GRADE 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
School QUEZON NATIONAL HIGH SCHOOL Grade Level 10
Teacher AVEGAIL ALARCON CONSTANTINO Learning Area ENGLISH
Teaching Dates and Time Week 1 (June 4-8, 2018) Quarter 1st Quarter WK 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use
strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
At the end of the session, learners EN10RC-Ia-2.15.2: EN10V-Ia- 13.9: EN10G-Ia-27: EN10OL-Ia-3.14:
are expected to: 1. Determine the effect of 1. Differentiate formal from 1. Use reflexive pronouns to 1.Identify the factors of
1. respond to questions about textual aids informal definitions of words create meaningful public speaking
themselves and their expectations for like advance organizers, EN10LT-1a discourse. EN10LC-Ia-11.1:
Senior High School titles, 1. Explain how the elements EN10WC-Ia- 12.1: 1. Get information that
2. work with a group by sharing one’s non-linear illustrations on the specific to a selection build 1. Identify features of persuasive can be used in everyday
responses to given questions; understanding of a text its theme texts life
3. collaborate with a group to EN10VC-1a-14.2:
present group output. 1. Determine how connected
events contribute to the
totality of the material
viewed
Module 1: Module 1: Module 1: Module 1:
Lesson 1:Discovering Personal Lesson 1:Discovering Lesson 1:Discovering Personal Lesson 1:Discovering
Challenges Personal Challenges Challenges Personal Challenges
Your Journey & Initial Tasks Literature:Daedalus and
Viewing: Motivational video of Icarus by Nick Pontikis Grammar: Reflexive Pronoun Listening: Republic Act
Nick Vujicic Language: Features of No. 10627 or the Anti-
Persuasive text Bullying Act of 2013
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 III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Pages 3-5 5-9 10-12 16-17

2. Learner’s Materials
pages Pages 6-9 11-16 18-20 26-29

3. Textbook pages p. 3 . pp 35-36

4. Additional Materials http//www.youtube.com/watch? http://examples.yourdictionary.com/p

from Learning v-b_N_dYRb4_4 ersuasive-writing-examples.html
Resource
(LR)portal
B. Other Learning English Expressways IV. 2007 English Expressways IV.
Resource 2007,

