Daily Lesson Log School SAN JUAN NHS Grade Level 10

Teacher SHIELLAN E. FRANCISCO Learning Area English

Date March 6, 2020 (Friday) Quarter Fourth
Class
9:40-10:15 10-Binangonan
Schedule

I. OBJECTIVES
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 relevant socio-cultural issue.

C. Learning Competencies/ LC
Differentiate primary and secondary sources of information
Code
II. CONTENT PRIMARY AND SECONDARY SOURCES

Strategy: Think-Pair-Share, Graphic Organizer and Exercises

III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages p. 363
2. Learner’s Material Pages p. 409
3. Textbook Pages The Teacher’s Big Book of Graphic Organizers
4. Additional Materials from www.betterlesson.com, www.library.unsw.edu.au
Learning Resources Portal
B. Other Learning Resources laptop, TV, PPT, Cartolina, colored pictures, T-Chart
IV. PROCEDURES
A. Reviewing Previous Lesson or GUESS THAT PICTURE!
Presenting New Lesson
 Student will guess the following pictures.

*Integration of AP and Science

B. Establishing a Purpose for the What are these reading materials?
Lesson Can they become source of information? Explain.
We call them PRIMARY AND SECONDARY SOURCES.
C. Presenting Examples/ Instances of the TWILIGHT (PRE-TEST)
New Lesson  Students will identify the following sources of information.

Directions: Identify the following sources of information either as P if the material is

Primary and S if the material is Secondary.

__________1. Letters and Diaries __________6. Encyclopedia

__________2. History Textbook __________7. Newspaper
__________3. Government documents __________8. Journals
__________4. Manuscripts __________9. Magazines
__________5. Video Recordings __________10. Artifact

1.P 2.S 3.P 4.P 5.P 6.S 7. S 8.P 9.S 10.P

D. Discussing New Concepts and
Practicing New Skills #1
PRIMARY AND SECONDARY SOURCES
PRIMARY SOURCES provide a first-hand account of an event or a time period and are
considered to be authoritative. They represent original thinking, reports on discoveries or
events, or they can share new information. Primary sources can be written or non-written
(sound, pictures, artifacts, etc).
 Autobiographies and memoirs
 Diaries, personal letters, and correspondence
  Interviews, surveys, and fieldwork
 Internet communications on email, blogs, and newsgroups
 Photographs, drawings, and posters
 Works of art and literature
 Books, magazine and newspaper articles and ads published at the time
 Public opinion polls
 Speeches and oral histories
 Original documents (birth certificates, property deeds, trial transcripts)
 Research data, such as census statistics
 Official and unofficial records of organizations and government agencies
 Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.
 Audio recordings, DVDs, and video recordings
 Government documents (reports, bills, proclamations, hearings, etc.)
 Patents
Technical reports
Scientific journal articles reporting experimental research results

SECONDARY SOURCES involve analysis, synthesis, interpretation, or evaluation of primary

sources. They often attempt to describe or explain primary sources. They often lack the
freshness and nearness of the original material.
 Bibliographies
 Biographical works

 Reference books, including dictionaries, encyclopedias, and atlases

 Articles from magazines, journals, and newspapers after the event

 Literature reviews and review articles (e.g., movie reviews, book reviews)

 History books and other popular or scholarly books

 Works of criticism and interpretation

 Commentaries and treatises

Textbooks

Indexes and abstracts

*Integration of AP and Science

E. Discussing New Concepts and
Practicing New Skills #2

F. Developing Mastery THINK-PAIR-SHARE

(Guide Questions)  Students will work in pair. They will identify the following pictures as primary or
secondary sources.

Directions: Identify the following pictures either as Primary or Secondary. Put them
accordingly in the T-Chart.
G. Finding Practical Applications of
Concepts and Skills in Daily Living Is it important to know the differences of primary and secondary sources of information?
Why?
How do primary and secondary sources help you in your thesis?

H. Making Generalizations and What is the difference between primary and secondary sources of information?
Abstractions About the Lesson
I. Evaluating Learning BREAKING DAWN (POST TEST)

 Students will identify the following sources of information.

Directions: Identify the following sources of information either as P if the material is

Primary and S if the material is Secondary.

__________1. Magazines __________6. English Textbook

__________2. Dictionary __________7. Newspaper
__________3. Birth/Marriage certificates __________8. Audio Recordings
__________4. Coins, clothing, cars __________9. Letters and Diaries
__________5. Journals __________10. Experimental research results

1.S 2.S 3.P 4.P 5.P 6.S 7.S 8.P 9.P 10.P

J. Additional Activities for Application or DETECTIVE CONAN

Remediation
 Students will gather five (5) different reading materials that may be used in writing a
thesis. They detect whether those reading materials are either primary or secondary
sources.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on the
formative Assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of ___Yes ___No
learners who have caught up in the lesson. ____ of Learners who caught up the lesson
D. No. of learners who continue to require
___ of Learners who continue to require remediation
remediation
E. Which of my teaching strategies worked Strategies used that work well:
well? Why did these work? ___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I encounter which my __ Bullying among students
principal or my supervisor can help me __ Students’ behavior/attitude
solve? __ Colorful IMs
__ Unavailable Learning Resources
__ Unavailable Technology Equipment (LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
__Lack of Interest of pupils
G. What innovations or localized materials Planned Innovations:
did I use/ discover which I wish to share __ Localized Videos
with other teachers? __ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__Flashcards
__Pictures
__ Power point presentations
 Topics / No. of
No. of
Learning Recitation
Items ITEM PLACEMENT
Objectives Days

Easy ( 60 % ) Average ( 30 % ) Difficult ( 10 % )

Understandin
Remembering Applying Analyzing Evaluating Creating
g
I. Grammar
Awareness

A. Primary
and
1 10 5 3 2
Secondary
Sources

TWILIGHT BREAKING DAWN

No. of Items
( Pretest ) ( Post Test )

10
9
8
7
6
5
4
3
2
1
0

TOTAL

Prepared by:

MRS. SHIELLAN E. FRANCISCO

Teacher in English 10

Checked by:

MR. JOSE CLARO T. TADEO

Chairperson, English Dept.

Observed by:

MISS MA. SHEILA J. GUEVARRA

Master Teacher 1, TLE Dept.

Noted by:

MR. JOSE L. CATANES

Principal II