DAILY LESSON LOG
Subject/L
earning
Area Monday
Objectives: Point out the
distinguishing feature of a poem.
*determine the features of an
informative writing.
Lesson(s):
a. Activity-Small Group
Differentiated works. Task 10
b. Analysis- students present their
group assigned tasks. Have others
point out the feature of the poem
being presented by the group.
c. Abstraction- The teacher
elaborate the features being
presented by throwing questions
that would lead to the distinguishing
feature of each report.
d. Application- have the students d. Application- have the students d. Application- have the students Remediation /
make an example of poem using
rhyme, imagery, sound devices,
repetition, onomatopoeia
Grade 9 References:
Teacher’s Guide pp.
English
Learner’s Material Used:
June 18-22 Textbook pp. 10-15
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
Tuesday Wednesday Thursday Friday
Objectives: Point out the Objectives: Point out the Objectives: Objectives:
distinguishing feature of a poem. distinguishing feature of a poem. Lesson(s): Lesson(s):
*determine the features of an *determine the features of an
informative writing. informative writing. References: References:
Lesson(s): Lesson(s):
Teacher’s Guide pp. Teacher’s Guide pp.
a. Activity-Small Group a. Activity-Small Group
inin S
Differentiated works. Task 10 Differentiated works. Task 10
Teacher’s Manual pp. Teacher’s Manual pp.
Tra PM
b. Analysis- students present their b. Analysis- students present their
group assigned tasks. Have others group assigned tasks. Have others Learner’s Material Used: Learner’s Material Used:
inin S
Textbook pp. Textbook pp.
g
point out the feature of the poem point out the feature of the poem
Tra PM
being presented by the group. being presented by the group. Module pp. Module pp.
T-R
c. Abstraction- The teacher c. Abstraction- The teacher REMARKS: REMARKS:
g
elaborate the features being elaborate the features being No. of Learners within No. of Learners within
T-R
presented by throwing questions presented by throwing questions Mastery Level Mastery Level
PPS
that would lead to the distinguishing that would lead to the distinguishing
feature of each report. feature of each report.
No. of Learners needing No. of Learners needing
Remediation /
PPS
make an example of poem using make an example of poem using Reinforcements Reinforcements
rhyme, imagery, sound devices, rhyme, imagery, sound devices,
repetition, onomatopoeia repetition, onomatopoeia Other Activities: Other Activities:
References: References:
Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used:
Textbook pp. 10-15 Textbook pp. 10-15
Module pp. Module pp.
REMARKS: REMARKS:
No. of Learners within No. of Learners within
Mastery Level Mastery Level
No. of Learners needing No. of Learners needing
Remediation / Remediation /
Reinforcements Reinforcements
Other Activities: Other Activities:
 Remediation /
Reinforcements
Other Activities:
Subject/L
earning
Area Monday
Objectives:
*determine how textual aids like
advance organizers help in
understanding of a text.
Lesson(s):
a. activity- students watch 2012
film adapatation Life of Pi by
Yann Martel and created a
timeline of events.
b. analysis-process question
on page 59 task 8.1
c. Abstraction- ask: 1. How
did you arrive at the correct
timeline of the movie? 2. How
easy it is to understand the
movie by looking at the timeline?
3. What is the use of textual
aids/ advance organizers for you
as a student.
d. Application- Create a
timeline plan for yourself for 10
years and show it to your
classmates.
English 10 References:
June 18-22 Teacher’s Guide pp.
Teacher’s Manual pp.
Learner’s Material Used:
Remediation / Remediation /
Reinforcements Reinforcements
Other Activities:
DAILY LESSON LOG
Other Activities:
Tuesday Wednesday Thursday Friday
Objectives: Objectives: determine the Objectives: Objectives:
inin S
*determine how textual aids like implicit/explicit signals used by Lesson(s): Lesson(s):
Tra PM
advance organizers help in the speaker to highlight
inin S
understanding of a text. significant points. References: References:
g
Lesson(s): Lesson(s): Teacher’s Guide pp. Teacher’s Guide pp.
Tra PM
a. activity- students watch 2012 a. activity- Give students lines Teacher’s Manual pp. Teacher’s Manual pp.
T-R
film adapatation Life of Pi by from the movie theyhave
g
Yann Martel and created a watched. Allow them to use Learner’s Material Used: Learner’s Material Used:
T-R
timeline of events. signals to emphasize important Textbook pp. Textbook pp.
b. analysis-process question points in their lines. Module pp. Module pp.
PPS
on page 59 task 8.1 b. analysis- Have them identify
c. Abstraction- ask: 1. How the best presenters and ask REMARKS: REMARKS:
PPS
did you arrive at the correct them what makes his/her No. of Learners within No. of Learners within
timeline of the movie? 2. How classmate the best in his/her Mastery Level Mastery Level
easy it is to understand the presentation of his/her line.
movie by looking at the timeline? c. abstraction-ask processing No. of Learners needing No. of Learners needing
3. What is the use of textual question and lead them to the Remediation / Remediation /
aids/ advance organizers for you discussion of implicit and explicit Reinforcements Reinforcements
as a student. signals.
d. Application- Create a d. application- have the Other Activities: Other Activities:
timeline plan for yourself for 10 students make his/her speech
years and show it to your about their stand on Federalism.
classmates. Allow them to make emphasis on
References: the presentation by using verbal
Teacher’s Guide pp. and non verbal signals.
Teacher’s Manual pp. References:
Teacher’s Guide pp.
Learner’s Material Used: Teacher’s Manual pp.
 d. Application- Create a
timeline plan for yourself for 10
years and show it to your
classmates.
English 10 References:
June 18-22 Teacher’s Guide pp.
Teacher’s Manual pp.
Learner’s Material Used:
Textbook pp.
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
d. Application- Create a d. application- have the Other Activities: Other Activities:
timeline plan for yourself for 10 students make his/her speech
years and show it to your
classmates.
DAILY LESSON LOG
about their stand on Federalism.
Allow them to make emphasis on
References: the presentation by using verbal
Teacher’s Guide pp. and non verbal signals.
Teacher’s Manual pp. References:
Teacher’s Guide pp.
Learner’s Material Used: Teacher’s Manual pp.
Textbook pp.
Module pp. Learner’s Material Used:
Textbook pp.
REMARKS: Module pp.
No. of Learners within
Mastery Level REMARKS:
No. of Learners within
No. of Learners needing Mastery Level
Remediation /
Reinforcements No. of Learners needing
Remediation /
Other Activities: Reinforcements

Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: EN9RC-Ic- Objectives:a. EN8LT-Ic- Objectives:ENWC-Ic- Objectives:EN9G-Ic-17:Use Objectives:EN9OL-Ic-1.15:
13.2:Take note of 14:Analyze 8:Distinguish normal and inverted Use the appropriate
sequence signals or literature as a between and word order in creative segmentals (sounds of English) and
connectors to means of among informative, writing the suprasegmentals or prosodic
determine patterns of enhancing the journalistic, and EN9G-Ic-18: Use features of speech when delivering
idea self b. EN8LT-Ic- literary writing interjections to lines of poetry and prose in a speech
EN9LC-Ic- 2.2:express appreciation for sensory EN9G-Ic- convey meaning. choir, jazz chants and raps
3.12:Paraphrase the images used 1.6/1.7:Use Lesson(s): EN9F-Ic-
text listened to Lesson(s): appropriate a. Activity- Have the students read 3.1:Produce the correct beat and
EN9VC-Ic- a. Activity- Reading of “The Day of punctuation marks again an article. rhythm in delivering jazz chants and
3.8:Infer thoughts, Destiny” from Morte D’Arthur by Sir and capitalization to b. Analysis- Ask students to raps
feelings, and Thomas Malory convey meaning share their insights on the article Lesson(s):
intentions in the b. Analysis- Lesson(s): that they have read. a. Activity- Choose your favorite
material viewed 1. Students work task 8 p.50 a. Activity- c. part of the text, The Day of Destiny.
development given in 2. Have the students 1. Group students into three (3) Abstraction- Show some examples With a partner, read the part aloud
a text accomplish the chart on sensory 2. Provide of the use of interjection in the using the correct pitch, juncture,
Lesson(s): images them with the handouts. 3. Instruct article and elicit the meaning convey stress, intonation, rate of speech,
a. Activity- ( Film viewing) The c. Abstraction- students to examine the three using interjection. volume and projection.
H.O.M.E. 1. Validate articles that they have read. d. b. Analysis- allow the
Let students watch the video their responses by checking the Application- Have the students studnets to observe others
b. Analysis- A. Have the students activity afterwards 2. Ask b. Analysis- accomplish the three charts on page performing and take note of the
summarize the contents of the video them to present their responses 1. Have them 54. Provide clarifications if good points and negative points with
B.Instruct them to use the before the class point out the distinguishing marks of necessary. regards to the delivery of the lines.
appropriate sequence signals or 3. Encourage students to have their each type then identify what type of Ask them to write at least 2 to 3
connectors feedbacks after each reading texts they are. sentence for each aspect. have c. Abstraction- Give
c. Abstraction- presentation 2. Introduce dash as them use normal and inverted word emphasis on the skills not mastered.
The teacher must present some key 4. To process the lesson one of the punctuation marks order in creative writing.
points on the use of these sequence thoroughly, you as the teacher 3. Present the sentences to the d. Application- Have
Grade 9 connectors (e.g. first, second, should also provide your feedbacks. students References: them perform again the lines in 3
English finally, lastly…) 5.Ask students how c. Abstraction- Teacher’s Guide pp.31 groups bearing the comments
June 25-29 d. important sensory images are in 1. Extract from them Learner’s Material Used: provided.
Application- As you have viewed poetry the rule for each sample statement Textbook pp. 53-54 References:
the video twice, summarize its writing 2. Write on the board the students Module pp. Teacher’s Guide pp. 31
contents using appropriate formulated statement REMARKS: Learner’s Material Used:
sequence signals. d. Application- Have 3. Elicit from the students its general No. of Learners within Textbook pp. 55
References: them view the text of The Battle function. Mastery Level Module pp.
 The teacher must present some key
points on the use of these sequence
Grade 9 connectors (e.g. first, second,
English finally, lastly…)
June 25-29 d.
Application- As you have viewed
the video twice, summarize its
contents using appropriate
sequence signals.
References:
Teacher’s Guide pp. 29
Learner’s Material Used:
Textbook pp. 41-42
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
Subject/L
earning
Area Monday
Objectives:EN10RC-Ic-2.15.2:
Determine the effect of textual aids
like advance organizers, titles, non-
linear illustrations, etc. on the
understanding of a text
Lesson(s):
a. Activity- Task 1. Boy-Girl Power
Make them visualize the strengths
of a boy and a girl and how can
they make use of these strengths
to solve the problem which is
to successfully come out of
the box.
b. Analysis- Ask the
4. To process the lesson
thoroughly, you as the teacher
should also provide your feedbacks. students
5.Ask students how
important sensory images are in
poetry
writing
d. Application- Have
them view the text of The Battle
with Grendel and give them time to
compare and contrast the beauty of questions to formulate the rule for No. of Learners needing
the text through the use of sensory each sample
images.
References:
Teacher’s Guide pp. 30
Learner’s Material Used:
Textbook pp.43-50
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
Tuesday
Objectives:EN10LC-Ic-4: Determine
the implicit and explicit signals,
verbal, as well as non-verbal, used
by the speaker to highlight
significant points
EN10VC-Ic-1.4/2.4:
Determine how connected events
contribute to the totality of a
material viewed
Lesson(s):
a. Activity- Ask the students to
view or listen to the song entitled
“Let it Go” from the movie FROZEN.
b. Analysis-
one of the punctuation marks order in creative writing.
3. Present the sentences to the d. Application- Have
DAILY LESSON LOG
c. Abstraction-
References:
Teacher’s Guide pp.31
them perform again the lines in 3
groups bearing the comments
1. Extract from them Learner’s Material Used: provided.
the rule for each sample statement Textbook pp. 53-54 References:
2. Write on the board the students Module pp. Teacher’s Guide pp. 31
formulated statement REMARKS: Learner’s Material Used:
3. Elicit from the students its general No. of Learners within Textbook pp. 55
