To DepEd Order No. _42_, s.

2016
GRADES 1 to School Pavia National High School Grade Level 10
12 Teacher Ms. Pauline Casile Bordon Learning Areas English
DAILY LESSON
LOG Teaching Dates and February
7:30am -
20-24, 2023
8:30am; 8:30am-9:30am; 1:00pm-2:00pm
Quarter 3rd
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected 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 in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of World
Literature, including Philippine Literature.
Standards
B. The learner competently presents a critique on a relevant socio-cultural issue.
Performance
Standards
C. Learning ● compose an ● enrich students' ● compose an ● Use a variety of ● Use a variety of
Competencies argumentative
(EN10WC-IIh-13)
essay learning through argumentative essay informative, persuasive
and argumentative
informative, persuasive
/ Objectives enrichment activities (EN10WC-IIh-13) and argumentativ
Write the LC
code for each
II. CONTENT 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.
Argumentative Essay ICL (Making of Finalization of Argumentative Writing Techniques for an Writing an Informative
Argumentative Essay) Essay Informative Essay Essay
III. LEARNING 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 manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher's PIVOT English 10 Module PIVOT English 10 Module PIVOT English 10 Module PIVOT English 10 Module PIVOT English 10 Module
Guide Progress
2. Learner's PIVOT English 10 Module PIVOT English 10 Module PIVOT English 10 Module PIVOT English 10 Module PIVOT English 10 Module
Materials
Pages pages 15-17 pages 15-17
B. Other 1. ICT Materials
2. chalkboard and chalk
1. Modules 1. ICT Materials
2. chalkboard and chalk
1. ICT Materials
2. chalkboard and chalk
Modules
Learning 3. visual aids 3. visual aids 3. visual aids
Resources
IV.
PROCEDURES
 A. Reviewing The teacher greets the
students and they pray. She
The teacher greets the
students and they pray.
The teacher greets the
learners and they pray. She
The teacher greets the learners The teacher greets the
and they pray. She gives the words students and they pray.
previous gives the words for spelling. She reviews the past gives the words for spelling. for spelling. She reviews the past
lesson or lesson about the outline of lesson about the outline
presenting the an argumentative essay. 1. privilege 1. millennium 11. mischievous
2. miniature 12. publicly informative essay.
new lesson (During this ICL, learners
2. pronunciation
3. publicly 3. playwright 13. principle
will continue making their 4. principle 4. occasionally 14. sergeant
argumentative essay. They 5. principal 5. schedule 15. separate
can consult with their 6. perseverance 6. pastime 16. tyranny
teacher from time to time.) 7. personnel 7. principal 17. weird
8. playwright 8. privilege 18. weather
9. possession 9. neighbor 19. vacuum
10. precede 10. occurrence 20.
Perseverance
The teacher instructs learners The teacher introduces the
to finalize their argumentative lesson for this day.
essay.
B. MOTIVATION The teacher allotted this time
schedule in the making of their
MOTIVATION The teacher allotted this
time schedule in the
Establishing a Teacher presents situations argumentative essay so she ACTIVITY TITLE: INFORM ME! making of their
purpose for or issues where students can can guide the learners and informative essay so she
the lesson make their stand. Students facilitate them. Mechanics: can guide the learners and
have to answer strongly 1. The teacher groups learners facilitate them.
agree, agree, disagree or into 5.
strongly disagree. 2. She presents topic to the
class, and asks them to share
● Legalization of Same information of what they know
Sex Marriage about it.
● Legalization of 3. They will use a semantic web
Marijuana in presenting their works.
● Legalization of
Divorce Topics:
● Legalization of 1. Ice Cream: An Emerging
Abortion Dessert for Pavianhons
● Urbanization 2. Carrabao-Carroza Festival
● Animal Testing 3. Tigkaralag Festival
● Banning of Mobile 4. Baye-baye Delicacy
Legend 5. Urbanization in Pavia
● Legalization of
Euthanasia After learners come up with
● Strict Implementation their outputs, they will post and
of School Dress Code present their works in front of
● No Homework Policy the class.
 (The teacher asks volunteer
to share their stand.)
