Grade 10 English DLL Q2 Q4.docx

School: LILIMASAN NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 1 to 12
Teacher: LYNDYLYN R. DE GUZMAN Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 19-23, 2019 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world 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 Competencies/Objectives: EN10VC-IIa-3.8: EN10RC-IIa-11: Transcode HOLIDAY EN10V-IIa-13.9: Give EN10G-IIa-29: Observe
Write the LC Code for each Assess the effectiveness of the information from linear to non- technical and operational correct grammar in making
ideas presented in the material linear texts and vice-versa definitions definitions
viewed taking into account its EN10V-IIa-13.9: Give EN10LT-IIa-14.2: Explain
purpose technical and operational how the elements specific to a
EN10LC-IIa-11: definitions selection build its theme
Switch from one listening
strategy to another to extract
meaning from the listening text
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
Finding Common Ground
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P120 P122 P122 P122
2. Learner’s Materials Pages P117-118 P119-121 P121-122 P122
3. Textbook Pages P117-118 P119-121 P121-122 P122
4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Mp3 player, picture, copy of Copy of the reading text None – textbook only None – textbook only
the song
1
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Showing of picture Share your realizations Share your answer on the Share reflection on the
Presenting the New Lesson (based on the Additional additional task given of the additional activity given.
activities given) previous lesson
B. Establishing a Purpose for the Lesson Sharing of observations and Question: Brainstorm on the different
discussion of the picture Can you recall one conflict situations that arise Ask:
unforgettable among teenagers Can conflict be prevented?
misunderstanding that
happened in your family?
C. Presenting Examples/Instances of the Sharing of experiences Call a volunteer to share his Share experiences of the Share experiences on
Lesson related to the / her experience. different conflict situations conflicts that were resolved
D. Discussing New Concepts and While listening to the song, Read the text. Group activity: Complete the organizer
Practicing New Skills #1 students predict words or Conduct a survey about the found in the LM on page
phrases that they expect to common conflict situations 122
hear from the song through in your group.
its title

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
E. Discussing New Concepts and Ask students to sketch an Discuss the reading text From the responses, let the Discuss in the class
Practicing New Skills #2 object that they visualize in given students rank the conflict common causes of conflict
the song from the most number of situations as given in the
persons to the least that LM.
experienced it.
F. Developing Mastery Small group sharing Fill in the diagram with Graph the results on the Discuss in the class ways to
(Leads to Formative Assessment 3) causes of family conflicts survey. prevent common conflict
with short description. situations as given in the
LM.
2
G. Finding Practical Applications of Ask: Ask: In their respective groups, Write answers on a Manila
Concepts and Skills in Daily Living 1. What advice is From the given conflicts, students discuss the Paper
given in the song? which have you interpretation of their graph
Do you agree with it experienced with your results.
or not? Why? family? Why?
2. Would you follow
the advice given?
Why or why not?

V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
H. Making Generalizations and Explain what is emphasized Ask: Write the interpretation of Complete the phrase:
Abstractions about the Lesson in the song What do you think could be the graph.
done to resolve this conflict I can prevent conflict by….
in your family?
I. Evaluating Learning Present a news report Presentation of the graph Ask a representative of the Presentation of the group
group to present their activity
output.
J. Additional Activities for Application or Journal writing: Ask: Reflect: Assign students to research
Remediation Complete the sentence: What do you think could be How to prevent conflict on background of Dante
Today, I realized that…. done to resolve this conflict situations? Alighieri and read in
in your family? advance Canto III of the
Inferno on pages123-128 in
their LM.
VI. REMARKS
3
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require

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: Noted:
LYNDYLYN R. DE GUZMAN MARJORIE P. MONDERO, Ed.D
(Subject Teacher) (Principal II)
4
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: August 26 – 30, 2019 Quarter: 2

C. Learning Competencies/Objectives: EN10RC-IIb-11.2: Explain EN10LC-IIb-15.1: EN10LT-IIb-14.2: Explain EN10V-IIb-13.9: Give

Write the LC Code for each illustrations from linear to non- Assess the effectiveness of a how the elements specific to a technical and operational
linear texts and vice versa material listened to taking into selection build its theme definitions
account the speaker’s purpose
II. CONTENT
INFERNO
A. References
1. Teacher’s Guide Pages P123-124 P123-124 P124 P125
2. Learner’s Materials Pages P123-128 P124-129 P129-130 P130-131
3. Textbook Pages P123-128 P124-129 P129-130 P130-131

B. Other Learning Resources Task sheet None – textbook only None- textbook only PowerPoint presentation

5
A. Reviewing Previous Lesson or Ask: Present the sense chart that Share your explanation to
Presenting the New Lesson What are the things that the class did the previous the additional task given
frightened you? day.
B. Establishing a Purpose for the Lesson Show a picture of Inferno on Ask: Share the experience while Ask students how they
page 123 What comes to your mind making the chart define terms
when you hear the word
Ask: inferno?
What have you found out
about Dante Alighieri?
C. Presenting Examples/Instances of the Discuss the background of Ask: Discuss what has been find Make a word web
Lesson Dante Alighieri Why do you think the text is out in the chart
entitled Inferno?
D. Discussing New Concepts and Answer the Task 5 on page Discuss: Group Activity: Presentation of the
Practicing New Skills #1 123 guidelines to follow when
What is Virgil’s advice to Do Use your senses on writing a definition
Dante as spoken at the page129 of the LM
Gate of Hell?

V. PROCEDURES
E. Discussing New Concepts and Discuss: Group Activity: Discussion of the guidelines
Practicing New Skills #2 to follow when writing a
Who are the souls tortured Do Use your senses on definition
in this Canto? page129 of the LM
F. Developing Mastery Read the text by pair. Discuss: Group Activity: Do Define Me activity on
(Leads to Formative Assessment 3) What is Charon’s reaction to page 131
Dante’s attempt to cross the Do Use your senses on
river of Acharon? page129 of the LM
G. Finding Practical Applications of Instruct them to highlight Discuss: Group Activity: Ask:
Concepts and Skills in Daily Living important points and take How does Virgil silence
note of the different senses Charon? Do Use your senses on Give situations where you
they discovered while page129 of the LM need to give definition of
reading the text terms.
6
VI. PROCEDURES
H. Making Generalizations and Share to their partner the Relate how Dante described Answer: Ask:
Abstractions about the Lesson important points that they inferno as compared to how
discovered in the text. our religion teaches us. Is hope necessary in Why is it important to define
resolving conflicts?* terms?
*To be asked after the

presentation of the group
activity
I. Evaluating Learning Write down what they think Complete the sense chart Presentation of the group Check the Define Me
is the most important point on page 129 activity Activity on Page 131
of the text read.
J. Additional Activities for Application or Read the Inferno again and Prepare for the activity B on Explain: Do another Define Me
Remediation try to answer Thinking about page 129 activity of 5 new words you
the text. Is hope necessary in learned from Inferno
resolving conflicts?*
VI. REMARKS
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation


the lesson
7
require remediation


help me solve?

Prepared by: Noted:
8
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: September 2-6, 2019 Quarter: 2

C. Learning Competencies/Objectives: EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

Write the LC Code for each Assess whether the speaker’s information using tables, patterns and techniques of Use the correct sound of Reading Schedule/ICL
purpose is achieved or not graphs, and maps developing an argumentative English when communicating
claim
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
A. References
2. Learner’s Materials Pages P131-132 P133 P133-134 P136-138
3. Textbook Pages P131-132 P133 P133-134 P136-138

B. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation on
Public Speaking
9
IV. PROCEDURES
A. Reviewing Previous Lesson or Ask: Ask: Present the best output on Show a sample video on Remedial/Enhancement
Presenting the New Lesson Have you ever taken a ride Why is it important to drive signage to the class public speaking Reading Schedule/ICL
in a public transportation safely?
with an aggressive driver?
B. Establishing a Purpose for the Lesson Ask: Ask: Do you think these signage Ask:
What happens when drivers is enough to convince
How did you feel? drive aggressively? drivers to drive safely? What makes a good
Why? speaker?
C. Presenting Examples/Instances of the Ask: Cite examples on effects of Go back to the reading text Discuss Intonation,
Lesson aggressive driving. “Aggressive driving should Juncture, stress and pitch
What did you do? or What be avoided” and assign a
did others do? slogan to argue safe driving.
D. Discussing New Concepts and Tell the class on what are Ask the class what are the Discuss Characteristics of Give practical examples of
Practicing New Skills #1 their ideas on arguments. common signage the see an Argumentative Essay phrases or sentences that
along the road. would differ in meaning
when said differently
E. Discussing New Concepts and Tell them that they are Ask a student to write Group Activity: Do drills. Remedial/Enhancement
Practicing New Skills #2 going to read an example of his/her answer on the board Reading Schedule/ICL
argumentative essay Do Task 11 on page 134 of
your LM
F. Developing Mastery Read the text by pair. Group activity: make a Group Activity: Form groups and do the
(Leads to Formative Assessment 3) signage on avoiding activity on page 137 of your
aggressive driving Do Task 11 on page 134 of LM
your LM
G. Finding Practical Applications of Give 3 reasons why When do we make use of Group Activity: Form groups and do the
Concepts and Skills in Daily Living aggressive driving should signages? activity on page 137 of your
be avoided Do Task 11 on page 134 of LM.
your LM
H. Making Generalizations and Ask: What is the importance of Presentation of the group Why are intonation, Remedial/Enhancement
Abstractions about the Lesson signages? activity juncture, stress, and pitch Reading Schedule/ICL
Why is it important to drive important?
safely?
I. Evaluating Learning Fill in and check the activity The group slogan will be Presentation of the group Presentation of group
Reason out! On page 132 in posted along the road. activity activity
10
your LM
J. Additional Activities for Application or Prepare a slogan on safe What are the characteristics Do Task 12 on page 134 of
Remediation driving of an argumentative essay? your LM
IV. REMARKS
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
the lesson
require remediation
help me solve?
Prepared by: Noted:
11
GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10LC-IId-3.15:Evaluate EN10LT-IId-2.2: Explain how EN10OL-IId-3.11:Use the EN10OL-IId-3.11:Use the Remedial/Enhancement
Write the LC Code for each listening texts in terms of the elements specific to a correct sound of English when correct sound of English when Reading Schedule/ICL
accuracy, validity, adequacy, genre contribute to the theme delivering impromptu and delivering impromptu and
and relevance of a particular literary selection extemporaneous speech extemporaneous speech
EN10SS-IId-1.5.2: Scan for EN10LT-IId-2.2.2: Explain
needed information the literary devices used
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
A. References
2. Learner’s Materials Pages P145-146 P152-156 P159 P159
3. Textbook Pages P145-146 P152-156 P159 P159

B. Other Learning Resources Copy of the text, mp3 Copy of the selection Video clip, PowerPoint Video clip, PowerPoint
12
IV. PROCEDURES
A. Reviewing Previous Lesson or Ask: Have the class give the Show a video clip on Show a video clip on Remedial/Enhancement
Presenting the New Lesson Are you a dreamer? So you qualities of a hero. impromptu or impromptu or Reading Schedule/ICL
keep your dreams only to extemporaneous speeches extemporaneous speeches
yourself or you share your
dreams with others?
B. Establishing a Purpose for the Lesson Do Task 2A on page 145 of Emphasize to the class that What have you observed on What have you observed on
your LM. while they read, they will how the speakers deliver how the speakers deliver
take note of the elements of the speeches? the speeches?
a story.
C. Presenting Examples/Instances of the Play the song to the class Read the text. Discuss tips on impromptu Discuss tips on impromptu
Lesson and try to check if Task 2A and extemporaneous and extemporaneous
answers match the song speeches. speeches.
lyrics
D. Discussing New Concepts and Play again and try to Describe the characters as Guide them in Guide them in
Practicing New Skills #1 understand the message asked on Task 6 on page demonstrating and making demonstrating and making
156 of your LM independent applications of independent applications of
their understanding of the their understanding of the
target concepts, language target concepts, language
communication through communication through
delivering an delivering an
extemporaneous as extemporaneous as
evidence of their transfer of evidence of their transfer of
learning. learning.
E. Discussing New Concepts and Answer questions found on Think-pair-and share of the Present the Present the Remedial/Enhancement
Practicing New Skills #2 page 147 of your LM. activity above. Extemporaneous rubric Extemporaneous rubric Reading Schedule/ICL
F. Developing Mastery Group activity: Interpret the Group activity: Do Task 7 Paired Activity: Paired Activity:
(Leads to Formative Assessment 3) message of the song on page 157 of your LM
through a painting or Give a topic to brainstorm, Give a topic to brainstorm,
drawing prepare and practice prepare and practice
G. Finding Practical Applications of Explain the drawing. Group activity: Do Task 7 Paired Activity: Paired Activity:
Concepts and Skills in Daily Living on page 157 of your LM
Give a topic to brainstorm, Give a topic to brainstorm,
prepare and practice prepare and practice
13
H. Making Generalizations and Explain the theme of the What is the lesson of the What is the significance of What is the significance of Remedial/Enhancement
Abstractions about the Lesson song. story? learning how to deliver learning how to deliver Reading Schedule/ICL
impromptu and impromptu and
extemporaneous speeches? extemporaneous speeches?
I. Evaluating Learning Presentation of the output Presentation of the group Delivering an Delivering an
activity extemporaneous or extemporaneous or
impromptu speech. impromptu speech.
Note: use the rubric found Note: use the rubric found
on page 191-193 in rating on page 191-193 in rating
the speech the speech
J. Additional Activities for Application or Read in advance “The Song Read Techniques on Continue the activity the Continue the activity the
Remediation of Roland” Appealing to your Readers next day. next day.
on page 158 and do Task 8
on page 159 with your
group.
V. REMARKS
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.


the lesson
14
require remediation


help me solve?

