School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 10 Teacher: VENICE E. GENITA Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: June ___________, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Answer a pre-test EN10RC-Ia-2.15.2: EN10VC—Ia-1.4/2.4: EN10LT-Ia-14.2: Explain how Remedial Reading or
Competencies/Objectives: Determine the effects of Determine how connected the elements specific to a Instruction/ICL
textual aids like advance events contribute to the selection build its theme
organizers, tiles, non-linear totality of the material EN10WC-Ia-12.1: Identify
illustrations, etc. on the viewed features of persuasive texts
understanding of a text EN10V-Ia-13.9:
EN10LC-Ia-11.1: Get Differentiate formal from
information that can be informal definitions of
used in everyday life from words
news reports, speeches,
informative talks, panel
discussions, etc.

DISCOVERING PERSONAL CHALLENGES

Contribution of Connected Remedial Reading or
Events to Material’s Literary Elements of the Instruction/ICL
II. CONTENT Effects of Textual Aids, and Totality, and Difference Selection: Daedalus &
N/A
Getting Information between Formal and Icarus, and Features of
Informal Definitions of Persuasive Texts
Words
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages N/A P3-4 P5-7 P7-9 None

2. Learner’s Materials Pages N/A P6-8 P9-12 P13-18 None

3. Textbook Pages N/A P6-8 P9-12 P13-18 None

4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources N/A A short speech of your Video Clip from YouTube: Sample Persuasive Text/s None
choice for the listening Inspiration to Life; Self-
comprehension; a non- constructed Spinning
linear text or any text in a Wheel for the Vocabulary
graphic organizer Spinner Task; Image of Nick
Vujicic; Dice
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Let the students take a pre- Review the enduring Ask the students to give all Remedial Reading or
Presenting the New Lesson test question about life the words they can connect Instruction/ICL
with the word, myth. Inform
them that the text they are
about to read is a myth
B. Establishing a Purpose for the Distribute test papers to Have the students mull Present a picture of Nick Ask the students to look for Remedial Reading or
Lesson learners over the quotation by Vujicic and ask the students the answer to the following Instruction/ICL
Echkart Tolle and the of their prior knowledge question:
enduring question which about him 1. How does Icarus get
can be found in the LM, himself into a difficult
Your Journey on page 6 situation?

C. Presenting Let the students identify Let the students watch the Have the students answer
 Examples/Instances of the the saying or well-known video about Nick Vujicic the following questions:
Lesson phrase that represents 1. What are some myths
each block in Task 1 found that you have read?
on page 7 in the LM 2. What makes these stories
a myth?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
D. Discussing New Concepts and N/A Explain the following Have the students answer Interactive Reading of the Remedial Reading or
Practicing New Skills #1 processing questions the questions for Selection entitled Daedalus Instruction/ICL
relevant to Task 1: processing on page 5 of the and Icarus
1. What is your overall TG through small group Have the students answer the
impression about the discussion questions in Task 8 – 10 on
phrases above? page 16 of the LM on their
2. How do they reflect notebooks
realities in life?
E. Discussing New Concepts and N/A Have the students Discuss the difference Discuss shortly the different Remedial Reading or
Practicing New Skills #2 accomplish Task 2 You’ve between formal and features of a persuasive text, Instruction/ICL
Got a Friend on page 8 of informal definitions and then have the students
the LM have the students give identify the features of a
both the formal and persuasive text present in the
informal definitions of the sample text
following:
1. comfortable
2. overlapping
3. plunged
4. hurtled
5. vengeful
F. Developing Mastery N/A Let the students listen to a Let the students play the Have the students accomplish Remedial Reading or
(Leads to Formative speech and have them vocabulary spinner on Task Task 12 Agree or Disagree on Instruction/ICL
Assessment 3) share the information that 6, page 12 of the LM pages 16 and 17 of the LM
can be used in everyday life
 through Think-Pair-Share
method
G. Finding Practical Applications N/A Ask students to cite any Ask students to cite Cite instances in life where Remedial Reading or
of Concepts and Skills in Daily information from news instances in life where the people discover their personal Instruction/ICL
Living reports, speeches, etc. insights from the material challenges when they get
where they have learned viewed are applicable themselves into difficult
something to be used in situations
everyday life

H. Making Generalizations and N/A Have the students answer Have the students answer Have the students answer the Remedial Reading or
Abstractions about the the following question: the following question: following questions: Instruction/ICL
Lesson 1. Recall your experience in 1. What is the difference 1. How do personal challenges
answering the Blocks that between formal and make you a better person?
Block in Task 1. What is the informal definitions? 2. What are the different
effect of the blocks as features of a persuasive text?
textual aids in identifying
the saying or well-known
phrase that each block
represents?
I. Evaluating Learning N/A Have the students answer Vocabulary Rock-in-Roll Let the students accomplish Remedial Reading or
a self-constructed using a dice to meet Task 13 on page 17 of the LM Instruction/ICL
evaluation that involves objective 2 for this session Integrate/encourage
any non-linear text or any persuasion in the output
textual aids to meet
objective 1
J. Additional Activities for N/A Recall a news report they Recall any material viewed Let the students write a short Remedial Reading or
Application or Remediation have heard or watched before and share how the persuasive text about Instruction/ICL
before and cite instances events contribute to its cyberbullying in preparation
or information they have totality through small for the Final Task
used in real-life group discussion