C. Presenting The teacher relates students’
answers to their discussion of
examples/ the new topic, writing an
instances of argumentative essay.
the new lesson
D. Discussing The teacher discusses
concepts about
new concepts argumentative essay. Its
and practicing definition, aims, and parts.
new skills #1
(Please refer to DepEd
Module pages 3-5.)
E. Discussing The teacher now proceeds on
the discussion about the
new concepts specific and simplest outline
and practicing in writing an argumentative
new skills essay.
#2 (These are found on pages 5-
6 of the module.)
F. Developing After the discussion, the
mastery teacher gives learners and
(Leads to example of an
Formative argumentative essay.
Assessment) (Please see attached copy
of the essay at the back.)
After familiarizing the
outline for an
argumentative essay,
learners are asked to
choose one argumentative
essay topic for teacher's
approval. Once approved,
they can now start making
their argumentative essay.
The teacher checks individual
outputs of learners, and
The teacher bridges preliminary
activity to the main topic. She
The teacher checks
individual outputs of
discusses the areas of concern
introduces what an informative learners, and discusses the
in the essays with each essay is. She gives examples of areas of concern in the
learner. an informative essay. essays with each learner.
(Please see attached copy of
informative essays.)
The teacher rediscusses the The teacher discusses what an
outline which the learners informative essay is, it's parts,
The teacher rediscusses
the outline which the
need to follow. elements and basic outline. She learners need to follow.
also discusses the appropriate
writing techniques to be used in
an informative essay.
Please see the module for
reference of key words.)
The teacher teaches learners Using the example essay,
how to write a very good learners have to disect them to
The teacher teaches
learners how to write a
introduction, body and an outline. very good introduction,
conclusion. The outline is presented in the body and conclusion.
module. Once done, they can
proceed to the part of the
lesson.
The learners continue to The learners are encouraged to
finalize their essays. come up with a localized and
The learners continue to
finalize their essays.
contextualized topic for their
informative essay. This will
serve as the 2nd Performance
Task of the learners. The task
will be done by individually or
by pair.
Topics in the motivational
activity maybe considered.
Topics:
1. Ice Cream: An Emerging
Dessert for Pavianhons
2. Carrabao-Carroza Festival
3. Tigkaralag Festival
 4. Baye-baye Delicacy
5. Urbanization in Pavia
G. Finding Through this lesson, students Through this lesson, students Through this lesson, students Through this lesson,
practical will be guided on how to write will be guided on how to write will be guided on how to write students will be guided on
applications of an argumentative essay an argumentative essay using an informative essay using the how to write an
concepts and using the appropriate writing the appropriate writing appropriate writing techniques informative essay using
skills in daily techniques. techniques. the appropriate writing
living techniques
H. Making The argumentative essay is a The argumentative essay is a An informative essay educates An informative essay
Generalizations genre of writing that requires genre of writing that requires your reader on a topic. They educates your reader on a
and investigation of a topic, investigation of a topic, can have one of several topic. They can have one
abstractions collection, generation, and collection, generation, and functions: to define a term, of several functions: to
about the lesson evaluation of evidence, and evaluation of evidence, and compare and contrast define a term, compare
establishment of a position establishment of a position on something, analyze data, or and contrast something,
on the topic in a concise the topic in a concise manner. provide a how-to. analyze data, or provide a
manner. The major The major components of an how-to.
components of an argument: argument: claim, reason,
claim, reason, evidence, evidence, counter-claim, and
counter-claim, and rebuttal. rebuttal.
I. Evaluating The teacher let learners
answer the Assessment part
Learners' final outputs serve as
evaluation for this lesson.
The performance task given will
test learners’ mastery of the
Learners' final outputs
serve as evaluation for this
learning in the modue. topic. lesson.
J. Additional Learners will continue making
their outline for their
Learners who failed to finish Learners are asked to search
their argumentative essay may and gather information about
Learners who failed to
finish their argumentative
activities for argumentative essay. continue making them and their chosen topic. essay may continue
application or submit the output the making them and submit
remediation following day. the output the following
Deadline: Thursday day.
