School: Reina Mercedes National High School Grade Level: 10

GRADES 1 to 12 Teacher: Edison L. Ramil Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 4-8, 2023 (WEEK 2) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
I. OBJECTIVES additional lessons, exercises, and remedial activities may be done to develop content knowledge and competencies. These are using Formative Assessment strategies.
Valuing objectives supports the learning of content and competencies and enables 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 communicative competence through his/ her understanding of literature and other text types for a deeper appreciation
of World Literature, including Philippine Literature.

B. Performance Standards: The learner actively participates in a speech by using verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/ Gestures, and Audience contact.

C. Learning Determine the effect Determine the effect Determine the effect Determine the effect Remedial/Enhancement
Competencies/Objectives: of textual aids like of textual aids like of textual aids like of textual aids like Reading Schedule/ICL
Write the LC Code for each advance organizers, advance organizers, advance organizers, advance organizers,
titles, and non-linear titles, and non-linear titles, non-linear titles, non-linear
illustrations, etc. on illustrations, etc. on illustrations, etc. on illustrations, etc. on
the understanding of the understanding of the understanding of the understanding of
a text. (EN10RC-Ia-e- a text. (EN10RC-Ia-e- a text. (EN10RC-Ia-e- a text. (EN10RC-Ia-e-
2.15.2) 2.15.2) 2.15.2) 2.15.2)
II. CONTENT
Lesson 2: Textual Aids
(Subject Matter)
III. LEARNING
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages P 6-30 P 6-30 P 6-30 P 6-30

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources None – Textbook only None – Textbook only

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing Previous Lesson Ask: Ask students to recap Stating the summary of Through a game, the Remedial/Enhancement
or Presenting the New Differentiate news the topic and activities the text discussed lesson shall be Reading Schedule/ICL
Lesson reports, speeches, took up. reviewed.
informative talks, and Activity : Tell Me!
panel discussions.
B. Establishing a Purpose for  What are Answering the Activity: In your own
the Lesson examples of processing questions words
textual aids?
 What are the
most
commonly
used textual
aids?
C. Presenting  Can you give the Activity: What I Can Do
Examples/Instances of the importance of Aids for Use
Lesson Activity: Textual Aids
textual aid?
and Its Effect on Me

D. Discussing New Concepts * Through an interactive Group sharing:

and Practicing New Skills discussion, the teacher How much do all of
#1 will discuss the these textual aids help
background information you in understanding a
of the topic: text? Represent your
ideas using any of the
WHAT IS TEXTUAL appropriate visual
AID? representations (graph
or table) that you
learned from this
learning material.
E. Discussing New Concepts Drawing different textual Remedial/Enhancement
and Practicing New Skills aids. Reading Schedule/ICL
#2

F. Developing Mastery What I Have Learned What I Have Learned Taking up the Post Test
(Leads to Formative Discussion: What is It
Assessment 3) Activity:
In 4, 3, 2, 1..
 G. Finding Practical
Applications of Concepts Sharing of answers.
and Skills in Daily Living Giving feedback.

H. Making Generalizations and Remedial/Enhancement

Abstractions about the Do a comparison and Matter of Judgment Reading Schedule/ICL
Lesson contrast of the different
textual aids.

I. Evaluating Learning Activity Seatwork:

The activities serve as A 20-item quiz shall be
A Puzzle is worth a evaluations. Define each textual aid administered
Word in your own words.
J. Additional Activities for Sharing one thoughts
Application or Remediation and ideas Activity: Let’s Sharing one thoughts Checking papers,
ConTEXTualize! and ideas recording scores, and
giving feedback.

I. 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 be done to help the students learn? Identify
II. REFLECTION what help your instructional supervisors can provide for you so that 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 works well?
Why did these work?
F. What difficulties did I encounter that my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
used/discover that I wish to share with other
teachers?

Prepared by: Checked by:

ELISEO D. VEA
EDISON L. RAMIL Principal II
Subject Teacher
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRI
D. Content Standards:

E. Performance Standards: The learner actively participates in a speech choir through using verbal and non-verbal strategies based on the following criteria: Focus, Vo
Facial Expressions, Body Movements/ Gestures and Audience contact.

