School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: NYMPHA NARVASA-DECASA Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: JAN. 29-FEB. 2, 2024 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIa-12: Raise EN10V-IIIa13.9: Give EN10LT-IIIa2.2: Explain EN10G-IIIa-31: Use
Competencies/Objectives: questions to clarify issues expanded definitions of words how the elements specific to pronouns effectively
Write the LC Code for each covered in the material viewed a genre contribute to the
theme of a particular literary CATCH -UP
EN10LC-IIIa-16: Listen to selection
simplify, reorganize,
synthesize, and evaluate
FRIDAY
information to expand, review,
or update knowledge
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
RECOGNIZING THE GIFT OF NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P231-232 P233 P236-237 P237-238

2. Learner’s Materials Pages P274-275 P277-279 P279-287 P288-289

3. Textbook Pages P274-275 P277-279 P279-287 P288-289

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources Pictures, mp3 of “What a textbook textbook textbook
Wonderful Word”, mp3
player

1

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesso
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skil
F. Developing Mastery
(Leads to Formative Assessment 3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask the students to go Create a word web Share some of the new Ask the students to read an
outside of the room and let words you had in your excerpt of the story, “A Day
them discover nature’s gift. additional activity. in A Country”
Remind them that the point Explain to the students the Recall the elements of a Discuss the table on cases
of view is the way the importance of vocabulary short story of Pronoun on page 288 on
author allows them to “see” bank. your LM.
and “hear” what’s going on.
After ten minutes, ask them Form 5 groups and follow Fill out the table on page
CATCH -UP
to compare answers with
their classmates
the instructions on Task 4
on your page 277 in your
Group activity: 288 of your LM FRIDAY
LM. (Group 1 – Vocabulary Write five words that appeal
Rock and Roll; G2 – A to their senses as indicated
Tricky Word; G3 – Magical in the drawing on page 286.
Word; G4 – Trash Can
Thesaurus; G5-Shades of
Meaning)
Instruct them to complete Have the students discuss Answer Test Yourself on
the statements on Task 1A in their respective groups Let students highlight the page 289
on page 274 of your LM. their answers imagery of the text.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Provide additional examples Remedial/Enhancement
Ask them to share their Ask a representative of the Ask students to share their and exercises on personal Reading Schedule/ICL
point of view. group to report to the class answers to the class pronouns and different
their answers after 20 cases
minutes.
Lead the students to Group Activity:
appreciate a song related to Have the students interact Facilitate the conduct of
nature by completing Task with classmates during the Have the students group Task 8 on page 289-290 in
2A and B on pages 274-275 reporting. themselves and answer Task 6 on
page 287 while rereading the story
the LM. CATCH -UP
of your LM. ”A Day in A Country”
FRIDAY
2
G. Finding Practical Applications of
Concepts and Skills in Daily
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediatio
V. REMARKS
GRADES 1 to 12
How can we preserve and Why do we need to expand How can you recognize the Why do we have to use
protect nature? our vocabulary? gift of nature? pronouns?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Why do we need to protect What is the importance of Explain the message of the Discuss the significance of
nature? vocabulary? story. the use of the different
cases of pronoun CATCH -UP
Task 2A and B will serve as
evaluation.
Completion of Task 4 will
serve as evaluation
Group activity on Task 6 will
serve as evaluation Task 8 output will serve as FRIDAY
evaluation and may be
passed a week after.
Do Task 3 on pages 276- Give another set of 3 new
277 of your LM. words that you found in the Review on the different Completion of Task 8 will
selection and do the Task 4 cases of pronoun serve as additional activity
again on your own.
School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10
3

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources
IV.PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10WC-IIIa14.1.1: Expand EN10VC-IIIb-23: Share EN10V-IIIb13.9: Give EN10WC-IIIb14.1.2: Use a
ideas using principles of viewpoints based on the ideas expanded definitions of variety of informative,
cohesion and coherence presented in the materials words persuasive, and
viewed argumentative writing CATCH -UP
EN10LT-IIIb2.2: Explain technique
EN10LC-IIIb-16.1:
Distinguish the important
how the elements specific to FRIDAY
a genre contribute to the
points from less important ones
theme of a particular literary
in a text listened to
selection
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
COHERENCE / COHESION / THE STORY OF KEESH
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P239-241 P249-250 P250-251 P255
P291-293 P298 P299-307 P311-312
P291-293 P298 P299-307 P311-312
textbook Videoclip, texbook textbook Textbook, video clip of
goodwill speech,
PowerPoint of reminders on
writing a speech of goodwill
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
4

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New S
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
How do we make
connections?
Emphasize:
To be able to write effective
speeches, the logical links
between and various points
made must be clear to the
readers.
Let the students read the
text inside the boxes in
Task 9 on page 291 of your
LM.
Explain to the class the
difference between
cohesion and coherence
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Give the students more
examples of Cohesive
words found on page 240-
241 of your TG
Ask the students to pick
some cohesive words and
use them in a sentence.
Tell the students that they
are going to watch a short
documentary film entitled,
“Save our Planet”.
Instruct students to
distinguish important points
from the less important
ones by completing the
Task 1 Chart on page 298
of their LM
Allow ample time for the
students to read and
understand what they are
going to do.
Ask students to give
reasons why it is important
or less important.
TUESDAY
Share the class their output
after 15 minutes
Let the students begin to
watching the video clip on
Natural Hazards on Human.
Inform them to complete
Task 2 and Task 3 on page
298 of their LM
Group activity: (1 word per
group)
Do Task 4 on page 299 in 5
mins
Read the introduction about
the author.
Present to the students the
motive questions found on
page 299
Think-Pair-Share:
Get a partner, DO Task 5
on page 305 while reading
the story, The Story of
Keesh on page 299-304 in
your LM
WEDNESDAY
Discuss with the class their
possible answers for Task
5.
Discuss the story further by
using the questions found
on Task 6 on page 306 in
your LM.
Recall what happened to
Keesh
Ask:
What will you do if you are
Keesh in the story and was
held as the chief of the
tribe?
CATCH -UP
Show a sample video of a
goodwill speech. FRIDAY
Introduce to the students
that goodwill speeches are
based on creation /
cultivation of modesty,
tolerance, and good humor.
THURSDAY FRIDAY
Take note and explain the
building conventions of a
goodwill speech found on
page 311 of the LM CATCH -UP
Point out the reminders
when writing a goodwill FRIDAY
speech found on page 255
of your TG.
5
 Concepts and Skills in Daily Living When can we make use of
cohesion and coherence?
Identify the three main
points, two datable ideas
and one question they have
about the documentary
viewed.
How did the characters face Recall the prosodic features
the conflicts through the of speech as aids to speech
words they said, actions delivery.
and motives?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the Lesson What is the importance of What have you realized Based on your analysis, What is the significance of
learning cohesion and after watching the video who is more effective in goodwill speeches?
coherence? clip? responding to the people’s
need?
I. Evaluating Learning Ask the students to choose Task 2 and Task 3 will CATCH -UP
a partner and study the 4
pictures on page 291 of
serve as evaluation Do Task 7 on page 306 Paired activity:
FRIDAY
their LM and write a With a partner, write a
dialogue about the pictures goodwill speech for Keesh.
within 20 minutes.
J. Additional Activities for Write a speech with Write down 3 ways to Save Do Task 8 on page 307 with
Application or Remediation appropriate cohesion and our Planet. the same group members. Practice to deliver the good
coherence based on the list will speech in front of the
of speech topics you are to class. Divide the parts with
choose from on page 293. your partner.

