SAN JOSE DEL MONTE NATIONAL
SCHOOL:
DAILY
LESSON
LOG
Time and Section:
Date:
I. OBJECTIVES
A. Content Standards:
The learner demonstrates understanding of how world literature and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also, how to use strategies in critical reading,
The learner…
B. Performance Standards:
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and standards.
The learner…
C. Learning Competencies/ At the end of the day, the students are
Objectives: Write the
LC code for each. Discover the writer's purpose in writing
The learner
II. CONTENT
III. LEARNING RESOURCES
A. References
English Quarter 1– Week 3 EN10VC-Ivc-29 Pages
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
Learning resources (LR)Portal
B. Other Learning Resources
IV. PROCEDURE
A. Presenting new lesson
or reviewing previous
lesson
B. Establishing a Purpose
for the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New
Concepts and Practicing
New Skills#1
GRADE LEVEL: 10
TRADE SCHOOL
TEACHER: HANNAH LEE G. JIMENEZ LEARNING AREA: ENGLISH
TEACHING WEEK: OCTOBER 9-13, 2023 QUARTER: FIRST QUARTER
Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Joshua (9:15- Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Joshua (9:15-
Joshua (9:15-10:15am) 10:15am) 10:15am) Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Joshua (9:15-10:15am)
DAY 1 DAY 2 DAY 3 DAY 4
listening , and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.
At the end of the day, the students are expected to: At the end of the day, the students are expected to: At the end of the day, the students are expected to:
expected to:
Discover the writer's purpose in writing a text. Make a define comparing and contrasting b. identify sources define comparing and contrasting b. identify sources of
a text. Make a text review appraising
text review appraising the unity of plot, setting, and of information c. use graphic organizers to compare information c. use graphic organizers to compare and contrast
the unity of plot, setting, and
characterization in a material viewed to achieve the and contrast details in the materials viewed d. use details in the materials viewed d. use transition words to compare
characterization in a material viewed to
writer's purpose transition words to compare and contrast and contrast
achieve the writer's purpose
English
1-9 Quarter 1– Week 3 EN10VC-Ivc-29 Pages 1-9English Quarter 1– Week 3 EN10VC-Ivc-29 Pages 1-9 English Quarter 1– Week 3 EN10VC-Ivc-29 Pages 1-9
EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9
EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
Laptop, Module, Internet, Powerpoint Laptop, Module, Internet, Powerpoint Laptop, Module, Internet, Powerpoint Laptop, Module, Internet, Powerpoint
Discover the writer’s purpose appraise the unity of plot, setting and characterization Read the article "Why do People Migrate?" Graphic Organizers for Comparison and Contrast
Helps compare or contrast ideas. They can do
inform the reader about the material viewed or read, this by showing the degree to which visualize and organize information, graphic organizers are often used as
Discover the writer’s purpose entails analytical and its ideas, report specific events that happened in something related is different or similar. prompts for students to construct ideas, organize and/or sequence
reading or viewing of the material. It takes
experience to use the elements of the text to the story, analyze, different elements as to how they It helps you note the correlation that information, plan what to write, increase reading comprehension,
were used by the author, and state your opinion about exists between the two concepts. These words brainstorm, organize problems and solutions, compare and contrast
deduce the intention of the author.
it work well in comparison essays to keep ideas, show cause and effect, and more
your thoughts from getting jumbled.
Show examples of text with persuading,
informing, entertaining, explaining the organize story review using Introduction, summary, Show examples of graphic organizers such as compare and contrast
audience, and telling significant human analysis, and create opinions and conclusions
Identify transition signals according to the text given. organizers, Venn Diagram, Top Hat Organizer, Sources of Information
experience.
Watch TED-Ed video about the story of Arachne, write a
Find out what their dictionary meaning is by identify whether the following sources of information are primary
Identify the appropriate purpose of short text review appraising the unity of plot, setting, and
rearranging the words below. You may refer to the or secondary by writing P for primary and S for secondary in the
the writer in the given selections characterization in a material viewed to achieve the writer's essay one more time for clues. spaces before each item
purpose
 E. Discussing New supply the word that best fits each space to form a coherent
Analyze pictures and the motives of Follow the criteria about movie review or short Answer the following questions after reading
Concepts and Practicing sentence and paragraph.
the author. story informative essay on the reasons why people migrate
New Skills#2
Read each item carefully and decide whether that
F. Developing Mastery Determine the appropriate purpose of statement is true or not. On a separate piece of paper,
Outline and describe these three factors of comparing use the following table to compare and contrast the characteristics of a
(Leads to Formal the writer in the given selections. write T if the statement is TRUE, and write F if the
and contrasting
fascist government and a democratic government. Copy the table and
Assessment 3) (Activity 4) statement is FALSE. If false, rewrite the statement to make supply the needed information
it true

Helps evaluate how well the writer

G. Finding Practical assess a book or film's overall quality and determine help students organize their thoughts and ideas for answering
has achieved the purpose and Connects words or phrases that strengthen the
Application of Concepts whether or not they think the film is worth questions, function as a pre-writing tool for essays, and provide a visual
decide whether you want to follow recommending.
internal cohesion of your writing. display of information.
and Skills in Daily Living
where the writer is trying to lead yo

H. Making Generalization help readers make informed decisions about which Act like bridges between parts of writing. They link
Identify author's insights and purpose of books to read. Reviews provide insights into the sentences and paragraphs together smoothly so that function as a powerful tool for communicating information in a
and Abstractions about the writing to the readers. book's quality, style, themes, and whether it aligns they flow and there are no abrupt jumps or breaks visual way.
lesson with the reader's preferences between ideas

Write a 5-paragraph film review on a movie of your choice. Use Using appropriate transition words, compare and contrast the data in the
Justify the author's purpose from the given Outline and describe three factors using comparing and
I. Evaluating Learning text.
the outline provided below. Be guided by the criteria provided in
contrasting words.
following table to come up with a single, grammar error-free paragraph.
Activity 7. Use a separate sheet for your answer

choose an important person in your life, and using the table below, list
J. Additional Activities for down your unique interests and traits, and identify in the overlapping
Find out the author's purpose as you read Write a review about the story of Percy Jackson and the Use contrasting and comparing words in creating ten
Application or the following text. Lightning Thief sentences.
part of the diagram, your common interests, and traits. Use a separate
Remediation sheet of paper for your answer/s.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
30 students out of 37 earned 80% 30 students out of 37 earned 80% 30 students out of 37 earned 80% 30 students out of 37 earned 80%

B. No. of learners who required

additional activities for remediation None None None None
C. Did the remedial lessons work? None None None None
D. No. of learners who continue to
require remediation None None None None
E. Which of my teaching strategies
work well? Why did this work?
Metacognitive Method Metacognitive Method Metacognitive Metacognitive

F. What difficulties did I encounter

which my principal or supervisor can
help me solve? None None None None
G. What innovation or localized
materials did I used/discover which I Student-centered approach activities Student-centered approach activities Student-centered approach activities Student-centered approach activities
wish to share with other teachers?

Prepared by: Checked by: Noted by:

HANNAH LEE G. JIMENEZ ANNIE C. REYNOSO WILMA M. AQUINO

Teacher I OIC - Head Teacher in English Principal IV/OIC