function. Mastery Level Module pp.
4. Provide them with guide REMARKS:
No. of Learners within
Remediation / Mastery Level
d. Reinforcements
Application- No. of Learners needing
Have them answer task 14, 15 & 16 Other Activities: Remediation /
pp. 53-54 Reinforcements
References:
Teacher’s Guide pp. 30 Other Activities:
Learner’s Material Used:
Textbook pp. 10-15
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
Wednesday Thursday Friday
Objectives: EN10V-Ic-13.9: Objectives:EN10LT-Ic-2.2: Explain Objectives: EN10G-Ic-26: Using
Differentiate formal from informal how the elements specific to a genre words and expressions that
definitions of words contribute to the theme of a emphasize a point
particular literary selection EN10OL-Ic-3.16: Describe the
Lesson(s): Lesson(s): techniques in effective public
a. Activity- Task 4. Mystery Words a. Activity- I PASS YOU READ speaking
Present the task using a chart (Reading of the Myth Orpheus Lesson(s):
b. Analysis- ask b. Analysis- give a. Activity- Task 8. Piece of Pi
them about what do they notice with the other Ask the students to view the 2012
the way these words were groups to comment on the output film adaptation of Life of Pi by Yann
defined? presented by the other groups to Martel. While watching, ask them to
c. Abstraction- make the discussion interactive. take note of the important details in
ask the students to answer the movie.
the following questions: c. Abstraction- After all the b. Analysis-Ask them to answer
 Lesson(s):
a. Activity- Task 1. Boy-Girl Power
Make them visualize the strengths
of a boy and a girl and how can
they make use of these strengths
to solve the problem which is
to successfully come out of
the box.
b. Analysis- Ask the
processing questions on p. 53
c. Abstraction-Ask the students are used by the singer to highlight 2. Which of the two is the
question that would lead to the fact significant points.
of how textual aid help understand
the text.
d. Application- questions:
Interchange the names of Joaquin 1. What is the song all about?
and Cristina and ask students for
reactions.
References:
Teacher’s Guide pp.37
Learner’s Material Used:
Textbook pp.53
Module pp.
Grade 10 REMARKS:
English No. of Learners within
June 25-29 Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
EN10VC-Ic-1.4/2.4: a. Activity- Task 4. Mystery Words a. Activity- I PASS YOU READ speaking
Determine how connected events Present the task using a chart (Reading of the Myth Orpheus Lesson(s):
contribute to the totality of a
material viewed
DAILY LESSON LOG
b. Analysis- ask
them about what do they notice with the other
b. Analysis- give a. Activity- Task 8. Piece of Pi
Ask the students to view the 2012
Lesson(s): the way these words were groups to comment on the output film adaptation of Life of Pi by Yann
a. Activity- Ask the students to defined? presented by the other groups to Martel. While watching, ask them to
view or listen to the song entitled c. Abstraction- make the discussion interactive. take note of the important details in
“Let it Go” from the movie FROZEN. ask the students to answer the movie.
b. Analysis- the following questions: c. Abstraction- After all the b. Analysis-Ask them to answer
Ask them to determine implicit and 1. How do you differentiate group representatives the questions on p. 59-60
explicit signals from the lyrics that definition A from B? are done with the presentation, c.
ask them the following questions: Abstraction- the teacher
better way to define a 1. How do the elements help must provide inputs on strategies
c. word? you understand the flow in public speaking.
Abstraction- Ask the following d. Application- of the story? d.
select 10 words you are not familiar 2. In what way do the Application- After the
and create formal and informal elements contribute to discussion, provide them with a
2. What explicit and implicit signals definitions of those words. your understanding of copy of the selected dialogues
used by the singer to highlight References: the selection’s over-all from Life of Pi and ask them
significant points have you Teacher’s Guide pp.39 theme? to deliver the lines using the
indentified? Learner’s Material Used: 3. How is a puzzle related techniques.
3. How do these signals help add Textbook pp. 54-55 with understanding References:
value to the lyrics and over all Module pp. elements to make up a Teacher’s Guide pp.44-45
meaning of the song? REMARKS: whole? Learner’s Material Used:
d. No. of Learners within d. Application- Textbook pp. 59-61
Application- What are you made Mastery Level References: Module pp.
of? Ask the students to revisit the Teacher’s Guide pp. REMARKS:
objectives. The objectives will tell No. of Learners needing Learner’s Material Used: No. of Learners within
the students what topics are to be Remediation / Textbook pp. 10-15 Mastery Level
expected for discussion. Reinforcements Module pp.
Considering the goals of the module. REMARKS: No. of Learners needing
Ask them to etch everything that Other Activities: No. of Learners within Remediation /
they know about the topic on the Mastery Level Reinforcements
stone tablet, all that they are not
sure in the quill and all that they still No. of Learners needing Other Activities:
want to know in the pencil. Remediation /
References: Reinforcements
Teacher’s Guide pp.38
Learner’s Material Used: Other Activities:
Textbook pp. 53-54
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
 objectives. The objectives will tell No. of Learners needing Learner’s Material Used: No. of Learners within
No. of Learners needing the students what topics are to be Remediation / Textbook pp. 10-15 Mastery Level
Remediation / expected for discussion. Reinforcements Module pp.
Reinforcements Considering the goals of the module. DAILY LESSON LOG REMARKS: No. of Learners needing
Ask them to etch everything that Other Activities: No. of Learners within Remediation /
Other Activities: they know about the topic on the Mastery Level Reinforcements
stone tablet, all that they are not
sure in the quill and all that they still No. of Learners needing Other Activities:
want to know in the pencil. Remediation /
References: Reinforcements
Teacher’s Guide pp.38
Learner’s Material Used: Other Activities:
Textbook pp. 53-54
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday

rog y
ram
Objectives:EN9VC-Id- 21: assess the Objectives: EN9V-Id-15:use Objectives: ENWC-Id-8.1: use Objectives:EN9LC-Id-8.4 draw Objectives:

n P art
relevance and worth of ideas synonyms of words to clarify effective ways of coping with generalizations and conclusions from Lesson(s):
presented in the material meanings challenges to enhance one’s self the material listened to a. Activity-

ctio ce P
viewed Lesson(s): Lesson(s): EN8LT-Id-14: show appreciation b. Analysis-
EN8LT-Id-14:explain how the tone a. Activity- Spark their interest in a. Activity- 1. Incite them to for the significant human c.
of the poem helps clarify its using SYNONYMS or words with the write their targets on what they experiences highlighted and shared Abstraction-
meaning same or almost the same meaning expect / need / hope to learn in this during the discussion d. Application-

ndu tan
Lesson(s): b. lesson. Tell them to be reminded of Lesson(s): References:
a. Activity- Analysis- Instruct them to Make A these expectations as they work on a. Activity- Teacher’s Guide pp.

1. Interview three of their
classmates as to the questions they
have about coping with challenges
and write at least three (3)
questions (in line with coping with
& I quain
SYNONYM Match Challenge where the following phases of this lesson. 1. Encourage them to find out how Learner’s Material Used:
they’ll fill each blank with a single 2. Instruct them to pair up a poem written by Langston Hughes Textbook pp.
letter to form the given pairs of and reflect on following quotations will help them achieve insights Module pp.
words into SYNONYMS. in the Why not? part. about them as they listen to you REMARKS:
c. Don’t let challenges stop you to read the poem No. of Learners within

challenges ) 2. Make them list at
least 10 challenges they have
observed/ experienced by students
like them.
3. Let them copy the chart as
shown, and fill it up with entries
called for.
b. Analysis- Instruct
them to rank them in their order of
difficulty where Rank 1 is the most
challenging and 10 is the least
challenging.
Make them decide what is the most
effective method of coping with
challenges and rank them in their
order of effectiveness. Rank 1 the
most effective and 10 as the least
effective.
c. Abstraction-
1. Give feedback.
For the Constant Recall part, stress
to them the challenge they need to Other Activities:
face which is how to unfold and
show appreciation for the meaning
of a poem.
Abstraction- Point out to them that take your best future.”
it is another good way to give a brief Anonymous-“
definition or restatement . this is “ When virtue is in presence, all
one good strategy to arrive at the subordinate powers sleep.”
nearest meaning of an unfamiliar - Ralph Waldo
word. b. Analysis- Let them take turns
d. Application- Have them in answering these questions.
write paraphrase defifnition of words What does each of the quotations
and use synonyms to clarify suggest?
meaning through restatement. Do you agree on what each
References: suggests? Why?
Teacher’s Guide pp.34-35 What does it take to face life’s
Learner’s Material Used: difficulties/ challenges?
Textbook pp. 59 c.
Module pp. Abstraction- Invite them to share
REMARKS: findings with the rest of the class.
No. of Learners within Accept varied responses and give
Mastery Level feedback.
d. Application- Write an Essay
No. of Learners needing about coping with challenges
Remediation / effectively.
Reinforcements References:
Teacher’s Guide pp.
Learner’s Material Used:
Textbook pp.
Module pp.
REMARKS:
Ac
2. Engage them to Mastery Level
take active control in SGDW ( Small
Group No. of Learners needing
Differentiated Work ) where they Remediation /
will form 7 small groups . Reinforcements
b. Analysis-
c. Other Activities:
Abstraction- Lead them to
discover how the details in the poem
tells a story and ask group 2 to find
the meaning/ meaningful significant
experience. Impress upon them that
when they read a poem , they get to
know the experience of other people
through its theme or its meaning .
This is something that the poet
reveals about the subject . It’s the
core of thought or the reactions/
views of the poet about humanity .
d.
Application- Listen to your teacher
read an article. Make your
generalization based on what you
have comprehend.
References:
Teacher’s Guide pp.37-38
Learner’s Material Used:
 Make them decide what is the most Textbook pp. 59 c. know the experience of other people
effective method of coping with Module pp. Abstraction- Invite them to share through its theme or its meaning .
challenges and rank them in their REMARKS: DAILY LESSON LOG
findings with the rest of the class. This is something that the poet
order of effectiveness. Rank 1 the No. of Learners within Accept varied responses and give reveals about the subject . It’s the
most effective and 10 as the least Mastery Level feedback. core of thought or the reactions/
effective. d. Application- Write an Essay views of the poet about humanity .
No. of Learners needing about coping with challenges d.
c. Abstraction- Remediation / effectively. Application- Listen to your teacher
1. Give feedback. Reinforcements References: read an article. Make your
For the Constant Recall part, stress Teacher’s Guide pp. generalization based on what you
to them the challenge they need to Other Activities: Learner’s Material Used: have comprehend.
face which is how to unfold and Textbook pp. References:
show appreciation for the meaning Module pp. Teacher’s Guide pp.37-38
of a poem. REMARKS: Learner’s Material Used:
2. Clarify to them the No. of Learners within Textbook pp. 61-64
WHAT, WHY and HOW of these Mastery Level Module pp.
aspects of the salient points / REMARKS:
aspects/ elements of poetry to be No. of Learners needing No. of Learners within
given attention to in unfolding its Remediation / Mastery Level
meaning. 3. Allow Reinforcements
them to point out which of these No. of Learners needing
elements (subject,theme, Other Activities: Remediation /
Grade 9 poetic devices, sounds, tone, Reinforcements
English significant experience), they haven’t
July 2-5 -touched Other Activities:
- explored
- understood
- mastered
Let them emphasize which ones
they need to give more attention,
then report their findings in class.
d. Application- In a Venn Diagram,
Allow the students to give the
relevance according to the poem
The Battle with Grendel & The
Seven Ages of Man
References:
Teacher’s Guide pp.33-34
Learner’s Material Used:
Textbook pp. 58-59
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:
Seven Ages of Man
References:
Teacher’s Guide pp.33-34
Learner’s Material Used:
DAILY LESSON LOG
Textbook pp. 58-59
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:

Subject/L
earning
Area Monday
Objectives:EN10WC-Ie
12.2:formulate a statement of
opinion or assertion
EN10VC-Ie-25:express insights
based on ideas presented in the
material viewed
Lesson(s):
a. Activity-Recall as many TV
commercials as you can.
b. Analysis- analyze the
commercials using the following
questions:
1. Who plays with action toys?
2. Who stars in the kitchen, the
laundry, or the market?
3. Who seems to be given more
active, dynamic role?
c. Abstraction- ask the students
to lead them to give insights about
the presented answers with regards
to TV ad. Have them give the
purpose of the Ad.
d. Application-
Write a letter to yourself which you
will only open 20 years from now.
Highlight
in your letter how you were able to
capitalize on your strengths and
recognize your weaknesses to
Grade 10 become a better person. Use
English statements expressing opinions or
June 25-29 strong assertions in your letter.
References:
Teacher’s Guide pp.
Learner’s Material Used:
Textbook pp.64-65
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
DAILY LESSON LOG
Tuesday Wednesday Thursday Friday
rog y
ram
n P art
Objectives: draw generalizations and Objectives: Objectives: Objectives:
conclusions based on the material *Give meanings of words through *Give meanings of words through Lesson(s):
viewed (EN10VC-1h-1.5/2.5) using dictionary and/ or context using dictionary and/ or context a. Activity-
ctio ce P
Lesson(s): clues (EN10V-1d-13.9) clues (EN10V-1d-13.9) b. Analysis-
a. Activity- Task 1. Picture Perfect • explain how tone and mood • explain how tone and mood c. Abstraction-
1.Create interest by asking them to contribute to the theme of the contribute to the theme of the d. Application-
ndu tan
look closely at the drawing of (a myth (EN10LT-1f-2.2.3) myth (EN10LT-1f-2.2.3) References:
grade 10 student grappling up the * use special words / expressions * use special words / expressions Teacher’s Guide pp.
steps leading to the entrance of the that emphasize points that emphasize points Learner’s Material Used:
& I quain
dark, cold, slippery and gloomy (EN10G-1e-26) (EN10G-1e-26) Textbook pp.
cave), and relate it to the theme: * use factual and opinion based * use factual and opinion based Module pp.
dealing with personal challenges. statements as supports in statements as supports in REMARKS:
b. Analysis-As persuasive writing (EN10WC- persuasive writing (EN10WC- No. of Learners within
Ac
you look closely at the drawing, try 1d-12.2) 1d-12.2) Mastery Level
answering these questions. Lesson(s): Lesson(s):
􀀹 Whose face flashed at the back a. Activity- Task 5 SMALL GROUP a. Activity- Task 5 SMALL GROUP No. of Learners needing
of your mind? DIFFERENTIATED ACTIVITIES DIFFERENTIATED ACTIVITIES Remediation /
􀀹 How do you feel as you look at (SGDA) - THE GOLDEN (SGDA) - THE GOLDEN Reinforcements
it? DOOR DOOR
􀀹 What are its aspects / details that b. Analysis- Allow them to share b. Analysis- Allow them to share Other Activities:
relate to, or show the importance of ideas, thoughts, and experiences ideas, thoughts, and experiences
dealing with personal challenges in with the class. with the class.
life? c. Abstraction- Check their work c. Abstraction- Check their work
c. Abstraction- Make them and follow up with the discussion. and follow up with the discussion.
read the quotation and relate the (Context clue,tone & mood, special (Context clue,tone & mood, special
picture’s message before they will words/expression and using factual words/expression and using factual
form groups of five, and talk about opinion based statement. opinion based statement.
what they have in common. d. Application- d. Application-
(Responses may vary.) Students compose a speech using Students compose a speech using
d. Application- both factual and opinion based both factual and opinion based
Instruct them to answer the guide statements while using special statements while using special
questions (refer to Module 1 Lesson words to emphasize their points.(it words to emphasize their points.(it
4) should focus on dealing with should focus on dealing with
References: personal challenges) personal challenges)
Teacher’s Guide pp.54 References: References:
Learner’s Material Used: Teacher’s Guide pp.56-58 Teacher’s Guide pp.56-58
Textbook pp. 68 Learner’s Material Used: Learner’s Material Used:
Module pp. Textbook pp.69-72 Textbook pp.69-72
REMARKS: Module pp. Module pp.
No. of Learners within REMARKS: REMARKS:
Mastery Level No. of Learners within No. of Learners within
Mastery Level Mastery Level
 to TV ad. Have them give the
purpose of the Ad.
d. Application-
Write a letter to yourself which you
will only open 20 years from now.
Highlight
in your letter how you were able to
capitalize on your strengths and
recognize your weaknesses to
Grade 10 become a better person. Use
English statements expressing opinions or
June 25-29 strong assertions in your letter.
References:
Teacher’s Guide pp.
Learner’s Material Used:
Textbook pp.64-65
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
relate to, or show the importance of
dealing with personal challenges in
life?
c. Abstraction- Make them
read the quotation and relate the
picture’s message before they will
form groups of five, and talk about
what they have in common.
(Responses may vary.)
d. Application-
Instruct them to answer the guide
questions (refer to Module 1 Lesson
4)
References:
Teacher’s Guide pp.54
Learner’s Material Used:
Textbook pp. 68
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
ideas, thoughts, and experiences
with the class.
DAILY LESSON LOG
c. Abstraction- Check their work
and follow up with the discussion.
(Context clue,tone & mood, special
words/expression and using factual
opinion based statement.
d. Application-
Students compose a speech using
both factual and opinion based
statements while using special
words to emphasize their points.(it
should focus on dealing with
personal challenges)
References:
Teacher’s Guide pp.56-58
Learner’s Material Used:
Textbook pp.69-72
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
ideas, thoughts, and experiences
with the class.
c. Abstraction- Check their work
and follow up with the discussion.
(Context clue,tone & mood, special
words/expression and using factual
opinion based statement.
d. Application-
Students compose a speech using
both factual and opinion based
statements while using special
words to emphasize their points.(it
should focus on dealing with
personal challenges)
References:
Teacher’s Guide pp.56-58
Learner’s Material Used:
Textbook pp.69-72
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: -Share prior knowledge Objectives: Objectives:Explain how the words Objectives: Take note of sequence Objectives: Use appropriate stress,
about a text topic - Infer thoughts, Lesson(s): used in the poem work together and signals or connectors to establish intonation, pitch, pronunciation, and

AY
feelings and intentions of the a. Activity- contribute to the theme of the the gestures in delivering a poem.
speaker - Infer thoughts, feelings, b. Analysis- selection *Analyze how literature patterns of idea development in a 0 Convey a message to an idolized
and intentions in the material c. Abstraction- helps in discovering oneself. text hero through a rap.