IV. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
V. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have
caught up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching
strategies work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: June 12 – 16, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10OL-Ia-3.14: Identify EN10RC-Ib-2.15.2: EN10V-Ib-13.9: Differentiate Remedial Reading or
Competencies/Objectives: the factors of public Determine the effect of formal from informal Instruction/ICL
Regular Holiday: speaking textual aids like advance definitions of words
Independence Day EN10G-Ia-27: Use reflexive organizers, tiles, non-linear EN10LT-Ib-2.2: Explain how
and intensive pronouns illustrations, etc. on the the elements specific to a
understanding of a text genre contribute to the theme
EN10LC-Ib-4: Determine of a particular literary
the implicit and explicit selection
signals, verbal, as well as EN10LT-Ib-2.2.1: Express
non-verbal, used by the appreciation for sensory
speaker to highlight images used
significant points
EN10VC-Ib-1.4/2.4:
Determine how connected
events contribute to the
totality of a material
viewed
 DISCOVERING PERSONAL BUILDING UP DEFENSES:
CHALLENGES:
Effect of Textual Aids; Remedial Reading or
Implicit & Explicit Signals, Formal and Informal Instruction/ICL
II. CONTENT Factors of Public Speaking,
Verbal & Non-Verbal Used Definitions of Words;
and Reflexive & Intensive
by Speaker; and Elements Specific to a Genre;
Pronouns
Contribution of Events to and Sensory Images
Material’s Totality
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P10 -17 P20-23 P24-28 None

2. Learner’s Materials Pages P18-30 P32-33 P35-44 None

3. Textbook Pages P18-30 P32-33 P35-44 None

4. Additional Materials from None None None None
Learning Resource (LR)
portal
E. Other Learning Resources None Audio-video file of the None None
song, Reflection

IV. PROCEDURES
A. Reviewing Previous Lesson or Review the features of a Have the students read the Let the students set their Remedial Reading or
Presenting the New Lesson persuasive text introduction under Your expectations on the lesson by Instruction/ICL
Journey on page 31 of the accomplishing Task 6 on page
LM 35 of the LM
B. Establishing a Purpose for the Since the final output of Remind students of the Let the students read the text Remedial Reading or
Lesson Lesson 1 is oral reporting expected output of the on page 35 of the LM and let Instruction/ICL
about cyberbullying, have lesson: brochure on the information be a guide in
the students give their building defenses against reading the text
prior knowledge on the discrimination
factors of public speaking
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
C. Discussing New Concepts and Have the students read the Have the students Have the students accomplish Remedial Reading or
Practicing New Skills #1 text about bullying on accomplish a word web the Story Anticipation Guide Instruction/ICL
pages 27 & 28 in the LM activity on the word, on page 36 of the LM
Discrimination
D. Discussing New Concepts and Discuss the factors of Have the students Have the students recall their Remedial Reading or
Practicing New Skills #2 public speaking & have the accomplish Task 1 on page knowledge on formal & Instruction/ICL
students examine the Oral 32 of the LM informal definitions of words;
Presentation Rubric on then let the students
page 29 of the LM as a accomplish Task 8 on page 36
reference for the final task of the LM
E. Developing Mastery Have the students Have the students view or Interactive Reading of the Remedial Reading or
(Leads to Formative accomplish Task 16 listen to the song selection, The Gorgon’s Head; Instruction/ICL
Assessment 3) Grammarian for a Day on “Reflection” from the then have the students
pages 18 – 19 in the LM movie Mulan and answer answer Task 9 on their
the processing questions notebooks (p. 42)
F. Finding Practical Applications Facilitate the students in Let the students Facilitate students’ group Remedial Reading or
of Concepts and Skills in Daily accomplishing Task 30 A accomplish Task 3 Mirror, work: Visualizing the Text on Instruction/ICL
Living Day in a Life on page 29 of Mirror on page 33 of the page 42 of the LM
the LM LM
G. Making Generalizations and Have the students answer Let the students recall the Let the students answer the Remedial Reading or
Abstractions about the the following: textual aid on Task 1 and following: Instruction/ICL
Lesson 1. In what instances in life ask them its effect in “What events in the myth
where you can use the deciphering the riddle could happen in real life?”
insights you’ve learned on
the factors of public
speaking?
H. Evaluating Learning Have the students answer Have the students answer Facilitate students’ abstraction Remedial Reading or
the following: the following: from the lesson by answering Instruction/ICL
“Why do we need to know “What are being used in the following:
the factors in public the song viewed to “What are the insights you’ve
speaking?” highlight its significant learned from the selection?”
points?”
I. Additional Activities for Oral Presentation about Think-Write-Share: Makes Sense To Me Remedial Reading or
 Application or Remediation Cyberbullying Discrimination Check (page (page 44) Instruction/ICL
32 of the LM)

Accomplish the My Using the exit cards Accomplish Task 12 My Coat Remedial Reading or
Treasure on page 30 of the provided or any piece of of Arms on pages 43-44 of the Instruction/ICL
REMARKS
LM on their Activity paper, answer the enduring LM
Notebook question of the lesson
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
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: June 19 – 23, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain how Remedial Reading or
Competencies/Objectives: features of persuasive texts Determine the effect of Determine how connected the elements specific to a Instruction/ICL
EN10OL-Ib-3.15: Describe textual aids like advance events contribute to the genre contribute to the
and interpret the ethics of organizers, titles, non- totality of a material theme of a particular
public speaking linear illustrations, etc. on viewed literary selection
EN10G-Ib-27: Use reflexive the understanding of a text EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the
and intensive pronouns EN10LC-Ic-4: Determine formal from informal literary devices used
the implicit and explicit definitions of words
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points

BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:

Contribution of Events to a Remedial Reading or
Material’s Totality; and Instruction/ICL
Features of Persuasive Effect of Textual Aids; and
Difference Between Formal Literary Elements/Theme in
II. CONTENT Texts; Ethics of Public Implicit & Explicit Signals,
& Informal Definitions of the Selection, Orpheus; and
Speaking; and Reflexive & Verbal & Non-Verbal Used
Words Literary Devices Used
Intensive Pronouns by the Speaker
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P29-33 P P P None

2. Learner’s Materials Pages P45-51 P52-53 P53-54 P55-58 None

3. Textbook Pages P45-51 P52-53 P53-54 P55-58 None

4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources Self-constructed worksheet Audio-video file on “Let it Copy of the film or a Dice None
on describing/interpreting Go” song; printed copy of a summary/movie review of
ethics of public speaking; song of your choice “Life of Pi” movie
caps
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the features of Have the students read the Present the necessary Have the students read the Remedial Reading or
Presenting the New Lesson persuasive texts and text under Your Journey on information about the text about myths in a box on Instruction/ICL
reflexive & intensive page 52 of the LM movie, “Life of Pi” page 55 of the LM, then
pronouns deliberate its key thought/s
B. Establishing a Purpose for the Have the students mull Inform students of the Have the students mull Have the students mull over Remedial Reading or
Lesson over the following key expected output in Lesson over the following the following motive Instruction/ICL
thought: 3: Information Ad question: “How did the question: “To what extent
“Pronouns are used so that (TV, radio, or print) connected events would you use your strength
you do not keep using contribute to the totality of to save the person you
nouns all throughout a the movie?” love?”
text.”
C. Presenting Have the students compare Present samples of explicit Optional: Viewing of the Interactive Reading of the Remedial Reading or
Examples/Instances of the and contrast reflexive & and implicit signals and movie, “Life of Pi” Selection entitled, Orpheus Instruction/ICL
Lesson intensive pronouns using a have the students (time-consuming)
Venn Diagram differentiate implicit and Present the summary or
explicit signals the movie review of the
film, “Life of Pi”
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
D. Discussing New Concepts and Have the students Have the students listen to Have the students discuss Have the students answer Remedial Reading or
Practicing New Skills #1 accomplish Task A & B on the song, “Let it Go” & let their answers to the the processing questions on Instruction/ICL
page 45 of the LM them determine implicit processing questions on page 57. Optional: Pass the
and explicit signals from pages 59-60 of the LM in a Dice Activity in designating
the lyrics small group questions to students
E. Discussing New Concepts and Discuss the ethics of public Let the students Let the students Discuss shortly what is Remedial Reading or
Practicing New Skills #2 speaking and have them accomplish Task 1 Boy-Girl accomplish Task 4 Mystery exposition, falling action, Instruction/ICL
accomplish the provided Power on page 53 of the Words on pages 54-55 of climax, rising action, and
worksheet LM the LM resolution, then facilitate
students’ responses on Task
6 Element-Array on page 58
of the LM
F. Developing Mastery Let the students Facilitate students’ Elaborate/explain the Have the students orally Remedial Reading or
(Leads to Formative accomplish Task 18 Caps responses on the answers on the processing discuss their answers to the Instruction/ICL
Assessment 3) Locked on page 48 processing questions on questions on page 55 of processing questions on
page 54 of the LM the LM Task 6 (page 58)
G. Finding Practical Applications Have the students answer Let the students cite real- Have the students Cite instances where people Remedial Reading or
of Concepts and Skills in Daily the following through life situations that make correlate the events and risk so much for the sake of Instruction/ICL
Living Think-Pair-Share: use of implicit and explicit totality of the movie to their loved ones
“What are the instances in signals their own experiences and
life where you can use the their contribution to life
ethics in public speaking?”
H. Making Generalizations and Facilitate the students’ Facilitate students’ Let the students answer Have the students answer Remedial Reading or
Abstractions about the responses on the following: responses on the following: the following: the following: Instruction/ICL
Lesson “Describe an ethical public “How are explicit and “What insights have you “Why should you capitalize
speaking.” implicit signals used by the learned from the movie on strengths and recognize
speaker to highlight adaptation/summary?” your weaknesses?”
significant points?”
I. Evaluating Learning Travel Brochure (page 50) Using the printed copy of a Using the words in the Accomplish Task 7 Alice Low Remedial Reading or
song, have the students mystery words, have the on page 58 of the LM Instruction/ICL
determine the implicit and students take a short quiz
explicit signals used in the on the formal and informal
lyrics to highlight points definition of the words
J. Additional Activities for Accomplish My Treasure on Have the students Encourage students to Research: How to Make an Remedial Reading or
Application or Remediation page 51 of the LM and accomplish Task 3 What watch the film, “Life of Pi” Effective Information Ad Instruction/ICL
write your answers on a are You Made of? with their family at their
journal own leisure time
VII. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VIII. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: June 26 – 30, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10WC-Ic12.2: Formulate EN10RC-Id-2.15.2: EN10VC-Id25: Express Remedial Reading or
Competencies/Objectives: a statement of opinion or Determine the effect of insights based on the ideas Instruction/ICL
assertion textual aids like advance presented in the material
Regular Holiday: Eid’l Fitr EN10OL-Ic-3.16: Describe organizers, titles, non- viewed
the techniques in effective linear illustrations, etc. on EN10V-Id13.9: Differentiate
public speaking the understanding of a text formal from informal
EN10G-Ic-26: Using words EN10LC-Id-4.1: Single out definitions of words
and expressions that direct and indirect signals
emphasize a point used by a speaker

