School: CAB-ILAN NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 10 Teacher: CRISDELYN S. DEGAMO Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: August 29-September 1, 2023/ 10:40-11:40 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
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, 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.
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.
Answer a pre-test EN10RC-Ia-2.15.2: EN10VC—Ia-1.4/2.4: EN10LT-Ia-14.2: Explain how Remedial Reading or
Determine the effects of Determine how connected the elements specific to a Instruction/ICL
textual aids like advance events contribute to the selection build its theme
organizers, tiles, non-linear totality of the material EN10WC-Ia-12.1: Identify
illustrations, etc. on the viewed features of persuasive texts
understanding of a text EN10V-Ia-13.9:
EN10LC-Ia-11.1: Get Differentiate formal from
information that can be informal definitions of
used in everyday life from words
news reports, speeches,
informative talks, panel
discussions, etc.

DISCOVERING PERSONAL CHALLENGES

Contribution of Connected Remedial Reading or
Events to Material’s Literary Elements of the Instruction/ICL
II. CONTENT Effects of Textual Aids, and Totality, and Difference Selection: Daedalus &
N/A
Getting Information between Formal and Icarus, and Features of
Informal Definitions of Persuasive Texts
Words
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
N/A A short speech of your Video Clip from YouTube: Sample Persuasive Text/s None
choice for the listening Inspiration to Life; Self-
comprehension; a non- constructed Spinning
linear text or any text in a Wheel for the Vocabulary
graphic organizer Spinner Task; Image of Nick
Vujicic; Dice
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 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.
Let the students take a pre- Review the enduring Ask the students to give all Remedial Reading or
test question about life the words they can connect Instruction/ICL
with the word, myth. Inform
them that the text they are
about to read is a myth
Distribute test papers to Have the students mull Present a picture of Nick Ask the students to look for Remedial Reading or
learners over the quotation by Vujicic and ask the students the answer to the following Instruction/ICL
Echkart Tolle and the of their prior knowledge question:
enduring question which about him 1. How does Icarus get
can be found in the LM, himself into a difficult
Your Journey on page 6 situation?

IV. PROCEDURES
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
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 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.
Let the students identify Let the students watch the Have the students answer
the saying or well-known video about Nick Vujicic the following questions:
phrase that represents 1. What are some myths
each block in Task 1 found that you have read?
on page 7 in the LM 2. What makes these stories
a myth?
N/A Explain the following Have the students answer Interactive Reading of the Remedial Reading or
processing questions the questions for Selection entitled Daedalus Instruction/ICL
relevant to Task 1: processing on page 5 of the and Icarus
1. What is your overall TG through small group Have the students answer the
impression about the discussion questions in Task 8 – 10 on
phrases above? page 16 of the LM on their
2. How do they reflect notebooks
realities in life?
N/A Have the students Discuss the difference Discuss shortly the different Remedial Reading or
accomplish Task 2 You’ve between formal and features of a persuasive text, Instruction/ICL
Got a Friend on page 8 of informal definitions and then have the students
the LM have the students give identify the features of a
both the formal and persuasive text present in the
informal definitions of the sample text
following:
1. comfortable
2. overlapping
3. plunged
4. hurtled
5. vengeful
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
N/A Let the students listen to a
speech and have them
share the information that
can be used in everyday life
through Think-Pair-Share
method
N/A Ask students to cite any
information from news
reports, speeches, etc.
where they have learned
something to be used in
everyday life
N/A Have the students answer
the following question:
1. Recall your experience in
answering the Blocks that
Block in Task 1. What is the
effect of the blocks as
textual aids in identifying
the saying or well-known
phrase that each block
represents?
N/A Have the students answer
a self-constructed
evaluation that involves
any non-linear text or any
textual aids to meet
objective 1
N/A Recall a news report they
have heard or watched
before and cite instances
or information they have
used in real-life
Let the students play the
vocabulary spinner on Task
6, page 12 of the LM
Ask students to cite
instances in life where the
insights from the material
viewed are applicable
Have the students answer
the following question:
1. What is the difference
between formal and
informal definitions?
Vocabulary Rock-in-Roll
using a dice to meet
objective 2 for this session
Recall any material viewed
before and share how the
events contribute to its
totality through small
group discussion
Have the students accomplish Remedial Reading or
Task 12 Agree or Disagree on Instruction/ICL
pages 16 and 17 of the LM
Cite instances in life where Remedial Reading or
people discover their personal Instruction/ICL
challenges when they get
themselves into difficult
situations
Have the students answer the Remedial Reading or
following questions: Instruction/ICL
1. How do personal challenges
make you a better person?
2. What are the different
features of a persuasive text?
Let the students accomplish Remedial Reading or
Task 13 on page 17 of the LM Instruction/ICL
Integrate/encourage
persuasion in the output
Let the students write a short Remedial Reading or
persuasive text about Instruction/ICL
cyberbullying in preparation
for the Final Task
IV. REMARKS

V. REFLECTION
A. No. of learners who earned
80% in the evaluation
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 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.

