DAILY LESSON PLAN

SCHOOL Malinta National High School GRADE LEVEL 10

TEACHE LEARNING
Stanlee B. Mariano English
R AREA
DATE January 18, 2024 QUARTER 2nd
SECTION St. Paul TIME 11:20AM-12:20PM

I. OBJECTIVES ANNOTATION
The learner demonstrates communicative competence through his/ her
understanding of literature and other text types for a deeper appreciation
A. Grade Level Standards of World Literature, including Philippine Literature.

Most Essential Learning Competency:

 Compose texts which include multimodal elements.

Sub-skills:
B. Learning Competencies/  transcode information from linear to non-linear texts and vice-
Objectives versa;
Write the LC code for each
 explain illustrations from linear to non-linear texts and vice-
versa.

Multimodal Texts
II. CONTENT
(Linear and Non-linear Text)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials ENGLISH – Grade 10, Alternative Delivery Mode. Quarter 2 – Module
pages 1-8, Revised Edition, 2022, p. 29-34.
3. Textbook pages
img.freepik.com
https://classflow.com/
4. Additional Materials from
https://i.ytimg.com/vi/3KRxOT5m0sY/maxresdefault.jpg
Learning Resource (LR) portal https://images-wixmp ed30a86b8c4ca887773594c2.wixmp.com/

PowerPoint presentation
5. Other Learning Materials English Worksheets, PowerPoint Presentation. Laptop, TV, and helps to expand learning
Cellphone about the topic.

IV. PROCEDURES
Routinary Activities
The teacher calls a volunteer to lead a prayer.
 Prayer
 Recite the DepEd’s Mission, Vision,
and Core Values.

Class Rules and Regulation

The teacher presents the class rules and

regulation. Then, the students read the class
rules and regulations before the class starts.
a. Treat others with respect.
b. Listen and follow directions.
c. Raise your hand before speaking or
leaving your seat.
d. Ask for help when you need it.
e. Listen to the teacher when s/he
speaks.

 Checking of the Classroom Condition

 Review of the previous lesson.

Engage: TASK 1: EMOJI ON G! Indicator 3: Applied a

A. Establishing a purpose for
(The activities in this range of teaching
the lesson Direction: Give the proper meaning or
section will stimulate strategies to develop
 their thinking and help interpretation of the given emojis.
them access and critical and creative
connect prior NO MONKEY thinking, as well as other
knowledge as a BUSINESS higher-order thinking
jumpstart to the skills.
present lesson) LAUGHING OUT
LOUD

CALL YOU TODAY

Filipino 10 (Q1, Week

4)
After, let the students interpret the statement Naipaliliwanag ang
related to the activity. pangunahing paksa at
pantulong na mga
“As emoji become a more prevalent part of ideya sa napakinggang
online communication, they have begun to impormasyon sa radyo o
carry their own connotations.” iba pang anyo
ng media
Relevance: Highlight that in today's digital
world, being able to effectively use multimodal
elements/texts in communication is crucial. In
schools, students may not have access to
expensive resources, but they can still create
powerful and meaningful texts using free or
low-cost tools available to them.
B. Presenting Task 2: INTO MULTIMODAL TEXTS Indicator 7: Established
examples/instances of the a learner-centered
new lesson Direction: Discuss in pairs or small groups culture by using
what they observed in the photo and how the teaching strategies that
different elements added to the overall respond to their
meaning. linguistic, cultural,
socio-economic and
religious backgrounds.

Araling Panlipunan 10
(Q1, Week 3-4)
*Natatalakay ang
kalagayan, suliranin at
pagtugon sa isyung
pangkapaligiran ng
Pilipinas

Task 3: PASTE IT TO WIN IT! Indicator 3: Applied a

Direction: Evaluate if the following range of teaching
statements fall under linear or non-linear texts. strategies to develop
critical and creative
Let the learners give an example of linear and thinking, as well as other
non-linear texts. higher-order thinking
skills.
Task 4: APPRECIATE

Note: Explain to the students that multimodal Indicator 8: Adapted

texts refer to texts that combine different and used culturally
modes of communication such as images, text, appropriate teaching
sound, and video. strategies to address the
needs of learners from
indigenous groups.
Show examples of multimodal texts, such as a
comic strip, a short video, or a website, and
analyze them together as a class, pointing out
the different modes of communication used.
 Explore: TASK 5: TELLING TIME!!
(In this section,
students will be given Direction: Tell whether each text is linear or
time to think, plan, nonlinear.
investigate, and 1. Song
organize collected 2. Graphs
information; or the 3. Charts Indicator 2: Used a
performance of the 4. Short story range of teaching
planned/prepared 5. Flow Chart strategies that enhance
activities from the 6. Poem learner achievement in
students’ manual with literacy and numeracy.
7. Graphic Organizer
data gathering with
Guide Questions) TASK 6: INVESTIGATE TIME!
Direction: Using the linear text, answer and Indicator 1: Applied
investigate the following questions below. knowledge of content
within and across
C. Discussing new concepts Title: Music Genre Preference curriculum teaching
and practicing new skills According to the survey, 33% of the students areas.
#1 listen to pop music, while 29% listen to indie
and rock music, 15% listen to country music,
13% listen to metal, and 10% listen to classical
music. Mathematics 7 (Q4
Week 4 to 5)
1. According to the survey, how many Uses appropriate graphs
percent are listening to the pop to represent organized
music? data: pie chart, bar
graph, line graph,
2. In the survey, what type of music
histogram, and ogive.
genre preference was the lowest?
3. If you’re going to answer the survey,
what music genre preference you
choose? And why?
4. If you’re going to sum it up, how
many percent?