CAPITALIZING ON
DEALING WITH PERSONAL CHALLENGES:
STRENGTHS AND
RECOGNIZING
WEAKNESSES:
Statement of Opinion or Remedial Reading or
II. CONTENT
Assertion; Techniques in Insights based on Ideas; and Instruction/ICL
Effect of Textual Aids; and
Effective Public Speaking; Difference between Formal
Direct & Indirect Signals
and Words & Expressions & Informal Definitions of
Used by a Speaker
that Emphasize a Point Words
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P None
2. Learner’s Materials Pages P59-66 P67-68 P69 & 71 None
3. Textbook Pages P59-66 P67-68 P69 & 71 None
4. Additional Materials from None None None None
Learning Resource (LR)
portal
E. Other Learning Resources None Sample Impressive Photo Dictionaries; and “Never None
Essay Give Up in Life” (an
inspirational video)
IV. PROCEDURES
A. Reviewing Previous Lesson or Have the students give Have the students read the Have the students share Remedial Reading or
Presenting the New Lesson words or group of words to text under Your Journey on their expectations set last Instruction/ICL
associate with the words: page 67 of the LM and meeting
Opinion and Assertion deliberate its key thought/s
B. Establishing a Purpose for the Ask students to deliberate Inform the students of the Ask students: “How do Remedial Reading or
Lesson the relevance between expected output of the human desires, intuitions, & Instruction/ICL
giving insights, opinions or lesson: Impressive Photo motives lead to dealing with
assertions, and expressions Essay personal challenges?”
to emphasize a point or to
effectively communicate in
public
C. Presenting Interactive Discussion: Have the students mull Have the students mull over Remedial Reading or
Examples/Instances of the Techniques in Effective over the quotation by an the following: Instruction/ICL
Lesson Public Speaking and Words anonymous writer on page “You are what you are and
& Expressions to emphasize 68 of the LM where you are because of
a point what has gone into your
mind. You can change what
you are and where you are
by changing what goes into
your mind.” – Zig Ziglar
V. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
D. Discussing New Concepts and Have the students Let the students answer Let the students find difficult Remedial Reading or
Practicing New Skills #1 accomplish Task 8.2 A the questions on Task 1 or unfamiliar words in the Instruction/ICL
Quote on Quote on page (page 68) selection and look up the
61 of the LM meaning of each through
the use of a dictionary or
context clues
E. Discussing New Concepts and Let the students answer Have the students Let the students view “Never Remedial Reading or
Practicing New Skills #2 Task 9 Modal Modes on accomplish Task 2 A Give Up in Life” and have Instruction/ICL
pages 61 & 62 of the LM Puzzling Trial on page 68 of them share or express their
the LM insights through Think-Pair-
Share
F. Developing Mastery Have the students answer Let the students Have the students give the Remedial Reading or
(Leads to Formative Task 9.1 and Task 9.2 on accomplish Task 3 Three formal and informal Instruction/ICL
Assessment 3) page 62 of the LM Controls on page 68 of the definitions of the words
LM they found difficult in the
text
G. Finding Practical Applications Cite instances where Cite instances in life where Ask the students to give Remedial Reading or
of Concepts and Skills in Daily people need to express speakers use direct and instances where they can Instruction/ICL
Living themselves clearly when indirect signals express themselves based
giving opinion or assertion, on any idea presented
or when emphasizing a
point
H. Making Generalizations and Facilitate the students in Have the students answer Facilitate students’ Remedial Reading or
Abstractions about the making generalizations on the following: responses on the following: Instruction/ICL
Lesson the use of modals in “In what way a textual aid “Why is it important to
emphasizing a particular like a drawing or picture express insights based on
point help you to understand a ideas and not on feelings?”
text or message?”
I. Evaluating Learning Make your own Let the students write their Let the students write their Remedial Reading or
Information Ad. Let the answers to the essential insights on a certain quote & Instruction/ICL
students be guided by the question in a graphic let them define a word from
rubric on page 66 of the LM organizer of their choice it formally & informally
J. Additional Activities for Let the students answer Have the students Read the story, Arachne Remedial Reading or
 Application or Remediation My Treasure on page 66 of accomplish Task 4 (p. 69) Instruction/ICL
the LM. Write the answers
on the journal or notebook
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 03 – 07, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10LT-Id2.2: Explain how EN10WC-Id12.2: Formulate EN10RC-If-21: Compare EN10VC-Ig1.5/2.5: Draw Remedial Reading or
Competencies/Objectives: the elements specific to a a statement of opinion or new insights with previous generalizations and Instruction/ICL
genre contribute to the assertion learnings conclusions based on the
theme of a particular EN10OL-Id3.16.1: Employ EN10LC-Ih-14.3: Show materials viewed
literary selection the techniques in public appreciation for songs, EN10V-Ig13.9: Use formal
EN10LT-Id2.2.2: Explain the speaking in a sample public poems, and other listening and informal definitions of
literary devices used speaking situation texts words
EN10G-Id-26: Using words
and expressions that
emphasize a point
DEALING WITH PERSONAL CHALLENGES: WINNING OVER INDIVIDUAL CHALLENGES:
Statement of Opinion or Remedial Reading or
Elements Specific to a Drawing Generalization &
Assertion; Techniques in Comparison of Insights; Instruction/ICL
II. CONTENT Genre and their Conclusions; and Formal &
Public Speaking; & and Appreciation for a
Contribution to the Theme; Informal Definitions of
Emphasis Words & Song
and Literary Devices Words
Expressions
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P69 – 72 P73-78 P79-81 P82-84 None
 3. Textbook Pages P69 – 72 P73-78 P79-81 P82-84 None
4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources None None Comparing Insights Tips Download a worksheet on None
drawing generalizations
IV. PROCEDURES
A. Reviewing Previous Lesson or Have the students correlate Have student volunteers to Have an interactive reading Have student volunteers Remedial Reading or
Presenting the New Lesson the science term Arachnid share their quote made on the text under Your share their answers to the Instruction/ICL
and the story’s title, from the previous meeting Journey on page 79 of the essential question
Arachne LM
B. Establishing a Purpose for the Let the students read the Answer the following: Inform students of the Have the students mull over Remedial Reading or
Lesson text under Your Text on “How do you formulate a expected output of the the following: Instruction/ICL
page 69 of the LM statement of opinion?” lesson which is to “Is it important to draw
“Why do you need employ participate in a short but generalizations and
techniques in public meaningful panel conclusions based on
speaking?” discussion on winning over something? Why?”
“When do you use words & personal challenges
expressions that emphasize
a point?”
C. Presenting Interactive Reading of the Present instances how to Show and tell: Comparison Let the students give their Remedial Reading or
Examples/Instances of the Selection entitled Arachne formulate a statement of of insights following situation: Instruction/ICL
Lesson opinion, where speakers “If it is cloudy and it starts to
employ techniques in be windy, then the sky gets
public speaking & when dark, what may happen
writers use emphasis next?”
markers
D. Discussing New Concepts and Discuss the answers to the Discuss the differences Facilitate the students’ task Let the students accomplish Remedial Reading or
Practicing New Skills #1 questions on Image Makers between conjunction, in Task 1 Connect to the Task 2 Outlook Turn Up on Instruction/ICL
(page 72) parenthetical expression, & Cap on page 80 of the LM page 81 of the LM
adverb/conjunctive adverb;
then let the students
accomplish Which is Which
Activity (page 73)
E. Discussing New Concepts and Discuss the answers to the Reinforce learning on the Have the students listen to Discuss the difference Remedial Reading or
Practicing New Skills #2 questions on Justifiers techniques of public the song, “Roar” by Katy between connotative and Instruction/ICL
(page 72) speaking; then discuss how Perry and let them list the denotative meaning; then
to formulate a statement words and expressions that let the students accomplish
of opinion, and have the relate to ways we deal with Vocabulary Hunt on page 84
students accomplish Fact + challenges of the LM
Opinion Activity (page 75)
F. Developing Mastery Discuss the answers to the Facilitate students’ Have the students decipher Let the students give the Remedial Reading or
(Leads to Formative questions on Theme responses on Giving the message of the song formal and informal Instruction/ICL
Assessment 3) Builders (page 72) Emphasis Activity on page and let them share it with a definitions of the word
73 of the LM partner hunted in the previous task
G. Finding Practical Applications Cite instances in life where Cite instances where Let the students cite Have the students give Remedial Reading or
of Concepts and Skills in Daily pride becomes destructive statements of opinion and instances where they were situations in practical life Instruction/ICL
Living emphasis markers are used able to deal with where they draw
in practical life challenges generalizations/conclusions
H. Making Generalizations and Let the students make Finalize answers: Let the students make Let the students share their Remedial Reading or
Abstractions about the abstractions from the story “How do you formulate a abstractions from the learning in drawing Instruction/ICL
Lesson read and discussed statement of opinion?” message of the song in generalizations and
“Why do you need employ relation to winning over conclusions
techniques in public challenges
speaking?”
“When do you use words &
expressions that emphasize
a point?”
I. Evaluating Learning Have the students create a Make an impressive photo Let the students make a Worksheet on drawing Remedial Reading or
quote that is relevant to essay. Be guided with the short essay comparing the generalizations and Instruction/ICL
the theme of the story directions on pages 75 – 77 insights learned from conclusions
of the LM. previous learning on
dealing with personal
challenges and the new
insights learned in this
lesson
Additional Activities for Research about emphasis Answer My Treasure Give tentative answers to Let the students accomplish Remedial Reading or
Application or Remediation markers (page 78) the essential question Task 4 Looking Forward Instruction/ICL
 (page 81) (page 81)
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VVENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 10 – 14, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10LT-If-2.2: Explain how EN10WC-Ie12.2: Formulate EN10OL-Ie3.16.1: Employ EN10OL-If3.16.1: Employ Remedial Reading or
Competencies/Objectives: the elements specific to a a statement of opinion or the techniques in public the techniques in public Instruction/ICL
genre contribute to the assertion speaking in a sample public speaking in a sample public
theme of a particular EN10WC-Ie12.3: Identify speaking situation speaking situation
literary selection. the techniques in a
EN10LT-If2.2.3: Determine persuasive text
tone, mood, technique,
and purpose of the author
WINNING OVER INDIVIDUAL CHALLENGES:
Formulating a Statement of Remedial Reading or
Literary Elements: Theme,
II. CONTENT Opinion or Assertion; & Employing Techniques in Employing Techniques in Instruction/ICL
Tone, Mood, Technique, &
Techniques in a Persuasive Public Speaking Public Speaking
Purpose of the Author
Text
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P82-85 P86 & 89 P90-91 P90-91 None
3. Textbook Pages P82-85 P86 & 89 P90-91 P90-91 None
4. Additional Materials from None None None None None
Learning Resource (LR)
 portal
E. Other Learning Resources None None Optional: video sample of Optional: video sample of None
panel discussion panel discussion
IV. PROCEDURES
J. Reviewing Previous Lesson or Ask the students: Recall the difference Review the different Review the different Remedial Reading or
Presenting the New Lesson “Which details in the between opinion and techniques to be utilized in techniques to be utilized in a Instruction/ICL
drawing presented assertion a persuasive text persuasive text
yesterday showed winning
over individual
challenges?”
K. Establishing a Purpose for the Let the students ponder on Allow students to express Have the students share Have the students share Remedial Reading or
Lesson the question: their opinion or assertion their prior knowledge on their prior knowledge on Instruction/ICL
“How important is your over the following: what is a panel discussion what is a panel discussion
eye/s to you?” “How will you convince
others to agree with you
that it is important to read
and discuss myths, tales,
legends and other stories?”
L. Presenting Facilitate students in the Present the different Have the students view a Have the students view a Remedial Reading or
Examples/Instances of the reading of the text, “How persuasive techniques that sample panel discussion sample panel discussion Instruction/ICL
Lesson Odin Lost His Eye” on page are usually used in a
82 of the LM. persuasive text
M. Discussing New Concepts Discuss shortly about types Facilitate students in Think-Pair-Share: Think-Pair-Share: Deliberate Remedial Reading or
and Practicing New Skills #1 of conflicts; and have them answering the Winning Deliberate on the insights on the insights learned from Instruction/ICL
accomplish The Power of C Appeal on page 86 of the learned from the sample the sample panel discussion
Activity on page 84 of the LM panel discussion
LM

