DLL English 10

School: Lugait National High School Grade Level: 10
GRADES 1 to 12
Teacher: Fatimah S. Salacop Learning Area: English
DAILY LESSON LOG
November 7-11, 2022
7:45-8:35 – Dedicated
9:30-10:20 – Durable
Teaching Dates and 1:00-1:50- Delightful
Time: 1:50-3:30- Dynamic Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
I. OBJECTIVES 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 EN10VC-IIa-3.8: EN10RC-IIa-11: EN10V-IIa-13.9: Give EN10G-IIa-29: Observe EN10RC-IIa-11:

Competencies/Objectives: Assess the effectiveness of Transcode information from technical and operational correct grammar in making Transcode information from
Write the LC Code for each the ideas presented in the linear to non-linear texts definitions definitions linear to non-linear texts
material viewed taking into and vice-versa EN10LT-IIa-14.2: Explain and vice-versa
account its purpose EN10V-IIa-13.9: Give how the elements specific to (For reading remediation
EN10LC-IIa-11: technical and operational a selection build its theme and enhancement)
Switch from one listening definitions
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
III. LEARNING 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
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P120 P122 P122 P122
1
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 Copy of the reading text None – textbook only None – textbook only
of the song

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
IV.PROCEDURES 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 Remedial/Enhancement
Presenting the New Lesson (based on the Additional additional task given of additional activity given. Reading Schedule/ICL
activities given) the previous lesson
B. Establishing a Purpose for the Sharing of observations Question: Brainstorm on the

Lesson and discussion of the Can you recall one different conflict situations Ask:
picture unforgettable that arise among Can conflict be
misunderstanding that teenagers prevented?
happened in your family?
C. Presenting Examples/Instances Sharing of experiences Call a volunteer to share Share experiences of the Share experiences on
of the Lesson related to the his / her experience. different conflict situations conflicts that were
resolved
D. Discussing New Concepts and While listening to the Read the text. Group activity: Complete the organizer
Practicing New Skills #1 song, students predict Conduct a survey about found in the LM on page
words or phrases that the common conflict 122
they expect to hear from situations in your group.
the song through its title

2
E. Discussing New Concepts and Ask students to sketch an Discuss the reading text From the responses, let Discuss in the class Remedial/Enhancement
Practicing New Skills #2 object that they visualize given the students rank the common causes of Reading Schedule/ICL
in the song conflict from the most conflict situations as
number of persons to the given in the LM.
least that experienced it.
F. Developing Mastery Small group sharing Fill in the diagram with Graph the results on the Discuss in the class ways
(Leads to Formative Assessment causes of family conflicts survey. to prevent common
3) with short description. conflict situations as
given in the LM.
G. Finding Practical Applications Ask: Ask: In their respective groups, Write answers on a
of Concepts and Skills in Daily 1. What advice is From the given conflicts, students discuss the Manila Paper
Living given in the song? which have you interpretation of their
Do you agree with experienced with your graph results.
it or not? Why? family? Why?
2. Would you follow
the advice given?
Why or why not?

V. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
H. Making Generalizations and Explain what is Ask: Write the interpretation of Complete the phrase: Remedial/Enhancement
Abstractions about the Lesson emphasized in the song What do you think could the graph. Reading Schedule/ICL
be done to resolve this I can prevent conflict
conflict in your family? by….
I. Evaluating Learning Present a news report Presentation of the graph Ask a representative of Presentation of the group
the group to present their activity
output.
J. Additional Activities for Journal writing: Ask: Reflect: Assign students to

Application or Remediation Complete the sentence: What do you think could How to prevent conflict research on background
Today, I realized that…. be done to resolve this situations? of Dante Alighieri and
3
conflict in your family? read in advance Canto III
of the Inferno on
pages123-128 in their
LM.
VI.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 done to help the
VII. REFLECTION 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?

GRADES 1 to 12
4
DAILY LESSON LOG November 14-18, 2022
9:30-10:20 – Durable

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,
I. OBJECTIVES 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.
C. Learning EN10RC-IIb-11.2: Explain EN10LC-IIb-15.1: EN10LT-IIb-14.2: Explain EN10V-IIb-13.9: Give Remedial/Enhancement

Competencies/Objectives: illustrations from linear to Assess the effectiveness of a how the elements specific to technical and operational Reading Schedule/ICL
Write the LC Code for each non-linear texts and vice material listened to taking a selection build its theme definitions
versa into 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

Learning Resource (LR) portal
B. Other Learning Resources Task sheet None – textbook only None- textbook only PowerPoint presentation
5
A. Reviewing Previous Lesson or Ask: Ask: Present the sense chart Share your explanation to Remedial/Enhancement
Presenting the New Lesson Have you seen a horror What are the things that that the class did the the additional task given Reading Schedule/ICL
movie? frightened you? previous day.
B. Establishing a Purpose for the Show a picture of Inferno Ask: Share the experience Ask students how they
Lesson on page 123 What comes to your while making the chart define terms
mind when you hear the
Ask: word inferno?
What have you found out
about Dante Alighieri?
C. Presenting Examples/Instances Discuss the background Ask: Discuss what has been Make a word web
of the Lesson of Dante Alighieri Why do you think the text find out in the chart
is entitled Inferno?
D. Discussing New Concepts and Answer the Task 5 on Discuss: Group Activity: Presentation of the
Practicing New Skills #1 page 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?

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
V. PROCEDURES 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.
E. Discussing New Concepts and Students use the word in Discuss: Group Activity: Discussion of the Remedial/Enhancement
Practicing New Skills #2 the sentence guidelines to follow when Reading Schedule/ICL
Who are the souls Do Use your senses on writing a definition
tortured 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 page 131
6
reaction to Dante’s Do Use your senses on
attempt to cross the river page129 of the LM
of Acharon?
G. Finding Practical Applications of Instruct them to highlight Discuss: Group Activity: Ask:
Concepts and Skills in Daily important points and take How does Virgil silence
Living note of the different Charon? Do Use your senses on Give situations where
senses they discovered page129 of the LM you need to give
while reading the text definition of terms.

GRADES 1 to 12
DAILY LESSON LOG
November 14-18, 2022
9:30-10:20 – Durable

VI.PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
H. Making Generalizations and Share to their partner the Relate how Dante Answer: Ask: Remedial/Enhancement
Abstractions about the Lesson important points that they described inferno as Reading Schedule/ICL
discovered in the text. compared to how our Is hope necessary in Why is it important to
religion teaches us. resolving conflicts?* define terms?
*To be asked after the

presentation of the group
activity
7
I. Evaluating Learning Write down what they Complete the sense chart Presentation of the group Check the Define Me
think is the most on page 129 activity Activity on Page 131
important point of the text
read.
J. Additional Activities for Read the Inferno again Prepare for the activity B Explain: Do another Define Me
Application or Remediation and try to answer on page 129 activity of 5 new words
Thinking about the text. Is hope necessary in you learned from Inferno
resolving conflicts?*
VI. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
November 14-18, 2022
9:30-10:20 – Durable
A. No. of learners who earned 80% in
the evaluation

remediation
8
up with the lesson

require remediation

work well? Why did this work?

can help me solve?

teachers?
SUBMITTED BY: CHECKED BY & VERIFIED BY: NOTED BY:

CHE
FATIMAH S. SALACOP LAURA S. OMAS-AS JODILYN S. BAMA

Teacher I MT-I / English Coordinator Principal II

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2022 Quarter: 2

9
C. Learning EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

Competencies/Objectives: Assess whether the information using tables, patterns and techniques of Use the correct sound of Reading Schedule/ICL
Write the LC Code for each speaker’s purpose is graphs, and maps developing an English when
achieved or not argumentative claim communicating
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

portal
B. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation
on Public Speaking

10
A. Reviewing Previous Lesson or Ask: Ask: Present the best output Show a sample video on Remedial/Enhancement
Presenting the New Lesson Have you ever taken a Why is it important to on signage to the class public speaking Reading Schedule/ICL
ride in a public drive safely?
transportation with an
aggressive driver?
B. Establishing a Purpose for the Ask: Ask: Do you think these Ask:
Lesson What happens when signage is enough to
How did you feel? drivers drive convince drivers to drive What makes a good
aggressively? safely? Why? speaker?
C. Presenting Examples/Instances Ask: Cite examples on effects Go back to the reading Discuss Intonation,
of the Lesson of aggressive driving. text “Aggressive driving Juncture, stress and pitch
What did you do? or should be avoided” and
What did others do? assign a slogan to argue
safe driving.
D. Discussing New Concepts and Tell the class on what are Ask the class what are Discuss Characteristics Give practical examples
Practicing New Skills #1 their ideas on arguments. the common signage the of an Argumentative of phrases or sentences
see along the road. Essay that would differ in
meaning when said
differently
School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

11
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
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 his/her answer on the Reading Schedule/ICL
of argumentative essay board 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 signage on avoiding activity on page 137 of
3) aggressive driving Do Task 11 on page 134 your LM
of your LM
G. Finding Practical Applications Give 3 reasons why When do we make use Group Activity: Form groups and do the
of Concepts and Skills in Daily aggressive driving should of signages? activity on page 137 of
Living be avoided Do Task 11 on page 134 your LM.
of your LM

IV. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
12
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 Reading Schedule/ICL
Why is it important to pitch important?
drive safely?
I. Evaluating Learning Fill in and check the The group slogan will be Presentation of the group Presentation of group
activity Reason out! On posted along the road. activity activity
page 132 in your LM
J. Additional Activities for Prepare a slogan on safe What are the Do Task 12 on page 134
Application or Remediation driving characteristics of an of your LM
argumentative essay?
V. REMARKS
VI.REFLECTION students learn?
A. No. of learners who earned
80% in the evaluation

remediation
13
up with the lesson

require remediation


can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: November 28- December 2, 2022 Quarter: 2

