School: VIGAN NATIONAL HIGH SCHOOL WEST Grade Level: 10

GRADES 1 to 12 Teacher: JEFFERSON R. ANCHETA Learning Area: ENGLISH 10

DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 5-9,2024 | 8:30-9:30 AM | G10 ACACIA Quarter: THIRD
MELC BASED

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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.
Perfomance Standards The learner skilfully delivers a The learner skilfully delivers a speech The learner skilfully delivers a The learner skilfully delivers a speech for a
speech for a special occasion for a special occasion through utilizing speech for a special occasion special occasion through utilizing effective
through utilizing effective verbal and effective verbal and non-verbal through utilizing effective verbal verbal and non-verbal strategies and ICT
non-verbal strategies and ICT strategies and ICT resources. and non-verbal strategies and resources.
resources. ICT resources.
Learning Competencies Use a variety of informative, Use a variety of informative, Use a variety of informative, Use a variety of informative, persuasive, and
persuasive, and argumentative persuasive, and argumentative writing persuasive, and argumentative argumentative writing techniques
writing techniques techniques writing techniques

Lesson Objective

At the end of the lesson, the
students should be able to:
a. raise thoughtful questions to
clarify issues;
b. share viewpoints and opinions
based on the ideas presented;and
c. evaluate information critically from c. evaluate information critically from
viewed materials.
At the end of the lesson, the At the end of the lesson, the students should
At the end of the lesson, the students
students should be able to: be able to:
should be able to:
a. raise thoughtful questions to a. raise thoughtful questions to clarify issues;
a. raise thoughtful questions to clarify
clarify issues;
issues;
b. share viewpoints and opinions based on the
b. share viewpoints and opinions ideas presented;and
b. share viewpoints and opinions
based on the ideas
based on the ideas presented;and
presented;and c. evaluate information critically from viewed
materials.
c. evaluate information critically
viewed materials.
from viewed materials

Subject Matter Lesson Plan 1: Clarifying Issues Lesson Plan: Sharing Viewpoints Lesson Plan: Evaluating Information for
Covered in Viewed Material Lesson Plan 2: Clarifying Issues Based on the Ideas Presented in Accuracy and Effectiveness
Covered in Viewed Material (Using Viewed Materials
 Literature)

Learning Resources
Materials: Materials: Materials:
Materials:
1. Projector or screen 1. Projector or screen 1. Projector or screen
1. Projector or screen
2. Short story, play, or excerpt 2. Video or audio material 2. Video or audio material (selected to
2. Video or audio material
from a novel (related to the (related to the social showcase different types of
(relevant to the curriculum)
curriculum) studies curriculum) information sources)
3. Whiteboard and markers
3. Whiteboard and markers 3. Whiteboard and markers 3. Whiteboard and markers
4. Handout with
4. Handout with discussion 4. Handout with discussion 4. Handout with evaluation criteria
comprehension questions
questions questions

Pamamaraan
(Procedure)
a. Reviewing Previous
Lesson or Presenting
the New Lesson

b. Establishing purpose
for the lesson Introduction (10 minutes): Introduction (10 minutes): Introduction (10 minutes):

Introduction (10 minutes):
1. Begin the lesson by asking
students if they have ever
watched a documentary,
video, or listened to an
audio recording related to
the course material.
2. Discuss the importance of
understanding the material
1. Begin the lesson by asking
students about their favorite
books or stories they have
read before.
Discuss the significance of asking
questions while reading literature and
how it can deepen their understanding
of the material.
1. Begin the lesson by
asking students about
their experiences with
discussing current
events or issues in
society.
Emphasize the importance of
sharing viewpoints respectfully
and constructively, as it
promotes critical thinking and
1. Begin the lesson by discussing the
importance of critical evaluation of
information in today's digital age.
Explain to the students that they will learn how
to assess the accuracy and effectiveness of
the information they encounter in various
materials
 thoroughly and how raising
questions can help clarify
any doubts or issues.
c. Presenting
example/instances of Viewing the Material (15 minutes):
the new lesson
1. Show the chosen video or
play the audio material,
ensuring that it relates to
the current topic in the
curriculum.
2. Instruct students to pay
close attention to the
content and jot down any
questions or uncertainties
they have while viewing or
listening.
-.
understanding different
perspectives
Viewing the Material (15 Viewing the Material (15 minutes):
minutes):
Viewing the Material (Reading or 1. Present two different video or audio
Viewing) (15 minutes): 1. Present the chosen materials, each from a different source
video or audio material (e.g., one from a reputable news outlet
that aligns with the and one from an online blog or social
1. Present the chosen literary
social studies media).
text through the projector or
curriculum. 2. Instruct students to watch or listen to
distribute printed copies to the
2. Instruct students to pay both materials carefully.
students.
close attention to the
2. Instruct them to read the text
content and take notes
carefully or view it attentively,
on the key ideas and
focusing on understanding the
arguments presented.
content.
d. Discussing new
concepts Class Discussion (10 minutes): Class Discussion (10 minutes): Class Discussion (10 minutes):