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
these 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 by: Checked by:

CRISDELYN S. DEGAMO MELCHOR JR. D. MANTILLA
SST1 School Head

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
School: CAB-ILAN NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: CRISDELYN S. DEGAMO Learning Area: English
Teaching Dates and Time: September 4-8, 2023 / 10:40-11:40am Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. Determine the effect of textual aids on the understanding of a text.
2. Get information from various text types that can be used in everyday life.
3. Explain how elements specific to a genre contribute to a theme of a particular selection.
4. Express appreciation for sensory images used.
5. Use intensive pronouns in meaningful discourse.
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.
EN10OL-Ia-3.14: Identify EN10RC-Ib-2.15.2: EN10V-Ib-13.9: Differentiate EN10LT-Ib-2.2: Explain how Remedial Reading or
the factors of public Determine the effect of formal from informal the elements specific to a Instruction
speaking. textual aids like advance definitions of words genre contribute to the theme
organizers, tiles, non-linear of a particular literary.
EN10G-Ia-27: Use reflexive illustrations, etc. on the selection
and intensive pronouns. understanding of a text
EN10LC-Ib-4: Determine EN10LT-Ib-2.2.1: Express
the implicit and explicit appreciation for sensory
signals, verbal, as well as images used.
non-verbal, used by the
speaker to highlight
significant points
 DISCOVERING PERSONAL CHALLENGES BUILDING UP DEFENSES

II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
Factors of Public Speaking, Effect of Textual Aids; Formal and Informal Elements Specific to a Genre;
and Reflexive & Intensive Implicit & Explicit Signals, Definitions of Words; and Sensory Images
Pronouns Verbal & Non-Verbal Used
by Speaker; and
Contribution of Events to
Material’s Totality
English 10 Learner’s Material, Internet (Video Clips)
P20-33
P18-30 P32-33 P35-36 P37-44

3. Textbook Pages P18-30 P32-33 P35-36 P37-44

4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources Laptop, Speaker and Audio-video file of the song, Reflection
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the features of a Have the students read the Let the students set their My Coat of Arm.
Presenting the New Lesson persuasive text. introduction under Your expectations on the lesson Remind the students first on
Journey on page 31 of the by accomplishing Task 6 on how to be able to kill the
LM page 35 of the LM gorgon before reading the text.

B. Establishing a Purpose for the Since the final output of Remind students of the Let the students read the Ask the students to identify
Lesson Lesson 1 is oral reporting expected output of the text on page 35 of the LM what these defenses are using
about cyberbullying, have lesson: brochure on and let the information be the coat of arm diagram found
the students give their a guide in reading the text in LM.

C. Discussing New Concepts and Have the students read the
Practicing New Skills #1 text about bullying on pages
27 & 28 in the LM
D. Discussing New Concepts and
Practicing New Skills #2
E. Developing Mastery
(Leads to Formative
Assessment 3)
F. Finding Practical Applications
of Concepts and Skills in Daily
Living
G. Making Generalizations and
Abstractions about the
Lesson
H. Evaluating Learning
prior knowledge on the
factors of public speaking.
Discuss the factors of
public speaking & have the
students examine the Oral
Presentation Rubric on
page 29 of the LM as a
reference for the final task
Have the students accomplish
Task 16 Grammarian for a
Day on pages 18 – 19 in the
LM
Facilitate the students in
accomplishing Task 30 A
Day in a Life on page 29 of
the LM
Have the students answer
the following:
1. In what instances in life
where you can use the
insights you’ve learned on
the factors of public
speaking?
Have the students answer the
following:
building defenses against
discrimination
Have the students
accomplish a word web
activity on the word,
Discrimination
Have the students
accomplish Task 1 on page
32 of the LM
Have the students view or
listen to the song
“Reflection” from the movie
Mulan and answer the
processing questions
Let the students
accomplish Task 3 Mirror,
Mirror on page 33 of the
LM
Let the students recall the
textual aid on Task 1 and ask
them its effect in
deciphering the riddle
Have the students answer
the following:
Have the students Have them pick out at least
accomplish the Story ten(10) sentences from the
Anticipation Guide on page myth “The Gorgon’s Head”
36 of the LM that shows sensory images.
Have the students recall
their knowledge on formal
& informal definitions of
words; then let the
students accomplish Task 8
on page 36
of the LM
Interactive Reading of the
selection, The Gorgon’s Head;
then have the students
answer Task 9 on their
notebooks (p. 42)
Facilitate students’ group
work: Visualizing the Text on
page 42 of the LM
Let the students answer the
following:
“What events in the myth
could happen in real life?”
Facilitate students’
abstraction from the lesson
by
answering the following:
 “Why do we need to know “What are being used in “What are the insights you’ve
the factors in public the song viewed to learned from the selection?”
speaking?” highlight its significant
points?”

