School: ARTURO JUGO NATIONAL HIGH SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
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
Grade Level: 10 - Dahlia
Teacher: JENKY ESTORNINOS BACERO Learning Area: ENGLISH 10
Teaching Dates and
Time: March 3, 2021, 2:00-3:00 PM Quarter: SECOND
Objectives must be meet 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 serves as a vehicle of expressing and resolving conflicts between and among individuals
or groups through using strategies in critical reading, listening, and viewing to evaluate text content, elements, features, and properties; extemporaneous
and impromptu public speaking; and using of affirmation/negation markers.
The learner transfers learning by composing an argumentative essay in preparation for delivering impromptu and extemporaneous speeches using
affirmation/negation markers and appropriate prosodic features, stance, and behavior.
Annotations
EN10G-IIb-29: Observe correct grammar (Syntactic Tree Diagram) Indicator 7 (the daily lesson log meets this indicator
which emphasizes planning, managing and
implementing developmentally sequenced teaching to
meet curriculum competencies.)
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.
Syntactic Tree Diagram
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.
 2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
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
Journey to World Literature
pp. 448-450
.appfilmaker Indicator 9
The teacher uses ICT related devices.
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.
Review of previous lesson (syntax)
Teacher will show pictures and will ask for the insights of the students.
1 2 3 Indicator 2
Literacy skills will be enhanced through emphasizing
the words, phrases or sentences
The root is similar to foundation that holds us wherever and whatever we are right Indicator 6
now.
Use differentiated, developmentally appropriate
Our topic is about knowing the roots and functions of the word in a sentence, and that learning experiences to address learners’ strengths,
is called, syntactic tree diagram. interests and experiences
Discussion :

In a tree diagram, a sentence is divided into two parts: a subject and a predicate. Indicator 1
They are made up of noun phrases or verb phrases. These are groups of words that Apply knowledge of content within and across
include a noun or verb and any words that add as modifiers. The subject is a noun curriculum teaching areas.
phrase while a predicate is usually a verb phrase.
English, History and Science tie up.
. We use tree diagrams to depict this organization.

They’re called tree diagrams because they have lots of branches: each of these little
lines that join things in the diagram is a branch.

Every place where branches come together is called a node. Nodes indicate a set of
words that act together as a unit: each node corresponds to a group of words called a
constituent.

A sentence always starts with an NP (Noun Phrase) and a VP (Verb Phrase).

Phrase Head Category Name
NP N Noun Indicator 3
VP V Verb
Teacher uses LOTS and HOTS questions to develop
PP P Preposition
AP A Adjective critical and creative thinking, as well as other higher-
AdvP Adv Adverb order thinking skills.

Conj. Conjunction

The purpose of a tree diagram is to illustrate concepts that is visibly apparent.

Pictures will be shown and based on the picture, students will construct sentences to be
diagramed.
E. Developing Mastery
(Leads to Formative Assessment
3)
F. Finding Practical Applications
of Concepts and Skills in Daily
Living
Group Activity INDICATOR 4 AND 5
Sentences are provided for both groups to answer. Manage classroom structure to engage learners,
individually or in groups.
1. It was a magnificent evening.
2. It was a frigid night despite being in the summer season. Manage learner behavior constructively by applying
3. Friendship among teenagers is a complicated thing. positive discipline.
4. He felt deep remorse.
Indicator 2
Literacy skills will be enhanced through emphasizing
the words, phrases or sentences
1. How syntactic tree diagram significant to you? Indicator 3
2. How it will help you as student?
Teacher uses LOTS and HOTS questions to develop
critical and creative thinking, as well as other higher-
 Helps students develop skills syntactically analyzing sentences and create hierarchical tree order thinking skills.
diagrams.

Indicator 6

Use differentiated, developmentally appropriate

learning experiences to address learners’ strengths,
interests and experiences

G.Making Generalizations and How are you going to diagram a sentence?

Abstractions about the Lesson

H.Evaluating Learning Please diagram the following sentences:

1. Ana makes the most difficult decision in her lifetime.

2. Your time is limited.
3. The hardest thing is not talking to someone you used to talk every day.
4. Serenity is a state of being calm.
5. Friendship among teenagers is a complicated thing

I. Additional Activities for Assignment:

Application or Remediation
Research or have a background of a Bar Line Diagram.

Indicator 8
IV. REMARKS Feed backing to enrich teaching practice.

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
V. REFLECTION done to help the students learn?
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?