V. REMARKS

School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
DAILY LESSON LOG Teacher: NYMPHA NARVASA-DECASA Learning Area: English
Teaching Dates and
Time: FEB. 12-16, 2024 Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

6

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10V-IIIc13.9: Give EN10LT-IIIc2.2.3: EN10SS-IIIc1.6.4: Use EN10G-IIIc-31: Use
expanded definitions of words Determine tone, mood, writing conventions to pronouns appropriately
technique, and purpose of the acknowledge sources
EN10VC-IIIc-10: Evaluate author CATCH -UP
the information contained in
the material viewed in terms of
accuracy and effectiveness
EN10V-IIIc13.9: Give
expanded definitions of words
FRIDAY
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
WORKING WITH NATURE’S LIMITS

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P264-265 P266-267 P271 P271-275

2. Learner’s Materials Pages P314-315 P317-319 P320-322 P323-332

3. Textbook Pages P314-315 P317-319 P320-322 P323-332

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources
Pictures of nature that are
similar to what is found in
the book (p314)
Copy of the text, textbook
Strips of paper containing
students’ perceived nature’s
limits and positive
responses to be used on
the collage, textbook
Handout and PowerPoint on
the Pronoun-Antecedent
rules

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Post the pictures on the How do Filipinos view Discuss the over-all theme Conduct a diagnostic test to
board and ask the students nature’s condition at present of the poem, Song of evaluate if the students
7

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
what idea the pictures
suggest.
After eliciting the correct
answer, deepen the concept
by asking:
Why is it called Mother
Earth?
What makes earth a
mother?
Let the students enumerate
other feminine qualities that
the Earth have.
Let someone read the
excerpt from the Preamble
of the Proposal for
Universal Declaration of the
Rights of Mother Earth as
the whole class listens and
take notes different rights.
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the class complete the
Venn Diagram found on
page 315
based on the video shown
yesterday?
Let students share their
insights about the
importance of nature as
depicted in the music video.
Give out the words for
study. Let the students
read the poem twice and
highlight the words.
Let the students understand
the meaning through
context clues
TUESDAY
Discuss how to give an
expanded definition of a
word by studying the
Autumn and relate their
answers to the theme of life.
Let the students do the
shape collage having in
mind that it should show
how they perceive nature’s
limits and respond to it
positively.
Group work:
Divide the class into 7
groups and give each group
a rule on using quotation
marks
Have each group discuss
the rule assigned to them.
WEDNESDAY
Let them observe the
correct use of quotation
marks in the story found on
have an idea about the
correct use of pronouns, in
particular, in making
pronouns agree with its
antecedents. It is found on
page 323
Present the pronoun-
antecedent rules and give
examples.
CATCH -UP
FRIDAY
Check their answers in the
previous activity and
discuss the rules related to
it.
Do practice exercises in
Task 9 on pages 328-329 of
the LM.
THURSDAY FRIDAY
Check and discuss the
answers.
8

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily
Class discussion of the
Venn Diagram
Share some pertinent
experience/s when you
realized that nature is like a
mother to you.
example found on page page 322
318.
Pair work: Let them highlight the Provide more exercises and
sentences containing drills.
Use the dictionary to find
the meanings of the word
quotation marks and identify
the different rules shown CATCH -UP
found in Task 4 on page
318 of the LM.
therein.
FRIDAY
Illustrate an example of When do we use quotation Let students defend their
giving an extended marks? answers
definition and let students
finish the task.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Les
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
What can you say to the What is the role of Why do we need to know Summarize the rules as
youth of the new generation expanding the meaning of a the rules of using quotation seen in the examples.
in connection with your word in understanding marks?
realization? poetry?
Play the music video
Paraiso by Smokey
Pair work on Task 4 will
serve as evaluation.
Present a report on the
rules of quotation mark
Do Task 10 on page 329
CATCH -UP
Mountain and express their
insights of the song on the
assigned with examples
from the story read. FRIDAY
freedom board.
Output of the evaluating Group work: Evaluation, if not completed Do Task 11 found on page
learning can be an can be an extended activity. 330
extended activity Do Task 5 on page 318-
319.

V. REMARKS

School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: NYMPHA NARVASA-DECASA Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: FEB. 19-23, 2024 Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources
IV.PROCEDURES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10G-IIIc-31: Use EN10LC-IIId-3.2: Raise EN10LT-IIId14.2: Explain EN10SS-IIId1.6: Show
pronouns appropriately questions and seek how the elements specific to respect for intellectual
clarifications on issues a selection build its theme property rights by
discussed in the text listened acknowledging citations CATCH -UP
to. EN10VC-IIId-28: Disclose made in the critique
EN10LC-IIId-3.18: Get
the personal significance of EN10SS-IIId1.6.6: Use FRIDAY
a material viewed quotation marks or hanging
different viewpoints on various
indentations for direct
local or global issues
quotes
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
EXPERIENCING THE POWER OF NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P271-275 P285-286 P287-290 P292-293
P323-332 P335-336 P338-341 P343
P323-332 P335-336 P338-341 P343
Handout and PowerPoint on Pictures, textbook, video Copy of text, picture Sample news articles,
the Pronoun-Antecedent clip clippings
rules
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
10
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
Give a diagnostic test to
evaluate if the students
understood correct use of
pronouns, in particular, in
making pronouns agree with
its antecedents.
Review on the rules of
discussed pronoun-
antecedent rules.
Discuss remaining rules
which are not tackled in the
previous lesson
Do teacher-made drills.
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Check answers and let
students defend their
answers.
Show pictures of alternative
sources of energy like wind
power, hydro-electric power,
fossil fuels, geothermal
power, tidal power, etc. Let
the students identify these
sources and give more
examples
Try to list down at least five
benefits that we get from
these sources of energy.
Ask the following questions:
What do you think will
happen if some of these
energy sources were not
available?
What would you do and how
would you deal with the
problem?
Let the students watch the
video of Man-Evolution and
Pollution .
TUESDAY
Divide the class into two
and share their views about
what was viewed.
Show the picture in the LM
and let the students
describe what they see.
Ask the students to explain
in their own words
naturalism and realism
Ask students to present
social conditions in our
society at present e.g.
poverty, social injustice, etc.
Divide the class to come up
with their own concept of
Naturalism and Realism
using these social
conditions
WEDNESDAY
Stress out reality and
survival as the main
concepts and have the
groups share to the class
Sharing of output of the
additional activity given.
Divide the students into 10
groups with five members
each. Give them clippings
about environmental and
social conditions of the
country. CATCH -UP
Let the students compare FRIDAY
the environmental and
social issues in the past and
the present
Let the students predict
what might happen in the
future given such conditions
THURSDAY FRIDAY
Present points of writing
news article
11

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Livin
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
GRADES 1 to 12
Do another set of drills Have interactive discussion
on how could students bring
about change in this present
condition.
Complete a teacher-made Let students arrive to the
dialog drill on pronoun- solutions like Reduce,
antecedent rules. Reuse, Recycle.
MONDAY TUESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Summarize the rules of Let them give a short but
pronoun-antecedent. sound generalization about
what they have gained from
the discussion.
Conduct a summative test Presentation of views on the
on pronoun-antecedent
rules
topic:
Humans are solely
responsible for the
destruction of the Earth and
there is nothing we could do
to solve the problem. It is
irreversible.
Do the Task 12 on page Research about realism and
naturalism in history, particularly in
331
American Literature and read in
advance Your Text on pages 338-
341.
School: SUAREZ NATIONAL HIGH SCHOOL
Teacher: NYMPHA NARVASA-DECASA
their respective concepts.
Divide the class into 4 small
groups and explain to them
to prepare a plot analysis of
the story they are about to
read. The plot analysis will
be based on the diagram as
shown on page 341.
Relate in the story with
culture, history,
environment, and other
factors.
WEDNESDAY
Let the students give
present-day examples of
what’s really happening are
related to their observation:
Ex. Hunger, poverty, justice
Plot analysis on page 341
will serve as evaluation.
Do Task 8 on page 343
of the LM
Write a news article
comparing the
environmental social CATCH -UP
conditions of the country in
the past and in the present. FRIDAY
During writing, let students
acknowledge sources used
in their articles.
THURSDAY FRIDAY
Ask:
Why is it important to show
respect to intellectual
property rights?
Writing the comparative
news article will serve as
evaluation CATCH -UP
FRIDAY
Evaluation if not completed,
may become an extended
activity.
Grade Level: 10
Learning Area: English
12
 DAILY LESSON LOG Teaching Dates and FEB. 26-29 & Mach 1, 2024
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIe-12: Raise EN10V-IIIf13.9: Give EN10G-IIIe-30: Use EN10LT-IIIe-3: Explain how
Competencies/Objectives: questions to clarify issues expanded definitions of word structures of modification a selection may be
Write the LC Code for each covered in the material viewed influenced by culture,
EN10LT-IIIe-3: Explain how history, environment, or CATCH -UP
a selection may be influenced other factors
by culture, history,
environment, or other factors
FRIDAY
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
HARNESSING NATURE’S POTENTIALS

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P303-304 P304-305 P307 P311

2. Learner’s Materials Pages P353-354 P354-359 P359-361 P363-367

3. Textbook Pages P353-354 P354-359 P359-361 P363-367

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources Video clip, laptop, projector, textbook Textbook, picture/artwork, textbook
copy of the song dictionary

