Annex 1B to DepEd Order No. 42, s.

2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 1 (January 14-18, 2018) Quarter: Four M4:Lesson 1

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10VC-IVa-15: EN10SS-IVa-1.5: EN10V-IVa-30: EN10LT-IVa-2.2:

Write the LC code for Compare and contrast the Use locational skills to gather Get familiar with technical terms
each contents of the materials viewed information from primary and in research
with outside sources of secondary sources of information Independent Cooperative
information in terms of Learning
accessibility and effectiveness

Contextualize Objective:
Module 4,Lesson 1: Respecting Respect and accept differences Use locational skills to gather information Construct research Reading
Differences from primary and secondary sources of
in culture, language, religions, information about the local treasures in
questionnaires about local
taste, point of views, etc. Guinoman treasures in one's locality

II.   CONTENT 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.
PRE-TEST Module 4 The little Prince
Completing the Requirements for MORE FUN IN THE Primary and Secondary
Third Quarter Grade /PRE-TEST Sources of Information QUESTIONNAIRE Antoine de Saint-
PHILIPPINES video clip Exupery
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
342-356 and 362 363 363-364 364-366
Pages
2. Learner’s
Page 400-405, 407-408 Page 409 Page 409 Pages 410-415
Materials Pages
3. Textbook Pages
4. Additional
Materials fr English Curriculum Guide May 2016 English Curriculum Guide May 2016 English Curriculum Guide May 2016 English Curriculum Guide May 2016 English Curriculum Guide May
Learning Resource 2016
(LR) portal
B. Other Learning
Resources Video Clip from DOT

IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New Lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts Formal Theme writing and
and Practicing New Skills #1 Summarizing scores in the
E. Discussing New Concepts Pre-Test on Module 4
and Practicing New Skills # 2
F. Developing Mastery
( Leads to Formative
Assessment 3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Let students realize that the Let students express how proud they Call a student who will a short recap on
yesterday's discussion.
Philippines is a nation that is very were as Filipinos, based on
rich in treasures and wonders. yesterday's lesson.
Every Filipino must foster the
appreciation for all the country's
beauty.
Compare and contrast the Read the objective of the day Remind them of the objective of the
contents of the materials viewed day
with outside sources of
information in terms of
accessibility and effectiveness
Tell students that all information Post sample research questionnaires
has sources. All information will and have them elaborate their
have a certain degree of validity observations. Ask: What is a
questionnaire and what is the
or reliability. Introduce types of
importance of questionnaires in a
Resources research paper?
Task 1: More Fun in the Interactive discussion about Task 3: Know Thyself Familiarize the learners with the
Philippines primary and secondary sources Have the students complete the life of the author to properly see
Activity Notebook the connection of the text to its
Show to students the beauty of information task with a partner.
writer
and richness of the Philippines
Task 2: Classify and tell whether the Teacher's discussion of the ff.
materials listed below are primary or A questionnaire is a research
secondary sources of information. instrument consisting of a series of
questions for the purpose of
gathering info from the respondents. Reading of the selection
How important is the questionnaire
and How questionnaire can be
created.
After watching the video, did you
see how diverse our country is?
Can we say that it's more fun in
the Phil.?
G. Finding Practical How important is the correctness of How can a researcher gather the
If you are given a chance to travel information in research writing? needed data or information for
Applications of Concepts and for free, which destinations will
Skills in Daily Living the study?
you visit? Give at least two and
explain

H. Making generalizations Do you think that the social media,
and abstractions about the particularly youtube, is more effective
in promoting a campaign than other
lesson forms of communication, like print
media?
Call a volunteer who will formulate a
generalization out of the interactive
discussion about sources of
information and the activity
performed.
A questionnaire is the most
common instrument used in
survey research.

Construct at least three research

I. Evaluating Learning questions about local treasure

Create a short video clip promoting

our barangay Guinoman. Make a
J. Additional activities for research and explore the potential
application or remediation tourist spots in Guinoman.

V.   REMARKS
continue answering the pre-test
next day…

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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 work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?

Prepared by: JENEFER S. EDIANG, MA.

SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, EdD
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 2 -January 21-25, 2019 Quarter: Second M4: Rebuilding Our Societes

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10LT-IVa-2.2: EN10LT-IVa-2.2.1: EN10LC-IVa-16: EN10WC-IVa-14.1.1:

Write the LC code for Explain how the elements Express appreciation for sensory Listen to simplify, reorganize, Expand ideas using principles of
each specific to a genre contribute to images used synthesize and evaluate cohesion and coherence
the theme of a particular literary information to expand, review, or Independent Cooperative
selection update knowledge Learning

Contextualize Objective:

II.   CONTENT 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.
The little Prince Biography Research Coherent Writing/Cohesive
Antoine de Saint- Sensory Images/Task 6 Amelia Earhart MDRRMO TRAINING
Exupery
Devices
III. LEARNING Lists 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
pages 364-366 366 367 368-370
Pages
2. Learner’s
Pages 410-415 415 415-416 416
Materials Pages
3. Textbook Pages
4. Additional
Materials fr English Curriculum Guide May 2016 English Curriculum Guide May 2016 English Curriculum Guide May 2016 English Curriculum Guide May 2016 English Curriculum Guide May
2016
Learning Resource
(LR) portal
B. Other Learning
Resources N/A N/A N/A N/A N/A

