English10 DLL

Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OF THE CITY
GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

12 Teacher MHELROSE GRACE E. UY Learning Area ENGLISH 10
DAILY Teaching SEPTEMBER 18-22, 2023 Quarter 1
LESSON Dates
LOG and Time ZINNIA- Tue, Fri (10-12)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES  Discuss what is textual  Determine the effect of  Identify the setting, plot,  Discover the purpose of
aids and its these textual aids in and characterization of the writer based on the
components. understanding a text the story. story elements.
A. Content The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and
Standards resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards
C. Learning Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of
Competencies(Wr a text. (EN10RC-Ia-2.15.2)
ite LC Code for
each) Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose (EN10VC-
IVc-29).
II. CONTENT TEXTUAL AIDS/ PLOT, SETTINGS AND CHARACTERIZATION
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
REGION I
1. Teacher’s
Guide pages
2. Learner’s English 10- LAS, Quarter
Materials 1
pages
3. Textbook
pages
4. Additional Activity Sheets, SLM
Materials from
Learning
Resources
(LR) Portal
B. Other Learning Laptop, projector,
Resources PowerPoint presentation
IV. PROCEDURES
1. ACTIVITY A Puzzle is Worth a Recalling the previous Recalling the previous Recalling the previous
Word: The students will lesson/Asking the students lesson/Asking the students lesson/Asking the students
do an activity by following their takeaways about the their takeaways about the their takeaways about the
these instructions: previous lesson. previous lesson. previous lesson.
Instructions: “A REBUS is
a picture representation
of a name, work, or
phrase” (National Institute
of Environmental Health
Sciences, 2017). Each
REGION I
rebus puzzle below
represents a word and
your task is to guess
what each word is.
2. ANALYSIS Tell the students that all

of the words in the rebus
puzzles are connected
with the lesson.
3. ABSTRACTION The teacher will discuss The teacher will discuss The teacher will discuss on The teacher will discuss what
about the different textual what the students will do in the understanding the the students will do in the
aids. the activity. author’s purpose (plot, activity.
setting and characterization)
4. APPLICATION Activity: The students Activity, The Son: The Activity, The Fall (Part 1): Activity, The Fall (Part 2):
will do an activity by students will do an activity The students will do an The students will do an
following these by following these activity by following these activity by following these
instructions: instructions: instructions: instructions
Instructions: You are Directions: Identify the Directions: Write your

going to watch the video, character that is being Directions: Answer the answer to the questions on
REGION I
“The Myth of Icarus and described in each questions about the plot. the blank provided. Encircle
Daedalus.” Ask your character box and write Write your answer on the your answer to the trivia
parent or guardian to help your answer on the blank space provided beside the question.
you locate this Youtube inside the box. Encircle the question. Encircle your
video through the link: letter of your answer on the answer to the trivia
https://youtu.be/ trivia question. question.
3s2QPQnuaGk
As you watch the video,

record in the chart below
the important time
elements and settings of
the myth.
Activity, The Maze:
5. ASSESSMENT/ Make the task an Make the task an extended Make the task an extended Make the task an extended
ASSIGNMENT/ extended activity for the activity for the class. activity for the class. activity for the class.
REGION I
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
Prepared by: Checked and Reviewed: Approved:
MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

Teacher II Master Teacher I MARIE
ANGELIE
REGION I

DAILY Teaching SEPTEMBER 25-29, 2023 Quarter 1
LESSON Dates
I. OBJECTIVES  Identify the difference  Create a Venn diagram  Identify sources of  Use transition words to
between comparison to compare and contrast information compare and contrast.
and contrast the content of the
material viewed.
intensive pronouns.
Standards
C. Learning Compare and contrast the contents of the materials viewed with outside sources of information in terms of
Competencies(Wr accessibility and effectiveness.
ite LC Code for EN10VC-Iva-15
each)
II. CONTENT
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
REGION I
1. Teacher’s
Guide pages
Materials 1
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY The students will recall Recalling the previous Recalling the previous Recalling the previous
the past lesson about lesson/Asking the students lesson/Asking the students lesson/Asking the students
plot, setting and their takeaways about the their takeaways about the their takeaways about the
characterization. previous lesson. previous lesson. previous lesson.
2. ANALYSIS
3. ABSTRACTION Discuss what is compare Discuss the graphic
and contrast. organizers used for
comparing and contrasting.
4. APPLICATION The students will do an The students will do an The students will do an
Activity activity by following these activity by following these activity by following these
instructions: instructions: instructions:
REGION I
Activity 4: Aica and Zoe Directions: Analyze the Directions: think of your
3: The Directions
given pictures. Answer the
following questions by
most favorite person. Provide
picture of you and your most
Gifted : The class

writing the letter of the
correct answer in a ¼ sheet
of paper.
favorite person. Compare and
contrast his characteristics
and yours using the heart-
Directions will be
shaped diagram. Do this in a
A4 sized bondpaper.
: Watch divided
a movie into five
clip groups.
from the Based
movie from the
entitled movie
“The
REGION I
Gifted”. clip
Analyze watched,
the two create a
main Venn
characters Diagram
in the comparing
movie and
The students will do an
activity by following these
instructions:
contrastin
Activity: The Gifted
Directions: Watch a
movie clip from the movie
g the
entitled “The Gifted”.
Analyze the two main
characters in the movie.
two main
REGION I
characters,
Aica and
Zoe.
Make
sure that
each
member
of the
group
will
contribute.
REGION I
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE
REGION I

DAILY Teaching OCTOBER 2-6 , 2023 Quarter 1
LESSON Dates
I. OBJECTIVES  Discuss what is  Explain the ways/ tips  Recognize the problem in  Listen analytically to
analytical listening. on how to become a the material listened to. messages from audio
 Evaluate texts through good listener. materials.
analytical listening in  Use analytical listening
terms of accuracy and in problem solving.
validity.
intensive pronouns.
REGION I
Standards
C. Learning Employ analytical listening in problem solving.

Competencies(Wr EN10LC-IIe-13.2
ite LC Code for
each)
II. CONTENT
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 1
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
REGION I
1. ACTIVITY Recalling the previous Recalling the previous Recalling the previous
The lesson/Asking the students
their takeaways about the
lesson/Asking the students
lesson/Asking the students
previous lesson. previous lesson. previous lesson.
teacher
calls for
two
volunteers
to read the
conversati
on,
Speaker 1:
Hello.
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Speaker 2:
Hi honey, I
was just
listening to
the news
on the
radio on
my way to
town,
apparently,
an
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actress just
killed
herself.
Speaker 1:
Oh my!
Who?
Speaker 2:
Uh, I can’t
remember
…I think
her name
REGION I
was Rachel
something
?
Speaker 1:
Hmm…
was it
Smith?
Speaker 2:
No, it was
with a
knife.
REGION I
What were
the
speakers
talking
about?
Did
speaker 2
make sense
of speaker
1’s
question?
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Was there
miscommu
nication/mi
sinterpretat
ion?
Where did
the
conversati
on go
wrong?
Pre- Activity: The
teacher calls for two
volunteers to read the
REGION I
conversation,
Speaker 1: Hello.
Speaker 2: Hi honey, I
was just listening to the
news on the radio on my
way to town, apparently,
an actress just killed
herself.
Speaker 1: Oh my! Who?
Speaker 2: Uh, I can’t
remember…I think her
name was Rachel
something?
Speaker 1: Hmm…was it
Smith?
Speaker 2: No, it was
with a knife.
What were the speakers

talking about?
Did speaker 2 make
sense of speaker 1’s
question?
Was there
REGION I
miscommunication/misint
erpretation?
Where did the
conversation go wrong?
2. ANALYSIS What is analytical
listening?
How can we become good
listeners?
What is problem solving?
What questions do we ask
ourselves when employing
analytical listening to solve
problems?
3. ABSTRACTION Discussion on Analytical Tips of being a good Techniques of using
Listening. listener. analytical listening in
problem solving.
4. APPLICATION I DO: The teacher reads The students will do an The students will do an
an article and fills in the
table with the guide
DO: activity by following these
instructions:
activity by following these
instructions:
questions
The teacher Mystery Game: Play the House Rules: Listen to the
recording and listen spoken discourse between
presents a attentively to the details
while looking closely at the
the landlady and the renter.
Look closely at the picture,
panel picture. analyze the problem and
answer the activity that
follows.
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discussion Link to the Click the link to play the

recording:
and fills audio clip: https://drive.google.com/file/
d/1s-
in the table https:// tQqolL_6xIgs02_Cd8brQaIW
XtehOP/view?usp=sharing
of evidence drive.googl
and
e.com/
solutions to
the file/d/
problem. 1S1WNob
I DO: The teacher presents
a panel discussion and fills PAVIZj6tL
in the table of evidence
and solutions to the
problem.
TznduVo2
MX7tSX8
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6L/view?
usp
=sharing
Note: You
can access
the link by
asking
your
teacher to
send it to
REGION I
your
messenger.
Link to the audio clip
:
https://drive.google.com/file/
d/1S1WNobPAVIZj6tLTzndu
Vo2MX7tSX86L/view?
usp=sharing
Note: You can access the

link by asking your teacher
to send it to your
messenger.
REGION I
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE
REGION I