I. Additional Activities for Oral Presentation about Think-Write-Share: Makes Sense To Me

Application or Remediation Cyberbullying Discrimination Check (page (page 44)
32 of the LM)

Accomplish the My Using the exit cards Accomplish Task 12 My Coat

Treasure on page 30 of the provided or any piece of of Arms on pages 43-44 of the
REMARKS
LM on their Activity paper, answer the LM
Notebook enduring
question of the lesson

VI. REFLECTION 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 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 these
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 by: Checked by:

CRISDELYN S. DEGAMO MELCHOR JR. D. MANTILLA
SST1 School Head

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
School: CAB-ILAN NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: CRISDELYN S. DEGAMO Learning Area: English
Teaching Dates and Time: September 11-14, 2023 Quarter: 1
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, 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.
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.
EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain how Remedial Reading or
features of persuasive texts Determine the effect of Determine how connected the elements specific to a Instruction/ICL
EN10OL-Ib-3.15: Describe textual aids like advance events contribute to the genre contribute to the
and interpret the ethics of organizers, titles, non- totality of a material theme of a particular
public speaking linear illustrations, etc. on viewed literary selection
the understanding of a text EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the
formal from informal
EN10LC-Ic-4: Determine literary devices used
definitions of words
the implicit and explicit
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points
BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:

II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Contribution of Events to a Remedial Reading or
Material’s Totality; and Instruction/ICL
Features of Persuasive Effect of Textual Aids; and
Difference Between Formal Literary Elements/Theme in
Texts; Ethics of Public Implicit & Explicit Signals,
& Informal Definitions of the Selection, Orpheus; and
Speaking; and Reflexive & Verbal & Non-Verbal Used
Words Literary Devices Used
Intensive Pronouns by the Speaker
P29-33 P P P None
P45-51 P52-53 P53-54 P55-58 None
P45-51 P52-53 P53-54 P55-58 None
None None None None None
Self-constructed Audio-video file on “Let it Copy of the film or a Dice None
worksheet on Go” song; printed copy of a summary/movie review of
describing/interpreting song of your choice “Life of Pi” movie
ethics of public speaking;
caps
Review the features of Have the students read the Present the necessary Have the students read the Remedial Reading or
persuasive texts and text under Your Journey on information about the text about myths in a box on Instruction/ICL
reflexive & intensive page 52 of the LM movie, “Life of Pi” page 55 of the LM, then
pronouns deliberate its key thought/s
Have the students mull Inform students of the Have the students mull Have the students mull over Remedial Reading or
over the following key expected output in Lesson over the following the following motive Instruction/ICL
thought: 3: Information Ad question: “How did the question: “To what extent
“Pronouns are used so that (TV, radio, or print) connected events would you use your strength
you do not keep using contribute to the totality of to save the person you
nouns all throughout a the movie?” love?”
text.”
 C. Presenting
Examples/Instances of the
Lesson
IV. PROCEDURES
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)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the
Lesson
Have the students compare
and contrast reflexive &
intensive pronouns using a
Venn Diagram
MONDAY
Have the students
accomplish Task A & B on
page 45 of the LM
Discuss the ethics of public
speaking and have them
accomplish the provided
worksheet
Let the students
accomplish Task 18 Caps
Locked on page 48
Have the students answer
the following through
Think-Pair-Share:
“What are the instances in
life where you can use the
ethics in public speaking?”
Facilitate the students’
responses on the following:
Present samples of explicit
and implicit signals and
have the students
differentiate implicit and
explicit signals
TUESDAY
Have the students listen to
the song, “Let it Go” & let
them determine implicit
and explicit signals from
the lyrics
Let the students
accomplish Task 1 Boy-Girl
Power on page 53 of the
LM
Facilitate students’
responses on the
processing questions on
page 54 of the LM
Let the students cite real-
life situations that make
use of implicit and explicit
signals
Facilitate students’
responses on the following:
Optional: Viewing of the Interactive Reading of the Remedial Reading or
movie, “Life of Pi” Selection entitled, Orpheus Instruction/ICL
(time-consuming)
Present the summary or
the movie review of the
film, “Life of Pi”
WEDNESDAY THURSDAY FRIDAY
Have the students discuss Have the students answer Remedial Reading or
their answers to the the processing questions on Instruction/ICL
processing questions on page 57. Optional: Pass the
pages 59-60 of the LM in a Dice Activity in designating
small group questions to students
Let the students Discuss shortly what is Remedial Reading or
accomplish Task 4 Mystery exposition, falling action, Instruction/ICL
Words on pages 54-55 of climax, rising action, and
the LM resolution, then facilitate
students’ responses on Task
6 Element-Array on page 58
of the LM
Elaborate/explain the Have the students orally Remedial Reading or
answers on the processing discuss their answers to the Instruction/ICL
questions on page 55 of processing questions on
the LM Task 6 (page 58)
Have the students Cite instances where people Remedial Reading or
correlate the events and risk so much for the sake of Instruction/ICL
totality of the movie to their loved ones
their own experiences and
their contribution to life
Let the students answer Have the students answer Remedial Reading or
the following: the following: Instruction/ICL
 “Describe an ethical public
speaking.”
I. Evaluating Learning Travel Brochure (page 50)
J. Additional Activities for Accomplish My Treasure on
Application or Remediation page 51 of the LM and
write your answers on a
journal
VII. REMARKS
“How are explicit and
implicit signals used by the
speaker to highlight
significant points?”
Using the printed copy of a
song, have the students
determine the implicit and
explicit signals used in the
lyrics to highlight points
Have the students
accomplish Task 3 What
are You Made of?
“What insights have you “Why should you capitalize
learned from the movie on strengths and recognize
adaptation/summary?” your weaknesses?”
Using the words in the Accomplish Task 7 Alice Low Remedial Reading or
mystery words, have the on page 58 of the LM Instruction/ICL
students take a short quiz
on the formal and informal
definition of the words
Encourage students to Research: How to Make an Remedial Reading or
watch the film, “Life of Pi” Effective Information Ad Instruction/ICL
with their family at their
own leisure time