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a purpose for Let the students read the
the lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts Thinking about the text
and Practicing New Skills #1
E. Discussing New Concepts Interactive discussion of the text. Accomplished Task 6: Sensations Answer the processing questions
and Practicing New Skills # 2
F. Developing Mastery
( Leads to Formative
Assessment 3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Let a student describe what was Let them recite the remarkable Let students create lines that Ask students of the recap of
a questionnaire phrases presented yesterday appeal to the sense of feeling yesterday's lesson.
which were taken from the story. and touching.
Let the students read the Reading of the objectives aloud Expand ideas using principles of
objective aloud. objective aloud. cohesion and coherence
Talk about the theme
"Bridging the Gap". To bridge
the gap, one must establish
friendship to one another.
Do you have friends who are The little prince's hair is painted Present the sample graphic
Show to students several
unlikely? with sunshine in a warm summer organizer
sentences with cohesive
Call a morning.
devices. Let them observe how
student to share his/her To what sense does this
these devices function in the
experience about friendship. statement appeal?
sentences.
Sensory images are created in (Listening Activity) Teacher's discussion of the key
page 414 minds from a very detailed Task 8: Enigma concept about coherent writing
Do the description of something that will Tell the students to take down and the mentioned cohesive
task 4: Unlock the meaning of often use five senses. the information about a person's devices in Task 10: Silver-
the unfamiliar words. description, traits and the reason tongued
why she is well known
Complete the following statements
Answering on page 415 through a discussion (from students' knowledge of Amelia
Perform Task 9: Project Earhart and the Little Prince) by filling
of the processing question
Runaway They are to work by in the square brackets with cohesive
through interactive discussion. partner, filling in the graphic devices and the blank details they
ornaganizer shown earlier outlining need to expand the ideas
the developments of Amelia Earhart's
aviation career.
Task 7 : SGDW Work with your Checking of the task Present the output to the class Check students answer.
group and complete the Giving of feedback
following assigned tasks: refer to
page 415 LM
G. Finding Practical With the convenience that How can an imagery affect one's There are many ways in organizing a Cohesive devices makes our ideas
Applications of Concepts and technology brings in making friends, literary piece? person's information ask them to be runs smoothly. Sentences blend so
do you think that being a friend and creative and emphasize the well that the readers will have an
Skills in Daily Living befriending another has become highlights in the subject's life easy time following what the writer
superficial? wants.
H. Making generalizations "It is only with the heart that one Describe what are sensory images. In order to achieve coherent writing,
and abstractions about the can see rightly, what is essential writer must use devices that will help
is invisible to the eye." his/her delivery of thoughts.
lesson

Completion of task 4 & 5 served
as evaluation.
I. Evaluating Learning
Lines of the poem are posted on the Completion of task 9 served as Completion of task 10 A served as
board. Imagery in lines were underlined. evaluation.
evaluation
Ask students how can an imagery affects
the whole literary piece.

Give a brief synopsis of "The Presentation of group performance of

J. Additional activities for Little Prince's" travel before he task 7 that was assigned last day
application or remediation met the fox.

V.   REMARKS Engaging students to read a long text Accomplished Accomplished Accomplished
is somewhat difficult esp. for the boys.
They just asked their female
classmates what was the text about.

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned Almost all since tasks in every lesson were accomplished by group.
80% in the evaluation
B. No. of learners who require Those who were absent really need to be remediated esp. the topics were in line with the end output which was making a research paper.
additional activities for
remediation
C. Did the remedial lessons work? I think for those group who had a teamwork because leaders helped in making their groupmates stay focused on the topics.
No. of learners who have caught
up with the lesson
D. No. of learners who continue Approximately, 25% of the total
to require remediation population
E.  Which of my teaching
strategies work well? Why did ICT integration
these work?
F.  What difficulties did I
encounter which my principal or None by far
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other None by far
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG
I.    OBJECTIVES
A.  Content Standards:
Teaching Dates & Time:Week 3 (August 27-31, 2018) Quarter: Second Module 2/Lesson 1
School: GUINOMAN NATIONAL HIGH SCHOOL
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10V-IVb-30: EN10G-IVa-32: EN10LC-IVb-3.18:

Write the LC code for Get familiar with technical Observe the language of Get different viewpoints on
each terms used in research research, campaigns, and various local or global issues
EN10LC-IVb-16.1: advocacies Independent Cooperative
Learning

Contextualize Objective: Distinguish the important points from Develop your own questionnaire
less important ones in any listening about a local treasure
text
II.   CONTENT 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.

How to Select and Limit a How to Develop a Local Treasure My treasure in Lesson 1
Research Topic Questionnaire for Research Questionnaire
III. LEARNING Lists 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s
417-418 419-420 420 421
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning
Resources Ppt Presentation Ppt Presentation Ppt Presentation Ppt Presentation
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.

A. Reviewing Previous Ask students how to have Ask students of the previous Share a recent survey from an Collect and recheck the
Lesson or Presenting the achieve writing discussion about what is orgamization about socio-cultural questionnaires formulated by
New Lesson questionnaire. issue each group

B. Establishing a purpose for Present the objective of the Present the objective of the Present the objective of the Present the objective of the
the lesson lesson lesson lesson lesson

C. Presenting Tell the class that they are about Let the students share any Share another sample Remind them of the task at the
Examples/Instances of the to complete the first step in information about the survey questionnaires of a survey end of the lesson
Lesson writing a research report which recently shared research
is selecting and limiting a topic

D. Discussing New Concepts Teacher's discussion: Research Discuss the guidelines on how to Tell the class to go their group
and Practicing New Skills #1 topic must be focused enough to develop a questionnaire for and develop a questionnaire
be significant and interesting, yet research about their chosen topic Let the students recall all the
comprehensive enough to easily learnings they had all throughout
find the adequate information. the lesson 1

E. Discussing New Concepts Discuss the 7 steps in selecting Tell the class to go to their group and Let a representative of a group
and Practicing New Skills # 2 and limiting a research topic let them study the sample present their output to the class
questionnare given by the teacher.
Fill in the "MY TREASURE" activity
on your pink notebook