LID
viewed Lesson (s): d. Application- Lesson(s): E -Use appropriate punctuation Lesson(s):
A. Activity: students listen to the References: A. Activity: HIT the HINTS marks, capitalization, and A. Activity :lnstruct the students to
teacher reading Teacher’s Guide pp. B. Analysis: SAY that AGAIN interjections in writing descriptive classify the compound words based

HO
B. Analysis: have them give the Learner’s Material Used: See Task 2 "Your Initial Tasks" paragraphs. Lesson(s): on
point of the text/allow the students Textbook pp. C. Abstraction :Discuss the A. Activity: Instruct the class to their derivation indicated on the
to give the thoughts and feelings of Module pp. literature scan once again the poem "Beowulf" table.
the author REMARKS: D. Application: See TaSK 3 "Your and list B. Analysis: Process the answers
C. Abstraction: Have them give No. of Learners within Text" down sequence signals they could using questions:
the overall intentions of the material Mastery Level spot. C. Abstraction: Have the student
D. Application: students are task References: B. Analysis: Have them illustrate identify stress/intonation & pitch.
to give the message of the story to No. of Learners needing Teacher’s Guide pp. how these words are used in the D. Application: have them read the
them. Remediation / Learner’s Material Used: selection by poem with the use of proper stress,
Reinforcements Textbook pp. filling out the grid. intonation, pitch, pronunciation, and
Grade 9 References: Module pp. C. Abstraction: Give sequence gestures in delivering a poem
English Teacher’s Guide pp. Other Activities: REMARKS: markers and its usage
June 11-15 Learner’s Material Used: No. of Learners within D. Application: Write a speech References:
Textbook pp. Mastery Level balloon and use sequence signals Teacher’s Guide pp.
Module pp. Learner’s Material Used:
REMARKS: No. of Learners needing References: Textbook pp.
No. of Learners within Remediation / Teacher’s Guide pp. Module pp.
Mastery Level Reinforcements Learner’s Material Used: REMARKS:
Textbook pp. No. of Learners within
No. of Learners needing Other Activities: Module pp. Mastery Level
Remediation / REMARKS:
Reinforcements No. of Learners within No. of Learners needing
Mastery Level Remediation /
Other Activities: Reinforcements
No. of Learners needing
Remediation / Other Activities:
Reinforcements

Other Activities:
 Mastery Level Remediation /
Other Activities: Reinforcements
DAILY LESSON LOG No. of Learners needing
Remediation / Other Activities:
Reinforcements

Other Activities:

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: determine the effect of Objectives: Objectives: determine how Objectives: express appreciation for Objectives: describe and interpret
textual on the understanding of the Lesson(s): connected sensory images used; the
AY

text; -get information from a. Activity- events contribute to Lesson(s): ethics of public speaking week; and
various text types that can be used b. Analysis- the totality of a material A. Activity: task 12 my coat of • use intensive pronouns.
in everyday life; c. Abstraction- viewed -explain how the arms Lesson(s):
LID

Lesson(s): d. Application- elements B. Analysis: Make sense to me A. Activity: students watch a public
A. Activity: Task 1. What am I? Ask References: specific to a genre Task 13 speaker in laptop
the students to read each statement Teacher’s Guide pp. contribute to a theme C. Abstraction: allow the students B. Analysis: have them share what
HO

closely, and identify what is
suggested by each statement:
B. Analysis: Task 2. Discrimination
Check
C. Abstraction Task Mirror
Allow the students to share
strategies on how they have
combated discrimination.
D. Application: task 4
Grade 10 References:
Teacher’s Guide pp.
English Learner’s Material Used:
June 11-15 Textbook pp.
Learner’s Material Used: of a particular literary to generalize the effect of those makes it the best public speech
Textbook pp. selection; words given C. Abstraction: discuss intensive
Module pp. Lessqpfs): D. Application: have them give ten pronouns as use in public speaking.
REMARKS: A. Activity: text visualizing(group sensory images words D. Application: have them write a
No. of Learners within them into 5) speech as tribute to their father with
Mastery Level B. Analysis: processing question References: the use of intensive pronoun.
C. Abstraction: Act and counter act Teacher’s Guide pp. References:
No. of Learners needing D. Application: Give the elements Learner’s Material Used: Teacher’s Guide pp.
Remediation / found in the text. Textbook pp. Learner’s Material Used:
Reinforcements How were you able to understand Module pp. Textbook pp.
the theme based on its elements? REMARKS: Module pp.
Other Activities: No. of Learners within REMARKS:
References: Mastery Level No. of Learners within
Teacher’s Guide pp. Mastery Level
 C. Abstraction Task Mirror
Allow the students to share
strategies on how they have
combated discrimination.
D. Application: task 4
Grade 10 References:
Teacher’s Guide pp.
English Learner’s Material Used:
June 11-15 Textbook pp.
Module pp.
REMARKS:
No. of Learners within
Mastery Level
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
No. of Learners within them into 5) speech as tribute to their father with
Mastery Level B. Analysis: processing question References: the use of intensive pronoun.
C. Abstraction: Act and counter act Teacher’s Guide pp. References:
No. of Learners needing DAILY LESSON LOG
D. Application: Give the elements Learner’s Material Used: Teacher’s Guide pp.
Remediation / found in the text. Textbook pp. Learner’s Material Used:
Reinforcements How were you able to understand Module pp. Textbook pp.
the theme based on its elements? REMARKS: Module pp.
Other Activities: No. of Learners within REMARKS:
References: Mastery Level No. of Learners within
Teacher’s Guide pp. Mastery Level
Learner’s Material Used: No. of Learners needing
Textbook pp. Remediation / No. of Learners needing
Module pp. Reinforcements Remediation /
REMARKS: Reinforcements
No. of Learners within Other Activities:
Mastery Level Other Activities:
No. of Learners needing
Remediation /
Reinforcements
Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Lesson (s): EN9LC-Ie- Objectives: Lesson (s):EN9VC-Ie- Objectives: Lesson (s):EN9VC-Ie- Objectives: Lesson (s): Objectives: Lesson (s): EN8LT-Ie-
8.6: compare and contrast 21 draw generalizations and 21 draw generalizations and A. Activity: 14 draw similarities and differences
information listened to. conclusions from the materials conclusions from the materials B. Analysis: of the featured selections in relation
EN8LT-Ie-14 show appreciation for viewed. viewed. C. Abstraction: to the theme.
the significant human experiences EN9V-Ie-11: use antonyms to EN9V-Ie-11: use antonyms to D. Application:
highlighted and shared during the arrive at meaning of words arrive at meaning of words A. Activity: • Make them work in
discussion/ presentation. References: small groups of 4 as they recall
A. Activity: Task 9 p. 76-79 SGD
A. Activity: 1. Allow them to loisten B. Analysis: Let them discuss their
A. Activity: Task 9 p. 76-79 SGD

de
Teacher’s Guide pp.
B. Analysis: Let them discuss their Learner’s Material Used:
another poem they explored in
class and they found interesting.
to the quotations: “To be what we answers and follow up questions answers and follow up questions

