GRADE 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/
Objectives
II. CONTENT
III. LEARNING RESOURCES
1. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
Other Learning Resource
IV. PROCEDURES
School BARANGBANG NATIONAL HIGH SCHOOL Grade Level 10
Teacher HONEY BRYLLE B. TANDAYAG Learning Area ENGLISH
Teaching Dates and Time DECEMBER 5 - 9, 2022 Quarter 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. Define research 1. Determine research as a tool in effective campaign and advocacy; 1. Identify key structural elements and language features of an
2. Observe the language of and argumentative text
research 2. Create an advocacy plan and a campaign material for an advocacy. 2. Write an argumentative text/essay applying its correct
elements and language
features
The learner demonstrates understanding of how world literature and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also,
how to use strategies in critical reading, listening, and viewing and affirmation and negation markers to deliver impromptu and extemporaneous speeches.
The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
(EN10G-IVa-32) Observe the (EN10G-IVa-32) Observe the Language of Research, Campaigns and Identifying Key Structural Elements and Language Features of
Language of Research, Campaigns Advocacies an
and Advocacies Argumentative Text
Observe the Language of Research Observe the Language of Campaigns and Advocacies Key Structural Elements of an Argumentative Text
English 10: Quarter 2 – MELC 1 English 10: Quarter 2 – MELC 1 English 10: Quarter 2 – MELC 2
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A. Reviewing previous lesson or The teacher asks the students Let the students recall the The teacher asks the students
presenting the new lesson about their prior knowledge of previous lesson. about the previous lesson they
Research, Campaigns and have tackled.
Advocacies

B. Establishing a purpose for the
lesson
4 PICS 1 WORD Develop your idea about The teacher asks the students,
Martin Luther King’s line by “Have you experienced
completing the statements on presenting an argument? Did it
the web diagram below. By go well?”
activating your prior
knowledge and skills learned
from the previous quarter,
answer the process questions
thereafter.

H A D R E L
I S B R C E

C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
The teacher relates the previous
activity to the topic that will be
discussed.
The teacher discusses the
definition of Research, its purpose
Identify Your Advocacy
Read the short information
about one of the famous and
inspiring Filipino youth
advocacies and find out how
this group of young people
contribute to the community.
Afterwards, cite an advocacy
closest to your heart that you
have plans on advocating
today or in the future.
Discussion about the Basics in
The Language of Campaigns
The teacher presents some
pictures of the characters in an
anime or a drama and asks the
students to name them.
The teacher asks the students,
“May I know what have you
noticed that is common on
them?”
“What do detectives do?”
“How about in the court trials?”
Discussion about Argumentative
Essay

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E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
and the three essential parts of a
Research Paper
6 Steps Involved in the
Development of a Questionnaire
and How to Develop a
Questionnaire for Research
Sort it out! Place the following
research terms in the column where
they belong.
You will develop a questionnaire on
your research topic, reading. Tell
whether the
question in each item below is
applicable and appropriate in
research or not. If it is,
draw a positive sign (+), if it is not,
a negative sign.
1. How many times do you read
books in a week?
2. Are you reading right now?
3. At what age did you start
reading?
4. Can you read with me?
5. Didn’t you read the food label?
The teacher asks the students
about the discussion.
Discussion about the Basics in
The Language of Advocacies
The teacher asks the students
about the discussion.
Think, Share and Act for an
Advocacy
The following graphic organizers
present the list of some of the
different issues brought by COVID-
19 pandemic to our country. Answer
the questions found
in the table below after going over
the details.
Task 4: Plan for an Advocacy
With the pressing issues brought by
the COVID-19 pandemic, research
further about a particular issue and
come up with an advocacy
presentation plan.
Here are the standards to follow:
Goal: Offer solutions or options to
pressing social concerns brought by
the pandemic
Role: researcher, advocate
Audience: Filipino Youth
Situation: You are requested by the
National Youth Commission of the
Philippines to pass an advocacy
plan. You can choose from these
types of advocacies: mass
advocacy, self-advocacy and health
advocacy.
Product: Advocacy plan
Standard: Detailed/accomplished
worksheet advocacy plan
What I Have Learned
Self-Check
Do
To learn more about the
characteristics and parts of an
argumentative essay, read page
133 of LM.
Discussion about Position
Statement and Evaluative
Language
Read the statements and
identify what key structural
elements of argumentative
essay are used.
Direction: Evaluate the
argument in the editorial
excerpt in pp. 258 – 259 and
check the checklist if the
following features are
present and answer the
following questions by writing
your answers on your
answer sheet.
1. What is the title of the
essay?
2. What techniques were
used by the author in
convincing his readers?
3. Does the conclusion
resonate with the
introduction?
4. Generally, what is the
challenge posed by the
editorial?
The teacher asks the
students what they have
learned.
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 a self-check on how well you have
learned the lessons in this module.
Place a checkmark in the
appropriate box for each skill and
for the last part; answer the
questions by reflecting about your
learning journey.
I. Evaluating learning Analyze the language of research Check Your Understanding Direction: Persuade your
used in the items below. Determine Multiple Choice readers to believe in your
the part of research where they stand on anti-bullying or to
belong. Choose the letter of the take a specific action to help
correct answer then write it down it. You can use persuasive or
on your answer sheet. argumentative paragraph to
present your stand.
J. Additional activities for Create a Campaign Material for an Create/Write an
application or remediation Advocacy Argumentative Essay
Choose one from any of the
following topics/social problems and
craft a campaign or an advocacy
material through a song or poem
composition; or poster/slogan
observing the language of
campaigns/advocacies.
V. REMARKS

VI. REFLECTION
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

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 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?