I. OBJECTIVES 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.
14
C. Learning EN10SS-IId-1.5.2: Scan EN10LT-IIe2.2: Explain EN10LT-IIe2.2: Explain EN10SS-IIe1.6.4: Use Remedial/Enhancement
Competencies/Objectives: for needed information how the elements specific how the elements specific writing conventions to Reading Schedule/ICL
Write the LC Code for each EN10VC-IIe-26: Detect to a genre contribute to to a genre contribute to the indicate
bias and prejudice in the the theme of a particular theme of a particular
acknowledgement of
material viewed literary selection EN10LT- literary selection EN10LT-
IIe2.2.3: Determine tone, IIe2.2.3: Determine tone,
resources
mood, technique, and 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

portal
B. Other Learning Resources Copy of the text, Copy of the selection, Copy of the selection Handout on APA and
PowerPoint Presentation Video clip of Petrarch’s PowerPoint MLA, videoclip on
life Plagiarism

IV.PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
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?
15
B. Establishing a Purpose for the Whose love story do you Discuss the life of Read the poem The Why is it not good to
Lesson consider special and Petrarch based on the White Doe cheat?
worth emulating? video clip.
C. Presenting Examples/Instances Show pictures of Read the three poems by Guide the students in Distribute the handouts
of the Lesson romantic films Petrarch finding out the structure / on Citing sources using
rhyme scheme of the APA and MLA
poem
D. Discussing New Concepts and List down what you How would you describe Discuss Petrarchan Discuss important points
Practicing New Skills #1 dream of in a courtship someone whom you are sonnet on MLA and APA
passionately in love with?

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES 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.
E. Discussing New Concepts Read about the Group activity: Present an example of Paired activity: Remedial/Enhancement
and Practicing New Skills courtship during a Shakespearean Reading Schedule/ICL
#2 middle ages Do Task 6 on page sonnet. Do Letter C activity on
173 of the LM page 186 of your LM
F. Developing Mastery Group work: Group activity: Compare and Contrast Do Task 16 on page
(Leads to Formative the two sonnets 188 of your LM.
Assessment 3) List down biases and Do Task 6 on page
differences between 173 of the LM
the middle-ages
16
courtship and their
ideal courtship
G. Finding Practical Group sharing: Group activity: Group work: Do Task 16 on page
Applications of Concepts 188 of your LM.
and Skills in Daily Living Name an incident Do Task 6 on page Do Task 10 on page
when you did 173 of the LM 177 of your LM
something in the
name of love

V. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
H. Making Generalizations and React: Answer questions found Draw insights from the Ask: Remedial/Enhancement
Abstractions about the Lesson on Task 7 on page 174 class on the important Reading Schedule/ICL
When one is in love, of your LM learning they got about Why do we need to
one has the tendency to sonnets. acknowledge sources
be biased. used?
I. Evaluating Learning Presentation of the Presentation of the Presentation of Group Task 16 will serve as
Group activity group activity Activity evaluation.
J. Additional Activities for Read in advance about Review the elements of Write your own sonnet Add more activities on
Application or Remediation Francisco Petrarch. a poem particularly the writing bibliography.
rhyme scheme
IV.REMARKS
V. REFLECTION students learn?

17
remediation

up with the lesson

require remediation


can help me solve?

teachers?
SUBMITTED BY: CHECKED BY & VERIFIED BY: NOTED BY:

CHE

Teacher I MT-I / English Coordinator Principal II
18
GRADES 1 to 12 School:Lugait National School Grade Level: 10
DAILY LESSON LOG Teacher: Fatimah S. Salacop Learning Area: English
Teaching Dates and
Time: December 5-9, 2022 Quarter: 2

C. Learning EN10VC-IIf-26: Detect EN10LT-IIf2.2: Explain EN10RC-IIf-13.1: Read EN10G-IIf-28: Use Remedial/Enhancement
Competencies/Objectives: bias and prejudice in the how the elements specific to closely to get explicitly and words and expressions Reading Schedule/ICL
Write the LC Code for each material viewed a genre contribute to the implicitly stated information that affirm or negate
theme 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;
19
D. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189

portal
E. Other Learning Resources Copy of the text, Prepared timeline of the Copy of the selection textbook
story, textbook textbook

A. Reviewing Previous Lesson or Ask: Show a timeline of Ask: Ask: Remedial/Enhancement
Presenting the New Lesson Have you experienced events when the story Reading Schedule/ICL
fighting for something or was written What is the purpose of Do you agree on what
defending yourself the author in writing The Jessie Robredo said in
against other people’s Decameron? his speech?
biases? How did you
react?
B. Establishing a Purpose for the Do you think it is right to Guide the class in Ask: List down possible
Lesson have biases? answering the questions expression of affirmation
on page 201 in the LM So all authors have and negation
purpose for writing?
20
C. Presenting Examples/Instances Guide your students in Read the story and Inform the students that Tell the class to read all
of the Lesson answering the items answer the questions they will read a the 12 suggestions and
emphasizing that even in found in between. commencement speech. after reading ask the
articles that we read class what the purpose of
there could be biases. Atty. Lacson is in writing
the book
D. Discussing New Concepts and Do the Task 3 on page Read the story and While reading the Ask the class to give their
Practicing New Skills #1 198 on your LM answer the questions speech, remind them to answers orally on the first
found in between. take note on the purpose five items in the 12 Little
of the author in writing Things
the speech.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 2

E. Discussing New Concepts and Highlight the common Answer the questions in Once all the first 5 items Remedial/Enhancement
Practicing New Skills #2 forms of bias based on Read the story and the LM found on page have been discussed, Reading Schedule/ICL
what was read answer the questions 215 draw out insights from
found in between. the class.
21
F. Developing Mastery Discuss the common Group activity: Do Task 10 on pages Prepare the class to work
(Leads to Formative Assessment forms highlighted 215-217 in your LM. individually on the last 7
3) Do Task 6 on page 207 items
of the LM
G. Finding Practical Applications Draw out from the Group activity: Recall the common Discuss to the class their
of Concepts and Skills in Daily students the importance purposes of the authors answers
Living of knowing how to detect Do Task 6 on page 207
bias like in buying of the LM
products, making
decision or choices or
even electing a public
official

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

H. Making Generalizations and Why is detecting biases Process the answers of Why is it important to What is the significance Remedial/Enhancement
Abstractions about the Lesson important? the students have a purpose in of using affirmation and Reading Schedule/ICL
delivering a speech? negation expressions?
I. Evaluating Learning Check the task 3 Presentation of the group Presentation of Group Call one or two students
answers activity Activity to share their own little
ways of caring for their
country.
J. Additional Activities for Read in advance The Read in advance Follow Read in advance the Prepare a personal
Application or Remediation Decameron on pages your heart: Pursue your article on page 218-221 testimony about a topic
200-207. dream on page 210-213 and prepare to answer that they are most
the questions found in the passionate about and
22
selection. that they have personally
experienced. (Task 14C)
Activity may be done a
week or two after
V. REMARKS

GRADES 1 to 12
Teaching Dates and

remediation
up with the lesson
require remediation

can help me solve?
teachers?
SUBMITTED BY: CHECKED AND VERIFIED BY: NOTED BY:

23
Teacher I MT-I/ English Coordinator Principal II
GRADES 1 to 12 School: LUGAIT NATIONAL HIGH SCHOOL Grade Level: 10

DAILY LESSON LOG Teacher: FATIMAH S. SALACOP Learning Area: English
Teaching Dates and
Time: JANUARY 9-13, 2023 Quarter: 2

C. Learning EN10V-IIg13.9: Give EN10G-IIg-28: Use words EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use Remedial/Enhancement
Competencies/Objectives: technical and operational and expressions that affirm closely to get explicitly and previous experiences as Reading Schedule/ICL
Write the LC Code for each definitions or negate implicitly stated information scaffold to the message
conveyed by a material
viewed
EN10F-IIg-3.7:
Demonstrate confidence and
ease of delivery
HUNCHBACK OF NOTRE DAME
II. CONTENT
24
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

A. Reviewing Previous Lesson or React: Present the table on Present two sentences Show a video clip sample Remedial/Enhancement
Presenting the New Lesson expressions that affirm or that are implicit and of a debate Reading Schedule/ICL
We as human beings will negate on page 236 of explicit
never, never survive your LM
unless we recognize and
celebrate our differences
as well as our similarities.
B. Establishing a Purpose for the Ask: How does one affirm or Have the students Tell the students to read
Lesson negate properly? differentiate the two the goals of debate.
What does it mean to live sentences
in a world variety?
C. Presenting Examples/Instances Unlocking difficulties: Have students present Discuss implicit and Lead the students to read
of the Lesson the sample sentences explicit information and the helpful tips to help
Do Task 5 on page 232 of they had in their provide examples. them participate
your LM assignments. competently in a class
debate.
25
D. Discussing New Concepts and Pose the questions on Do Task 9 nos. 1-3 on Ask the students to read Instruct them to study the
Practicing New Skills #1 page232 prior to the pages 236-237 of your the selection enclosed in Oxford – Oregon Debate
reading of the text. LM and discuss the flow the box by Pres. Ramon Format.
with your students. Magsaysay on page 238
of your LM.
Read The Hunchback of
Notre Dame on pages
233-234 of your LM

IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
E. Discussing New Concepts and Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information Enable them to develop Remedial/Enhancement
Practicing New Skills #2 235 of your LM pages 237 of your LM is conveyed by the confidence and ease as Reading Schedule/ICL
and discuss the flow with underlined statements in they carry on with the
your students. the selection task.
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 Kemp and identify the Debate exercise
your LM of 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 activity)
G. Finding Practical Applications of Answer: Give instances where When do we use implicit When do we make use of
Concepts and Skills in Daily you negate and affirm in information? Explicit the essentials of a
Living How do you deal with real life. information. debate?
differences?