N. Discussing New Concepts and Discuss the following Have the students Facilitate students as they Facilitate students as they Remedial Reading or
Practicing New Skills #2 Literary Elements: Theme, accomplish Task 8 Life Skills go over the ideas for a go over the ideas for a panel Instruction/ICL
Tone, Mood, Technique, & Connection and let them panel discussion on page discussion on page 90 of the
Purpose of the Author; share their opinion on the 90 of the LM LM
then let the students text entitled Koran
identify such elements in
 the selection read
O. Developing Mastery Have the students Let the students Group the students and Group the students and Remedial Reading or
(Leads to Formative accomplish Lasting Virtue accomplish What Always have them designate roles: have them designate roles: Instruction/ICL
Assessment 3) Activity on page 85 of the Worked Activity on page 88 chairman, and panelists or chairman, and panelists or
LM of the LM discussants discussants
P. Finding Practical Applications Let the students give Have the students cite Let the students give real- Let the students give real- Remedial Reading or
of Concepts and Skills in Daily instances in their life where instances where they were life situations where panel life situations where panel Instruction/ICL
Living they have sacrificed able to successfully discussions are used discussions are used
something for others persuade someone (e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions)
Q. Making Generalizations and Have the students answer Let the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the the following: the following: the following: the following: Instruction/ICL
Lesson “What are the insights or “What techniques should “How will you conduct a “How will you conduct a
lessons have you learned you employ or use to be panel discussion?” panel discussion?”
from the story?” able to convince or
persuade someone?”
R. Evaluating Learning Let the students answer Accomplish The Power of Panel Discussion Panel Discussion Remedial Reading or
the questions in Thinking it the Song (page 88) (Continuation) Instruction/ICL
Through on page 85 of the
LM
Additional Activities for Answer the following: Let the students Conduct research Peer Evaluation of Other Remedial Reading or
Application or Remediation “How will you convince accomplish Thought for (if possible), and take notes Group’s Discussion Instruction/ICL
others to agree with you Today Activity on pages 88- on the possible questions
that it is important to read 89 of the LM to be used in the panel
and discuss myths, tales, discussion
legends and other stories?”
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
 additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 17 – 21, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10OL-Ig3.16.1: Employ EN10OL-Ih3.16.1: Employ EN10G-If-3.6/ EN10G-Ig- EN10RC-Ii-21: Compare new Remedial Reading or
Competencies/Objectives: the techniques in public the techniques in public 3.6/ EN10G-Ih-3.6/EN10G- insights with previous Instruction/ICL
speaking in a sample public speaking in a sample public Ii-3.6: Use modals learnings
speaking situation speaking situation EN10V-1h-13.9 Use
denotation and connotation
to clarify meanings of words
TURNING CHALLENGES TO
WINNING OVER INDIVIDUAL CHALLENGES:
OPPORTUNITIES:
II. CONTENT
Employing Techniques in Employing Techniques in Comparing Insights; and Remedial Reading or
Modals
Public Speaking Public Speaking Denotation and Connotation Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
3. Textbook Pages P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
4. Additional Materials from None None None None
Learning Resource (LR)
portal
E. Other Learning Resources Optional: video sample of Optional: video sample of Downloaded worksheets Worksheet (Connotation vs. None
panel discussion panel discussion on Modals; Modal Bank Denotation)
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the different Review the different Give/share feedbacks on Have the students read the Remedial Reading or
Presenting the New Lesson techniques to be utilized in techniques to be utilized in the panel discussion done text under Your Journey on Instruction/ICL
a persuasive text a persuasive text page 92 of the LM