Prepared by: Noted:
15
School: LILIMASAN NHS Grade Level: 10
GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10SS-IId-1.5.2: Scan for EN10LT-IIe2.2: Explain how EN10LT-IIe2.2: Explain how EN10SS-IIe1.6.4: Use Remedial/Enhancement
Write the LC Code for each needed information the elements specific to a the elements specific to a writing conventions to Reading Schedule/ICL
EN10VC-IIe-26: Detect bias genre contribute to the theme genre contribute to the theme indicate acknowledgement
and prejudice in the material of a particular literary selection of a particular literary selection
of resources
viewed EN10LT-IIe2.2.3: Determine EN10LT-IIe2.2.3: Determine
tone, mood, technique, and tone, mood, technique, and
purpose of the author purpose of the author
II. CONTENT
SONNETS BRING IN THE SOURCE
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142

B. Other Learning Resources Copy of the text, Copy of the selection, Video Copy of the selection Handout on APA and MLA,
PowerPoint Presentation clip of Petrarch’s life PowerPoint videoclip on Plagiarism
16
A. Reviewing Previous Lesson or Ask: Have the class watch the Recall the different Show a video clip on Remedial/Enhancement
Presenting the New Lesson What is your favorite video clip. elements poetry Plagiarism Reading Schedule/ICL
romantic film? Why?
B. Establishing a Purpose for the Lesson Whose love story do you Discuss the life of Petrarch Read the poem The White Why is it not good to cheat?
consider special and worth based on the video clip. Doe
emulating?
C. Presenting Examples/Instances of the Show pictures of romantic Read the three poems by Guide the students in Distribute the handouts on
Lesson films Petrarch finding out the structure / Citing sources using APA
rhyme scheme of the poem and MLA
D. Discussing New Concepts and List down what you dream How would you describe Discuss Petrarchan sonnet Discuss important points on
Practicing New Skills #1 of in a courtship someone whom you are MLA and APA
passionately in love with?

E. Discussing New Concepts and Read about the courtship Group activity: Present an example of a Paired activity: Remedial/Enhancement
Practicing New Skills #2 during middle ages Shakespearean sonnet. Reading Schedule/ICL
Do Task 6 on page 173 of Do Letter C activity on page
the LM 186 of your LM
17
F. Developing Mastery Group work: Group activity: Compare and Contrast the Do Task 16 on page 188 of
(Leads to Formative Assessment 3) two sonnets your LM.
List down biases and Do Task 6 on page 173 of
differences between the the LM
middle-ages courtship and
their ideal courtship
G. Finding Practical Applications of Group sharing: Group activity: Group work: Do Task 16 on page 188 of
Concepts and Skills in Daily Living your LM.
Name an incident when you Do Task 6 on page 173 of Do Task 10 on page 177 of
did something in the name the LM your LM
of love
H. Making Generalizations and React: Answer questions found on Draw insights from the class Ask: Remedial/Enhancement
Abstractions about the Lesson Task 7 on page 174 of your on the important learning Reading Schedule/ICL
When one is in love, one LM they got about sonnets. Why do we need to
has the tendency to be acknowledge sources
biased. used?
I. Evaluating Learning Presentation of the Group Presentation of the group Presentation of Group Task 16 will serve as
activity activity Activity evaluation.
J. Additional Activities for Application or Read in advance about Review the elements of a Write your own sonnet Add more activities on
Remediation Francisco Petrarch. poem particularly the rhyme writing bibliography.
scheme
IV. REMARKS


18
the lesson

require remediation


help me solve?

Prepared by: Noted:
19
GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10VC-IIf-26: Detect bias EN10LT-IIf2.2: Explain how EN10RC-IIf-13.1: Read EN10G-IIf-28: Use words Remedial/Enhancement
Write the LC Code for each and prejudice in the material the elements specific to a closely to get explicitly and and expressions that affirm Reading Schedule/ICL
viewed genre contribute to the theme implicitly stated information or negate
of a particular literary selection
EN10LT-IIf2.2.3: Determine
tone, mood, technique, and
purpose of the author
II. CONTENT
EMPATHIZING WITH OTHERS - JESSIE ROBREDO’S SPEECH; AFFIRM / NEGATE;
D. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189

E. Other Learning Resources Copy of the text, Prepared timeline of the Copy of the selection textbook
story, textbook textbook
20
IV. PROCEDURES
A. Reviewing Previous Lesson or Ask: Show a timeline of events Ask: Ask: Remedial/Enhancement
Presenting the New Lesson Have you experienced when the story was written Reading Schedule/ICL
fighting for something or What is the purpose of the Do you agree on what
defending yourself against author in writing The Jessie Robredo said in his
other people’s biases? How Decameron? speech?
did you react?
B. Establishing a Purpose for the Lesson Do you think it is right to Guide the class in Ask: List down possible
have biases? answering the questions on expression of affirmation
page 201 in the LM So all authors have purpose and negation
for writing?
C. Presenting Examples/Instances of the Guide your students in Read the story and answer Inform the students that Tell the class to read all the
Lesson answering the items the questions found in they will read a 12 suggestions and after
emphasizing that even in between. commencement speech. reading ask the class what
articles that we read there the purpose of Atty. Lacson
could be biases. is in writing the book
D. Discussing New Concepts and Do the Task 3 on page 198 Read the story and answer While reading the speech, Ask the class to give their
Practicing New Skills #1 on your LM the questions found in remind them to take note on answers orally on the first
between. the purpose of the author in five items in the 12 Little
writing the speech. Things
E. Discussing New Concepts and Highlight the common forms Answer the questions in the Once all the first 5 items Remedial/Enhancement
Practicing New Skills #2 of bias based on what was Read the story and answer LM found on page 215 have been discussed, draw Reading Schedule/ICL
read the questions found in out insights from the class.
between.
F. Developing Mastery Discuss the common forms Group activity: Do Task 10 on pages 215- Prepare the class to work
(Leads to Formative Assessment 3) highlighted 217 in your LM. individually on the last 7
Do Task 6 on page 207 of items
the LM
21
G. Finding Practical Applications of Draw out from the students Group activity: Recall the common Discuss to the class their
Concepts and Skills in Daily Living the importance of knowing purposes of the authors answers
how to detect bias like in Do Task 6 on page 207 of
buying products, making the LM
decision or choices or even
electing a public official
H. Making Generalizations and Why is detecting biases Process the answers of the Why is it important to have What is the significance of Remedial/Enhancement
Abstractions about the Lesson important? students a purpose in delivering a using affirmation and Reading Schedule/ICL
speech? negation expressions?
I. Evaluating Learning Check the task 3 answers Presentation of the group Presentation of Group Call one or two students to
activity Activity share their own little ways of
caring for their country.
J. Additional Activities for Application or Read in advance The Read in advance Follow Read in advance the article Prepare a personal
Remediation Decameron on pages 200- your heart: Pursue your on page 218-221 and testimony about a topic that
207. dream on page 210-213 prepare to answer the they are most passionate
questions found in the about and that they have
selection. personally experienced.
(Task 14C) Activity may be
done a week or two after
IV. REMARKS
22


the lesson

require remediation


help me solve?
Prepared by: Checked by: Noted:
LYNDYLYN R. DE GUZMAN JOSEPHINE B. TAPIADOR MARJORIE P. MONDERO, Ed.D
(Subject Teacher) Master Teacher I (Principal II)
23
GRADES 1 to 12
DAILY LESSON LOG

A. Content Standards: The learner demonstrates understanding of how Anglo American 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.
C. Learning Competencies/Objectives: EN10V-IIg13.9: Give EN10G-IIg-28: Use words EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use Remedial/Enhancement
Write the LC Code for each technical and operational and expressions that affirm or closely to get explicitly and previous experiences as Reading Schedule/ICL
definitions negate implicitly stated information scaffold to the message
conveyed by a material viewed
EN10F-IIg-3.7: Demonstrate
confidence and ease of delivery
II. CONTENT HUNCHBACK OF NOTRE DAME
D. References
1. Teacher’s Guide Pages P199-200 P201-202 P202-203 P205

E. Other Learning Resources Copy of the text, Textbook Textbook Video clip of a sample
debate, PowerPoint
Presentation
24
IV. PROCEDURES
A. Reviewing Previous Lesson or React: Present the table on Present two sentences that Show a video clip sample of Remedial/Enhancement
Presenting the New Lesson expressions that affirm or are implicit and explicit a debate Reading Schedule/ICL
We as human beings will negate on page 236 of your
never, never survive unless LM
we recognize and celebrate
our differences as well as
our similarities.
B. Establishing a Purpose for the Lesson Ask: How does one affirm or Have the students Tell the students to read the
negate properly? differentiate the two goals of debate.
What does it mean to live in sentences
a world variety?
C. Presenting Examples/Instances of the Unlocking difficulties: Have students present the Discuss implicit and explicit Lead the students to read
Lesson sample sentences they had information and provide the helpful tips to help them
Do Task 5 on page 232 of in their assignments. examples. participate competently in a
your LM class debate.
D. Discussing New Concepts and Pose the questions on Do Task 9 nos. 1-3 on Ask the students to read the Instruct them to study the
Practicing New Skills #1 page232 prior to the reading pages 236-237 of your LM selection enclosed in the Oxford – Oregon Debate
of the text. and discuss the flow with box by Pres. Ramon Format.
your students. Magsaysay on page 238 of
your LM.
Read The Hunchback of
Notre Dame on pages 233-
234 of your LM
E. Discussing New Concepts and Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information is Enable them to develop Remedial/Enhancement
Practicing New Skills #2 235 of your LM pages 237 of your LM and conveyed by the underlined confidence and ease as Reading Schedule/ICL
discuss the flow with your statements in the selection they carry on with the task.
students.
F. Developing Mastery Group Activity: Group activity: Instructs students to read Group Activity:
(Leads to Formative Assessment 3) the selection about John
Do Task 7 on page 235 of Do Task 10 on page 237 of Kemp and identify the Debate exercise
your LM the LM explicit and the implicit
information that can be (Students are to be
found in the text. provided with a copy of the
rubrics to guide them in the
25
activity)
G. Finding Practical Applications of Answer: Give instances where you When do we use implicit When do we make use of
Concepts and Skills in Daily Living negate and affirm in real information? Explicit the essentials of a debate?
How do you deal with life. information.
differences?
H. Making Generalizations and Ask: Why is it important to Why is it important to Engage the students to Remedial/Enhancement
Abstractions about the Lesson negate and affirm distinguish explicit and summarize and reflection Reading Schedule/ICL
What common bonds appropriately? implicit information the essential parts of the
should you find to hurdle lesson by answering the
differences? questions in the LM
I. Evaluating Learning Group Activity presentation Presentation of the group identify the explicit and the Class Debate based on the
will serve as evaluation activity will be rated through implicit information that can rubric will be the basis of
the rubric on page 202 of be found in the John Kemp the evaluation
your TG. text found on page 238 of
your LM. (Class Debate may continue
the next day)
J. Additional Activities for Application or Read the expressions on Identify explicit and implicit Study the Oxford – Oregon Allow the students to think
Remediation Task 8 and use them in a information Debate Format on pages about the lesson and keep a
sentence. Write them in 244 -245 of your LM. record of their responses in
your notebooks. a journal. Tell them that
they may post/blog/tweet
their responses in their FB
account.
IV. REMARKS
26


the lesson

require remediation


help me solve?

Prepared by: Checked by: Noted:
LYNDYLYN R. DE GUZMAN JOSEPHINE B. TAPIADOR MARJORIE P. MONDERO, Ed.D
(Subject Teacher) Master Teacher I (Principal II)
27
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: October 10-14, 2016 Quarter: 2

C. Learning Competencies/Objectives: EN10VC-IIh-27: Use EN10LT-IIh-3: Explain how a EN10RC-IIh-2.22: Evaluate EN10WC-IIh-13: Remedial/Enhancement
Write the LC Code for each previous experiences as selection may be influenced by text content, elements, Compose an argumentative Reading Schedule/ICL
scaffold to the message culture, history, environment, features, and properties using essay
conveyed by a material viewe or other factors a set of criteria
EN10V-IIh13.9: Give
technical and operational EN10G-II-h-28: Use words
definitions and expressions that affirm or
EN10LT negate
II. CONTENT
THE THREE MUSKETEERS , THE PLAGUE, ARGUMENTATIVE ESSAY
A. References
28
B. Other Learning Resources Video clip Textbook, picture of the Textbook Textbook
three musketeers

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Video clip showing on Discuss the additional Describe the relationship of Ask the students to share Remedial/Enhancement
Presenting the New Lesson disasters Activity the three musketeers with an incident where they Reading Schedule/ICL
one another. experience an argument.
B. Establishing a Purpose for the Lesson Ask: Ask: Present the characteristics What are the points we
of a great literature to your need to remember in
How would you extend help How would you embody students making an argument?
to your fellowmen in times harmony in times of
of calamities struggles and conflicts?
C. Presenting Examples/Instances of the Have you experienced Show a picture of The Have the students read Invite the students to read
Lesson being devastated by a string Three Musketeers and have thoroughly the selection the and evaluate the text with
typhoon? An earthquake? them react on it. Plague and analyze your help.
Or a tsunami? How did you whether it has these
feel then? characteristics.
D. Discussing New Concepts and How did you cope with the Instruct the students to read Answer Task 8 questions on Process the questions
Practicing New Skills #1 situation? the introduction of the story page 256 un your LM with afterwards. Make sure that
the class the students have a full
analysis od the text
presented as you go
through the processing
29
questions.