26
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 of the group identify the explicit and Class Debate based on
presentation will serve as activity will be rated the implicit information the rubric will be the basis
evaluation through the rubric on that can be found in the of the evaluation
page 202 of your TG. John Kemp text found on
page 238 of your LM. (Class Debate may
continue the next day)
J. Additional Activities for Read the expressions on Identify explicit and Study the Oxford – Allow the students to think
Application or Remediation Task 8 and use them in a implicit information Oregon Debate Format about the lesson and
sentence. Write them in on pages 244 -245 of keep a record of their
your notebooks. your LM. responses in a journal.
Tell them that they may
post/blog/tweet their
responses in their FB
account.
V. REMARKS

remediation

27
up with the lesson

require remediation


can help me solve?

teachers?
SUBMITTED BY: CHECKED AND VERIFIED BY: NOTED BY:

Teacher I MT-I/ English Coordinator Principal II
28
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: October 10-14, 2016 Quarter: 2

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 les
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives supp
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 a
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver imp
and extemporaneous speeches.
C. Learning EN10VC-IIh-27: Use EN10LT-IIh-3: Explain how a EN10RC-IIh-2.22: Evaluate EN10WC-IIh-13: Remedial/Enhance
Competencies/Objectives: previous experiences as selection may be influenced by text content, elements, Compose an argumentative Reading Schedule/
Write the LC Code for each 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
III. LEARNING 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 m
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
29

B. Other Learning Resources Video clip Textbook, picture of the Textbook Textbook
three musketeers

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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 stud
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, quest
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 Video clip showing on Discuss the additional Describe the relationship of Ask the students to share Remedial/Enhanc
Presenting the New Lesson disasters Activity the three musketeers with an incident where they Reading Schedule
one another. experience an argument.
B. Establishing a Purpose for the Ask: Ask: Present the characteristics What are the points we
Lesson 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 Have you experienced Show a picture of The Have the students read Invite the students to read
the 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
30
analysis od the text
presented as you go
through the processing
questions.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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 stud
E. Discussing New Concepts and Ask: Seek their answers on the Differentiate The Three Make some note son the Remedial/Enhanc
Practicing New Skills #2 essential question and Musketeers and The Plague board of their most Reading Schedule
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.
31
Do these traits and values
embody solidarity? Why?
How?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

H. Making Generalizations and Ask: Explain the motto: Ask: Walk the students through Remedial/Enhanc
Abstractions about the Lesson in their composition of an Reading Schedule
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 Define terms found in Task Read ahead The Plague on Group Activity: Make them revisit the
Application or 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.
32
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

remediation

up with the lesson

require remediation


can help me solve?
33
teachers?
GRADES 1 to 12 School: LUGAIT NATIONAL HIGH SCHOOL Grade Level: 10

Teaching Dates and
Time: January 31- February 3, 2023 Quarter: 3
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

34
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies.
C. Learning EN10WC-IIi-13: Compose EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and Remedial/Enhancement
Competencies/Objectives: an argumentative essay deliver impromptu and deliver impromptu and deliver impromptu and Reading Schedule/ICL
Write the LC Code for each extemporaneous speeches extemporaneous speeches extemporaneous speeches
with 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

portal
B. Other Learning Resources Video clip, textbook, copy Video clip, textbook, copy Sound system Sound system Sound system
of speech of speech

35
A. Reviewing Previous Lesson or Present a video of an Show again the video of Share insights on the Share insights on the Remedial/Enhancement
Presenting the New Lesson argumentative speech. an argumentative speech witnessed from speech witnessed from Reading Schedule/ICL
speech. the class the previous the class the previous
day day
B. Establishing a Purpose for the Ask the students on what Walk the students Walk the students Walk the students
Lesson are the techniques in through in the preparation through in the preparation through in the preparation
argumentation used in of delivering their speech. of delivering their speech. of delivering their speech.
the speech.
C. Presenting Examples/Instances Walk the students Make sure that all Start the delivery of Start the delivery of
of the Lesson through in the preparation pointers to deliver an speeches speeches
of preparing their speech. argumentative speech
have been
comprehensively
discussed with students
leaving them with no gray
areas.
D. Discussing New Concepts and Help the students clarify Aid the students clarify Speech delivery Speech delivery
Practicing New Skills #1 the steps for planning the steps for planning
and drafting their speech. and drafting their speech.
(If possible they can use (If possible they can use
the argumentative essay the argumentative essay
that they accomplished in that they accomplished in
the previous lesson) the previous lesson)

36
E. Discussing New Concepts and Speech delivery Speech delivery
Practicing New Skills #2 Help the students clarify Have an in-depth
the steps for planning discussion on how to
and drafting their speech. deliver an argumentative
(If possible they can use speech
the argumentative essay
that they accomplished in
the previous lesson)
F. Developing Mastery Guide them in the points Guide them in the Speech delivery Speech delivery
(Leads to Formative Assessment of editing their speech delivery of their speech
3)
G. Finding Practical Applications Ask the students to point

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

37
H. Making Generalizations and
Abstractions about the Lesson Why is it important to Why is it important to Invite students to Invite students to
learn how to write an learn 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 Delivering an Delivering an Delivering an

argumentative essay argumentative speech argumentative speech argumentative speech
based on the criteria based on the criteria based on the criteria
found in the rubric on found in the rubric on found in the rubric on
page 217 of your TG page 217 of your TG page 217 of your TG
J. Additional Activities for Encode your Practice your speech. Have them write their Have them write their
Application or Remediation argumentative essay Evaluation will continue responses of Procedure responses of Procedure
the next day. G and H in their journal G and H in their journal
to keep a record of all to keep a record of all
their essential learnings. their essential learnings.
V. REMARKS

remediation
38
up with the lesson

require remediation


can help me solve?

teachers?
SUBMITTED BY: FATIMAH S. SALACOP NOTED BY: JODILYN S. BAMA

Teacher I Principal II

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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 les
39
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pro
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 EN10VC-IIIa-12: Raise EN10V-IIIa13.9: Give EN10LT-IIIa2.2: Explain EN10G-IIIa-31: Use Remedial/Enhanc
Competencies/Objectives: questions to clarify issues expanded definitions of words how the elements specific to pronouns effectively Reading Schedule
Write the LC Code for each 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
Teaching Dates and
40
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/Enhanc
Presenting the New Lesson outside of the room and let words you had in your excerpt of the story, “A Day Reading Schedule
them discover nature’s gift. additional activity. in A Country”
B. Establishing a Purpose for the Remind them that the point Explain to the students the Recall the elements of a Discuss the table on cases
Lesson 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 After ten minutes, ask them Form 5 groups and follow Fill out the table on page
the 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
Teaching Dates and
41
E. Discussing New Concepts and Provide additional examples Remedial/Enhanc
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
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
Teaching Dates and
42
H. Making Generalizations and Remedial/Enhanc
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
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 Do Task 3 on pages 276- Give another set of 3 new
Application or 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
Teaching Dates and
43

additional activities for remediation
C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

require remediation


can help me solve?

materials did I used/discover which
I wish to share with other teachers?
44
GRADES 1 to 12
Teaching Dates and
Time: February 13-17, 2023 Quarter: 3

45
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 skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10WC-IIIa14.1.1: EN10VC-IIIb-23: Share EN10V-IIIb13.9: Give EN10WC-IIIb14.1.2: Use Remedial/Enhancement
Competencies/Objectives: Expand ideas using viewpoints based on the expanded definitions of a variety of informative, Reading Schedule/ICL
Write the LC Code for each principles of cohesion and ideas presented in the words persuasive, and
coherence materials viewed argumentative writing
EN10LT-IIIb2.2: Explain technique
EN10LC-IIIb-16.1: how the elements specific
Distinguish the important to a genre contribute to
points from less important
the theme of a particular
ones in a text listened to
literary 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

46
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson How do we make Tell the students that they Group activity: (1 word Recall what happened to Reading Schedule/ICL
connections? are going to watch a short per 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 Ask:
To be able to write distinguish important about the author.
effective speeches, the points from the less What will you do if you
logical links between and important ones by are Keesh in the story
various points made must completing the Task 1 and was held as the chief
be clear to the readers. Chart on page 298 of of the tribe?
their LM
C. Presenting Examples/Instances Let the students read the Allow ample time for the Show a sample video of a
of the Lesson text inside the boxes in students to read and Present to the students goodwill speech.
Task 9 on page 291 of understand what they are the motive questions
your LM. going to do. found on 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 Think-Pair-Share: Introduce to the students
cohesion and coherence important or less that goodwill speeches
important. Get a partner, DO Task 5 are based on creation /
on page 305 while cultivation of modesty,
reading the story, The tolerance, and good
Story of Keesh on page humor.
299-304 in your LM

47
E. Discussing New Concepts and Give the students more Share the class their Discuss with the class Remedial/Enhancement
Practicing New Skills #2 examples of Cohesive output after 15 minutes their possible answers for Take note and explain Reading Schedule/ICL
words found on page Task 5. the building conventions
240-241 of your TG of a 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 Point out the reminders
(Leads to Formative Assessment some cohesive words watching the video clip on by using the questions when writing a goodwill
3) and use them in a Natural Hazards on found on Task 6 on page speech found on page
sentence. Human. Inform them to 306 in your LM. 255 of your TG.
complete Task 2 and
Task 3 on page 298 of
their LM
G. Finding Practical Applications

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

48
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson What is the importance What have you realized Based on your analysis, What is the significance Reading Schedule/ICL
of learning cohesion and after watching the video who is more effective in of goodwill speeches?
coherence? clip? responding to the
people’s need?
I. Evaluating Learning Ask the students to Task 2 and Task 3 will

choose a partner and serve as evaluation Do Task 7 on page 306 Paired activity:
study the 4 pictures on
page 291 of their LM and With a partner, write a
write a dialogue about goodwill speech for
the pictures within 20 Keesh.
minutes.
J. Additional Activities for Write a speech with Write down 3 ways to Do Task 8 on page 307
Application or Remediation appropriate cohesion and Save our Planet. with the same group Practice to deliver the
coherence based on the members. good will speech in front
list of speech topics you of the class. Divide the
are to choose from on parts with your partner.
page 293.
V. REMARKS

