School BARANGBANG NATIONAL HIGH SCHOOL Grade Level 10

.GRADE 10
DAILY LESSON LOG Teacher HONEY BRYLLE B. TANDAYAG Learning Area ENGLISH
Teaching Dates and Time SEPTEMBER 11 – SEPTEMBER 15, 2023 Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
1. Scan for facts. 1. Understand how information 1. Identify Reflexive and 2. Use Reflexive and 1. Explain the uses of graphic
2. Get information that can be used in from news reports, Intensive Pronouns Intensive Pronouns in a organizers as textual aids.
everyday life by skimming. speeches, informative talks, sentence. 2. Identify various textual aids from
and panel discussions the given materials.
provide information that can 3. Organize ideas from a given
be very useful for practical materials using textual aids.
application in one’s 4. Appreciate the importance of
everyday living discovering personal challenges
as a student.
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.

C. Learning Competency/ EN10LC-Ia-11.1: Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and (EN10RC-Ia-2.15.2) Determine the
Objectives exchanges. effect of textual aids like advance
organizers, titles, non-linear
illustrations, etc. on the understanding
of a text.
II. CONTENT Scanning and Skimming to Gather Getting Information from News Using Reflexive and Intensive Pronouns Textual Aids
and Locate Required Information Reports, Speeches,
Informative Talks, Panel
Discussions, Etc.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Pages 18 - 19 Pages 18 - 19
pages
3. Textbook pages
4. Additional Materials from Self – Learning Module Self – Learning Module
Learning Resource English 10: Quarter 1 – Module 1 English 10: Quarter 1 –
(LR)portal Module 2
Other Learning Resource “Daedalus and Icarus – Primary
Texts”. Understanding Myths and
1
 Legends. Accessed September,
2020.
https://www.primarytexts.co.uk/free_r
esources/Myths17-21.pdf

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Review on information gathering
through listening
Directions: Identify the
particular medium (news
report, speech, informative
talk, panel discussion) where
information about the following
Directions: Give the
appropriate pronoun in each
sentence. Write the letter of
the correct answer on the
space before each number.
Review about gathering information
through listening, noting details and
scanning and skimming.

is provided.

B. Establishing a purpose for the Reading an informative text and note
lesson the required information.
C. Presenting Students are given a brief
examples/Instances of the background on the through reading
new lesson which includes the common methods
in note taking and general meaning of
information gathering
We have learned about the
importance of information in
studies. This gathered
information prepare one to
acquire knowledge. This
acquired knowledge directs
one towards learning.
Primarily, this information is
provided by books. Books of
different types provide for
different needs. But aside from
books, there are other
mediums which equip us with
this needed information.
Today, let us talk about getting
information from news reports,
speeches, informative talks,
panel discussions, etc.
Pronouns are words that
substitute or replace nouns
or noun phrases to avoid
repetition. Pronouns, like
other words in English, are
helpful for you to
communicate with one
another effectively and
clearly.
There are different types of
pronouns. Pronouns like I,
You He, She, It, We, and
They are examples of
subjective personal
pronouns used as a
„subject‟, meaning they are
the ones being talked about
in the sentence or doers of
the action.
Have the students mull over the
quotation by Echkart Tolle and the
enduring question which can be found
in the LM, Your Journey on page 6.
Let the students identify the saying or
well-known phrase that represents
each block in Task 1 found on page 7
in the LM.
Explain the following processing
questions relevant to Task 1:
1. What is your overall impression
about the phrases above?
2. How do they reflect realities in life?
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D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
Have the students read the panel
discussion script, “HELP YOUR
CHILD TAKE A STAND AGAINST
BULLYING” and answer the
questions on specific details.
Discussion on the Skimming and
Scanning
Have the students read the selection
and encircle the right word from the
choices given. Work as fast as they
can.
Discussion of news reports,
speeches, informative talks,
panel discussions, etc.
Do the thumbs up if you think
the information mentioned can
be provided by speeches,
addresses, and panel
discussions. Do the thumbs
down if it does not.
Identify the given situations or
examples if what source of
information it is coming from.
Pronouns like Me, You, Him,
Her, It, Us, and Them are
examples of objective
personal pronouns used as
an object in the sentences or
the ones receiving the
action. They are usually
found after the action or verb
done by the subject or the
doer of the action or after a
preposition.
Discussion of Reflexive and
Intensive pronoun
Guided Practice
Tell if the underlined
pronoun is reflexive or
intensive.
Introduce the following concepts:
• Textual aids
• Graphic Organizer and Its
Different Types
Introduce the literary text, Daedalus
and Icarus.
The teacher instructs the class to give
the answers to the following
questions by completing the concept
map below.
3
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Have the students read the Feature List down information you can Let the students scan the The teacher asks the students on
Article about the so – called Little get from the following which paragraph. Identify all the what graphic organizer will be used in
Baguio then gather the important can be of practical use in your pronouns used by the author. the following situations or scenarios:
information by applying the scanning everyday living.
and skimming steps. Then, the students pick at 1. When you want to share to
1) State of the least 5 sentences with your classmates your daily routine.
Instructions: Nation/City/Barangay pronouns. Rewrite the
I. Read carefully the feature article. 2) Inquirer.net / Rappler.com sentences and make the 2. The two seasons in the
II. Find a particular detail of the article 3) The Philippine Star / pronouns reflexive. Philippines and four seasons in other
through skimming. Use the guide Peoples Journal countries.
questions below and write your 4) Recognition day keynote Excerpt from the Myth,
answer on your paper. speech of the guest speaker. Daedalus and Icarus
1. What is the feature article all 5) Guest speaker presenting
about? information to a group of
2. Why Aningalan is a so-called Little students about how to apply
Baguio? for college.
3. Is Aningalan a must-visit place?
Why or why not?
4. What paragraph mentioned to see
more of Aningalan on top?
5. What paragraph mentioned that
you can paddle a raft or traipse on its
rice?
III. Scan for more information. Use
the guide questions below and write
your
answer on your paper.
1. What are some tourist spots
mentioned in the article?
2. When is the best time to travel to
Aningalan for strawberry picking?
3. What is a prominent rocky mound
punctuating the rolling hills of
Aningalan?
Have the students answer the News reports, speeches, To wrap everything up that we The teacher asks the students of the
following questions: informative talks, panel have talked about in this following questions:
1. What is the difference between discussions provide lesson, let us always 1. Can you now explain what textual
skimming and scanning? information that can be very remember that: Pronouns are aids are and its uses?
useful for practical application substitutes for nouns or noun 2. How did the presence or absence
in your everyday living. phrases to avoid repeating the of textual aids affect your
same nouns. understanding of the texts?
Reflexive pronoun reflects the
4
 subject of the sentence which
tells us that whoever acts
(subject) in a sentence is also
the one receiving the action
(object) while Intensive
Pronoun is used to emphasize
the subject.
I. Evaluating learning Post Assessment Directions: Choose the most Directions: Choose the - The students identify specific
Reading an informative text and note appropriate answer for every appropriate reflexive or graphic organizers and other textual
the required information. question. Write the letter of intensive pronoun. aids shown in the images below.
the answer on the space
Identifying examples if it is Scanning before the number.
or Skimming

- Compare and contrast the personal

challenges experienced by Daedalus
and Icarus in the story and your
personal
experiences/challenges. (Use Venn
Diagram)

J. Additional activities for Students have to read the paragraph - In a short paragraph, describe how
application or remediation and then gather the necessary Daedalus planned to escape from the
accurate information by answering island prison of Crete. (Use Flow
the questions. Diagram/Sequence Chart)

V. REMARKS

VI. REFLECTION
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A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?