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
VIII. REFLECTION done to 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
these 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 by: Checked by:

CRISDELYN S. DEGAMO MELCHOR JR. D. MANTILLA
SST1 School Head

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
School: CAB-ILAN NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: CRISDELYN S. DEGAMO Learning Area: English
Teaching Dates and Time: September 18-22, 2023/ 10:40-11:40 am Quarter: 1
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, 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.
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.
EN10VC-Ic1.4/2.4: EN10WC-Ic12.2: Formulate EN10RC-Id-2.15.2: EN10VC-Id25: Express EN10VC-Id25: Express
Determine how connected a statement of opinion or Determine the effect of insights based on the ideas insights based on the
events contribute to the assertion. textual aids like advance presented in the material ideas presented in the
totality of a material organizers, titles, non- viewed. material viewed.
viewed. EN10OL-Ic-3.16: Describe linear illustrations, etc. on
the techniques in effective the understanding of a
EN10V-Ic13.9: Differentiate
public speaking. text.
formal from informal
definitions of words.
EN10LC-Id-4.1: Single out
direct and indirect signals
used by a speaker.

II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Present the necessary
Presenting the New Lesson
B. Establishing a Purpose for the Have the students mull
Lesson
CAPITALIZING ON STRENGTHS AND
DEALING WITH PERSONAL CHALLENGES:
RECOGNIZING WEAKNESSES
Contribution of Events to a Statement of Opinion or Insights based on Ideas; and Photo Essay
Effect of Textual Aids; and
Material’s Totality; and Assertion; Techniques in Difference between Formal
Direct & Indirect Signals
Difference Between Formal & Effective Public Speaking; & Informal Definitions of
Used by a Speaker
Informal Definitions of Words and Words & Expressions Words
that Emphasize a Point
P42-46 P54-55 P56-58 P59-61 P59-67
P53-54 P59-66 P67-68 P69 & 71 P72-77
P53-54 P59-66 P67-68 P69 & 71 P72-77
Copy of the film or a Sample Impressive Photo Dictionaries; and “Never Summary video
summary/movie review of Essay Give Up in Life” (an “Arachne”
“Life of Pi” movie inspirational video)
Have the students give Have the students read the Have the students share Ask a volunteer to retell
information about the movie, words or group of words to text under Your Journey on their expectations set last the story of Arachne.
“Life of Pi” associate with the words: page 67 of the LM and meeting
Opinion and Assertion deliberate its key thought/s
Ask students to deliberate Inform the students of the Ask students: “How do Let students read the
over the following the relevance between expected output of the human desires, intuitions, & sentences lifted from
question: “How did the giving insights, opinions or lesson: Impressive Photo motives lead to dealing with the story and ask them
connected events contribute assertions, and expressions Essay personal challenges?” to focus on the italicized
to the totality of the movie?” to emphasize a point or to words/phrases.
effectively communicate in Let them find out how
public each expression is used.
 C. Presenting Optional: Viewing of the
Examples/Instances of the movie, “Life of Pi”
Lesson (time-consuming) Present the
summary or the movie review
of the film, “Life of Pi”
V. PROCEDURES
D. Discussing New Concepts and Have the students discuss
Practicing New Skills #1 their answers to the
processing questions on
pages 59-60 of the LM in a
small group
E. Discussing New Concepts and Let the students accomplish
Practicing New Skills #2 Task 4 Mystery Words on
pages 54-55 of the LM
F. Developing Mastery Elaborate/explain the
(Leads to Formative answers on the processing
Assessment 3) questions on page 55 of
the LM
G. Finding Practical Applications Have the students correlate
of Concepts and Skills in Daily the events and totality of the
Living movie to their own
experiences and their
contribution to life
Interactive Discussion:
Techniques in Effective
Public Speaking and Words
& Expressions to
emphasize a point
Have the students
accomplish Task 8.2 A
Quote on Quote on page
61 of the LM
Let the students answer
Task 9 Modal Modes on
pages 61 & 62 of the LM
Have the students answer
Task 9.1 and Task 9.2 on
page 62 of the LM
Cite instances where
people need to express
themselves clearly when
giving opinion or assertion,
or when emphasizing a
point
Have the students mull
over the quotation by an
anonymous writer on page
68 of the LM
Let the students answer
the questions on Task 1
(page 68)
Have the students
accomplish Task 2 A
Puzzling Trial on page 68 of
the LM
Let the students
accomplish Task 3 Three
Controls on page 68 of the
LM
Cite instances in life where
speakers use direct and
indirect signals
Have the students mull over
the following:
“You are what you are and
where you are because of
what has gone into your
mind. You can change what
you are and where you are
by changing what goes into
your mind.” – Zig Ziglar
Let the students find Paper and pen. Let
difficult or unfamiliar words students answer the
in the selection and look up questions on page 72.
the meaning of each
through the use of a
dictionary or context clues
Let the students view “Never Discuss the answers to
Give Up in Life” and have the questions.
them share or express their
insights through Think-Pair-
Share
Have the students give the Present the rubric in
formal and informal making the photo essay.
definitions of the words
they found difficult in the
text
Ask the students to give
instances where they can
express themselves based
on any idea presented
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
“What insights have you
learned from the movie
adaptation/summary?”
Using the words in the
mystery words, have the
students take a short quiz
on the formal and informal
definition of the words
Encourage students to
watch the film, “Life of Pi”
with their family at their
own leisure time
Facilitate the students in
generalizing on the use of
modals in emphasizing a
particular point
Make your own
Information Ad. Let the
students be guided by the
rubric on page 66 of the LM
Let the students answer
My Treasure on page 66 of
the LM. Write the answers
on the journal or notebook
Have the students answer
the following:
“In what way a textual aid
like a drawing or picture
help you to understand a
text or message?”
Let the students write their
answers to the essential
question in a graphic
organizer of their choice
Have the students
accomplish Task 4 (p. 69)
Facilitate students’ Follow-up student’s
responses on the following: performance.
“Why is it important to
express insights based on
ideas and not on feelings?”
Let the students write their Answer learners’ queries
insights on a certain quote & about the task.
let them define a word from
it formally & informally
Read the story, Arachne

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
VI. REFLECTION done to 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
these works?
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 by: Checked by:

CRISDELYN S. DEGAMO MELCHOR JR. D. MANTILLA
SST1 School Head

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
School: CAB-ILAN NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: CRISDELYN S. DEGAMO Learning Area: English
Teaching Dates and Time: September 25-29, 2023/ 10:40-11:40 am Quarter: 1
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, 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.
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.
EN10LT-Id2.2: Explain how EN10WC-Id12.2: Formulate EN10RC-If-21: Compare EN10VC-Ig1.5/2.5: Draw
the elements specific to a a statement of opinion or new insights with previous generalizations and
genre contribute to the assertion learnings conclusions based on the
theme of a particular materials viewed
literary selection EN10OL-Id3.16.1: Employ EN10LC-Ih-14.3: Show
the techniques in public appreciation for songs, EN10V-Ig13.9: Use formal
speaking in a sample public poems, and other listening and informal definitions of
speaking situation texts words