49
remediation

up with the lesson

require remediation


can help me solve?
teachers?
SUBMITTED BY: NOTED BY:
FATIMAH S. SALACOP JODILYN S. BAMA


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and November 14-17, 2016 Quarter: 3
50
Time:

C. Learning EN10V-IIIc13.9: Give EN10LT-IIIc2.2.3: EN10SS-IIIc1.6.4: Use EN10G-IIIc-31: Use Remedial/Enhanc
Competencies/Objectives: expanded definitions of words Determine tone, mood, writing conventions to pronouns appropriately Reading Schedule
Write the LC Code for each 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
51
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and

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/Enhanc
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
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
particular, in making
pronouns agree with its
antecedents. It is found on
page 323
B. Establishing a Purpose for the After eliciting the correct Let students share their Let the students do the
Lesson 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 Let the students enumerate Give out the words for Group work: Check their answers in the
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.
52
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

E. Discussing New Concepts and Let the class complete the Discuss how to give an Let them observe the Check and discuss the Remedial/Enhanc
Practicing New Skills #2 Venn Diagram found on expanded definition of a correct use of quotation answers. Reading Schedule
page 315 word by studying the marks in the story found on
example found on page page 322
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.

53

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/Enhanc
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
in connection with your word in understanding marks?
realization? poetry?
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 Output of the evaluating Group work: Evaluation, if not completed Do Task 11 found on page
Application or 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
Teaching Dates and
Time: Quarter: 3

54
remediation

up with the lesson

require remediation


can help me solve?

teachers?

GRADES 1 to 12
Teaching Dates and
Time: February 27- March 3, 2023 Quarter: 3

55
C. Learning EN10G-IIIc-31: Use EN10LC-IIId-3.2: Raise EN10LT-IIId14.2: Explain EN10SS-IIId1.6: Show Remedial/Enhancement
Competencies/Objectives: pronouns appropriately questions and seek how the elements specific respect for intellectual Reading Schedule/ICL
Write the LC Code for each clarifications on issues to a selection build its property rights by
discussed in the text theme acknowledging citations
listened to. made in the critique
EN10VC-IIId-28: EN10SS-IIId1.6.6: Use
EN10LC-IIId-3.18: Get Disclose the personal quotation marks or
different viewpoints on
significance of a material hanging indentations for
various local or global issues
viewed direct quotes
II. CONTENT
EXPERIENCING THE POWER OF NATURE
D. References

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

56
A. Reviewing Previous Lesson or Give a diagnostic test to Show pictures of Show the picture in the Sharing of output of the Remedial/Enhancement
Presenting the New Lesson evaluate if the students alternative sources of LM and let the students additional activity given. Reading Schedule/ICL
understood correct use of energy like wind power, describe what they see.
pronouns, in particular, in hydro-electric power,
making pronouns agree fossil fuels, geothermal
with its antecedents. power, tidal power, etc.
Let the students identify
these sources and give
more examples
B. Establishing a Purpose for the Review on the rules of Try to list down at least Ask the students to Divide the students into
Lesson discussed pronoun- five benefits that we get explain in their own 10 groups with five
antecedent rules. from these sources of words naturalism and members each. Give
energy. realism them clippings about
environmental and social
conditions of the country.
C. Presenting Examples/Instances Discuss remaining rules Ask the following Ask students to present Let the students compare
of the Lesson which are not tackled in questions: social conditions in our the environmental and
the previous lesson society at present e.g. social issues in the past
What do you think will poverty, social injustice, and the present
happen if some of these etc.
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 Divide the class to come Let the students predict
Practicing New Skills #1 the video of Man- up with their own concept what might happen in the
Evolution and Pollution . of Naturalism and future given such
Realism using these conditions
social conditions

57
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 survival as the main news article Reading Schedule/ICL
answers. about what was viewed. concepts and have the
groups share to the class
their respective concepts.
F. Developing Mastery Do another set of drills Have interactive Divide the class into 4 Write a news article
(Leads to Formative Assessment discussion on how could small groups and explain comparing the
3) students bring about to them to prepare a plot environmental social
change in this present analysis of the story they conditions of the country
condition. are about to read. The in the past and in the
plot analysis will be present.
based on the diagram as
shown on page 341.
G. Finding Practical Applications Complete a teacher- Let students arrive to the Relate in the story with During writing, let
of Concepts and Skills in Daily made dialog drill on solutions like Reduce, culture, history, students acknowledge
Living pronoun-antecedent Reuse, Recycle. environment, and other sources used in their
rules. factors. articles.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: February 27 – March 3, 2023 Quarter: 3

58
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 present-day examples of Reading Schedule/ICL
about what they have what’s really happening Why is it important to
gained from the are related to their show respect to
discussion. observation: Ex. Hunger, intellectual property
poverty, justice rights?
I. Evaluating Learning Conduct a summative Presentation of views on Plot analysis on page Writing the comparative
test on pronoun- the topic: 341 will serve as news article will serve as
antecedent rules evaluation. evaluation
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 Do the Task 12 on page Research about realism Do Task 8 on page 343 Evaluation if not
Application or Remediation 331 and naturalism in history, of the LM completed, may become
particularly in American an extended activity.
Literature and read in
advance Your Text on
pages 338-341.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: February 27- March 3, 2023 Quarter: 3
59


with the lesson
require remediation

can help me solve?

SUBMITTED BY: NOTED BY: N

NO
FATIMAH S. SALACOP JODILYN S.

BAMA
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
60
C. Learning EN10VC-IIIe-12: Raise EN10V-IIIf13.9: Give EN10G-IIIe-30: Use EN10LT-IIIe-3: Explain how Remedial/Enhanc
Competencies/Objectives: questions to clarify issues expanded definitions of word structures of modification a selection may be Reading Schedule
Write the LC Code for each 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,
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
Teaching Dates and November 28- December 2, 2016 Quarter: 3
61
Time:

A. Reviewing Previous Lesson or Group the students to Solicit from the students Present a picture or an Ask: Remedial/Enhanc
Presenting the New Lesson maximize acquaintances ideas from the words listed artwork (It can be from the Reading Schedule
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 Recall on how words are Let the students describe Tell the students to read the
Lesson 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
in the TG page 303 to human’s disposition to
nature
C. Presenting Examples/Instances of Let the students identify Let the students give the Discuss further the inputs Remind the class about
the 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
Teaching Dates and
62
E. Discussing New Concepts and Ask: Have the students read the Give drills in identifying Encourage them to find out Remedial/Enhanc
Practicing New Skills #2 text. structures of Modification. how they can contribute in Reading Schedule
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
(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
Teaching Dates and
63
H. Making Generalizations and Ask: Remedial/Enhanc
Abstractions about the Lesson What have you realized in What have you learned in Remind the class about the Reading Schedule
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
J. Additional Activities for Read in advance The Voice Task 6 will be considered as Group activity: Evaluation will be an
Application or 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
Teaching Dates and
64

remediation

up with the lesson

require remediation


can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: March 6- 10, 2023 Quarter: 3

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,
65
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies.
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 EN10RC-IIIf-2.18: EN10V-IIIf13.9: Give EN10LT-IIIf-3: Explain EN10LT-IIIg20: Evaluate Remedial/Enhancement
Competencies/Objectives: Personal significance of the expanded definitions of how a selection may be literature as a source of Reading Schedule/ICL
Write the LC Code for each selection to the reader words influenced by culture, wisdom in expressing
(reader response) history, environment, or and resolving conflicts
other factors between individuals or
groups and nature
II. CONTENT
BEING ONE WITH NATURE
D. References

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

GRADES 1 to 12
Teaching Dates and
Time: March 6-10, 2023 Quarter: 3
66
A. Reviewing Previous Lesson or Let the students write on Recall ways of expanding Present the background of Call volunteers to share Remedial/Enhancement
Presenting the New Lesson a piece of paper what the meaning of a word the author of the selection their output from the Reading Schedule/ICL
they want to become The Last Leaf previous activity.
B. Establishing a Purpose for the Have the students Present the 3 ways of
Lesson present their output to the expanding a definition What symbolizes your Tell the students that as a
class into a paragraph life? 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 natural calamity.
C. Presenting Examples/Instances Watch the music video of Discuss the 3 ways of Let the students read and Let the students read the
of the Lesson “There You’ll Be by faith expanding a definition discover the interesting example on page 382-
Hill into a paragraph twist in the story. 383 of the LM
D. Discussing New Concepts and Ask: Provide additional Process the reading text Review the parts of a
Practicing New Skills #1 examples in expanding a based on the questions letter
What did you feel after definition into a no. 1-3 on page 380 in the
hearing the song? paragraph LM

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

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
67
E. Discussing New Concepts and Let the students fill-out Pair work: Process the reading text Discuss how each part of Remedial/Enhancement
Practicing New Skills #2 the though balloons on based on the questions the letter was written in Reading Schedule/ICL
page 374 and select Let the students skim the no. 4-6 on page 380 in the example given in the
students to share their selection and fill-out in the the LM book
answers to 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 draw the symbolic icon of answers and let them Task 6 on page 381 of write
3) your inspiration. Explain explain it. the LM.
n 3 sentences your
output. Write them below
your drawing.
G. Finding Practical Applications

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

Abstractions about the Lesson What message can we What significant learnings Complete the phrases What is our role in Reading Schedule/ICL
get from the song? did you get out of the given in the LM in Task resolving conflicts with
activity? 7A page 381. nature?
68
I. Evaluating Learning
Developing Mastery Completion of the table Completion of Task 6 will Written letter will serve as
activity will serve as on page 376 will serve as serve as evaluation evaluation
evaluation. evaluation
J. Additional Activities for

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

remediation

up with the lesson

require remediation


69
can help me solve?
teachers?


