School BARANGBANG NATIONAL HIGH SCHOOL Grade Level 10

.GRADE 10
DAILY LESSON LOG Teacher HONEY BRYLLE B. TANDAYAG Learning Area ENGLISH
Teaching Dates and Time SEPTEMBER 18 – SEPTEMBER 22, 2023 Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
1. Understand how information 1. Identify Reflexive and 2. Use Reflexive and Intensive 1. Explain the uses of graphic 1. Spell the given
from news reports, speeches, Intensive Pronouns Pronouns in a sentence. organizers as textual aids. words and learn
informative talks, and panel 2. Identify various textual aids from their definitions.
discussions provide information the given materials. 2. Read and
that can be very useful for 3. Organize ideas from a given understand the
practical application in one’s materials using textual aids. given text.
everyday living 4. Appreciate the importance of 3. Answer questions
discovering personal challenges as after reading.
a student.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts,
also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning Competency/ EN10LC-Ia-11.1: Use information from news reports, speeches, informative talks, panel discussions, etc. in (EN10RC-Ia-2.15.2) Determine the
Objectives everyday conversations and exchanges. effect of textual aids like advance
organizers, titles, non-linear
illustrations, etc. on the understanding
of a text.
II. CONTENT Getting Information from News Using Reflexive and Intensive Pronouns Textual Aids
Reports, Speeches, Informative
Talks, Panel Discussions, Etc.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Pages 18 - 19 Pages 18 - 19
pages
3. Textbook pages
4. Additional Materials from Self – Learning Module Self – Learning Module NLC NOTES
Learning Resource English 10: Quarter 1 – Module 1 English 10: Quarter 1 –
(LR)portal Module 2

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Other Learning Resource “Daedalus and Icarus – Primary Texts”.
Understanding Myths and Legends.
Accessed September, 2020.
https://www.primarytexts.co.uk/free_resour
ces/Myths17-21.pdf

IV. PROCEDURES
A. Reviewing previous lesson or Directions: Identify the particular Directions: Give the appropriate Review about gathering information Spell:
presenting the new lesson medium (news report, speech, pronoun in each sentence. Write through listening, noting details and
informative talk, panel discussion) the letter of the correct answer scanning and skimming. 1. Slave
where information about the on the space before each 2. Ancient
following is provided. number. 3. Refuge
4. Thorn
5. Dense
6. Compassion
7. Coliseum
8. Companion
9. Ferocious
10. Fierce

Text: Androcles and the

Lion

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B. Establishing a purpose for the We have learned about the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
importance of information in
studies. This gathered information
prepare one to acquire
knowledge. This acquired
knowledge directs one towards
learning. Primarily, this information
is provided by books. Books of
different types provide for different
needs. But aside from books,
there are other mediums which
equip us with this needed
information.
Today, let us talk about getting
information from news reports,
speeches, informative talks, panel
discussions, etc.
Discussion of news reports,
speeches, informative talks, panel
discussions, etc.
Do the thumbs up if you think the
information mentioned can be
provided by speeches, addresses,
and panel discussions. Do the
thumbs down if it does not.
Identify the given situations or
examples if what source of
information it is coming from.
Pronouns are words that
substitute or replace nouns or
noun phrases to avoid repetition.
Pronouns, like other words in
English, are helpful for you to
communicate with one another
effectively and clearly.
There are different types of
pronouns. Pronouns like I, You
He, She, It, We, and They are
examples of subjective personal
pronouns used as a „subject‟,
meaning they are the ones
being talked about in the
sentence or doers of the action.
Pronouns like Me, You, Him,
Her, It, Us, and Them are
examples of objective personal
pronouns used as an object in
the sentences or the ones
receiving the action. They are
usually found after the action or
verb done by the subject or the
doer of the action or after a
preposition.
Discussion of Reflexive and
Intensive pronoun
Guided Practice
Tell if the underlined pronoun is
reflexive or intensive.
Have the students mull over the
quotation by Echkart Tolle and the
enduring question which can be found
in the LM, Your Journey on page 6.
Let the students identify the saying or
well-known phrase that represents
each block in Task 1 found on page 7
in the LM.
Explain the following processing
questions relevant to Task 1:
1. What is your overall impression
about the phrases above?
2. How do they reflect realities in life?
Introduce the following concepts:
• Textual aids
• Graphic Organizer and Its
Different Types
Introduce the literary text, Daedalus
and Icarus.
The
3

G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
List down information you can get
from the following which can be of
practical use in your everyday
living.
1) State of the
Nation/City/Barangay
2) Inquirer.net / Rappler.com
3) The Philippine Star / Peoples
Journal
4) Recognition day keynote
speech of the guest speaker.
5) Guest speaker presenting
information to a group of students
about how to apply for college.
News reports, speeches,
informative talks, panel
discussions provide information
that can be very useful for
practical application in your
everyday living.
Let the students scan the
paragraph. Identify all the
pronouns used by the author.
Then, the students pick at least 5
sentences with pronouns. Rewrite
the sentences and make the
pronouns reflexive.
Excerpt from the Myth, Daedalus
and Icarus
To wrap everything up that we
have talked about in this lesson,
let us always remember that:
Pronouns are substitutes for
nouns or noun phrases to avoid
repeating the same nouns.
Reflexive pronoun reflects the
subject of the sentence which tells
us that whoever acts (subject) in a
teacher instructs the class to give the
answers to the following questions by
completing the concept map below.
The teacher asks the students on what
graphic organizer will be used in the
following situations or scenarios:
1. When you want to share to
your classmates your daily routine.
2. The two seasons in the
Philippines and four seasons in other
countries.
The teacher asks the students of the
following questions:
1. Can you now explain what textual
aids are and its uses?
2. How did the presence or absence of
textual aids affect your understanding
of the texts?
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 sentence is also the one receiving
the action (object) while Intensive
Pronoun is used to emphasize the
subject.

I. Evaluating learning Directions: Choose the most
appropriate answer for every
question. Write the letter of the
answer on the space before the
number.
Directions: Choose the - The students identify specific graphic
appropriate reflexive or intensive organizers and other textual aids shown in
pronoun. the images below.

- Compare and contrast the personal

challenges experienced by Daedalus and
Icarus in the story and your personal
experiences/challenges. (Use Venn
Diagram)
J. Additional activities for - In a short paragraph, describe how
application or remediation Daedalus planned to escape from the
island prison of Crete. (Use Flow
Diagram/Sequence Chart)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require

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 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
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?