lOMoARcPSD|15737262
lOMoARcPSD|15737262
GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
School: TNHS Magsaysay Extension High School Grade Level: 10
Teacher: Jose G. Gerogalem Learning Area: English
Teaching Dates and Time: Nov. 7-11,2023 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
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.
National Heroes Day EN10RC-Ia-2.15.2: EN10VC—Ia-1.4/2.4: EN10LT-Ia-14.2: Explain Remedial Reading
EN10LT-Ia-14.2:
Determine the effects of Determine how connected how the elements specific or Instruction/ICL
Explain how the
textual aids like advance events contribute to the to a selection build its EN10LT-Ia-14.2:
elements specific to a
organizers, tiles, non- totality of the material theme EN10WC-Ia-12.1: Explain how
selection theits
build
linear illustrations, etc. on viewed Identify features of elements specific
theme EN10WC-Ia- to
the understanding of a EN10V-Ia-13.9: persuasive texts a12.1:
selection build its
Identify features
text EN10LC-Ia-11.1: Get Differentiate formal from theme EN10WC-Ia-
of persuasive texts
information that can be informal definitions of 12.1: Identify
used in everyday life words features of
from news reports, persuasive texts
speeches, informative
talks, panel discussions,
etc.
DISCOVERING PERSONAL CHALLENGES
N/A E 昀昀 ects of Textual Aids, Contribution of Connected Literary Elements of Remedial Reading
and Getting Information Events to Material’s the Selection: Daedalus or Instruction/ICL
Totality, and Di 昀昀 erence & Icarus, and Features
between Formal and of Persuasive Texts
Informal Definitions of
Words

III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
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N/A P3-4 P5-7 P7-9 None
N/A P6-8 P9-12 P13-18 None
N/A P6-8 P9-12 P13-18 None
None None None None None
N/A A short speech of your Video Clip from YouTube: Sample Persuasive Text/s None
choice for the listening Inspiration to Life; Self-
comprehension; a non- constructed Spinning
linear text or any text in Wheel for the Vocabulary
a graphic organizer Spinner Task; Image of
Nick
Vujicic; Dice
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from 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.
Let the students take a Review the Ask the students to give all Remedial Reading
pre- test enduring question the words they can connect or Instruction/ICL
about life with the word, myth.
Inform them that the text
they are
about to read is a myth
Distribute test papers Have the students mull Present a picture of Nick Ask the students to look Remedial Reading
to learners over the quotation by Vujicic and ask the for the answer to the or Instruction/ICL
Echkart Tolle and the students of their prior following question:
enduring question which knowledge about him 1. How does Icarus get
can be found in the LM, himself into a difficult
Your Journey on page 6 situation?
Let the students identify Let the students watch the Have the students answer
Downloaded by Jose Gerogalem (mrjoe120409@gmail.com)

Examples/Instances of
the Lesson
IV. PROCEDURES
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 3)
lOMoARcPSD|15737262
the saying or well-known video about Nick Vujicic
the following questions:
phrase that represents 1. What are some
each block in Task 1 myths that you have
found on page 7 in the read?
LM 2. What makes these stories
a myth?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from 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.
N/A Explain the Have the students answer Interactive Reading of the Remedial Reading
following processing the questions for Selection entitled Daedalus or Instruction/ICL
questions relevant processing on page 5 of the and Icarus
to Task 1: TG through small group Have the students answer
1. What is your discussion the questions in Task 8 – 10
overall impression on page 16 of the LM on their
about the phrases notebooks
above?
2. How do they re 昀氀 ect
realities in life?
N/A Have the students Discuss the di 昀昀 erence Discuss shortly the di 昀昀 erent Remedial Reading or
accomplish Task 2 You’ve between formal and features of a persuasive text, Instruction/ICL
Got a Friend on page 8 of informal definitions and then have the students
the LM have the students give both identify the features of a
the formal and informal persuasive text present in the
definitions of the following: sample text
1. comfortable
2. overlapping
3. plunged
4. hurtled
5. vengeful
N/A Let the students listen to a Let the students play the Have the students accomplish Remedial Reading or
speech and have them vocabulary spinner on Task Task 12 Agree or Disagree on Instruction/ICL
share the information that 6, page 12 of the LM pages 16 and 17 of the LM
can be used in everyday life
 lOMoARcPSD|15737262

through Think-Pair-Share
 lOMoARcPSD|15737262
method
G. Finding Practical Applications N/A Ask students to cite any
of Concepts and Skills in information from news
Daily Living reports, speeches, etc.
where they have
learned something to be
used in everyday life
H. Making Generalizations and N/A Have the students
Abstractions about the answer the following
Lesson question:
1. Recall your experience in
answering the Blocks that
Block in Task 1. What is the
e 昀昀 ect of the blocks as
textual aids in identifying
the saying or well-known
phrase that each block
represents?
I. Evaluating Learning N/A Have the students answer
a self-constructed
evaluation that involves
any non-linear text or any
textual aids to meet
objective 1
J. Additional Activities for N/A Recall a news report they
Application or have heard or watched
Remediation before and cite instances
or information they have
used in real-life
IV. REMARKS
Ask students to cite
instances in life where
the insights from the
material viewed are
applicable
Have the students
answer the following
question:
1. What is the di 昀昀
erence between formal
and informal
definitions?
Vocabulary Rock-in-Roll
using a dice to meet
objective 2 for this session
Recall any material
viewed before and share
how the events contribute
to its totality through
small group discussion
Cite instances in life where Remedial Reading
people discover their or Instruction/ICL
personal challenges when
they get themselves into
difficult situations
Have the students answer Remedial Reading
the following questions: or Instruction/ICL
1. How do personal
challenges make you a better
person?
2. What are the di 昀昀 erent
features of a persuasive
text?
Let the students accomplish Remedial Reading
Task 13 on page 17 of the or Instruction/ICL
LM Integrate/encourage
persuasion in the output
Let the students write a Remedial Reading
short persuasive text about or Instruction/ICL
cyberbullying in preparation
for the Final Task
 lOMoARcPSD|15737262