B. Establishing a Purpose for the Have the students share Have the students share Have the students mull Inform students that the Remedial Reading or
Lesson their prior knowledge on their prior knowledge on over the following: expected output of the Instruction/ICL
what is a panel discussion what is a panel discussion “You should eat to live, and lesson is to present a short
not live to eat.” persuasive essay
C. Presenting Have the students view a Have the students view a Present a modal bank and Remedial Reading or
Examples/Instances of the sample panel discussion sample panel discussion have the students guess Instruction/ICL
Lesson what words are they
D. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Facilitate students in Facilitate students in Remedial Reading or
and Practicing New Skills #1 Deliberate on the insights Deliberate on the insights answering Sense of Value answering Task 1 I Always Instruction/ICL
learned from the sample learned from the sample Activity on page 86 of the Connect Game on page 93
panel discussion panel discussion LM of the LM
E. Discussing New Concepts and Facilitate students as they Facilitate students as they Discuss the different Discuss how to give Remedial Reading or
Practicing New Skills #2 go over the ideas for a go over the ideas for a modals such as must, denotative and connotative Instruction/ICL
panel discussion on page panel discussion on page should, etc.; and let the meaning to words; and have
90 of the LM 90 of the LM students answer Rewarding the students undergo some
Activity (page 87) drills
F. Developing Mastery Group the students and Group the students and Have the students Let the students answer the Remedial Reading or
(Leads to Formative have them designate roles: have them designate roles: accomplish Looking Ahead downloaded worksheet Instruction/ICL
Assessment 3) chairman, and panelists or chairman, and panelists or Activity on page 100 of the (connotation & denotation)
discussants discussants LM
G. Finding Practical Applications Let the students give real- Let the students give real- Cite instances in life where Cite instances in life wherein Remedial Reading or
of Concepts and Skills in Daily life situations where panel life situations where panel people get to use modals in they can apply their Instruction/ICL
Living discussions are used discussions are used daily conversations knowledge on denotation
(e.g. SS Lesson Discussions) (e.g. SS Lesson Discussions) and connotation
H. Making Generalizations and Have the students answer Have the students answer Let the students answer Let the students answer the Remedial Reading or
Abstractions about the the following: the following: the following: following: Instruction/ICL
Lesson “How will you conduct a “How will you conduct a “What are modals?” “What is the difference
panel discussion?” panel discussion?” “When do we use modals?” between connotation and
denotation?”
I. Evaluating Learning Panel Discussion Panel Discussion Self-constructed Long Quiz Accomplish Meaningful Remedial Reading or
(Continuation) (Continuation) /downloaded worksheet Search (page 96) Instruction/ICL
(Modals)
Additional Activities for Peer Evaluation of Other Peer Evaluation of Other Make a success plan using Read in advance the text Remedial Reading or
Application or Remediation Group’s Discussion Group’s Discussion modals From the Analects by Instruction/ICL
Confucius
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 24 – 28, 2017 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw Remedial Reading or
Competencies/Objectives: generalizations spoken communication selection may be similarities and differences Instruction/ICL
EN10VC-Ig1.5/2.5:Draw may be repaired or influenced by culture, of the featured selections in
generalizations and enhanced history, environment, or relation to the theme
conclusions based on the other factors
materials viewed
TURNING CHALLENGES TO OPPORTUNITIES:
II. CONTENT Making Generalizations Repairing or Enhancing Similarities and Differences Remedial Reading or
Literary Analysis
and Conclusions Spoken Communication of Selections Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
3. Textbook Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources Video Clip of One Arm Handouts in repairing or None None None
Young Lady & a One Legged enhancing spoken
Young Man; Pictures communication; speeches
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the key thoughts on Review the key thoughts in Have the students share Review the insights from the Remedial Reading or
Presenting the New Lesson denotation and making generalizations their Map of Targets in selection discussed Instruction/ICL
connotation Task 4 (page94) previously

