Detailed Lesson Plan No.3

GRADES 1 to 12 School: Poblacion Polomolok N.H.
S Grade Level: 10
DAILY LESSON LOG Teacher: Ferian Quiño Learning Area: English
Teaching Dates and Time: November 3, Quarter: 3rd
2021 Wednesday (10:00-11:00)
I. OBJECTIVES
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 occasions, pronouns and structures of modification.
Performance Standards The learner skilfully delivers a speech for s special occasion through
utilizing effective verbal and non-verbal strategies ans ICT sources.
Learning Competencies / Objectives Use speech strategies to share ideas. EN10RC-IIIa.22.1:

Write the LC code for each Specifically, at the end of the session the students are expected to:
 identify the strategies in speaking;
 Distinguish the important points from less important ones a
text listened to
 Listen to simplify, reorganize,synthesis, and evaluate
information to expand, reviews, or update knowledge
II. CONTENT Using speech strategies to share ideas
III. LEARNING RESOURCES
References K-12 English Curriculum Guide
Teacher’s Guide pages
Learner’s Materials pages English Quarter 3 Module 1
Textbook pages  Alberta Education, The Common Curriculum Framework for
English Language Arts Kindergarten to Grade 12 Western
Canadian Protocol for Collaboration in Basic
 Education, (Manitoba: Alberta Education, 1998)
 Anderson, Mark and Anderson, Kathryn. Text Type in English 1,
(Malaysia: MacMillan, 2003)
 Bureau of Secondary Education, Department of Education Basic
Education Curriculum. Pasig City, 2002.
 Bureau of Secondary Education, Department of Education
Culture and Sports. Desired Learning Competencies New
Secondary Education Curriculum. Pasig City, 1991.
 Bureau of Secondary Education, Department of Education
Culture and Sports. Desired Learning Competencies Philippine
Secondary Schools Learning Competencies .
 Pasig City, 1998.
 Bureau of Secondary Education, Department of Education.
Secondary Education Curriculum. Pasig City, 2010.
 Canale, Michael and Swain, Merril. “Theoretical Bases of
Communicative Approaches to Second Language Teaching and
Testing” in Applied Linguistics Vol. I, Issue 1,
 (USA: Oxford, 1980.)
 Cummins, Jim, The Acquisition of English as a Second
Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.),
Reading Instruction for ESL Students Delaware,
 (Delaware: International Reading Association, 1994)
 Malone, Susan, Manual on MTB-MLE (Community-Based
Program), (Switzerland: UNESCO, 2006)
Additional Materials from Learning Resource (LR)

portal
Other Learning Resources Learning Activity sheets, video clip, presentation
1
IV. PROCEDURES
Reviewing previous lesson or presenting the new What are the tips that can help you plan and write a great speech?
lesson Give one and explain.
Establishing a purpose for the lesson Solicit ideas from the learners with regards to the video clip shown.
https://www.pinterest.ph/pin/364721269826918498/
Presenting examples/ instances of the new lesson

Determining importance is a strategy that readers use to distinguish
between what information in a material is most necessary for
understanding. This strategy enables student to distinguish between
the most and least important information presented in a material.
To determine the most important points from the less one,there are
factores we need to look onto:
1. The most important points usually include the topic
sentence.this is usually the main ideaof the passage.
2. The problems encountered in the passage and the solutions
are also considered most important ones.
3. The supporting details are usually under less important
points. It just adds up information or ideas to the main
idea/s.
Discussing new concepts and practicing new skills #1 Developing skills in writing enhances students reading and listening
comprehension and their critical thinking. Listening, viewing,
speaking representing, writing, and reading are complex cognitive
and social processes that work together as a whole in literacy
learning.
For example,
1. Oral language is the foundation of literacy

2. Talking is fundamentally corrected to thinking, exploration
and creating meaning.
Discussing new concepts and practicing new skills #2 Direction: Determine the most important points from less one.
Developing Mastery (Leads to Formative Assessment Instruction:

3)
a. The class will be divided into four (4) groups.
b. The teacher/facilitator will present a video clip “save our
palnet”
c. Each group will extract important points and less important
points from the video clip listened to.
d. The extracted points should be written on the manila paper
provided.
e. Group representatives will explain thei group works.
2
Materials; Manila paper, marker
Important Reasons Less important Reason/s

points points
Finding practical applications of concepts and skills in As a student, what are the things you do most and how will you
daily living manage to prioritize important things from less important ones?
Making generalizations and abstractions about the
lesson 1. Are all ideas or information in the passage important?
2. What are those most important points that we need to look
onto? What are those less important ones?
Evaluating Learning Individual Activity:

a. The teachers/facilitator will present a short video clip on “
Natural Hazards Human”
b. The students will extract three (3) important points and
three (3) less important points
c. The picked up points should be writtenin one half sheet of
crosswise paper.
Criteria for scoring
Content/ 4
reference
Presentation 4
Creativity 2
Total 10
Additional Activities for application or remediation Assignment (for enrichment)

Research for the cases of pronouns and structures of modification.
V. Remarks
No. of Learners who earned 80% in the evaluation
No. of learners who require additional activities or
remediation who scored below 80%
Did the remedial lessons work? No. of learners who
have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why
did these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
Rubric for evaluation of learning. (KENYA)
3
4

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GRADES 1 to 12 School: Poblacion Polomolok N.H.

Learning Competencies / Objectives Use speech strategies to share ideas. EN10RC-IIIa.22.1:

Additional Materials from Learning Resource (LR)

Presenting examples/ instances of the new lesson

1. Oral language is the foundation of literacy

Developing Mastery (Leads to Formative Assessment Instruction:

Important Reasons Less important Reason/s

Evaluating Learning Individual Activity:

Criteria for scoring

Additional Activities for application or remediation Assignment (for enrichment)

Rubric for evaluation of learning. (KENYA)

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