V. REFLECTION
A. No. of learners who earned
80% in the evaluation
Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
lOMoARcPSD|15737262
School: TNHS- Magsaysay Extension High School Grade Level: 10
Teacher: Jose G. Gerogalem Learning Area: English
Teaching Dates and Time: Nov. 14-18, 2023 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
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.
EN10OL-Ia-3.14: Identify EN10RC-Ib-2.15.2: EN10V-Ib-13.9: Differentiate Remedial Reading or
the factors of public Determine the effect of formal from informal Instruction/ICL
Regular Holiday: speaking textual aids like advance definitions of words
Independence Day EN10G-Ia-27: Use reflexive organizers, tiles, non-linear EN10LT-Ib-2.2: Explain how
and intensive pronouns illustrations, etc. on the the elements specific to a
understanding of a text genre contribute to the theme
EN10LC-Ib-4: Determine of a particular literary
the implicit and explicit selection
signals, verbal, as well as EN10LT-Ib-2.2.1: Express
non-verbal, used by the appreciation for sensory
speaker to highlight images used
significant points
EN10VC-Ib-1.4/2.4:
Determine how connected
events contribute to the
totality of a material
viewed

II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
lOMoARcPSD|15737262
DISCOVERING PERSONAL BUILDING UP DEFENSES:
CHALLENGES:
Effect of Textual Aids;
Implicit & Explicit Signals,
Factors of Public
Verbal & Non-Verbal
Speaking, and Reflexive &
Used by Speaker; and
Intensive Pronouns
Contribution of Events to
Material’s Totality
P10 -17 P20-23
P18-30 P32-33
P18-30 P32-33
None None
None Audio-video file of the
song, Reflection
Review the features of Have the students read
a persuasive text the introduction under
Your Journey on page 31
of the
LM
Since the final output of Remind students of the
Lesson 1 is oral reporting expected output of the
about cyberbullying, have lesson: brochure on
the students give their building defenses
prior knowledge on the against discrimination
factors of public speaking
Remedial Reading
Formal and Informal or Instruction/ICL
Definitions of Words;
Elements Specific to a Genre;
and Sensory Images
P24-28 None
P35-44 None
P35-44 None
None None
None None
Let the students set their Remedial Reading
expectations on the lesson or Instruction/ICL
by accomplishing Task 6 on
page
35 of the LM
Let the students read the Remedial Reading
text on page 35 of the LM or Instruction/ICL
and let the information be a
guide in reading the text

IV. PROCEDURES
C. Discussing New Concepts and
Practicing New Skills #1
D. Discussing New Concepts and
Practicing New Skills #2
E. Developing Mastery
(Leads to Formative
Assessment 3)
F. Finding Practical Applications
of Concepts and Skills in
Daily Living
G. Making Generalizations and
Abstractions about the
Lesson
H. Evaluating Learning
I. Additional Activities for
lOMoARcPSD|15737262
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Have the students read Have the students Have the students Remedial Reading
the text about bullying on accomplish a word web accomplish the Story or Instruction/ICL
pages 27 & 28 in the LM activity on the word, Anticipation Guide on page
Discrimination 36 of the LM
Discuss the factors of Have the students Have the students recall their Remedial Reading
public speaking & have accomplish Task 1 on knowledge on formal & or Instruction/ICL
the students examine the page 32 of the LM informal definitions of
Oral Presentation Rubric words; then let the students
on page 29 of the LM as a accomplish Task 8 on page
reference for the final task 36
of the LM
Have the students Have the students view Interactive Reading of the Remedial Reading
accomplish Task 16 or listen to the song selection, The Gorgon’s or Instruction/ICL
Grammarian for a Day “Re 昀氀 ection” from the Head; then have the students
on pages 18 – 19 in the movie Mulan and answer answer Task 9 on their
LM the processing questions notebooks (p. 42)
Facilitate the students in Let the students Facilitate students’ group Remedial Reading
accomplishing Task 30 A accomplish Task 3 work: Visualizing the Text or Instruction/ICL
Day in a Life on page 29 Mirror, Mirror on page on page 42 of the LM
of 33 of the
the LM LM
Have the students Let the students recall Let the students answer Remedial Reading
answer the following: the textual aid on Task 1 the following: or Instruction/ICL
1. In what instances in life and ask them its e 昀昀 ect “What events in the myth
where you can use the in deciphering the riddle could happen in real
insights you’ve learned life?”
on the factors of public
speaking?
Have the students Have the students Facilitate students’ Remedial Reading
answer the following: answer the following: abstraction from the lesson by or Instruction/ICL
“Why do we need to “What are being used in answering the following:
know the factors in public the song viewed to “What are the insights
speaking?” highlight its significant you’ve learned from the
points?” selection?”
Oral Presentation about Think-Write-Share: Makes Sense To Me Remedial Reading or
 lOMoARcPSD|15737262

Application or Remediation Cyberbullying Discrimination Check (page (page 44) Instruction/ICL

32 of the LM)

Accomplish the My Using the exit cards Accomplish Task 12 My Coat Remedial Reading
Treasure on page 30 of provided or any piece of of Arms on pages 43-44 of the or Instruction/ICL
REMARKS
the LM on their Activity paper, answer the LM
Notebook enduring
question of the lesson
Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?
 lOMoARcPSD|15737262

School: TNHS_ Magsaysay Ext. High School Grade Level: 10

GRADES 10 Teacher: Jose G. Gerogalem Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Nov. 21-25, 2023 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Objectives 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 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.
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.
EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain Remedial Reading
features of persuasive Determine the effect of Determine how connected how the elements specific or Instruction/ICL
texts EN10OL-Ib-3.15: textual aids like advance events contribute to the to a genre contribute to
Describe and interpret the organizers, titles, non- totality of a material the theme of a particular
ethics of public speaking linear illustrations, etc. on viewed literary selection
EN10G-Ib-27: Use reflexive the understanding of a EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain
and intensive pronouns text EN10LC-Ic-4: formal from informal the literary devices used
Determine the implicit and definitions of words
explicit signals, verbal, as
well as non-verbal, used
by the speaker to highlight
significant points

BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:

Contribution of Events to Remedial Reading
a Material’s Totality; and or Instruction/ICL
Features of Persuasive Effect of Textual Aids; and
Difference Between Formal & Literary Elements/Theme
II. CONTENT Texts; Ethics of Public Implicit & Explicit Signals,
in the Selection, Orpheus;
Informal Definitions of
Speaking; and Reflexive & Verbal & Non-Verbal
Words and Literary Devices Used
Intensive Pronouns Used by the Speaker

III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of
the Lesson
lOMoARcPSD|15737262
P29-33 P P P None
P45-51 P52-53 P53-54 P55-58 None
P45-51 P52-53 P53-54 P55-58 None
None None None None None
Self-constructed worksheet Audio-video file on “Let it Copy of the film or a Dice None
on describing/interpreting Go” song; printed copy of summary/movie review of
ethics of public speaking; a song of your choice “Life of Pi” movie
caps
Review the features Have the students read Present the necessary Have the students read the Remedial Reading
of persuasive texts the text under Your information about text about myths in a box or Instruction/ICL
and reflexive & Journey on page 52 of the the movie, “Life of Pi” on page 55 of the LM, then
intensive LM deliberate its key thought/s
pronouns
Have the students Inform students of the Have the students mull Have the students mull over Remedial Reading
mull over the expected output in Lesson over the following the following motive or Instruction/ICL
following key thought: 3: Information Ad question: “How did the question: “To what extent
“Pronouns are used so (TV, radio, or print) connected events would you use your
that you do not keep using contribute to the totality strength to save the person
nouns all throughout a of the movie?” you love?”
text.”
Have the students Present samples of Optional: Viewing of the Interactive Reading of the Remedial Reading
compare and contrast explicit and implicit signals movie, “Life of Pi” Selection entitled, Orpheus or Instruction/ICL
reflexive & intensive and have the students (time-consuming)
pronouns using a Venn differentiate implicit and Present the summary or
Diagram explicit signals the movie review of the
film, “Life of Pi”

IV. PROCEDURES
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 3)
G. Finding Practical Applications
of Concepts and Skills in
Daily Living
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
MONDAY
Have the students
accomplish Task A & B
on page 45 of the LM
Discuss the ethics of public
speaking and have them
accomplish the provided
worksheet
Let the students
accomplish Task 18
Caps Locked on page 48
Have the students
answer the following
through Think-Pair-Share:
“What are the instances in
life where you can use the
ethics in public speaking?”
Facilitate the students’
responses on the
following: “Describe an
ethical public speaking.”
Travel Brochure (page 50)
lOMoARcPSD|15737262
TUESDAY WEDNESDAY THURSDAY FRIDAY
Have the students listen Have the students discuss Have the students answer Remedial Reading
to the song, “Let it Go” & their answers to the the processing questions on or Instruction/ICL
let them determine processing questions on page 57. Optional: Pass the
implicit and explicit signals pages 59-60 of the LM in a Dice Activity in designating
from small group questions to students
the lyrics
Let the students Let the students Discuss shortly what is Remedial Reading
accomplish Task 1 Boy- accomplish Task 4 exposition, falling action, or Instruction/ICL
Girl Power on page 53 of Mystery Words on pages climax, rising action, and
the LM 54-55 of the LM resolution, then facilitate
students’ responses on
Task 6 Element-Array on
page 58
of the LM
Facilitate students’ Elaborate/explain the Have the students orally Remedial Reading
responses on the answers on the discuss their answers to or Instruction/ICL
processing questions on processing questions on the processing questions
page 54 of the LM page 55 of on
the LM Task 6 (page 58)
Let the students cite real- Have the students Cite instances where Remedial Reading
life situations that make correlate the events and people risk so much for the or Instruction/ICL
use of implicit and explicit totality of the movie to sake of their loved ones
signals their own experiences and
their contribution to life
Facilitate students’ Let the students Have the students Remedial Reading
responses on the answer the following: answer the following: or Instruction/ICL
following: “How are “What insights have “Why should you
explicit and implicit signals you learned from the capitalize on strengths and
used by the speaker to movie recognize your
highlight adaptation/summary?” weaknesses?”
significant points?”
Using the printed copy of a Using the words in the Accomplish Task 7 Alice Remedial Reading
song, have the students mystery words, have the Low on page 58 of the LM or Instruction/ICL
determine the implicit and students take a short quiz
explicit signals used in the on the formal and
lyrics to highlight points informal
lOMoARcPSD|15737262

definition of the words

 lOMoARcPSD|15737262

J. Additional Activities for Accomplish My Treasure Have the students Encourage students to Research: How to Make Remedial Reading
Application or on page 51 of the LM and accomplish Task 3 What watch the film, “Life of an Effective Information Ad or Instruction/ICL
Remediation write your answers on a are You Made of? Pi” with their family at
journal their
own leisure time
VII.REMARKS

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VIII. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?
 lOMoARcPSD|15737262

School: TNHS- Magsaysay Ext. High School Grade Level: 10

GRADES 10 Teacher: Jose G. Gerogalem Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Nov. 28-dec. 2, 2023 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
WEAKNESSES:
II. CONTENT
Objectives 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 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.
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.
EN10WC-Ic12.2: Formulate EN10WC-Ic12.2: Formulate EN10RC-Id-2.15.2: EN10VC-Id25: Express Remedial Reading
a statement of opinion or a statement of opinion or Determine the effect of insights based on the ideas or Instruction/ICL
assertion assertion textual aids like advance presented in the material
EN10OL-Ic-3.16: Describe EN10OL-Ic-3.16: Describe organizers, titles, non- viewed
the techniques in effective the techniques in effective linear illustrations, etc. on EN10V-Id13.9: Differentiate
public speaking public speaking the understanding of a formal from informal
EN10G-Ic-26: Using words EN10G-Ic-26: Using words text EN10LC-Id-4.1: Single definitions of words
and expressions that and expressions that out direct and indirect
emphasize a point emphasize a point signals used by a speaker
Regular Holiday: Bonifacio
Day
CAPITALIZING ON CAPITALIZING ON
DEALING WITH PERSONAL CHALLENGES:
STRENGTHS AND STRENGTHS AND
RECOGNIZING RECOGNIZING
WEAKNESSES:
Statement of Opinion or Remedial Reading
Assertion; Techniques in Insights based on Ideas; and or Instruction/ICL
Effect of Textual Aids; and
Effective Public Speaking; Difference between Formal &
Direct & Indirect Signals
and Words & Informal Definitions of
Used by a Speaker
Expressions that Words
Emphasize a Point