F. Developing Mastery Show the graphic organizer of task Let the group identify the Let each group observed the
( Leads to Formative 10 C. Guide the students how to questionnaires if it followed the presented questionnaire and let Remind students of their sentence
complete the graphic organizer with discussed guidelines. them say something for construction, self-check before
Assessment 3) the information required improvement submitting them to your teacher.
G. Finding Practical Go over the input and tell them to
Applications of Concepts and answer the question on each part
Skills in Daily Living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.   REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught 10% out of 30%
up with the lesson
D. No. of learners who continue
to require remediation
E.  Which of my teaching
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
Share points on how to improve the How can a questionnaire help in
Assess paragraph 3, what follow up
sample questionnaire completing your survey research
is needed to further improve their
learnings esp. about survey
research.
(Share your output to the class) What significant learnings you have What is the importance of having Research work really requires
Explain each step in learned in our class today? questionnaires? perseverance and diligence as well
chronological order and add as teamwork to accomplish the task.
specific details on each step
Research in advance about the Develop a set of questionnaire
Completion of the graphic toipc chosen for your chosen research topic Completion of MY TREASURE
organizer served as evaluation served as evaluation
by group
Proofreading and editing of the
Students are group into five and questionnaire
Try to develop 5 questionnaire for Let the group work on in their survey
brainstorm for a good research your chosen topic research
topic
Sometimes a teacher must
Procastination in completing the Questionnaires constructed create 3 deadlines so you can
Accomplished task hinders the teacher to move really needs in depth checking in collect at least 3/4 of their
on to the next task. content and grammar outputs.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
70/100
30% out of the total population
20% these are the students who frequently absent from the class
Teacher Modelling
None
None
JENEFER S. EDIANG
SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 4 Quarter: Fourth Lesson 2: Bridging Gaps

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10LT-IV-b-2.2.2 EN10LT-IVb-2.2 EN10LT-IVc-2.2.3: EN10VC-IVb-15:

Write the LC code for Explain how the elements Determine tone, mood, Compare and contrast the
each Explain the literary devices
used specific to a genre contribute to technique, and purpose of the contents of the materials viewed
the theme of a particular literary author with outside sources of
CHINESE NEW YEAR information in terms of
selection
accessibility and effectiveness

Contextualize Objective: Identify the figures of speech

used

II.   CONTENT 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.
Bridging Gaps
Magic Square A Martian Sends a Postcard E.T. directed by Steven
HOLIDAY Defamiliarization Home by Craig Raine (1979) Spielberg(Film Viewing)

III. LEARNING Lists 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
380-382 382-384 384-386 386
Pages
2. Learner’s
422-424 425-426 427-430 431
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning Full Movie of 1982 American
Resources Ppt presentation Ppt presentation Ppt presentation Ppt presentation Science Fiction
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.

A. Reviewing Previous
Lesson or Presenting the
New Lesson
Giving of feedback and Review of the previous lesson How defamiliarization affects a Tell students that they will
recognizing students who had an Ask: What is a walk that is felt? literary piece? watch a scifi film "ET" remind
exemplary performance during (Dance) them that all the literature in L2
the final task and introduce depicts the theme "Bridging the
Lesson 2 theme by reading the Gaps".
introductory paragraph.

B. Establishing a purpose for Aware the students of the Presentation of the lesson's Presentation of the lesson's Presentation of the lesson's
the lesson objectives they are to meet in objective through a ppt. Let a objective through a ppt. Let a objective through a ppt. Let a
lesson 2 student read aloud the objective of student read aloud the objective student read aloud the objective
the day. of the day. of the day.

C. Presenting “We cannot live only for ourselves. A Guide the students in answering
thousand fibers connect us with our Task 2 on page 425
Examples/Instances of the fellow men; and among those fibers,
There are times in life that we feel
Lesson different. Strangeness of
as sympathetic threads, our actions surroundings, people, places and
run as causes, and they come back to events make us detached from the
us as effects.” Herman Melville
(Interactive Discussion)
world we are in.

D. Discussing New Concepts Do the Task 1 Magic Square Show a replica of Picasso's epic
and Practicing New Skills #1 (Activity Notebook) painting Guernica.
Guess its title and answer the
questions that follow (Task 3,
page 425,LM)
Allow the students time to read
the poem "A Martian Sends a
Postcard Home"
Film Viewing

E. Discussing New Concepts Checking of the Task through Aware students how literature depicts Read the background information of
life and the concept of the author, Task 5 Infobits
and Practicing New Skills # 2 interactive discussion defamiliarization or Ostranenie. Discuss the poem by letting the
Defamiliarization or ostranenie students answer the questions found
(making strange) refresh our sense of in page 429, 1-5.
life and experiences

F. Developing Mastery
( Leads to Formative
Assessment 3)
Provide examples for each kind Group Activity: Task 6, Assign 2
Prepare the students to unlock the images per group. Let students
challenge of the poem by telling them identify which of the listed images
to answer Task 4 Puzzling on page appeared in the poem.
426.

G. Finding Practical Realize the importance of bridging

gaps and of connecting to other
Applications of Concepts and people. How did you find the activity?Were Relate the message of the poem to
Skills in Daily Living you challenged when you were real life situation
answering Task 1,2 and 3?
 H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.   REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught 5 out of 12
up with the lesson
D. No. of learners who continue
to require remediation
E.  Which of my teaching
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
What is the purpose of using
figures of speech?
What helped you in answering the What significant realizations have you
tasks? Connect the concept of made in your learnings today?
defamiliarization and the tasks
Completion of the task 1 served Completion of task 1,2 and 3 served as Group report of the answer in Task 6
as evaluation. evaluation
Let students use the figures of Read in advance the poem by Craig Explain the the phrase "literature is
speech in a sentence. Raine found on page 427-4528 an imitation of life"
Students find the series of the
activity strange and difficult to Continue watching the film on
Accomplished guess. Monday…
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
40/52
12 out of 52
20% these are the students who are frequently absent from the class
Those with the utilization of proper IM's, What I have observed from my students was they learned the concept easily when the teacher is well prepared with the IM's
and activities, esp. if the teacher will provide all the necessary things they needed in fulfilling the task. In addition, positive attitude of the teacher should always be
visible so they would be also encourage learning with you (teacher).
Disciplining students, esp in complying their tasks
None
JENEFER S. EDIANG
SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 5 Quarter: Fourth Lesson 2 & 3