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Ask: Seek their answers on the Differentiate The Three Make some note son the Remedial/Enhancement
Practicing New Skills #2 essential question and Musketeers and The Plague board of their most Reading Schedule/ICL
How did the people in your relate their answers to the based on their significant responses.
community help one theme of the story. characteristics.
another during those trying
times?
F. Developing Mastery Individual Task: Complete the table on Answer Task 9 on page 257 Have an in-depth discussion
(Leads to Formative Assessment 3) question no. 6 of Task 6 on in your LM. of the pointers enclosed in
Do Task 3 on page 249 of page 253 of your LM the box. Remember! And
your LM The techniques in
Argumentation on pages
259-260 on your LM
G. Finding Practical Applications of Answer: Do Task 7 on page 253 – Let the students answer: If possible, provide the
Concepts and Skills in Daily Living 254 in your LM students with more
What inherent traits or Does the message of the examples on the techniques
values among our work have meaning for me? of argumentation then you
fellowmen had been evident Will I remember it a year may solicit their own
in times of calamity? List from now? examples.
them down.
Do these traits and values

embody solidarity? Why?
How?
30
GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and Ask: Explain the motto: Ask: Walk the students through Remedial/Enhancement
Abstractions about the Lesson in their composition of an Reading Schedule/ICL
Can you tell the message “All for one, one for all” What have you learned from argumentative essay with
conveyed by the video the story? emphasis on resolution of
shown. conflicts among individuals
or groups.
I. Evaluating Learning Task 3 on page 149 will Answers on the completion Task 9 activity will serve as Writing their own
serve as evaluation of the table on question no. evaluation. argumentative essay.
6 of Task 6 on page 253 of (Tell them that their essay is
your LM will serve as a sure way for them to
evaluation accomplish their biggest
task at the end of this
module)
J. Additional Activities for Application or Define terms found in Task Read ahead The Plague on Group Activity: Make them revisit the
Remediation 4 on page 249 of your LM page 254-256 of your LM process of writing they
Do Task 10 on page 257 - learned from Module 1
258 of your LM. (Culminating Activity) to
review and proofread their
Activity may be presented essay.
next week.
V. REMARKS
31
GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?

32
GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10WC-IIi-13: Compose an EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and Remedial/Enhancement
Write the LC Code for each argumentative essay deliver impromptu and deliver impromptu and deliver impromptu and Reading Schedule/ICL
extemporaneous speeches with extemporaneous speeches extemporaneous speeches
ease and confidence with ease and confidence with ease and confidence
II. CONTENT
DELIVERING A SPEECH
A. References
1. Teacher’s Guide Pages P215 P216-217 P217 p217 P217
2. Learner’s Materials Pages P258-260 P261-262 P261-262 P261-262 P261-262
3. Textbook Pages P258-260 P261-262 P261-262 P261-262 P261-262

B. Other Learning Resources Video clip, textbook, copy of Video clip, textbook, copy of Sound system Sound system Sound system
speech speech
33
GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Present a video of an Show again the video of an Share insights on the Share insights on the Remedial/Enhancement
Presenting the New Lesson argumentative speech. argumentative speech. speech witnessed from the speech witnessed from the Reading Schedule/ICL
class the previous day class the previous day
B. Establishing a Purpose for the Lesson Ask the students on what Walk the students through Walk the students through Walk the students through
are the techniques in in the preparation of in the preparation of in the preparation of
argumentation used in the delivering their speech. delivering their speech. delivering their speech.
speech.
C. Presenting Examples/Instances of the Walk the students through Make sure that all pointers Start the delivery of Start the delivery of
Lesson in the preparation of to deliver an argumentative speeches speeches
preparing their speech. speech have been
comprehensively discussed
with students leaving them
with no gray areas.
D. Discussing New Concepts and Help the students clarify the Aid the students clarify the Speech delivery Speech delivery
Practicing New Skills #1 steps for planning and steps for planning and
drafting their speech. (If drafting their speech. (If
possible they can use the possible they can use the
argumentative essay that argumentative essay that
they accomplished in the they accomplished in the
previous lesson) previous lesson)

34
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: October 17-21, 2016 Quarter: 2

E. Discussing New Concepts and Speech delivery Speech delivery
Practicing New Skills #2 Help the students clarify the Have an in-depth discussion
steps for planning and on how to deliver an
drafting their speech. (If argumentative speech
possible they can use the
argumentative essay that
they accomplished in the
previous lesson)
F. Developing Mastery Guide them in the points of Guide them in the delivery Speech delivery Speech delivery
(Leads to Formative Assessment 3) editing their speech of their speech
G. Finding Practical Applications of Ask the students to point

Concepts and Skills in Daily Living Pair work: Pair work: Ask the students to point out their strengths and
out their strengths and weaknesses in delivering
Let them read through each Let them practice their weaknesses in delivering their speech.
other’s speeches and speeches with their partner. their speech.
proofread their work. Have the partners critic their
performance

35

H. Making Generalizations and
Abstractions about the Lesson Why is it important to learn Why is it important to learn Invite students to Invite students to
how to write an how to deliver an summarize and think the summarize and think the
argumentative speech argumentative speech essential points that they essential points that they
properly? properly? enjoyed that have made enjoyed that have made
them realized worthy of them realized worthy of
emulation and practice emulation and practice
I. Evaluating Learning Rewrite your argumentative Delivering an argumentative Delivering an argumentative Delivering an argumentative
essay speech based on the criteria speech based on the criteria speech based on the criteria
found in the rubric on page found in the rubric on page found in the rubric on page
217 of your TG 217 of your TG 217 of your TG
J. Additional Activities for Application or Encode your argumentative Practice your speech. Have them write their Have them write their
Remediation essay Evaluation will continue the responses of Procedure G responses of Procedure G
next day. and H in their journal to and H in their journal to
keep a record of all their keep a record of all their
essential learnings. essential learnings.
V. REMARKS

GRADES 1 to 12
36


the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: November 2-4, 2016 Quarter: 3
37
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning Competencies/Objectives: EN10VC-IIIa-12: Raise EN10V-IIIa13.9: Give EN10LT-IIIa2.2: Explain EN10G-IIIa-31: Use Remedial/Enhancement
Write the LC Code for each questions to clarify issues expanded definitions of words how the elements specific to pronouns effectively Reading Schedule/ICL
covered in the material viewed a genre contribute to the
theme of a particular literary
EN10LC-IIIa-16: Listen to selection
simplify, reorganize,
synthesize, and evaluate
information to expand, review,
or update knowledge
II. CONTENT
RECOGNIZING THE GIFT OF NATURE
D. References
1. Teacher’s Guide Pages P231-232 P233 P236-237 P237-238

E. Other Learning Resources Pictures, mp3 of “What a textbook textbook textbook
Wonderful Word”, mp3
player

GRADES 1 to 12
DAILY LESSON LOG
38
IV. PROCEDURES
A. Reviewing Previous Lesson or Ask the students to go Create a word web Share some of the new Ask the students to read an Remedial/Enhancement
Presenting the New Lesson outside of the room and let words you had in your excerpt of the story, “A Day Reading Schedule/ICL
them discover nature’s gift. additional activity. in A Country”
B. Establishing a Purpose for the Lesson Remind them that the point Explain to the students the Recall the elements of a Discuss the table on cases
of view is the way the importance of vocabulary short story of Pronoun on page 288 on
author allows them to “see” bank. your LM.
and “hear” what’s going on.
C. Presenting Examples/Instances of the After ten minutes, ask them Form 5 groups and follow Fill out the table on page
Lesson to compare answers with the instructions on Task 4 Group activity: 288 of your LM
their classmates on your page 277 in your
LM. (Group 1 – Vocabulary Write five words that appeal
Rock and Roll; G2 – A to their senses as indicated
Tricky Word; G3 – Magical in the drawing on page 286.
Word; G4 – Trash Can
Thesaurus; G5-Shades of
Meaning)
D. Discussing New Concepts and Instruct them to complete Have the students discuss Answer Test Yourself on
Practicing New Skills #1 the statements on Task 1A in their respective groups Let students highlight the page 289
on page 274 of your LM. their answers imagery of the text.

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
39
E. Discussing New Concepts and Provide additional examples Remedial/Enhancement
Practicing New Skills #2 Ask them to share their Ask a representative of the Ask students to share their and exercises on personal Reading Schedule/ICL
point of view. group to report to the class answers to the class pronouns and different
their answers after 20 cases
minutes.
F. Developing Mastery Lead the students to

(Leads to Formative Assessment 3) appreciate a song related to Have the students interact Group Activity: Facilitate the conduct of
nature by completing Task with classmates during the Task 8 on page 289-290 in
2A and B on pages 274-275 reporting. Have the students group the LM.
of your LM. themselves and answer
Task 6 on page 287 while
rereading the story ”A Day
in A Country”
G. Finding Practical Applications of

Concepts and Skills in Daily Living How can we preserve and Why do we need to expand How can you recognize the Why do we have to use
protect nature? our vocabulary? gift of nature? pronouns?

GRADES 1 to 12
DAILY LESSON LOG

40
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Why do we need to protect What is the importance of Explain the message of the Discuss the significance of Reading Schedule/ICL
nature? vocabulary? story. the use of the different
cases of pronoun
I. Evaluating Learning Task 2A and B will serve as Completion of Task 4 will Group activity on Task 6 will
evaluation. serve as evaluation serve as evaluation Task 8 output will serve as
evaluation and may be
passed a week after.
J. Additional Activities for Application or Do Task 3 on pages 276- Give another set of 3 new
Remediation 277 of your LM. words that you found in the Review on the different Completion of Task 8 will
selection and do the Task 4 cases of pronoun serve as additional activity
again on your own.
V. REMARKS
Page 4 of 5

GRADES 1 to 12
DAILY LESSON LOG
41


the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG

42
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning Competencies/Objectives: EN10WC-IIIa14.1.1: Expand EN10VC-IIIb-23: Share EN10V-IIIb13.9: Give EN10WC-IIIb14.1.2: Use a Remedial/Enhancement
Write the LC Code for each ideas using principles of viewpoints based on the ideas expanded definitions of variety of informative, Reading Schedule/ICL
cohesion and coherence presented in the materials words persuasive, and
viewed argumentative writing
EN10LT-IIIb2.2: Explain technique
EN10LC-IIIb-16.1: how the elements specific to
Distinguish the important a genre contribute to the
points from less important ones
theme of a particular literary
in a text listened to
selection
II. CONTENT COHERENCE / COHESION / THE STORY OF KEESH
D. References

E. Other Learning Resources textbook Videoclip, texbook textbook Textbook, video clip of
goodwill speech,
PowerPoint of reminders on
writing a speech of goodwill

GRADES 1 to 12
DAILY LESSON LOG

43
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson How do we make Tell the students that they Group activity: (1 word per Recall what happened to Reading Schedule/ICL
connections? are going to watch a short group) Keesh
documentary film entitled,
“Save our Planet”. Do Task 4 on page 299 in 5
mins
B. Establishing a Purpose for the Lesson
Emphasize: Instruct students to Read the introduction about Ask:
To be able to write effective distinguish important points the author.
speeches, the logical links from the less important What will you do if you are
between and various points ones by completing the Keesh in the story and was
made must be clear to the Task 1 Chart on page 298 held as the chief of the
readers. of their LM tribe?
C. Presenting Examples/Instances of the Let the students read the Allow ample time for the Show a sample video of a
Lesson text inside the boxes in students to read and Present to the students the goodwill speech.
Task 9 on page 291 of your understand what they are motive questions found on
LM. going to do. page 299
D. Discussing New Concepts and Explain to the class the Ask students to give
Practicing New Skills #1 difference between reasons why it is important Think-Pair-Share: Introduce to the students
cohesion and coherence or less important. that goodwill speeches are
Get a partner, DO Task 5 based on creation /
on page 305 while reading cultivation of modesty,
the story, The Story of tolerance, and good humor.
Keesh on page 299-304 in
your LM

GRADES 1 to 12
DAILY LESSON LOG

44
E. Discussing New Concepts and Give the students more Share the class their output Discuss with the class their Remedial/Enhancement
Practicing New Skills #2 examples of Cohesive after 15 minutes possible answers for Task Take note and explain the Reading Schedule/ICL
words found on page 240- 5. building conventions of a
241 of your TG goodwill speech found on
page 311 of the LM
F. Developing Mastery Ask the students to pick Let the students begin to Discuss the story further by Point out the reminders
(Leads to Formative Assessment 3) some cohesive words and watching the video clip on using the questions found when writing a goodwill
use them in a sentence. Natural Hazards on Human. on Task 6 on page 306 in speech found on page 255
Inform them to complete your LM. of your TG.
Task 2 and Task 3 on page
298 of their LM

Concepts and Skills in Daily Living When can we make use of Identify the three main How did the characters face Recall the prosodic features
cohesion and coherence? points, two datable ideas the conflicts through the of speech as aids to speech
and one question they have words they said, actions delivery.
about the documentary and motives?
viewed.

GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
Abstractions about the Lesson What is the importance of What have you realized Based on your analysis, What is the significance of Reading Schedule/ICL
45
learning cohesion and after watching the video who is more effective in goodwill speeches?
coherence? clip? responding to the people’s
need?
I. Evaluating Learning Ask the students to choose Task 2 and Task 3 will
a partner and study the 4 serve as evaluation Do Task 7 on page 306 Paired activity:
pictures on page 291 of
their LM and write a With a partner, write a
dialogue about the pictures goodwill speech for Keesh.
within 20 minutes.
J. Additional Activities for Application or Write a speech with Write down 3 ways to Save Do Task 8 on page 307 with
Remediation appropriate cohesion and our Planet. the same group members. Practice to deliver the good
coherence based on the list will speech in front of the
of speech topics you are to class. Divide the parts with
choose from on page 293. your partner.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
46

the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG

47
C. Learning Competencies/Objectives: EN10V-IIIc13.9: Give EN10LT-IIIc2.2.3: EN10SS-IIIc1.6.4: Use EN10G-IIIc-31: Use Remedial/Enhancement
Write the LC Code for each expanded definitions of words Determine tone, mood, writing conventions to pronouns appropriately Reading Schedule/ICL
technique, and purpose of the acknowledge sources
EN10VC-IIIc-10: Evaluate author
the information contained in
the material viewed in terms of EN10V-IIIc13.9: Give
accuracy and effectiveness expanded definitions of words
II. CONTENT
WORKING WITH NATURE’S LIMITS
D. References
1. Teacher’s Guide Pages P264-265 P266-267 P271 P271-275

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

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Post the pictures on the How do Filipinos view Discuss the over-all theme Conduct a diagnostic test to Remedial/Enhancement
Presenting the New Lesson board and ask the students nature’s condition at present of the poem, Song of evaluate if the students Reading Schedule/ICL
what idea the pictures based on the video shown Autumn and relate their have an idea about the
suggest. yesterday? answers to the theme of life. correct use of pronouns, in
48
particular, in making
pronouns agree with its
antecedents. It is found on
page 323
B. Establishing a Purpose for the Lesson After eliciting the correct Let students share their Let the students do the
answer, deepen the concept insights about the shape collage having in Present the pronoun-
by asking: importance of nature as mind that it should show antecedent rules and give
depicted in the music video. how they perceive nature’s examples.
Why is it called Mother limits and respond to it
Earth? positively.
What makes earth a

mother?
C. Presenting Examples/Instances of the Let the students enumerate Give out the words for Group work: Check their answers in the
Lesson other feminine qualities that study. Let the students previous activity and
the Earth have. read the poem twice and Divide the class into 7 discuss the rules related to
highlight the words. groups and give each group it.
a rule on using quotation
marks
D. Discussing New Concepts and Let someone read the Let the students understand Have each group discuss Do practice exercises in
Practicing New Skills #1 excerpt from the Preamble the meaning through the rule assigned to them. Task 9 on pages 328-329 of
of the Proposal for context clues the LM.
Universal Declaration of the
Rights of Mother Earth as
the whole class listens and
take notes different rights.

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Let the class complete the Discuss how to give an Let them observe the Check and discuss the Remedial/Enhancement
Practicing New Skills #2 Venn Diagram found on expanded definition of a correct use of quotation answers. Reading Schedule/ICL
page 315 word by studying the marks in the story found on
example found on page page 322
49
318.
F. Developing Mastery Class discussion of the Pair work: Let them highlight the Provide more exercises and
(Leads to Formative Assessment 3) Venn Diagram sentences containing drills.
Use the dictionary to find quotation marks and identify
the meanings of the word the different rules shown
found in Task 4 on page therein.
318 of the LM.
G. Finding Practical Applications of Share some pertinent Illustrate an example of When do we use quotation Let students defend their
Concepts and Skills in Daily Living experience/s when you giving an extended marks? answers
realized that nature is like a definition and let students
mother to you. finish the task.

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and What can you say to the What is the role of Why do we need to know Summarize the rules as Remedial/Enhancement
Abstractions about the Lesson youth of the new generation expanding the meaning of a the rules of using quotation seen in the examples. Reading Schedule/ICL
in connection with your word in understanding marks?
realization? poetry?
50
I. Evaluating Learning Play the music video Pair work on Task 4 will Present a report on the Do Task 10 on page 329
Paraiso by Smokey serve as evaluation. rules of quotation mark
Mountain and express their assigned with examples
insights of the song on the from the story read.
freedom board.
J. Additional Activities for Application or Output of the evaluating Group work: Evaluation, if not completed Do Task 11 found on page
Remediation learning can be an can be an extended activity. 330
extended activity Do Task 5 on page 318-
319.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


51
the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10G-IIIc-31: Use EN10LC-IIId-3.2: Raise EN10LT-IIId14.2: Explain EN10SS-IIId1.6: Show Remedial/Enhancement
Write the LC Code for each pronouns appropriately questions and seek how the elements specific to respect for intellectual Reading Schedule/ICL
clarifications on issues a selection build its theme property rights by
52
discussed in the text listened acknowledging citations
to. EN10VC-IIId-28: Disclose made in the critique
the personal significance of EN10SS-IIId1.6.6: Use
EN10LC-IIId-3.18: Get a material viewed quotation marks or hanging
different viewpoints on various indentations for direct
local or global issues quotes
II. CONTENT
EXPERIENCING THE POWER OF NATURE
D. References

E. Other Learning Resources Handout and PowerPoint on Pictures, textbook, video Copy of text, picture Sample news articles,
the Pronoun-Antecedent clip clippings
rules

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Give a diagnostic test to Show pictures of alternative Show the picture in the LM Sharing of output of the Remedial/Enhancement
Presenting the New Lesson evaluate if the students sources of energy like wind and let the students additional activity given. Reading Schedule/ICL
understood correct use of power, hydro-electric power, describe what they see.
pronouns, in particular, in fossil fuels, geothermal
making pronouns agree with power, tidal power, etc. Let
its antecedents. the students identify these
53
sources and give more
examples
B. Establishing a Purpose for the Lesson Review on the rules of Try to list down at least five Ask the students to explain Divide the students into 10
discussed pronoun- benefits that we get from in their own words groups with five members
antecedent rules. these sources of energy. naturalism and realism each. Give them clippings
about environmental and
social conditions of the
country.
C. Presenting Examples/Instances of the Discuss remaining rules Ask the following questions: Ask students to present Let the students compare
Lesson which are not tackled in the social conditions in our the environmental and
previous lesson What do you think will society at present e.g. social issues in the past and
happen if some of these poverty, social injustice, etc. the present
energy sources were not
available?
What would you do and how

would you deal with the
problem?
D. Discussing New Concepts and Do teacher-made drills. Let the students watch the Divide the class to come up Let the students predict
Practicing New Skills #1 video of Man-Evolution and with their own concept of what might happen in the
Pollution . Naturalism and Realism future given such conditions
using these social
conditions

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Check answers and let Divide the class into two Stress out reality and Present points of writing Remedial/Enhancement
Practicing New Skills #2 students defend their and share their views about survival as the main news article Reading Schedule/ICL
answers. what was viewed. concepts and have the
groups share to the class
their respective concepts.
54
F. Developing Mastery Do another set of drills Have interactive discussion Divide the class into 4 small Write a news article
(Leads to Formative Assessment 3) on how could students bring groups and explain to them comparing the
about change in this present to prepare a plot analysis of environmental social
condition. the story they are about to conditions of the country in
read. The plot analysis will the past and in the present.
be based on the diagram as
shown on page 341.
G. Finding Practical Applications of Complete a teacher-made Let students arrive to the Relate in the story with During writing, let students
Concepts and Skills in Daily Living dialog drill on pronoun- solutions like Reduce, culture, history, acknowledge sources used
antecedent rules. Reuse, Recycle. environment, and other in their articles.
factors.

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and Summarize the rules of Let them give a short but Let the students give Ask: Remedial/Enhancement
Abstractions about the Lesson pronoun-antecedent. sound generalization about present-day examples of Reading Schedule/ICL
what they have gained from what’s really happening are Why is it important to show
the discussion. related to their observation: respect to intellectual
Ex. Hunger, poverty, justice property rights?
I. Evaluating Learning Conduct a summative test Presentation of views on the Plot analysis on page 341 Writing the comparative
on pronoun-antecedent topic: will serve as evaluation. news article will serve as
rules evaluation
55
Humans are solely
responsible for the
destruction of the Earth and
there is nothing we could do
to solve the problem. It is
irreversible.
J. Additional Activities for Application or Do the Task 12 on page Research about realism and Do Task 8 on page 343 Evaluation if not completed,
Remediation 331 naturalism in history, of the LM may become an extended
particularly in American activity.
Literature and read in
advance Your Text on
pages 338-341.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation
56

help me solve?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: November 28- December 2, 2016 Quarter: 3

C. Learning Competencies/Objectives: EN10VC-IIIe-12: Raise EN10V-IIIf13.9: Give EN10G-IIIe-30: Use EN10LT-IIIe-3: Explain how Remedial/Enhancement
Write the LC Code for each questions to clarify issues expanded definitions of word structures of modification a selection may be Reading Schedule/ICL
covered in the material viewed influenced by culture,
EN10LT-IIIe-3: Explain how history, environment, or
a selection may be influenced other factors
by culture, history,
57
environment, or other factors
II. CONTENT
HARNESSING NATURE’S POTENTIALS
D. References

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

GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
A. Reviewing Previous Lesson or Group the students to Solicit from the students Present a picture or an Ask: Remedial/Enhancement
Presenting the New Lesson maximize acquaintances ideas from the words listed artwork (It can be from the Reading Schedule/ICL
and assign a name based on page 355 previous activity or any How do you react to
on the terms stream, grass, picture of your choice) something extraordinary?
music, sun, and mountain
B. Establishing a Purpose for the Lesson Recall on how words are Let the students describe Tell the students to read the
Let the students view a defined and expanded. what they see. selection on page 363-366
video clip to be downloaded and ask them to take note
from YouTube as indicated on how its conflict is parallel
58
in the TG page 303 to human’s disposition to
nature
C. Presenting Examples/Instances of the Let the students identify Let the students give the Discuss further the inputs Remind the class about
Lesson which among the five terms synonyms of the given on structures of modification everybody’s responsibility of
mentioned above can heal words. specifically about adjectives taking care of the nature.
people from their illness and adverbs found on
pages 359-360.
D. Discussing New Concepts and Formulate 5 questions Discuss their answers and Provide examples per Let the students mention
Practicing New Skills #1 pertaining to them let them use it in sentences structure some programs and
projects pertaining to the
recovery of damages
natural resources and
sustainable development.

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Ask: Have the students read the Give drills in identifying Encourage them to find out Remedial/Enhancement
Practicing New Skills #2 text. structures of Modification. how they can contribute in Reading Schedule/ICL
Does music literally heal the implementation of these
physical weakness? How? programs.
F. Developing Mastery Set aside the questions and In dyads, let the students Group students by 4. Discuss the answers to the
59
(Leads to Formative Assessment 3) play the video again and discuss their answers to the questions on Task 11 found
take note of the questions questions found in the LM. Let the students complete on page 366 of the LM.
raised by the speaker the Task 8 table on page
361 of the LM
G. Finding Practical Applications of Complete the table on Task Ask: Choose 3-5 words on the Suggest ways on how
Concepts and Skills in Daily Living 3 page 354 in your LM word list of the Table found humans can possibly
How can you relate to the on Task 8 and use them in resolve its conflict with
story to your everyday creating a dialogue. nature.
experience?

