School: CAUAYAN CITY NATIONAL HIGH SCHOOL-MAIN Grade Level: 10

GRADE 10 Teacher: ROCKY JAMES GUEVARRA SARASUA Learning Area: English

DAILY LESSON LOG Teaching Dates and

Time: NOVEMBER 7-11, 2022 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
I. OBJECTIVES 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.

A. Content Standards The learner demonstrates understanding of how world literatures 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.

B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning
Competencies/Objectives:
Write the LC Code for each
Observe the language Observe the language Observe the language Observe the language Observe the language
of research, campaigns, of research, campaigns, of research, campaigns, of research, campaigns, of research, campaigns,
and advocacies and advocacies and advocacies and advocacies and advocacies
EN10G-IVa-32 EN10G-IVa-32 EN10G-IVa-32 EN10G-IVa-32 EN10G-IVa-32

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.
II. CONTENT
LANGUAGE OF RESEARCH, ADVOCACIES, AND CAMPAIGNS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References
1. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

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
IV. PROCEDURES 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.

A. Reviewing The teacher starts by

Previous Lesson presenting a poster on
or Presenting the global warming and
New Lesson climate change. Students
will answer the following
questions:

1. What is the material

about?

2. What specific message

does it try to convey?

3. Do you feel compelled

to care or act after
reading its contents?
Why? Why not?

4. What particular part of

the material made you
feel that you are part of
the issue?
 5. When and where do
you usually encounter
materials like the one you
have just examined?

6. What do you think

affected your feelings in
the picture?

B. Establishing a The teacher presents the

Purpose for the learning competency and
Lesson starts to point out the
importance of language to
research, advocacies, and
campaigns by defining
what a language is. Solicit
ideas from the learners.

(In here as well, the

learners are

C. Presenting The teacher lets the

Examples/Instan students watch a sample
ces of the Lesson advocacy video. Students
shall answer the same
questions provided
above.
 D. Discussing New The teacher presents
Concepts and discussions on the
Practicing New language used in
Skills #1 research, advocacy, and
campaigns by giving
different examples and
class activities.

E. Discussing New The teacher focuses

Concepts and specifically on the
Practicing New importance of the
Skills #2 language of persuasion as
a common factor used in
research, advocacies, and
campaigns. Further, the
teacher gives distinction
to advocacy and
campaign. The teacher
presents some of the
language features or
language devices usually
employed in persuasive
writing.

F. Developing The class will go back to

Mastery yesterday’s examples and
will analyze the examples
(Leads to Formative
by trying to find out
Assessment 3)
language features or
devices employed in the
said examples.
G. Finding Practical The learners will share
Applications of their insights on how
Concepts and relevant the topic and
Skills in Daily discussion is to their daily
Living life as a student or as a
human being.

H. Making The class, through the

Generalizations facilitation of the teacher,
and Abstractions will now be synthesizing
about the Lesson the insight of the class
into one, unified concept.

I. Evaluating The students in their Learners in groups will Learners Finalize their
Learning respective groups will continue their group output will fill-out the
now create their own activity and will fill-out Group Accomplishment
advocacy campaign the Group Report and
material through a short Accomplishment Report Documentation.
video. They will be and Documentation.
choosing one from the 17
Sustainable Development
Goals, Project WATCH,
DRRM, Climate Change,
Mental Health, and
reading.

Rubrics shall be presented

as well to the learners to
guide them in the
creation of their short
video advocacy.

This is the start of the

brainstorming session of
the groups.

The groups shall pass the

following requirements:

1. Group
Accomplishment
Report and
Documentation
2. Printed Copy of the
Rubric and the Group
Activity Sheet
3. Soft Copy of the
Advocacy Video
4. Script/Speech Script
with Story Board (A
storyboard is a
graphic organizer
that plans a
narrative.
Storyboards are a
powerful way to
visually present
information; the
linear direction of the
cells is perfect for
storytelling,
explaining a process,
and showing the
passage of time. At
their core,
storyboards are a set
of sequential
drawings to tell a
story. By breaking a
 story into linear, bite-
sized chunks, it
allows the author to
focus on each cell
separately, without
distraction.)
https://www.storybo
ardthat.com/articles/
e/what-is-a-
storyboard

J. Additional Further Reading

Activities for
Application or
Remediation

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
V. REFLECTION 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.

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?

Prepared Checked Noted

ROCKY JAMES G. SARASUA VIVIEN S. TUNAC MARIBETH S. DELA PENA

Teacher-III, English Head Teacher-III, English Secondary Principal-II