There seemed to be dreary
atmosphere after the strong storm.
B
A. Scary and depressing
 B. Gloomy and depressing
C. Bitter and depressing
D. Resentful and depressing

Part II. Matching type:

Match the figurative language on
column A with their meanings in
Column B. Write your answers in the
spaces provided.
COLUMN A
____1. Fly free E

____2. The wind to toy and tangle and K

molest
____3. Pity look out of those deep G
eyes
____4. I had tinder’s love heaped A
within my heart
____5. What wonder that the flame I
burned furiously?
____6. Bow’s unbent B
____7. Wounds bleed on J
____8. She seemed divine among
D
dreary folk
____9. You say she is not so today? F

____10. “It was false pity” you would

now protest H

COLUMN B
A. The author’s deeply in love
B. Cupid’s arrow that struck only
the author
C. Irony
D. Laura is very beautiful beyond
mortal people
E. The time that passed by as they
grew old
F. But her beauty had been faded
by age
G. The unreturned love of the
author
H. Laura really don’t have any
feelings for the author
I. Everybody else can see the
love the author shows for
Laura
J. The author continued to love
Laura one-sidedly
K. The carefree attitude of Laura
 that reminds the author of her
past

Part 3: Essay (10 points)

Answer the questions in not less than
3 but not more than 5 sentences. Take
note of your content (4points),
structure (4 points) and organization
(3 points).

1. Who is Laura and how has she

changed?
J. Additional Activities Write your own sonnet about the
for Application or person you admire the most. Write
Remediation
your answers on a one whole sheet of
paper. Nest meeting you are going to
recite your sonnets in class.
IV.REMARKS

REFLECTION
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I used/discover which I
wish to share with
other teachers?