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and Ask: Remedial/Enhancement
Abstractions about the Lesson What have you realized in What have you learned in Remind the class about the Reading Schedule/ICL
the activity? What event in the story do the activity? significance of the
you find most significant? government’s programs and
projects
I. Evaluating Learning Complete the table on Task Group activity: Presenting a dialogue Complete the table of Task
3 page 354 in your LM 12 on page 366.
Do Task 6 on page 358
60
J. Additional Activities for Application or Read in advance The Voice Task 6 will be considered as Group activity: Evaluation will be an
Remediation of the Mountain on pages an extended activity. extended activity since
355-358 Outputs will be posted on Do Task 10 on page 362 of students need to research
the class wall depending on the LM. about the government
what was agreed by the programs and projects
class.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation

61
help me solve?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: December 5-9, 2016 Quarter: 3

C. Learning Competencies/Objectives: EN10RC-IIIf-2.18: Personal EN10V-IIIf13.9: Give EN10LT-IIIf-3: Explain how EN10LT-IIIg20: Evaluate Remedial/Enhancement
Write the LC Code for each significance of the selection to expanded definitions of words a selection may be literature as a source of Reading Schedule/ICL
the reader (reader response) influenced by culture, wisdom in expressing and
history, environment, or resolving conflicts between
other factors individuals or groups and
nature
II. CONTENT BEING ONE WITH NATURE

62
D. References

E. Other Learning Resources Music video of There You textbook Textbook textbook
Will Be by Faith Hill

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Let the students write on a Recall ways of expanding Present the background of Call volunteers to share Remedial/Enhancement
Presenting the New Lesson piece of paper what they the meaning of a word the author of the selection their output from the Reading Schedule/ICL
want to become The Last Leaf previous activity.
B. Establishing a Purpose for the Lesson Have the students present Present the 3 ways of
their output to the class expanding a definition into a What symbolizes your life? Tell the students that as a
paragraph proof of their desire to
change for the better, they
are to draft a letter of intent
to their adviser pertaining to
their involvement in their
efforts to resolve conflict in
the school brought about by
63
natural calamity.
C. Presenting Examples/Instances of the Watch the music video of Discuss the 3 ways of Let the students read and Let the students read the
Lesson “There You’ll Be by faith Hill expanding a definition into a discover the interesting twist example on page 382-383
paragraph in the story. of the LM
D. Discussing New Concepts and Ask: Provide additional examples Process the reading text Review the parts of a letter
Practicing New Skills #1 in expanding a definition based on the questions no.
What did you feel after into a paragraph 1-3 on page 380 in the LM
hearing the song?

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Let the students fill-out the Pair work: Process the reading text Discuss how each part of Remedial/Enhancement
Practicing New Skills #2 though balloons on page based on the questions no. the letter was written in the Reading Schedule/ICL
374 and select students to Let the students skim the 4-6 on page 380 in the LM example given in the book
share their answers to the selection and fill-out in the
class table with the data needed
on page376 of the LM
F. Developing Mastery On a piece of bond paper, Discuss the students Complete the diagram of Draft the letter they are to
(Leads to Formative Assessment 3) draw the symbolic icon of answers and let them Task 6 on page 381 of the write
64
your inspiration. Explain n 3 explain it. LM.
sentences your output.
Write them below your
drawing.

Concepts and Skills in Daily Living Relate the message of the Cite an instance where we Ask: Why do we need to take
song to an experience can make use of expanding part in resolving conflicts
meaning a definition into a How did the story helped with nature?
paragraph you realize the complexity
and complication of life and
its connectivity with nature?

GRADES 1 to 12
DAILY LESSON LOG

Abstractions about the Lesson What message can we get What significant learnings Complete the phrases given What is our role in resolving Reading Schedule/ICL
from the song? did you get out of the in the LM in Task 7A page conflicts with nature?
activity? 381.
I. Evaluating Learning
Developing Mastery activity Completion of the table on Completion of Task 6 will Written letter will serve as
will serve as evaluation. page 376 will serve as serve as evaluation evaluation
evaluation
J. Additional Activities for Application or

65
Remediation If the activity is not If the activity is not If the activity is not Encode the letter.
completed, let the students completed, let the students completed, let the students
finish it at home. finish it at home. finish it at home.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation

66
help me solve?


GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10V-IIIg13.9: Give EN10LT-IIIg20: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Write the LC Code for each expanded definitions of words literature as a source of the information contained in the information contained in Reading Schedule/ICL
wisdom in expressing and the material viewed in terms the material viewed in terms
resolving conflicts between of accuracy and of accuracy and
individuals or groups and effectiveness effectiveness
nature
EN10WC-IIIg14: Compose EN10WC-IIIg14: Compose
an independent critique of a an independent critique of a
chosen selection chosen selection
II. CONTENT
BEING ONE WITH NATURE
A. References
67
1. Teacher’s Guide Pages P327-328 P330 P331 P331

B. Other Learning Resources Textbook, teacher-made textbook Textbook Textbook
worksheets

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Ask the students to fill-in the Give the background of the Watch a video about the Give a feedback on the Remedial/Enhancement
Presenting the New Lesson grid Task 8 on page 384 of author keynote speech/es of speech critiquing done in Reading Schedule/ICL
the LM with what is asked in famous personalities (ex. the previous lesson
each column Speech of Duterte,
Robredo, etc.)
B. Establishing a Purpose for the Lesson Discuss the student’s Ask: Present points on how to Present difficulties in
answers critique a speech critiquing a speech
What would it be like to live
in a space colony?
C. Presenting Examples/Instances of the Present the structures of Instruct students to read the Give an example of a Share to the class group
Lesson modification as they vary in given text silently. critique speech practices on how they
nature and function manage to critique the
speech
D. Discussing New Concepts and Provide examples and Have the students complete Discuss with the students Guide again the students in
Practicing New Skills #1 discuss the phrases on Task 10 of how the sample critique how to critique a speech
68
page 388 in your LM. speech is being done.

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Add adjective, adverb, or Discuss their answers Provide the students with a Provide the students with a Remedial/Enhancement
Practicing New Skills #2 qualifier to intensify the transcript of the viewed transcript of the viewed Reading Schedule/ICL
meaning of the given words speech and let them speech and let them
compare the speech and compare the speech and
the delivery. the delivery.
F. Developing Mastery Let the students expound In a group, let the students In a group, let the students
(Leads to Formative Assessment 3) Let them answer the rest if their answers critique the given speech. critique the given speech.
the given words found in the
LM on page 384
69
G. Finding Practical Applications of What are the consequences What are the strong points What are the strong points
Concepts and Skills in Daily Living When can we make use of of today’s technological of the speech delivered by of the speech delivered by
the knowledge of expanding advances if nature is not the personality in the video? the personality in the video?
meaning of words? being sustained and
protected?

GRADES 1 to 12
DAILY LESSON LOG

Abstractions about the Lesson Why is it important to Share insights on the What have you learned from What have you learned from Reading Schedule/ICL
expand meaning of words? significance of nature, the the activity? the activity?
circumstances that pose
likelihood of other living
things to human being.
Task 8 will serve as Draw or present a picture of Output on the speech Output on the speech
evaluation the possible consequences critiquing will be the critiquing will be the
if the environment is being evaluation evaluation
neglected or abused.
J. Additional Activities for Application or Use the given words in Task If activity is not completed Make the task an extended Make the task an extended
Remediation 9A on page 384 of your LM give it as an extended activity for the class. activity for the class.
in a sentence activity.
70
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?
71

GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Write the LC Code for each the information contained in the information contained in the information contained in Reading Schedule/ICL
the material viewed in terms the material viewed in terms the material viewed in terms
of accuracy and of accuracy and of accuracy and
effectiveness effectiveness effectiveness
EN10WC-IIIg14: Compose
an independent critique of a
chosen selection
II. CONTENT
A. References
1. Teacher’s Guide Pages P331 P331 P331
2. Learner’s Materials Pages P389-393 P389-393 P389-393
3. Textbook Pages P389-393 P389-393 P389-393
72
B. Other Learning Resources Textbook Textbook Textbook

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Give a feedback on the Give a feedback on the Give a feedback on the Give a feedback on the Remedial/Enhancement
Presenting the New Lesson speech critiquing done in speech critiquing done in speech critiquing done in speech critiquing done in Reading Schedule/ICL
the previous lesson the previous lesson the previous lesson the previous lesson
B. Establishing a Purpose for the Lesson Present difficulties in Present difficulties in Present difficulties in Present difficulties in
critiquing a speech critiquing a speech critiquing a speech critiquing a speech
C. Presenting Examples/Instances of the Share to the class group Share to the class group Share to the class group Share to the class group
Lesson practices on how they practices on how they practices on how they practices on how they
manage to critique the manage to critique the manage to critique the manage to critique the
speech speech speech speech
D. Discussing New Concepts and Guide again the students in Guide again the students in Guide again the students in Guide again the students in
Practicing New Skills #1 how to critique a speech how to critique a speech how to critique a speech how to critique a speech
73
GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Provide the students with a Provide the students with a Provide the students with a Provide the students with a Remedial/Enhancement
Practicing New Skills #2 transcript of the viewed transcript of the viewed transcript of the viewed transcript of the viewed Reading Schedule/ICL
speech and let them speech and let them speech and let them speech and let them
compare the speech and compare the speech and compare the speech and compare the speech and
the delivery. the delivery. the delivery. the delivery.
F. Developing Mastery In a group, let the students In a group, let the students In a group, let the students In a group, let the students
(Leads to Formative Assessment 3) critique the given speech. critique the given speech. critique the given speech. critique the given speech.
G. Finding Practical Applications of What are the strong points What are the strong points What are the strong points What are the strong points
Concepts and Skills in Daily Living of the speech delivered by of the speech delivered by of the speech delivered by of the speech delivered by
the personality in the video? the personality in the video? the personality in the video? the personality in the video?
74
GRADES 1 to 12
DAILY LESSON LOG

Abstractions about the Lesson What have you learned from What have you learned from What have you learned from What have you learned from Reading Schedule/ICL
the activity? the activity? the activity? the activity?
Output on the speech Output on the speech Output on the speech Output on the speech
critiquing will be the critiquing will be the critiquing will be the critiquing will be the
evaluation evaluation evaluation evaluation
J. Additional Activities for Application or Make the task an extended Make the task an extended Make the task an extended Make the task an extended
Remediation activity for the class. activity for the class. activity for the class. activity for the class.
75
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?

76

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

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
C. Learning Competencies/Objectives: EN10OL-IIIi1.10: Deliver EN10LC-IIIf-3.13: React to EN10VC-IIIf-23: Share EN10LT-IIIf-3: Explain how Remedial/Enhancement
Write the LC Code for each special speeches like toast the falsity or soundness of viewpoints based on the a selection may be Reading Schedule/ICL
and roast speeches, an argument ideas presented in the influenced by culture,
tributes, welcome and materials viewed history, environment, or
closing remarks, speeches other factors
to introduce guest
speakers/resource persons
etc. effectively in varied
speech situations
II. CONTENT
A. References
1. Teacher’s Guide Pages P284-285 P290 P292

B. Other Learning Resources Textbook, pictures textbook textbook
77
GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
A. Reviewing Previous Lesson or Ask students about their Present pictures of Show a picture similar to Review the selection read. Remedial/Enhancement
Presenting the New Lesson Christmas Break Nutritional Information or that of page 337 Reading Schedule/ICL
Health Facts of different
products
B. Establishing a Purpose for the Lesson Let the students highlight Ask the students on what Let the students recall some Tell the students on what
one significant experience ingredients are present in ideas associated with the they are supposed to do for
during the break these products. picture shown the day
C. Presenting Examples/Instances of the Let students share about Let the students analyze Present or draw a graphic Ask students to form five
Lesson their most significant which of the ingredients can organizer of a fire as shown groups and do the assigned
experience cause or cure illness? in the LM on page 342 tasks on Task 7 page 342 of
the LM.
D. Discussing New Concepts and Ask: Show students pictures of Let the students read the Discuss and relate the
Practicing New Skills #1 alternative sources of story and observe social conditions during the
What are other things that energy from nature similarities to both the story time to how the story was
you would want to and the picture inside the written.
experience in life? fire and contrasting ideas on
the logs.
78
GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and In dyad, let the students Let them list down benefits Let the students read silently Let the students discuss Remedial/Enhancement
Practicing New Skills #2 share their future plans or they can get out of these their presentation Reading Schedule/ICL
their goals in life for the new energy
year.
F. Developing Mastery Instruct the students to Process students answers Ask the students write the Prepare and practice for the
(Leads to Formative Assessment 3) make an individual Bucket ideas common to both the presentation
List for the year. story and the picture inside
the fire and the contrasting
ideas on the logs.
G. Finding Practical Applications of Let the students give

Concepts and Skills in Daily Living What do you think will present-day happening are Process the presentation.
Why do we need to have happen if some of these related to their observation
plans in life? sources were not available?
79
GRADES 1 to 12
DAILY LESSON LOG

Abstractions about the Lesson What have you learned in What would you do and how Ask the students to Let the students share their Reading Schedule/ICL
class? would you deal with the generalize of what they realizations of the lesson.
problem have learned, highlighting
the factors that could have
affected these events.
I. Evaluating Learning Let students share their Let them give a statement Present the group
bucket list to the class or two expressing their Graphic organizer will serve presentation
thanksgiving to nature for all as evaluation
its benefits.
J. Additional Activities for Application or If the activity is not

Remediation Group students ahead of completed, do it the
time and let them prepare following day.
for Task 7 on page 342-343.
V. REMARKS
80
GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?