TASK 7: MY POINT OF VIEW Indicator 9: Used

strategies for providing
Direction/s: Divide the number of learners timely, accurate and
into two (2) groups. Then, have a mini debate constructive feedback to
on the question: improve learner
performance.
"Do multimodal texts have a stronger impact
on the audience compared to traditional text-
only texts?" Indicator 3: Applied a
Note: Some students may think that range of teaching
strategies to develop
critical and creative
thinking, as well as other
higher-order thinking
skills.

Indicator 2: Used a
range of teaching
D. Discussing new concepts strategies that enhance
and practicing new skills learner achievement in
#2 multimodal texts are only used for literacy and numeracy.
entertainment purposes. Mitigate this by
discussing various real-life examples where
multimodal texts are used, such as in Mathematics 7 (Q4
advertisements, public service announcements, Week 4 to 5)
and educational materials. Uses appropriate graphs
to represent organized
TASK 8: WIDEN IT UP! data: pie chart, bar
Tune up! You were given by your parents five graph, line graph,
hundred pesos as allowance good for a week. histogram, and ogive.
Based on the pie graph shown below, how
much would be allotted for each of the
following areas?

E. Developing mastery
(leads to Formative
Assessment 3)
F. Finding practical
applications of concepts
and skills in daily living.
G. Making generalizations
and abstractions about the
lesson
H. Evaluating learning
I. Additional activities for
application or remediation
Explain: TASK 9: PAIR IT UP!
(In this section, Direction: Analyze the table and answer the
students will be questions the follows.
involved in an analysis
of their exploration.
Their understanding is
clarified and modified
because of reflective
activities)/Analysis of Indicator 2: Used a
the gathered data and range of teaching
results and be able to strategies that enhance
answer the Guide 1. How many students are there in learner achievement in
Questions leading to section Jewel? How about in section literacy and numeracy.
the focus concept or Jasper?
topic for the day. 2. Based on the sections surveyed, what
conclusions can you make about the
preferred story of male and female
students?
3. Tell about the data as inferred from
the chart.
The teacher asks the following questions.
Indicator 1: Applied
1. Reflect on how learning to transcode
knowledge of content
multimodal texts (linear and non- within and across
Elaborate: linear texts) can benefit you in your
curriculum teaching
(This section will give future academic or professional life. areas.
students the
opportunity to expand Edukasyon sa
The teacher asks the following questions.
and solidify/concretize Pagpapakatao 10 (Q3,
1. Discuss the possible challenges of
their understanding of Week 4)
creating multimodal texts without
the concept and/or Naisasagawa ang
apply it to a real-world access to expensive resources. paglalapat ng mga tiyak
situation) 2. How can you create a multimodal na hakbang upang
text using limited or minimum mapataas ang
resources? antas ng kaniyang mga
pagpapahalaga
Evaluation: TASK 10: INDIVIDUAL/S
(This section will
provide opportunities Direction: Study and evaluate the chart below
for concept check test and answer the questions that follow. Write
items and answer key your answers on your English Notebook.
which are aligned to
the learning objectives
– content and
performance standards
and address
misconceptions- if Indicator 3: Applied a
any) range of teaching
strategies to develop
critical and creative
1. You are an honor student from thinking, as well as other
Valenzuela. Where can you apply for higher-order thinking
a scholarship? skills.
program at the St. Ignatius
International School?
2. Where can you get specific
information about the school’s
curricular programs?
3. What division decides how much can
be spent on the education of each
scholar?
4. Which section provides details about
tuition and miscellaneous fees?
5. What section presents the enrollment
data?
Note: Quizizz is use for the evaluation.
Extend:
(This section gives
situation that explains
the topic in a new
context, or integrate it
to another
 discipline/societal
concern)
V. REMARKS
VI. REFLECTION
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 worked well? Why did this
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?

Prepared by:

STANLEE B. MARIANO
Teacher II
Checked by:

WILRED A. TATOY
Master Teacher I

MA. CORAZON B. QUIAJNO

Head Teacher III

REFLECTION

In this lesson, I used eclecticism, perennialism, progressivism and realism as the basis for planning and
designing my activities. The activities I made are self-paced, self-directed, and include a great deal of individual
contact with me as their teacher. This helped me to relate to my learners openly and honestly.

In Learning objectives, the teacher used eclecticism wherein it is a conceptual approach that does not
hold rigidly to a single paradigm or set of assumptions, but instead draws upon multiple theories, styles, or ideas
to gain complementary insights into a subject or applies different theories in particular cases (Del, 2006).

In task 1, the activities I've provided for them I used a perennialism wherein a teacher-centered
educational philosophy that focuses on everlasting ideas and universal truths. and allowing them to explore
more ideas about the most important learning competency (MELCS).

In a differentiated task, I used realism wherein learners there must be aware as to what is in fact going
on around them. Wherein the student’s ability to think critically and scientifically is often tested in these
circumstances. I embedded literacy and numeracy skills as a need to learners’ learning.

As the lesson progresses, the teacher was able to use progressivism wherein learners or students should
test ideas by active experimentation through shared decision making, planning of teachers with students,
student-selected topics are all aspects. And module/s are tools, rather than authority.
 In the recent educational program, curriculum 2013, we should encourage the students’ Higher Order
Thinking Skills (HOTs). HOTs are the three highest thinking levels of cognitive skills involving analyzing,
evaluating, and creating (Fitzpatrick & Schulz, 2015).

More so, this lesson plan shows that I applied this learner- centered philosophy in my teaching in all the
areas of lesson planning, i.e., from the learning objectives, instructional activities, and assessments.

Note: All the basic principles of learning and teaching such as Participation, Repetition, Relevance, Transference and Feedback are evident in this
lesson plan.

STANLEE B. MARIANO
Teacher I

1x4 3x3 18 3+2 3 20

D I R E C T