1. Facilitate a class 1. Facilitate a class 1. Facilitate a class discussion where

discussion, allowing Class Discussion (10 minutes):
students to share the
questions they wrote down
during the viewing process.
2. Encourage other students to
provide their insights and
attempt to answer some of
the questions raised.
1. Lead a class discussion where
students share their initial
thoughts, questions, and
observations about the literary
text.
2. Encourage students to raise
questions they have about the
characters, plot, themes, or
any other aspects of the text.
discussion where
students share their
initial reactions and
thoughts about the
material they just
viewed.
Encourage them to raise
questions or points of interest
that they would like to explore
further
students share their initial impressions
of the two materials.
2. Ask them to identify any potential
differences in accuracy and
effectiveness between the two
sources.

e. Continuation of the
discussion of new
concepts Activity 1: Pair Share (5 minutes):
1. Divide the class into pairs.
2. Instruct each pair to share
their questions and attempt
to provide answers or
explanations to each other.
Activity 1: Character Analysis (10
minutes):
1. Divide the class into small
groups and assign each group
a character from the text.
2. Instruct the groups to create a
set of questions to better
understand their assigned
character's motivations,
conflicts, and personality traits.
3. Allow groups to share their
questions and discuss
possible answers.
Activity 1: Think-Pair-Share (5 Activity 1: Fact-Checking (5 minutes):
minutes):
1. Provide a list of factual claims
1. Pose a thought- presented in the materials.
provoking question 2. In pairs, ask students to conduct quick
related to the material fact-checking research to determine
viewed. the accuracy of the claims.
2. Ask students to take a 3. Discuss their findings as a class and
moment to think about highlight the importance of verifying
their response information from reliable sources.
individually.
3. Pair them up and allow
them to share their
viewpoints with each
other.
4. Finally, invite a few pairs
to share their thoughts
with the entire class.
f. Developing Mastery
Activity 2: Group Brainstorming (10
minutes):
1. Form small groups of 4-5
students.
2. Provide each group with a
list of guiding questions
related to the material
viewed.
3. Instruct the groups to
brainstorm and come up
with additional questions not
covered in the list.
g. Finding practical
applications of Activity 3: Question and Answer
concepts and skills in Session (5 minutes):
daily living
1. Invite a few students to ask
their most interesting or
challenging questions to the
entire class.
2. Facilitate a question and
answer session,
encouraging students to
participate and respond to
the raised questions.
Activity 2: Scene Recreation (10
minutes):
1. Divide the class into pairs.
2. Ask each pair to select a
significant scene from the text
and recreate it in a modern-
day setting.
3. After the performance,
encourage the class to ask
questions to the pairs about
their creative choices and how
they related the scene to the
present time.
Activity 3: Group Debate (5 minutes):
1. Form two groups, and assign
each group a different theme
or moral dilemma from the
text.
2. Instruct the groups to prepare
arguments and
counterarguments regarding
their assigned theme.
3. Organize a short debate
between the two groups,
where students can ask
questions to challenge each
Activity 2: Credibility Assessment (10 minutes):
Activity 2: Four Corners (10
minutes): 1. Divide the class into small groups.
2. Provide each group with a set of
1. Set up four corners of evaluation criteria (e.g., author's
the classroom, each credentials, publication date,
labeled with a different references, bias, etc.).
statement or viewpoint 3. Assign each group one of the viewed
related to the material. materials to evaluate based on the
2. Read out a series of given criteria.
statements or questions, 4. Groups present their evaluations and
and students must move explain their reasoning.
to the corner that
represents their
viewpoint.
3. In each corner, students
discuss their reasons for
choosing that particular
viewpoint.
Activity 3: Constructive Debate . Activity 3: Information Effectiveness Analysis
(5 minutes): (5 minutes):
1. Divide the class into two 1. Instruct students to consider the
groups, representing intended audience and purpose of
different perspectives on each material.
a controversial issue 2. Ask them to evaluate how effectively
from the material the information is presented in each
viewed. material to achieve its purpose.
2. Each group prepares
arguments supporting
their viewpoint.
3. Conduct a structured
debate, allowing each