GRADES 1 to 12
Teaching Dates and

70
C. Learning EN10V-IIIg13.9: Give EN10LT-IIIg20: Evaluate EN10VC-IIIg-10: EN10VC-IIIg-10: Remedial/Enhancement
Competencies/Objectives: expanded definitions of literature as a source of Evaluate the information Evaluate the information Reading Schedule/ICL
Write the LC Code for each words wisdom in expressing and contained in the material contained in the material
resolving conflicts between viewed in terms of viewed in terms of
individuals or groups and accuracy and accuracy and
nature effectiveness effectiveness
EN10WC-IIIg14: EN10WC-IIIg14:
Compose an independent Compose an independent
critique of a chosen critique of a chosen
selection selection
II. CONTENT
A. References
1. Teacher’s Guide Pages P327-328 P330 P331 P331

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

71
A. Reviewing Previous Lesson or Ask the students to fill-in Give the background of Watch a video about the Give a feedback on the Remedial/Enhancement
Presenting the New Lesson the grid Task 8 on page the author keynote speech/es of speech critiquing done in Reading Schedule/ICL
384 of the LM with what famous personalities (ex. the previous lesson
is asked in each column Speech of Duterte,
Robredo, etc.)
B. Establishing a Purpose for the Discuss the student’s Ask: Present points on how to Present difficulties in
Lesson answers critique a speech critiquing a speech
What would it be like to
live in a space colony?
C. Presenting Examples/Instances Present the structures of Instruct students to read Give an example of a Share to the class group
of the Lesson modification as they vary the given text silently. critique speech practices on how they
in nature and function manage to critique the
speech
D. Discussing New Concepts and Provide examples and Have the students Discuss with the students Guide again the students
Practicing New Skills #1 discuss complete the phrases on how the sample critique in how to critique a
Task 10 of page 388 in speech is being done. speech
your LM.

72
E. Discussing New Concepts and Add adjective, adverb, or Discuss their answers Provide the students with Provide the students with Remedial/Enhancement
Practicing New Skills #2 qualifier to intensify the a transcript of the viewed a transcript of the viewed Reading Schedule/ICL
meaning of the given speech and let them speech and let them
words compare the speech and compare the speech and
the delivery. the delivery.
F. Developing Mastery Let the students expound In a group, let the In a group, let the
(Leads to Formative Assessment Let them answer the rest their answers students critique the students critique the
3) if the given words found given speech. given speech.
in the LM on page 384
G. Finding Practical Applications What are the What are the strong What are the strong
of Concepts and Skills in Daily When can we make use consequences of today’s points of the speech points of the speech
Living of the knowledge of technological advances if delivered by the delivered by the
expanding meaning of nature is not being personality in the video? personality in the video?
words? sustained and protected?

73
Abstractions about the Lesson Why is it important to Share insights on the What have you learned What have you learned Reading Schedule/ICL
expand meaning of significance of nature, the from the activity? from the activity?
words? circumstances that pose
likelihood of other living
things to human being.
Task 8 will serve as Draw or present a picture Output on the speech Output on the speech
evaluation of the possible critiquing will be the critiquing will be the
consequences if the evaluation evaluation
environment is being
neglected or abused.
J. Additional Activities for Use the given words in If activity is not completed Make the task an Make the task an
Application or Remediation Task 9A on page 384 of give it as an extended extended activity for the extended activity for the
your LM in a sentence activity. class. class.
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

74
remediation

up with the lesson

require remediation


can help me solve?

teachers?

Principal II

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

75
C. Learning EN10VC-IIIg-10: EN10VC-IIIg-10: EN10VC-IIIg-10: Remedial/Enhancement
Competencies/Objectives: Evaluate the information Evaluate the information Evaluate the information Reading Schedule/ICL
Write the LC Code for each contained in the material contained in the material contained in the material
viewed in terms of viewed in terms of viewed in terms of
accuracy and accuracy and 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

portal
B. Other Learning Resources Textbook Textbook Textbook

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
76
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 Present difficulties in Present difficulties in Present difficulties in Present difficulties in
Lesson critiquing a speech critiquing a speech critiquing a speech critiquing a speech
C. Presenting Examples/Instances Share to the class group Share to the class group Share to the class group Share to the class group
of the 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 Guide again the students Guide again the students Guide again the students
Practicing New Skills #1 in how to critique a in how to critique a in how to critique a in how to critique a
speech speech speech speech

77
E. Discussing New Concepts and Provide the students with Provide the students with Provide the students with Provide the students with Remedial/Enhancement
Practicing New Skills #2 a transcript of the viewed a transcript of the viewed a transcript of the viewed a 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 In a group, let the In a group, let the In a group, let the
(Leads to Formative Assessment students critique the students critique the students critique the students critique the
3) given speech. given speech. given speech. given speech.
G. Finding Practical Applications What are the strong What are the strong What are the strong What are the strong
of Concepts and Skills in Daily points of the speech points of the speech points of the speech points of the speech
Living delivered by the delivered by the delivered by the delivered by the
personality in the video? personality in the video? personality in the video? personality in the video?

78
Abstractions about the Lesson What have you learned What have you learned What have you learned What have you learned Reading Schedule/ICL
from the activity? from the activity? from the activity? from 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 Make the task an Make the task an Make the task an Make the task an
Application or Remediation extended activity for the extended activity for the extended activity for the extended activity for the
class. class. class. class.
V. REMARKS
79
remediation

up with the lesson

require remediation

can help me solve?

teachers?


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

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 le
80
C. Learning EN10OL-IIIi1.10: Deliver EN10LC-IIIf-3.13: React to EN10VC-IIIf-23: Share EN10LT-IIIf-3: Explain how Remedial/Enhanc
Competencies/Objectives: special speeches like toast the falsity or soundness of viewpoints based on the a selection may be Reading Schedule
Write the LC Code for each 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

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
IV.PROCEDURES 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 demonstration of learning by the stud
81
A. Reviewing Previous Lesson or Ask students about their Present pictures of Show a picture similar to Review the selection read. Remedial/Enhanc
Presenting the New Lesson Christmas Break Nutritional Information or that of page 337 Reading Schedule
Health Facts of different
products
B. Establishing a Purpose for the Let the students highlight Ask the students on what Let the students recall some Tell the students on what
Lesson 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 Let students share about Let the students analyze Present or draw a graphic Ask students to form five
the 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.


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 stud
82
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/Enhanc
Practicing New Skills #2 share their future plans or they can get out of these their presentation Reading Schedule
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?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
83
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
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 If the activity is not

Application or 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

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
84

remediation

up with the lesson

require remediation


can help me solve?
teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

85
C. Learning EN10SS-IIIf1.6.3: EN10SS-IIIf1.6.3: EN10G-IIIg-30: Use EN10G-IIIg-30: Use Remedial/Enhancement
Competencies/Objectives: Acknowledge sources by Acknowledge sources by structures of modification structures of modification Reading Schedule/ICL
Write the LC Code for each preparing a bibliography preparing a bibliography
II. CONTENT
A. References
1. Teacher’s Guide Pages P293 P293 P294-295 P294-295

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

86
A. Reviewing Previous Lesson or Recall lesson on citing Recall lesson on citing Present a word and ask Review the past lesson Remedial/Enhancement
Presenting the New Lesson sources sources students to give other on structures of Reading Schedule/ICL
words that could describe modification
/ modify it until you come
up with a complete
sentence.
B. Establishing a Purpose for the Let the students prepare Let the students prepare Provide at least 5 simple Provide another example
Lesson a simple bibliography for a simple bibliography for examples.
the given references the given references
found on page 345 found on page 345
C. Presenting Examples/Instances Let them differentiate a Let them differentiate a Give the different types Let students answer the
of the Lesson reference list and a reference list and a of 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 Check the exercises
Practicing New Skills #1 preparing a bibliography preparing a bibliography text and identify answered
sentences that contain
structures of
modifications

87
E. Discussing New Concepts and Provide exercises on Provide exercises on Ask them to give their Provide more drills Remedial/Enhancement
Practicing New Skills #2 making bibliography making bibliography own examples using Reading Schedule/ICL
simple 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 have them arrange a list have them arrange a list
3) of references to be of references to be Do Task 11 of page 348
placed in a bibliography placed in a bibliography in your LM
G. Finding Practical Applications Why do we need to Why do we need to When can we make When can we make
of Concepts and Skills in Daily acknowledge sources? acknowledge sources? use of the different use of the different
Living structures of structures of
modifications? modifications?

88
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 Group activity will serve Group activity will serve Individual drill will serve
as evaluation. as evaluation. as evaluation. as evaluation.
J. Additional Activities for

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

remediation
89
up with the lesson

require remediation


can help me solve?
teachers?

Principal II
GRADES 1 to 12 School: Lugait National High School Grade Level: 10

Teaching Dates and
Time: April 3-7, 2023 Quarter: 3
90
I. OBJECTI 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,
VES 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 The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving
Standards: 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 The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
Standards:
C. Learning EN10VC-IIIh-28: Disclose EN10OL-IIIh3.11: EN10OL-IIIh3.11: Remedial/Enhancement
Competencies/Objecti the personal significance Produce the sounds of Produce the sounds of What have you learned Reading Schedule/ICL
ves: of a material viewed English correctly and English correctly and from the activity?
Write the LC Code for effectively effectively
each
II. CONTENT
III. LEARNING 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
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide P332 P332 P332 P332
Pages
2. Learner’s P394-395 P394-395 P394-395 P394-395

Materials Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Textbook, videoclip Textbook, videoclip Textbook, videoclip Textbook, videoclip
Resources
91
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 Elicit from the students Follow up the class on Follow up the class on Follow up the class on
Lesson views about what they how are they in how are they in how are they in
have seen preparation of the preparation of the preparation of the
symposium symposium symposium
C. Presenting Examples/Instances Ask: Let the students share on Let the students present Let the students present
of the Lesson their progress of the their symposium their symposium
How does the symposium preparations
documentary presented?
D. Discussing New Concepts and Present to the class the Let the students meet Let the students meet Let the students meet
Practicing New Skills #1 mechanics of a their group and prepare their group and prepare their group and prepare
symposium for the symposium for the symposium for the symposium

92
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 Practice the presentations Present their symposium Present their symposium
(Leads to Formative Assessment groups and then give for the symposium
3) each topics to be
discussed in a mini
symposium
G. Finding Practical Applications When do we usually When do we usually When do we usually When do we usually
of Concepts and Skills in Daily make use of a make use of a make use of a make use of a
Living symposium? symposium? symposium? symposium?

