Sie sind auf Seite 1von 3

GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 10

DAILY LESSON LOG Teacher Mrs. Faith C. Morales Learning Area English
Teaching Dates and Time June 12 – 16, 2017 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies
in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning Competencies/Objectives EN10G-Ia-27: Assess students’ learning

Write the LC code for each
Use reflexive and intensive
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.

Daedalus and Icarus by Nick Pontikis
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pp. 10 - 11 pp. 15 - 18
2. Learner’s Material pages pp. 18 - 19 pp. 24 - 30
3. Textbook pages pp. 18 - 19 pp. 24 - 30
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review the “Pronouns” Relate to the students that
presenting the new lesson
weighing between two or more
decisions could be a challenge.

Ask them “If you are a judge and

is set to free one from the
following prisoners, who would
it be and why?

B. Establishing a purpose for the lesson Let the students identify the Ask them to check the entries in
different usage of pronoun the box of their choices and
justify their answer in their
C. Presenting examples/instances for Ask the students to scan the Present Republic Act No. 10627
the new lesson
paragraph in their LM and or the “Anti-Bullying Act of
underline all the pronouns used 2013” found in the LM
by the author

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and Discuss the Reflexive Pronoun Let the students accomplish the Provide a summative text that
practicing new skills #1
chart found in their LM sums up the content standard

Process the activity

E. Discussing new concepts and Give a sentence with reflexive Discuss the features of
practicing new skills #2
pronoun persuasive texts and the factors
of public speaking

F. Developing mastery From the identified pronouns Ask the students about what
(Leads to Formative Assessment 3)
they have underlined in their they would do to stop or at least
LMs, ask them to pick at least to minimize the case of bullying
five (5) of them and paraphrase if they would be a..(a) Senator,
the statement by making the (b) Janitor, (c) Teacher, (d)
pronouns reflexive Parent or a (e) Newscaster for a
G. Finding practical applications of Using the same set of pronouns, Ask the students to create their
concepts and skills in daily living
ask the students to construct Personal Mission Statement for
their own sentences by them to discover their purpose.
converting the assigned
pronouns into reflexive
H. Making generalizations and Make a summary of the story of Write a short but persuasive
abstractions about the lesson
Daedalus and Icarus using text on the Causes/Effects of
reflexive pronouns Bullying to a person

I. Evaluating learning Share their summaries by group. Allow the students to present a
concise Oral Report on the
Causes/Effects of Bullying

J. Additional activities for application Write 10 sentences with Interview a student who was a
for remediation
reflexive pronouns victim of bullying and ask how
he survived the challenged of
being bullied

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

B. No. of learners who require

additional activities for remediation
who scored below 80%.

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

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?