h. Making generalizations
and abstractions about
the lesson
Conclusion (5 minutes):
1. Summarize the importance
of raising questions to
clarify issues covered in
viewed material.
2. Encourage students to
continue seeking answers
to their questions and be
proactive in their learning
process.
i. Evaluating learning
Activity 4: Comprehension
Questions (5 minutes):
1. Distribute the handout with
comprehension questions
related to the viewed
material.
2. Instruct students to work
individually or in pairs to
answer the questions based
other's positions.
Conclusion (5 minutes):
1. Recap the importance of
asking questions to clarify
issues and gain a deeper
understanding of literary texts.
2. Encourage students to
continue exploring literature
with a curious and questioning
mindset.
. 4. Conduct a gallery walk,
Assessment:
 Active participation in class
discussions and activities.
 Thoughtful and relevant
questions raised during the
activities.
 Creativity and critical thinking
demonstrated during scene
recreation and group debate.
side to present their
arguments respectfully.
Activity 4: Gallery Walk (5 Activity 4: Spot the Misinformation (5 minutes):
minutes):
1. Show a short video or audio clip that
1. Divide the class into contains some misinformation or
smaller groups. misleading content.
2. Assign each group a 2. Ask students to identify and point out
specific aspect or theme the inaccuracies or manipulative
from the material techniques used.
viewed.
3. Give the groups time to Activity 5: Designing Information Evaluation
create visual Guides (5 minutes):
representations (posters
or charts) that reflect 1. Divide the class into smaller groups.
their understanding and 2. Instruct each group to create a guide
viewpoints on the or checklist for evaluating information
assigned topic. sources for accuracy and
effectiveness.
where each group 3. Groups present their guides, and the
presents and explains class collaboratively finalizes a
their visual comprehensive evaluation guide.
representations to the
rest of the class.
Assessment: Assessment:
 Participation in class 4. Active participation during class
discussions and discussions and activities.
activities, considering 5. Quality of fact-checking and credibility
the quality and assessment in Activity 1 and Activity 2.
thoughtfulness of 6. Demonstrated understanding of
contributions. misinformation and manipulation
 Creativity and depth of techniques in Activity 4.
visual representations in 7. Creativity and thoroughness in
 on what they have the Gallery Walk activity. designing the information evaluation
understood.  Respectful and guides in Activity 5.
constructive 8.
Assessment: engagement during the
Constructive Debate
 Students' participation activity.
during the class discussion
and group activities.
 Quality and thoughtfulness
of questions raised during
the lesson.
 Correctness and
thoroughness of answers
provided in the
comprehension questions
handout.

j. Additional activities for Criteria for Credibility Assessment:

application or 1. Author's Credentials: Is the author
remediation qualified to write about the topic? Look for their
expertise, education, and affiliations.
2. Publication Date: Is the information
up-to-date and relevant to the current context?
3. References: Does the material provide
credible sources and citations to support its
claims?
4. Bias: Is the material presenting a
balanced view, or does it seem to have a
specific agenda or bias?
5. Relevance: Is the information directly
related to the topic, or does it veer off into
unrelated areas?
Sample Evaluation Guide:
1. Is the author an expert in the field, and
is their expertise mentioned?
2. When was the material published or
 last updated, and is the information current?
3. Does the material cite reliable sources
to back up its claims?
4. Is there any noticeable bias or agenda
in the material?
5. Does the information address the topic
directly and avoid irrelevant tangents?
REMARKS

REFLECTION

a. Number of learners
who earned 80%
of the evaluation
b. Number of learners
who require
additional activities
for remediation
who scored below
80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught
up with the lesson
e. Number of learners
who continue to
require
remediation
f. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
 teachers?

Prepared by:
Checked by:
JEFFERSON R. ANCHETA
Teacher III REYNARIO T. VILORIA
School Principal