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 learnings you get from learnings you get from classmates
the lesson the lesson the lesson
93
I. Evaluating Learning Draft of the mini- Practice the Practice the Present their symposium
symposium script by presentations for the presentations for the
group will be the symposium symposium
evaluation
J. Additional Activities for Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
Application or Remediation and presentation for the and presentation for the and presentation for the make use of a
symposium. symposium symposium symposium?
V. REMARKS

remediation

up with the lesson

94
require remediation

can help me solve?

teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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.
95
C. Learning EN10LC-IVa-16: Listen to EN10SS-IVa-1.5: Use EN10LT-IVa-2.2.1: EN10LT-IVa2.2: Explain Remedial/Enhancement
Competencies/Objectives: simplify, reorganize, locational skills to gather Express appreciation for how the elements specific Reading Schedule/ICL
Write the LC Code for each synthesize and evaluate information from primary sensory images used to a genre contribute to
information to expand, and secondary sources of
the theme of a particular
review, or update information
knowledge
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 video clip
on Primary and
Secondary sources

A. Reviewing Previous Lesson Showing of video clip Show a video on primary Share your answer on the Review with the class the Remedial/Enhancement
or Presenting the New and secondary sources additional task given of story, “The Little Prince” Reading Schedule/ICL
Lesson the previous lesson by guiding students to
answer the processing
questions on page 414
B. Establishing a Purpose for the Sharing of observations Elicit observation from Have the students watch Present to the class the
96
Lesson on the video clip watched. students of the video a video from youtube.com graphic organizer of Task
shown. “What is a Friend” 6 on page 415 of the LM
C. Presenting Examples/Instances Ask the students the Present what are primary Let the students do Task Walk through with the
of the Lesson places in the Philippines and secondary sources 4 on page 410 of the LM. students in completing
that they have already the graphic organizer
visited.
D. Discussing New Concepts and Let the students share Give examples of each Give a brief background Group work:
Practicing New Skills #1 their experiences and and discuss. of 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
Teaching Dates and

97
E. Discussing New Concepts and Let the students make a Let the students give Let the students answer Let the students discuss Remedial/Enhancement
Practicing New Skills #2 concept map regarding their own examples. the anticipation guide of among their group the Reading Schedule/ICL
the video clip watched. Task 5 on page 410 of task assigned to them in
the LM. the group activity
F. Developing Mastery Small group sharing Let the students answer Allot some time for the Work on the completion
(Leads to Formative Assessment the exercises on Task 2 students to read the text. of the task in the group
3) on page 409 of the LM. activity assigned to them
G. Finding Practical Applications Ask students the Process the activity by

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

GRADES 1 to 12
Teaching Dates and

98
H. Making Generalizations and . Ask: Remedial/Enhancement
Abstractions about the Lesson What makes you proud of How do we make and How do we make and Reading Schedule/ICL
the Philippines? How important is the keep friends? keep friends?
correctness of
information in research
writing?
I. Evaluating Learning Making of the Concept Task 2 on page 409 of Completion of Task 4 and
Map will serve as the LM will serve as the 5 will serve as evaluation Presentation of the group
evaluation evaluation. activity will serve as
evaluation.
J. Additional Activities for Answer: Complete the Task 3 on Group students ahead of If the activity cannot be
Application or Remediation page 409 of the LM time and let them prepare completed within the
If given the chance to for Task 7 on page 415 of lesson, make it an
travel for free, which the LM extended activity.
destination will you visit
first?
V. REMARKS
99


with the lesson

require remediation


can help me solve?


100
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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.
C. Learning EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: EN10V-IVb-30: Get EN10LC-IVb-3.18: Get Remedial/Enhancement

Competencies/Objectives: simplify, reorganize, Expand ideas using familiar with technical terms different viewpoints on Reading Schedule/ICL
Write the LC Code for each synthesize and evaluate principles of cohesion and used in research various local or global issues
information to expand, coherence EN10LC-IVb-16.1:
review, or update Distinguish the important
knowledge points from less important
ones
II. CONTENT
III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
2. Learner’s Materials Pages P415 P416-417 P417-418 P419-420
3. Textbook Pages P415 P416-417 P417-418 P419-420

101
B. Other Learning Resources Graphic organizer found Textbook Textbook Textbook, survey result
in the TG on page 367,

A. Reviewing Previous Lesson Prepare the students for Recall lesson on Share with the class a Share a recent survey Remedial/Enhancement
or Presenting the New the listening activity by cohesion and coherence documentary that you’ve from an organization Reading Schedule/ICL
Lesson presenting a blank seen recently. about socio-cultural
graphic organizer issue.
B. Establishing a Purpose for the Ask the students to look Direct the class to the Tell the class that they Let the students share
Lesson closely at the parts of the input given in the LM on are about to complete the any information about the
graphic organizer. Tell page 416 about first step in writing a survey that you just
them that they have to coherence. research report which is shared.
supply the missing parts selecting and limiting a
in order to simplify and topic.
recognize the ideas of
the text.
C. Presenting Examples/Instances Tell the students that you Discuss the cohesive Ask the students to read Ask students if they have
of the Lesson are going to read the text devices in the LM and “How to select and limit a an idea about the
twice. If you opted to provide other examples research topic” on page preparations
have the text recorded, 417-418. implemented before
tell them that the audio arriving at the result.
file will be played twice.
102
D. Discussing New Concepts and Remind them to listen Ask students to give Discuss with the students Discuss the guidelines on
Practicing New Skills #1 very carefully. In the first some more examples what they have read. how to develop a
playback, they may start questionnaire for
supplying information to research.
complete the graphic
organizer

E. Discussing New Concepts and Process the listening text Ask students to use Divide the class into six Let the class return to Remedial/Enhancement
Practicing New Skills #2 by asking the students cohesive devices in a groups and present to their groups and ask Reading Schedule/ICL
the questions on Task 8 sentence them the graphic them to study the sample
in the LM page 415. organizer on page 418 questionnaire that you
and explain to them what will provide.
to do
F. Developing Mastery Complete the graphic Provide teacher-made Students complete the Ask the groups to study
(Leads to Formative Assessment 3) organizer given at the drills on the use of graphic organizer with the the sample questionnaire
beginning of the lesson. cohesive devices information required and let them identify if it
followed the discussed
guidelines.
G. Finding Practical Applications of If what you have heard is Give instances when we Go over the input and tell Tell points on how to
Concepts and Skills in Daily a fiction, how would you can use cohesive them to answer the improve the sample
Living have ended the story? devices questions on each part questionnaire.
103
H. Making Generalizations and . Let a representative of What significant Remedial/Enhancement
Abstractions about the Lesson Share your realizations Share the importance of the group report their learnings have you Reading Schedule/ICL
of the story. cohesion. output to the class. learned in class today?
I. Evaluating Learning Completion of the Complete the exercise Completion of the graphic Group output will be
Graphic Organizer will on page 417 on cohesive organizer serves as presented in class
serve as evaluation devices. evaluation.
J. Additional Activities for Divide the class into Read in advance How to Research in advance Complete Task 13 on
Application or Remediation groups of 5 and Do Task Select and Limit a about the topic chosen page 420 of your LM
9 of the LM on page 416. Research Topic on page
417.
V. REMARKS
104

remediation

up with the lesson

require remediation


can help me solve?
teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and April 24-28, 2023 Quarter: 3
105
Time:

C. Learning EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: EN10LT-IVb2.2: Explain EN10VC-IVc29:Appraise Remedial/Enhancement

Competencies/Objectives: how the elements specific to Express appreciation for how the elements specific to the unity of plot, setting Reading Schedule/ICL
Write the LC Code for each a genre contribute to the sensory images used a genre contribute to the and characterization in a
theme of a particular literary theme of a particular literary
material viewed to
selection selection EN10LT-IV-
b2.2.2: Explain the literary
achieve the writer’s
devices used 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
106
A. Reviewing Previous Lesson Let students enumerate Ask: Allow the students time to Invite the students to the Remedial/Enhancement
or Presenting the New the figures of speech that read the Poem “A Marian film viewing of ET Reading Schedule/ICL
Lesson they know What is a walk that is Sends a Postcard Home”
felt?”
B. Establishing a Purpose for the Ask them to give Tell the students that the Discuss the poem by Give the guide questions
Lesson examples of these figures answer to the question is letting the students ahead of time on page
of speech “Dance.” Dance is a walk answer the questions 431 (Task 7) before the
that is felt. found in the LM on page start of the film viewing.
429.
C. Presenting Examples/Instances Give them drills to identify Guide the students in Let the students cite Group the class in
of the Lesson different figures of answering Task 2 on some lines from the text advance and assign them
speech page 425 of the LM to prove their answer. to do Task 8 on page 432
D. Discussing New Concepts and Introduce to them new Show a replica of Group activity: Film viewing while taking
Practicing New Skills #1 figures of speech Picasso’s “The Weeping note on the answers of
(Alliteration, Allusion, Woman” Assign 2 images per the guide questions and
Metonymy, Oxymoron, Let the students guess group. tasks assigned to them
Litotes, Analogy, the title of the painting Let the students identify earlier.
Allegory, Caesura, Deus (Task 3, page 425 of the which of the listed images
Ex Machina) LM) appeared in the poem.