13

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Group the students to Solicit from the students Present a picture or an Ask:
maximize acquaintances ideas from the words listed artwork (It can be from the
and assign a name based on page 355 previous activity or any How do you react to
on the terms stream, grass, picture of your choice) something extraordinary?
music, sun, and mountain

B. Establishing a Purpose for the
Lesson Let the students view a
video clip to be downloaded
from YouTube as indicated
in the TG page 303
Recall on how words are
defined and expanded.
Let the students describe
what they see.
Tell the students to read the
selection on page 363-366
and ask them to take note
on how its conflict is parallel
to human’s disposition to
nature

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Let the students identify
which among the five terms
mentioned above can heal
people from their illness
Formulate 5 questions
pertaining to them
Let the students give the
synonyms of the given
words.
Discuss their answers and
let them use it in sentences
Discuss further the inputs
on structures of modification
specifically about adjectives
and adverbs found on
pages 359-360.
Provide examples per
structure
Remind the class about CATCH -UP
everybody’s responsibility of
taking care of the nature. FRIDAY
Let the students mention
some programs and
projects pertaining to the
recovery of damages
natural resources and
sustainable development.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask: Have the students read the Give drills in identifying Encourage them to find out
text. structures of Modification. how they can contribute in
Does music literally heal the implementation of these
physical weakness? How? programs. CATCH -UP
Set aside the questions and
play the video again and
In dyads, let the students
discuss their answers to the
Group students by 4. Discuss the answers to the
questions on Task 11 found FRIDAY
take note of the questions questions found in the LM. Let the students complete on page 366 of the LM.
raised by the speaker the Task 8 table on page
361 of the LM
Complete the table on Task Ask: Choose 3-5 words on the Suggest ways on how
3 page 354 in your LM word list of the Table found humans can possibly
14
 How can you relate to the on Task 8 and use them in resolve its conflict with
story to your everyday creating a dialogue. nature.
experience?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask:
What have you realized in What have you learned in Remind the class about the
the activity? What event in the story do the activity? significance of the
you find most significant? government’s programs and CATCH -UP
projects
Complete the table on Task Group activity: Presenting a dialogue Complete the table of Task FRIDAY
3 page 354 in your LM 12 on page 366.
Do Task 6 on page 358
Read in advance The Voice Task 6 will be considered as Group activity: Evaluation will be an
of the Mountain on pages an extended activity. extended activity since
355-358 Outputs will be posted on Do Task 10 on page 362 of students need to research
the class wall depending on the LM. about the government
what was agreed by the programs and projects
class.

V. REMARKS

School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: NYMPHA NARVASA-DECASA Learning Area: English
DAILY LESSON LOG
Teaching Dates and MARCH 4- 8,2024 Quarter: 3

15
 Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10RC-IIIf-2.18: Personal EN10V-IIIf13.9: Give EN10LT-IIIf-3: Explain how EN10LT-IIIg20: Evaluate
Competencies/Objectives: significance of the selection to expanded definitions of words a selection may be literature as a source of CATCH -UP
Write the LC Code for each the reader (reader response) influenced by culture, wisdom in expressing and
history, environment, or resolving conflicts between FRIDAY
other factors individuals or groups and
nature
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
BEING ONE WITH NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P317-319 P321-322 P322-324 P326

2. Learner’s Materials Pages P373-374 P375-376 P376-380 P382

3. Textbook Pages P373-374 P375-376 P376-380 P382

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources Music video of There You textbook Textbook textbook
Will Be by Faith Hill

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which

16

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students write on a Recall ways of expanding Present the background of Call volunteers to share
piece of paper what they the meaning of a word the author of the selection their output from the
want to become The Last Leaf previous activity.
Have the students present Present the 3 ways of
their output to the class expanding a definition into a What symbolizes your life? Tell the students that as a
paragraph proof of their desire to
change for the better, they
are to draft a letter of intent CATCH -UP
to their adviser pertaining to
their involvement in their FRIDAY
efforts to resolve conflict in
the school brought about by
natural calamity.

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Watch the music video of
“There You’ll Be by faith Hill
Ask:
What did you feel after
hearing the song?
Discuss the 3 ways of
expanding a definition into a
paragraph
Provide additional examples
in expanding a definition
into a paragraph
Let the students read and
discover the interesting twist
in the story.
Process the reading text
based on the questions no.
1-3 on page 380 in the LM
Let the students read the
example on page 382-383
of the LM
Review the parts of a letter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students fill-out the Pair work: Process the reading text Discuss how each part of
though balloons on page based on the questions no. the letter was written in the
374 and select students to Let the students skim the 4-6 on page 380 in the LM example given in the book
share their answers to the selection and fill-out in the
class table with the data needed
on page376 of the LM CATCH -UP
On a piece of bond paper,
draw the symbolic icon of your
Discuss the students
answers and let them
Complete the diagram of
Task 6 on page 381 of the
Draft the letter they are to
write FRIDAY
inspiration. Explain n 3 explain it. LM.
sentences your output. Write
them below your drawing.
Relate the message of the Cite an instance where we Ask: Why do we need to take
song to an experience can make use of expanding part in resolving conflicts
meaning a definition into a How did the story helped with nature?
paragraph you realize the complexity

17
 and complication of life and
its connectivity with nature?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
What message can we get What significant learnings Complete the phrases given What is our role in resolving
from the song? did you get out of the in the LM in Task 7A page conflicts with nature?
activity? 381. CATCH -UP
Developing Mastery activity Completion of the table on Completion of Task 6 will Written letter will serve as FRIDAY
will serve as evaluation. page 376 will serve as serve as evaluation evaluation
evaluation
If the activity is not If the activity is not If the activity is not Encode the letter.
completed, let the students completed, let the students completed, let the students
finish it at home. finish it at home. finish it at home.

V. REMARKS

School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: NYMPHA NARVASA-DECASA Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: MARCH 11-15, 2024 Quarter: 3

18

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson or
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10V-IIIg13.9: Give EN10LT-IIIg20: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
expanded definitions of words literature as a source of the information contained in the information contained in Reading Schedule/ICL
wisdom in expressing and the material viewed in terms the material viewed in terms
resolving conflicts between of accuracy and of accuracy and
individuals or groups and effectiveness effectiveness
nature
EN10WC-IIIg14: Compose EN10WC-IIIg14: Compose
an independent critique of a an independent critique of a
chosen selection chosen selection
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
BEING ONE WITH NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P327-328 P330 P331 P331
P383-384 P385-388 P389-393 P389-393
P383-384 P385-388 P389-393 P389-393
Textbook, teacher-made textbook Textbook Textbook
worksheets
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask the students to fill-in the Give the background of the Watch a video about the Give a feedback on the Remedial/Enhancement
19
 Presenting the New Lesson grid Task 8 on page 384 of author keynote speech/es of speech critiquing done in Reading Schedule/ICL
the LM with what is asked in famous personalities (ex. the previous lesson
each column Speech of Duterte,
Robredo, etc.)

B. Establishing a Purpose for the Discuss the student’s Ask: Present points on how to Present difficulties in
Lesson answers critique a speech critiquing a speech
What would it be like to live
in a space colony?

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Present the structures of
modification as they vary in
nature and function
Provide examples and
discuss
Instruct students to read the
given text silently.
Have the students complete
the phrases on Task 10 of
page 388 in your LM.
Give an example of a
critique speech
Discuss with the students
how the sample critique
speech is being done.
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Add adjective, adverb, or Discuss their answers Provide the students with a Provide the students with a Remedial/Enhancement
qualifier to intensify the transcript of the viewed transcript of the viewed Reading Schedule/ICL
meaning of the given words speech and let them speech and let them
compare the speech and compare the speech and
the delivery. the delivery.
Let the students expound In a group, let the students In a group, let the students
Let them answer the rest if their answers critique the given speech. critique the given speech.
the given words found in the
LM on page 384
What are the consequences What are the strong points What are the strong points
When can we make use of of today’s technological of the speech delivered by of the speech delivered by
the knowledge of expanding advances if nature is not the personality in the video? the personality in the video?
meaning of words? being sustained and
protected?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Why is it important to Share insights on the What have you learned from What have you learned from Reading Schedule/ICL
20
 Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
expand meaning of words?
Task 8 will serve as
evaluation
Use the given words in Task
9A on page 384 of your LM
in a sentence
significance of nature, the the activity? the activity?
circumstances that pose
likelihood of other living
things to human being.
Draw or present a picture of Output on the speech Output on the speech
the possible consequences critiquing will be the critiquing will be the
if the environment is being evaluation evaluation
neglected or abused.
If activity is not completed Make the task an extended Make the task an extended
give it as an extended activity for the class. activity for the class.
activity.