II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Elements Specific to a
Genre and their
Contribution to the Theme;
and Literary Devices
P69 – 72
P69 – 72
Let the students correlate
the science term Arachnid
and the story’s title,
Arachne
Allow the students read
the text under Your Text on
page 69 of the LM
DEALING WITH PERSONAL CHALLENGES
Statement of Opinion or
Drawing Generalization &
Assertion; Techniques in Comparison of Insights;
Conclusions; and Formal &
Public Speaking; & and Appreciation for a
Informal Definitions of
Emphasis Words & Song
Words
Expressions
P73-78 P79-81 P82-84
P73-78 P79-81 P82-84
Have student volunteers to Instruct students to have an Call a student volunteers
share their quote made interactive reading on the share their answers to the
from the previous meeting text under Your Journey on essential question
page 79 of the
LM
Answer the following: Inform students of the Let the students mull over
“How do you formulate a expected output of the the following:
statement of opinion?” lesson which is to “Is it important to draw
“Why do you need employ participate in a short but generalizations and
techniques in public meaningful panel conclusions based on
speaking?” discussion on winning over something? Why?”
“When do you use words & personal challenges
expressions that emphasize
a point?”
 C. Presenting
Examples/Instances of the
Lesson
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)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the
Lesson
Interactive Reading of the
Selection entitled Arachne
Discuss the answers to the
questions on Image Makers
(page 72)
Discuss the answers to the
questions on Justifiers
(page 72)
Discuss the answers to the
questions on Theme
Builders (page 72)
Cite instances in life where
pride becomes destructive
Let the students make
abstractions from the story
read and discussed
Present instances how to
formulate a statement of
opinion, where speakers
employ techniques in
public speaking & when
writers use emphasis
markers
Discuss the differences
between conjunction,
parenthetical expression, &
adverb/conjunctive adverb;
then let the students
accomplish Which is Which
Activity (page 73)
Reinforce learning on the
techniques of public
speaking; then discuss how
to formulate a statement
of opinion, and have the
students accomplish Fact +
Opinion Activity (page 75)
Facilitate students’
responses on Giving
Emphasis Activity on page
73 of the LM
Cite instances where
statements of opinion and
emphasis markers are used
in practical life
Finalize answers:
“How do you formulate a
statement of opinion?”
Show and tell: Comparison
of insights
Facilitate the students’ task
in Task 1 Connect to the
Cap on page 80 of the LM
Have the students listen to
the song, “Roar” by Katy
Perry and let them list the
words and expressions that
relate to ways we deal with
challenges
Have the students decipher
the message of the song
and let them share it with a
partner
Let the students cite
instances where they were
able to deal with
challenges
Let the students make
abstractions from the
message of the song in
relation to winning over
challenges
Let the students give their
following situation:
“If it is cloudy and it starts to
be windy, then the sky gets
dark, what may happen
next?”
Let the students accomplish
Task 2 Outlook Turn Up on
page 81 of the LM
Discuss the difference
between connotative and
denotative meaning; then
let the students accomplish
Vocabulary Hunt on page 84
of the LM
Let the students give the
formal and informal
definitions of the word
hunted in the previous task
Have the students give
situations in practical life
where they draw
generalizations/conclusions
Let the students share their
learning in drawing
generalizations and
conclusions

I. Evaluating Learning
Additional Activities for
Application or Remediation
V. REMARKS
“Why do you need employ
techniques in public
speaking?”
“When do you use words &
expressions that emphasize
a point?”
Have the students create a Make an impressive photo
quote that is relevant to essay. Be guided with the
the theme of the story directions on pages 75 – 77
of the LM.
Research about emphasis Answer My Treasure
markers (page 78)
Let the students make a Worksheet on drawing
short essay comparing the generalizations and
insights learned from conclusions
previous learning on
dealing with personal
challenges and the new
insights learned in this
lesson
Give tentative answers to Let the students accomplish
the essential question Task 4 Looking Forward
(page 81) (page 81)

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
VI. REFLECTION done to 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 these
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 by: Checked by:

CRISDELYN S. DEGAMO MELCHOR JR. D. MANTILLA
SST1 School Head
 School: CAB-ILAN NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: CRISDELYN S. DEGAMO Learning Area: English
DAILY LESSON LOG TeachingMONDAY
Dates and Time: October 9-13, 2023/ 10:40-11:40 am WEDNESDAY
TUESDAY THURSDAY Quarter: 1 FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES followed and if needed, 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 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.

B. Performance Standards:
C. Learning
Competencies/Objectives:
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw
Generalization spoken communication may selection may be influenced similarities and differences of
be repaired or enhanced by culture, history, the featured selections in
EN10VC-Ig1.5/2.5: Draw environment, or other relation to the theme
generalizations and factors
conclusions based on the
materials viewed

TURNING CHALLENGES TO OPPORTUNITIES:

II. CONTENT
Making Generalization Repairing or Enhancing Literary Analysis Similarities and Differences
and Conclusions Spoken Communication of Selections
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
P84-103
P93-94 P97-98 & 101 P95-97 P100, & 103-104
P93-94 P97-98 & 101 P95-97 P100, & 103-104
Video Clip of One Arm Handouts in repairing or
Young Lady & a One Legged enhancing spoken
Young Man; Pictures communication; speeches
Review the key thoughts on Review the key Have the students share Review the insights from the Remedial Reading or
denotation and connotation thoughts in making their Map of Targets in selection discussed previously Instruction
generalization Task 4 (page94)
Have the students answer Have the students share Have the students mull Ask the students the
the following: their answers to the over the short text under ways to draw similarities
“How do you turn your following: Your Text on page 94 of and differences
challenges into “Do spoken communication the LM
opportunities?” need to be repaired or
enhanced? Why?”
Have the students view the Have the students view a Interactive Reading of Interactive Reading: Zen
video clip of “One arm short speech the text From the Parables (p. 100) & Practice
young Lady and a One Analects (pages 95-96) and Uphold Positive
legged Young Man” Attitude (p. 103)
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)
G. Finding Practical Applications
of Concepts and Skills in
Daily Living
H. Making Generalization and
Abstractions about the
Lesson
I. Evaluating Learning
Think-Pair-Share:
Generalizations from the
video clip viewed
Picture Analysis: Make
generalization based on the
picture posted
Post a picture and answer
the following:
“What does the picture
suggest about challenges &
opportunities?”
Let the students give real-
life situations where people
are able to turn challenges
to opportunities
Have the students make
generalization on the
tips in making
generalization
Make short essay on
turning challenges to
opportunities
Think-Pair-Share: Have the
students identify the parts
in the speech that needs to
be repaired or enhanced
Have the students
accomplish Taking a Stand
for or against (pages 97-98)
Give a sample speech and
have the students examine
it and identify the parts to
be repaired or enhanced
Ask students to give
instances in their life where
they wish to repair or
enhance their spoken
communication
Let the students answer
the following:
“Why is there a need to
repair or enhance spoken
communication?”
Alter Ego (page 101)
Have the students Have the students discuss
accomplish Theme their answers to the
Connection on pages 96- questions on page 100 of
97 the LM
Explain how the selection Let the students discuss
From the Analects may be their answers to the
influenced by culture, questions on page 104 of
history, environment, or the LM
other factors
Think-Pair-Share: Let the Have the students
students share their insights accomplish A Call Up for
from the ideas conveyed by Order Box on page 104 of the
the selection LM
Cite instances in life where Cite instances in life where
people are able to resolve they get to give similarities
problems due to helpful and differences of things
advices from others
Have the students answer Have the students answer
the following: the following:
“What is the importance of “How do you draw
turning challenges into similarities and differences
opportunities?” of two certain things?”
Let the students identify Let the students draw
the parts in the selection similarities and differences
that are influenced by between the two selections
culture, history, read and discussed
environment, or other
factors
Additional Activities for Application Accomplish Task 4 Mapping Find a speech that needs to
or Remediation the Targets be repaired or enhanced

V. 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
VI. REFLECTION done to 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 these
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 by: Checked by:

CRISDELYN S. DEGAMO MELCHOR JR. D. MANTILLA
SST1 School Head
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: VENICE E. GENITA Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 24 – 28, 2017 Quarter: 1
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
I. OBJECTIVES followed and if needed, 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 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.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw Remedial Reading or
generalizations spoken communication selection may be similarities and differences Instruction/ICL