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10-LT-IVd-2.3: EN10V-IVc-30: EN10VC-IVc-29: EN10LT-IVf-14.2:

Write the LC code for Draw similarities and differences Get familiarwith technical terms Appraise the unity of plot, setting Explain how the elements specific
each of the featured selections in used in research and characterization in a material to a selection build its theme
relation to the theme EN10VC- viewed to achieve the writer’s
IVb-15: purpose EN10VC-IVc-29:

Contextualize Objective: Compare and contrast the contents of the

materials viewed with outside sources of Heart's Day and Coronation Independent Cooperative
information in terms of accessibility and of King and Queen Learning
effectiveness
II.   CONTENT 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.

E.T. directed by Steven Interview Guide My Lesson 3/ Task 1 Setting, Characters, and
Treasure Static or Dynamic Conflict/Task 2 Film Viewing
Spielberg
III. LEARNING Lists 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
RESOURCES paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
page 386 Pages 390-391 Page 400 Page 401
Pages
2. Learner’s
Pages 431-432 Pages 435-437 Pages 439-440 Page 440 442-448
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning Full Movie of 1982 American LES MISERABLES full movie
Resources Science Fiction 1957

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a purpose for Presentation of the lesson's
the lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills # 2
F. Developing Mastery
( Leads to Formative
Assessment 3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Greetings Greetings Establishing a linkage on the Establishing a linkage on the
Remind students of the task Establishing a linkage on the previous lesson previous lesson (Class is
they are to accomplish after Greetings previous lesson especially on its shorten to 45 minutes)
#Checking
watching the film. Presentation of task 8 theme in lesson 2 to the theme
(yesterday's activity) in lesson 3 of the activity notebook
Giving of feeedback Presentation of the lesson's Presentation of the lesson's
objective through ppt. Let students Presentation of the lesson's objective through ppt. presentation. objective through ppt.
read aloud the objective of the day. objective through ppt. presentation Let a student read aloud the presentation. Let a student read
Let a student read aloud the objective of the day. aloud the objective of the day.
objective of the day.
Post the questions to be answered Ask students to read and expound Let the read the Infobits on page
by group after watching the film. the introductory paragraph (Your 442-443
Instruct them to assign a Show a picture of an interviewer Journey)
representative to share their and interviewee
answer to the class.
Ask students how interviews are Let students enumerate the Accomplish Task 2 Double Matching
done and what are the purpose of elements of a short story Type on page 440.
conducting interview? Give highlights on the character
and characterization
Film viewing sequel FILM VIEWING
Task 1 Dynamic or static
Classify the ff.
Group discussion of the movie and Teacher's input on the key popular characters whether they
Group report of Task 7 concept of page 435 are static or dynamic
Group Activity Workshop
Do Task 8 Bridge Formulate guide questions for the What are your impressions about
the Gap (Give students time to interview (based on your research the activity?
practice) title) use the template on page 436 How did you complete the
activity?
G. Finding Practical
Applications of Concepts and How does the movie depicts the
Skills in Daily Living
theme "Bridging Gaps"?
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.   REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught Remediation is by group
up with the lesson
D. No. of learners who continue
to require remediation
E.  Which of my teaching
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
In collecting the data needed for
the research one must need to
Changes are inevitable in life
interview. Proper behaviour and
preparedness are needed.
Task 9 Books or Movies Static characters- don't undergo
Complete the following task changes
by supplying the blanks with the What is an interview guide? Dynamic characters- undergo
needed information How interviewing is done? changes throughout the story
Completion of task 7 and task 9 Completion of the template served Completion of task 1 served as
serve as evaluation as evaluation evaluation
Let them talk and recall the movies such
Task 8 Bridge the Gap Accomplish Task 9 MY TREASURE as Harry Potter, Lord of the Rings,
Frozen, Shriek,Narnia and the
(in their activity notebook) at home Hunchback of the Notre Dame.
Time management is a problem Tell students that they are to
students cannot accomplish the task accomplish Task 2 (in their activity
based on the given time. Presentation End of Lesson 2 notebook) at home which will be
of task 8 will be tomorrow checked on Friday during ICL.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Almost all
5 out of 46 present
5
None
None
JENEFER S. EDIANG
SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 6 Quarter: Fourth Lesson 3

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10VC-IVd-29: EN10LT-IVc-2.2.3: EN10-LT-IVd-2.3: Independent Cooperative Learning

EN10LC-IVc-3.18:
Write the LC code for Appraise the unity of plot, setting Get different viewpoints on various Determine tone, mood, Draw similarities and differences
each and characterization in a material local or global issues technique, and purpose of the of the featured selections in
viewed to achieve the writer’s author relation to the theme
purpose

Contextualize Objective: 1. Identify the different challenges the world Compare and contrast the Chapter
is facing VII Excerpt and the full movie
2. Present the survey using
pie, bar or line graph

II.   CONTENT
LES MISERABLES full movie Campaigns and Insignias Chapter VII excerpt from Les Les Miserables by Victor
1957 Parent's Meeting(G10)
Miserables Hugo
Survey says
III. LEARNING Lists 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
RESOURCES paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
407 Pages 402-403 404-406 407
Pages
2. Learner’s
447-448 Pages 441 442-447 447-448
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning Victor Hugo's LES MISERABLES Victor Hugo's LES MISERABLES Victor Hugo's LES Victor Hugo's LES
Resources full movie 1957 full movie 1957 MISERABLES full movie 1957 MISERABLES full movie 1957
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.