81
DAILY LESSON LOG Teaching Dates and Time: January 9-13, 2016 Quarter: 3

C. Learning Competencies/Objectives: EN10SS-IIIf1.6.3: EN10SS-IIIf1.6.3: EN10G-IIIg-30: Use EN10G-IIIg-30: Use Remedial/Enhancement
Write the LC Code for each Acknowledge sources by Acknowledge sources by structures of modification structures of modification Reading Schedule/ICL
preparing a bibliography preparing a bibliography
II. CONTENT
A. References
1. Teacher’s Guide Pages P293 P293 P294-295 P294-295

B. Other Learning Resources Textbook, handout, Textbook, handout, Textbook, worksheets Textbook, worksheets
worksheet worksheet

GRADES 1 to 12
82

A. Reviewing Previous Lesson or Recall lesson on citing Recall lesson on citing Present a word and ask Review the past lesson on Remedial/Enhancement
Presenting the New Lesson sources sources students to give other words structures of modification Reading Schedule/ICL
that could describe / modify
it until you come up with a
complete sentence.
B. Establishing a Purpose for the Lesson Let the students prepare a Let the students prepare a Provide at least 5 simple Provide another example
simple bibliography for the simple bibliography for the examples.
given references found on given references found on
page 345 page 345
C. Presenting Examples/Instances of the Let them differentiate a Let them differentiate a Give the different types of Let students answer the
Lesson reference list and a reference list and a modifications through exercises.
bibliography. bibliography. examples and practice
board exercises.
D. Discussing New Concepts and Review the guidelines in Review the guidelines in Let them go back to the text Check the exercises
Practicing New Skills #1 preparing a bibliography preparing a bibliography and identify sentences that answered
contain structures of
modifications

GRADES 1 to 12
83

E. Discussing New Concepts and Provide exercises on Provide exercises on Ask them to give their own Provide more drills Remedial/Enhancement
Practicing New Skills #2 making bibliography making bibliography examples using simple Reading Schedule/ICL
words and expanding it to
form sentences
F. Developing Mastery Group the students and Group the students and Group Activity: Give individual drills
(Leads to Formative Assessment 3) have them arrange a list of have them arrange a list of
references to be placed in a references to be placed in a Do Task 11 of page 348 in
bibliography bibliography your LM
G. Finding Practical Applications of Why do we need to Why do we need to When can we make use When can we make use
Concepts and Skills in Daily Living acknowledge sources? acknowledge sources? of the different structures of the different structures
of modifications? of modifications?

84

Abstractions about the Lesson What is the purpose of What is the purpose of What is the importance of What is the importance of Reading Schedule/ICL
Bibliography? Bibliography? the different structures of the different structures of
modifications? modifications?
Group activity will serve as Group activity will serve as Group activity will serve as Individual drill will serve as
evaluation. evaluation. evaluation. evaluation.
J. Additional Activities for Application or

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

GRADES 1 to 12
DAILY LESSON LOG
85


the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

86
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
C. Learning Competencies/Objectives: EN10VC-IIIh-28: Disclose EN10OL-IIIh3.11: Produce EN10OL-IIIh3.11: Produce Remedial/Enhancement
Write the LC Code for each the personal significance of the sounds of English the sounds of English What have you learned from Reading Schedule/ICL
a material viewed correctly and effectively correctly and effectively the activity?
II. CONTENT

A. References

B. Other Learning Resources Textbook, videoclip Textbook, videoclip Textbook, videoclip Textbook, videoclip

GRADES 1 to 12
DAILY LESSON LOG

87
A. Reviewing Previous Lesson or Present a short Review on the points in Review on the points in Review on the points in Remedial/Enhancement
Presenting the New Lesson documentary video clip conducting a symposium conducting a symposium conducting a symposium Reading Schedule/ICL
about Mother Nature to the
students
B. Establishing a Purpose for the Lesson Elicit from the students Follow up the class on how Follow up the class on how Follow up the class on how
views about what they have are they in preparation of are they in preparation of are they in preparation of
seen the symposium the symposium the symposium
C. Presenting Examples/Instances of the Ask: Let the students share on Let the students present Let the students present
Lesson their progress of the their symposium their symposium
How does the documentary symposium preparations
presented?
D. Discussing New Concepts and Present to the class the Let the students meet their Let the students meet their Let the students meet their
Practicing New Skills #1 mechanics of a symposium group and prepare for the group and prepare for the group and prepare for the
symposium symposium symposium

GRADES 1 to 12
DAILY LESSON LOG

88
E. Discussing New Concepts and Discuss how to plan and Let students discuss their Let students discuss their Let students discuss their Remedial/Enhancement
Practicing New Skills #2 organize a symposium symposium with their symposium with their symposium with their Reading Schedule/ICL
classmates classmates classmates
F. Developing Mastery Divide the class into groups Practice the presentations Present their symposium Present their symposium
(Leads to Formative Assessment 3) and then give each topics to for the symposium
be discussed in a mini
symposium
G. Finding Practical Applications of When do we usually When do we usually When do we usually When do we usually
Concepts and Skills in Daily Living make use of a make use of a make use of a make use of a
symposium? symposium? symposium? symposium?

GRADES 1 to 12
DAILY LESSON LOG

89
H. Making Generalizations and Let students discuss their Remedial/Enhancement
Abstractions about the Lesson What are the significant What are the significant What are the significant symposium with their Reading Schedule/ICL
learnings you get from the learnings you get from the learnings you get from the classmates
lesson lesson lesson
I. Evaluating Learning Draft of the mini-symposium Practice the presentations Practice the presentations Present their symposium
script by group will be the for the symposium for the symposium
evaluation
J. Additional Activities for Application or Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
Remediation and presentation for the and presentation for the and presentation for the make use of a
symposium. symposium symposium symposium?
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
90

the lesson

require remediation


help me solve?


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

91
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning Competencies/Objectives: EN10LC-IVa-16: Listen to EN10SS-IVa-1.5: Use EN10LT-IVa-2.2.1: Express EN10LT-IVa2.2: Explain Remedial/Enhancement
Write the LC Code for each simplify, reorganize, synthesize locational skills to gather appreciation for sensory how the elements specific to Reading Schedule/ICL
and evaluate information to information from primary and images used a genre contribute to the
expand, review, or update secondary sources of
theme of a particular
knowledge information
literary selection
II. CONTENT
REBUILDING OUR SOCIETIES
A. References
1. Teacher’s Guide Pages P361-362 P363 P364-367 P364-367

B. Other Learning Resources Video Clip Textbook, video clip, Copy of the reading text, Copy of the text
PowerPoint presentation on video clip
Primary and Secondary
sources

GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
A. Reviewing Previous Lesson or Showing of video clip Show a video on primary Share your answer on the Review with the class the Remedial/Enhancement
and secondary sources additional task given of the story, “The Little Prince” by Reading Schedule/ICL
92
Presenting the New Lesson previous lesson guiding students to answer
the processing questions on
page 414
B. Establishing a Purpose for the Lesson Sharing of observations on Elicit observation from Have the students watch a Present to the class the
the video clip watched. students of the video video from youtube.com graphic organizer of Task 6
shown. “What is a Friend” on page 415 of the LM
C. Presenting Examples/Instances of the Ask the students the places Present what are primary Let the students do Task 4 Walk through with the
Lesson in the Philippines that they and secondary sources on page 410 of the LM. students in completing the
have already visited. graphic organizer
D. Discussing New Concepts and Let the students share their Give examples of each and Give a brief background of Group work:
Practicing New Skills #1 experiences and discuss. the author
discoveries about the Do Task 7 on page 415 of
country from their travels. the LM

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Let the students make a Let the students give their Let the students answer the Let the students discuss Remedial/Enhancement
Practicing New Skills #2 concept map regarding the own examples. anticipation guide of Task 5 among their group the task Reading Schedule/ICL
video clip watched. on page 410 of the LM. assigned to them in the
93
group activity
F. Developing Mastery Small group sharing Let the students answer the Allot some time for the Work on the completion of
(Leads to Formative Assessment 3) exercises on Task 2 on students to read the text. the task in the group activity
page 409 of the LM. assigned to them
G. Finding Practical Applications of Ask students the Process the activity by

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

GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
H. Making Generalizations and . Ask: Remedial/Enhancement
Abstractions about the Lesson What makes you proud of How do we make and keep How do we make and keep Reading Schedule/ICL
the Philippines? How important is the friends? friends?
correctness of information in
94
research writing?
I. Evaluating Learning Making of the Concept Map Task 2 on page 409 of the Completion of Task 4 and 5
will serve as evaluation LM will serve as the will serve as evaluation Presentation of the group
evaluation. activity will serve as
evaluation.
J. Additional Activities for Application or Answer: Complete the Task 3 on Group students ahead of If the activity cannot be
Remediation page 409 of the LM time and let them prepare completed within the lesson,
If given the chance to travel for Task 7 on page 415 of make it an extended
for free, which destination the LM activity.
will you visit first?
V. REMARKS
Page 4 of 5

GRADES 1 to 12
DAILY LESSON LOG
95

the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: January 30 – February 3, 2017 Quarter: 4

96
C. Learning Competencies/Objectives: EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: Expand EN10V-IVb-30: Get familiar EN10LC-IVb-3.18: Get Remedial/Enhancement
Write the LC Code for each simplify, reorganize, ideas using principles of with technical terms used in different viewpoints on various Reading Schedule/ICL
synthesize and evaluate cohesion and coherence research local or global issues
information to expand, EN10LC-IVb-16.1:
review, or update knowledge Distinguish the important
points from less important ones
II. CONTENT
A. References
2. Learner’s Materials Pages P415 P416-417 P417-418 P419-420
3. Textbook Pages P415 P416-417 P417-418 P419-420

B. Other Learning Resources Graphic organizer found in Textbook Textbook Textbook, survey result
the TG on page 367,

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Prepare the students for the Recall lesson on cohesion Share with the class a Share a recent survey from Remedial/Enhancement
Presenting the New Lesson listening activity by and coherence documentary that you’ve an organization about socio- Reading Schedule/ICL
presenting a blank graphic seen recently. cultural issue.
organizer
97
B. Establishing a Purpose for the Lesson Ask the students to look Direct the class to the input Tell the class that they are Let the students share any
closely at the parts of the given in the LM on page about to complete the first information about the
graphic organizer. Tell 416 about coherence. step in writing a research survey that you just shared.
them that they have to report which is selecting
supply the missing parts in and limiting a topic.
order to simplify and
recognize the ideas of the
text.
C. Presenting Examples/Instances of the Tell the students that you Discuss the cohesive Ask the students to read Ask students if they have an
Lesson are going to read the text devices in the LM and “How to select and limit a idea about the preparations
twice. If you opted to have provide other examples research topic” on page implemented before arriving
the text recorded, tell them 417-418. at the result.
that the audio file will be
played twice.
D. Discussing New Concepts and Remind them to listen very Ask students to give some Discuss with the students Discuss the guidelines on
Practicing New Skills #1 carefully. In the first more examples what they have read. how to develop a
playback, they may start questionnaire for research.
supplying information to
complete the graphic
organizer

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Process the listening text by Ask students to use Divide the class into six Let the class return to their Remedial/Enhancement
Practicing New Skills #2 asking the students the cohesive devices in a groups and present to them groups and ask them to Reading Schedule/ICL
questions on Task 8 in the sentence the graphic organizer on study the sample
LM page 415. page 418 and explain to questionnaire that you will
them what to do provide.
98
F. Developing Mastery Complete the graphic Provide teacher-made drills Students complete the Ask the groups to study the
(Leads to Formative Assessment 3) organizer given at the on the use of cohesive graphic organizer with the sample questionnaire and
beginning of the lesson. devices information required let them identify if it followed
the discussed guidelines.
G. Finding Practical Applications of If what you have heard is a Give instances when we Go over the input and tell Tell points on how to
Concepts and Skills in Daily Living fiction, how would you have can use cohesive devices them to answer the improve the sample
ended the story? questions on each part questionnaire.

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and . Let a representative of the What significant learnings Remedial/Enhancement
Abstractions about the Lesson Share your realizations of Share the importance of group report their output to have you learned in class Reading Schedule/ICL
the story. cohesion. the class. today?
99
I. Evaluating Learning Completion of the Graphic Complete the exercise on Completion of the graphic Group output will be
Organizer will serve as page 417 on cohesive organizer serves as presented in class
evaluation devices. evaluation.
J. Additional Activities for Application or Divide the class into groups Read in advance How to Research in advance about Complete Task 13 on page
Remediation of 5 and Do Task 9 of the Select and Limit a Research the topic chosen 420 of your LM
LM on page 416. Topic on page 417.
V. REMARKS
Page 4 of 5

GRADES 1 to 12
DAILY LESSON LOG


the lesson
100
require remediation


help me solve?


