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Daily Lesson Log in English 10

Teaching Date: Sections: Time:

February 20, 2020 Newton 1:20-2:10
Thursday Thomson 2:10-3:10
Galilei 4:10-5:10

A. Content Standard The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
B. Performance Standard The learner participates actively and collaboratively in the given tasks.

C. Learning A. EN10V-IVa-30: Unlock the meaning of the unfamiliar words using

Competency/Objectives context clues
B. EN10LT-IVa2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection
C. EN10OL-IVa-3.9: Use appropriate prosodic features of speech
II. CONTENT Module 4: Rebuilding Our Societies
Lesson 2 – Bridging Gaps
“A Martian Sends a Postcard Home” by Craig Raine
A. References
1. Teacher’s Guide pages English 10 Teacher’s Guide pp.
2. Learner’s Materials English 10 Learner’s Guide pp. 410-415
3. Textbook pages N/A
4. Additional Materials N/A
from Learning Resource
(LR) portal
B. Other Learning

A. Reviewing previous What was the last story that we have discussed? Can you describe the place
lesson or presenting the new where he came from?
B. Establishing a purpose Refer to the given objectives by letting the students to read them one by one.
for the lesson Inform the students about the classroom rules.

C. Presenting examples/ Just like the Little Prince, the main character of today’s story also came from
instances of the new lesson another planet. Can you guess what planet did he come from?
Indicator #1: Applies knowledge of content areas within and across content areas
Indicator #2: Uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills
According to, the earth is 54.6 million kilometers from the mars. If
the martian travels to earth using his spaceship in the speed of 3 million
kilometers per hour, how many hours will it take to reach his destination?
D. Discussing new concepts
and practicing new skills Indicator #3: Applies a range of teaching strategies to develop critical and creative
thinking as well as higher- order thinking skills
Indicator #4: Manages classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
Indicator #7: Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts
Indicator #8: Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals

Read the following sentence and analyze the meaning of the underlined words
using context clues.
1. Hilda borrowed a caxton from the library. She needed it as a reference
for her research.
2. Harold shrieked with pain when his finger toes hit the edge of the wall.
His high-pitched cry woke his sister
3. The experts are still trying to figure out the meaning of the engravings
in the wall. These inscriptions were probably written thousands of years
4. Juan tried to work with the apparatus for his project. The complicated
instrument was really hard to work with.
5. The mother tried to soothe the crying baby with her lullaby. She tried to
make the baby feel better.
E. Discussing new concepts About the author: Craig Raine is a British poet, born in 1944, who is known as
and practicing new skills #2 an exponent of “Martian poetry”, by which is meant the expression of familiar
concepts in unfamiliar ways. The term derived from his poem “A Martian Sends
a Postcard Home”, which was first published in the “New Statesman” in 1977.

One does not need to believe in Martians to enjoy this poem, only in the concept
of being able to perceive human behavior and institutions with complete
detachment, as though one had never come across them before. Or rather, as
Craig Raine does, to express one’s impressions of humanity in terms that seem
strange and puzzling at first and need a little working out before one realizes
what it is to which the poet is referring. It is in working out the puzzles that the
reader derives a lot of fun from this poem.

Read the poem entitled “A Martian Sends a Postcard Home” by Craig Raine,
then be able to answer the following questions with a partner.

1. What is the first object that the Martian is able to describe?

2. What two forms of weather are mentioned in the poem?
3. How does the Martian describe the forms of weather?
4. What other objects are described by the Martian?
5. How different does the Martian see the objects? Cite some lines from the
text to prove your answer
F. Developing Mastery Group Activity: Identify which of the images appeared in the poem by
answering Mix and Match activity on pp. 429-431.
G. Finding practical Make a postcard to a distant friend or relatives about a tourist destination you
application of concepts and have visited. Be guided with the rubric below:
skills in daily living

H. Making What do you think is the theme or the over-all meaning of this poem? Watch the
generalizations and following video to find out FProDaily’s perspective about its theme.
abstractions about the