LESSON Dates
I. OBJECTIVES  identify the criteria  evaluate texts using a  compose a comparative  appreciate the importance
to be used in set of criteria; essay using a set of of giving fair judgments
comparing criteria. using set of criteria.
arguments and in  Examine the similarities
critiquing a short and differences of a story
story using the Top Hat
organizer
intensive pronouns.
Standards
C. Learning Evaluate and make judgments about a range of texts using a set of criteria e.g. comparing arguments on the same
Competencies(Wr topic, critiquing a short story.
ite LC Code for
each)
REGION I
II. CONTENT
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 1
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Pre-assessment: Recalling the previous Recalling the previous Recalling the previous
students are tasked to do lesson/Asking the students lesson/Asking the students lesson/Asking the students
this activity before the their takeaways about the their takeaways about the their takeaways about the
discussion previous lesson. previous lesson. previous lesson.
Directions: Take a
moment to evaluate the
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following list of known
stories and
book titles and put them
in order from simple (1) to
most complex (6). Write
your answers in your
notebook.
____The Tortoise and the
Hare (Ang Pagong at ang
Kuneho)
____Florante at Laura
____Jack and the
Beanstalk
____ The Holy Bible
____Romeo and Juliet
____Harry Potter and the
Sorcerer's Stone
2. ANALYSIS
3. ABSTRACTION Discuss what is all about Discuss about how to Discuss the steps in The teacher will guide the
comparing arguments critique a text. evaluating the text. students in their activity.
4. APPLICATION Students are tasked to read Students will be given an Students will be given an Students will be given an activity
a passage. activity after the discussion: activity after the discussion: after the discussion:
Task : Comparing Task: Description Organizer Task: Top Hat Organizer Task 1: Reading Stories
Households Directions: Record your own Directions: This time, identify Directions: Read the two
Directions: You are given thought on the passages by the similarities and differences stories below and jot down
REGION I
the opportunity to travel using the between important details
back to history and read criteria provided in the the two households and then on the characters, setting,
the passages written from description organizer to record those similarities and problem, events, solution, and
centuries ago. The first describe each household. differences using theme of the two
passage is a 17th century Copy and answer the the Top Hat Organizer. Jot stories in your notebook.
father’s diary and the description organizer in your down your judgments/ critical
second passage is a song paper. thoughts from the
made from 19th century. As identified similarities and
you visit these homes, pay differences on the right
close attention to the column. Copy and answer
following criteria by taking in your notebook.
down notes: the father's Task 2: Making Comparisons
role, the daughter's role, the on Short Stories
nature of the world,
and the nature of the home. Directions: Exercise your
comparison skills in this activity
Passage: A 17th Century by filling
Father Talks to His out the graphic organizer below
Daughter based on the given criteria from
the two
After reading, the students stories above. Copy and answer
will answer a few questions this in your notebook.
about the passage.
REGION I
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE
REGION I

LESSON Dates
I. OBJECTIVES  Identify spoken  Differentiate spoken  Evaluate spoken text  Demonstrate
texts and its texts from written texts. using given criteria appreciation of spoken
features. texts by explaining
their importance in
daily lives
intensive pronouns.
Standards
C. Learning Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
Competencies(Wr correctness
ite LC Code for
each)
II. CONTENT EVALUATE SPOKEN TEXTS
III. LEARNING
RESOURCES
A. References SLM
REGION I
(CMOS Format)
1. Teacher’s
Guide pages
Materials 1
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Pre-assessment: the Recalling the previous Recalling the previous Recalling the previous
students will have an lesson/Asking the students lesson/Asking the students lesson/Asking the students
activity before the their takeaways about the their takeaways about the their takeaways about the
discussion. previous lesson. previous lesson. previous lesson.
Directions: Observe the

boxes below then answer
the following
questions in your
notebook.
REGION I
1. What is a text? Write a
brief definition of what a
text is in your
notebook.
2. What do the images
represent? Decide
whether they constitute a
text
or not. Justify your
answer.
2. ANALYSIS
3. ABSTRACTION Discuss about spoken Characteristics or Features Discuss the basic elements Discuss the criteria when
texts. of spoken texts of spoken texts evaluating spoken texts
4. APPLICATION After the discussion, the After the discussion, the After the discussion, the After the discussion, the
students are expected to students are expected to do students are expected to do an students are expected to do an
do an activity: an activity: activity: activity:
Task 2: READING A Task 3: EVALUATING

Task1. Identifying
SPOKEN POETRY SPOKEN TEXTS Task 4: Here is an example of
examples of spoken Direction: Read and the same idea written in a formal
texts understand the following Instructions: Choose one style, and in a
paragraphs. type of spoken text from Task less formal style as a spoken
Directions: Tell what 1(Identifying text. Read the two texts and see
kind of texts are the Examples of Spoken Texts) if you can note
following and observe the and analyze and compare it to any differences in the table
distinctive characteristics the spoken poetry below. Write your observations
of each example. Choose of Sarah Kaye and Phil Kaye. in your notebook.
REGION I
your answer from the Evaluate the texts using the
pool of words below. criteria presented.
Write your answers in Do this in your notebook and
your notebook. use the table below as your
guide. (Note: You
may use complete sentences
or phrases only for your
answers.)
Answer the ff questions:

1. Who are the characters in
the poem? What is the
nationality of the
speakers? Describe both of
them including their age.
2. What do you think are the
speakers’ educational
background? How
well educated do you think
they are?
3. Do you find any unique
pronunciation or words that
the speakers
used? (Note these down)
4. What is the moral of the
poem?
5. How was it written?
REGION I
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE
GRADES 1 School BATAC NATIONAL HIGH SCHOOL Grade Level 10

REGION I
to 12 Teacher MHELROSE GRACE E. UY Learning Area ENGLISH
DAILY Teaching OCTOBER 23-27, 2023 Quarter 1
LESSON Dates and
LOG Time ZINNIA- Tue, Fri (10-12)
I. OBJECTIVES  Identify the students who are incomplete with their given activities.
 Guide the students on their review.
 Assess the students on their progress regarding the subject.
Standards resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication
public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
Standards
C. Learning All MELCS in Quarter 1
Competencies/
Objectives
(Write LC Code
for each)
II. CONTENT REMEDIAL WEEK
III. LEARNING Activity Sheets, SLM
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide
pages
REGION I
2. Learner’s EAPP 12 Quarter 1- LAS
Materials
pages
3. Textbook
pages
Materials
from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY The students are tasked The students are tasked to The students are tasked to Exam Day
to assess themselves if assess themselves if they assess themselves if they
they have finished all the have finished all the activities. have finished all the (October 26-27)
activities. assessments and activities.
2. ANALYSIS
3. ABSTRACTION The teacher will guide the Teacher will give a quiz that The teacher will let the
students on what they will will serve as a review for the students finish their tasks for
do in this session. incoming exam. and guide them on their
review.
4. APPLICATION The teacher will guide the The teacher will guide the
students on what they will students on what they will do
do in this session. in this session.
5. ASSESSMENT/ Make the task an The teacher will check
REGION I
ASSIGNMENT/ extended activity for the whether the learners
AGREEMENT class. achieved the intended plan
for today.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE

REGION I
DAILY Teaching NOVEMBER 6-10, 2023 Quarter 1
LESSON Dates
I. OBJECTIVES  Discuss the  Discuss the language of  Discuss the language of  Write an advocacy
language of advocacy campaign campaign.
research
A. Content The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing
Standards and resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening, and
viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.
B. Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or
Standards groups.
C. Learning Observe the language of research, campaigns, and advocacies

Competencies(Wr EN10G-IVa-32
ite LC Code for
each)
II. CONTENT Observe the language of research, campaigns, and advocacies
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
2. Learner’s English 10- LAS, Quarter English 10- LAS, Quarter 2 English 10- LAS, Quarter 2 English 10- LAS, Quarter 2
Materials 2
pages
REGION I
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Define me: Rearrange
the letters that are
italicized to form the
correct word foreach
item. Write the word
inside the box.
2. ANALYSIS The students will write their

ideas about research,
advocacy and campaign.
REGION I
3. ABSTRACTION Discuss about the Discuss about the Discuss about the language
language of research. language of advocacy of campaign
4. APPLICATION Concept Webs: Answer Concept Webs: Answer the Concept Webs: Answer the ADVOCACY PROPER: Slogans
the questions about the questions about the words questions about the words are part of campaigns, these are
words in the center. Get in the center. Get some in the center. Get some short and striking phrases to
some clues about this clues about this middle clues about this middle word easily catch the attention of the
public and to easily address the
middle word from the word from the discussion. from the discussion.
main issues. It gives a hint on
discussion. what is the advocacy of a
particular agency or
organization. Below are some of
the famous slogans from
different departments and
organizations in the Philippines.
Identify the advocacy in each of
the following phrases:
5. ASSESSMENT/ Make the task an Make the task an extended Direction: Surf in the internet Make the task an extended
ASSIGNMENT/ extended activity for the activity for the class. and look for an online activity for the class.
AGREEMENT class. published research study,
advocacy, or campaign. Make
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a list of terms that the study
defined operationally. Use the
checklist for evaluation.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
CONNIE
MARIE
ANGELIE
REGION I
MHELROSE GRACE E. UY MARLON T. LUMANG
Teacher II Master Teacher I

REGION I
LESSON Dates
I. OBJECTIVES  identify the  demonstrate  demonstrate  write the parts of an
essential parts and understanding of the understanding of the argumentative essay.
features of an essay’s format; essay’s format;
argumentative
essay;
Standards groups.
C. Learning Identify key structural elements, e.g.: • Exposition - Statement of position, • Arguments, • Restatement of Positions and language
Competencies(Wr features of an argumentative text, e.g.: • modal verbs: should, must, might, and modal adverbs: usually, probably, etc.; • attitudes
ite LC Code for expressed through evaluative language; • conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.; •
each) declarative statements; • rhetorical questions; passive voice
II. CONTENT IDENTIFY KEY STRUCTURAL ELEMENTS
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 2
REGION I
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Pre-Assessment: Read Recalling the past lesson Recalling the past lesson on Recalling all the past lessons
the following words first about exposition structures of exposition of this week.
and try to look for the
dictionary meanings of
these.
2. ANALYSIS
3. ABSTRACTION Discuss about what is Discuss the structures of Discuss the features of How to write an expository
exposition and types of exposition. exposition. text.
exposition.
REGION I
4. APPLICATION Find Me: Identify the type Think Me: Read the text Read Me: Read the text Write Me: Make an outline
of exposition used in carefully. Answer the carefully. Identify the language based on your answers on the
each sentence. questions that follow by filling features of the exposition. “Is Internet Surfing Good for
in the graphic organizer. Write your answer using Us?” and then write an
graphic organizer. expository essay out from it.
Use a separate sheet of paper
for your essay.
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
REGION I
who require
additional
activities for
remediation.

ANGELIE

REGION I
LESSON Dates
I. OBJECTIVES  identify the  demonstrate  demonstrate  write the parts of an
essential parts and understanding of the understanding of the argumentative essay.
features of an essay’s format; essay’s format;
argumentative
essay;
Standards groups.
C. Learning Identify key structural elements, e.g.: • Exposition - Statement of position, • Arguments, • Restatement of Positions and language
Competencies(Wr features of an argumentative text, e.g.: • modal verbs: should, must, might, and modal adverbs: usually, probably, etc.; • attitudes
ite LC Code for expressed through evaluative language; • conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.; •
each) declarative statements; • rhetorical questions; passive voice
II. CONTENT IDENTIFY KEY STRUCTURAL ELEMENTS
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 2
REGION I
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Pre-Assessment: Read Recalling the past lesson Recalling the past lesson on Recalling all the past lessons
the following words first about exposition structures of exposition of this week.
and try to look for the
dictionary meanings of
these.
2. ANALYSIS
3. ABSTRACTION Discuss about what is Discuss the structures of Discuss the features of How to write an expository
exposition and types of exposition. exposition. text.
exposition.
REGION I
4. APPLICATION Find Me: Identify the type Think Me: Read the text Read Me: Read the text Write Me: Make an outline
of exposition used in carefully. Answer the carefully. Identify the language based on your answers on the
each sentence. questions that follow by filling features of the exposition. “Is Internet Surfing Good for
in the graphic organizer. Write your answer using Us?” and then write an
graphic organizer. expository essay out from it.
Use a separate sheet of paper
for your essay.
AGREEMENT class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
REGION I
who require
additional
activities for
remediation.

ANGELIE

DAILY Teaching NOVEMBER 27-DECEMBER 1, 2023 Quarter 2
REGION I
LESSON Dates
I. OBJECTIVES  familiarize the  use the expressions of  identify the kinds of  construct
expressions/word opinion and assertion in assertion given by the sentences
clues that convey a conversation; sentences; expressing opinion
opinion and and assertion.
assertion; (EN10OL-Id-
3.16.1)
A. Content The learner demonstrates understanding of how world literatures and other text types serve as vehicles of
Standards expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous
speeches.
B. Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals
Standards or groups.
C. Learning Formulate a statement of opinion or assertion

Competencies(Wr
ite LC Code for
each)
II. CONTENT ASSERTION AND OPINION
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
REGION I
2. Learner’s English 10- LAS, Quarter English 10- LAS, Quarter 2 English 10- LAS, Quarter 2 English 10- LAS, Quarter
Materials 2 2
pages
3. Textbook
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY PRE-ACTIVITY- Recall the past lesson on Recall the activities on Recall all of the past
POINT OF VIEW: opinion. opinion lesson this week.
2. ANALYSIS
3. ABSTRACTION Discuss what is about The teacher will guide the Discuss what is about The teacher will guide the
REGION I
opinion and types of students on their activity. assertion and types of students on their activity.
opinion. assertion.
4. APPLICATION Activity: Step Up Activity: On Discipline Activity: Take It or Leave It Task 1: Let Us Remember
Let’s look at a sample and Fun
conversation to better Directions: Using a Venn
understand how to use Directions: Read the Directions: Make assertions to Diagram, write the
conversation and look for the the following situations: similarities and differences
the words and phrases in
expressions that are used to of opinion and assertion.
giving opinion and
give opinion and to agree or 1. Your sister has cough and
assertion in daily life.
disagree. Fill in the chart fever but she doesn’t want to
below with the expressions go to a doctor.
you found. 2. A friend wants to join a
fraternity for protection and
support.
3. A classmate decided to take
Civil Engineering but his family
can’t
afford it.
4. Your father wanted to work
From the dialogue given, abroad to support the needs of
your
write the statements that
family.
express opinion and 5. Your teacher is obviously
assertion on the table showing favoritism to a Task 2: Express
below: classmate by giving Yourself! Direction:
her high grades. Make a dialogue with a
maximum of 7 lines and
having 2 characters using
this topic: Private schools
are better than public
REGION I
schools. A rubric below
will serve as your guide.
5. ASSESSMENT/ Make the task an Make the task an extended Assignment: Q and A Make the task an
ASSIGNMENT/ extended activity for the activity for the class. Portion extended activity for the
AGREEMENT class. class.
Directions: Interview at
least 3 of your family
members or friends on a
trending issue or topic.
Categorized their answers
whether OPINION or
ASSERTION.
V. REMARKS
VI. REFLECTION
REGION I
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE

DAILY Teaching DECEMBER 11-15, 2023 Quarter 2
LESSON Dates
REGION I
I. OBJECTIVES  Describe each  Formulate different  Appreciate the use of  Express ideas
type of claim; types of claims; different claims in politely using the
 Classify different everyday conversations different claims.
claims;
speeches.
C. Learning formulate claims of fact, value, and policy; and (EN10WC-IIb-13.2)

Competencies(Wr
ite LC Code for
each)
II. CONTENT CLAIMS OF FACT, POLICY, AND VALUE
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 2 2
pages
3. Textbook
REGION I
pages
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Pre-Activity: Read each Recall the past lesson on Recall the activities on Recall all of the past
of the following opinion. opinion lesson this week.
statements and identify
whether it is a claim of
fact, value or policy.
Notice that the items are
inside an ENTRY
TICKET therefore,
you must answer them as
this portion will serve as
your pass to our lesson.
Write
CF if it is a claim of fact;
CV if it is a claim of value
and CP if it is a claim of
policy.
REGION I
2. ANALYSIS After answering the activity,

the students will answer the
following questions:
1. What is/are your

basis/bases in classifying
the claims above?
2. Did the statements give
hints which led you to
classifying them
correctly?
3. What is each type of
claim about?
3. ABSTRACTION Discuss what is a claim Discuss the importance of Explain the importance of The teacher will guide the
and identify the different a claim claim in daily conversations. students on their activity.
types of a claim.
4. APPLICATION Activity 1: Identify the “CHUNKING THE DATA”: Activity 2: Choose one “Claims for a Cause”
statements below as Complete the illustration from the topics below. When In this task, imagine
claim of fact, policy or below based on what you you have decided on your yourself to be a candidate
value. Write F for have learned from the topic, formulate three for President in your
claim of fact; P for claim lesson. claims. One for claim of fact, Student
of policy and V for claim Make one like this in your another one for claim of Supreme Government.
REGION I
of value. Again, answers notebook. policy and one for the claim You will be asked to
must be of value. present your platform in
written in your notebook.  Coronavirus Disease front of your
 School Year 2020- fellow students. Now, just
2021 cite the different claims
 Body Piercing that you are going to
 Saving the include in
Environment your platform about the
 Working Students school or about the
students. Formulate two
sentences for
each type of claim. An
example is given below.
Write this in a short bond
paper.
Example:
Name of Candidate:
____________________
Position running for:
____________________
5. ASSESSMENT/ Make the task an Make the task an extended Make the task an extended Make the task an
ASSIGNMENT/ extended activity for the activity for the class. activity for the class. extended activity for the
V. REMARKS
REGION I
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE

DAILY Teaching JANUARY 3-5, 2023 Quarter 2
LESSON Dates
I. OBJECTIVES  Relate structural  Relate structural  Write an exposition or  Express ideas
elements and elements and language discussion using a good
language features features in formulating a structure of writing
in formulating a topic for writing an
REGION I
topic for writing an exposition
exposition
speeches.
C. Learning Write an exposition or discussion on a familiar issue to include key structural elements and language features
Competencies(Wr
ite LC Code for
each)
II. CONTENT STRUCTURAL ELEMENTS
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
5. Teacher’s
Guide pages
Materials 2 2
pages
7. Textbook
pages
Materials from
REGION I
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Begin by asking students Share well-crafted Begin by asking students to Begin by asking students
to recall what they have expositions or discussions recall what they have to recall what they have
learned in previous on familiar issues. Discuss learned in previous lessons learned in previous
lessons about essay with students how these about essay writing. lessons about essay
writing. This could include examples utilize structural Encourage them to discuss writing. Discuss why
discussing the basic elements and language the importance of exposition and discussion
structure of an essay and features to persuade the persuasive writing. are important forms of
the purpose of different reader. writing.
essay types.
2. ANALYSIS Explain to students that Explain to students that Explain to students that Explain to students that
today's lesson will focus today's lesson will focus on today's lesson will focus on today's lesson will focus
on writing an exposition composing a well- composing a well-structured on composing an
or discussion on a structured exposition or effective exposition or
exposition or discussion.
familiar issue. Emphasize discussion. Highlight that discussion. Emphasize
the importance of clear they will learn to use Highlight that they will learn the role of structural
organization and evidence and reasoning to use evidence and elements and language
persuasive language. effectively. reasoning effectively. features in persuasive
writing.
3. ABSTRACTION Break down the key Break down the structural Dive into language features Explore language
structural elements of an elements (introduction, like evidence (facts, features such as
REGION I
exposition or discussion body paragraphs, statistics, examples) and evidence (facts, statistics,
(introduction, body conclusion) and explain the reasoning (arguments, examples) and reasoning
paragraphs, conclusion). purpose of each. Provide a explanations). Show how to (arguments,
Explain the purpose of visual organizer to help incorporate these into their explanations). Show how
each section and provide students plan their essays. writing to support their to integrate these
a template or outline for claims. features into their writing
students to follow. to support their
arguments effectively.
4. APPLICATION In pairs or small groups, Ask students to share their
In pairs or small groups, In pairs or small groups,
have students choose a chosen topics and outlines
assign students a familiar assign students a familiar
familiar issue and create with the class. Encourage
issue to write about. Have issue and have them
an outline for their own them to explain how theythem create an outline and create an outline for their
exposition or discussion. plan to use evidence andstart drafting their exposition or discussion.
Encourage them to use reasoning in their essays.
expositions or discussions, Encourage them to
the templates provided paying attention to the practice incorporating
and brainstorm evidence structural elements and structural elements and
and reasoning. language features language features into
discussed. their outlines.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
REGION I
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE

DAILY Teaching JANUARY 8-12 , 2023 Quarter 2
LESSON Dates
I. OBJECTIVES  identify the  use appropriate  use effective pacing  pronounce words
characteristics of language and word and appropriate body correctly, and
an effective choices in your language and posture utilize appropriate
speaker; speech appropriate when delivering the voice inflection to
 cite at least three to the assigned speech; (EN10OL-Ie- emphasize key
REGION I
reasons why purpose and 3.16.1) ideas/concept.
public speaking audience;
skills are
important.
speeches.
C. Learning Deliver a prepared or impromptu talk on an issue employing the techniques in public speaking,
Competencies(Wr
ite LC Code for
each)
II. CONTENT TECHNIQUES IN PUBLIC SPEAKING
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 2 2
pages
3. Textbook
pages
REGION I
Materials from
Learning
Resources
(LR) Portal
IV. PROCEDURES
1. ACTIVITY Let’s do the Twist Watch and Learn Recall the lesson/ task in Recall the lesson/ task in
Tongue twisters have session 2. session 3.
long been an integral part (For students with
of a public speaker's connectivity)
tool kit. Watch the video about
Instructions: Practice “What does it mean to be a
the following tongue citizen of the world?”
twisters below to help you While watching the
deliver speech, complete the table
your speech more below.
effectively in the future.
These stretches will help
you enormously. Have
fun!
A. Betty bought a bit of
butter,
but she found the butter
REGION I
bitter,
so Betty bought a bit of Visit this link:
better butter https://www.ted.com/
to make the bitter butter talks/
better. hugh_evans_what_does_it
B. Peter piper picked a _mean_to_be_a_citizen_o
peck of pickled peppers. f_the_world#t-5164
If Peter piper picked a
peck of pickled peppers,
Where's the peck of
pickled peppers that
Peter Piper picked?
C. Larry sent the latter a
letter later.
Larry sent the latter a
letter later ...
D. Literally literary.
Literally literary ...
2. ANALYSIS The teacher will present a
word to the students.
Did you know?
REGION I
3. ABSTRACTION Define what is Public The teacher will guide the The teacher will guide the The teacher will guide the
Speaking. students on their activity. students on their activity. students on their activity.
Enumerate the
techniques to effective
public speaking.
4. APPLICATION Q&A with the Pros Make a Commercial Picture Talks
In this activity, you will In this activity, choose an
need to find a friend or a item in your home and “A picture speaks a
member of the create a 30 thousand words.” Picture
family. Choose a topic or second commercial about it. prompts or
job that you do not know Record yourself saying what image starters are great
much about. Ask makes it for sparking imaginative
your friend or a family special, how it can enhance storytelling and
member to interview you lives, and why everyone conversations. It is also a
about it and answer needs that item good avenue to practice
their questions as though in their corner. public
you are a well-informed Presentations are all about speaking. Find a picture
expert. This will selling an idea, so you to show and tell. Write
help you with both your should your story on the
delivery and authority. practice the art of sales and box provided below. After
Best of luck! persuasion to be the best writing, practice
you can be. delivering your story
Practice presenting it to your to a family member. You
friends or family members. will be delighted to
discover just how
REGION I
effective using an image
can be.
Let the story telling begin!
Guide questions to get

