School: DUMINGAG NATIONAL HIGH SCHOOL Grade Level: 10

GRADE 10 Teacher: ANNALYN B. LABITAD Learning Area: English

DAILY LESSON LOG November 28 – December 2, 2022
Teaching Dates and Time: (Xena 10:00-11:00) (Ceres 1:00-2:00) Quarter: 2

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,
I. OBJECTIVES 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.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or
groups; also, how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.
B. Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
Standards:
C. Most Essential Formulate claims of fact, policy, and value. EN10WC-IIb-13.2
Learning
Competency
(MELC)
Write the LC Code for
each
D. Objectives: *Determine claims *Provide evidence to support the *Formulate claims or fact, policy, *Formulate claims or fact, policy,
of fact, policy, and claim. and value about an issue. and value from the given text.
Holiday
value in
sentences.
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.
II. CONTENT CLAIMS OF FACT, POLICY, AND VALUE
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
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide N/A N/A N/A N/A N/A
Pages
2. Learner’s N/A N/A N/A N/A N/A
Materials Pages
3. Textbook Pages N/A N/A N/A N/A N/A
4. Additional N/A N/A N/A N/A N/A
Materials from
Learning
Resource (LR)
portal
B. Other Learning SLM on English 10 SLM on English 10 Quarter 2 – SLM on English 10 Quarter 2 – SLM on English 10 Quarter 2 –
Resources Quarter 2 – Module Module 4 Claims of Fact, Policy, Module 4 Claims of Fact, Policy, Module 4 Claims of Fact, Policy,
4 Claims of Fact, and Value and Value and Value
Policy, and Value
 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
IV. PROCEDURES 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.
A. Reviewing Teacher asks about the The teacher gives sentences Students match the claims and its Teacher asks the importance of
Previous Lesson or previous lesson on Opinion and lets the students evidence through a Matching Type having evidence in making claims
Presenting the and Assertion. identify its type as to the of Activity. Teacher asks the of fact, policy, and value.
New Lesson claims. importance of evidence in making a
claim.
B. Establishing a Students observe and tell The teacher presents Teacher presents several topics and Students read an essay about
Purpose for the their observations on the sentences to the learners how specific topics make claims. Legalization of Marijuana.
Lesson infographics in the Activity and lets the learners
2 of the What’s In part of observe these sentences.
the Module.

C. Presenting The students share in the Teachers asks whether Teacher presents an example essay Students identify which part of
Examples/Instance class their ideas on the these sentences show that talks about a specific topic and the essay is the Introduction,
s of the Lesson difference of a fact and claims of fact, policy, and lets the students identify which of Body, and Conclusion.
opinion. value. the claims is it and as well as the
evidence that it has.
D. Discussing New The students read and Teacher lets the learners Students formulate claims of fact, Teacher asks how Marijuana
Concepts and analyze the descriptions of explain how these sentences policy, and value by utilizing the works and affects the human
Practicing New the different claims. become claims focusing on topics below. body leading to understanding
Skills #1 their evidence. *New Normal in Education the essay well.
*COVID-19 Pandemic
*Climate Change
*Air Pollution
*Corruption

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
IV. PROCEDURES 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.
E. Discussing New Three groups will be Students answer Activity 4 of the Students refine their output. Students write claims of fact,
Concepts and created to discuss Module by completing the policy, and value based on the
Practicing New further the examples graphic organizer by writing a essay Legalization of Marijuana.
Skills #2 of the claims of fact, statement that states a claim of
policy, and value. fact and evidence that supports
the claim.
F. Developing The students will Students author a one- Teacher asks what these claims Students write claims of fact,
Mastery distinguish the three paragraph essay about the topic have something to do with policy, and value based on the
 (Leads to Formative claims. Health is Wealth. Be sure to justifying claims. essay Legalization of Marijuana.
Assessment 3) make claims of value in the
sentences and present evidence
to support the claims.

G. Finding Practical The students will Students will present orally at Students’ outputs will be graded Students tell in class their claims
Applications of answer What’s More. least one claim of any type with according to the Rubric below. about the essay and their stand
Concepts and Skills In here, they are supporting evidence and once Content – 40% on legalizing marijuana.
in Daily Living going to identify what done, calls a classmate to do the Organization – 30%
type of claim is the same thing. Mechanics – 30%
sentence. Total – 100%

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
V. PROCEDURES 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.
H. Making Complete the following: Sentence Completion Complete the following: Complete the following:
Generalizations 1. In this lesson, I Students complete the following 1. In this lesson, I learned that… 1. In this lesson, I learned that…
and Abstractions learned that… statements. 2. I realized that… 2. I realized that…
about the 2. I realized that… CLAIMS OF FACT ARE…
Lesson CLAIMS OF POLICY ARE…
CLAIMS OF VALUE ARE…
I. Evaluating Formative Assessment Formative Assessment on finding Oral formulation of any of the Summative Assessment on Claims
Learning on Identifying Claims of evidence on the claims of fact, claims of fact, policy, and value. of Fact, Policy and Value.
Fact, Policy, and Value policy, and value.

J. Additional N/A N/A N/A Write claims of fact, policy,

Activities for and value based on the latest
Application or news.
Remediation

VI. REMARKS

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
VII. REFLECTION 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
this 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: Checked:

ANNALYN B. LABITAD JANICE A. BASILISCO

Grade 10 English Teacher Grade 10 Subject Teacher

Reviewed: Approved:

VIVIAN R. BASIT ARNOLD B. TAGALOG, EdD

Department Head Secondary School Principal I