School BULAWAN NHS Grade Level X

Learning
GRADES 1-12 DAILY LESSON Teacher ALONA D. BETITA
Area
ENGLISH
LOG
Teaching Date June 22, 2023
Quarter FOURTH
and Time 3:00-4:00
I OBJECTIVES
The learner demonstrates understanding of how world literature and
other text types serve as instruments to resolve social conflicts, also
A. CONTENT STANDARDS how to use the language of research, campaigns and advocacies.

The learner competently presents a research report on a relevant socio-

B PERFORMANCE STANDARDS
cultural issue.
Observe correct grammar in making definitions (EN10G-IIa-29)
1. Determine what type of adjective is used in a
C LEARNING COMPETENCIES/OBJECTIVES sentence. 2. construct sentences using
different types of adjectives; and 3. express
own ideas using the different types of adjectives.
II CONTENT Grammar: Adjectives and its types

Learners Module Grade 10 and Diversity Celebrating Multiculturism

III LEARNING RESOURCES
Through World Literature

A. REFERENCES

1. Teacher's Guide Page

2. Learner's Materials page pp. 334-335

3. Texbook Page pp. 334-335

Video Clip, Slides, Visual Aids, flashcards, pictures, scoresheets,

B. OTHER LEARNING RESOURCES
activity sheets, & Rubrics/books & Cellular Phones

IV PROCEDURES
Preliminary Activities: ( 3 min)
a. Prayer
b. Greetings

c. Checking of attendance
d. Setting of house rules

REVIEWING PREVIOUS LESSON/PRESENTING -The teacher

A.
THE NEW LESSON solicit ideas and suggestions form the learners and play a video after.
Review of the previous lesson (5 min)

The teacher will post jumbled letters to form a word based on the
previous topic. Once the word is already formed, the teacher will let
the learners write it on the board and let them read it aloud. (Literacy
integration on the lesson)
Motivation (5 min)
There will be a big dice filled with different symbols and
consequences. While the music playing, the learners will passed on to
his/her seatmates. When the music stops, the person holding the box
will throw the dice to know what will be the consequences. The
teacher will let the learners analyze the consequences based on the
thrown dice. (Literacy & numeracy intergration on the lesson)
B ESTABLISHING A PURPOSE FOR THE LESSON
*How do you call those descriptive words?
*Based on the description given, what
will be out topic for today?
 B ESTABLISHING A PURPOSE FOR THE LESSON

The teacher will post the objectives of the lesson and let the learners
read it aloud. (Literacy integration on the lesson)
Conduct Pre-Test. The teacher will distribute questionnaires to the
students for the pre-test.

PRESENTING EXAMPLES/INSTANCES OF NEW The teacher will play a video as the discussion of the lesson. it will be
C. paused to input the lesson.
LESSON
DISCUSSING NEW CONCEPTS AND PRACTICING
D. NEW SKILLS #1 The teacher will introduce and discuss the types of Adjectives.

DISCUSSING NEW CONCEPTS AND PRACTICING The teacher will present different sentences. Let the learners identify
E.
NEW SKILLS #2 what type of adjective the word belongs.

• The class will be devided into three 3 groups (depending on the

number of learners) based on the interests/educational needs of the
learners
• To fully express the ideas and feelings, learners may use other
languages or dialects of their choice as long as it could be understood
by everyone.
•Before doing their task, the teacher will
suggest rubrics/mechanics on the task given. The teacher will allow
each group to make revisions or adjustments on the rubrics presented
by the teacher. • The teacher will
encourage each group to assign a leader, encoder/secretary, time
keeper and a presenter for a smooth flow in doing their task.
• The
DEVELOPING MASTERY ( LEADS TO FORMATIVE teacher will inform the groups that they are the one to rate the outputs.
F.
ASSESSMENT 3) Group 1 will rate the work of Group 2, Group 2 will rate the work of
Group 3, Group 3 will rate the work Group 1.
• After giving the scores, each group will have to compute the total
score gained by the group assigned to them (INTEGRATION OF
NUMERACY SKILLS ON THE LESSON)
• The teacher will give emphasis on the importance of the following
core values to the learners in doing their tasks:
o SENSE OF RESPONSIBILITY (in doing the work)
o EQUITY/FAIRNESS (in giving the scores)
o URGENCY (in submitting outputs)

Before they are going to start the activity, the teacher and the students will set
& discuss the rubrics.

(3 min)

FINDING PRACTICAL APPLICATIONS OF
G.
CONCEPTS AND SKILLS IN DAILY LIVING
The class will be devided into three (3) groups. Each group should hav
5 representatives who will form a line a the middle of the classroom.
There will be a sentences to be flashed on the television. Each
representative should determine the adjective in the sentence and its
type. Then he/she will shoot the ball in the corresponding box. There
will be a point for determining the type of adjective and another point
for shooting the ball at the appropriate box. The group who will earn
the highest point will be the winner.

Before they are going to start the activity, the teacher and the students
will set & discuss the scoresheet of the game.

(ACKNOWLEDGE EVERY ANSWER/IDEA OF THE LEARNER)

1. What is adjective?

2. What are the types of adjectives?

 3. How does adjectives helps us in defining terms?

(ACKNOWLEDGE EVERY ANSWER/IDEA OF THE LEARNER)

(5 min)
I. Read the question carefully.Write the letter of the correct answer on
EVALUATING LEARNING the space provided before the number.
Note: see attached TQs on the LP.
ADDITIONAL ACTIVITIES FOR APPLICATION OR
J. REMEDIATION Identify the parts of research report and its importance.

V REMARKS

VI. REFLECTION
NO OF LEARNERS WHO EARN 80 % ON THE
A. FORMATIVE ASSESSMENT

NO. OF LEARNERSWHO REQUIRE ADDITIONAL

B. ACTIVITIES FOR REMEDIATION

DID THE REMEDIATION LESSONS WORK? NO. OF

C. LEARNERS WHO HAVE CAUGHT UP WITH THE
LESSON

NO. OF LEARNERS WHO CONTINUE TO REQUIRE

D. REMEDIATION

WHICH OF MY TEACHING STATEGIES WORKED

E.
WELL? WHY DID IT WORKED?
WHAT DIFFICULTIES DID I ENCOUNTER WHICH
F. MY PRINCIPAL OR SUPERVISOR CAN HELP ME
SOLVE?

WHAT INNOVATION OR LOCALIZED

G. MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?

Prepared by: Validated by: Noted by:

ALONA D. BETITA OLIVER J. EMPINADO ROLANDO T. CHAVEZ

Master Teacher I Master Teacher 1 School Principal III
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 School BULAWAN NHS Grade Level X
Learning
GRADES 1-12 DAILY LESSON Teacher ALONA D. BETITA
Area
ENGLISH
LOG
Teaching Date
September 2023, 11:00- Quarter FIRST
and Time
12:00
I OBJECTIVES
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,
A. CONTENT STANDARDS 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

B PERFORMANCE STANDARDS
variety of persuasive techniques and devices.
Appraise the unity of plot, setting and characterization in a material
viewed/read to achieve the writer’s purpose (EN10VC-IVc-29)
C LEARNING COMPETENCIES/OBJECTIVES 1. recall the
descriptions of specific elements of a story;
2. evaluate the significance of story elements in story development
3. reflect on the writer's purpose in the story
II CONTENT Elements of a short story

Learners Module Grade 10 and Diversity Celebrating Multiculturism

III LEARNING RESOURCES Through World Literature
ADM Module

A. REFERENCES

1. Teacher's Guide Page

2. Learner's Materials page pp. 58-60, 84-85, 208, 234

3. Texbook Page pp. 58-60, 84-85, 208, 234

Video Clip, Slides, Visual Aids, pictures, scoresheets, activity sheets, &
B. OTHER LEARNING RESOURCES
Rubrics & Cellular Phones

IV PROCEDURES
Preliminary Activities: ( 3 min)
a. Prayer
b. Greetings

REVIEWING PREVIOUS LESSON/PRESENTING c. Checking of attendance

A. d. Setting of house rules
THE NEW LESSON
Review of the previous lesson (3 min)
The teacher will post jumbled letters to form a word. Once the word is
already formed, the teacher will let the learners write it on the board and
let the learners read it aloud. (Literacy integration on the lesson)
Motivation (5 min)
The class will be group into four (4). Each group will be given cut puzzle
pieces to be arranged and afterwards, they will post it on the board. Each
group will choose a representative to give an idea about the image formed.
B ESTABLISHING A PURPOSE FOR THE LESSON The group members will present one line yell if they are done to be
acknowledge.

The teacher will post the objectives of the lesson and let the learners read it
UNLOCKING OF DIFFICULTIES & PRESENTATION OF GUIDE
aloud. (Literacy integration on the lesson)
QUESTIONS/RECALLING the descriptions of specific elements of a
story: The teacher will unclock difficult words from the story and present
the guide questions to the learners. (Integration of HOTS in the lesson)
PRESENTING EXAMPLES/INSTANCES OF NEW
C.
LESSON
 The teacher will play a video of the story "The Necklace". Remind the
learners to be ready to answer questions after. After viewing, learners will
DISCUSSING NEW CONCEPTS AND PRACTICING share thier understanding within the group. (Application of video-based
D.
NEW SKILLS #1 strategy on the lesson). Remind the learners the house rules set before the
start of the lesson. (Integration of implementation of guidelines, policies and
procedures in the lesson)

The teacher will discuss the story using guide questions. In choosing the
group to answer, the teacher will use a dice which has been labelled as 1-4.
The teacher will throw and dice, whatever the number that will reveal, the
group will choose a member of the group to answer. Each member must be
ready to present their answers in the class. (Integration of mathematics in the
lesson (constructs triangles, squares, rectangles, regular pentagons, and regular
hexagons. Math 8, Week 8, M7GE IIIh-i-1)
1. What is character? (Unistructural)
2. Who are the
character of the story? (Unistructural)
3. What is setting? (Unistructural)
4. Where & when does the story
happened? (Unistructural)
DISCUSSING NEW CONCEPTS AND PRACTICING 5. What is a plot? (Unistructural)
E.
NEW SKILLS #2 6. Who can share the plot of the story?
(Relational) 7. Why did the
invitation displease Madame Loisel? (Unistructural)
8. Why did Mme. Loisel borrow a necklace from Mme. Foreister?
(Multistructural)
9.What efforts were made to find Mme. Forestier’s necklace?
(Multistructural)
10. Describe in your own words how the Loisels life changed
after they had paid for the new necklace? (Relational)
8. What was Mme. Foreister’s reaction when the
necklace was returned? (Unistructural)
9. What is a theme? What is/ are the
lesson you have learned from the story "The Necklace"? Share it in the
class. (Relational) (Integration of HOTS in the lesson)
• The class will be devided into four (4) groups (depending on the
number of learners) based on the interests/educational needs of the
learners
• To fully express the ideas and feelings, learners may use other
languages or dialects of their choice as long as it could be understood
by everybody. (Integration of proficient use of mother tongue in the lesson)

•Before doing their task, the teacher will suggest rubrics/mechanics

on the task given. The teacher will allow each group to make revisions
or adjustments on the rubrics presented by the teacher.
• The teacher will encourage each group to assign a
leader, encoder/secretary, time keeper and a presenter for a smooth
flow in doing their task.

DEVELOPING MASTERY ( LEADS TO FORMATIVE

F. • The teacher will inform the groups that they are the one to rate the
ASSESSMENT 3)
outputs. Group 1 will rate the work of Group 2, Group 2 will rate the
work of Group 3, Group 3 will rate the work Group 4, Group 4 will
rate group 1.
• After giving the scores, each group will have to compute the total
score gained by the group assigned to them (Integration of Numeracy in
the lesson)

• The teacher will give emphasis on the importance of the following core values
to the learners in doing their tasks:
o SENSE OF RESPONSIBILITY (in doing the work)
o EQUITY/FAIRNESS (in giving the scores)
o URGENCY (in submitting outputs)

Before they are going to start the activity, the teacher and the students will set
& discuss the rubrics.

FINDING PRACTICAL APPLICATIONS OF
G.
CONCEPTS AND SKILLS IN DAILY LIVING
I. EVALUATING LEARNING
ADDITIONAL ACTIVITIES FOR APPLICATION OR Literary Analysis Essays:
J. REMEDIATION
V REMARKS
VI. REFLECTION
NO OF LEARNERS WHO EARN 80 % ON THE
A. FORMATIVE ASSESSMENT
NO. OF LEARNERSWHO REQUIRE ADDITIONAL
B. ACTIVITIES FOR REMEDIATION
DID THE REMEDIATION LESSONS WORK? NO. OF
C. LEARNERS WHO HAVE CAUGHT UP WITH THE
LESSON
NO. OF LEARNERS WHO CONTINUE TO REQUIRE
D. REMEDIATION
GROUP 1: Storyboard Creation:
Create a storyboard that illustrates key scenes from the short story.
Visualize the sequence of events and understand the story's structure.
(Integration of Arts in the lesson. Quarter , Week 6-8, applies different media
techniques and processes to communicate ideas, experiences, and stories showing
the characteristics of the various art movements (e.g., the use of industrial
materials or found objects, Silkscreen Printing, etc.)A10PR-Ic-e-3
GROUP 2:Setting
Exploration:
Discuss about the importance of the story's setting. Research and present
information about the historical or cultural context of the setting,
emphasizing how it influences the narrative. (Intergration of proficient use of
mother tongue, Filipino and English to improve teaching as well as to develop the
learners' pride of their language, heritage and culture)
GROUP 3: Theme Exploration:
Discuss the theme of the short story and have students explore how it is
developed throughout the narrative. Using your cellular phones,
encyclopedia or any available learning materials, encourage learners to
identify quotes or passages that support the theme and share your
interpretations. (Integration of ICT in the lesson & English 8, Quarter 3 Expand
the content of an outline using notes from primary and secondary sources/ English
8, Quarter 4: Synthesize essential information found in various sources EN8WC-
IIIc 1.1.6 (integration within the curriculum)
GROUP 4: Rewriting Endings:
Rewrite the ending of the short story, considering alternative resolutions. Enhance
your understanding of plot structure and encourage creative thinking.English 9,
Quarter 4: Make connections between texts to particular social issues, concerns, or
dispositions in real life(Integration within the curriculum)
(3 min)
Story Analysis:
The teacher will present different situations, let the learners perform it.
Each performer will be given a reward.
(ACKNOWLEDGE EVERY ANSWER/IDEA OF THE LEARNER)
1. What is a short story?
2. What are the elements of a short story?
3. What is a character?
4. What is a setting?
5. What is a Plot?
6. What is a theme?
7. Does the theme of the story useful to us? Why & How?
(ACKNOWLEDGE EVERY ANSWER/IDEA OF THE LEARNER)
Read the question carefully.Write the letter of the correct answer on the space
provided before the number.
See attached Test Questions
Choose any of the story. Identify the elements and share it in the class.
 WHICH OF MY TEACHING STATEGIES WORKED
E.
WELL? WHY DID IT WORKED?
WHAT DIFFICULTIES DID I ENCOUNTER WHICH
F. MY PRINCIPAL OR SUPERVISOR CAN HELP ME
SOLVE?

WHAT INNOVATION OR LOCALIZED

G. MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?

Prepared by: Noted by:

ALONA D. BETITA ROLANDO T. CHAVEZ

Master Teacher I School Principal III
 55 60
66 70

#REF! #REF!

#REF!
Answers:
1. B
2. C
3. B
4. A
5. C
6. B
7. B
8. A
9. A
10. B