School TIBAG HIGH SCHOOL Grade Level GRADE 10

Teacher LYNNETH MARIZ M. LIBUED Learning Area ENGLISH

DAILY LESSON LOG (DLL) Teaching Dates OCTOBER 3-7, 2022 Quarter FIRST QUARTER-WEEK 3 and 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
√ 12:30 – 1:30 10 – CORPUZ √ 12:30 – 1:30 10 – CORPUZ √ 12:30 – 1:30 10 – CORPUZ √ 12:30 – 1:30 10 – CORPUZ
√ 3:45-4:45 10- ESCURO √ 2:30-3:30 10- √ 2:30-3:30 10- √ 2:30-3:30 10- √ 2:30-3:30 10-
QUISUMBING QUISUMBING QUISUMBING QUISUMBING
√ 4:45-5:45 10- CHUA √ 3:45-4:45 10-ESCURO √ 3:45-4:45 10-ESCURO √ 3:45-4:45 10-ESCURO
√ 4:45-5:45 10 CHUA √ 4:45-5:45 10 CHUA √ 4:45-5:45 10 CHUA

Day 1 Day 2 Day 3

I. OBJECTIVES
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how
A. Content Standard 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 Standard The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
MELC MELC The learners:
Compare and contrast the contents of Appraise the unity of plot, setting and Determine the effect of textual aids like advance
the materials viewed with outside characterization in a material viewed to organizers, titles, nonlinear illustrations, etc. on the
achieve the writer’s purpose understanding of a text.
sources of information in terms of
accessibility and effectiveness
Compare and contrast the contents of the materials
viewed with outside sources of information in terms
The learners: The learners: of accessibility and effectiveness
C. Learning Competency
1. Compare and contrast information 1. Appraise the unity of plot, setting and
from two or more resources and think characterization in a material viewed to The learners:
about how the information from each achieve the writer’s purpose 1. Write two-paragraph essay explaining
source contributes to their understanding why you prefer watching the movies
than reading the texts or vice versa.
of the topic.
2. Give the advantages and
disadvantages of watching movies
adapted from books.
II. CONTENT
A. Subject/Topic/Title Movie vs. Text The Writer’s Purpose Accessibility and Effectiveness of the Outside
Sources of Information
B. Code EN10VC-IVa-15 EN10VC-IVc-29 EN10VC-IVa-15
III. LEARNING RESOURCES
 A. References
1. Teacher’s Guide Pages SLM (Quarter 1, Module 4) SLM (Quarter 1, Module 3) SLM (Quarter 1, Module 4)
2. Learner’s Material
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting The students will enumerate the elements of a The students will enumerate the differences and The students will enumerate the elements of a
the new lesson short story. similarities of between each book and its movies. short story and give brief description.

The students will list the different film genre.

B. Establishing a purpose for the lesson What I Know? What I Know? What I Know?
Activity 1 Activity 1 Activity 1
The students will read and answer the statements The students will read each statement carefully and The students will write two-paragraph essay
given below. choose the best answer that fits the given explaining why they prefer watching the
Answers: description. movies.
1. Fiction- Fantasy Answers:
2. Nonfiction- Informal Writing 1. Characterization *The students will use a table for an outline
3. Drama- Musical 2. Setting before writing an essay.
4. Poetry- Lyrical 3. Conflict
5. Folklore- Legend 4. Screenplay Writer *The students will be graded using the
5. Thriller following criteria:
1. Component (10 pts)
2. Subtext (5 pts)
3. Mechanics and Grammar (5 pts)
C. Presenting examples/Instances of the Activity 2 Activity 2 Activity 2
new lesson The teacher will show pictures of the movie and The students will complete two puzzles. For the first The students will give the advantages and
book cover. The students will identify the picture puzzle, they unscramble the letters to form words disadvantages of watching movies adapted
shown and write the title of the movie or book. enumerating the various film genres. Then, use the from books.
Answers: letter in the numbered cells to the cells in the second
1. Harry Potter puzzle below it to complete a quote from Stephen
2. Twilight King. Puzzle 2
3. Hunger Games Answers: “Description begins in
4. Pride and Prejudice 1. Action the writer’s
5. Perseus 2. Comedy imagination but
3. Drama should finish in the
4. Fantasy reader’s.