A. Reviewing Previous Establishing a linkage on the  Greetings Establishing a linkage on the Establishing a linkage on the
Lesson or Presenting the previous lesson  Checking of attendance previous lesson previous lesson
Review: Call a student to have a
New Lesson short recap of yesterday’s lesson.

B. Establishing a purpose for Presentation of the lesson's Presentation of the lesson's objective Presentation of the lesson's Presentation of the lesson's
the lesson objective through ppt. Let students through ppt. Let students read aloud objective through ppt. Let objective through ppt. Let
read aloud the objective of the day. the objective of the day. students read aloud the objective students read aloud the objective
of the day. of the day.

C. Presenting Ponder on the cliché " The means Flags of our Fathers Have them read and understand Present the task done about the
Examples/Instances of the does not justify the end." Let the students identify the symbols the INFOBITS on page 442-443 comparison of ET movie and the
and what it represents and the poem, "A Martian Sends a Postcard
Lesson selection or story where it appeared. Home" Ask students how they'd
(LM page 441-442) accomplished the task

D. Discussing New Concepts Individual task on Task 4 (KWL) Introduce the use of Insignias in
and Practicing New Skills #1 Campaigns and Advocacies
Insignias or symbols of identity
create a big impact in the memory of
readers and audiences.
E. Discussing New Concepts Film Viewing GROUP TASK: Task 5: Survey says (Integration Interactive discussion of the text by
(Tell students of the they of Numeracy skills)
and Practicing New Skills # 2 Ask the class to identify the different
are to accomplish after watching challenges the world is facing
the film) Let the students come up with a survey and
present the result using a line graph, bar
graph, pie charts, etc.,
Note: In this part of the lesson, numeracy
skills is being taught to students through the
data interpretation
Reading of the excerpt
Instruct that as they
read the excerpt, notice and take
down notes about the behaviour of
the characters as well as the
experiences that they share their
dialogue
answering the processing questions
(pages 404-405 TG)
Tell students that they would do
the same. Compare and contrast
the excerpt read and the full
movie of Les Miserables
Task 11: Pros and Cons
Create your own graphic
organizer of the pros and cons
by identifying the positive and
negative points.

F. Developing Mastery Presentation of outputs. Assigned students of the different task

Let a representative by group. Task 7 SGDW on page 446
( Leads to Formative Film Viewing Note: Presentation and processing of the
Assessment 3) (Tell students of the they are to from each group to share their Differentiated Activity is integrated in task
accomplish after watching the film) output in the class this part

G. Finding Practical Let them relate these two cliches on

the movie watched. 1. The means does
Applications of Concepts and not justify the end. 2. We must be We must be strong and be flexible in Are you willing to help the person you Which do you like most, the excerpt
Skills in Daily Living strong and flexible in facing the facing the different challenges in life. do not know? Explain or the movie? Justify your answer
different challenges in life.
 H. Making generalizations How did the unity of plot, Author's purpose can be understood
and abstractions about the characters and setting achieve by in-depth reading of the text
lesson the writer's purpose? Challenges make us stronger. Task 9: Musical Feast

Task 8: What's the Purpose?

Completion of Task 4 served as Completion of Task 5 served as Complete the activity by supplying the
I. Evaluating Learning evaluation evaluation table found on page 447 Presentation of task 7: SGDW

J. Additional activities for Advance reading of the excerpt on

Task 4 polishing page 442-445
Processing of task 8 Task 12: Cite Seeing
application or remediation

V.   REMARKS Tell students that they are going to

Full movie was not finished, so Full movie was not finished, so students present the activity on task 7 SGWD Full movie was not finished, so
students were provided a soft copy of were provided a soft copy of the movie the following day… students were provided a soft copy
the movie to watch at home. to watch at home. of the movie to watch at home.

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned
80% in the evaluation Approximately, 50% of the total population, common feedback from the students was activities pertaining the topic were kinda difficult
B. No. of learners who require
additional activities for There were really some who don’t display enthusiasm in watching the film
remediation
C. Did the remedial lessons work?
No. of learners who have caught It works for students who displays an interest to learn
up with the lesson
D. No. of learners who continue
to require remediation I think remediation only works for students who want to learn but more of them just go to class walang paki )-;
E.  Which of my teaching
strategies work well? Why did Teacher's input first before a series of activities
these work?
F.  What difficulties did I
encounter which my principal or Internet connection for students are more updated than the teacher
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS

Noted by: ROLAND D. AGRAVIADOR, Ed.D

School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 7 Quarter: Second

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EDSA CELEBRATION EN10VC-IVf-6.1: EN10SS-IVc-1.6.3: EN10SS-IVc-1.6.3: EN10SS-IV-d-1.6.4

Write the LC code for Evaluate how the elements that Acknowledge sources by Acknowledge sources by Make a literature review matrix
each make up reality and fantasy affect preparing a bibliography preparing a bibliography in preparation for a research
HOLIDAY! viewing habit report

Contextualize Objective: 1. Get familiar with technical terms used in Prepare bibliographic entry using Prepare bibliographic entry using Independent Cooperative
documentary Learning (ICL)
2. Arrange the steps on
the APA format the APA format
how to make a documentary

II.   CONTENT 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.

APA Guidelines APA Style (Bibliography)

Documentary Film Literature Review Matrix
(Bibliography) Formative assessment
III. LEARNING Lists 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
RESOURCES paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
402 407 407 409-410
Pages
2. Learner’s
440-441 448-452 448-452 453-454
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning
Pdf Comparison of MLA and
Resources Sample Documentaries Pdf presentation of the lesson
APA