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

C. Learning Competencies/Objectives: EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: Express EN10LT-IVb2.2: Explain how EN10VC-IVc29:Appraise Remedial/Enhancement
Write the LC Code for each how the elements specific to a appreciation for sensory the elements specific to a the unity of plot, setting and Reading Schedule/ICL
genre contribute to the theme images used genre contribute to the theme characterization in a
of a particular literary selection of a particular literary selection
material viewed to achieve
EN10LT-IV-b2.2.2: Explain
101
the literary devices used the writer’s purpose
II. CONTENT
A. References

B. Other Learning Resources None – textbook only Picture of the Weeping Copy of the text, textbook Copy of the movie ET,
Woman by Picasso textbook, task sheets

GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
A. Reviewing Previous Lesson or Let students enumerate the Ask: Allow the students time to Invite the students to the Remedial/Enhancement
Presenting the New Lesson figures of speech that they read the Poem “A Marian film viewing of ET Reading Schedule/ICL
know What is a walk that is felt?” Sends a Postcard Home”
B. Establishing a Purpose for the Lesson Ask them to give examples Tell the students that the Discuss the poem by letting Give the guide questions
of these figures of speech answer to the question is the students answer the ahead of time on page 431
“Dance.” Dance is a walk questions found in the LM (Task 7) before the start of
that is felt. on page 429. the film viewing.
102
C. Presenting Examples/Instances of the Give them drills to identify Guide the students in Let the students cite some Group the class in advance
Lesson different figures of speech answering Task 2 on page lines from the text to prove and assign them to do Task
425 of the LM their answer. 8 on page 432
D. Discussing New Concepts and Introduce to them new Show a replica of Picasso’s Group activity: Film viewing while taking
Practicing New Skills #1 figures of speech “The Weeping Woman” note on the answers of the
(Alliteration, Allusion, Let the students guess the Assign 2 images per group. guide questions and tasks
Metonymy, Oxymoron, title of the painting (Task 3, Let the students identify assigned to them earlier.
Litotes, Analogy, Allegory, page 425 of the LM) which of the listed images
Caesura, Deus Ex Machina) appeared in the poem.

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Provide examples for each Answer the questions in the Have the students Film viewing while taking Remedial/Enhancement
Practicing New Skills #2 kind LM on page 425,Task 3 brainstorm for their answers note on the answers of the Reading Schedule/ICL
guide questions and tasks
assigned to them earlier.
103
F. Developing Mastery Give drills in identifying the Small Group Work Let them write their answers Film viewing while taking
(Leads to Formative Assessment 3) new figures of speech on a Manila Paper and note on the answers of the
Prepare the students to prepare for a group report. guide questions and tasks
unlock the challenge of the assigned to them earlier.
poem by telling them
answer the puzzles in Task
4 on the LM page 426
G. Finding Practical Applications of Let students use the figures Ask: Relate the message of the Film viewing while taking
Concepts and Skills in Daily Living of speech in a sentence. poem to real life note on the answers of the
How did you find the guide questions and tasks
activity? assigned to them earlier.
Were you challenged when
you were solving the
puzzles?

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and What is the purpose of What helped you in What significant realizations Film viewing while taking Remedial/Enhancement
Abstractions about the Lesson using figures of speech? answering them? have you made after the note on the answers of the Reading Schedule/ICL
Can you tell the class other activity? guide questions and tasks
puzzles that you know? assigned to them earlier.
I. Evaluating Learning Let the students do Task 1 Task 4 will serve as Group activity will serve as Presentation of the group
on LM page 423 evaluation evaluation activity
104
J. Additional Activities for Application or Research on Picasso Read in advance the poem If the activity is not Movie will continue the next
Remediation found on page 427-428 if completed, make it an meeting.
the LM extended task.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation

105
help me solve?


GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: Synthesize EN10VC-IVd29:Appraise the EN10VC-IVd29:Appraise the Remedial/Enhancement
Write the LC Code for each different viewpoints on essential information about a unity of plot, setting and unity of plot, setting and Reading Schedule/ICL
various local or global chosen issue characterization in a material characterization in a material
issues viewed to achieve the writer’s viewed to achieve the writer’s
EN10LC-IVc-16.1: purpose purpose
Distinguish the important
points from less important
ones
106
II. CONTENT BRIDGING GAPS / TRANSCENDING BORDERS
A. References
2. Learner’s Materials Pages P435-436 P439-441 P441 P441
3. Textbook Pages P435-436 P439-441 P441 P441

B. Other Learning Resources Video clip, textbook textbook Les Meserables movie, Les Meserables movie,
textbook textbook

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Show a video of an Let the students do Task 1 Share answers of the Task Watch the film Les Remedial/Enhancement
Presenting the New Lesson interview on LM page 439 4 K-W-L Chart on Les Misrables while completing Reading Schedule/ICL
Miserables the instructed activity
B. Establishing a Purpose for the Lesson Ask students about their Ask the Processing Instruct and group students Watch the film Les
observations of the video Questions found on LM in advance to take note on Misrables while completing
shown page 440. the necessary information the instructed activity
for them to do Task 7 on
page 446 of the LM
C. Presenting Examples/Instances of the Tell the students that they Ask: Watch the film Les Watch the film Les
Lesson will soon be interviewing Misrables while completing Misrables while completing
resource people from their What are the other terms the instructed activity the instructed activity
locality. that we can use to classify
107
characters?
D. Discussing New Concepts and Present the attached With a partner, do Task 2 Watch the film Les Watch the film Les
Practicing New Skills #1 sample interview guide to on page 440 of the LM Misrables while completing Misrables while completing
the students. the instructed activity the instructed activity

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Instruct the students that Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
Practicing New Skills #2 they will be working with letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
their groups in formulating the questions on page 440 the instructed activity the instructed activity
guide questions for their of the LM
future interview.
F. Developing Mastery Show them the graphic Do Task 3 on page 440 Watch the film Les Watch the film Les
(Leads to Formative Assessment 3) organizer in the LM page Misrables while completing Misrables while completing
436 to properly guide them the instructed activity the instructed activity
in this activity.
108
G. Finding Practical Applications of Summarize steps on how to Process the activity by Watch the film Les Watch the film Les
Concepts and Skills in Daily Living conduct an interview letting the students answer Misrables while completing Misrables while completing
the questions on page 440 the instructed activity the instructed activity
of the LM

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and What are the important Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
Abstractions about the Lesson points to remember in letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
conducting an interview? the questions on page 440 the instructed activity the instructed activity
of the LM
I. Evaluating Learning Completion of the graphic Completion of the tasks will Watch the film Les Watch the film Les
organizer and the actual serve as evaluation Misrables while completing Misrables while completing
interview (recorded / video the instructed activity the instructed activity
taped) will serve as
evaluation
J. Additional Activities for Application or Conduct the interview Answer Task 4 on page 441 Watch the film Les Watch the film Les
Remediation Misrables while completing Misrables while completing
109
the instructed activity the instructed activity
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


110
help me solve?


GRADES 1 to 12
DAILY LESSON LOG

C. Learning Competencies/Objectives: EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get familiar EN10SS-IVe-2.3: Compose a EN10SS-IVe-2.3: Compose a Remedial/Enhancement
Write the LC Code for each similarities and differences with technical terms used in research report on a relevant research report on a relevant Reading Schedule/ICL
of the featured selections in research social issue social issue
relation to the theme
II. CONTENT
TRANSCENDING BORDERS
A. References
1. Teacher’s Guide Pages P400-408 P408 P409 P409
111

B. Other Learning Resources textbook textbook textbook textbook

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or What was the best part of Review on the different Present a sample literature Follow up the students of Remedial/Enhancement
Presenting the New Lesson the movie for you? ways of citing sources review their progress on the activity Reading Schedule/ICL
discussed in the previous given the previous meeting.
quarter.
B. Establishing a Purpose for the Lesson Remind the students of the Provide the class some Ask the students about their Ask students to share
group task they were ought exercises to cite sources opinion on the sample difficulties they met while
to present after the movie literature review doing the activity.
C. Presenting Examples/Instances of the Presentation of the group Discuss their answers Allow the students to read Allow other students to
Lesson Task the notes about literature participate in sharing
review on pages 453. insights on how to solve the
difficulties met.
D. Discussing New Concepts and Presentation of the group Divide the class into In their groups let the Give them practical pointers
Practicing New Skills #1 Task different groups and let students study the qualities on how to go about their
112
them work on preliminary of a good Literature Review research
activity for writing a socio- Matrix
cultural issue.

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Presentation of the group Give the guide questions for Ask the class to analyze the Let them go back to their Remedial/Enhancement
Practicing New Skills #2 Task the group: sample literature review groups and continue making Reading Schedule/ICL
matrix using the qualities their literature review.
What will your research given in the LM page 453-
report be about? Why do 454.
you need to study it?
F. Developing Mastery Presentation of the group Let the group further Analysis of sample literature Continue making their
(Leads to Formative Assessment 3) Task discuss the following: matrix literature review
What sources will you need

to study your subject? How
do you complete data
gathering?
G. Finding Practical Applications of What feelings did you share Ask: Ask a representative from Ask a representative to give
Concepts and Skills in Daily Living with any of the characters? each group to share their an update of their progress.
113
How will you work with the output.
outline of your research?

GRADES 1 to 12
DAILY LESSON LOG

H. Making Generalizations and If you were the author, Ask: Let the students work on Let the students work on Remedial/Enhancement
Abstractions about the Lesson would you change the completing their Literature completing their Literature Reading Schedule/ICL
ending? What changes How will you prepare for Review Matrix in Review Matrix in
would you do with the the research activity? preparation for the research preparation for the research
story? report about a socio-cultural report about a socio-cultural
issue of your choice. issue of your choice.
I. Evaluating Learning Presentation of the group Passing of the group Ask a representative from Ask a representative from
Task output. the group to share the the group to share the
progress of their output. progress of their output.
J. Additional Activities for Application or Complete the Task 8 on IF activity is not completed, If activity is not completed, If activity is not completed,
Remediation page 447. give it as an extended task. give it as an extended task. give it as an extended task.
It will serve as the spring Agree among the students
board to the next lesson the deadline of the output.
114
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?
115

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

C. Learning Competencies/Objectives: EN10RC-IVf-2.12: Draw EN10LC-IVf-3.2: Raise EN10LT-IVf14.2: Explain EN10SS-IVc-1.8: Synthesize Remedial/Enhancement
Write the LC Code for each conclusions from the set of questions and seek how the elements specific to a essential information about a Reading Schedule/ICL
details clarifications on issues selection build its theme chosen issue
discussed in the text listened to EN10G-IVd-32: Observe the
language of research,
campaigns, and advocacies
II. CONTENT
LEARNING IN THE 21ST CENTURY
A. References
5. Teacher’s Guide Pages P419-420 P420-421 P421 -422 P423-425
116
B. Other Learning Resources textbook textbook textbook None – textbook only

GRADES 1 to 12
DAILY LESSON LOG

A. Reviewing Previous Lesson or Discuss briefly the Let the students write the Pose again the question: Remind students about their Remedial/Enhancement
Presenting the New Lesson importance of charting one’s word/phrase “Out of the narrowed down topic for Reading Schedule/ICL
learning progress. box” on a graffiti wall. What kind of education do research and their outlines.
the 21st century learners
need?
B. Establishing a Purpose for the Lesson Instruct the students to use Tell the students that they Process the students’ Let students assess what
graph to assess their will refer back to the graffiti answers. they have achieved so far
learning progress in the wall during the course of the and to determine whether or
different subject areas. lesson. not they are ready to write
the draft through the
checklist.
C. Presenting Examples/Instances of the Let the students identify Ask: Ask students to read essay, Let the students do Task 6
Lesson their level of Proficiency “ What is a Liberal on LM page 466.
using the guide from DepEd “What is the importance of Education?” by Sir Richard
Order 73. education?” Livingstone
D. Discussing New Concepts and Ask: Let the students read the Engage students in a Process their answers
Practicing New Skills #1 excerpt from “Kaffir Boy” by discussion of the essay
In what subject areas are Mark Matabane through the following
you doing well? How can questions:
you sustain this?
What does liberal education
mean according to the
117
Greeks?

GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Ask: Remind students to take Ask: Let the students do Task A Remedial/Enhancement
Practicing New Skills #2 note of the processing “Getting Ready to Write” on Reading Schedule/ICL
What areas need questions on page 462 as What constitutes liberal LM page 467 to determine
improvement? How can you guide posts to education? their attitude towards
address this? comprehending the story writing.
What is the origin of the
word “liberal?”
F. Developing Mastery Ask the students to fill out Tell them to copy the Let students explain their
(Leads to Formative Assessment 3) the graphic organizers to graphic organizer in Let students answer the last answers
address the questions in question 2 to their notebook question, “How can the 21st
item C. on page 459. century Filipino student
benefit from liberal
education?” through a short
skit
G. Finding Practical Applications of Encourage students to Ask: Let the students summarize
Concepts and Skills in Daily Living share their answers to the Ask: the elicited responses on
class Is technical education also the board through a concept
If you were the character, important? Why map
would you also be
persuaded by the mother’s
viewpoints? Why/why not?
118
GRADES 1 to 12
DAILY LESSON LOG

IV. PROCEDURES
H. Making Generalizations and Ask: Ask: Ask: Remedial/Enhancement
Abstractions about the Lesson Let students answer Reading Schedule/ICL
What did you find out about What kind of education do What is the difference Questions 1-3 on page 468.
your progress? the 21st century learners between technical and
need? liberal Education?
I. Evaluating Learning Ask the students to fill out Presentation of the skit. Let the students do Task B
Filling out of the graphic the graphic organizer on LM page 468.
organizers found in the LM copied.
will serve as evaluation
J. Additional Activities for Application or Read in advance selection Read in advance “What is a Complete the Venn Instruct students to transfer
Remediation on Excerpt from Kaffir Boy Liberal Education?” by Sir Diagram of Task 3 on page what they have learned in
on page 460-462 of the LM Richard Livingstone 465. this learning segment by
drafting their own research
report. Decide with the
class when to pass the
output
V. REMARKS
119
GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?

