School: F.
Bangoy National High School
GRADES 1 to 12
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Grade Level: 10
Teacher: Jestene B. Delos Reyes Learning Area: English
Teaching Dates and
Time: June 27-30, 2017 Quarter: First (1st)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also
how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
 EN10VC-Ic-1.4/2.4:  EN10RC-Id-2.15.2:  EN10RC-Ie-2.15.2:  EN10LC-Ia-11.1: Get
Determine how connected Determine the effect of Determine the effect of information that can be
events contribute to the textual aids like advance textual aids like advance used in everyday life from
totality of a material organizers, titles, non- organizers, titles, non- news reports, speeches,
-----ICL----- viewed linear illustrations, etc. on linear illustrations, etc. on informative talks, panel
 the understanding of a the understanding of a discussions, etc.
text text 
 EN10LT-Id-2.2: Explain
how the elements specific
to a genre contribute to
the theme of a particular
literary selection
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.
Module 1: OVERCOMING CHALLENGES
Lesson 1: Building Up Defenses
Task 1: What am I? Task 5: Enduring And Task 8: Mystery Word
Task 2: Discrimination Essential
Check
Task 3: Mirror, Mirror
Task 4: Reflection
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 paper-based materials. Hands-on learning promotes concept development.
TG: pp. 21-23 TG: pp. 6-8 TG: pp. 9-11 TG: pp. 11-14
LM: pp. 32-33 LM: pp. 10-16 LM: pp. 16-18 LM: pp. 18-21
 School: F. BANGOY NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 1 to 12
Teacher: Jestene B. Delos Reyes Learning Area: English
DAILY LESSON PLAN
Teaching Dates and
Time: June 27-30, 2017 Quarter: First (1st)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES 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. Indicate the time allotment for each step.
1. Daily Routine Activities 1. Cleanliness and 1. Cleanliness and 1. Cleanliness and 1. Cleanliness and
Orderliness Orderliness Orderliness Orderliness
-----ICL----- 2. Prayer 2. Prayer 2. Prayer 2. Prayer
3. Greetings 3. Greetings 3. Greetings 3. Greetings
4. Attendance, Uniform, I.D 4. Attendance, Uniform, 4. Attendance, Uniform, 4. Attendance, Uniform,
5. Reminders I.D I.D I.D
5. Reminders 5. Reminders 5. Reminders
2. Motivation Task 1: WHAT AM I? 1. Review the class about 1. Ask the class to
1. Ask the students to read the lesson yesterday. recapitulate the
each statement closely, 2. Post different pictures discussion yesterday.
and identify what is about people who build
suggested by each best defenses against Processing Questions:
statement: challenges of life. 1. What is oral text?
 I am I am a vitamin 2. Who is the author of
you need if you have Processing Questions: the story, The
colds. What am I? 1. What do the pictures Gorgon’s Head?
 I am what you use depict? 3. What do you think the
when it’s raining. 2. How did they show story is all about?
What am I? their defense against
 I am what you wear their respective
when the sun is at its challenges?
peak. What am I?
 I once protected
China from invaders,
now I am a wonder
for visitors. What am
I?
2. Process their answers by
putting all their answers
together to come up with
the riddle.

What “D” is built for

protection?
 3. The first one to give the
correct answer wins.
4. Activities Task 2: DISCRIMINATION
CHECK
1. Ask the students if they
have already experienced
discrimination at home, in
school, among your peers
etc. Have them prepare a
list of all of their
responses using the
table.
2. Then, ask them to share
and compare their lists
with a partner.
3. Elicit prior knowledge
from the students.
3. Analysis Task 3:
MIRROR,MIRROR
1. Instruct the class to look
for a partner and think of
a person who gave them
inspiration in dealing with
discrimination.
2. Then, answer the
question below:
How does he//she inspire
you? Write your answers
in the balloon.
3. Process the activity.
MONDAY TUESDAY
4. Abstraction Task 4: REFLECTION
1. Let the class watch the
-----ICL----- video of the song
“Reflection” from the
Task 5: ENDURING AND Task 8: MYSTERY
ESSENTIAL WORD
1. Have the class list their 1. Ask the class to go to
initial answers to the their respective groups
enduring question and and choose a
make them write their representative to guess
responses in the box. the mystery word using
the meaning as the
clue.
2. Every correct answer is
equivalent to a point.
The group with the
highest score is the
winner.
3. Refer the words in the
2. Process the answer of book on page 36.
the students.
PICTURE ANALYSIS 1. Have the class read the
1. Show some pictures to story using the
the class about the
story, The Gorgon’s
Head and relate them
to its title.
2. Then, process their
answers:
a) What do the pictures
depict?
b) Based on the pictures,
how does the
protagonist build his
defenses against the
trials he encountered?
c) How would you build
your defenses against
your challenges?
WEDNESDAY THURSDAY FRIDAY
Task 7: GUIDE FOR
READING
1. Show a picture of Anne
Terry White, the author
 movie Mulan. of the Gorgon’s head.
2. Ask the class her
Processing Questions: relevance to the topic
a) What is the song all about? and discuss kind of text
b) What type of the story is.
discrimination was
underscored in the song?
c) Does this kind of
discrimination on women
still exist these days?
How or in what way?
d) Pick out your favorite
lines from the song and
explain why you picked
those lines.
3. Application 1. Have the class go to their 1. Then, ask the class to
respective groups. accomplish the Story
2. Each group should reflect Anticipation Guide in
how the activities of the day the book on page 36.
and the events of the song
are connected with each
other. Afterwards, make a
graphic organizer to present
their ideas.
4. Evaluation Choose a representative to This activity serves
present the output of the as a formative assessment.
group.

V. REMARKS
 School: F. Bangoy National High School Grade Level: 10
GRADES 1 to 12
Teacher: Jestene B. Delos Reyes Learning Area: English
DAILY LESSON PLAN
Teaching Dates and
Time: June 27-30, 2017 Quarter: First (1st)

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?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?