C. Learning Competencies Determine the effect of textual Determine the effect of Determine the effect of Determine th
aids like advance organizers, textual aids like advance textual aids like textual aids l
titles, non-linear organizers, titles, non- advance organizers, organizers, ti
linear titles, non-linear linear
Write the LC code for each (EN10RC-Ia-e-2.15.2) (EN10RC-Ia-e-2.15.2) (EN10RC-Ia-e-2.15.2) (EN10RC-Ia-e-

Lesson 1: Discovering Personal Challenges

II. CONTENT Analyzing sound devices Inferring meaning of Analyzing sound devices Composing cle
(Subject Matter) (onomatopoeia, alliteration, idiomatic expression using (onomatopoeia, coherent sente
assonance, personification, irony and context clues. alliteration, assonance, appropriate gr
hyperbole) in a text heard consonance) structures: Plu
regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 (Reading) Growing in English 6 English for all times English For You
pp.144-147 (Reading), pages 228-229 (Reading), pages 144-146 (Reading) pp. 4
3.Textbook Pages English For You and Me (Reading) pp.
51- 52
4. Additional Materials from Learning Using Figurative Speech, lrmds Using Figurative Speech,
Resources (LR) Portal) lrmds
B.Other Learning Resources Copy of poem, pictures, videos charts/paragraph, pictures Pictures, chart
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of speech What do you see in the Read the follow
1. Spelling drill # 1
used in each expression as picture? sentences writt
1. 2. Say: Do you love to read
simile, personification, Can you imitate the of paper to be
poems?
hyperbole, or sounds of it? group. The tea
onomatopoeia. the class to rea
2. The moon rose underlined wo
from its sleep. these are regu
3. The princess is as
lovely as a rose.
4. The wings flapped
and flapped.
5. I could kill you for
tickling me.
You’re an angel sent from
heaven.
B. Establishing purpose for the Lesson What makes a poem different from The purpose of the lesson is Explaining to the pupils Say; Class our
other literary piece? for the pupils to relate an what to do today is compo
expression to the occasion and coherent s
and infer the meaning of using appropri
idiomatic expressions using grammatical st
context clues. pluralization o
nouns.
C. Presenting examples /instances of Let the students listen to the poem Children, listen to how I Class our lesson for today The woman w
the new lessons Clouds speak to you! is about sound devices
(The teacher speaks with a using onomatopoeia,
very loud voice saying: alliteration, and assonance
Children, listen to me! Then,
in a gentle manner, say
again the same words)
Which way would you like
me to speak? Why?
Let us say it in two ways.
Which way do you like it to
say? Why?
D. Discussing new concepts and a. Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the
practicing new skills #1. the poem. “Hidden Words” used in the firs
Find the word described by Alliteration happens when 2.In the secon
the phrases from the row of words that start with the example,what
letters at the left. Encircle same sound are used close noun used?
 the word you find within. together in a phrase or
sentence. The sound is
b. raharshlmo- usually consonant and the
irritating; offensive words don’t have to be
c. daccentson- a always right next to one
modulation of the another.
voice
d. caremaingep- to
remember; to stay
e. msgrievetlos- fail;
cause of pain;
sadness
f. thecare- wornte-
harassed with
troubles or worries
g. meatdepartment-
to leave; to go
away
h. reneternityork-
endless or limitless
time
armarke- to inflict serious
bodily harm on; destroy
E. Discussing new concepts & practicing Identify the sound devices used Presentation What is an Say.Example in
and concern to new skills #2 in the poem Read the poem altogether. Onomatopoeia? pluralization o
nouns.
SPEAK GENTLY Onomatopoeia is when a
-David Bates word’s pronunciation
imitates its sound.
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh
word mar
The good we may do here.

Speak gently to the little

child;
It’s love be sure to gain;
Teach it in accents soft and
mild,
It may not long remain.