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)
5. Horror
6. Mystery
7. Suspense
8. Thriller
9. Science Fiction
10. Documentary
What’s In What’s In Not needed.
The teacher will identify the similarities and The teacher will discuss the elements of a short
differences of the text and movie. story, such as characters, characterization, setting,
and plot.
The students will identify between the two The students identify the different film genre by Not needed.
sources of information effective and accessible to watching a short video clip.
make the comprehension skills be developed.
The students recognize the general purposes of the
author.
What is It What is it What is it
Activity 3 Activity 3 Activity 3
The students will read the excerpt or short story. The students will act as actors/actresses. They will Selected students will present their work. Two
Then, they will watch the movie. get into character. They will recite these famous presenters for the first activity and another two
10- Corpuz- Cinderella Filipino lines from movies and guess what film genre presenters for the second activity.
10- Quisumbing- Cinderella they belong to.
10- Escuro- The Little Prince Popoy and Basha (One More Chance)
10-Chua- The Little Prince 1. “She had me at my worst.”
Using a Venn diagram, they will compare and “You had me at my best.”
contrast the story based on what they read and “Popoy, yun ba talaga ang tingin mo? I just made a
viewed. choice.”
“And you chose to break my heart.” (Drama)
The students will answer the following questions
that will serve as their guide. The Hows of Us
Cinderella/Little Prince 2. “George, I may not have found a reason to stay…
1. What princess/prince characteristics does but I found a reason to comeback.” (Romance)
Cinderella/the little prince have in move? How
about in the text? Darna
3. “Ding, ang bato. Darna!” (Science Fiction/Action)
2. What is the sequence of events shown in the
 movie? How about in the text? Feng Shui
4. “Wag kang lilingon.”
3. Which do you like better, the movie of the text? “May inuwi si Nanay sa bahay.”
The students will be graded based on the “Engred!” (Horror)
following criteria:
1. Focus and Details The students will be graded based on the following
2. Organization criteria:
3. Word Choice 1. Clarity of speech
4. Mechanic (Spelling, Punctuation, and 2. Expression of feeling
Capitalization) 3. Use of body language
4. Believability of the role
5. Accuracy of the role

G. Finding practical application of concepts What’s More What’s More What’s More
and skills in daily living The students will draw and accomplish the The students will read the transcript of an The students will share what they have
graphic organizer showing the similarities and advertisement of Jollibee titled “Kwentong Jollibee: learned from the author’s purpose.
differences of the main lead from the story Parangal (Tribute).

Then, the students will answer the questions.

H. Making generalizations and abstractions What Have I Learned? What Have I Learned? What Have I Learned?
about the lesson The students will enumerate the differences and The students will answer a multiple-choice type of 1. What did I learn from the purpose of the
similarities of between each book and its movies. test. writer?
2. What aspect from your life’s routine will be
changed because of what you have gained
from the story or author’s purpose?
I. Evaluating learning / Quiz / Quiz / Essay Writing
Project/Portfolio Examination Research Work
K. Additional activities for application / Continue watching the movie at home Project/Portfolio Remedial Activities
V. REMARKS
Task Complete Task Complete Task Complete
Task Incomplete Task Incomplete Task Incomplete
VII. REFLECTION
A. No. of learners who earned 80% in the evaluation 100% of learners 99-50 % of learners below 50 % of the learners
B. No. of learners who require additional activities for 30% of learners 29-15 % of learners below 15 %of learners
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who Yes, the remediation works
have caught up with the lesson No, the remediation doesn’t work
E. No. of learners who continue to require remediation 30% of learners
F. Which of my teaching strategies worked well? Why did Journals/Narrative/Self-Study
this work? Experiential Learning /
Cooperative Learning
Integrative Approach/
Reflective Approach
I. What difficulties did I encounter which my principal or Lack of Tools/Equipment
supervisor can help me solve?
Lack of Time/Time Constraints
K. What innovation or localized materials did I Audio-Visual Materials
use/discover which I wish to share with other
teachers? Internet and Other Web sources
Prepared by: Reviewed by:
LYNNETH MARIZ M. LIBUED BENJAMIN S. GASPAR
Subject Teacher Head Teacher I
30 % of learners below 15 %of learners
29-15 % of the learners below 15 %of learners
29-15 % of learners below 15 %of learners
Lecture/Discussion Game-Brain-Based Learning
Experimentation Computer-Aided Instruction
/Demonstration
Inquiry-Based Learning/ Community Integration
Constructivist Approach
Individual Classroom Environment
Differences/Behavior
Failure of Students' Class Interruption
Attendance
Learning Modules Community Resources
Computer-Aided Materials New Strategies/Techniques
Noted:
JUVELYN L. ESTEBAN EdD
Principal IV