Deadline: Monday
 V. REMARKS

VI.REFLECTIO
N
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require additional
activities for
remediation who
scored below 80%
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?
For improvement, enhancement and/ or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph
Prepared by: Checked by: Noted:
PAULINE C. BORDON MA. JOCELYN C. ALEGARIO CORA H. HENARES
Teacher III Master Teacher I Head Teacher I
Informative Essay on Teenage Pregnancy
Teenage is a crucial growth phase in the life of any individual fraught with physiological changes and often, psychological conflicts. In this condition, finding oneself to be
a pregnant teenager can come down as shocking and even traumatizing for the individual, as-well-as, for her family and friends.
Scientifically speaking, teenage pregnancy is the occurrence of pregnancy in females under the age of twenty. Sometimes, even pre-teen females can become pregnant,
as reported in various instances. Teenage pregnancy is a matter of social stigma in most countries, and adolescent mothers are often met with socio-economic
disadvantages and ostracization.
Teenage pregnancy is the occurrence of pregnancy in females under the age of twenty. Teenagers belong to the age group of thirteen to twenty, and while teenagers are
not practically children, they aren’t adults either, and this phase of confusion puts them at a greater risk. As sexual development sets in, teenagers are hounded by
curiosity to explore their bodies. Due to a lack of awareness regarding sex, they often engage in unsafe sex, eventually becoming teenage parents.
Mostly such pregnancies are unplanned, and minors are not ready to bear the responsibilities of being a parent. Globally, the rate of teenage pregnancy is relatively high.
Most cases are reported from the United States, the United Kingdom, and Africa, whereas rates are comparatively lower in Asia. As per studies, it is seen that the quality of
teenage pregnancy is higher in developing countries as compared to developed countries, and mostly rural areas report higher cases than urban areas. This shows that
the socio-economic background of teenagers majorly contributes to teenage pregnancies. Mostly teenagers from lower backgrounds with little or no sex education end up
with teenage pregnancies.
Another reason is a discussion regarding sex being a taboo. Often conservative parents and even teachers in schools don’t engage in sexual conversations. As a result,
teenagers lack basic knowledge about sex or safe sexual practices. The lack of resources on sexual awareness leads teenagers to seek help from their peers that
eventually leads them to have wrong notions about sex. Teenagers barely understand the issues regarding sexual intercourse and the use of contraceptives. A study in the
United States reveals that about 53% of teenagers lack information regarding sexual intercourse and contraceptives. The glorification of sex in mainstream media is
another reason why most teenagers lack the moral outlook that prevents them from engaging in irresponsible sexual activities—engaging in underage alcohol
consumption and drug abuse is another contributing factor in teenage pregnancies. Often teenagers seeking social validation from their peers engage in drinking resulting
in them losing their senses and eventually engaging in unsafe sex.
In developing countries, sexual abuse of underage girls from lower backgrounds majorly contributes to rising rates of teenage pregnancies. Hailing from low-income
backgrounds, these girls are pushed into sex trafficking to support their families and are exploited by older men. In most developing countries, girls are married off
eighteen, and such teenage pregnancies are not met with social and moral stigmatization.
Whereas in developed countries, most teenage pregnancies occur out of wedlock while the teenagers are still in school, leading to social ostracization and alienation of
such adolescent mothers. They often have to drop out of school, and without a formal degree, they have to do low-income jobs to support their child. Such children hailing
from underprivileged homes, often without a father, engage in criminal activities and drug abuse, thus add to social evils and poverty. In a nutshell, teenage pregnancies
create a domino effect in society at large.
Teenage pregnancy occurs in females aged between thirteen to twenty years when they engage in unsafe sex with their partners leading to unwanted and unplanned
pregnancies. Studies show that both teenage boys, as-well-as adult men, engage in unprotected sex with minor girls making them pregnant in the process. Most such men
don’t end up marrying the girls. Teenage pregnancy is a widely prevalent social evil that arises due to a lack of communication between conservative parents and
teenagers, leading to a lack of sex education.