ra
Textbook pp. •Have them compare it with A Psalm

a
are, and to become what we are C. Abstraction: Give feedback C. Abstraction: Give feedback Module pp. of Life by: Henry Wadsworth
capable of becoming is the only end D. Application: D. Application: REMARKS: Longfellow, then choose the basic
of life.” --- Robert Louise Svenson 1. Have them write a reflection as
conclusion what the poem is all
“Life is a big sea full of many fish. I about.
conclusion what the poem is all
about.
P
1. Have them write a reflection as No. of Learners within
Mastery Level
categories such as : subject , the
mood/tone, and viewpoint on
general truth in life.
let down my nets and 2. Students create 10 sentences 2. Students create 10 sentences No. of Learners needing
pull.” -----Langston Hughes 2. using antonyms to give hint to the using antonyms to give hint to the Remediation / • Allow them to plot their answers in
compare them, then look for what meaning of a difficult words given meaning of a difficult words given Reinforcements the chart as shown in page 80(LM).
they have in common. Ask them if by the teachers. by the teachers.
they agree on what each suggests References: References: Other Activities: B. Analysis: Next, let them
 are, and to become what we are C. Abstraction: Give feedback
capable of becoming is the only end D. Application:
C. Abstraction: Give feedback
D. Application:
a
Module pp.
REMARKS: r of Life by: Henry Wadsworth
Longfellow, then choose the basic
of life.” --- Robert Louise Svenson 1. Have them write a reflection as
conclusion what the poem is all
“Life is a big sea full of many fish. I about.
DAILY LESSON LOG
1. Have them write a reflection as
conclusion what the poem is all
about.
P
No. of Learners within
Mastery Level
categories such as : subject , the
mood/tone, and viewpoint on
general truth in life.
let down my nets and 2. Students create 10 sentences 2. Students create 10 sentences No. of Learners needing
pull.” -----Langston Hughes 2. using antonyms to give hint to the using antonyms to give hint to the Remediation / • Allow them to plot their answers in
compare them, then look for what meaning of a difficult words given meaning of a difficult words given Reinforcements the chart as shown in page 80(LM).
they have in common. Ask them if by the teachers. by the teachers.
they agree on what each suggests References: References: Other Activities: B. Analysis: Next, let them
and prove their contention. 3. Teacher’s Guide pp.51-55 Teacher’s Guide pp.51-55 compare the specific points that are
make them listen to the song, Learner’s Material Used: Learner’s Material Used: similar enough to enable you to
“Where are you going to “ Textbook pp. Textbook pp. draw effective comparison.
B. Analysis: Have them reflect then Module pp. 76-79 Module pp. 76-79 C. Abstraction: Give Feedback
share answers to these questions. REMARKS: REMARKS: D. Application: Have a comparison
What feeling/ emotion does this No. of Learners within No. of Learners within between the Road Not Taken by
song evoke? Explain. Mastery Level Mastery Level Robert Frost and The Seven Ages of
How does the song’s message Man by William Shakespeare.
relate to your life? No. of Learners needing No. of Learners needing
What is the best way to live life? Remediation / Remediation / References:
Do you believe on the importance Reinforcements Reinforcements Teacher’s Guide pp. 55
of personal achievement on earth Learner’s Material Used:
and look to one another as well as Other Activities: Other Activities: Textbook pp.
God for inspiration? Module pp. 80
What do I already know about living REMARKS:
with a purpose? No. of Learners within
What do I want to know more Mastery Level
Grade 9 about living with a purpose?
English July C. Abstraction: Make them give No. of Learners needing
9-13 logical temporary answers and give Remediation /
feedback. Reinforcements
D. Application: Pair up and take
turns in asking questions they have Other Activities:
about􀀹how to live with a purpose.
write at least three (3) questions (in
line with living with a purpose ) they
hope to answer later.

References:
Teacher’s Guide pp. 49-50
Learner’s Material Used:
Textbook pp.
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements
 References:
Teacher’s Guide pp. 49-50 DAILY LESSON LOG
Learner’s Material Used:
Textbook pp.
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s):
A. Activity: A. Activity: A. Activity: A. Activity: A. Activity:
B. Analysis: B. Analysis: B. Analysis: B. Analysis: B. Analysis:
C. Abstraction: C. Abstraction: C. Abstraction: C. Abstraction: C. Abstraction:
D. Application: D. Application: D. Application: D. Application: D. Application:

References: References: References: References: References:

Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used:
Textbook pp.
Learner’s Material Used:
Textbook pp.
Learner’s Material Used:
Textbook pp.
Learner’s Material Used:
Textbook pp.
de Learner’s Material Used:
Textbook pp.
Module pp. Module pp. Module pp. Module pp.

r a Module pp.

a
REMARKS: REMARKS: REMARKS: REMARKS: REMARKS:
No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

P
Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

Remediation / Remediation / Remediation / Remediation / Remediation /
Reinforcements Reinforcements Reinforcements Reinforcements Reinforcements
 Learner’s Material Used:
Textbook pp.
Learner’s Material Used:
Textbook pp.
Learner’s Material Used:
Textbook pp.
Learner’s Material Used:
Textbook pp.
de Learner’s Material Used:
Textbook pp.
Module pp. Module pp. DAILY LESSON LOG
Module pp. Module pp.

r a Module pp.

a
REMARKS: REMARKS: REMARKS: REMARKS: REMARKS:
No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

P
Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

Remediation / Remediation / Remediation / Remediation / Remediation /
Reinforcements Reinforcements Reinforcements Reinforcements Reinforcements
Grade 10
English July Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:
9-13