V. REMARKS

School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: NYMPHA NARVASA-DECASA Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: MARCH 18-22, 2024 Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the

21

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
the information contained in the information contained in the information contained in Reading Schedule/ICL
the material viewed in terms the material viewed in terms the material viewed in terms
of accuracy and of accuracy and of accuracy and
effectiveness effectiveness effectiveness
EN10WC-IIIg14: Compose
an independent critique of a
chosen selection
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
BEING ONE WITH NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P331 P331 P331
P389-393 P389-393 P389-393
P389-393 P389-393 P389-393
Textbook Textbook Textbook
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Give a feedback on the Give a feedback on the Give a feedback on the Give a feedback on the Remedial/Enhancement
speech critiquing done in speech critiquing done in speech critiquing done in speech critiquing done in Reading Schedule/ICL
the previous lesson the previous lesson the previous lesson the previous lesson
Present difficulties in Present difficulties in Present difficulties in Present difficulties in
22
 Lesson critiquing a speech
C. Presenting Examples/Instances of Share to the class group
the Lesson practices on how they
manage to critique the
speech
D. Discussing New Concepts and Guide again the students in
Practicing New Skills how to critique a speech
critiquing a speech
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech
critiquing a speech
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech
critiquing a speech
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Practicing Provide the students with a Provide the students with a Provide the students with a Provide the students with a Remedial/Enhancement Reading
New Skills #2 transcript of the viewed speech and transcript of the viewed speech and transcript of the viewed speech and transcript of the viewed speech and Schedule/ICL
let them compare the speech and let them compare the speech and let them compare the speech and let them compare the speech and
the delivery. the delivery. the delivery. the delivery.
F. Developing Mastery In a group, let the students critique In a group, let the students critique In a group, let the students critique In a group, let the students critique
(Leads to Formative Assessment 3 the given speech. the given speech. the given speech. the given speech.
G. Finding Practical Applications of Concepts What are the strong points of the What are the strong points of the What are the strong points of the What are the strong points of the
and Skills in Daily Living speech delivered by the personality speech delivered by the personality speech delivered by the personality speech delivered by the personality
in the video? in the video? in the video? in the video?

H. Making Generalizations and Abstractions Remedial/Enhancement Reading

about the L What have you learned from the What have you learned from the What have you learned from the What have you learned from the Schedule/ICL
activity? activity? activity? activity?
I. Evaluating Learning
Output on the speech critiquing will Output on the speech critiquing will Output on the speech critiquing will Output on the speech critiquing will
be the evaluation be the evaluation be the evaluation be the evaluation
J. Additional Activities for Application or Make the task an extended activity Make the task an extended activity Make the task an extended activity Make the task an extended activity
Remediation for the class. for the class. for the class. for the class.

IV.REMARKS

School: SUAREZ NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: NYMPHA NARVASA-DECASA Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: MARCH 25-29, 2024 Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
23

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10OL-IIIi1.10: Deliver EN10LC-IIIf-3.13: React to EN10VC-IIIf-23: Share EN10LT-IIIf-3: Explain how Remedial/Enhancement
special speeches like toast the falsity or soundness of viewpoints based on the a selection may be Reading Schedule/ICL
and roast speeches, an argument ideas presented in the influenced by culture,
tributes, welcome and materials viewed history, environment, or
closing remarks, speeches other factors
to introduce guest
speakers/resource persons
etc. effectively in varied
speech situations
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
BEING ONE WITH NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P284-285 P290 P292
P335-336 P338-341 P342-343
P335-336 P338-341 P342-343
Textbook, pictures textbook textbook
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask students about their Present pictures of Show a picture similar to Review the selection read. Remedial/Enhancement
Christmas Break Nutritional Information or that of page 337 Reading Schedule/ICL
Health Facts of different
products
Let the students highlight Ask the students on what Let the students recall some Tell the students on what
24
 Lesson
C. Presenting Examples/Instances of
the Less
D. Discussing New Concepts and
Practicing New Skills #1
one significant experience
during the break
Let students share about
their most significant
experience
Ask:
What are other things that
you would want to
experience in life?
ingredients are present in
these products.
Let the students analyze
which of the ingredients can
cause or cure illness?
Show students pictures of
alternative sources of
energy from nature
ideas associated with the
picture shown
Present or draw a graphic
organizer of a fire as shown
in the LM on page 342
Let the students read the
story and observe
similarities to both the story
and the picture inside the
fire and contrasting ideas on
the logs.
they are supposed to do for
the day
Ask students to form five
groups and do the assigned
tasks on Task 7 page 342 of
the LM.
Discuss and relate the
social conditions during the
time to how the story was
written.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
In dyad, let the students Let them list down benefits Let the students read silently Let the students discuss Remedial/Enhancement
share their future plans or they can get out of these their presentation Reading Schedule/ICL
their goals in life for the new energy
year.
Instruct the students to Process students answers Ask the students write the Prepare and practice for the
make an individual Bucket ideas common to both the presentation
List for the year. story and the picture inside
the fire and the contrasting
ideas on the logs.
Why do we need to have What do you think will Let the students give
plans in life? happen if some of these present-day happening are Process the presentation.
sources were not available? related to their observation

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson What have you learned in What would you do and how Ask the students to Let the students share their Reading Schedule/ICL
class? would you deal with the generalize of what they realizations of the lesson.
problem have learned, highlighting
the factors that could have
affected these events.

25
I. Evaluating Learning Let students share their Let them give a statement Present the group
bucket list to the class or two expressing their Graphic organizer will serve presentation
thanksgiving to nature for all as evaluation
its benefits.
J. Additional Activities for If the activity is not
Application or Remediation Group students ahead of completed, do it the
time and let them prepare following day.
for Task 7 on page 342-343.

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2016 Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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.

26
 of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9-13, 2016 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10SS-IIIf1.6.3: EN10SS-IIIf1.6.3: EN10G-IIIg-30: Use EN10G-IIIg-30: Use Remedial/Enhancement
Acknowledge sources by Acknowledge sources by structures of modification structures of modification Reading Schedule/ICL
preparing a bibliography preparing a bibliography
27

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
BEING ONE WITH NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P293 P293 P294-295 P294-295
P343-345 P343-345 P345-348 P345-348
P343-345 P343-345 P345-348 P345-348
Textbook, handout, Textbook, handout, Textbook, worksheets Textbook, worksheets
worksheet worksheet
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: January 9-13, 2016 Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall lesson on citing Recall lesson on citing Present a word and ask Review the past lesson on Remedial/Enhancement
sources sources students to give other words structures of modification Reading Schedule/ICL
that could describe / modify
it until you come up with a
complete sentence.
Let the students prepare a Let the students prepare a Provide at least 5 simple Provide another example
simple bibliography for the simple bibliography for the examples.
given references found on given references found on
28
 page 345 page 345

C. Presenting Examples/Instances of Let them differentiate a Let them differentiate a Give the different types of Let students answer the
the Lesson reference list and a reference list and a modifications through exercises.
bibliography. bibliography. examples and practice
board exercises.

D. Discussing New Concepts and Review the guidelines in Review the guidelines in Let them go back to the text Check the exercises
Practicing New Skills #1 preparing a bibliography preparing a bibliography and identify sentences that answered
contain structures of
modifications

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: January 9-13, 2016 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Provide exercises on Provide exercises on Ask them to give their own Provide more drills Remedial/Enhancement
Practicing New Skills #2 making bibliography making bibliography examples using simple Reading Schedule/ICL
words and expanding it to
form sentences

29
F. Developing Mastery Group the students and Group the students and Group Activity: Give individual drills
(Leads to Formative Assessment 3) have them arrange a list of have them arrange a list of
references to be placed in a references to be placed in a Do Task 11 of page 348 in
bibliography bibliography your LM

G. Finding Practical Applications of Why do we need to Why do we need to When can we make use When can we make use
Concepts and Skills in Daily Living acknowledge sources? acknowledge sources? of the different structures of the different structures
of modifications? of modifications?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9-13, 2016 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson What is the purpose of What is the purpose of What is the importance of What is the importance of Reading Schedule/ICL
Bibliography? Bibliography? the different structures of the different structures of
modifications? modifications?