started are:
Where is this
photo/image from?
(And the answer does not
have to be true - merely
plausible!
Encourage imaginative
creativity.)
What is happening in this
photo/picture?
What feelings does the
image evoke?
Is there a season or time
associated with it?
What happened after or
before the photo was
taken?
V. REMARKS
VI. REFLECTION
REGION I
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.

ANGELIE

DAILY Teaching JANUARY 15-19 , 2023 Quarter 2
LESSON Dates
I. OBJECTIVES  Define multimodal  Identify multimodal  Identify multimodal  Compose or
text. elements and elements and create a cohesive
multimodal text multimodal text types multimodal text
types
REGION I
speeches.
C. Learning Compose texts which include multimodal elements

Competencies(
Write LC Code
for each)
II. CONTENT MULTIMODAL TEXTS
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 2 2
pages
3. Textbook
pages
Materials
from
Learning
Resources
(LR) Portal
REGION I
IV. PROCEDURES
1. ACTIVITY The students will recall
their past lesson in
delivering a speech.
ACTIVITY: Identify which

of these words are
considered print or paper
based, live/physical and
digital? Arrange the
words under a column
that
they should belong.
REGION I
2. ANALYSIS How does the written text

contribute to the overall
message of the
composition?
3. ABSTRACTION The teacher will discuss The teacher will discuss The teacher will discuss The teacher will discuss
on multimodal texts? why studying and using Multimodality in on Language of Design.
multimodal texts is Composition.
significant.
4. APPLICATION READING THROUGH VISUAL IT The students will have a COMPOSE YOURSELF
IMAGES short quiz after the
Instructions: compose a discussion.
Instructions: Look at the three-paragraph oral Instructions: Compose
illustration below. Ask presentation about how or produce any short,
to live a happy life using the
someone in your house purposeful, and engaging
given images below as your
to visual support. You
text (in different forms
hold this from a distance may have it in print, perform and media formats) using
you cannot read the live (then record), or digital the different multimodal
words. Guess what the format (10 pts) elements. Work toward
text is all about solely an informative purpose.
from the image you see. Choose only one from the
REGION I
following.
1. An informative poster
2. A travel brochure
3. A report with graphics
(graphs or photographs)
4. A picture book or BIG
book (about any of the
short stories you love)
5. An informative oral
presentation (about any
Guide questions: important topic)
1. Do you read the words 6. A simple speech with
from a distance? visual support
2. Can you grasp the 7. Recorded storytelling
meaning of the text from 9. A ‘how to’ video
the image? 10. An advertisement
3. What do you think will (can be a TV or radio ad
happen if the words are which uses music, human
omitted? and non-human voices,
4. What is the overall sound effects or print ad
meaning of this which uses colorful
infographic? images)
5. Name the multimodal
elements present in this
infographic.
6. Are multimodal texts,
like infographic or mind
REGION I
map, important to you?
Explain in a sentence or
two.
5. ASSESSMENT/ Make the task an Make the task an extended Directions: List at least five Make the task an
ASSIGNMENT/ extended activity for the activity for the class. (5) multimodal texts present extended activity for the
AGREEMENT class. in your home. class.
Identify what mode or
multimodal element is
present in each sample text
and
tell whether they are live,
paper based/print or digital.
An example is given.
Do this in your notebook.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.
REGION I

ANGELIE

DAILY Teaching FEBRUARY 5-9, 2024 Quarter 3
LESSON Dates
I. OBJECTIVES  discuss the  analyze the content  analyze the content  construct an
REGION I
structure of a and form of an and form of an argumentative
good argumentative argumentative essay essay about the
argumentative essay presented presented. chosen topic.
essay.
A. Content The learner demonstrates understanding of: world literature as source of wisdom in expressing and resolving
Standards conflicts between individuals or groups and nature; strategies in evaluative reading, writing, listening, and viewing;
special speeches for occasions; and effective use of structures of modification and pronouns.
B. Performance The learner demonstrates communicative competence through his/ her understanding of literature and other texts
Standards types for a deeper appreciation of Philippine Culture and those of other countries.
C. Learning Compose an argumentative essay (EN10WC-IIh-13)

Competencies(
Write LC Code
for each)
II. CONTENT ARGUMENTATIVE ESSAY
III. LEARNING
RESOURCES
C. References SLM
(CMOS Format)
5. Teacher’s
Guide pages
Materials 2 2
pages
7. Textbook
pages
REGION I
Materials
from
Learning
Resources
(LR) Portal
D. Other Learning Laptop, projector,
IV. PROCEDURES
1. ACTIVITY JUMBLED WORDS The students will recall the The students will recall the
previous lesson. previous lesson.
Directions: Arrange the
letters correctly to form a
word related to
constructing an
argumentative essay.
REGION I
2. ANALYSIS
3. ABSTRACTION The teacher will discuss The teacher will discuss The teacher will discuss the The teacher will guide the
the structure of an the five parts of an five parts of an argument. students on their activity.
argumentative essay. argument.
4. APPLICATION DISCOVER AND PARTS TO WHOLE PARTS TO WHOLE COMPOSE YOURS
ANALYZE The students are tasked to (CONT.)
The students are tasked answer the activity below. The students are tasked to The students are tasked
to answer the activity answer the activity below. to answer the activity
below. Directions: Read the below.
argumentative essay Directions: Read the
Directions: Read and carefully and identify its argumentative essay Directions: Compose an
understand the following parts. Afterward, rewrite in carefully and identify its argumentative essay by
essays. Then, answer the the boxes the content of parts. Afterward, rewrite in applying what you have
questions that follow. the different parts of the the boxes the content of the learned in this module.
Choose the letter of the essay. Item number 1 is different parts of the essay. You can choose any topic
correct answer for each done for you. Item number 1 is done for that interest you the
item. Write your answer you. most, or you may choose
on your activity notebook. on the suggested topics
listed.
REGION I
5. ASSESSMENT/
ASSIGNMENT/
AGREEMENT
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.
CONNIE
MARIE
ANGELIE
REGION I