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills # 2
F. Developing Mastery
( Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
 Greetings  Greetings  Greetings  Greetings
 Checking of attendance Review:  Checking of attendance  Checking of attendance  Checking of attendance
Establishing linkages from the previous Review on the different ways of citing Review: Establishing linkages from Review: Establishing linkages from
lesson Why there sources discussed in the previous the previous lesson the previous lesson
is a need to have a supporting character quarter. Ask an update of their research Collect the
in any piece of literature? paper and their documentary. bibliographic entry for their
research report
Presentation of the lesson's objective Presentation of the lesson's Presentation of the lesson's Presentation of the lesson's
through ppt. Let students read aloud the objective through ppt. Let objective through ppt. Let objective through ppt. Let
objective of the day. Teacher should also
ask students what is the expected outcome
students read aloud the objective students read aloud the objective students read aloud the
based on the objective presented of the day. of the day. objective of the day.
Show to students a sample Show to them the backpage of a Remind students of the salient Present a sample literature review
documentary film. book(Reference page) points discussed. Flash them again
Let them observe What on the television screen
and say something about the video. kind of bibliographic style is being
observed in the items?
Teacher's input of the salient points Do Task 12 Cite Seeing Individual task: paper and pen test Ask students about their opinion
in making documentary Discuss the APA Post the on the sample literature review
citation guidelines in the LM practice test on a TV screen. Prepare
a reference of works based on the
following information using the APA
format
Do task 3 on page 440 Discussion of the formats: Individual task: paper and pen test
Students are group into five A. Book Post the
b. Periodical
and they are to create a practice test on a TV screen. Prepare Allow the students to read the
documentary based on the assigned c. a reference of works based on the
Newspaper article notes about literature review
topic following information using the APA
d. Electronic sources
format on pages 453-454.
(Web Pub)
Show to them the different documentary
samples for the second time. Let them Group Activity: Provide books, In their groups (research paper
observe how the video is processed. newspaper and online source of an Checking of the test (Discussion of group) let them study and
Evaluate the elements that made up article. Let the group prepare a their answer) discuss the qualities of a good
reality bibliography based on the information literature review matrix.
Documentary is intended to Talk about intellectual rights and
documents some aspect of reality. property. Stealing intellectual rights is
punishable by law. Always acknowledge sources of cited Analysis of a sample literature
They are factual works of art.
informations to avoid plagiarism. review Matrix on page 455
 H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.   REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work? Remediation by group still don’t work because students' interest is LUKEWARM. Most of the boys do not display enthusiasm in making
No. of learners who have caught their research report.
up with the lesson
D. No. of learners who continue
to require remediation
E.  Which of my teaching
strategies work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized Integrating contextualization and localization make the lessons meaningful to learners. For instance, in their survey research they are
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
What is documentary?
Who are the persons needed in
What is APA? What is APA? What is a literature review? What
making a documentary? What are the basic guidelines What are the basic are the qualities of a good literature
in making an APA citation? guidelines in making an APA citation? review matrix?
What are the steps in making a
documentary?
Completion of task 3 served as Completion of the task served as Let them work on their literature
evaluation evaluation
Formative test served as evaluation
review for their research report
Have them plan for their documentary Why there is a dire need to Prepare a bibliographic entry for your Provide students of the rubric in
video by group acknowledge sources? research report. writing a literature review
If a certain task is somewhat difficult,
Students find the lesson easy since it was There were two students who got students tend to just sit still and wait for
Deadline will be on March 4, 2019 discussed on the previous quarter zero, it is so frustrating for it was somebody to work for them
already. discussed in detailed.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
70 % of the total present
Almost all require remediation most especially on making a research report
Almost all require remediation most especially on making a research report
Activity-based teaching works if there is constant guidance
Research writing really needs constant supervision but because of the heavy workloads, checking of students' output in research become so tedious, some late outputs
were not even checked. Internet connection is also badly needed for this lesson. Lack of time and resources produces a mediocre outcome.
localized and so according to students' feedback they understand the lesson better and they do the task actively.
JENEFER S. EDIANG
SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 8 Quarter: Fourth

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10V-IVf-30: ICL/ Remediation Class

Write the LC code for Address the enabling knowledge Draw conclusions from the set of Raise questions and seek Get familiar with technical terms
each and skills to develop/achieve the details clarifications on issues discussed used in research
desired content and performance Analyze data from the given in the text listened to
standard. set of details

Contextualize Objective:
II.   CONTENT
Clarify expectations in terms of what Draw conclusion from graphs Compare and contrast Reading
students should know and Assess students’ text 1 and Reading text 2
understand. learning progress in the different
subject areas
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.
Lesson 4 RT 1:Excerpt from a Kaffir Boy
Learning in the 21st Century Portrait of 21st Century
My Learning Curve
Drawing Conclusions RT2: What is liberal language of Research Learner
education

III. LEARNING Lists 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
417-419 419-420 420-422 423-424 422
Pages
2. Learner’s 457-459
457-458 460-465 466-468 465
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning Ppt Presentation of the lesson
Resources Video about the 21st century skills Video on Drawing conclusions

