DAILY LESSON PLAN

SCHOOL MALINTA NATIONAL HIGH

GRADE LEVEL 10
SCHOOL
TEACHE LEARNING
STANLEE B. MARIANO ENGLISH
R AREA
DATE November 16, 2022 QUARTER 2nd
SECTION St. Mark TIME 10:10 am-10:55am

I. OBJECTIVES ANNOTATION
The learner demonstrates communicative competence through his/ her
understanding of literature and other text types for a deeper appreciation
A. Grade Level Standards of World Literature, including Philippine Literature.

EN10G-IVA-32: Identify key structural elements: Exposition,

arguments, restatement of positions, modal verbs, attitudes expressed
through evaluative language, conjunctions, declarative statements,
B. Learning Competencies/ rhetorical questions.
Objectives a. Identify the conjunction in the sentences.
Write the LC code for each b. Link the ideas, sentences and paragraph using cohesive devices.
c. Identify the cohesive devices in the sentences.

II. CONTENT COHESIVE DEVICES

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials English 10 Learners’ Module
pages p. 13-14
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
PowerPoint presentation
English Worksheets, powerpoint presentation. Laptop, TV, and helps to expand learning
5. Other Learning Materials Cellphone about the topic.

IV. PROCEDURES
Routinary Activities
 Checking of Classroom
Condition
 Prayer
 Greetings

Task 1: Blue and Red

Direction: Identify whether the following
statements falls into Cohesive or Conjunction
definition inside each colored boxes.

COHESION CONJUNCTION
Engage: -is related to -serve as a cue within
(The activities in this ensuring that the a sentence, signaling This activity focuses on
A. Establishing a purpose for
section will stimulate words and the reader that reviewing lessons
the lesson
their thinking and help sentences you use another idea is discussed.
them access and stick together. coming.
connect prior
knowledge as a
jumpstart to the
present lesson)

TASK 2: Red Light, Green Light

B. Presenting You must choose which word will make the This activity of the
examples/instances of the sentence complete by saying “RED LIGHT” or lesson will promote
new lesson “GREEN LIGHT.” fairness, respect, and
 1. My best friend___ I went to the beach to core to encourage
play with the sand. learning.
and either
2. Our new house is so close to the city center. Moreso, the sentences
_____, it has four large bedrooms. use localized
3. I visit the People’s Park _________ I go to information.
However In additon
Valenzuela City.
whether whenever
4. She’s honest _________ everyone trusts her.
so as
Ask:
1. Why do you think conjunctions and
cohesive devices are important in
constructing sentences and
paragraphs? The teacher uses HOTS
2. In what instances these two are used? questions to assess
students’ critical
thinking skills.
C. Discussing new concepts Explore: Task 3: Secret Code
and practicing new skills (In this section, Using the cohesive devices, decode the
#1 students will be given classification using the number from the
time to think, plan, alphabet to arrive at meaningful words. This part of the lesson
investigate, and COHESIVE DEVICES CLASSIFICATION integrated to
organize collected 0+1, 2+2, 1+3, 5+4, and, as well as, Mathematics
information; or the 7+7, 5+2 moreover, (numeracy). Wherein
performance of the furthermore, students use
planned/prepared ADDING in addition, too, on fundamentals such as
activities from the top of addition and
students’ manual with that, another point is multiplication to have an
data gathering with 10+9, 1+4, 7+10, first, firstly, first of answer.
Guide Questions) 7*3, 1+4, 1*3, 3*3, all,
7+7, 1*7 second, secondly,
third,
SEQUENCING next, meanwhile,
now,
subsequently
5+4, 6+6, 7+5, for example, such
10+11, 9+10, as, for instance, in
10+10, 9+9, 1+0, the case of, as
9+11,, 7+7, 5+2 shown by, illustrated
by take, one
ILLUSTRATING example is
1+2, 7+8, 10+3, similarly, likewise,
8+8, 1+0, 9+9, 4+5, as
7+&. 5+2 with, like, equally,
COMPARING in the same way
10+7, 11+10, 1*1, but, however,
6+6, 6+3, 5*5, 4+5, although,
7*2, 5+2 unless, except, apart
from, as long as, if
QUALIFYING
whereas,
alternatively,
2+1, 7+8, 7+7, 9*2,
unlike, on the other
1*1, 10+9, 10+10,
hand, conversely,
5+4, 7+7, 1*7
having said that,
CONTRASTING
nevertheless,
however
1+2, 1+0, 11+10, because, because of,
12+7, 4+1 & 3+2, as a result of,
3+3, 5+1, 2+1, consequently,
10+10 therefore, thus,
CAUSE AND owing to, due to
EFFECT
in short, on the
11+7, 7*4, 12+1,
whole, in other
6+7, 7+6, 1+0, 9+9,
words, overall,
10+15
generally, in
SUMMARY
general, in brief
4+1, 10+3, 8+8, above all, in
6+2, 1*1, 8+11, particular,

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
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
5+4, 12+13, 6+3, especially,
7+7, 5+2 significantly,
EMPHASIZING indeed, notably
Task 4: I Can Identify
Identify the sentences if it uses cohesive
devices or conjunctions.
1. Neither one of them even helped the old In this activity, the
woman cross the street teacher able to use
2. The rules formulated were good, however, culturally appropriate
some statements were of not applicable to the sentences to address that
Mathematics Club. not just the needs but for
3. My best friend and I went to the beach to them to be aware of
play with the sand. certain IP in our country.
4. In short, Datu is the term for a traditional
leader for most indigenous groups in Moreso, the teacher use
Mindanao. localizes information
5. Sir Mariano does not know about Sir Tatoy from the sentences.
and Sir Nepomuceno, nor about Ma’am Polo
and Ma’am Quijano.
6. Generally, other things that concern a
promising writer are just secondary things.
Explain:
(In this section,
This activity focuses on
students will be
students’ participation,
involved in an analysis
cooperation,
of their exploration. Task 5: Share by Linking Ideas
collaboration to arrive at
Their understanding is  Divide the class into five groups.
a meaningful learning.
clarified and modified  Give the rules before doing the tasks.
because of reflective  They will be given 6 minutes Furthermore, the teacher
activities)/Analysis of  Do What’s More on p. 14 of the highlighted to rules and
the gathered data and module as a group activity. regulation during the
results and be able to
activity to promote safe
answer the Guide
and secure learning
Questions leading to
environment.
the focus concept or
topic for the day.
The teacher able to use
The teacher asks the following questions.
varied strategies to have
1. Cite some situation where you can use
Elaborate: a good outcome of the
cohesive devices.
(This section will give lesson. Moreso,
2. What happened to sentences or paragraphs
students the questions are integrated
without cohesive devices or conjunctions?
opportunity to expand with ESP.
and solidify/concretize The teacher asks the following questions.
their understanding of 1. When can you use cohesive devices and
the concept and/or conjunctions?
The teacher use HOTS
apply it to a real-world 2. Why do we need to use cohesive devices
questions.
situation) and conjunctions in writing paragraphs and
sentences?
Evaluation: Task 6: Present
(This section will Present their group work to the class. They will
provide opportunities be graded based on the scoring rubric
for concept check test presented.
items and answer key
which are aligned to SCROING RUBRIC Teachers and students
the learning objectives use verbal and non-
– content and  Cooperation and Teamwork: 5 pts. verbal communication to
performance standards promote learning.
 Quality of Work: 10 pts.
and address  Content: 10 pts.
misconceptions- if
any)
 Total: 25/25 pts.
Extend:
(This section gives
situation that explains
the topic in a new
context, or integrate it
to another
discipline/societal
concern)
 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 worked well? Why did this
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?

Prepared by:

STANLEE B. MARIANO
Subject Teacher
Checked by:

WILRED A. TATOY
Master Teacher I

MA. CORAZON B. QUIAJNO

Head Teacher III