LESSON Dates
I. OBJECTIVES  discuss the  discuss the  analyze the content  construct an essay
REGION I
structure of a structure of a good and form of an about the chosen
good persuasive essay. argumentative essay topic.
informative  analyze the content presented.
essay. and form of an
persuasive essay
presented
C. Learning Use a variety of informative, persuasive, and argumentative writing techniques (EN10WC-IIIb-14.1.2)
Competencies(
Write LC Code
for each)
II. CONTENT INFORMATIVE, PERSUASIVE AND ARGUMENTATIVE WRITING TECHNIQUES
III. LEARNING
RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 3 3
pages
3. Textbook
pages
REGION I
4. Additional Activity Sheets, SLM Activity Sheets, SLM Activity Sheets, SLM Activity Sheets, SLM
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Laptop, projector, Laptop, projector, Laptop, projector, Laptop, projector,
Resources PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
1. ACTIVITY Arrange Me Well! The students will recall the The students will recall the
The students are tasked lesson on: lesson on:
to do this activity before informative writing, its parts persuasive writing, its parts
the discussion. and how it is written. and how it is written.
Directions: The following
are the Steps of the
Writing Process and their
definitions. Rearrange
them in the correct order
by writing a, b, c on what
comes first, second and
so on. Write your answer
on the blank provided
before the number.
REGION I
2. ANALYSIS
3. ABSTRACTION The teacher will discuss The teacher will discuss The teacher will discuss The teacher will guide the
what is informative what is persuasive writing, what is argumentative, its students on their activity/
writing, its parts and how its parts and how it is parts and how it is written. task.
it is written. written.
4. APPLICATION Challenge Accepted! Your Mightier Pen! Lay Your Thoughts Down! PIC THAT PAINTS A
THOUSAND WORDS.
Directions: Time to Directions: Time to scribble Directions: Time to use
scribble your pen again. your pen for the last writing your pen for your first writing In this session, the
activity. Write your own
Write your own task. Write your own teacher will post series of
persuasive writing. Choose
informative writing. one topic from the suggested
argumentative writing. pictures (using a ppt
Choose one topic from ones below. Choose one topic from the presentation) and the
the suggested ones suggested ones below. students are tasked to
below. A. Should there be 20 write (either informative,
A. COVID 19 Pandemic students in a classroom in A. No Social Amelioration argumentative, or
B. Stress times of pandemic Program (SAP) for the persuasive essay)
C. Poverty B. Should we make the middle-class families according to the topic that
school calendar this coming B. Electronic games the teacher will assign to
school year longer negatively affect our mental them.
C. Dogs are better pets than health.
cats
C. Learners should not be
physically present in school
REGION I
during the COVID-19.
D. No using of facemask
inside a private car.
5. ASSESSMENT/
ASSIGNMENT/
AGREEMENT
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.
CONNIE
MARIE
ANGELIE
REGION I


LESSON Dates
I. OBJECTIVES  identify the  Identify the  Explain the elements  Write a critique
REGION I
common elements of a movie of a short story using ICT tools
elements of a review  Write a critique on (blog/vlog)
narrative  Writing a movie the plot of the short
review story
C. Learning Compose an independent critique of a chosen selection (EN10WC-IIIg-14)
Competencies(
Write LC Code
for each)
II. CONTENT COMPOSE AN INDEPENDENT CRITIQUE
III. LEARNING
RESOURCES
C. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
Materials 3 3
pages
3. Textbook
pages
4. Additional Activity Sheets, SLM Activity Sheets, SLM Activity Sheets, SLM Activity Sheets, SLM
Materials
REGION I
from
Learning
Resources
(LR) Portal
D. Other Learning Laptop, projector, Laptop, projector, Laptop, projector, Laptop, projector,
Resources PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
1. ACTIVITY REMEMBER ME? Recalling the previous Recalling the previous Recalling the previous
lesson about critique. lesson about movie critique. lesson through a quiz.
Directions: Read the
following sentences Ask the students what was
taken from Anton their favorite movie of all
Chekhov’s “A Day in time. Then, the students
the Country”, and identify will recreate that favorite
what narrative elements scene with their own short
are described. Write your script.
answers on a separate
sheet of paper.
2. ANALYSIS
REGION I
3. ABSTRACTION The teacher will discuss The teacher will discuss The teacher will discuss The teacher will guide the
what is critique and what what is all about movie about the following. students on their activity/
are its elements. review. (Plot, Exposition, Rising task.
Action, Climax, Falling
The teacher will provide Action, Resolution)
some examples of
critique.
4. APPLICATION CROSSWORD PUZZLE MOVIE CRITIQUE STORY CRITIQUE THE FUTURE

VLOGGER/BLOGGER
Directions: Recall your Directions: Watch a Filipino Directions: Write a critique
understanding about the film on television or via on the plot of the short story Instructions: A Movie or
concept of the elements movie streaming sites. “The Story of an Hour” by short story review/critique
of the story that Accomplish the table below Kate Choppin. can be your stepping
will play a critical role in after watching the film. stone for
the accomplishment of Then, write your movie becoming an online
this activity by answering review movie/story editor. Find a
the puzzle based on your answers in reference book for your
below. the table. Consider the story and compose
pointers on how to write a your own critique.
movie Option A: After writing
review as discussed in this your critique about the
lesson. story/movie, create a
simple blog website and
put your critique there.
Option B: Make a vlog

REGION I
that talks about your
critique to the movie/story
you choose. Post it on
social
media(facebook/youtube.
)
5. ASSESSMENT/ BE A CRITIC: FAMSTORIES:

ASSIGNMENT/
AGREEMENT Critique any Information Directions: Ask any of the
Ad Campaign that you members of the family to
have encountered in share their favorite story.
printed Choose
media, social media only the most interesting
platforms, or television. story and gather all the
Complete the table details. Write a simple
below. critique following
the guidelines and make
sure to share your final
critique.
V. REMARKS
REGION I
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.
MHELROSE GRACE E. UY WHELLALYN G. DULDULAO CONNIE

Teacher II Academic Head Teacher MARIE
ANGELIE
DAILY LESSON LOG (DO # 42 s. 2016)
School BATAC NATIONAL HIGH SCHOOL Grade Level 10

REGION I
Teacher MHELROSE GRACE E. UY Learning Area ENGLISH 10
Teaching Dates and Time FEBRUARY 19-23, 2024 Quarter & Week Q3, WEEK 4
No.
DAY 1 DAY 2 DAY 3 DAY 4

I.OBJECTIVES  identify the common  Identify the elements of a  identify the common  Identify the elements of
elements of a narrative movie review elements of a a movie review
narrative
A. Content Standards The learner demonstrates understanding of: world literature as source of wisdom in expressing and resolving conflicts
between individuals or groups and nature; strategies in evaluative reading, writing, listening, and viewing; special speeches
for occasions; and effective use of structures of modification and pronouns.
B. Performance The learner demonstrates communicative competence through his/ her understanding of literature and other texts types
Standards for a deeper appreciation of Philippine Culture and those of other countries.
C. Learning Compose an independent critique of a chosen selection (EN10WC-IIIg-14)
Competencies/
Objectives (write
the LC code for
each)
II. CONTENT COMPOSE AN INDEPENDENT CRITIQUE
III. LEARNING RESOURCES
A. References  Curriculum Guide and MELCs
i.Teacher’s Guide  EAPP 12 Quarter 3-LAS
ii. Learner’s Materials  PowerPoint Presentation
pages
REGION I
iii. Additional Materials  Handouts
from Learning  Activity Sheets
Resources (LR) Portal
B. Other Learning  Online Access (Google and other Websites)
Resources
IV. PROCEDURES
A. Reviewing previous REMEMBER ME? Recalling the previous lesson Recalling the previous Recalling the previous
lesson or presenting about critique. lesson about movie lesson through a quiz.
the new lesson Directions: Read the following critique.
sentences taken from Anton Ask the students what was
Chekhov’s “A Day in the their favorite movie of all time.
Country”, and identify what Then, the students will
narrative elements are recreate that favorite scene
described. Write your answers with their own short script.
on a separate sheet of paper.
B. Establishing a The teacher will ask the student After the activity, the students The students are asked
purpose for the what they remember about the will give some feedbacks about to give their opinion
lesson different elements of a critique. the simple performance of the about the movie “Anak”.
REGION I
students.
C. Presenting
examples /instances
of the new lesson
D. Discussing new The teacher will discuss what is The teacher will discuss what is The teacher will discuss The teacher will guide the
concepts and critique and what are its all about movie review. about the following. students on their activity/
practicing new skills elements. (Plot, Exposition, Rising task.
#1 Action, Climax, Falling
The teacher will provide some Action, Resolution)
examples of critique.
E. Discussing new CROSSWORD PUZZLE MOVIE CRITIQUE STORY CRITIQUE THE FUTURE
concepts and After the discussion, the After the discussion, the After the discussion, the VLOGGER/BLOGGER
practicing new skills students will be answering the students will be answering the students will be After the following sessions,
#2 activity: activity: answering the activity: the students will be
answering the activity:
Directions: Recall your Directions: Watch a Filipino Directions: Write a
understanding about the film on television or via movie critique on the plot of Instructions: A Movie or
concept of the elements of the streaming sites. the short story “The short story review/critique
story that Accomplish the table below Story of an Hour” by can be your stepping stone
will play a critical role in the after watching the film. Then, Kate Choppin. for
accomplishment of this activity write your movie review becoming an online
by answering the puzzle based on your answers in the movie/story editor. Find a
below. table. Consider the pointers on reference book for your
how to write a movie story and compose
REGION I
review as discussed in this your own critique.
lesson. Option A: After writing your
critique about the
story/movie, create a
simple blog website and put
your critique there.
Option B: Make a vlog that

talks about your critique to
the movie/story you
choose. Post it on social
media(facebook/youtube.)
F. Developing Mastery BE A CRITIC: FAMSTORIES:

(leads to Formative
Assessment 3) The students will be answering The students will be answering
this additional activity: this additional activity:
Critique any Information Ad Directions: Ask any of the

Campaign that you have members of the family to share
encountered in printed their favorite story. Choose
media, social media platforms, only the most interesting story
REGION I
or television. Complete the table and gather all the details.
below. Write a simple critique
following
the guidelines and make sure
to share your final critique.
G. Finding Practical
application of
concepts and skills
in daily living
H. Making Checking whether the learners Checking whether the learners Checking whether the Checking whether the
generalizations and achieved the intended plan for achieved the intended plan for learners achieved the learners achieved the
abstractions about today. today. intended plan for today. intended plan for today.
the lesson
I. Evaluating learning Presentation/ Evaluation of Presentation/ Evaluation of Presentation/ Evaluation Presentation/ Evaluation of
outputs outputs of outputs outputs
J. Additional activities Make the task an extended Make the task an extended Make the task an
for application or activity for the class. activity for the class. extended activity for the
remediation class.
V. REMARKS Each section only meets 4 sessions a week on a different schedule.

VI. REFLECTION:
A. No. of learners who
earned 80% in the
REGION I
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve
G. What innovation or
localized materials did I
use /discover which I
wish to share with other
teachers
CONNIE
MARIE
ANGELIE
REGION I
MHELROSE GRACE E. UY WHELLALYN G. DULDULAO
Teacher II Acting Head Teacher, JHS

Teaching Dates and Time FEBRUARY 26-March 1, 2024 Quarter & Week Q3, WEEK 5
No.

I.OBJECTIVES  Define what is formalism  explain the principles of  critique a selection  how appreciation of the
REGION I
 explain the principles of formalist criticism; using the formalist value of critiquing a
formalist criticism  Identify the figures of approach literary piece.
speech used in the poem.
A. Content Standards The learner demonstrates understanding of: world literature as source of wisdom in expressing and resolving conflicts
between individuals or groups and nature; strategies in evaluative reading, writing, listening, and viewing; special speeches
for occasions; and effective use of structures of modification and pronouns.
B. Performance The learner demonstrates communicative competence through his/ her understanding of literature and other texts types
Standards for a deeper appreciation of Philippine Culture and those of other countries.
C. Learning Critique a literary selection based on the following approaches:
Competencies/ Feminist
Objectives (write
the LC code for
each)
II. CONTENT CRITIQUE A LITERARY SELECTION: FEMINIST APPROACH
III. LEARNING RESOURCES
A. References  Curriculum Guide and MELCs
i. Teacher’s Guide  EAPP 12 Quarter 3-LAS
ii. Learner’s Materials  PowerPoint Presentation
pages  Handouts
iii. Additional Materials  Activity Sheets
from Learning
Resources (LR) Portal
C. Other Learning  Online Access (Google and other Websites)
Resources
IV. PROCEDURES
REGION I
A. Reviewing previous The students will recall the The students will recall the Recalling the previous Recalling the previous
lesson or presenting previous lesson in composing an previous lesson about what is lesson about movie lesson through a quiz.
the new lesson independent critique of a formalist approach critique.
chosen selection
B. Establishing a The students will have a The students will have a The students will have a
purpose for the motivational activity before motivational activity before motivational activity
lesson proceeding with the discussion proceeding with the discussion before proceeding with
the discussion
C. Presenting I Finally Found You!
examples /instances
of the new lesson The students are tasked to do
this activity:
Directions: Search for the 10

literary devices and elements
analyzed in a short story based
on the formalist approach.
Write them on your answer
sheet.
Clue: The words were formed
horizontally, vertically, and
diagonally.
REGION I
D. Discussing new Vocabulary Development: The teacher will present the Read and Critique
concepts and lesson by introducing what is
practicing new skills The teacher will present some of literary devices. Directions: Read the story
#1 the vocabulary words to make from Benguet and discover
them familiarize the lesson. the origin of rice and small
streams.
E. Discussing new The teacher will discuss about The teacher will discuss about
REGION I
concepts and what is formalist approach. literary devices
practicing new skills
#2
F. Developing Mastery I’m the One The Road Not Taken The Origin of Rice and The students will have their
(leads to Formative After the discussion, the  The students will read a poem Streams assessment / quiz about the
Assessment 3) students are expected to do this entitled “The Road not The students will answer past lesson.
activity: Taken” by Robert Frost. Then, this activity:
they will answer the following Directions: Read and answer
Direction: Draw a happy face 😊 if

questions. Directions: Use the table the questions below based on
A. Give the line in the poem below to analyze the what you have learned from
the statement describes a formalist which tells that the word selection “The Origin of this module. Write the letter
critic. Otherwise, draw a sad face ☹.

“diverged” means went in Rice and Streams.” Use the that corresponds to your
different directions. guide questions provided answer. Use a separate sheet
B. Choose the lines which in answering. of paper for your answers.
tell that the speaker
wishes that he or she did
not have to make a choice
between the roads.
C. The speaker claims that
he or she has taken the
road less traveled by.
Is the speaker telling the
truth? Support your
answer with evidence
from the text.
G. Finding Practical Wrap it up and reflect! Wrap it up and reflect! Wrap it up and reflect! Wrap it up and reflect!
application of
concepts and skills Directions: Share what you have Directions: Share what you Directions: Share what Directions: Share what you
REGION I
in daily living learned from the lesson. have learned from the lesson. you have learned from have learned from the
Complete the following phrases. Complete the following the lesson. Complete the lesson. Complete the
phrases. following phrases. following phrases.
My journey through this lesson
enabled me to learn_________ My journey through this My journey through this My journey through this
lesson enabled me to lesson enabled me to lesson enabled me to
learn_________ learn_________ learn_________
H. Making Checking whether the learners Checking whether the learners Checking whether the Checking whether the
generalizations and achieved the intended plan for achieved the intended plan for learners achieved the learners achieved the
abstractions about today. today. intended plan for today. intended plan for today.
the lesson
I. Evaluating learning Presentation/ Evaluation of Presentation/ Evaluation of Presentation/ Evaluation Presentation/ Evaluation of
outputs outputs of outputs outputs
J. Additional activities Make the task an extended Make the task an extended Make the task an
for application or activity for the class. activity for the class. extended activity for the
remediation class.

VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
below 80%
REGION I
who have caught up
with the lesson
continue to require
remediation
Why did this work?
encounter which my
can help me solve
teachers
MHELROSE GRACE E. UY WHELLALYN G. DULDULAO CONNIE

Teacher II Acting Head Teacher, JHS MARIE
ANGELIE
REGION I

Teaching Dates and Time March 4-8, 2024 Quarter & Week Q3, WEEK 6
No.