B. Establishing a Purpose for the Have the students answer Have the students share Have the students mull Ask the students the ways to Remedial Reading or
Lesson the following: their answers to the over the short text under draw similarities and Instruction/ICL
“How do you turn your following: Your Text on page 94 of the differences
challenges into “Do spoken communication LM
opportunities?” need to be repaired or
enhanced? Why?”
C. Presenting Have the students view the Have the students view a Interactive Reading of the Interactive Reading: Zen Remedial Reading or
Examples/Instances of the video clip of “One arm short speech text From the Analects Parables (p. 100) & Practice Instruction/ICL
Lesson young Lady and a One (pages 95-96) and Uphold Positive Attitude
legged Young Man” (p. 103)
D. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Have the Have the students Have the students discuss Remedial Reading or
and Practicing New Skills #1 Generalizations from the students identify the parts accomplish Theme their answers to the Instruction/ICL
video clip viewed in the speech that needs to Connection on pages 96-97 questions on page 100 of
be repaired or enhanced the LM
E. Discussing New Concepts and Picture Analysis: Make Have the students Explain how the selection Let the students discuss Remedial Reading or
Practicing New Skills #2 generalizations based on accomplish Taking a Stand From the Analects may be their answers to the Instruction/ICL
the picture posted for or against (pages 97-98) influenced by culture, questions on page 104 of
history, environment, or the LM
other factors
F. Developing Mastery Post a picture and answer Give a sample speech and Think-Pair-Share: Let the Have the students Remedial Reading or
(Leads to Formative the following: have the students examine students share their accomplish A Call Up for Instruction/ICL
Assessment 3) “What does the picture it and identify the parts to insights from the ideas Order Box on page 104 of
suggest about challenges & be repaired or enhanced conveyed by the selection the LM
opportunities?”
G. Finding Practical Applications Let the students give real- Ask students to give Cite instances in life where Cite instances in life where Remedial Reading or
of Concepts and Skills in Daily life situations where people instances in their life where people are able to resolve they get to give similarities Instruction/ICL
Living are able to turn challenges they wish to repair or problems due to helpful and differences of things
to opportunities enhance their spoken advices from others
communication
H. Making Generalizations and Have the students make Let the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the generalizations on the tips the following: the following: the following: Instruction/ICL
Lesson in making generalizations “Why is there a need to “What is the importance of “How do you draw
repair or enhance spoken turning challenges into similarities and differences
communication?” opportunities?” of two certain things?”
I. Evaluating Learning Make short essay on Alter Ego (page 101) Let the students identify Let the students draw Remedial Reading or
turning challenges to the parts in the selection similarities and differences Instruction/ICL
opportunities that are influenced by between the two selections
culture, history, read and discussed
environment, or other
factors
J. Additional Activities for Accomplish Task 4 Mapping Find a speech that needs to Remedial Reading or
Application or Remediation the Targets be repaired or enhanced Instruction/ICL
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 31 – August 4, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10WC-If12.3: Compose a EN10WC-Ig12.3: Compose EN10WC-Ih12.3: Compose EN10WC-Ii-12: Compose Remedial Reading or
Competencies/Objectives: persuasive text of three a persuasive text of three a persuasive text of three short persuasive texts using Instruction/ICL
paragraphs expressing paragraphs expressing paragraphs expressing a variety of persuasive
one’s stand on an issue one’s stand on an issue one’s stand on an issue techniques and devices