I. Evaluating Learning
30
 Group activity will serve as Group activity will serve as Group activity will serve as Individual drill will serve as
evaluation. evaluation. evaluation. evaluation.

J. Additional Activities for

Application or Remediation Give students additional Study in advance structures Give additional drills Give additional drills
exercises on making a of modification on
bibliography pages345-347 in the LM

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9-13, 2016 Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

31
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 16-18, 2016 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10VC-IIIh-28: Disclose EN10OL-IIIh3.11: Produce EN10OL-IIIh3.11: Produce Remedial/Enhancement
the personal significance of the sounds of English the sounds of English What have you learned from Reading Schedule/ICL
a material viewed correctly and effectively correctly and effectively the activity?

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT

BEING ONE WITH NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
32
 A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
P332 P332 P332 P332
P394-395 P394-395 P394-395 P394-395
P394-395 P394-395 P394-395 P394-395
Textbook, videoclip Textbook, videoclip Textbook, videoclip Textbook, videoclip
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: January 16-18, 2017 Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Present a short Review on the points in Review on the points in Review on the points in Remedial/Enhancement
documentary video clip conducting a symposium conducting a symposium conducting a symposium Reading Schedule/ICL
about Mother Nature to the
students
Elicit from the students Follow up the class on how Follow up the class on how Follow up the class on how
views about what they have are they in preparation of are they in preparation of are they in preparation of
seen the symposium the symposium the symposium
Ask: Let the students share on Let the students present Let the students present
their progress of the their symposium their symposium
33
 How does the documentary symposium preparations
presented?

D. Discussing New Concepts and Present to the class the Let the students meet their Let the students meet their Let the students meet their
Practicing New Skills #1 mechanics of a symposium group and prepare for the group and prepare for the group and prepare for the
symposium symposium symposium

School: Grade Level: 10

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: January 16-18, 2017 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Discuss how to plan and Let students discuss their Let students discuss their Let students discuss their Remedial/Enhancement
Practicing New Skills #2 organize a symposium symposium with their symposium with their symposium with their Reading Schedule/ICL
classmates classmates classmates

F. Developing Mastery Divide the class into groups Practice the presentations Present their symposium Present their symposium
(Leads to Formative Assessment 3) and then give each topics to for the symposium
be discussed in a mini
symposium

34
G. Finding Practical Applications of When do we usually When do we usually When do we usually When do we usually
Concepts and Skills in Daily Living make use of a make use of a make use of a make use of a
symposium? symposium? symposium? symposium?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 16-18, 2017 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Let students discuss their Remedial/Enhancement
Abstractions about the Lesson What are the significant What are the significant What are the significant symposium with their Reading Schedule/ICL
learnings you get from the learnings you get from the learnings you get from the classmates
lesson lesson lesson

I. Evaluating Learning Draft of the mini-symposium Practice the presentations Practice the presentations Present their symposium
script by group will be the for the symposium for the symposium
evaluation

J. Additional Activities for Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
35
 Application or Remediation and presentation for the and presentation for the and presentation for the make use of a
symposium. symposium symposium symposium?

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 16-18, 2017 Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can

36
 help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 – 27, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10LC-IVa-16: Listen to
Competencies/Objectives: simplify, reorganize, synthesize
Write the LC Code for each and evaluate information to
expand, review, or update
knowledge
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
REBUILDING OUR SOCIETIES
EN10SS-IVa-1.5: Use
locational skills to gather
information from primary and
secondary sources of
information
EN10LT-IVa-2.2.1: Express
appreciation for sensory
images used
EN10LT-IVa2.2: Explain Remedial/Enhancement
how the elements specific to Reading Schedule/ICL
a genre contribute to the
theme of a particular
literary selection

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P361-362 P363 P364-367 P364-367

2. Learner’s Materials Pages P408-409 P409 P410-415 P411-415

37
 3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
P408-410 P409 P410-415 P411-415
Video Clip Textbook, video clip, Copy of the reading text, Copy of the text
PowerPoint presentation on video clip
Primary and Secondary
sources
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: January 23 – 27, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Showing of video clip Show a video on primary Share your answer on the Review with the class the Remedial/Enhancement
and secondary sources additional task given of the story, “The Little Prince” by Reading Schedule/ICL
previous lesson guiding students to answer
the processing questions on
page 414
Sharing of observations on Elicit observation from Have the students watch a Present to the class the
the video clip watched. students of the video video from youtube.com graphic organizer of Task 6
shown. “What is a Friend” on page 415 of the LM
Ask the students the places Present what are primary Let the students do Task 4 Walk through with the
in the Philippines that they and secondary sources on page 410 of the LM. students in completing the
have already visited. graphic organizer
Let the students share their Give examples of each and Give a brief background of Group work:
experiences and discuss. the author
38
 discoveries about the Do Task 7 on page 415 of
country from their travels. the LM

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 – 27, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Let the students make a Let the students give their Let the students answer the Let the students discuss Remedial/Enhancement
Practicing New Skills #2 concept map regarding the own examples. anticipation guide of Task 5 among their group the task Reading Schedule/ICL
video clip watched. on page 410 of the LM. assigned to them in the
group activity

F. Developing Mastery Small group sharing Let the students answer the Allot some time for the Work on the completion of
(Leads to Formative Assessment 3) exercises on Task 2 on students to read the text. the task in the group activity
page 409 of the LM. assigned to them

G. Finding Practical Applications of Ask students the Process the activity by

Concepts and Skills in Daily Living Processing Questions on asking the following With the convenience that With the convenience that
LM page 409. questions: technology brings in making technology brings in making
friends, do you think that friends, do you think that
39
 How did you complete the being a friend and being a friend and
task? befriending another has befriending another has
What helped you classifying become superficial? become superficial?
the materials

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 – 27, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
. Ask: Remedial/Enhancement
What makes you proud of How do we make and keep How do we make and keep Reading Schedule/ICL
the Philippines? How important is the friends? friends?
correctness of information in
research writing?

I. Evaluating Learning Making of the Concept Map Task 2 on page 409 of the Completion of Task 4 and 5
will serve as evaluation LM will serve as the will serve as evaluation Presentation of the group
evaluation. activity will serve as
evaluation.

J. Additional Activities for
Application or Remediation
Answer:
If given the chance to travel
for free, which destination
will you visit first?
Complete the Task 3 on Group students ahead of If the activity cannot be
page 409 of the LM time and let them prepare completed within the lesson,
for Task 7 on page 415 of make it an extended
the LM activity.

40
V. REMARKS

Page 4 of 5

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 – 27, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

41
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 30 – February 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: Expand EN10V-IVb-30: Get familiar EN10LC-IVb-3.18: Get Remedial/Enhancement
Competencies/Objectives: simplify, reorganize, ideas using principles of with technical terms used in different viewpoints on various Reading Schedule/ICL
Write the LC Code for each synthesize and evaluate cohesion and coherence research local or global issues
information to expand, EN10LC-IVb-16.1:
review, or update knowledge Distinguish the important
points from less important ones
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
REBUILDING OUR SOCIETIES

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P367-370 P371-372 P372-373 P374-375

2. Learner’s Materials Pages P415 P416-417 P417-418 P419-420

3. Textbook Pages P415 P416-417 P417-418 P419-420

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Graphic organizer found in Textbook Textbook Textbook, survey result
the TG on page 367,

42
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 30 – February 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Prepare the students for the Recall lesson on cohesion Share with the class a Share a recent survey from Remedial/Enhancement
listening activity by and coherence documentary that you’ve an organization about socio- Reading Schedule/ICL
presenting a blank graphic seen recently. cultural issue.
organizer

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Ask the students to look
closely at the parts of the
graphic organizer. Tell
them that they have to
supply the missing parts in
order to simplify and
recognize the ideas of the
text.
Tell the students that you
are going to read the text
twice. If you opted to have
the text recorded, tell them
that the audio file will be
played twice.
Direct the class to the input
given in the LM on page
416 about coherence.
Discuss the cohesive
devices in the LM and
provide other examples
Tell the class that they are
about to complete the first
step in writing a research
report which is selecting
and limiting a topic.
Ask the students to read
“How to select and limit a
research topic” on page
417-418.
Let the students share any
information about the
survey that you just shared.
Ask students if they have an
idea about the preparations
implemented before arriving
at the result.

