School: LEONARD ROMERO SR.
HIGH SCHOOL Grade Level: 10
GRADE 10 Teacher: ROMELYN A. ESTOMATA Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: Sept.15-19,2025 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
I. OBJECTIVES procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of how world literatures and other text types serve as vehicles of 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 Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
C. Learning Observe the language Observe the language Observe the language Observe the language Observe the language
Competencies/Objectives: of research, campaigns, of research, campaigns, of research, campaigns, of research, campaigns, of research, campaigns,
and advocacies and advocacies and advocacies and advocacies and advocacies
Write the LC Code for each
EN10G-IVa-32 EN10G-IVa-32 EN10G-IVa-32 EN10G-IVa-32 EN10G-IVa-32
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
II. CONTENT
LANGUAGE OF RESEARCH, ADVOCACIES, AND CAMPAIGNS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Laptop, Projector, TV & Laptop, Projector, TV & Laptop, Projector, TV & Laptop, Projector, TV & Laptop, Projector, TV &
Fact Sheets Fact Sheets Fact Sheets Fact Sheets Fact Sheets
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing
Previous Lesson
or Presenting the
New Lesson
B. Establishing a
Purpose for the
Lesson
C. Presenting
Examples/Instan
ces of the Lesson
D. Discussing New
Concepts and
Practicing New
Skills #1
E. Discussing New
Concepts and
Practicing New
Skills #2
F. Developing
Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of
Concepts and
Skills in Daily
Living
H. Making
Generalizations
and Abstractions
about the Lesson
I. Evaluating The students in their Learners in groups will Learners Finalize their Students will present a Students will present a
Learning respective groups will continue their group output will fill-out the Campaign/Advocacy Campaign/Advocacy
now create their own activity and will fill-out Group Accomplishment Video Video
advocacy campaign the Group Report and
material through a short Accomplishment Report Documentation.
video. They will be and Documentation.
choosing one from the 17
Sustainable Development
Goals, Project WATCH,
DRRM, Climate Change,
Mental Health, and
reading.
Rubrics shall be presented
as well to the learners to
guide them in the
creation of their short
video advocacy.
This is the start of the
brainstorming session of
the groups.
The groups shall pass the
following requirements:
1. Group
Accomplishment
Report and
Documentation
2. Printed Copy of the
Rubric and the Group
Activity Sheet
3. Soft Copy of the
Advocacy Video
4. Script/Speech Script
with Story Board (A
storyboard is a
graphic organizer
that plans a
narrative.
Storyboards are a
powerful way to
visually present
information; the
linear direction of the
cells is perfect for
storytelling,
explaining a process,
and showing the
passage of time. At
their core,
storyboards are a set
of sequential
drawings to tell a
story. By breaking a
story into linear, bite-
sized chunks, it
allows the author to
focus on each cell
separately, without
distraction.)
https://www.storybo
ardthat.com/articles/
e/what-is-a-
storyboard
J. Additional
Activities for
Application or
Remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
V. REFLECTION be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?
Prepared by: Checked by:
ROMELYN A. ESTOMATA REY L. LANGCUBAN
Teacher I School Head