Based on the video, what is the theme of the poem? Do you agree with him?
I. Evaluating learning Identify the sensory image used in the following lines taken from the poem.
Write whether it is visual, auditory, olfactory, tactile, or gustatory.
1. I have never seen one fly, but
sometimes they perch on the hand.
2. And yet, they wake it up
deliberately, by tickling with a finger
3. In homes, a haunted apparatus sleeps,
that snores when you pick it up
4. Adults go to a punishment room
with water but nothing to eat
5. No one is exempt
and everyone’s pain has a different smell
J. Additional activities for Compose sentences using the vocabulary used in the story.
application or remediation

VI. REFLECTION A. No. of learners who earned 80% Most of the students earned 80%
in the evaluation and above
B. No. of learners who require 5 to 10 students each section
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? Yes
No. of learners who have caught up
with the lesson
D. No. of learners who continue to 5 or more students in each section
require remediation
E. Which of my teaching strategies The group activity worked well because
worked well? Why did these
strategies work? it enables the students to learn easily
with his peers, and it develops teamwork
and camaraderie among their groups.
F. What difficulties did I encounter Habitual tardiness and absenteeism of the
which my principal or supervisor
can help me solve? students
G. What innovation or localized N/A
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

English Teacher
Checked by:

Head Teacher
Noted/Observed by:

English Supervisor


Principal II
Task 1. Magic Square

Alliteration – 16 A literary device that uses
words in quick succession. It begins with letters belonging to the same sound group.

Allusion – 5 A figure of speech whereby the
author refers to a subject matter such as a place, event, or literary work by
way of a passing reference.

Hyperbole – 9 A literary device wherein the
author uses specific words and phrases that exaggerate and overemphasize the
basic crux of the statement in order to produce a grander, more noticeable

Irony – 4 Playing around with words such that
the meaning implied by a sentence or word is actually different from the
literal meaning

Metaphor – 2 Meaning or identity ascribed to one
subject by way or another
Metonymy – 11 The practice of not using the
formal word for an object or subject instead referring to it by using another word
that is intricately linked to the formal name or word.

Onomatopoeia -7 Words whose sounds are close to
the sound they are meant to depict

Oxymoron – 14 A literary device as it allows the
author to use contradictory, contrasting concepts placed together in a manner
that actually ends up making sense in a strange, and slightly complex manner.

Paradox – 3 The use of concepts or ideas that
are contradictory to one another, yet, when placed together hold significant
value on several levels.

Personification – 10 The practice of attaching
human traits and characteristics to inanimate objects, phenomena and animals

Simile – 6 The practice of drawing comparisons
between two unrelated and dissimilar things, people, beings, places, and
concepts. It is marked with “like” or “as”
Litotes – 15 A discreet way of saying something
unpleasant without directly using negativity.

Analogy – 13 A literary device that helps to
establish a relationship based on simulations between two concepts or ideas

Allegory – 8 A symbolism device where the
meaning of a greater, often abstract, concept is conveyed with the aid of a
more material object or idea being used as an example.

Caesura -12 Involves creating a fracture of
sorts within a sentence where the two separate parts are distinguishable from
one another yet intrinsically linked to one another.

Deus Ex Machina – 1 The incidence where an
implausible concept or character is brought into the story in order to resolve
the conflict and to bring about a pleasing solution

A 16 B5 C9 D4

E2 F 11 G7 H 14

I3 J 10 K6 L 15
M 13 N8 O 12 P1

Magic Number: 34

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TASK 6 Answer Key

1. Telephone: If the ghost cries they carry it to their lips and soothe it to sleep with sounds. And yet, they wake it up
deliberately, by tickling with a finger.

2. Fly: None

3. Fog/Mist: Mist is when the sky is tired of flight and rests its soft machine on ground

4. Night sky: None

5. Rain Fall: None

6. Sleeping Couple/Couple: At night, when all the colours die they hide in pairs and read about themselves- in colour, win
their eyelids shut.

7. Pineapple: None

8. Car: Model T is a room with the lock inside- a key is turned to free the world for movement, so quick there is a film to
watch for anything missed.

9.Wrist watch: But time is tied to the wrist

10. Milk: None

11. Noodles: None

12.Airplane: None

13. Comfort room: only the young are allowed to suffer openly. Adults go to a punishment room with water but nothing to
eat. They lock the door and suffer the noises alone. No one is exempt and everyone's pain has a different smell.

14. Yoyo: None

15. Eyes: None

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