D. Discussing New Concepts and
Practicing New Skills #1
Remind them to listen very Ask students to give some Discuss with the students Discuss the guidelines on
carefully. In the first more examples what they have read. how to develop a
playback, they may start questionnaire for research.
supplying information to
complete the graphic
organizer

43
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 30 – February 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Process the listening text by Ask students to use Divide the class into six Let the class return to their Remedial/Enhancement
Practicing New Skills #2 asking the students the cohesive devices in a groups and present to them groups and ask them to Reading Schedule/ICL
questions on Task 8 in the sentence the graphic organizer on study the sample
LM page 415. page 418 and explain to questionnaire that you will
them what to do provide.

F. Developing Mastery Complete the graphic Provide teacher-made drills Students complete the Ask the groups to study the
(Leads to Formative Assessment 3) organizer given at the on the use of cohesive graphic organizer with the sample questionnaire and
beginning of the lesson. devices information required let them identify if it followed
the discussed guidelines.

G. Finding Practical Applications of If what you have heard is a Give instances when we Go over the input and tell Tell points on how to
Concepts and Skills in Daily Living fiction, how would you have can use cohesive devices them to answer the improve the sample
ended the story? questions on each part questionnaire.

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and January 30 – February 3, 2017 Quarter: 4
44

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
GRADES 1 to 12
DAILY LESSON LOG
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
. Let a representative of the What significant learnings Remedial/Enhancement
Share your realizations of Share the importance of group report their output to have you learned in class Reading Schedule/ICL
the story. cohesion. the class. today?
Completion of the Graphic Complete the exercise on Completion of the graphic Group output will be
Organizer will serve as page 417 on cohesive organizer serves as presented in class
evaluation devices. evaluation.
Divide the class into groups Read in advance How to Research in advance about Complete Task 13 on page
of 5 and Do Task 9 of the Select and Limit a Research the topic chosen 420 of your LM
LM on page 416. Topic on page 417.
Page 4 of 5
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and January 30 – February 3, 2017 Quarter: 4
45
 Time:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2017 Quarter: 4

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
46

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: Express EN10LT-IVb2.2: Explain how EN10VC-IVc29:Appraise Remedial/Enhancement
how the elements specific to a appreciation for sensory the elements specific to a the unity of plot, setting and Reading Schedule/ICL
genre contribute to the theme images used genre contribute to the theme characterization in a
of a particular literary selection of a particular literary selection
material viewed to achieve
EN10LT-IV-b2.2.2: Explain
the literary devices used
the writer’s purpose
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
REBUILDING OUR SOCIETIES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P382-383 P383-384 P384-385 P386
P423-429 P425-426 P427-431 P431-432
P121-122 P425-426 P427-431 P431-432
None – textbook only Picture of the Weeping Copy of the text, textbook Copy of the movie ET,
Woman by Picasso textbook, task sheets
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 6-10, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
47

A. Reviewing Previous Lesson or
Presenting the New Lesson
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let students enumerate the Ask: Allow the students time to Invite the students to the Remedial/Enhancement
figures of speech that they read the Poem “A Marian film viewing of ET Reading Schedule/ICL
know What is a walk that is felt?” Sends a Postcard Home”

B. Establishing a Purpose for the Ask them to give examples Tell the students that the Discuss the poem by letting Give the guide questions
Lesson of these figures of speech answer to the question is the students answer the ahead of time on page 431
“Dance.” Dance is a walk questions found in the LM (Task 7) before the start of
that is felt. on page 429. the film viewing.

C. Presenting Examples/Instances of Give them drills to identify Guide the students in Let the students cite some Group the class in advance
the Lesson different figures of speech answering Task 2 on page lines from the text to prove and assign them to do Task
425 of the LM their answer. 8 on page 432

D. Discussing New Concepts and
Practicing New Skills #1
Introduce to them new
figures of speech
(Alliteration, Allusion,
Metonymy, Oxymoron,
Litotes, Analogy, Allegory,
Caesura, Deus Ex Machina)
Show a replica of Picasso’s
“The Weeping Woman”
Let the students guess the
title of the painting (Task 3,
page 425 of the LM)
Group activity:
Assign 2 images per group.
Let the students identify
which of the listed images
appeared in the poem.
Film viewing while taking
note on the answers of the
guide questions and tasks
assigned to them earlier.

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2017 Quarter: 4

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
48

E. Discussing New Concepts and
Practicing New Skills #2
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Provide examples for each Answer the questions in the Have the students Film viewing while taking Remedial/Enhancement
kind LM on page 425,Task 3 brainstorm for their answers note on the answers of the Reading Schedule/ICL
guide questions and tasks
assigned to them earlier.

F. Developing Mastery
(Leads to Formative Assessment 3)
Give drills in identifying the
new figures of speech
Small Group Work Let them write their answers Film viewing while taking
on a Manila Paper and note on the answers of the
Prepare the students to prepare for a group report. guide questions and tasks
unlock the challenge of the assigned to them earlier.
poem by telling them
answer the puzzles in Task
4 on the LM page 426

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Let students use the figures
of speech in a sentence.
Ask: Relate the message of the Film viewing while taking
poem to real life note on the answers of the
How did you find the guide questions and tasks
activity? assigned to them earlier.
Were you challenged when
you were solving the
puzzles?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
What is the purpose of What helped you in What significant realizations Film viewing while taking Remedial/Enhancement
using figures of speech? answering them? have you made after the note on the answers of the Reading Schedule/ICL
Can you tell the class other activity? guide questions and tasks
49
 puzzles that you know? assigned to them earlier.

I. Evaluating Learning Let the students do Task 1 Task 4 will serve as Group activity will serve as Presentation of the group
on LM page 423 evaluation evaluation activity

J. Additional Activities for Research on Picasso Read in advance the poem If the activity is not Movie will continue the next
Application or Remediation found on page 427-428 if completed, make it an meeting.
the LM extended task.

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

50
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13-17, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

51
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: Synthesize EN10VC-IVd29:Appraise the EN10VC-IVd29:Appraise the Remedial/Enhancement
different viewpoints on essential information about a unity of plot, setting and unity of plot, setting and Reading Schedule/ICL
various local or global chosen issue characterization in a material characterization in a material
issues viewed to achieve the writer’s viewed to achieve the writer’s
EN10LC-IVc-16.1: purpose purpose
Distinguish the important
points from less important
ones
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
BRIDGING GAPS / TRANSCENDING BORDERS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P390-391 P400-401 P402 P402
P435-436 P439-441 P441 P441
P435-436 P439-441 P441 P441
Video clip, textbook textbook Les Meserables movie, Les Meserables movie,
textbook textbook
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 13-17, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Show a video of an Let the students do Task 1 Share answers of the Task Watch the film Les Remedial/Enhancement
interview on LM page 439 4 K-W-L Chart on Les Misrables while completing Reading Schedule/ICL
Miserables the instructed activity
Ask students about their Ask the Processing Instruct and group students Watch the film Les
52
 Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
observations of the video Questions found on LM in advance to take note on Misrables while completing
shown page 440. the necessary information the instructed activity
for them to do Task 7 on
page 446 of the LM
Tell the students that they Ask: Watch the film Les Watch the film Les
will soon be interviewing Misrables while completing Misrables while completing
resource people from their What are the other terms the instructed activity the instructed activity
locality. that we can use to classify
characters?
Present the attached With a partner, do Task 2 Watch the film Les Watch the film Les
sample interview guide to on page 440 of the LM Misrables while completing Misrables while completing
the students. the instructed activity the instructed activity
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 13-17, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Instruct the students that Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
they will be working with letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
their groups in formulating the questions on page 440 the instructed activity the instructed activity
guide questions for their of the LM
future interview.
Show them the graphic Do Task 3 on page 440 Watch the film Les Watch the film Les
53
 (Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
organizer in the LM page Misrables while completing Misrables while completing
436 to properly guide them the instructed activity the instructed activity
in this activity.
Summarize steps on how to Process the activity by Watch the film Les Watch the film Les
conduct an interview letting the students answer Misrables while completing Misrables while completing
the questions on page 440 the instructed activity the instructed activity
of the LM
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 13-17, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
What are the important Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
points to remember in letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
conducting an interview? the questions on page 440 the instructed activity the instructed activity
of the LM
Completion of the graphic Completion of the tasks will Watch the film Les Watch the film Les
organizer and the actual serve as evaluation Misrables while completing Misrables while completing
interview (recorded / video the instructed activity the instructed activity
taped) will serve as
evaluation
54
 J. Additional Activities for Conduct the interview Answer Task 4 on page 441 Watch the film Les Watch the film Les
Application or Remediation Misrables while completing Misrables while completing
the instructed activity the instructed activity

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13-17, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

55
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 20-24, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get familiar EN10SS-IVe-2.3: Compose a EN10SS-IVe-2.3: Compose a Remedial/Enhancement
Competencies/Objectives: similarities and differences with technical terms used in research report on a relevant research report on a relevant Reading Schedule/ICL
Write the LC Code for each of the featured selections in research social issue social issue
relation to the theme
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
TRANSCENDING BORDERS

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.

