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    The document is a daily lesson log from a Grade 10 English class in the Philippines. It outlines the following: 1. The lesson objectives are for students to determine the differences between informative, persuasive, and argumentative writing, cooperate in group activities, and write an essay on a specific topic. 2. Students work in groups to identify the differences between the three writing types and present their findings. They then evaluate example essays based on the writing type. 3. Students classify example sentences under the three writing types and explain their reasoning. 4. As a formative assessment, students match statements with the appropriate writing type.

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    The document is a daily lesson log from a Grade 10 English class in the Philippines. It outlines the following: 1. The lesson objectives are for students to determine the differences between informative, persuasive, and argumentative writing, cooperate in group activities, and write an essay on a specific topic. 2. Students work in groups to identify the differences between the three writing types and present their findings. They then evaluate example essays based on the writing type. 3. Students classify example sentences under the three writing types and explain their reasoning. 4. As a formative assessment, students match statements with the appropriate writing type.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    13 views4 pages

    Continuation DLL

    Uploaded by

    marinel de claro
    The document is a daily lesson log from a Grade 10 English class in the Philippines. It outlines the following: 1. The lesson objectives are for students to determine the differences between informative, persuasive, and argumentative writing, cooperate in group activities, and write an essay on a specific topic. 2. Students work in groups to identify the differences between the three writing types and present their findings. They then evaluate example essays based on the writing type. 3. Students classify example sentences under the three writing types and explain their reasoning. 4. As a formative assessment, students match statements with the appropriate writing type.

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    of 4

    Republic of the Philippines

    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF BATANGAS

    DAILY LESSON LOG


    Teacher MARINEL A. DE CLARO Learning Area ENGLISH
    Teaching Dates February 20, 2024 - Tuesday Grade Level 10
    Time 3:50 - 4:40 Dewey Quarter THIRD

    A. Content Standard The learner demonstrates understanding of how world literature and other text types serve as ways sources of wisdom
    in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluate reading, listening
    and viewing strategies, special speeches for occasion, pronouns and structures of modification.
    B. Performance Standard The learner skillfully delivers a speech for special occasion through utilizing effective verbal and non-verbal strategies
    and ICT resources.
    C. Learning MELC 16
    Competencies/Objectives
    (Write the LC code for each) EN10WC-IIIb-14.1.2:
    Use a variety of informative, persuasive, and argumentative writing techniques

    Objectives:
    1. Determine the difference between informative, persuasive, and argumentative writing.
    2. Cooperate in group activities (displays teamwork)
    3. Write an essay about a specific topic
    II. CONTENT Use a Variety of informative, persuasive and argumentative writing techniques
    Pedagogical Approach:
    Strategy:
    through an essay
    collaborative, Activity-Based Teaching Strategies
    III. LEARNING
    RESOURCES
    A. References
    1. Teacher’s Guide pages Celebrating Diversity through World Literature Teacher’s Guide pages 86 - 87
    2. Learner’s Guide pages CO_Q3_English10_ Module 2b p. 3-15
    3. Textbook pages Not applicable
    4. Additional Materials from
    Learning Resource (LR) LED TV, Laptop, chalk and board, Slide decks, manila paper
    Portal.
    B. Other Learning NA
    Resources
    IV. PROCEDURES
    A. Reviewing previous lesson or CRACK THE CODE
    presenting the new lesson The teacher asks the learners to find the equivalent letter of the given number to get the correct words.

    1. 3, 12, 1 9, 13
    2. 16, 5,18,19, 29, 1, 19, 9, 22, 5
    3. 15, 16, 9,14, 9, 15, 14
    4. 9, 14, 6, 15, 18, 13, 1, 20, 9, 22, 5
    5. 1, 18, 7, 21, 13, 5, 14, 20, 1, 20, 9, 22, 5

    B. Establishing a purpose for the OBJECTIVES


    lesson The teacher presents the objectives of the lesson.

    After the lesson, the learners are expected to;


    1. Determine the difference between informative, persuasive, and argumentative writing.
    2. Cooperate in group activities (displays teamwork).
    3. Write an essay about a specific topic.
    C. Presenting examples / instances WORK AS A GROUP
    of the new lesson The teacher group the learners into 3. Then, the learners will write the difference between informative, persuasive
    and argumentative writing in a Manila paper then present it to class. The teacher gives 5 minutes for them to do the
    task.

    DEPEDBATS-CID-F-002/R3/11-22-2021

    Address: Calle Ilagan, Poblacion 1, Taal, Batangas


     (043)408-1849 / 408-1848 / 408-1007
     taalnationalhighschool_2013@yahoo.com
     www.depedbatangas.com
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF BATANGAS

    D. Discussing new concepts and EVALUATE THE TEXT


    practicing new skills #1 The teacher presents an example essay to the learners. Then, as a group the learners will evaluate the text using the
    tables below.