III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of
the Lesson
lOMoARcPSD|15737262
P P P None
P59-66 P67-68 P69 & 71 None
P59-66 P67-68 P69 & 71 None
None None None None
None Sample Impressive Photo Dictionaries; and “Never None
Essay Give Up in Life” (an
inspirational video)
Have the students give Have the students read Have the students share Remedial Reading
words or group of words the text under Your their expectations set or Instruction/ICL
to associate with the Journey on page 67 of the last meeting
words: LM and
Opinion and Assertion deliberate its key thought/s
Ask students to deliberate Inform the students of Ask students: “How do Remedial Reading
the relevance between the expected output of human desires, intuitions, & or Instruction/ICL
giving insights, opinions or the lesson: Impressive motives lead to dealing with
assertions, and expressions Photo Essay personal challenges?”
to emphasize a point or to
effectively communicate in
public
Interactive Discussion: Have the students mull Have the students mull Remedial Reading
Techniques in Effective over the quotation by an over the following: or Instruction/ICL
Public Speaking and Words anonymous writer on “You are what you are and
& Expressions to page 68 of the LM where you are because of
emphasize a point what has gone into your
mind. You can change
what you are and where
you are by changing what
goes into
your mind.” – Zig Ziglar
 lOMoARcPSD|15737262

V. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

D. Discussing New Concepts and Have the students Let the students Let the students find Remedial Reading
Practicing New Skills #1 accomplish Task 8.2 A answer the questions difficult or unfamiliar words or Instruction/ICL
Quote on Quote on page on Task 1 (page 68) in the selection and look up
61 of the LM the meaning of each
through the use of a
dictionary or
context clues
E. Discussing New Concepts and Let the students answer Have the students Let the students view Remedial Reading
Practicing New Skills #2 Task 9 Modal Modes on accomplish Task 2 A “Never Give Up in Life” and or Instruction/ICL
pages 61 & 62 of the Puzzling Trial on page 68 have them share or express
LM of the LM their insights through Think-
Pair-
Share
F. Developing Mastery Have the students Let the students Have the students give Remedial Reading
(Leads to Formative answer Task 9.1 and Task accomplish Task 3 Three the formal and informal or Instruction/ICL
Assessment 3) 9.2 on page 62 of the LM Controls on page 68 of definitions of the words
the LM they found difficult in the
text
G. Finding Practical Applications Cite instances where Cite instances in life Ask the students to give Remedial Reading
of Concepts and Skills in people need to express where speakers use direct instances where they can or Instruction/ICL
Daily Living themselves clearly when and indirect signals express themselves based
giving opinion or assertion, on any idea presented
or when emphasizing a
point
H. Making Generalizations and Facilitate the students in Have the students Facilitate students’ Remedial Reading
Abstractions about the making generalizations answer the following: responses on the or Instruction/ICL
Lesson on the use of modals in “In what way a textual following: “Why is it
emphasizing a particular aid like a drawing or important to express
point picture help you to insights based on ideas and
understand a not on feelings?”
text or message?”
I. Evaluating Learning Make your own Let the students write Let the students write their Remedial Reading
Information Ad. Let the their answers to the insights on a certain quote & or Instruction/ICL
students be guided by essential question in a let them define a word from
the graphic it formally & informally
rubric on page 66 of the LM organizer of their choice
J. Additional Activities for Let the students answer My Have the students Read the story, Arachne Remedial Reading or
 lOMoARcPSD|15737262

Application or Remediation Treasure on page 66 of accomplish Task 4 (p. 69) Instruction/ICL

the LM. Write the answers
on
the journal or notebook
V. REMARKS

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
lOMoARcPSD|15737262
School: TNHS-MAGSAYSAY EXT. HIGH SCHOOL Grade Level: 10
Teacher: JOSE G. GEROGALEM Learning Area: English
Teaching Dates and Time: DEC. 5-9, 2023 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
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.
EN10LT-Id2.2: Explain EN10WC-Id12.2: Formulate EN10RC-If-21: Compare EN10VC-Ig1.5/2.5: Draw Remedial Reading
how the elements specific a statement of opinion or new insights with previous generalizations and or Instruction/ICL
to a genre contribute to assertion learnings conclusions based on the
the theme of a particular EN10OL-Id3.16.1: Employ EN10LC-Ih-14.3: Show materials viewed
literary selection the techniques in public appreciation for songs, EN10V-Ig13.9: Use formal
EN10LT-Id2.2.2: Explain speaking in a sample public poems, and other listening and informal definitions
the literary devices used speaking situation texts of words
EN10G-Id-26: Using words
and expressions that
emphasize a point
DEALING WITH PERSONAL CHALLENGES: WINNING OVER INDIVIDUAL CHALLENGES:
Statement of Opinion or Remedial Reading
Elements Specific to a Drawing Generalization &
Assertion; Techniques or Instruction/ICL
Genre and their Comparison of Insights; Conclusions; and Formal &
in Public Speaking; &
Contribution to the Theme; and Appreciation for a Informal Definitions of
Emphasis Words &
and Literary Devices Song Words
Expressions
P P P P None
P69 – 72 P73-78 P79-81 P82-84 None