F.Developing Mastery (Leads to
Formative Assessment 3
a. The teacher will give more
examples of texts using the
different sound devices
Speak gently to the aged
one;
Grieve not the care- worn
heart,
Whose sands of life are
nearly run;
Let such in peace depart.
Speak gently; it’s a little
thing
Dropped in the heart’s deep
well;
The good the joy that it may
bring
Eternity shall tell.
Analysis and Discussion The teacher will give more Have a draw lo
sample of sound devices going to prese
b. What is the poem (onomatopoeia, answer first. G
all about? alliteration, assonance.) 1.Complete ea
c. What do the using the regu
following phrases Which example / sentence (etc.)
mean? imitates it’s sound?
- ‘Tis a little thing
dropped in the Which sentence start with
heart’s deep well. the same sound are used
- Rule by love; rule closed close together in a
by fear phrase or sentence?
- It’s love be sure to
gain
- Teach in accents
soft and mild
- Care- worn heart
- Sands of life are
nearly run
- Let such in peace
depart
- Heart’s deep well
- Eternity shall tell
d. How do we learn
the meaning of

G. Finding Practical Applications of
concepts and skills in daily living
H. Making Generalizations &
Abstractions about the lessons
I.Evaluating Learning
a. The teacher will present
sentences using different
sound devices and the
students will identify the
figure of speech used
What an onomatopoeia?
Alliteration? Assonance?
Personification? Irony? Hyperbole?
Tell what figure of speech is used in
each of the following sentences.
each phrase? What
help us understand
it?
e. We learn the
meaning of phrases
through the
context of the
poem. These are
called idioms.
What are the importance of
idioms?
Read and analyze the The teacher will present Pandora’s Box
sentences. new sentences to analyze of paper and c
Underline the idioms used in the sounds devices. correct noun t
each. (Use different
b. The foreigner can papers)
easily get along
with the native.
c. The sampaguita in
your car gives off a
sweet smell.
d. Eden has a very
attractive getup.
e. My mother looks
forward to the
coming of my sister
from Hawaii.
We have to look up to our
parents.
What are idioms? Idioms are What is onomatopoeia? How do we for
words/ phrases used in a Alliteration? Assonance? forms of regul
way that is different from
the usual dictionary
meaning of each word that
make it up. Idioms can liven
up your writing. To figure
out the meaning of idioms,
use context clues and
individual word meanings.
Choose the right idiom Read and analyze the Write 5 senten
below to complete the sound devices used in the plural form of
sentences. sentences (onomatopoeia,

J. Additional activities for application or 1. For those pupils who got
remediation 74% and below, the teacher
has prepared activity that
alliteration, assonance)
1. Lina is very happy. She
must have _________. 1. The early bird catches
2. Ading is a very bright boy. the worm.
In fact, he belongs to the 2. The squeaky wheel gets
______ in his school. the grease.
3. Mother Theresa was ine 3. Go and mow the lawn.
lady _________. 4. The cows in the pasture
4. Even if it is raining, the mooed loudly.
class will ______ with their 5. The doors in the old
exposure trip. house creaked as the wind
5. Mother will go to the blew through the broken
market, so I’ll stay to ______ windows.
my baby sister.
6. It takes one with an
_____ to accept other’s
opinions calmly.
7. Litowill ______ his right
to play in the basketball
team.
8. A famous basketball
player was invited to _____
on the opening day of the
sportsfest.
9. When the victim ______,
the police was able to
identify the suspects.
10. If you want to _______
in the class, you have to
study hard.
look after stand up for
awakened on the right side
of the bed
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
Give the meaning of the List down sentences with Give examples
idioms in each sentence and sound devices using pluraliza
use it in a sentence. (onomatopoeia, nouns.
 will make the pupils 2. The fatal blow of alliteration, assonance)
understand the concept of Kid Kidlat killed his
the lesson opponent.
3. The cold war
between the girls
was reported by
the boys to their
teacher.
4. Our teacher put an
end to the negative
relationship of the
girls.
5. Her beauty made
her stand out in the
crowd.
My allowance was cut down
by my mother because I
overspent my pocket
money.
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
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/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by:
JUAN CRUZ
Master Teacher I – Majayjay ES

Checked by:

ELISEO D. VEA
Principal II