56
 A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
P400-408 P408 P409 P409
P439-452 P452-456 P452-456 P452-456
P439-452 P452-456 P452-456 P452-456
textbook textbook textbook textbook
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 20-24, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
What was the best part of Review on the different Present a sample literature Follow up the students of Remedial/Enhancement
the movie for you? ways of citing sources review their progress on the activity Reading Schedule/ICL
discussed in the previous given the previous meeting.
quarter.
Remind the students of the Provide the class some Ask the students about their Ask students to share
group task they were ought exercises to cite sources opinion on the sample difficulties they met while
to present after the movie literature review doing the activity.
Presentation of the group Discuss their answers Allow the students to read Allow other students to
Task the notes about literature participate in sharing
review on pages 453. insights on how to solve the
difficulties met.
57
D. Discussing New Concepts and
Practicing New Skills #1
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Presentation of the group Divide the class into In their groups let the Give them practical pointers
Task different groups and let students study the qualities on how to go about their
them work on preliminary of a good Literature Review research
activity for writing a socio- Matrix
cultural issue.
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 20-24, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Presentation of the group Give the guide questions for Ask the class to analyze the Let them go back to their Remedial/Enhancement
Task the group: sample literature review groups and continue making Reading Schedule/ICL
matrix using the qualities their literature review.
What will your research given in the LM page 453-
report be about? Why do 454.
you need to study it?
Presentation of the group Let the group further Analysis of sample literature Continue making their
Task discuss the following: matrix literature review
What sources will you need
to study your subject? How
do you complete data
gathering?
58
G. Finding Practical Applications of
Concepts and Skills in Daily Living
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
What feelings did you share Ask: Ask a representative from Ask a representative to give
with any of the characters? each group to share their an update of their progress.
How will you work with the output.
outline of your research?
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: February 20-24, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
If you were the author, Ask: Let the students work on Let the students work on Remedial/Enhancement
would you change the completing their Literature completing their Literature Reading Schedule/ICL
ending? What changes How will you prepare for Review Matrix in Review Matrix in
would you do with the the research activity? preparation for the research preparation for the research
story? report about a socio-cultural report about a socio-cultural
issue of your choice. issue of your choice.
Presentation of the group Passing of the group Ask a representative from Ask a representative from
Task output. the group to share the the group to share the
progress of their output. progress of their output.
Complete the Task 8 on IF activity is not completed, If activity is not completed, If activity is not completed,
page 447. give it as an extended task. give it as an extended task. give it as an extended task.
It will serve as the spring Agree among the students
59
 board to the next lesson the deadline of the output.

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 20-24, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

60
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27- March 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning
Competencies/Objectives:
Write the LC Code for each
EN10RC-IVf-2.12: Draw
conclusions from the set of
details
EN10LC-IVf-3.2: Raise
questions and seek
clarifications on issues
discussed in the text listened to
EN10LT-IVf14.2: Explain
how the elements specific to a
selection build its theme
EN10SS-IVc-1.8: Synthesize Remedial/Enhancement
essential information about a Reading Schedule/ICL
chosen issue
EN10G-IVd-32: Observe the
language of research,
campaigns, and advocacies

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
LEARNING IN THE 21ST CENTURY

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
5. Teacher’s Guide Pages P419-420 P420-421 P421 -422 P423-425

6. Learner’s Materials Pages P457-459 P459-462 P462-464 P466-471

61
 7. Textbook Pages P457-464 P459-462 P462-464 P466-471

8. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook None – textbook only

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27- March 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Discuss briefly the Let the students write the Pose again the question: Remind students about their Remedial/Enhancement
importance of charting one’s word/phrase “Out of the narrowed down topic for Reading Schedule/ICL
learning progress. box” on a graffiti wall. What kind of education do research and their outlines.
the 21st century learners
need?

B. Establishing a Purpose for the
Lesson
Instruct the students to use
graph to assess their
learning progress in the
different subject areas.
Tell the students that they
will refer back to the graffiti
wall during the course of the
lesson.
Process the students’ Let students assess what
answers. they have achieved so far
and to determine whether or
not they are ready to write
the draft through the
checklist.

C. Presenting Examples/Instances of Let the students identify Ask: Ask students to read essay, Let the students do Task 6
the Lesson their level of Proficiency “ What is a Liberal on LM page 466.
using the guide from DepEd “What is the importance of Education?” by Sir Richard
Order 73. education?” Livingstone

D. Discussing New Concepts and
Practicing New Skills #1
Ask:
In what subject areas are
you doing well? How can
you sustain this?
Let the students read the Engage students in a Process their answers
excerpt from “Kaffir Boy” by discussion of the essay
Mark Matabane through the following
questions:

62
 What does liberal education
mean according to the
Greeks?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27- March 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Ask: Remind students to take Ask: Let the students do Task A Remedial/Enhancement
Practicing New Skills #2 note of the processing “Getting Ready to Write” on Reading Schedule/ICL
What areas need questions on page 462 as What constitutes liberal LM page 467 to determine
improvement? How can you guide posts to education? their attitude towards
address this? comprehending the story writing.
What is the origin of the
word “liberal?”

F. Developing Mastery
(Leads to Formative Assessment 3)
Ask the students to fill out
the graphic organizers to
address the questions in
item C.
Tell them to copy the
graphic organizer in
question 2 to their notebook
on page 459.
Let students explain their
Let students answer the last answers
question, “How can the 21st
century Filipino student
benefit from liberal
education?” through a short
skit

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Encourage students to
share their answers to the
class
Ask: Let the students summarize
Ask: the elicited responses on
Is technical education also the board through a concept
If you were the character, important? Why map
would you also be

63
 persuaded by the mother’s
viewpoints? Why/why not?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27- March 3, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask: Ask: Ask: Remedial/Enhancement
Let students answer Reading Schedule/ICL
What did you find out about What kind of education do What is the difference Questions 1-3 on page 468.
your progress? the 21st century learners between technical and
need? liberal Education?

I. Evaluating Learning Ask the students to fill out Presentation of the skit. Let the students do Task B
Filling out of the graphic the graphic organizer on LM page 468.
organizers found in the LM copied.
will serve as evaluation

J. Additional Activities for
Application or Remediation
Read in advance selection
on Excerpt from Kaffir Boy
on page 460-462 of the LM
Read in advance “What is a
Liberal Education?” by Sir
Richard Livingstone
Complete the Venn Instruct students to transfer
Diagram of Task 3 on page what they have learned in
465. this learning segment by
drafting their own research
report. Decide with the
class when to pass the
output

V. REMARKS
64
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27- March 3, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

65

GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: March 6-10, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-cultural issue.
EN10OL-IVg3.10: Use EN10SS-IVg1.6.3: EN10LC-IVc-3.18: Get EN10LT-IVe-21: Evaluate Remedial/Enhancement
appropriate multimedia Acknowledge sources by different viewpoints on various literature as an instrument to Reading Schedule/ICL
resources that accompany preparing a bibliography local or global issues express and resolve conflicts
language EN10VC-IVf-6.1: Evaluate within, between, and among
EN10SS-IVg1.6.4: Use how the elements that make societies
writing conventions to up reality and fantasy affect
acknowledge sources viewing habit
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
LEARNING IN THE 21ST CENTURY / MOVING TOWARDS CONVERGENCE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P425-426 P427-428 P433-434 P434-436
P469-470 P471-472 P475-477 P477-479
P469-470 P471-472 P475-477 P477-479
Video clip, text book Textbook, copy of their Pictures and Video Clip None – textbook only
research paper
66