EN10VC-Ig1.5/2.5:Draw may be repaired or influenced by culture, of the featured selections in
generalizations and enhanced history, environment, or relation to the theme
conclusions based on the other factors
materials viewed
TURNING CHALLENGES TO OPPORTUNITIES:
Making Generalizations Repairing or Enhancing Similarities and Differences Remedial Reading or
Literary Analysis
and Conclusions Spoken Communication of Selections Instruction/ICL
P P P P None
P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
None None None None None
Video Clip of One Arm Handouts in repairing or None None None
Young Lady & a One Legged enhancing spoken
Young Man; Pictures communication;
speeches
Review the key thoughts Review the key thoughts in Have the students share Review the insights from the Remedial Reading or
on denotation and making generalizations their Map of Targets in selection discussed Instruction/ICL
connotation Task 4 (page94) previously
Have the students answer Have the students share Have the students mull Ask the students the ways to Remedial Reading or
the following: their answers to the over the short text under draw similarities and Instruction/ICL
“How do you turn your following: Your Text on page 94 of differences
challenges into “Do spoken communication the LM
opportunities?” need to be repaired or
enhanced? Why?”
 C. Presenting
Examples/Instances of the
Lesson
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)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
Have the students view the
video clip of “One arm
young Lady and a One
legged Young Man”
Think-Pair-Share:
Generalizations from the
video clip viewed
Picture Analysis: Make
generalizations based on
the picture posted
Post a picture and answer
the following:
“What does the picture
suggest about challenges &
opportunities?”
Let the students give real-
life situations where people
are able to turn challenges
to opportunities
Have the students make
generalizations on the tips
in making generalizations
Make short essay on
turning challenges
to opportunities
Have the students view a
short speech
Think-Pair-Share: Have the
students identify the parts
in the speech that needs to
be repaired or enhanced
Have the students
accomplish Taking a Stand
for or against (pages 97-98)
Give a sample speech and
have the students examine
it and identify the parts to
be repaired or enhanced
Ask students to give
instances in their life where
they wish to repair or
enhance their spoken
communication
Let the students answer
the following:
“Why is there a need to
repair or enhance spoken
communication?”
Alter Ego (page 101)
Interactive Reading of the
text From the Analects
(pages 95-96)
Have the students
accomplish Theme
Connection on pages 96-97
Explain how the selection
From the Analects may be
influenced by culture,
history, environment, or
other factors
Think-Pair-Share: Let the
students share their
insights from the ideas
conveyed by the selection
Cite instances in life where
people are able to resolve
problems due to helpful
advices from others
Have the students answer
the following:
“What is the importance of
turning challenges into
opportunities?”
Let the students identify
the parts in the selection
that are influenced by
culture, history,
environment, or other
factors
Interactive Reading: Zen Remedial Reading or
Parables (p. 100) & Practice Instruction/ICL
and Uphold Positive
Attitude (p. 103)
Have the students discuss Remedial Reading or
their answers to the Instruction/ICL
questions on page 100 of
the LM
Let the students discuss Remedial Reading or
their answers to the Instruction/ICL
questions on page 104 of
the LM
Have the students Remedial Reading or
accomplish A Call Up for Instruction/ICL
Order Box on page 104 of
the LM
Cite instances in life where Remedial Reading or
they get to give similarities Instruction/ICL
and differences of things
Have the students answer Remedial Reading or
the following: Instruction/ICL
“How do you draw
similarities and differences
of two certain things?”
Let the students draw Remedial Reading or
similarities and differences Instruction/ICL
between the two selections
read and discussed
J. Additional Activities for Accomplish Task 4 Mapping Find a speech that needs to Remedial Reading or
Application or Remediation the Targets be repaired or enhanced Instruction/ICL
V. 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
VI. REFLECTION done to 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 these
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?
 School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 31 – August 4, 2017 Quarter: 1