The glorification of sex in media gives teenagers a distorted moral and ethical view, and they fail to understand the consequences of engaging in underage sex. Teenage
mothers and children often end up in social alienation, and such mothers have to leave formal education midway to earn a living. A lack of education, low background,
overall lack of awareness of sex education, and birth control methods leads to increased teenage pregnancies.
INFORMATIVE ESSAY
Caesar Salad: A Brief History
Crisp and crunchy, delightfully creamy, if there’s one thing we can say is "it’s a good salad". Deceptively simple in both style and substance, the Caesar salad can be found
on restaurant menus around the world. But what do we know about this delicious dish? And was is really invented by Julius Caesar himself? (Spoiler: Nope!) Today, we’re
serving up a bite-sized history of our favorite salad. Hail Caesar!
Caesar salad can be served as an appetizer or a side, or add lean protein like grilled chicken for a complete entree. It's a fresh, nutritious, and filling dish that's perfect for
any season. There are many different variations of this salad, but the classic recipe is always a hit. It is simple to make and yields delicious results every time.
Caesar salad is made with romaine lettuce, croutons, Parmesan cheese, and Caesar dressing. The dressing is a mixture of olive oil, lemon juice, Worcestershire sauce, Dijon
mustard, and garlic.
The Caesar salad is often believed to have been created by Julius Caesar himself. But it wasn’t. Caesar salad was invented in the early 1920s by Caesar Cardini, an Italian
chef who owned a restaurant in Tijuana, Mexico.
He moved to Tijuana from California to avoid Prohibition, and it was here, on July 4th, 1924, where Caesar is believed to have invented the Caesar Salad. According to his
daughter, Rose Cardini, the restaurant was overrun with American customers. Short on ingredients in the kitchen, her father assembled what was left: lettuce stalks, olive
oil, raw egg, croutons, parmesan cheese and Worcestershire sauce.
Originally intended as finger food, the original Caesar salad recipe called for whole lettuce leaves, which were to be dipped in the dressing and then eaten with the fingers.
It was a hit.
In making Caesar salad, we need the following ingredients:
● 1/2 cup high-quality extra virgin olive oil, plus more for brushing
● 4 cloves garlic, minced
● 1 baguette, preferably a day old, thinly sliced
● 1/4 cup fresh lemon juice (plus more to taste)
● 4 ounces Parmesan cheese, grated
● 1 teaspoon anchovy paste, or 1 to 2 anchovies, minced
● 2 large eggs
● 1/4 teaspoon freshly ground black pepper (or to taste)
● 1/2 teaspoon kosher salt (or to taste)
● 4 to 6 small heads romaine lettuce, rinsed, patted dry, wilted outer leaves discarded

To come up with the best tasting Caesar salad, the following methods are to be followed.
First, combine the olive oil and garlic. In a very large bowl, whisk together 1/2 cup olive oil and garlic. Let sit for at least half an hour.
Second, make the toasted croutons.
While the garlic is sitting, make the croutons. Spread the baguette slices out on a baking sheet. You may need to do in batches. Brush or spray with olive oil (or melted
butter). If you want garlicky croutons, dip pastry brush in the garlic infused oil you have sitting in Step 1. Broil for a couple of minutes until the tops are lightly browned.
Remove and let cool. The steps up until this point can be made ahead.
Next, make the dressing. Add minced anchovies (or anchovy paste, if using) and eggs to the oil-garlic mixture. Whisk until creamy. Add salt and pepper and 1/4 cup of
lemon juice. Whisk in half of the Parmesan cheese. Taste, add more lemon juice, salt and pepper to taste. The lemon should give an edge to the dressing, but not
overwhelm it.
Then, tear off the chunks of romaine lettuce. Using your hands, tear off chunks of lettuce from the heads of romaine lettuce (do not use a knife to cut). Add to the dressing
and toss until coated. Add the rest of the Parmesan cheese, and toss.
Lastly, combine and serve. Coarsely chop the toasted bread into croutons and add to the salad. Brush in any crumbs from chopping the bread, too. Toss and serve
immediately.
Cardini's salad became so popular that it was soon being served in restaurants all over the world. Today, it is one of the most popular salads in America.