GRADES 1 to 12
DAILY LESSON LOG
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: March 6-10, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Show the video clip about Let students give a Present ASEAN photo to Raise question to arouse Remedial/Enhancement
plagiarism feedback of their activity last the class. student’s interest. Reading Schedule/ICL
meeting
“What keeps convergence
from being realized?”
Process what was viewed Recall the points on how to Prod the students to ponder Ask the students to share
by asking: write the main parts of a on the line, “One Vision, their answers.
research paper One Identity, One
What is plagiarism? Community.”
Ask? Instruct students to transfer Ask the students to think of Tell the students that the
what they have learned in ways that they can do to class will be reading a poem
What are signs of this learning segment by actualize the vision of that will allow them to
plagiarism? drafting their own research ASEAN Integration. explore the theme.
report.
What are ways to avoid
plagiarism?
Let the students determine Let the students go back to Instruct the students to write Model the proper reading of
which among the items in their groups to work on their on their journal a pledge of the poem to the students.
the list on page 469 needs paper. support to the ASEAN
to be cited. Vision.
67
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 6-10, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Discuss the basic rules in Tell the students to use the Process the responses of Ask the class to read the Remedial/Enhancement
Practicing New Skills #2 incorporating in-text guide on page 472 of the the students. Give the poem afterwards. Reading Schedule/ICL
citations as found in the LM LM to work on their paper, feedback as you deem
page 470. necessary.

F. Developing Mastery
(Leads to Formative Assessment 3)
Ask the students to read
again their research report
and instruct them to identify
the introduction, body, and
conclusion.
Tell the students to divide
and assign to each member
of the group the parts of the
research paper as seen in
the guide on page 472.
Let the students view videos Let the students work on the
concerning the ASEAN context clues activity.
integration.

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Discuss the segment on
how to write the main parts
of a research paper / report
Discuss the criteria on of a
research paper / report
Ask: Facilitate deepening of
students’’ understanding of
“Is the ASEAN integration the poem by posing
really important? Why/Why questions found on LM
not? page 479.

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and March 6-10, 2017 Quarter: 4
68

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
GRADES 1 to 12
DAILY LESSON LOG
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask students to give Ask students to give Instruct the students to Ask students to prepare a Remedial/Enhancement
suggestions on how to suggestions on how to create a Venn diagram on photo collage to present Reading Schedule/ICL
improve their research improve their research their notebook. their answer to the following
paper paper based on the questions:
research paper rubric found
on page 473
Revised research paper. Revised research paper. Ask the students to take Ask:
down notes while they
watch the videos on Does the poem continue to
ASEAN. reflect how the world is
today? How?
Let students analyze Let students work on their Process the activity by Give feedback.
whether or not the research research paper and agree posing questions found on
paper contains main and when they will pass it. LM page 477.
sub-parts.
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and March 6-10, 2017 Quarter: 4
69
 Time:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and March 13 - 17, 2017 Quarter: 4

70
 Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: Compose a EN10SS-IVh-1.8.1: Point EN10-LT-IVh2.3: Draw Remedial/Enhancement
Competencies/Objectives: writing conventions to research report on a relevant out relationships among similarities and differences Reading Schedule/ICL
Write the LC Code for each acknowledge sources social issue statements of the featured selections in
relation to the theme
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P438 P439-440 P446-447 P447-448

2. Learner’s Materials Pages P481-482 P483-484 P486 P487-488

3. Textbook Pages P481-482 P483-484 P486 P487-488

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources textbook textbook Textbook, picture textbook

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

71

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Present a teacher-made Update students of their Ask the students to use the Ask: Remedial/Enhancement
completion activity on research paper checklist to assess their Reading Schedule/ICL
transitions Global Citizenship What does it mean to be a
Competencies Global Citizen?
Ask students the purpose of Guide the students in Let students observe the Ask students to show their
transitions assessing the draft. photo on page 486 word clouds.
Give drills and discuss. Ask them to fil out the Ask: Solicit ideas from the
revision checklist on page students based on the
483 of the LM What does it mean to be a extended activity given.
global citizen?
Discuss the table on page Let the students exchange Ask them to write key words Let students read the
481-482 their research paper. on their notebook. Tell selection on page 487-489
them that they are expected
to have a short one-minute
essay
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
72

A. Discussing New Concepts and
Practicing New Skills #2
B. Developing Mastery
(Leads to Formative Assessment 3)
C. Finding Practical Applications
of Concepts and Skills in Daily
Living
GRADES 1 to 12
DAILY LESSON LOG
V. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Provide drills Have the group check on Ask some students to share Process the text by guiding Remedial/Enhancement
their classmates’ research their key words to the class students to answer Reading Schedule/ICL
paper questions on page 489.
Ask students to answer Let them fill-out the Instruct students to use their Ask students about their
Task 5 on page 482. assessment table on page keywords to write a short personal advocacies
483 Letter B of your LM paragraph on what it means
to be a global citizen
Relate the knowledge of Let students return the draft Ask several students to Share their advocacies to
transitions in writing your to the writers. share their work to the the class
research paper. class.
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
73
 learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
D. Making Generalizations and Upon getting their own draft, Remedial/Enhancement
Abstractions about the Lesson How important is transition? let them answer the Output What does it take to be a How can you play your role Reading Schedule/ICL
Satisfaction Worksheet global citizen? as a global citizen?

E. Evaluating Learning Instruct students to revise Making of advocacies will

Completion of Task 5 on their drafts based on the The short paragraph written serve as evaluation
page 482 of the LM will comments of their peers will be considered as the
serve as evaluation evaluation

F. Additional Activities for Study and familiarize the

Application or Remediation Go over your research Revise the paper and agree Create a word cloud about infographic on page 492 of
paper and fill in transition on a date when to pass it. being a global citizen by the LM.
words to needed parts. going to www.wordle.net

VI.REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

74
 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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

75
C. Learning EN10LT-IVi-21: Evaluate
Competencies/Objectives: literature as an instrument to
Write the LC Code for each express and resolve conflicts
within, between, and among
societies
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP
EN10SS-IVi-2.3: Compose a
research report on a relevant
social issue
EN10F-IVi-1.16: Deliver self-
composed Campaign Speeches
on Advocacies, Social Issues
and Concerns
EN10SS-IVi-2.3: Compose a Remedial/Enhancement
research report on a relevant Reading Schedule/ICL
social issue
EN10F-IVi-1.16: Deliver self-
composed Campaign
Speeches on Advocacies,
Social Issues and Concerns

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P449-450 P451-452 P451-452

2. Learner’s Materials Pages P492-493 P495-496 P495-496

3. Textbook Pages P492-493 P495-496 P495-496

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources textbook PowerPoint Presentation, PowerPoint Presentation,
rubric on research report rubric on research report
presentation presentation

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students observe Discuss students the Discuss students the Remedial/Enhancement
the infographic on page 492 guidelines of their guidelines of their Reading Schedule/ICL
presentation presentation

76
B. Establishing a Purpose for the Discuss with the students Present the rubric in rating Present the rubric in rating
Lesson the details presented in the them of their presentation them of their presentation
UNESCO infographic.

C. Presenting Examples/Instances of Instruct the students to fill Ask the students to start Ask the students to start
the Lesson out the matrix found below reporting reporting
the infographic.

D. Discussing New Concepts and Review what they have Reporting of the research Reporting of the research
Practicing New Skills #1 previously learned about report. report.
effective verbal and non-
verbal messages

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Let the students share their Reporting of the research Reporting of the research Remedial/Enhancement
Practicing New Skills #2 responses through small report. report. Reading Schedule/ICL
groups settings

77
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
Prompt students to make Reporting of the research Reporting of the research
connections between their report. report.
role as a researcher and as
a global citizen.
Guide the students in
preparing their research Cite other instances where Cite other instances where
presentation using the you will be able to use the you will be able to use the
Audience Adaptation skills you learned in skills you learned in
Worksheet on page 494 research report presentation research report presentation
School: Grade Level: 10
Teacher: Learning Area: English
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Remedial/Enhancement
Let students share their Sharing of learning Sharing of learning Reading Schedule/ICL
learnings about the lesson experiences. experiences.
78
 I. Evaluating Learning Students prepare for their Reporting of the research Reporting of the research
presentation on research report. report.
presentation

J. Additional Activities for Create slides for the Let other groups prepare for Let other groups prepare for
Application or Remediation presentation and prepare the presentation. the presentation.
for the presentation of the
activity.

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

79
 require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

80