I.OBJECTIVES  Define what is  explain the principles  critique a selection  how appreciation of the value of
feminism of feminist criticism; using the feminist critiquing a literary piece.
 explain the  Identify the figures of approach
principles of
speech used in the
formalist criticism
REGION I
poem.
A. Content The learner demonstrates understanding of: world literature as source of wisdom in expressing and resolving conflicts
Standards between individuals or groups and nature; strategies in evaluative reading, writing, listening, and viewing; special
speeches for occasions; and effective use of structures of modification and pronouns.
C. Learning Critique a literary selection based on the following approaches:
Competencies/ Feminist
Objectives (write
the LC code for
each)
II. CONTENT CRITIQUE A LITERARY SELECTION: FEMINIST APPROACH
III. LEARNING
RESOURCES
B. References  Curriculum Guide and MELCs
i. Teacher’s Guide  EAPP 12 Quarter 3-LAS
ii. Learner’s  PowerPoint Presentation
Materials pages  Handouts
iii. Additional  Activity Sheets
Materials from
Learning
Resources (LR)
Portal
D. Other Learning  Online Access (Google and other Websites)
Resources
REGION I
IV. PROCEDURES
A. Reviewing The students will recall The students will recall the Recalling the previous Recalling the previous lesson through
previous lesson the previous lesson in previous lesson about lesson about feminist a quiz.
or presenting the formalist approach. what is feminist approach approach
new lesson
B. Establishing a Singing Bee! Arrange Me The students will have a Directions: Using the online
purpose for the motivational activity educational platform Quizizz, the
lesson Before the discussion, The learners will recall the before proceeding with learners will join the live quiz using
the students are tasked previous topic by the discussion the code that the teacher will be
to do this activity: arranging the jumbled giving.
letters presented by the
DIRECTIONS: The teacher. TRUE OR FALSE: Choose TRUE if the
students will be divided statement is correct and FALSE if it is
into 3 groups. Each Directions: Study the not
group must have 1 definitions and word
representative. The forms. Then rearrange the
music lyrics will be letters to form the correct 1. According to Napikoski Linda
flashed on the screen word for each item below. Feminist literary criticism is
therefore the distinguished from gyno criticism
representative should 1. is an in-depth evaluation because feminist literary criticism
guess the next lyric as it of a story, novel, film, or may also analyze and deconstruct
stopped. other reading/viewing literary works of men. TRUE
materials for the 2. Thesis refers to the act of
purpose of giving the
interpreting and studying literature.
public an insight into the
FALSE
text .
E-R-C-I-I-Q-U-C 3. Humanism is an interdisciplinary
REGION I
Answer: Critique approach to issues of equality and
equity based on gender, gender
2. A part of Critique that expression, gender identity, sex, and
explains the context of sexuality as understood through
the work. social theories and political activism.
N-O-I-T-C-U-D-O-R-T-N-I
FALSE
Answer: Introduction
4. A feminist critic identifies the
3. A part of Critique that gender of the author and narrator/
briefly enumerate and main character of the text. TRUE
explain the main points 5. Historically, feminism has evolved
and objectively describe from the critical examination of
how the creator inequality between the sexes to a
portrays. more nuanced focus on the social
S-U-R-Y-M-M- A and performative constructions of
Answer: Summary gender and sexuality. TRUE
C. Presenting
examples
/instances of the
new lesson
D. Discussing new The teacher will discuss Watch and Learn Write and Critique it!
concepts and about Feminist
practicing new Approach. The students will watch a The students are tasked to do this
skills #1 video about Maria Clara at activity:
The teacher will Ibarra. After that, the
introduce the students will be given Directions: Write a Critique Paper of
proponents of Feminist guide questions for them the song titled The Man by Taylor
REGION I
Approach. to answer. Swift. Write your answer in 1 whole
sheet of paper. You may use the
Link: questions below as a guide.
https://www.youtube.com/watch?
v=L_E0ook-4m4
Link: https://www.youtube.com/watch?
v=tbEekLA7J3Y
Guide Questions:
After listening to the song, answer
Processing Questions: the following questions.
1. What is the video all 1. What do you understand about
about? the song?
2. Who are the characters 2. What do you feel after listening to
shown in the scene? the song?
3. What are the men in the 3. What is your favorite line from the
scene talking about? song? Explain why.
4. One of Ibarra’s amigos 4. Do you really have to be a man to
mentioned: “Ang babaeng become powerful? Why or why not?
tahimik at masunurin ay 5. What is the moral that we can get
hulog ng langit ngunit ang from the song?
babaeng nakapag tapos sa
unibersidad ay sakit
lamang sa ulo ng mga
lalake” What does this
statement imply about
society's view of women
back then?"
5. How did Klay react on
REGION I
the men’s conversation?
6. Do you agree with Kla’y
statement toward men’s
stereotype? Do you think
women can be equally
powerful to men?
E. Discussing new The teacher will discuss The teacher will discuss The teacher will discuss
concepts and some examples of more about feminist more about feminist
practicing new Feminist Approach. approach. approach.
skills #2
F. Developing
Mastery (leads to
REGION I
Formative
Assessment 3)
G. Finding Practical LET’S ANALYZE: Have the students answer Let’s Work Together
application of the following reflection Directions:
concepts and DIRECTION: Watch and questions:
skills in daily analyze the short story Scenario: In preparation
living “A Story of an Hour” by Three things that I have for the upcoming
Kate Chopin applying learned are: ___________ women’s month your
the Feminist Approach. school will be conducting
Two Things I found an exhibit that give
After the discussion, interesting: ____________ honor to all the women
the teacher will provide and their importance to
guide questions for One question I have: the society. In line with
them to answer. _____ that, your group are
chosen to organize the
DIRECTIONS: Raise exhibit by doing the
hand to answer the assigned task.
following questions
from the teacher. Group 1: The Powerful
1. How are the Women Research three
women’s lives famous feminist authors.
portrayed in the Make sure to include a
speech? short biography about
2. Is the form and their life as a female
content of the work author and present also
influenced by the their famous literary
REGION I
speaker’s gender? masterpiece.
3. How do male Group 2: Show me how
and female to Hashtag! Create a
characters relate to hashtag that will show
one another? Are the importance of
these relationships celebrating women
sources of conflict? Are empowerment. Group 3:
these conflicts Be a Feminist Artist
resolved? Create a poster that will
4. Does the work show the importance of
challenge or affirm women in the society.
traditional views of Group 4: Compose a
women? song that shows women
5. How do the images empowerment.
of women in the story
reflect patriarchal
social forces that have
impeded women’s
efforts to achieve full
equality with men?
H. Making Checking whether the Checking whether the What is Feminist Checking whether the learners
generalizations learners achieved the learners achieved the Approach in critiquing a achieved the intended plan for
and abstractions intended plan for intended plan for today. literary selection? What today.
about the lesson today. would be the advantages
of applying Feminist
Approach in critiquing a
REGION I
literary text?
I. Evaluating Presentation/ Presentation/ Evaluation Presentation/ Evaluation Presentation/ Evaluation of outputs
learning Evaluation of outputs of outputs of outputs
J. Additional Make the task an Make the task an Make the task an
activities for extended activity for extended activity for the extended activity for the
application or the class. class. class.
remediation

VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
below 80%
who have caught up
with the lesson
continue to require
remediation
Why did this work?
REGION I
encounter which my
can help me solve
teachers
MHELROSE GRACE E. UY WHELLALYN G. DULDULAO CONNIE MARIE ANGELIE MAE P. BALIGNASAY

Teacher II Acting Head Teacher, JHS School Principal II

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Republic of the Philippines

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

2. ANALYSIS Tell the students that all

Instructions: You are Directions: Identify the Directions: Write your

As you watch the video,

Activity, The Maze:

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Gifted : The class

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

C. Learning Employ analytical listening in problem solving.

What were the speakers

discussion Link to the Click the link to play the

Note: You can access the

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Directions: Observe the

Task 2: READING A Task 3: EVALUATING

Answer the ff questions:

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

C. Learning Observe the language of research, campaigns, and advocacies

2. ANALYSIS The students will write their

Prepared by: Checked and Reviewed: Approved:

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

C. Learning Formulate a statement of opinion or assertion

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

C. Learning formulate claims of fact, value, and policy; and (EN10WC-IIb-13.2)

2. ANALYSIS After answering the activity,

1. What is/are your

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

Guide questions to get

Prepared by: Checked and Reviewed: Approved:

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 10

C. Learning Compose texts which include multimodal elements

ACTIVITY: Identify which

2. ANALYSIS How does the written text

MHELROSE GRACE E. UY MARLON T. LUMANG CONNIE