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): EN9G-Ie- Objectives: Lesson (s): ENWC-Ie- Objectives: Lesson (s): ENWC-Ie-
A. Activity: A. Activity: 17: use quotation marks effectively 9: write a script for a poetry 9: write a script for a poetry
B. Analysis: B. Analysis: A. Activity: reading reading
C. Abstraction: C. Abstraction: * Make them consider these lines EN9OL-Ie-1.14: use the EN9OL-Ie-1.14: use the
D. Application: D. Application: from the poems. appropriate and effective speech appropriate and effective speech
conventions in poetry conventions in poetry
References: References: 1. They say, “ Time assuages.” reading. reading.
Teacher’s Guide pp. Teacher’s Guide pp. from :” Verse 13” by Emily
Learner’s Material Used: Learner’s Material Used: Dickinson. A. Activity: Incite them to imagine A. Activity: Incite them to imagine
Textbook pp. Textbook pp.
an le they are the poet receiving the they are the poet receiving the
Module pp.
a l Module pp. h
C ab b 2. He met a pilgrim shadow- Medal of Honor Award for the Medal of Honor Award for the

sc esta y
REMARKS: REMARKS: “ Shadow,” said he, “where it can inspirational poem he/she shared. inspirational poem he/she shared.
n r S cr
a
No. of Learners within

rr i
Mastery Level
No. of Learners e
Mastery
within
H Level
& ee es t&
be-This land of Eldorado?”
from: “ EL DORADO” by Edgar Allan Instruct them to write a speech
Poe about how grateful they are of the
Instruct them to write a speech
about how grateful they are of the
 conventions in poetry conventions in poetry
References: References: 1. They say, “ Time assuages.” reading. reading.
Teacher’s Guide pp.
Learner’s Material Used:
Teacher’s Guide pp.
Learner’s Material Used:
DAILY LESSON LOG A. Activity:
from :” Verse 13” by Emily
Dickinson. Incite them to imagine A. Activity: Incite them to imagine
Textbook pp. Textbook pp.
an le they are the poet receiving the they are the poet receiving the
Module pp.
a l Module pp. h
C ab b 2. He met a pilgrim shadow- Medal of Honor Award for the Medal of Honor Award for the
REMARKS:
s c st a REMARKS: y
n r S cr
“ Shadow,” said he, “where it can inspirational poem he/she shared. inspirational poem he/she shared.

ra ie
No. of Learners within No. of Learners e
within be-This land of Eldorado?”
H Level
r
Mastery Level Mastery &
& ee test
from: “ EL DORADO” by Edgar Allan Instruct them to write a speech Instruct them to write a speech

Ca n F
Poe about how grateful they are of the about how grateful they are of the
e
ic g Bneeding
No. of lLearners n
A llin / Co
No. of Learners needing * Instruct them to work with three award. award.

o w
Remediation /
Reinforcements
Remediation

Sp
e
Reinforcements
or four of your classmates
B. Analysis: discuss their answers B. Analysis: Make them explain B. Analysis: Make them explain
Grade 9
T
English July Other Activities: Other Activities:
to the following questions. 􀀹How
are the quotation marks used in
why they came up with the
masterpiece.
why they came up with the
masterpiece.
17-20 verseNo.1? verseno.2? C. Abstraction: Remind them to C. Abstraction: Remind them to
􀀹􀀹Where are they ( open and talk about talk about
close quotation marks) how they may apply the advice how they may apply the advice
positioned􀀹in sentences? given by Longfellow in the poem. given by Longfellow in the poem.
􀀹􀀹What are enclosed in quotation What might be their life be like if What might be their life be like if
marks? they were prevented from pursuing they were prevented from pursuing
􀀹􀀹How do the use of the their dreams or goals. their dreams or goals.
quotation marks from verse no.1 Which personal qualities are needed Which personal qualities are needed
differ􀀹from verse no.2? to hold on to dreams in adversity. to hold on to dreams in adversity.
􀀹􀀹When do we use a set of single
quotation mark (􀀹‘ ‘ )? D. Application: Ask the to deliver D. Application: Ask the to deliver
What are the other uses of the speech and use correct the speech and use correct
quotation marks? phrasing, pausing, voice projection, phrasing, pausing, voice projection,
C. Abstraction: Instruct them to facial expression, eye contact and facial expression, eye contact and
report back to class, and share their gestures. gestures.
findings. References: References:
Give feedback. Teacher’s Guide pp.57 Teacher’s Guide pp.57
D. Application: Make them do the Learner’s Material Used: Learner’s Material Used:
QUOTE ME exercise as they recall Textbook pp. Textbook pp.
Subject/L their most liked / interesting lines Module pp. 81-83 Module pp. 81-83
earning ( at least three ) from the poems REMARKS: REMARKS:
Area Monday Tuesday explored in Wednesday
class. Thursday
No. of Learners within No. of LearnersFriday
within
Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): Objectives:
Mastery
Lesson
Level
(s): Objectives:
Mastery
Lesson
Level
(s):
A. Activity: A. Activity: References:
A. Activity: A. Activity: A. Activity:
B. Analysis: B. Analysis: B. Analysis:
Teacher’s Guide pp.56 No.Analysis:
B. of Learners needing No.Analysis:
B. of Learners needing
C. Abstraction: C. Abstraction: Learner’s
C. Abstraction:
Material Used: Remediation
C. Abstraction:
/ Remediation
C. Abstraction:
/
D. Application: D. Application: D. Application:
Textbook pp. D.Reinforcements
Application: D.Reinforcements
Application:
Module pp. 80-81
References: References: REMARKS:
References: References:
Other Activities: References:
Other Activities:
Teacher’s Guide pp. Teacher’s Guide pp. No. of
Teacher’s
LearnersGuide
within
pp. Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Learner’sMastery
MaterialLevel
Used: Learner’s Material Used: Learner’s Material Used:
Textbook pp. Textbook pp. Textbook pp. Textbook pp. Textbook pp.
Module pp.
a l Module pp. No. of
Module
Learners
pp. needing Module pp. Module pp.
REMARKS:
s c st a REMARKS: Remediation /
REMARKS: REMARKS: REMARKS:

a
No. of Learners within
Mastery Level
No. of Learners within
Mastery Level
No.
Reinforcements
of Learners within
Mastery Level
No. of Learners within
Mastery Level
No. of Learners within
Mastery Level
 D. Application: D. Application: D. Application: D. Application: D. Application:

References: References: DAILY LESSON LOG References:

References: References:
Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used:
Textbook pp. Textbook pp. Textbook pp. Textbook pp. Textbook pp.
Module pp.
a l Module pp. Module pp. Module pp. Module pp.
REMARKS:
s c st a REMARKS: REMARKS: REMARKS: REMARKS:

ra ie
No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within

r
Mastery Level Mastery Level Mastery Level Mastery Level Mastery Level

Ca n F
No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing

o w
Remediation /
Reinforcements
Remediation /
Reinforcements
Remediation /
Reinforcements
Remediation /
Reinforcements
Remediation /
Reinforcements
Grade 10
T
English July Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:
17-20