120
DAILY LESSON LOG Teaching Dates and Time: March 6-10, 2017 Quarter: 4

C. Learning Competencies/Objectives: EN10OL-IVg3.10: Use EN10SS-IVg1.6.3: EN10LC-IVc-3.18: Get EN10LT-IVe-21: Evaluate Remedial/Enhancement
Write the LC Code for each appropriate multimedia Acknowledge sources by different viewpoints on various literature as an instrument to Reading Schedule/ICL
resources that accompany preparing a bibliography local or global issues express and resolve conflicts
language EN10VC-IVf-6.1: Evaluate within, between, and among
EN10SS-IVg1.6.4: Use how the elements that make societies
writing conventions to up reality and fantasy affect
acknowledge sources viewing habit
II. CONTENT
LEARNING IN THE 21ST CENTURY / MOVING TOWARDS CONVERGENCE
A. References

B. Other Learning Resources Video clip, text book Textbook, copy of their Pictures and Video Clip None – textbook only
research paper
121
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: March 6-10, 2017 Quarter: 4

A. Reviewing Previous Lesson or Show the video clip about Let students give a Present ASEAN photo to Raise question to arouse Remedial/Enhancement
Presenting the New Lesson plagiarism feedback of their activity last the class. student’s interest. Reading Schedule/ICL
meeting
“What keeps convergence
from being realized?”
B. Establishing a Purpose for the Lesson Process what was viewed Recall the points on how to Prod the students to ponder Ask the students to share
by asking: write the main parts of a on the line, “One Vision, their answers.
research paper One Identity, One
What is plagiarism? Community.”
C. Presenting Examples/Instances of the Ask? Instruct students to transfer Ask the students to think of Tell the students that the
Lesson what they have learned in ways that they can do to class will be reading a poem
What are signs of this learning segment by actualize the vision of that will allow them to
plagiarism? drafting their own research ASEAN Integration. explore the theme.
report.
What are ways to avoid
plagiarism?
D. Discussing New Concepts and Let the students determine Let the students go back to Instruct the students to write Model the proper reading of
Practicing New Skills #1 which among the items in their groups to work on their on their journal a pledge of the poem to the students.
the list on page 469 needs paper. support to the ASEAN
to be cited. Vision.
122
GRADES 1 to 12
DAILY LESSON LOG

E. Discussing New Concepts and Discuss the basic rules in Tell the students to use the Process the responses of Ask the class to read the Remedial/Enhancement
Practicing New Skills #2 incorporating in-text guide on page 472 of the the students. Give the poem afterwards. Reading Schedule/ICL
citations as found in the LM LM to work on their paper, feedback as you deem
page 470. necessary.
F. Developing Mastery Ask the students to read Tell the students to divide Let the students view videos Let the students work on the
(Leads to Formative Assessment 3) again their research report and assign to each member concerning the ASEAN context clues activity.
and instruct them to identify of the group the parts of the integration.
the introduction, body, and research paper as seen in
conclusion. the guide on page 472.
G. Finding Practical Applications of Discuss the segment on Discuss the criteria on of a Ask: Facilitate deepening of
Concepts and Skills in Daily Living how to write the main parts research paper / report students’’ understanding of
of a research paper / report “Is the ASEAN integration the poem by posing
really important? Why/Why questions found on LM
not? page 479.

123
DAILY LESSON LOG Teaching Dates and Time: March 6-10, 2017 Quarter: 4

H. Making Generalizations and Ask students to give Ask students to give Instruct the students to Ask students to prepare a Remedial/Enhancement
Abstractions about the Lesson suggestions on how to suggestions on how to create a Venn diagram on photo collage to present Reading Schedule/ICL
improve their research improve their research their notebook. their answer to the following
paper paper based on the questions:
research paper rubric found
on page 473
I. Evaluating Learning Revised research paper. Revised research paper. Ask the students to take Ask:
down notes while they
watch the videos on Does the poem continue to
ASEAN. reflect how the world is
today? How?
J. Additional Activities for Application or Let students analyze Let students work on their Process the activity by Give feedback.
Remediation whether or not the research research paper and agree posing questions found on
paper contains main and when they will pass it. LM page 477.
sub-parts.
V. REMARKS
124
GRADES 1 to 12
DAILY LESSON LOG


the lesson

require remediation


help me solve?

125
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: March 13 - 17, 2017 Quarter: 4

C. Learning Competencies/Objectives: EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: Compose a EN10SS-IVh-1.8.1: Point EN10-LT-IVh2.3: Draw Remedial/Enhancement
Write the LC Code for each writing conventions to research report on a relevant out relationships among similarities and differences Reading Schedule/ICL
acknowledge sources social issue statements of the featured selections in
relation to the theme
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP
A. References
1. Teacher’s Guide Pages P438 P439-440 P446-447 P447-448
2. Learner’s Materials Pages P481-482 P483-484 P486 P487-488
3. Textbook Pages P481-482 P483-484 P486 P487-488

B. Other Learning Resources textbook textbook Textbook, picture textbook

GRADES 1 to 12
DAILY LESSON LOG
126
A. Reviewing Previous Lesson or Present a teacher-made Update students of their Ask the students to use the Ask: Remedial/Enhancement
Presenting the New Lesson completion activity on research paper checklist to assess their Reading Schedule/ICL
transitions Global Citizenship What does it mean to be a
Competencies Global Citizen?
B. Establishing a Purpose for the Lesson Ask students the purpose of Guide the students in Let students observe the Ask students to show their
transitions assessing the draft. photo on page 486 word clouds.
C. Presenting Examples/Instances of the Give drills and discuss. Ask them to fil out the Ask: Solicit ideas from the
Lesson revision checklist on page students based on the
483 of the LM What does it mean to be a extended activity given.
global citizen?
D. Discussing New Concepts and Discuss the table on page Let the students exchange Ask them to write key words Let students read the
Practicing New Skills #1 481-482 their research paper. on their notebook. Tell selection on page 487-489
them that they are expected
to have a short one-minute
essay

GRADES 1 to 12
DAILY LESSON LOG
127
A. Discussing New Concepts and Provide drills Have the group check on Ask some students to share Process the text by guiding Remedial/Enhancement
Practicing New Skills #2 their classmates’ research their key words to the class students to answer Reading Schedule/ICL
paper questions on page 489.
B. Developing Mastery Ask students to answer Let them fill-out the Instruct students to use their Ask students about their
(Leads to Formative Assessment 3) Task 5 on page 482. assessment table on page keywords to write a short personal advocacies
483 Letter B of your LM paragraph on what it means
to be a global citizen
C. Finding Practical Applications of Relate the knowledge of Let students return the draft Ask several students to Share their advocacies to
Concepts and Skills in Daily Living transitions in writing your to the writers. share their work to the the class
research paper. class.

GRADES 1 to 12
DAILY LESSON LOG
128
V. PROCEDURES
D. Making Generalizations and Upon getting their own draft, Remedial/Enhancement
Abstractions about the Lesson How important is transition? let them answer the Output What does it take to be a How can you play your role Reading Schedule/ICL
Satisfaction Worksheet global citizen? as a global citizen?
E. Evaluating Learning Instruct students to revise Making of advocacies will

Completion of Task 5 on their drafts based on the The short paragraph written serve as evaluation
page 482 of the LM will comments of their peers will be considered as the
serve as evaluation evaluation
F. Additional Activities for Study and familiarize the

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

GRADES 1 to 12
DAILY LESSON LOG
VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
129
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.


the lesson

require remediation


help me solve?


GRADES 1 to 12
DAILY LESSON LOG

130
C. Learning Competencies/Objectives: EN10LT-IVi-21: Evaluate EN10SS-IVi-2.3: Compose a EN10SS-IVi-2.3: Compose a Remedial/Enhancement

Write the LC Code for each literature as an instrument to research report on a relevant research report on a relevant Reading Schedule/ICL
express and resolve conflicts social issue social issue
within, between, and among
societies EN10F-IVi-1.16: Deliver self- EN10F-IVi-1.16: Deliver self-
composed Campaign Speeches composed Campaign
on Advocacies, Social Issues Speeches on Advocacies,
and Concerns Social Issues and Concerns
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP
A. References
1. Teacher’s Guide Pages P449-450 P451-452 P451-452

B. Other Learning Resources textbook PowerPoint Presentation, PowerPoint Presentation,
rubric on research report rubric on research report
presentation presentation

GRADES 1 to 12
DAILY LESSON LOG

131
A. Reviewing Previous Lesson or Let the students observe Discuss students the Discuss students the Remedial/Enhancement
Presenting the New Lesson the infographic on page 492 guidelines of their guidelines of their Reading Schedule/ICL
presentation presentation
B. Establishing a Purpose for the Lesson Discuss with the students Present the rubric in rating Present the rubric in rating
the details presented in the them of their presentation them of their presentation
UNESCO infographic.
C. Presenting Examples/Instances of the Instruct the students to fill Ask the students to start Ask the students to start
Lesson out the matrix found below reporting reporting
the infographic.
D. Discussing New Concepts and Review what they have Reporting of the research Reporting of the research
Practicing New Skills #1 previously learned about report. report.
effective verbal and non-
verbal messages

GRADES 1 to 12
DAILY LESSON LOG

132
E. Discussing New Concepts and Let the students share their Reporting of the research Reporting of the research Remedial/Enhancement
Practicing New Skills #2 responses through small report. report. Reading Schedule/ICL
groups settings
F. Developing Mastery Prompt students to make Reporting of the research Reporting of the research
(Leads to Formative Assessment 3) connections between their report. report.
role as a researcher and as
a global citizen.
G. Finding Practical Applications of Guide the students in

Concepts and Skills in Daily Living preparing their research Cite other instances where Cite other instances where
presentation using the you will be able to use the you will be able to use the
Audience Adaptation skills you learned in skills you learned in
Worksheet on page 494 research report presentation research report presentation

GRADES 1 to 12
DAILY LESSON LOG

133
Abstractions about the Lesson Let students share their Sharing of learning Sharing of learning Reading Schedule/ICL
learnings about the lesson experiences. experiences.
I. Evaluating Learning Students prepare for their Reporting of the research Reporting of the research
presentation on research report. report.
presentation
J. Additional Activities for Create slides for the Let other groups prepare for Let other groups prepare for
Application or Remediation presentation and prepare the presentation. the presentation.
for the presentation of the
activity.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG

134
the lesson

require remediation


help me solve?

135

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School: LILIMASAN NATIONAL HIGH SCHOOL Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P117-118 P119-121 P121-122 P122

3. Textbook Pages P117-118 P119-121 P121-122 P122

4. Additional Materials from Learning

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

C. Did the remedial lessons work? No.

D. No. of learners who continue to

E. Which of my teaching strategies work

F. What difficulties did I encounter

G. What innovations or localized

Prepared by: Noted:

LYNDYLYN R. DE GUZMAN MARJORIE P. MONDERO, Ed.D

(Subject Teacher) (Principal II)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies/Objectives: EN10RC-IIb-11.2: Explain EN10LC-IIb-15.1: EN10LT-IIb-14.2: Explain EN10V-IIb-13.9: Give

2. Learner’s Materials Pages P123-128 P124-129 P129-130 P130-131

3. Textbook Pages P123-128 P124-129 P129-130 P130-131

4. Additional Materials from Learning

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

*To be asked after the

B. No. of learners who require

C. Did the remedial lessons work? No.

E. Which of my teaching strategies work

F. What difficulties did I encounter

G. What innovations or localized

Prepared by: Noted:

LYNDYLYN R. DE GUZMAN MARJORIE P. MONDERO, Ed.D

(Subject Teacher) (Principal II)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies/Objectives: EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

2. Learner’s Materials Pages P131-132 P133 P133-134 P136-138

3. Textbook Pages P131-132 P133 P133-134 P136-138

4. Additional Materials from Learning

Prepared by: Noted:

LYNDYLYN R. DE GUZMAN MARJORIE P. MONDERO, Ed.D

(Subject Teacher) (Principal II)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P145-146 P152-156 P159 P159

3. Textbook Pages P145-146 P152-156 P159 P159

4. Additional Materials from Learning

B. No. of learners who require

C. Did the remedial lessons work? No.

E. Which of my teaching strategies work

F. What difficulties did I encounter

G. What innovations or localized

Prepared by: Noted:

LYNDYLYN R. DE GUZMAN MARJORIE P. MONDERO, Ed.D

(Subject Teacher) (Principal II)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P169-170 P170-173 P174-175 P183-185

3. Textbook Pages P169-170 P170-173 P174-175 P183-185

4. Additional Materials from Learning

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

C. Did the remedial lessons work? No.