SAN JOSE DEL MONTE NATIONAL

SCHOOL: GRADE LEVEL: 10

DAILY TRADE SCHOOL
LESSON TEACHER: HANNAH LEE G. JIMENEZ LEARNING AREA: ENGLISH
LOG
TEACHING WEEK: OCTOBER 2-6, 2023 QUARTER: FIRST QUARTER

Time and Section:

Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Joshua (9:15-
Joshua (9:15-10:15am) Joshua (9:15-10:15am) 10:15am) Isaiah (7:00-8:00 am) Ruth (8:00-9:00) Joshua (9:15-10:15am)
Date: DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards:
The learner demonstrates understanding of how world literature and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also, how to use strategies in
The learner…
critical reading, listening , and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.

B. Performance Standards:
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and standards.
The learner…
C. Learning Competencies/ At the end of the day, the students are At the end of the day, the students are
At the end of the day, the students are expected to: At the end of the day, the students are expected to:
Objectives: Write the expected to: expected to:
LC code for each.
Discuss the importance of the unity of Discuss the importance of the unity of Discover the writer's purpose in writing a text. Make a
plot, setting, and characterization in a plot, setting, and characterization in a text review appraising the unity of plot, setting, and
The learner material viewed in achieving the writer’s define comparing and contrasting using transition signals
material viewed in achieving the characterization in a material viewed to achieve the
purpose; writer’s purpose; writer's purpose

II. CONTENT
III. LEARNING RESOURCES
A. References
English Quarter 1– Week 3 EN10VC-Ivc-29
1. Teacher’s Guide Pages English
Pages
Quarter
1-9 1– Week 3 EN10VC-Ivc-29 Pages
English
1-9 Quarter 1– Week 3 EN10VC-Ivc-29 Pages 1-9 English Quarter 1– Week 3 EN10VC-Ivc-29 Pages 1-9
2. Learner’s Materials
Pages
EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9
3. Textbook Pages EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9 EN10VC-Ivc-29 Pages 1-9
4. Additional Materials from
Learning resources (LR)Portal
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html

B. Other Learning Resources Laptop, Module, Internet, Powerpoint Laptop, Module, Internet, Powerpoint Laptop, Module, Internet, Powerpoint Laptop, Module, Internet, Powerpoint
IV. PROCEDURE
A. Presenting new lesson appraise the unity of plot, setting and characterization
Fill out the concept map with appropriate content
or reviewing previous taken from the text Discover the writer’s purpose in a material viewed to achieve the writer's purpose Read the article "Why do People Migrate?"
lesson by writing a review

Helps compare or contrast ideas. They can do

inform the reader about the material viewed or read, and its ideas, this by showing the degree to which
Assist students organize new information and Discover the writer’s purpose entails analytical
B. Establishing a Purpose reading or viewing of the material. It takes experience
make meaningful connections between the main to use the elements of the text to deduce the intention
report specific events that happened in the story, analyze, something related is different or similar.
It helps you note the correlation that
for the Lesson different elements as to how they were used by the author, and exists between the two concepts. These words
idea and other information. of the author. state your opinion about it work well in comparison essays to keep
your thoughts from getting jumbled.

C. Presenting Show examples of text with persuading,

Concept map of the text read: informing, entertaining, explaining the organize story review using Introduction, summary,
Examples/Instances of the Information about corona virus disease 19 audience, and telling significant human analysis, and create opinions and conclusions
Identify transition signals according to the text given.
Lesson experience.

D. Discussing New Write stories about movies, books, and Watch TED-Ed video about the story of Arachne,
televisions learners have watched and Identify the appropriate purpose of the write a short text review appraising the unity of plot, Find out what their dictionary meaning is by rearranging the words
Concepts and Practicing identify titles, characters, setting, and plot of writer in the given selections setting, and characterization in a material viewed to below. You may refer to the essay one more time for clues.
New Skills#1 each by filling out the worksheet . achieve the writer's purpose
 E. Discussing New
Concepts and Practicing
New Skills#2
F. Developing Mastery
(Leads to Formal
Assessment 3)
G. Finding Practical
Application of Concepts
and Skills in Daily Living
H. Making Generalization
and Abstractions about the
lesson
I. Evaluating Learning
J. Additional Activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
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 innovation or localized
materials did I used/discover which I
wish to share with other teachers?
Read and identify the story’s setting,
characters, and plot by answering the
questions provided from Aesop's fable.
Answer WH-questions and arrange the events of
the story in its proper order. Write the numbers 1-
5 on the blanks provided.
Follow a storyline and to create a
worthy story.
Help students make meaningful
connections between the main idea and
other information in a short story.
Crete a concept about Aesop's fable "The
Ant and the Grasshopper" using the Justify the author's purpose from the given text. Use the outline provided below. Be guided by the criteria
elements of the short story.
Create a concept about your favorite movie Find out the author's purpose as you read
using the elements of the short story.
30 students out of 37 earned 80%
None
None
None
Pattern Teaching Method
None
Student-centered approach activities
Prepared by:
HANNAH LEE G. JIMENEZ
Teacher I
Analyze pictures and the motives of the Answer the following questions after reading informative essay on the
author.
Follow the criteria about movie review or short story reasons why people migrate
Determine the appropriate purpose of the Read each item carefully and decide whether that statement is
writer in the given selections. (Activity 4) true or not. On a separate piece of paper, write T if the statement
is TRUE, and write F if the statement is FALSE. If false, rewrite
Outline and describe these three factors of comparing and contrasting
the statement to make it true
Helps evaluate how well the writer has assess a book or film's overall quality and determine
achieved the purpose and decide whether you Connects words or phrases that strengthen the internal cohesion of your
want to follow where the writer is trying to lead whether or not they think the film is worth
recommending.
writing.
yo
help readers make informed decisions about which
Act like bridges between parts of writing. They link sentences and
Identify author's insights and purpose books to read. Reviews provide insights into the
of writing to the readers. book's quality, style, themes, and whether it aligns
paragraphs together smoothly so that they flow and there are no abrupt
jumps or breaks between ideas
with the reader's preferences
Write a 5-paragraph film review on a movie of your choice.
Outline and describe three factors using comparing and contrasting
words.
provided in Activity 7.
the following text.
Write a review about the story of Medusa the Gorgon Use contrasting and comparing words in creating ten sentences.
30 students out of 37 earned 80% 30 students out of 37 earned 80% 30 students out of 37 earned 80%
None None None
None None None
None None None
Metacognitive Method Metacognitive Metacognitive
None None None
Student-centered approach activities Student-centered approach activities Student-centered approach activities
Checked by: Noted by:
ANNIE C. REYNOSO WILMA M. AQUINO
OIC - Head Teacher in English Principal IV/OIC