IV-PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
(2 mins)
Teacher welcomes the class and
introduces himself/herself
(specialization, background,
credentials).
(5 mins)
1. From the list below, teacher
chooses one to two questions for the
class to answer. Subject teachers
coordinate with each other so that
Invite the students to read the Review or share inputs about Have the students extract actions, Students will be
introduction (Module 1 Lesson myth. dialogues and thoughts of Daedalus grouped according to
1) for them to get an overview from the text and create an their
of where they are headed to impression about the character. Allow intelligences/abilities.
and to be aware of the desired the students to interact with each Ask each group to do
result. other. the task on pages 25-
26. (To be presented on the
next day)
Guide the students to read the Let them know about the Inform the students that they will Ask the students some
objectives for them to focus objectives and the title of the learn reflexive pronouns for today questions that will lead
more on the target concepts, selection that they are going and at the same time they will also them to the next
language communication and to read. learn some features of persuasive activity.
literary skills. text;
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 there will be no/minimal duplication of
questions used in class.
a. What object best represents you?
b. What excites you about G10?
C. Presenting c. What makes you nervous about
examples/Instances of G10?
the new lesson d. What makes in G10 challenging?
f. What are your top three positive
personal qualities/traits?
g. What multiple intelligence do you
have?
h. How about “Best practices?”
D. Discussing new Teacher provides the sentence
concepts and practicing structure to follow based on the
new skills # 1 chosen question. For example, for
question a: “Hello, my name is
___________. The object that best
represents me is a/an
________________ because
______________________.” For
questions b and c: “Hello, my name is
_________________. I am
from_______________. I am excited
for ___________________. I am
nervous about
___________________.“ Teacher
models how to respond using the
suggested sentence structure.
E. Discussing new (30 mins)
concepts and practicing Identify students’ Multiple intelligence
new skills # 2 and learning styles.
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
Present examples of sayings or Present examples of words Show to the class some examples of
a well known phrase. with their meanings.
Invite the students to work on
the initial tasks on p. 7 of LM.
Explain to the students that
each block represents a saying
or a well-known phrase.
Have them identify what is
being asked by each block. Tell
them to write their answers on
their notebook. Process the
activity using the questions on
p.7 of their LM.
After the above activity, ask the
students to remember the time
when they were weak and low.
Ask them to fill out the balloons
with their experiences in life
that have to do with their
responses in the above task.
Let them share their work with
persuasive text.
Let them identify which one
has formal definition and
informal definition.
Ask the students to
differentiate formal from
informal definitions of words.
Ask their own examples.
Ask the students to answer
the guide question “ How
would personal challenges
make you a better person?”
Give enough time to reflect
on the question.
Ask them to read the text and
let them answer the
Present examples of
short speech
Ask the students to scan the Call volunteer to recite
paragraph on p.18 and ask them to the said speech in
underline all the pronoun used by the front. Ask students to
author, observe the
From the identified pronouns above, performance of their
ask them to pick at least five of them classmate. Ask them
and paraphrase the statement by to give comments and
making the pronouns reflexive. suggestions.
Discuss the factors in
public speaking.
Discuss features of Persuasive text. Present Republic Act
Guide students to analyze examples No. 10627 or the “Anti-
of persuasive writing and understand bullying Act of 2013”
the author’s purpose. found in the LM
Let them accomplish
the chart on p28.
Process the activity.
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 their classmates. Process the comprehension questions.
activity using the questions on Ask the students to answer
p.8 of their LM. the interpretation questions
found in the LM. Allow the
students to interact with each
other.
F. Developing mastery Allow the students to watch the Ask the students to answer the Ask them to write persuasive text or Sharing of experiences
(leads to Formative video carefully and let them evaluation questions on Task sentences about the topic.
Assessment 3) answer the questions for 10 p16
processing. Check their answer. Allow the
students to interact with each
other.
G. Finding practical (15 minutes) Let them compare themselves Ask these questions: Encourage their students to recite (Group Work)
application of concepts After the sharing session, the class to the character in the video If you were Daedalus, how their persuasive text. Ask the students about
and skills in daily living can reflect on the answers of the and ask some questions. (Pair would you escape from what they would do to
group. sharing) prison? How would you stop or at least to
The teacher can ask the following overcome your challenges in minimize the case of
questions: life? bullying if they would
a. What MI are you? be any of the following;
b. Learning style? senator, a school
c. How can our differences bring janitor, a teacher, a
about positive effect/s for the parent , and a
learners, class and school? newscaster. Ask them
d. What can students do to make to role play.
sure this year can be a positive
experience?
H. Making generalizations (Ask this question) Ask them about the theme of What are the features of persuasive text? Continuation of the
and abstractions about What insights have you gained the story What is reflexive pronoun? activity will be done next
the lesson from the activities today? day.
I. Evaluating learning Ask the students to write and Ask the students to do Task 11- Find authentic opportunities for Role playing
share their difficulties in life. 12 p.16-17 students to write persuasive letters to
family. Students could write a
persuasive letter to their families to
convince them to recycle more.
J. Additional activities for Agreement: Group the students into five. Do on Task 21-26 (Group activity) Tell the learners that they
application or Tell them to read the story once are going to present an
remediation Bring me a picture of a successful again and illustrate the images oral report about cyber
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
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 person who is handicapped. formed in their minds while bullying as their final
reading the story. output on lesson 1.
Remind them to apply
what they have learned
on public speaking.
IV. REMARKS

V. REFLECTION
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?

Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
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PREPARED BY: NOTED BY:

AVEGAIL ALARCON-CONSTANTINO HELEN C. CAMIAS

Master Teacher I Head Teacher III

APPROVED BY:

ROGER J. CARIO
Principal II

Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
6
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