    GROUP 1 - INFORMATIVE ( thesis statement, transitional words and conclusion)


    GROUP 2 - PERSUASIVE ( thesis statement, reasons or proof of the writer and conclusion)
    GROUP 3 - ARGUMENTATIVE ( claim, argument, counter argument, rebuttal and conclusion)

    Informative Essay
    Introduction/Thesis
    statement
    Body/evidence
    Transitional words

    Conclusion

    Persuasive Essay
    Introduction/thesis
    statement
    Body/evidence

    Conclusion

    Argumentative Essay
    Introduction/claim

    Arguments
    Counterargument

    Rebuttal

    Conclusion

    E. Discussing new concepts and PUT ME ON MY PLACE


    practicing new skills #2 The teacher instructs the learners to classify the following sentence where it belongs. The teacher asks the
    students to put the strips of paper in the appropriate column. Then, the teacher asks the students to
    explain why did they place it in that writing techniques.

    INFORMATIVE PERSUASIVE ARGUMENTATIVE

    1. The writer presented facts and data to support his claims that abortion should not be legalized in the country.
    2. A student defined the terminologies used in her research both denotative and operationally to aid the readers in
    understanding how the words are used in the context of her research.
    3. A politician delivered a public speech to convince the spectators to share his ideas and beliefs.
    4. English teachers usually define the difficult words to improve their students' vocabulary and aid them also in
    teaching especially in literature lessons.
    5. Government representative use gambits especially when negotiating.

    DEPEDBATS-CID-F-002/R3/11-22-2021

    Address: Calle Ilagan, Poblacion 1, Taal, Batangas


     (043)408-1849 / 408-1848 / 408-1007
     taalnationalhighschool_2013@yahoo.com
     www.depedbatangas.com
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF BATANGAS

    F. Developing Mastery (Leads to COMPLETE MY NAME


    Formative Assessment) The teacher asks the learners to match all the statements from column MARI to column NEL.

    MARI NEL
    1. It is meant to inform others using credible  Argumentative writing
    sources as evidence – facts, statistics, and other
    research data. Informative texts usually answer the
    five Ws: who, where, when, what, and why.
    Sometimes, they also describe “how” to do or
    accomplish something.
    2. Reiterates the thesis statement and summarizes  Appeal to emotion
    the main points of the informative text.
    3. Type of writing that aims at convincing people to  Informative writing
    think, feel, or to act in the
    writer’s way.
    4. The use of emotive language that can help sway  Conclusion
    the readers to side with the writer.
    5. A type of writing wherein the writer aims at  Persuasive writing
    presenting an issue (be it scientific, political, social,
    etc.) and then taking side or making a stand, which
    he will have to support by giving proof or evidence.

    G. Providing practical application/s RGUE WITH ME


    of concept/s and skill/s in daily The teacher asks the learners to choose between the person who loves you or the person you love. Then, the teacher
    living asks the students to provide arguments for their choice.

    H. Making generalizations and MY LEARNING


    abstractions about the lesson The teacher introduces a graphic organizer. Then, the learners will complete it by writing the characteristics and
    purpose of argumentative, informative and persuasive writing.

    I. Evaluating Learning THINK ABOUT ME

    DEPEDBATS-CID-F-002/R3/11-22-2021

    Address: Calle Ilagan, Poblacion 1, Taal, Batangas


     (043)408-1849 / 408-1848 / 408-1007
     taalnationalhighschool_2013@yahoo.com
     www.depedbatangas.com
    Republic of the Philippines
    Department of Education
    REGION IV-A CALABARZON
    SCHOOLS DIVISION OF BATANGAS

    The teacher asks the learners to find their partner. Then, the teacher instructs each pair to choose a topic of interest and
    write a feature article that incorporates both informative and persuasive elements.

    RUBRICS
    CRITERIA HIGHLY OBSERVED MODERATELY OBSERVED POORLY OBSERVED
    TOPIC (What am The topic and supporting The topic and supporting The topic and supporting
    I Writing about) statements are very clear, statements are clear but one idea statements are unclear
    specific and sticks to the is irrelevant from the chosen and mostly irrelevant
    chosen theme theme. from the chosen theme.
    Writing Three (2) writing techniques One (1) writing technique used Has not employed any
    techniques used were clear and evident was clear and evident and writing techniques and
    and presented in interesting presented in interesting the presentation needs
    sequence that the readers can sequence that readers can total revision.
    follow. follow.
    Mechanics Presentation has no Presentation has no more than Presentation has four or
    misspelling or grammatical two misspelling and/or more misspellings and/or
    errors. grammatical errors. grammatical errors.

    J. Additional activities for ASSIGNMENT:


    application or remediation/ The teacher asks the learners to watch any advertisements. The teacher asks the students to analyze the persuasive
    Assignment techniques used. Then, the teacher asks the students to write a reflection discussing the effectiveness of these
    techniques.
    VI. REFLECTION
    A. No. of Learners who earned 80% in the
    evaluation

    B. No. of Learners who require 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 encountered 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?

    Prepared by: Checked by:

    MARINEL A. DE CLARO WAYLIE NINA DE CLARO


    Teacher Cooperating Teacher

    DEPEDBATS-CID-F-002/R3/11-22-2021

    Address: Calle Ilagan, Poblacion 1, Taal, Batangas


     (043)408-1849 / 408-1848 / 408-1007
     taalnationalhighschool_2013@yahoo.com
     www.depedbatangas.com

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