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
lOMoARcPSD|15737262
P69 – 72 P73-78 P79-81 P82-84 None
None None None None None
None None Comparing Insights Tips Download a worksheet on None
drawing generalizations
Have the students Have student volunteers Have an interactive Have student volunteers Remedial Reading
correlate the science term to share their quote made reading on the text under share their answers to or Instruction/ICL
Arachnid and the story’s from the previous meeting Your Journey on page 79 of the essential question
title, the
Arachne LM
Let the students read Answer the following: Inform students of the Have the students mull Remedial Reading
the text under Your Text “How do you formulate a expected output of the over the following: or Instruction/ICL
on page 69 of the LM statement of opinion?” lesson which is to “Is it important to
“Why do you need employ participate in a short but draw generalizations
techniques in public meaningful panel and conclusions based
speaking?” discussion on winning over on something? Why?”
“When do you use words & personal challenges
expressions that emphasize
a point?”
Interactive Reading of the Present instances how Show and tell: Comparison Let the students give Remedial Reading
Selection entitled Arachne to formulate a of insights their following situation: or Instruction/ICL
statement of opinion, “If it is cloudy and it starts
where speakers employ to be windy, then the sky
techniques in public gets dark, what may happen
speaking & when writers next?”
use emphasis
markers
Discuss the answers to the Discuss the di 昀昀 erences Facilitate the students’ Let the students Remedial Reading
questions on Image between conjunction, task in Task 1 Connect to accomplish Task 2 Outlook or Instruction/ICL
Makers (page 72) parenthetical expression, & the Cap on page 80 of the Turn Up on page 81 of the
adverb/conjunctive adverb; LM LM
then let the students
accomplish Which is Which
Activity (page 73)

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in
Daily Living
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
Additional Activities for
Application or Remediation
Discuss the answers to
the questions on Justifiers
(page 72)
Discuss the answers to
the questions on Theme
Builders (page 72)
Cite instances in life
where pride becomes
destructive
Let the students make
abstractions from the
story read and discussed
Have the students create
a quote that is relevant to
the theme of the story
Research about emphasis
markers
lOMoARcPSD|15737262
Reinforce learning on the
techniques of public
speaking; then discuss how
to formulate a statement
of opinion, and have the
students accomplish Fact +
Opinion Activity (page 75)
Facilitate students’
responses on Giving
Emphasis Activity on page
73 of the LM
Cite instances where
statements of opinion and
emphasis markers are
used
in practical life
Finalize answers:
“How do you formulate a
statement of opinion?”
“Why do you need employ
techniques in public
speaking?”
“When do you use words &
expressions that emphasize
a point?”
Make an impressive photo
essay. Be guided with the
directions on pages 75 – 77
of the LM.
Answer My Treasure
(page 78)
Have the students listen to
the song, “Roar” by Katy
Perry and let them list the
words and expressions
that relate to ways we deal
with challenges
Have the students decipher
the message of the song
and let them share it with a
partner
Let the students cite
instances where they
were able to deal with
challenges
Let the students make
abstractions from the
message of the song in
relation to winning over
challenges
Let the students make a
short essay comparing the
insights learned from
previous learning on
dealing with personal
challenges and the new
insights learned in this
lesson
Give tentative answers to
the essential question
Discuss the di 昀昀 erence Remedial Reading
between connotative and or Instruction/ICL
denotative meaning; then
let the students accomplish
Vocabulary Hunt on page
84 of the LM
Let the students give Remedial Reading
the formal and informal or Instruction/ICL
definitions of the word
hunted in the previous task
Have the students give Remedial Reading
situations in practical or Instruction/ICL
life where they draw
generalizations/conclusions
Let the students share Remedial Reading
their learning in drawing or Instruction/ICL
generalizations and
conclusions
Worksheet on Remedial Reading
drawing or Instruction/ICL
generalizations and
conclusions
Let the students accomplish Remedial Reading or
Task 4 Looking Forward Instruction/ICL
 lOMoARcPSD|15737262

(page 81) (page 81)

V. REMARKS

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
lOMoARcPSD|15737262
School: TNHS-MAGSAYSAY EXT HIGH SCHOOL Grade Level: 10
Teacher: JOSE G. GEROGALEM Learning Area: English
Teaching Dates and Time: DEC. 12-16, 2023 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
con 昀氀 icts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, di 昀昀 erent forms of modals, re 昀氀 exive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10LT-If-2.2: Explain how EN10WC-Ie12.2: Formulate EN10OL-Ie3.16.1: Employ EN10OL-If3.16.1: Employ Remedial Reading
the elements specific to a a statement of opinion or the techniques in public the techniques in public or Instruction/ICL
genre contribute to the assertion speaking in a sample public speaking in a sample public
theme of a particular EN10WC-Ie12.3: Identify speaking situation speaking situation
literary selection. the techniques in a
EN10LT-If2.2.3: Determine persuasive text
tone, mood, technique, and
purpose of the author
WINNING OVER INDIVIDUAL CHALLENGES:
Formulating a Statement Remedial Reading
Literary Elements:
of Opinion or Assertion; & Employing Techniques Employing Techniques or Instruction/ICL
Theme, Tone, Mood,
Techniques in a Persuasive in Public Speaking in Public Speaking
Technique, & Purpose of
Text
the Author
P P P P None
P82-85 P86 & 89 P90-91 P90-91 None
P82-85 P86 & 89 P90-91 P90-91 None
None None None None None
 lOMoARcPSD|15737262

portal
E. Other Learning Resources
IV. PROCEDURES
J. Reviewing Previous Lesson or
Presenting the New Lesson
K. Establishing a Purpose for the
Lesson
L. Presenting
Examples/Instances of
the Lesson
M. Discussing New Concepts
and Practicing New Skills
#1
None
Ask the students:
“Which details in
the drawing
presented
yesterday showed
winning over individual
challenges?”
Let the students ponder on
the question:
“How important is your
eye/s to you?”
Facilitate students in the
reading of the text, “How
Odin Lost His Eye” on
page
82 of the LM.
Discuss shortly about types
of con 昀氀 icts; and have
them accomplish The
Power of C Activity on
page 84 of the LM
None Optional: video sample of Optional: video sample of None
panel discussion panel discussion
Recall the di 昀昀 Review the di 昀昀 erent Review the di 昀昀 erent Remedial Reading
erence between techniques to be utilized techniques to be utilized in or Instruction/ICL
opinion and in a persuasive text a persuasive text
assertion
Allow students to Have the students share Have the students share Remedial Reading
express their opinion or their prior knowledge on their prior knowledge on or Instruction/ICL
assertion over the what is a panel what is a panel
following: discussion discussion
“How will you convince
others to agree with you
that it is important to
read and discuss myths,
tales,
legends and other stories?”
Present the di 昀昀 erent Have the students view a Have the students view a Remedial Reading
persuasive techniques that sample panel discussion sample panel discussion or Instruction/ICL
are usually used in a
persuasive text
Facilitate students in Think-Pair-Share: Think-Pair-Share: Deliberate Remedial Reading
answering the Winning Deliberate on the on the insights learned or Instruction/ICL
Appeal on page 86 of the insights learned from the from the sample panel
LM sample panel discussion discussion