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a purpose for Presentation of the lesson's
the lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts Pose these questions:
and Practicing New Skills #1
E. Discussing New Concepts Synthesize the discussion by
and Practicing New Skills # 2 showing the video "21st Century
F. Developing Mastery
( Leads to Formative
Assessment 3)
MONDAY
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.
 Greetings
 Checking of attendance
Review:Follow up and check their
progress on their research
report,specifically on the review of
related literature
objective through ppt. Let
students read aloud the
objective of the day.
Ask the students, "What does it
mean to learn in the 21st
century?".
1. What dramatic changes has
the 21st century brought to the
society?
2. How does technology
influence the transmission of
information? How does a 21st
century learner deal with this?
Skills"
Encourage students to pose
questions or articulate comments to 1. What is your level of proficiency in each
what they have watched/listened to. subject?
TUESDAY WEDNESDAY THURSDAY FRIDAY
Preliminaries Preliminaries Preliminaries
 Greetings  Greetings  Greetings
 Checking of attendance  Checking of attendance  Checking of attendance
 Establishing linkages from the  ask students on how to draw  Establishing linkages from the
previous lesson conclusions from graph previous lesson
Presentation of the lesson's objective Presentation of the lesson's Presentation of the lesson's
through ppt. presentation. Let students
read aloud the objective of the day.
objective through ppt. Let objective through ppt. Let
Call a volunteer to share his/her prediction students read aloud the objective students read aloud the
of what is the lesson about based on the of the day. objective of the day.
posted objective and what are expected to
achieve from the present lesson.
(Modelling) Play a video to students about Pose the motive question, "What Remind the students that in lesson
drawing conclusions.
Ask students about their observations on
is the importance of education?" 1-3, they have chosen and narrowed
down their topic, created a tentative
the video.
bibliography, wrote notes, and
How conclusions were drawn from the
video? finalized their outlines
Teacher’s input of the key concept. Ask the students to read the the
What is a conclusion?
What is drawing conclusion?
two texts and think about the
importance of education.
How to draw conclusions?
Group Task (Guided Practice): Show the Do Task 5 Status Update on Students are just instructed to
line graph of Belle’s third quarter grade. page 466 LM do the task on page 465.
Show to students how to draw conclusions
from set of details.
1. Belle’s level of proficiency is…
2. Belle is good at… Discuss briefly the
Independent
3. She needs
Practice) Pose the ff. questions during the
importance of help with…
charting one’s learning
4. Therefore
progress I can say that Belle is… discussion: 1-5 on LM page 462, on
TG page 421
Task 2: Fill out the matrix using the levels Task 6. Make a Match
Segue to the other
of proficiency matrix found on page 458
Based on the assigned numerical values reading text by asking, "What kind of Let students answer the
(0-100%) determine your level of education do the 21st century exercise on research terms
proficiency. learners need?"
What is your level of proficiency in each
subject?
Independent Practice) After completing the
activity, let students think of an answer to
the following questions.
Discussion of the essay through the Process students responses and
following discussion on page 421 LM give feedback
2. In what subject areas are you doing
well? How can you sustain this?
3. What areas need improvement? How
can you address this?
G. Finding Practical Is drawing conclusion useful in How can the 21st century Filipino
Applications of Concepts and What are the essential knowledge, life? Explain your answer student benefit from liberal How important research is in our real
skills and attitude that a 21st century
Skills in Daily Living education? through a short skit life?
learner must acquire?
presentation.

H. Making generalizations Group Task (Differentiated task)

and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V.   REMARKS
The video covers 21st century skills answer.
which are creativity, communication, Group 1: What is a conclusion? Present
collaboration, critical thinking, media your answer in a form of a rap.
literacy, information literacy, and
problem solving for learners.
Discussions and taking notes of Group
the objectives they are to meet
in this lesson.
Have them collect their third
quarter grade and let them
present it in a line graph.
Emphasize that as 21st century learner
they have to be creative, effective
communicators and critical thinkers.
They have to meet the demands of the
society.
Distribute task cards for the group to
Group 2: What is drawing conclusion?
Present your answer through a poem
Group 3: How to draw conclusion?
Present your answer through a song.
4: Create
Formative a graphic organizer for
Assessment
drawing conclusion from graphs
Pen and paper test. (1-5)
Let them work on their survey
research. Analyze the data collected
and formulate findings, conclusions
and recommendations which are in
chapter 4.
Accomplished. Students were so Unfinished activities were done
participative, got an MPS of 87.6 next day…
Do Task 3: Opposing Views on page
465 LM
Completion of Task 3 served as
evaluation
Do Task 4 Portarait of 21st Century
Learners on the activity notebook
page 465-466
What is research?
What are the essentail parts of a
research paper?
Completion of Task 5 and Task 6
served as evaluation
Students are told to work on their
research paper.
There are still 2 students who got a
score of two in Task 6, it's so
frustrating since research has been
the continous topic in the class.

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned
80% in the evaluation 75% of the total population

B. No. of learners who require

additional activities for Approximately, 35% of the learners required constant guidance esp. on making a research paper.
remediation
C. Did the remedial lessons work?
No. of learners who have caught Leaders in every group for ICL complained that there were still lots of students who did not participate in group remediation.
up with the lesson
D. No. of learners who continue
to require remediation 25% of the total population
E.  Which of my teaching
strategies work well? Why did Activity-based teaching works if there is constant guidance
these work?
F.  What difficulties did I
encounter which my principal or Research writing really needs constant supervision but because of the heavy workloads, checking of students' output in research become so tedious, some late
supervisor can help me solve? outputs were not even checked. Internet connection is also badly needed for this lesson. Lack of time and resources produces a mediocre outcome.
G. What innovations or localized Integrating contextualization and localization make the lessons meaningful to learners. For instance, in their survey research they are
materials did I used/discover localized and so according to students' feedback they understand the lesson better and they do the task actively since the tasks given
which I wish to share with other are relatable.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 9 Quarter: Fourth

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the
language of research, campaigns and advocacies.

B.  Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.

C.  Learning Competencies: EN10V-IVf-30: EN10V-IVg-30: EN10SS-IVg-1.6.4:

Write the LC code for Get familiar with technical terms Get familiar with technical terms Use writing conventions to
each used in research used in research acknowledge sources

Contextualize Objective: Answer the writing disposition Avoid plagiarism by incorporating Incorporate in-text citations using
survey to find out your attitude in-text citations the APA format
towards writing
II.   CONTENT 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.