II. CONTENT Remedial Reading or

Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P105-108 P105-108 P105-108 P105-108 None
3. Textbook Pages P105-108 P105-108 P105-108 P105-108 None
4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources None None None None None
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the techniques in Review the techniques in Review the techniques in Review the techniques in Remedial Reading or
Presenting the New Lesson writing a persuasive text writing a persuasive text writing a persuasive text writing a persuasive text Instruction/ICL
B. Establishing a Purpose for the Ask the students to answer Ask the students to answer Ask the students to answer Ask the students to answer Remedial Reading or
Lesson the following: the following: the following: the following: Instruction/ICL
“How will you persuade “How will you persuade “How will you persuade “How will you persuade
someone through writing?” someone through writing?” someone through writing?” someone through writing?”
C. Presenting Ask the students when they Ask the students when they Ask the students when Ask the students when they Remedial Reading or
Examples/Instances of the have experienced have experienced they have experienced have experienced Instruction/ICL
Lesson persuading someone persuading someone persuading someone persuading someone
through writing through writing through writing through writing
D. Discussing New Concepts Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing a Remedial Reading or
and Practicing New Skills #1 a persuasive essay (page a persuasive essay (page a persuasive essay (page persuasive essay (page 105); Instruction/ICL
105); let the students 105); let the students 105); let the students let the students choose a
choose a subject of their choose a subject of their choose a subject of their subject of their choice
choice choice choice

E. Discussing New Concepts and Have the students go over Have the students go over Have the students go over Have the students go over Remedial Reading or
Practicing New Skills #2 the drafting guidelines and the drafting guidelines and the drafting guidelines and the drafting guidelines and Instruction/ICL
let them start drafting their let them start drafting their let them start drafting their let them start drafting their
own essay own essay own essay own essay

F. Developing Mastery Let the students go over Let the students go over Let the students go over Let the students go over the Remedial Reading or
(Leads to Formative the sharing through the the sharing through the the sharing through the sharing through the EQS Instruction/ICL
Assessment 3) EQS (page 106), and have EQS (page 106), and have EQS (page 106), and have (page 106), and have them
them undergo it them undergo it them undergo it undergo it
G. Finding Practical Applications Cite instances where Cite instances where Cite instances where Cite instances where people Remedial Reading or
of Concepts and Skills in Daily people become effective in people become effective in people become effective in become effective in Instruction/ICL
Living persuading others through persuading others through persuading others through persuading others through
writing writing writing writing
H. Making Generalizations and Have the students answer Have the students answer Have the students answer Have the students answer Remedial Reading or
Abstractions about the the following: the following: the following: the following: Instruction/ICL
Lesson “What are the steps in “What are the steps in “What are the steps in “What are the steps in
writing a persuasive text?” writing a persuasive text?” writing a persuasive text?” writing a persuasive text?”
I. Evaluating Learning Persuasive Essay following Persuasive Essay following Persuasive Essay following Persuasive Essay following Remedial Reading or
the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- Instruction/ICL
107 of the LM 107 of the LM 107 of the LM 107 of the LM

Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or
Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: August 7-11, 2017 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Remedial Reading or
Competencies/Objectives: Review Review First Quarter Examination First Quarter Examination Instruction/ICL

II. CONTENT Remedial Reading or

Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages None
2. Learner’s Materials Pages None
3. Textbook Pages None
4. Additional Materials from None
Learning Resource (LR)
portal
E. Other Learning Resources None
IV. PROCEDURES
A. Reviewing Previous Lesson or Remedial Reading or
Presenting the New Lesson Instruction/ICL
 B. Establishing a Purpose for the Remedial Reading or
Lesson Instruction/ICL

C. Presenting Remedial Reading or

Examples/Instances of the Instruction/ICL
Lesson

D. Discussing New Concepts Remedial Reading or

and Practicing New Skills #1 Instruction/ICL

E. Discussing New Concepts and Remedial Reading or

Practicing New Skills #2 Instruction/ICL

F. Developing Mastery Remedial Reading or

(Leads to Formative Instruction/ICL
Assessment 3)

G. Finding Practical Applications Remedial Reading or

of Concepts and Skills in Daily Instruction/ICL
Living

H. Making Generalizations and Remedial Reading or

Abstractions about the Instruction/ICL
Lesson

I. Evaluating Learning Remedial Reading or

 Instruction/ICL

Additional Activities for Remedial Reading or

Application or Remediation Instruction/ICL
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?