107
E. Discussing New Concepts and Provide examples for Answer the questions in Have the students Film viewing while taking Remedial/Enhancement
Practicing New Skills #2 each kind the LM on page 425,Task brainstorm for their note on the answers of Reading Schedule/ICL
3 answers the guide questions and
tasks assigned to them
earlier.
F. Developing Mastery Give drills in identifying Small Group Work Let them write their Film viewing while taking
(Leads to Formative Assessment the new figures of speech answers on a Manila note on the answers of
3) Prepare the students to Paper and prepare for a the guide questions and
unlock the challenge of group report. tasks assigned to them
the poem by telling them earlier.
answer the puzzles in
Task 4 on the LM page
426
G. Finding Practical Applications Let students use the Ask: Relate the message of Film viewing while taking
of Concepts and Skills in Daily figures of speech in a the poem to real life note on the answers of
Living sentence. How did you find the the guide questions and
activity? tasks assigned to them
Were you challenged earlier.
when you were solving
the puzzles?

108
H. Making Generalizations and What is the purpose of What helped you in What significant Film viewing while taking Remedial/Enhancement
Abstractions about the Lesson using figures of speech? answering them? realizations have you note on the answers of Reading Schedule/ICL
Can you tell the class made after the activity? the guide questions and
other puzzles that you tasks assigned to them
know? earlier.
I. Evaluating Learning Let the students do Task Task 4 will serve as Group activity will serve Presentation of the group
1 on LM page 423 evaluation as evaluation activity
J. Additional Activities for Research on Picasso Read in advance the If the activity is not Movie will continue the
Application or Remediation poem found on page 427- completed, make it an next meeting.
428 if the LM extended task.
V. REMARKS

109
remediation

up with the lesson

require remediation

can help me solve?

teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: May 1-5, 2023 Quarter: 4
110
C. Learning EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: EN10VC-IVd29:Appraise EN10VC-IVd29:Appraise Remedial/Enhancement

Competencies/Objectives: different viewpoints on Synthesize essential the unity of plot, setting and the unity of plot, setting and Reading Schedule/ICL
Write the LC Code for each various local or global information about a chosen characterization in a material characterization in a material
issues issue viewed to achieve the viewed to achieve the
EN10LC-IVc-16.1: writer’s purpose writer’s purpose
Distinguish the important
points from less important
ones
II. CONTENT
BRIDGING GAPS / TRANSCENDING BORDERS
III. LEARNING 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
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
2. Learner’s Materials Pages P435-436 P439-441 P441 P441
3. Textbook Pages P435-436 P439-441 P441 P441

portal
B. Other Learning Resources Video clip, textbook textbook Les Meserables movie, Les Meserables movie,
textbook textbook
IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

111
A. Reviewing Previous Lesson Show a video of an Let the students do Task Share answers of the Watch the film Les Remedial/Enhancement
or Presenting the New interview 1 on LM page 439 Task 4 K-W-L Chart on Misrables while Reading Schedule/ICL
Lesson Les Miserables completing the instructed
activity
B. Establishing a Purpose for the Ask students about their Ask the Processing Instruct and group Watch the film Les
Lesson observations of the video Questions found on LM students in advance to Misrables while
shown page 440. take note on the completing the instructed
necessary information for activity
them to do Task 7 on
page 446 of the LM
C. Presenting Examples/Instances Tell the students that they Ask: Watch the film Les Watch the film Les
of the Lesson will soon be interviewing Misrables while Misrables while
resource people from their What are the other terms completing the instructed completing the instructed
locality. that we can use to activity activity
classify 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 Misrables while
the students. completing the instructed completing the instructed
activity activity

112
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 Misrables while Misrables while Reading Schedule/ICL
their groups in answer the questions on completing the instructed completing the instructed
formulating guide page 440 of the LM activity activity
questions for their 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 organizer in the LM page Misrables while Misrables while
3) 436 to properly guide completing the instructed completing the instructed
them in this activity. activity activity
G. Finding Practical Applications Summarize steps on how Process the activity by Watch the film Les Watch the film Les
of Concepts and Skills in Daily to conduct an interview letting the students Misrables while Misrables while
Living answer the questions on completing the instructed completing the instructed
page 440 of the LM activity activity

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 Misrables while Misrables while Reading Schedule/ICL
conducting an interview? answer the questions on completing the instructed completing the instructed
page 440 of the LM activity activity
113
I. Evaluating Learning Completion of the graphic Completion of the tasks Watch the film Les Watch the film Les
organizer and the actual will serve as evaluation Misrables while Misrables while
interview (recorded / completing the instructed completing the instructed
video taped) will serve activity activity
as evaluation
J. Additional Activities for Conduct the interview Answer Task 4 on page Watch the film Les Watch the film Les
Application or Remediation 441 Misrables while Misrables while
completing the instructed completing the instructed
activity activity
V. REMARKS


with the lesson

require remediation
114

can help me solve?



GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: May 8- 12 , 2023 Quarter: 4

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
115
C. Learning EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get EN10SS-IVe-2.3: EN10SS-IVe-2.3: Remedial/Enhancement

Competencies/Objectives: similarities and familiar with technical terms Compose a research report Compose a research report Reading Schedule/ICL
Write the LC Code for each differences of the used in research on a relevant social issue on a relevant social issue
featured selections in
relation to the theme
II. CONTENT
TRANSCENDING BORDERS
A. References
1. Teacher’s Guide Pages P400-408 P408 P409 P409

portal
B. Other Learning Resources textbook textbook textbook textbook

116
A. Reviewing Previous Lesson What was the best part of Review on the different Present a sample Follow up the students of Remedial/Enhancement
or Presenting the New the movie for you? ways of citing sources literature review their progress on the Reading Schedule/ICL
Lesson discussed in the previous activity given the previous
quarter. meeting.
B. Establishing a Purpose for the Remind the students of Provide the class some Ask the students about Ask students to share
Lesson the group task they were exercises to cite sources their opinion on the difficulties they met while
ought to present after the sample literature review doing the activity.
movie
C. Presenting Examples/Instances Presentation of the group Discuss their answers Allow the students to read Allow other students to
of the 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
Practicing New Skills #1 Task different groups and let students study the pointers on how to go
them work on preliminary qualities of a good about their research
activity for writing a socio- Literature Review Matrix
cultural issue.

117
E. Discussing New Concepts and Presentation of the group Give the guide questions Ask the class to analyze Let them go back to their Remedial/Enhancement
Practicing New Skills #2 Task for the group: the sample literature groups and continue Reading Schedule/ICL
review matrix using the making their literature
What will your research qualities given in the LM review.
report be about? Why do page 453-454.
you need to study it?
F. Developing Mastery Presentation of the group Let the group further Analysis of sample Continue making their
(Leads to Formative Assessment Task discuss the following: literature matrix literature review
3)
What sources will you
need to study your
subject? How do you
complete data gathering?
G. Finding Practical Applications What feelings did you Ask: Ask a representative from Ask a representative to
of Concepts and Skills in Daily share with any of the each group to share their give an update of their
Living characters? How will you work with output. progress.
the outline of your
research?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
118
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
would you do with the for the research Review Matrix in Review Matrix in
story? preparation for the preparation for the
activity?
research report about a research report about a
socio-cultural issue of socio-cultural issue of
your choice. 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 Complete the Task 8 on IF activity is not If activity is not If activity is not
Application or Remediation page 447. completed, give it as an completed, give it as an completed, give it as an
extended task. It will extended task. extended task. Agree
serve as the spring board among the students the
to the next lesson deadline of the output.
V. REMARKS

119
remediation

up with the lesson

require remediation


can help me solve?
teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

120
C. Learning EN10RC-IVf-2.12: Draw EN10LC-IVf-3.2: Raise EN10LT-IVf14.2: Explain EN10SS-IVc-1.8: Remedial/Enhancement

Competencies/Objectives: conclusions from the set questions and seek how the elements specific to Synthesize essential Reading Schedule/ICL
Write the LC Code for each of details clarifications on issues a selection build its theme information about a chosen
discussed in the text issue
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

portal
B. Other Learning Resources textbook textbook textbook None – textbook only

121
A. Reviewing Previous Lesson Discuss briefly the Let the students write the Pose again the question: Remind students about Remedial/Enhancement
or Presenting the New importance of charting word/phrase “Out of the their narrowed down Reading Schedule/ICL
Lesson one’s learning progress. box” on a graffiti wall. What kind of education topic for research and
do the 21st century their outlines.
learners need?
B. Establishing a Purpose for the Instruct the students to Tell the students that Process the students’ Let students assess what
Lesson use graph to assess their they will refer back to the answers. they have achieved so far
learning progress in the graffiti wall during the and to determine whether
different subject areas. course of the lesson. or not they are ready to
write the draft through the
checklist.
C. Presenting Examples/Instances Let the students identify Ask: Ask students to read Let the students do Task
of the Lesson their level of Proficiency essay, “ What is a Liberal 6 on LM page 466.
using the guide from “What is the importance Education?” by Sir
DepEd Order 73. of education?” Richard 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” discussion of the essay
In what subject areas are by Mark Matabane through the following
you doing well? How can questions:
you sustain this?
What does liberal
education mean
according to the Greeks?