Language of Research Plagiarism In-text Citation Fourth Quarter Exam Fourth Quarter Exam

III. LEARNING Lists 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
424-425 426 427
Pages
2. Learner’s
467-468 469 470-471
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning
Copy of the checklist on writing
Resources disposition
Plagiarism video clip
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.

A. Reviewing Previous
Preliminaries Preliminaries
Lesson or Presenting the Preliminaries
 Greetings  Greetings
New Lesson  Greetings  Checking of attendance  Checking of attendance
 Checking of attendance  Establishing linkages from the  Establishing linkages from the
 What you can say about previous lesson previous lesson

B. Establishing a purpose for
the lesson
Presentation of the lesson's objective
through ppt. presentation. Let students
read aloud the objective of the day.
Call a volunteer to share his/her
prediction of what is the lesson about
based on the posted objective and what
are expected to achieve from the present
lesson.
Presentation of the lesson's objective
through ppt. presentation. Let students
read aloud the objective of the day.
Call a volunteer to share his/her prediction
of what is the lesson about based on the
posted objective and what are expected to
achieve from the present lesson.
Presentation of the lesson's objective
through ppt. presentation. Let students
read aloud the objective of the day.
Call a volunteer to share his/her prediction
of what is the lesson about based on the
posted objective and what are expected to
achieve from the present lesson.

C. Presenting Show the finished and corrected Show to students a paper or

Examples/Instances of the Task 6 books that contains in-text
Lesson Let them read Show the video clip about citations.
aloud the parts that made up a plagiarism Are they the
research paper same with bibliography?

D. Discussing New Concepts (Individual activity) Task 7:
and Practicing New Skills #1 Getting ready to write
Instruct students to determine
their attitude towards writing
through the survey found in LM
pages 467-468
E. Discussing New Concepts (Group activity) Ask students to
and Practicing New Skills # 2 make a collage of their responses
according to their groups in research page 469 (LM) need to be cited.
paper. Tally the responses in order
to create profile of group's
disposition towards writing.
Process what was viewed by Teacher's input of the concept:
asking the ff. In-text citation using APA Style
What is plagiarism?
What are signs of 1. Author-date
plagiarism? system : Running Text and Within
What are ways to avoid parenthesis
plagiarism? 2. Author-date page number
system
Let the students determine which Identify the kind of citation observed
among the items in the list on by ff. research paper

F. Developing Mastery Show your justification why you

( Leads to Formative Process the activity by come up with that answer Look back and scan your chapter
Assessment 3) answering the questions below 1 and chapter 2, create a citation
the survey on page 468 using the APA style
G. Finding Practical Do task 9: Right Write
Applications of Concepts and Let them explain and share the Refer to the right answers
Plagiarism can be avoided by the
Skills in Daily Living results of their group survey to the found on page 427 TG
used of citations.
class.

H. Making generalizations
and abstractions about the
lesson
Instruct students to tranfer what Let students formulate the pattern in
they have learned in this What is plagiarism? creating citation using APA format
learning segment by drafting How to avoid plagiarism? (Author-date and author-date-page
their own research report. number system)

Completion of Task 7 served as Completion of the task served as Completion of the task served as
I. Evaluating Learning evaluation evaluation evaluation

J. Additional activities for Do task 6 B on your activity Let them work on their research
What is in-text citations?
application or remediation notebook paper by group

V.   REMARKS
Accomplished Accomplished Congratulations!

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned
80% in the evaluation 80% of the total population

B. No. of learners who require

additional activities for Approximately, 20% of the learners required close assistance.
remediation
C. Did the remedial lessons work?
No. of learners who have caught Leaders in every group for ICL complained that there were still lots of students who did not participate in group remediation.
up with the lesson
D. No. of learners who continue
to require remediation 20% of the total population
E.  Which of my teaching
strategies work well? Why did Activity-based teaching works if there is a constant guidance by the teacher.
these work?
F.  What difficulties did I
encounter which my principal or Research writing really needs constant supervision but because of the heavy workloads, checking of students' output in research become so tedious, some late
supervisor can help me solve? outputs were not even checked. Internet connection is also badly needed for this lesson. Lack of time and resources produce a mediocre outcome.
G. What innovations or localized Integrating contextualization and localization make the lessons meaningful to learners. For instance, in their survey research they are localized and so according to
materials did I used/discover students' feedback they understand the lesson better and they do the task actively since the tasks given are relatable. With the utilization also of technology in
which I wish to share with other teaching, it makes the learning process easy and convenient.
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ
Annex 1B to DepEd Order No. 42, s. 2016
Checked by:
School: GUINOMAN NATIONAL HIGH SCHOOL Grade Level: Grade 10 Rizal

GRADE 10 Teacher: JENEFER S. EDIANG Learning Area: ENGLISH Remarks:

DAILY LESSON LOG Teaching Dates & Time:Week 10 Quarter: Second

I.    OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.  Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.

B.  Performance Standards:

C.  Learning Competencies:

Write the LC code for
each

Contextualize Objective:

II.   CONTENT 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.

III. LEARNING Lists 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
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May English Curriculum Guide May
Materials fr 2016 2016 2016 2016 2016
Learning Resource
(LR) portal
B. Other Learning
Resources
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.

A. Reviewing Previous
Lesson or Presenting the
New Lesson

B. Establishing a purpose for

the lesson

C. Presenting
Examples/Instances of the
Lesson `

D. Discussing New Concepts

and Practicing New Skills #1

E. Discussing New Concepts

and Practicing New Skills # 2

F. Developing Mastery
( Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living

H. Making generalizations
and abstractions about the
lesson

I. Evaluating Learning

J. Additional activities for

application or remediation

V.   REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 work well? Why did
these work?
F.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: JENEFER S. EDIANG

SST-III/Guinoman NHS
Noted by: ROLAND D. AGRAVIADOR, Ed.D
School Head
Checked by:
RODOLP JOHN T. RODRIGUEZ