GRADE 10 School BARANGBANG NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher HONEY BRYLLE B. TANDAYAG Learning Area ENGLISH
Teaching Dates and Time NOVEMBER 28 – DECEMBER 2, 2022 Quarter 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 1. Find or look 1. Define research 1. Determine research as a tool in effective campaign and advocacy;
for a Spoken 2. Observe the language of research and
Text. 2. Create an advocacy plan and a campaign material for an advocacy.
2. Demonstrate
or deliver a
spoken text.
A. Content Standard The learner demonstrates understanding of how The learner demonstrates understanding of how world literature and
world literature and other text types serve as other text types serve as vehicles of expressing and resolving conflicts
vehicles of expressing and resolving conflicts among individuals or groups; also, how to use strategies in critical
among individuals or groups; also, how to use reading, listening, and viewing and affirmation and negation markers
strategies in critical reading, listening, and viewing to deliver impromptu and extemporaneous speeches.
and affirmation and negation markers to deliver
impromptu and extemporaneous speeches.
B. Performance Standard The learner proficiently delivers an argumentative The learner proficiently delivers an argumentative speech
speech emphasizing how to resolve conflicts among emphasizing how to resolve conflicts among individuals or groups.
individuals or groups.
C. Learning Competency/ (EN10G-IVa-32) Observe the Language of (EN10G-IVa-32) Observe the Language of Research, Campaigns and
Objectives Research, Campaigns and Advocacies Advocacies
II. CONTENT Observe the Language of Research Observe the Language of Campaigns and Advocacies

III. LEARNING RESOURCES

1. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from English 10: Quarter 2 – Module 1 HOLIDAY English 10: Quarter 2 – Module 1
Learning Resource (Bonifacio Day)
(LR)portal
Other Learning Resource .

IV. PROCEDURES

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A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
PERFORMANCE The teacher asks the students about their prior Let the students recall the
TASK knowledge of Research, Campaigns and previous lesson.
Advocacies
4 PICS 1 WORD Develop your idea about
Martin Luther King’s line by
completing the statements
on the web diagram below.
By 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
The teacher relates the previous activity to the topic Identify Your Advocacy
that will be discussed. 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.
The teacher discusses the definition of Research, Discussion about the Basics
its purpose and the three essential parts of a in The Language of
Research Paper Campaigns
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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
6 Steps Involved in the Development of a Discussion about the Basics
Questionnaire and How to Develop a Questionnaire in The Language of
for Research Advocacies
Sort it out! Place the following research terms in the Think, Share and Act for an Advocacy
column where they belong. 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.
You will develop a questionnaire on your research Task 4: Plan for an Advocacy
topic, reading. Tell whether the With the pressing issues brought by
question in each item below is applicable and the COVID-19 pandemic, research
appropriate in research or not. If it is, further about a particular issue and
draw a positive sign (+), if it is not, a negative sign. come up with an advocacy
1. How many times do you read books in a week? presentation plan.
2. Are you reading right now? Here are the standards to follow:
3. At what age did you start reading? Goal: Offer solutions or options to
4. Can you read with me? pressing social concerns brought by
5. Didn’t you read the food label? 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
The teacher asks the students about the discussion. The teacher asks the What I Have Learned
students about the Self-Check
discussion.
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 Do 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 used in the items Check Your Understanding
below. Determine the part of research where they Multiple Choice
belong. Choose the letter of the correct answer then
write it down on your answer sheet.
J. Additional activities for Create a Campaign Material for an
application or remediation Advocacy
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 Not performed due to

the schedule of
Parents’ Meeting and
Card Day
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
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 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?