DARAM NATIONAL HIGH SCHOOL

Daram, Samar

DAILY LESSON LOG

English 10

JULY ____, 2019

I- OBJECTIVES (SMART)
The learner demonstrates understanding of how world literature
serves as a way of expressing and resolving one’s personal conflicts
through using strategies in linking, textual information, repairing or
A. Content Standards
enhancing communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking; and using of
emphasis markers in persuasive texts.
The learner transfers learning by composing short persuasive texts
B. Performance using a variety of techniques/devices and words and expressions that
Standards emphasize a point, particularly modals and reflexive and intensive
pronouns.
1. Discover the content of R.A 10627
C. Learning
2. Share Experiences regarding Bullying and Abuse
Competencies 3. Demonstrate their Experiences through a Role Play

1. Relate Bullying and Abuse in the context of their experiences.

D. Contextualized
2. Share a real and actual happening from their barangay or from themselves
Objectives 3. Make a letter of apology for the person whom they bullied and abused.

II- CONTENT

A. Subject Matter
(Competency Code) REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013

III- LEARNING RESOURCES

A. References
 Teacher’s Guide Pages
 Learner’s Material Pages PAGES 27-28
 Textbook Pages
B. Other Learning
Resources
C. Time Duration 1 hour and 20 minutes
IV- PROCEDURES
(Strategies and Self-Discovery Approach and Socratic Method
Approaches)

Activity 1. “Follow the foot prints”

A. Drill/Review
Instructions: (Pick out those students who are advanced in learning first before
forming five groups.) Group yourselves into five by counting from one up to
five numbers to form five groups. I have here five boxes containing copies that
you needed to accomplish the activity. All you need to do is to follow the
trace of the foot prints and stop at the icons or pictures that are totally
different among all others, and get the corresponding idea that was written
beside the icon or picture. Do it until you reach the last foot print. The first
group that would be able to display the correct idea on the board will be
declared as winner and will be awarded by 20 points in their written task
grade. You start working when you hear the word GO signal.

Activity 2. ‘’Decoding Game”

Instruction: (Refer to the attached student copy for the mechanics of
the game. Distribute first the copy before explaining the mechanics.

B. Presenting New Lesson Expected Outcome:

“REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013”
“ CYBERBULLYING AND ABUSE”

C. Establishing a Purpose
(Motivational Activity)
Activity 3. “Read me thru the Picture”
Instructions: I have here different pictures tell me, what are they
all about? Would you describe me the details of the pictures?
(Answers may vary according to their perceptions of the images)

D. Presenting Show them video clips of the “Bullying” and “Abusive” acts taken from
Examples/Instances of the real life stories from the news items on TV or magazines.
the New Lesson
1. Upon seeing the video clips or pictures what did you feel?
2. What if one member of your family had suffered the same act
what will response be?

E. Discussing new
Activity 4. Reporting (first Group Task)
concepts /Practicing
-The assigned reporters will introduce first the topic through a
new skills # 1
presentation.
(Diagnostic Activity
for D)

Activity 5: Semantic Web Filling

F. Discussing new concepts
/Promoting new skills # 2 -Post the chart that will elicit ideas that will contribute to build a
concrete concept about the focal point of the discussion.

Activity 6: “Telling Your BUDDY”

G. Developing Mastery of
the Lesson -Let the seatmates list down in their journal the things they have
learned and have them exchange their works and compare whether
they shared the same idea(s).

Activity 7: Role Play (2nd, 3rd and 4rth groups)

H. Finding the practical
-Group 2 (BULLYING)
application of
-Group 3 (Abuse)
concepts skills in daily
-Group 4 (Song Composition)
living
(Situation is within the context of their Experiences for they are the ones
(Conceptualization)
who made the script and all the scenarios)

Activity 8: “Bucket List”

I. Generalization (Flash
the concept)
-Distribute the manila paper and permanent marking pen. It is in a form
of contest that they are going to list down words or ideas as many as
they can! They are going to get all those from the discussion and
activities. Then prepare for big group sharing.

Moving Quiz: 15 items

5 items Identification
J. Evaluation
5 items modified true or false
5 points Explanation—Targeting affective domain

K. Additional activities
(Homework-related Read in advance the story of “The Gorgon’s Head” page 37-42 and
activity or assignment) answer Task no. 9 Dissecting the Text.
V- REMARKS
VI- REFLECTION
L. No. of learners who
earned 80% in the
evaluation
No. of cases who got a
score:
______ and above:
_______
______ and below:
_______
M. No. of learners who
require additional
activities for
remediation who
scored below 80& for
students who scored
______ and below
N. Did the remedial lesson
work? No. of learners
who caught up with
the lesson after
remediation/ Re
teaching, no. of
students who scored
_____ and above
O. No. of learners who
continue to require
remediation. Number
of students who scored
______ and below
P. Which of my teaching
strategies worked well?
Why did these work?
Q. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
Assistance from my:
 Department
Head
 Principal
 Supervisor
R. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by:

ADONIS PENEDILLA MOJICA

Secondary School Teacher-I
English
Noted by:

ANGELA T. BALLOS, MT-I

English & ESP Dept. Head Designate