N. Discussing New Concepts and
Practicing New Skills #2
Discuss the following
Literary Elements: Theme,
Tone, Mood, Technique,
& Purpose of the Author;
then let the students
identify such elements in
Have the students
accomplish Task 8 Life
Skills Connection and let
them share their opinion
on the text entitled Koran
Facilitate students as Facilitate students as they Remedial Reading
they go over the ideas for go over the ideas for a or Instruction/ICL
a panel discussion on panel discussion on page 90
page 90 of the LM of the LM

O. Developing Mastery
(Leads to Formative
Assessment 3)
P. Finding Practical Applications
of Concepts and Skills in
Daily Living
Q. Making Generalizations and
Abstractions about the
Lesson
R. Evaluating Learning
Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
the selection read
Have the students
accomplish Lasting Virtue
Activity on page 85 of the
LM
Let the students give
instances in their life
where they have sacrificed
something for others
Have the students
answer the following:
“What are the insights
or lessons have you
learned from the story?”
Let the students answer
the questions in Thinking it
Through on page 85 of the
LM
Answer the following:
“How will you convince
others to agree with you
that it is important to
read and discuss myths,
tales,
legends and other stories?”
Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
lOMoARcPSD|15737262
Let the students Group the students and Group the students and Remedial Reading
accomplish What Always have them designate have them designate or Instruction/ICL
Worked Activity on page roles: chairman, and roles: chairman, and
88 panelists or panelists or
of the LM discussants discussants
Have the students cite Let the students give real- Let the students give real- Remedial Reading
instances where they life situations where life situations where or Instruction/ICL
were able to successfully panel discussions are panel discussions are
persuade someone used used
(e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions)
Let the students Have the students Have the students Remedial Reading
answer the following: answer the following: answer the following: or Instruction/ICL
“What techniques should “How will you conduct a “How will you conduct a
you employ or use to be panel discussion?” panel discussion?”
able to convince or
persuade someone?”
Accomplish The Power Panel Discussion Panel Discussion Remedial Reading
of the Song (page 88) (Continuation) or Instruction/ICL
Let the students Conduct research Peer Evaluation of Remedial Reading
accomplish Thought for (if possible), and take Other Group’s or Instruction/ICL
Today Activity on pages notes on the possible Discussion
88- 89 of the LM questions to be used in the
panel discussion
 lOMoARcPSD|15737262

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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
lOMoARcPSD|15737262
School: TNHS-MAGSAYSAY EXT. HIGH SCHOOL Grade Level: 10
Teacher: JOSE G. GEROGALEM Learning Area: English
Teaching Dates and Time: JAN. 3-6, 2023 Quarter: 21
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
con 昀氀 icts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, di 昀昀 erent forms of modals, re 昀氀 exive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10OL-Ig3.16.1: Employ EN10OL-Ih3.16.1: Employ EN10G-If-3.6/ EN10G-Ig- EN10RC-Ii-21: Compare new Remedial Reading
the techniques in public the techniques in public 3.6/ EN10G-Ih-3.6/EN10G- insights with previous or Instruction/ICL
speaking in a sample public speaking in a sample public Ii-3.6: Use modals learnings
speaking situation speaking situation EN10V-1h-13.9 Use
denotation and connotation
to clarify meanings of words
TURNING CHALLENGES TO
WINNING OVER INDIVIDUAL CHALLENGES:
OPPORTUNITIES:
Employing Techniques in Employing Techniques in Comparing Insights; and Remedial Reading or
Modals
Public Speaking Public Speaking Denotation and Connotation Instruction/ICL
P P P P None
P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
None None None None
Optional: video sample of Optional: video sample of Downloaded worksheets Worksheet (Connotation vs. None
panel discussion panel discussion on Modals; Modal Bank Denotation)

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of
the
Lesson
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 3)
G. Finding Practical Applications
of Concepts and Skills in
Daily Living
Review the di 昀昀 erent
techniques to be utilized
in a persuasive text
Have the students share
their prior knowledge on
what is a panel
discussion
Have the students view a
sample panel discussion
Think-Pair-Share:
Deliberate on the
insights learned from the
sample
panel discussion
Facilitate students as
they go over the ideas for
a panel discussion on
page 90 of the LM
Group the students and
have them designate
roles: chairman, and
panelists or
discussants
Let the students give real-
life situations where
panel discussions are
used
(e.g. SS Lesson Discussions)
lOMoARcPSD|15737262
Review the di 昀昀 erent Give/share feedbacks on Have the students read Remedial Reading
techniques to be utilized the panel discussion done the text under Your or Instruction/ICL
in a persuasive text Journey on page 92 of the
LM
Have the students share Have the students Inform students that the Remedial Reading
their prior knowledge on mull over the expected output of the or Instruction/ICL
what is a panel following: lesson is to present a
discussion “You should eat to live, and short
not live to eat.” persuasive essay
Have the students view a Present a modal bank and Remedial Reading
sample panel discussion have the students guess or Instruction/ICL
what words are they
Think-Pair-Share: Facilitate students in Facilitate students in Remedial Reading
Deliberate on the answering Sense of Value answering Task 1 I Always or Instruction/ICL
insights learned from the Activity on page 86 of the Connect Game on page 93
sample LM of the LM
panel discussion
Facilitate students as Discuss the di 昀昀 erent Discuss how to give Remedial Reading
they go over the ideas for modals such as must, denotative and connotative or Instruction/ICL
a panel discussion on should, etc.; and let the meaning to words; and
page 90 of the LM students answer Rewarding have the students undergo
Activity (page 87) some
drills
Group the students and Have the students Let the students answer Remedial Reading
have them designate accomplish Looking Ahead the downloaded worksheet or Instruction/ICL
roles: chairman, and Activity on page 100 of the (connotation & denotation)
panelists or LM
discussants
Let the students give real- Cite instances in life where Cite instances in life Remedial Reading
life situations where people get to use modals in wherein they can apply or Instruction/ICL
panel discussions are daily conversations their knowledge on
used denotation
(e.g. SS Lesson Discussions) and connotation
 lOMoARcPSD|15737262