122
E. Discussing New Concepts and Ask: Remind students to take Ask: Let the students do Task Remedial/Enhancement
Practicing New Skills #2 note of the processing A “Getting Ready to Reading Schedule/ICL
What areas need questions on page 462 as What constitutes liberal Write” on LM page 467 to
improvement? How can guide posts to education? determine their attitude
you address this? comprehending the story towards 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 the graphic organizers to graphic organizer in Let students answer the answers
3) address the questions in question 2 to their last question, “How can
item C. notebook on page 459. the 21st century Filipino
student benefit from
liberal education?”
through a short skit
G. Finding Practical Applications Encourage students to Ask: Let the students

of Concepts and Skills in Daily share their answers to the Ask: summarize the elicited
Living class Is technical education responses on the board
If you were the character, also important? Why through a concept map
would you also be
persuaded by the
mother’s viewpoints?
Why/why not?

123
H. Making Generalizations and Ask: Ask: Ask: Remedial/Enhancement
Abstractions about the Lesson Let students answer Reading Schedule/ICL
What did you find out What kind of education What is the difference Questions 1-3 on page
about your progress? do the 21st century between technical and 468.
learners need? liberal Education?
I. Evaluating Learning Ask the students to fill out Presentation of the skit. Let the students do Task
Filling out of the graphic the graphic organizer B on LM page 468.
organizers found in the copied.
LM will serve as
evaluation
J. Additional Activities for Read in advance Read in advance “What is Complete the Venn Instruct students to
Application or Remediation selection on Excerpt from a Liberal Education?” by Diagram of Task 3 on transfer what they have
Kaffir Boy on page 460- Sir Richard Livingstone page 465. learned in this learning
462 of the LM segment by drafting their
own research report.
Decide with the class
when to pass the output
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: May 15- 19, 2023 Quarter: 4
124


No. of learners who have caught up
with the lesson

require remediation


can help me solve?


125
GRADES 1 to 12 Teaching Dates and
DAILY LESSON LOG Time: May 22-26, 2023 Quarter: 4

C. Learning EN10OL-IVg3.10: Use EN10SS-IVg1.6.3: EN10LC-IVc-3.18: Get EN10LT-IVe-21: Evaluate Remedial/Enhancement

Competencies/Objectives: appropriate multimedia Acknowledge sources by different viewpoints on literature as an instrument Reading Schedule/ICL
Write the LC Code for each resources that preparing a bibliography various local or global issues to express and resolve
accompany language EN10VC-IVf-6.1: Evaluate conflicts within, between,
EN10SS-IVg1.6.4: Use how the elements that make and among 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
126
A. Reviewing Previous Lesson Show the video clip Let students give a Present ASEAN photo to Raise question to arouse Remedial/Enhancement
or Presenting the New about plagiarism feedback of their activity the class. student’s interest. Reading Schedule/ICL
Lesson last meeting
“What keeps
convergence from being
realized?”
B. Establishing a Purpose for the Process what was Recall the points on how Prod the students to Ask the students to share
Lesson viewed by asking: to write the main parts of ponder on the line, “One their answers.
a research paper Vision, One Identity, One
What is plagiarism? Community.”
C. Presenting Examples/Instances Ask? Instruct students to Ask the students to think Tell the students that the
of the Lesson transfer what they have of ways that they can do class will be reading a
What are signs of learned in this learning to actualize the vision of poem that will allow them
plagiarism? segment by drafting their ASEAN Integration. to explore the theme.
own research report.
What are ways to avoid
plagiarism?
D. Discussing New Concepts and Let the students Let the students go back Instruct the students to Model the proper reading
Practicing New Skills #1 determine which among to their groups to work on write on their journal a of the poem to the
the items in the list on their paper. pledge of support to the students.
page 469 needs to be ASEAN Vision.
cited.

127
E. Discussing New Concepts and Discuss the basic rules in Tell the students to use Process the responses of Ask the class to read the Remedial/Enhancement
Practicing New Skills #2 incorporating in-text the guide on page 472 of the students. Give the poem afterwards. Reading Schedule/ICL
citations as found in the the LM to work on their feedback as you deem
LM page 470. paper, necessary.
F. Developing Mastery Ask the students to read Tell the students to divide Let the students view Let the students work on
(Leads to Formative Assessment again their research and assign to each videos concerning the the context clues activity.
3) report and instruct them member of the group the ASEAN integration.
to identify the parts of the research
introduction, body, and paper as seen in the
conclusion. guide on page 472.
G. Finding Practical Applications Discuss the segment on Discuss the criteria on of Ask: Facilitate deepening of
of Concepts and Skills in Daily how to write the main a research paper / report students’’ understanding
Living parts of a research paper “Is the ASEAN of the poem by posing
/ report integration really questions found on LM
important? Why/Why page 479.
not?

128
H. Making Generalizations and Ask students to give Ask students to give Instruct the students to Ask students to prepare Remedial/Enhancement
Abstractions about the Lesson suggestions on how to suggestions on how to create a Venn diagram a photo collage to Reading Schedule/ICL
improve their research improve their research on their notebook. present their answer to
paper paper based on the the following 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
ASEAN. to reflect how the world is
today? How?
J. Additional Activities for Let students analyze Let students work on Process the activity by Give feedback.
Application or Remediation whether or not the their research paper and posing questions found
research paper contains agree when they will on LM page 477.
main and sub-parts. pass it.
V. REMARKS
129
remediation

up with the lesson

require remediation


can help me solve?

teachers?

GRADES 1 to 12
Teaching Dates and
Time: May 29-June 2, 023 Quarter: 4
130
C. Learning EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: EN10SS-IVh-1.8.1: Point EN10-LT-IVh2.3: Draw Remedial/Enhancement

Competencies/Objectives: writing conventions to Compose a research report out relationships among similarities and Reading Schedule/ICL
Write the LC Code for each acknowledge sources on a relevant social issue statements differences 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

131
A. Reviewing Previous Lesson Present a teacher-made Update students of their Ask the students to use Ask: Remedial/Enhancement
or Presenting the New completion activity on research paper the checklist to assess Reading Schedule/ICL
Lesson transitions their Global Citizenship What does it mean to be
Competencies a Global Citizen?
B. Establishing a Purpose for the Ask students the purpose Guide the students in Let students observe the Ask students to show
Lesson of transitions assessing the draft. photo on page 486 their word clouds.
C. Presenting Examples/Instances Give drills and discuss. Ask them to fil out the Ask: Solicit ideas from the
of the Lesson revision checklist on students based on the
page 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 Let the students Ask them to write key Let students read the
Practicing New Skills #1 page 481-482 exchange their research words on their notebook. selection on page 487-
paper. Tell them that they are 489
expected to have a short
one-minute essay

A. Discussing New Concepts Provide drills Have the group check on Ask some students to Process the text by Remedial/Enhancement
and Practicing New Skills #2 their classmates’ share their key words to guiding students to Reading Schedule/ICL
132
research paper the class answer questions on
page 489.
B. Developing Mastery Ask students to answer Let them fill-out the Instruct students to use Ask students about their
(Leads to Formative Assessment 3) Task 5 on page 482. assessment table on their keywords to write a personal advocacies
page 483 Letter B of your short paragraph on what
LM it means to be a global
citizen
C. Finding Practical Relate the knowledge of Let students return the Ask several students to Share their advocacies to
Applications of Concepts transitions in writing your draft to the writers. share their work to the the class
and Skills in Daily Living research paper. class.

V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
D. Making Generalizations and Upon getting their own Remedial/Enhancement
Abstractions about the How important is draft, let them answer What does it take to be a How can you play your Reading Schedule/ICL
Lesson transition? the Output Satisfaction global citizen? role as a global citizen?
Worksheet
133
E. Evaluating Learning Instruct students to Making of advocacies
Completion of Task 5 on revise their drafts based The short paragraph will serve as evaluation
page 482 of the LM will on the comments of their written will be considered
serve as evaluation peers as the evaluation
F. Additional Activities for Study and familiarize the

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

remediation

up with the lesson
134
require remediation


can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4

A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how
the language of research, campaigns and advocacies.
C. Learning EN10LT-IVi-21: Evaluate EN10SS-IVi-2.3: Compose a EN10SS-IVi-2.3: Compose a Remedial/Enhance

135
Competencies/Objectives: literature as an instrument to research report on a relevant research report on a relevant Reading Schedule/
Write the LC Code for each 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
Teaching Dates and

A. Reviewing Previous Lesson or Let the students observe Discuss students the Discuss students the Remedial/Enhanc
Presenting the New Lesson the infographic on page 492 guidelines of their guidelines of their Reading Schedule
presentation presentation
136
B. Establishing a Purpose for the Discuss with the students Present the rubric in rating Present the rubric in rating
Lesson the details presented in the them of their presentation them of their presentation
UNESCO infographic.
C. Presenting Examples/Instances of Instruct the students to fill Ask the students to start Ask the students to start
the 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
Teaching Dates and

E. Discussing New Concepts and Let the students share their Reporting of the research Reporting of the research Remedial/Enhanc
Practicing New Skills #2 responses through small report. report. Reading Schedule
groups settings
137
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 Guide the students in

of Concepts and Skills in Daily preparing their research Cite other instances where Cite other instances where
Living 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
Teaching Dates and

Abstractions about the Lesson Let students share their Sharing of learning Sharing of learning Reading Schedule
learnings about the lesson experiences. experiences.
138
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
Teaching Dates and

remediation

139
up with the lesson

require remediation


can help me solve?

teachers?
140

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School: Lugait National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning EN10VC-IIa-3.8: EN10RC-IIa-11: EN10V-IIa-13.9: Give EN10G-IIa-29: Observe EN10RC-IIa-11:

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

4. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the Sharing of observations Question: Brainstorm on the

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional Activities for Journal writing: Ask: Reflect: Assign students to

B. No. of learners who require

C. Did the remedial lessons work?

School: Lugait National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Lugait National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

*To be asked after the

School: Lugait National High School Grade Level: 10

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

SUBMITTED BY: CHECKED BY & VERIFIED BY: NOTED BY:

FATIMAH S. SALACOP LAURA S. OMAS-AS JODILYN S. BAMA

School: Lugait National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning 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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

School: Lugait National High School Grade Level: 10

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter