School PASAY CITY WEST HIGH SCHOOL Grade Level GRADE 10

Teacher Lillibeth A. Dela Rosa Learning Area ENGLISH

DAIL
Feb.
Y LOG
2023

I.OBJECTIVES
A. Content Standards
A. The learner demonstrates understanding of how world literature and
other text types serve as
sources of wisdom in expressing and resolving conflicts among
individuals, groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for occasion,
pronouns and structures of modification.

B. Performance B. The learner skillfully delivers a speech for a special occasion through
Standards utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning C. Distinguish the important points from less important ones in a
Competencies/ text read / listened to.
II. Assessment
III. Content a. Distinguish the important points from less important ones in a
text read / listened to.
IV. Learning PowerPoint/ Teacher-made visual aids
Resources
A. References Department of Education – National Capital Region Schools Division of
Pasay City Module in English pp. 1-5
1.Teacher’s Guide K-12 Curriculum Guide for Grade 10
2. Learner’s Materials Self-Learning Module- PASAY-ENG10-Q3-01-01
B. Other Learning
Resources
V. PROCEDURES
A. Prayer
Health Check
Motivation Summer Getaway

The teacher will ask the students to imagine that they are going to a beach,
and the teacher will ask what they are going to bring.

B. Establishing the purpose ➢ Determining importance is a strategy that readers use to distinguish
of the lesson between what information in a text is most important versus what
information is interesting but not necessary for understanding.

➢ This practical reading strategy enables students to distinguish between

the most and least important information presented in textbooks and
nonfiction reading.

➢ Readers need to become detectives and search for the most important
 points of the text. Along the way there will be distractors, or less important
information, given to make the selection more interesting or clearer to the
reader. This information, however, is not essential to understanding the point
of the nonfiction text.

➢ Nonfiction texts are also called informational, which means they give
information to the reader.

➢ An author can provide a lot of information, but it is up to the reader to

determine, or decide, which information is the most important for learning.

➢ Important information has the greatest meaning or value. It requires the

most attention. We can’t possibly remember everything in an informational
text, but we can remember the most important information.

➢ Things to consider in determining importance on the reading text:

1. Highlight important facts.

2. Think about the following:
• What are the headings, boldfaced words and illustrations telling me?
• What is the main idea?
• What are the important details?
• What are the things I learned?

C. Presenting examples/
instances of the
new lesson

D. Discussing new
concepts and
practicing new
skills

E. Reading/analyzing the
example The teacher will have the whole class read the paragraph.
 1. What are the important details that you think the readers should
know.
2. What are the less important details ?
F. Discussion/ Two of the students will read the script in the front.
Comprehension
Questions

1. When did Cecilia begin to feel ill?

2. What were Cecilia’s symptoms?
3. Dr. Klein diagnoses Cecilia with which illness?
4. How long does Cecilia have to wait until she can return to
work?
5. What question does Doctor Klein first ask Cecilia?
G. Finding practical;
applications of
concepts and
skills in daily
living/Valuing

H. Making Generalizations
and abstractions
about the lesson

I. Evaluate Learning Using the previous text. Complete the diagram below:
 J. Additional Activities for
Application or Remediation

V. REMARKS
VI.REFLECTION

Prepared by: Checked by:

LILLIBETH A. DELA ROSA VERONICA D. MIRANDA

Teacher II English Department Head

Recommending Approval

PETER R. CANNON JR.

Principal IV