Community SCIS, SMEIS,
Learning DALAYAP ES,
ALTERNATIVE
LEARNING SYSTEM
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies/
Objectives the LC code for each.
II. CONTENT(Subject Matter)
III. LEARNING RESOURCES
A. References
1. Session Guides pages
2. Module pages
B. Other Learning Resources
IV. PROCEDURES
A. Springboard/Motivation
(Establishing a purpose for
the lesson)
B. Activity (Review of
previous lesson/s or
Presenting the new lesson)
Program Accreditation and
Equivalency (A&E)
Center PATAQUID ES
Learning Rebecca L. Dela Cruz Literacy Level
Facilitator
Quarter Learning LS 1 Communication
Strand Skills English
I MYSELF BELIEVE (EXPRESSING OPINIONS)
Reflexive Pronouns
Intensive Pronouns
Ideas, Opinions
use reflexive and intensive
pronouns; (LS1CS/EN-S-PSB-JHS-
27)
define and explain reflexive and intensive pronouns;
and, (LSICS/EN-PSB-JHS-27)
express own ideas/opinions/feelings on text
listened to (LS1CS/EN-S-PSB-LE/JHS-13)
YOU ARE SO INTENSE
Communication Skills in English Module 3
Page 7 - 15
Page 34 -
Communication Skills in English Module 3
Pad of paper
Pre-Test (Introductory Activity)
Review the learners’ understanding of pronouns and its kinds.
Before proceeding to the new lesson, let the learners answer
the exercises below.
I. Identify whether the following underlined words are reflexive
or intensive pronouns Write your answers on a sheet of paper.
1. She accidentally hurt herself during the final match.
2. The plant itself pollinates.
3. I myself am a recipient of his good deeds.
4. The applicants blamed
themselves for failing to beat the deadline.
5. The victim himself reported the incident to the police.
II. Explain your answers to the
following questions. Write your answers on a sheet of
paper.
1. Do you think dogs make better pets than cats?
2. Do you believe in the effectiveness of virgin coconut oil?
3. Should senior citizens get even bigger discounts?
Herself, itself, myself, and himself are considered as both
reflexive and intensive pronouns. However, we will
differentiate them in the following lesson, since they are still
not the same. Now, whether you think dogs make better pets

C. Analysis (Presenting
examples/instances of the
new lesson)
The better option, I strongly believe, is to wait for additional
than cats, or whether senior citizens should get even bigger
discounts, is not the main consideration here. What counts is
that there are suggested ways to connect phrases in
expressing what you think of dogs and cats, about senior
citizens and bigger discounts, and on virgin coconut oil.
Expressing Your Opinion
Introduce to the learners the common phrases which they can
use to express their opinions or points of view. Point out that
these are phrases which they can use either in everyday speech or
in certain types of writing that they use in their blogs and in
their personal websites.
· I think …
I think we should give drivers more training to lessen road
accidents.
· I believe
This, I believe, is a better option than the one he suggested.
· I feel …
I feel that it would be impossible to give in to their request.
· In my opinion …
In my opinion, we should start moving while it’s still early.
· I would say …
We would get there, I would say, by around 10 p.m.
For stronger statement
Inform the learners that a statement or an opinion can be
made stronger if an adjective or an adverb is added to it. For
example:
· I really think …
· I strongly believe …
· I truly feel …
· In my honest opinion …
Discuss further that providing reasons for their opinions will add
strength to their claims.
· I really think the best way to lessen road accidents would be
to give drivers additional training.
information before we act.
This, I truly feel, should be better left unsaid.
Adding Intensive Pronouns
Intensive pronouns can also be used to make stronger
statements. See the examples below:
 · I myself think that drivers should be given additional training.
· She herself strongly believes what I myself think: that we
should wait for further
instructions. They themselves
think they are the best.
·
In my honest opinion, I think you yourself should do it.

D. Discussing new concepts Supply the correct reflexive or intensive pronouns in the
and practicing new skills (sub-
activity #1) following sentences. Write your answers on a separate sheet of
paper.
1. I will look into the problem.
2. Why don’t you buy some candies?
3. They know better than we do.
4. Why don’t we just enjoy
today?
5. She sees in you.

E. Discussing new concepts Fill in the blanks with your own idea or opinion to complete each
and practicing new skills (sub-
activity #2) sentence. Write our answers on separate sheet of paper.

1. I am under the impression that …

2. I believe that…
3. I guess that …
4. I have no doubt that …
5. I have the feeling that …

F. Abstraction (Making
generalizations about the
lesson)
G. Application
A reflexive pronoun tells us that whoever performs the action in
a sentence is also the one on the receiving end of that action.
An intensive pronoun emphasizes the preceding noun. There
are common start-up phrases that can used to express one’s
opinions. ·
I. Fill in the blanks with your own idea or opinion to complete
the following sentences. Use a separate piece of paper for your
answers.

1. I don’t believe a word of it.

2. Why don’t you do it?
3. They didn’t know where to go.
4. Doesn’t she see the point?
5. We cleaned the classroom.

II. Express your opinion by completing the following statements.

Do this on a piece of paper.

1. I think that students should be allowed …

2. I don’t believe that employees should …
3. I truly feel that only people who are already working …
4. I really think all Filipino citizens should be able to …
5. Do I look like a movie star to you? Honestly …
 H. Valuing

Construct a possible opinion of each of the subjects to complete

I. Evaluation (Assessing
learning) the sentences below. The intensive pronouns are already provided
for you. Write your answers on a separate piece of paper.

1. Athena herself...
2. The student body itself…

J. Agreement (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 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 worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:
REBECCA L. DELA CRUZ
Teacher I/ALS Teacher

Checked by:

EMILY N. HIDALGO, PhD

Principal IV/School Head In-Charge of ALS

Noted by:

JOVITA I. PADUA, EdD

Education Program Specialist II – ALS

Approved by:

CORNELIO R. AQUINO, EdD

Chief Education Supervisor, CID