School Grade Level 10

DAILY LESSON LOG Teacher Learning Area ENGLISH

Teaching Dates and Time Week 1 Quarter 1st Quarter

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 Standard The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use
strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.

B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standard
C. Learning EN10RC-Ia-2.15.2: EN10V-Ia- 13.9: EN10G-Ia-27: EN10OL-Ia-3.14: Enrichment/Remediation
Competency/Objectives 1. Determine the effect of 1. Differentiate formal from 1. Use reflexive pronouns to 1.Identify the factors of public
Write the LC code for each. textual aids informal definitions of words create meaningful speaking
like advance organizers, EN10LT-1a discourse. EN10LC-Ia-11.1:
titles, 1. Explain how the elements EN10WC-Ia- 12.1: 1. Get information that can be
non-linear illustrations on specific to a selection build 1. Identify features of used in everyday life
the its theme persuasive texts
understanding of a text
EN10VC-1a-14.2:
1. Determine how connected
events contribute to the
totality of the material
viewed
I. CONTENT

Module 1: Module 1: Module 1: Module 1: Enrichment/Remediation

Lesson 1:Discovering Lesson 1:Discovering Lesson 1:Discovering Lesson 1:Discovering
Personal Challenges Personal Challenges Personal Challenges Personal Challenges
Your Journey & Initial Tasks Literature:Daedalus and Icarus
Viewing: Motivational video of by Nick Pontikis Grammar: Reflexive Pronoun Listening: Republic Act No.
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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 Nick Vujicic Language: Features of 10627 or the Anti-Bullying Act
Persuasive text of 2013

II. 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.

from Learning ?v-b_N_dYRb4_4 com/persuasive-writing-
Resource (LR)portal examples.html
A. Other Learning Resource English Expressways IV. 2007 English Expressways IV. 2007,

IV-PROCEDURES

A. Reviewing previous lesson Invite the students to read the Review or share inputs about Have the students extract Students will be grouped
or presenting the new introduction (Module 1 Lesson myth. actions, dialogues and according to their
lesson 1) for them to get an overview thoughts of Daedalus from the intelligences/abilities.
of where they are headed to text and create an impression Ask each group to do the task
and to be aware of the desired about the character. Allow the on pages 25-26. (To be presented
result. students to interact with each on the next day)
other.
B. Establishing a purpose for Guide the students to read the Let them know about the Inform the students that they Ask the students some
the lesson objectives for them to focus objectives and the title of the will learn reflexive pronouns for questions that will lead them to
more on the target concepts, selection that they are going to today and at the same time the next activity.
language communication and read. they will also learn some
literary skills. features of persuasive text;
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 saying or a well-known phrase.
E. Discussing new concepts
and practicing new skills #
2 time when they were weak and
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
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 a well known phrase.
Invite the students to work on
the initial tasks on p. 7 of LM.
Explain to the students that
each block represents a
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
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
their classmates. Process the
activity using the questions on
p.8 of their LM.
Allow the students to watch
the video carefully and let
them answer the questions for
processing.
Let them compare themselves
to the character in the video
and ask some questions. (Pair
sharing)
Present examples of words Show to the class some
with their meanings. examples of 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
comprehension questions.
Ask the students to answer the
interpretation questions found
in the LM. Allow the students
to interact with each other.
Ask the students to answer the
evaluation questions on Task
10 p16
Check their answer. Allow the
students to interact with each
other.
Ask these questions:
If you were Daedalus, how
would you escape from
prison? How would you
Present examples of short
speech
Ask the students to scan the Call volunteer to recite the said
paragraph on p.18 and ask speech in front. Ask students
them to underline all the to observe the performance of
pronoun used by the author, their classmate. Ask them to
From the identified pronouns give comments and
above, ask them to pick at suggestions.
least five of them and Discuss the factors in public
paraphrase the statement by speaking.
making the pronouns reflexive.
Discuss features of Persuasive Present Republic Act No.
text. 10627 or the “Anti-bullying Act
Guide students to analyze of 2013” found in the LM
examples of persuasive writing Let them accomplish the chart
and understand the author’s on p28. Process the activity.
purpose.
Ask them to write persuasive Sharing of experiences about
text or sentences the topic.
Encourage their students to (Group Work)
recite their persuasive text. Ask the students about what
they would do to stop or at
least to minimize the case of
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H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
I. REMARKS
(Ask this question)
What insights have you gained
from the activities today?
Ask the students to write and
share their difficulties in life.
overcome your challenges in bullying if they would be any of
life? the following; senator, a school
janitor, a teacher, a parent ,
and a newscaster. Ask them
to role play.
Ask them about the theme of What are the features of Continuation of the activity will
the story persuasive text? What is be done next day.
reflexive pronoun?
Ask the students to do Task Find authentic opportunities for Role playing
11-12 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.
Group the students into five. Do on Task 21-26 (Group Tell the learners that they are
Tell them to read the story activity) going to present an oral report
once again and illustrate the about cyber bullying as their
images formed in their minds final output on lesson 1.
while reading the story. Remind them to apply what
they have learned on public
speaking.

II. 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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