H. Making Generalizations and Have the students Have the students Let the students Let the students answer Remedial Reading
Abstractions about the answer the following: answer the following: answer the following: the following: or Instruction/ICL
Lesson “How will you conduct a “How will you conduct a “What are modals?” “What is the di 昀昀 erence
panel discussion?” panel discussion?” “When do we use between connotation and
modals?” denotation?”
 lOMoARcPSD|15737262

I. Evaluating Learning Panel Discussion Panel Discussion Self-constructed Long Quiz Accomplish Meaningful Remedial Reading
(Continuation) (Continuation) /downloaded worksheet Search (page 96) or Instruction/ICL
(Modals)
Additional Activities for Peer Evaluation of Peer Evaluation of Make a success plan using Read in advance the text Remedial Reading
Application or Remediation Other Group’s Other Group’s modals From the Analects by or Instruction/ICL
Discussion Discussion Confucius
V. REMARKS

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
lOMoARcPSD|15737262
School: TNHS-MAGSAYSAY EXT.HIGH SCHOOL CANDAPING Grade Level: 10
NATIONAL HIGH SCHOOL
Teacher: JOSE G. GEROGALEM VENICE E. GENITA Learning Area: English
Teaching Dates and Time: JAN. 9-13, 2023July 24 – 28, 2017 Quarter: 21
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
con 昀氀 icts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, di 昀昀 erent forms of modals, re 昀氀 exive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how EN10LT-Ih2.3: Draw Remedial Reading
generalizations spoken communication a selection may be similarities and di 昀昀 erences or Instruction/ICL
EN10VC-Ig1.5/2.5:Draw may be repaired or in 昀氀 uenced by culture, of the featured selections
generalizations and enhanced history, environment, in relation to the theme
conclusions based on the or other factors
materials viewed
TURNING CHALLENGES TO OPPORTUNITIES:
Making Generalizations and Repairing or Enhancing Similarities and Di 昀昀 erences Remedial Reading or
Literary Analysis
Conclusions Spoken Communication of Selections Instruction/ICL
P P P P None
P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
None None None None None
Video Clip of One Arm Handouts in repairing or None None None
Young Lady & a One enhancing spoken
Legged Young Man; communication; speeches
Pictures

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of
the Lesson
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 3)
G. Finding Practical Applications
of Concepts and Skills in
Daily Living
Review the key thoughts
on denotation and
connotation
Have the students
answer the following:
“How do you turn your
challenges into
opportunities?”
Have the students view
the video clip of “One arm
young Lady and a One
legged Young Man”
Think-Pair-Share:
Generalizations from the
video clip viewed
Picture Analysis: Make
generalizations based on
the picture posted
Post a picture and
answer the following:
“What does the picture
suggest about challenges &
opportunities?”
Let the students give real-
life situations where
people are able to turn
challenges to opportunities
lOMoARcPSD|15737262
Review the key thoughts Have the students share Review the insights from Remedial Reading
in making generalizations their Map of Targets in the selection discussed or Instruction/ICL
Task 4 (page94) previously
Have the students Have the students mull Ask the students the ways Remedial Reading
share their answers to over the short text under to draw similarities and or Instruction/ICL
the following: Your Text on page 94 of di 昀昀 erences
“Do spoken the LM
communication need to be
repaired or
enhanced? Why?”
Have the students view a Interactive Reading of Interactive Reading: Zen Remedial Reading
short speech the text From the Parables (p. 100) & Practice or Instruction/ICL
Analects (pages 95-96) and Uphold Positive
Attitude
(p. 103)
Think-Pair-Share: Have the Have the students Have the students Remedial Reading
students identify the parts accomplish Theme discuss their answers to or Instruction/ICL
in the speech that needs Connection on pages 96-97 the questions on page
to 100 of
be repaired or enhanced the LM
Have the students Explain how the selection Let the students discuss Remedial Reading
accomplish Taking a Stand From the Analects may be their answers to the or Instruction/ICL
for or against (pages 97- in 昀氀 uenced by culture, questions on page 104 of
98) history, environment, or the LM
other factors
Give a sample speech and Think-Pair-Share: Let the Have the students Remedial Reading
have the students students share their accomplish A Call Up for or Instruction/ICL
examine it and identify the insights from the ideas Order Box on page 104
parts to be repaired or conveyed by the of the LM
enhanced selection
Ask students to give Cite instances in life Cite instances in life Remedial Reading
instances in their life where people are able to where they get to give or Instruction/ICL
where they wish to repair resolve problems due to similarities and di 昀 昀
or enhance their spoken helpful advices from erences of things
communication others
 lOMoARcPSD|15737262

H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
Have the students make Let the students Have the students Have the students Remedial Reading
generalizations on the answer the following: answer the following: answer the following: or Instruction/ICL
tips in making “Why is there a need to “What is the importance of “How do you draw
generalizations repair or enhance turning challenges into similarities and di 昀昀
spoken opportunities?” erences
communication?” of two certain things?”
Make short essay on Alter Ego (page 101) Let the students identify Let the students draw Remedial Reading
turning challenges the parts in the selection similarities and di 昀昀 erences or Instruction/ICL
to opportunities that are in 昀氀 uenced by between the two selections
culture, history, read and discussed
environment, or other
factors
Accomplish Task 4 Mapping Find a speech that needs to Remedial Reading or
the Targets be repaired or enhanced Instruction/ICL

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?
 lOMoARcPSD|15737262

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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
lOMoARcPSD|15737262
School:TNHS-MAGSAYSAY EXT.HIGH SCHOOL CANDAPING Grade Level: 10
NATIONAL HIGH SCHOOL
Teacher: JOSE G. GEROGALEM Venice E. Genita Learning Area: English
Teaching Dates and Time: JAN 16-20, 2023July 31 – August 4, 2017 Quarter: 21
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
con 昀氀 icts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, di 昀昀 erent forms of modals, re 昀氀 exive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10WC-If12.3: Compose a EN10WC-Ig12.3: Compose EN10WC-Ih12.3: Compose EN10WC-Ii-12: Compose Remedial Reading
persuasive text of three a persuasive text of three a persuasive text of three short persuasive texts or Instruction/ICL
paragraphs expressing paragraphs expressing paragraphs expressing using a variety of
one’s stand on an issue one’s stand on an issue one’s stand on an issue persuasive
techniques and devices
Remedial Reading or
Instruction/ICL
P P P P None
P105-108 P105-108 P105-108 P105-108 None
P105-108 P105-108 P105-108 P105-108 None
None None None None None
None None None None None
Review the techniques in Review the techniques in Review the techniques in Review the techniques in Remedial Reading
writing a persuasive text writing a persuasive text writing a persuasive text writing a persuasive text or Instruction/ICL
 lOMoARcPSD|15737262

B. Establishing a Purpose for the Ask the students to
Lesson answer the following:
“How will you persuade
someone through writing?”
C. Presenting Ask the students when
Examples/Instances of they have experienced
the Lesson persuading someone
through writing
D. Discussing New Concepts Discuss the steps in
and Practicing New Skills writing a persuasive essay
#1 (page 105); let the
students choose a subject
of their choice
Ask the students to
answer the following:
“How will you persuade
someone through writing?”
Ask the students when
they have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
choose a subject of their
choice
Ask the students to
answer the following:
“How will you persuade
someone through writing?”
Ask the students when
they have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
choose a subject of their
choice
Ask the students to Remedial Reading
answer the following: or Instruction/ICL
“How will you persuade
someone through writing?”
Ask the students when Remedial Reading
they have experienced or Instruction/ICL
persuading someone
through writing
Discuss the steps in writing a Remedial Reading
persuasive essay (page 105); or Instruction/ICL
let the students choose a
subject of their choice

E. Discussing New Concepts and Have the students go over Have the students go over Have the students go over Have the students go over Remedial Reading
Practicing New Skills #2 the drafting guidelines and the drafting guidelines and the drafting guidelines and the drafting guidelines and or Instruction/ICL
let them start drafting let them start drafting let them start drafting let them start drafting
their own essay their own essay their own essay their own essay

F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in
Daily Living
H. Making Generalizations and
Abstractions about the
Lesson
Let the students go over
the sharing through the
EQS (page 106), and
have
them undergo it
Cite instances where
people become e 昀昀 ective
in persuading others
through
writing
Have the students
answer the following:
“What are the steps in
writing a persuasive text?”
Let the students go over Let the students go over Let the students go over Remedial Reading
the sharing through the the sharing through the the sharing through the or Instruction/ICL
EQS (page 106), and EQS (page 106), and EQS (page 106), and have
have have them
them undergo it them undergo it undergo it
Cite instances where Cite instances where Cite instances where Remedial Reading
people become e 昀昀 ective people become e 昀昀 ective people become e 昀昀 ective or Instruction/ICL
in persuading others in persuading others in persuading others
through through through
writing writing writing
Have the students Have the students Have the students Remedial Reading
answer the following: answer the following: answer the following: or Instruction/ICL
“What are the steps in “What are the steps in “What are the steps in
writing a persuasive text?” writing a persuasive text?” writing a persuasive text?”
 lOMoARcPSD|15737262

I. Evaluating Learning Persuasive Essay Persuasive Essay Persuasive Essay Persuasive Essay Remedial Reading
following the criteria on following the criteria on following the criteria on following the criteria on or Instruction/ICL
pages 106- 107 of the LM pages 106- 107 of the LM pages 106- 107 of the LM pages 106- 107 of the LM

Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or
Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL
V. REMARKS

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
lOMoARcPSD|15737262
School:TNHS-MAGSAYSAY EXT. HIGH SCHOOL CANDAPING Grade Level: 10
NATIONAL HIGH SCHOOL
Teacher: JOSE G. GEROGALEM Venice E. Genita Learning Area: English
Teaching Dates and Time: JAN. 23-27, 2023August 7-11, 2017 Quarter: 21
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives 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 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
con 昀氀 icts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, di 昀昀 erent forms of modals, re 昀氀 exive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
2ND Quarter
ND
Review Review First Quarter Examination 2 Quarter Examination Examination
First Quarter Examination Remedial Reading
or Instruction/ICL
Remedial Reading or
Instruction/ICL
None
None
None
None
None
Remedial Reading
or Instruction/ICL
 lOMoARcPSD|15737262

B. Establishing a Purpose for the Remedial Reading

Lesson or Instruction/ICL

C. Presenting Remedial Reading

Examples/Instances of or Instruction/ICL
the Lesson

D. Discussing New Concepts Remedial Reading

and Practicing New Skills or Instruction/ICL
#1

E. Discussing New Concepts and Remedial Reading

Practicing New Skills #2 or Instruction/ICL

F. Developing Mastery Remedial Reading

(Leads to Formative or Instruction/ICL
Assessment 3)

G. Finding Practical Applications Remedial Reading

of Concepts and Skills in or Instruction/ICL
Daily Living

H. Making Generalizations and Remedial Reading

Abstractions about the or Instruction/ICL
Lesson

I. Evaluating Learning Remedial Reading or

 lOMoARcPSD|15737262

Instruction/ICL

Additional Activities for Remedial Reading or

Application or Remediation Instruction/ICL
V. REMARKS

Re 昀氀 ect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?