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
I. OBJECTIVES followed and if needed, 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 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.
B. Performance Standards:
C. Learning
Competencies/Objectives:
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10WC-If12.3: Compose a EN10WC-Ig12.3: Compose EN10WC-Ih12.3: Compose EN10WC-Ii-12: Compose Remedial Reading or
persuasive text of three a persuasive text of three a persuasive text of three short persuasive texts using Instruction/ICL
paragraphs expressing paragraphs expressing paragraphs expressing a variety of persuasive
one’s stand on an issue one’s stand on an issue one’s stand on an issue techniques and devices

II. CONTENT Remedial Reading or

Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P105-108 P105-108 P105-108 P105-108 None
3. Textbook Pages P105-108 P105-108 P105-108 P105-108 None
4. Additional Materials from None None None None None
Learning Resource (LR)
portal
E. Other Learning Resources None None None None None
IV. PROCEDURES
A. Reviewing Previous Lesson or Review the techniques in Review the techniques in Review the techniques in Review the techniques in Remedial Reading or
Presenting the New Lesson writing a persuasive text writing a persuasive text writing a persuasive text writing a persuasive text Instruction/ICL

B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing a
persuasive essay (page 105);
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
 choose a subject of their choose a subject of their choose a subject of their let the students choose a
choice choice choice subject of their choice

E. Discussing New Concepts and Have the students go over Have the students go over Have the students go over Have the students go over Remedial Reading or
Practicing New Skills #2 the drafting guidelines and the drafting guidelines and the drafting guidelines and the drafting guidelines and Instruction/ICL
let them start drafting their let them start drafting their let them start drafting their let them start drafting their
own essay own essay own essay own essay

F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the
Lesson
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Cite instances where
people become effective in
persuading others through
writing
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Cite instances where
people become effective in
persuading others through
writing
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Cite instances where
people become effective in
persuading others through
writing
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Let the students go over the Remedial Reading or
sharing through the EQS Instruction/ICL
(page 106), and have them
undergo it
Cite instances where people Remedial Reading or
become effective in Instruction/ICL
persuading others through
writing
Have the students answer Remedial Reading or
the following: Instruction/ICL
“What are the steps in
writing a persuasive text?”

I. Evaluating Learning Persuasive Essay following Persuasive Essay following Persuasive Essay following Persuasive Essay following Remedial Reading or
the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- Instruction/ICL
107 of the LM 107 of the LM 107 of the LM 107 of the LM

Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or
Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL
V. 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
VI. REFLECTION done to 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 these
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?

School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 10 Teacher: Venice E. Genita Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: August 7-11, 2017 Quarter: 1

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
I. OBJECTIVES followed and if needed, 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 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.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Remedial Reading or
Competencies/Objectives: Review Review First Quarter Examination First Quarter Examination Instruction/ICL

II. CONTENT Remedial Reading or

Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages None
2. Learner’s Materials Pages None
3. Textbook Pages None
4. Additional Materials from None
Learning Resource (LR)
portal
E. Other Learning Resources None
IV. PROCEDURES
A. Reviewing Previous Lesson or Remedial Reading or
Presenting the New Lesson Instruction/ICL

B. Establishing a Purpose for the Remedial Reading or

Lesson Instruction/ICL

C. Presenting Remedial Reading or

Examples/Instances of the Instruction/ICL
Lesson

D. Discussing New Concepts Remedial Reading or

and Practicing New Skills #1 Instruction/ICL
E. Discussing New Concepts and Remedial Reading or
Practicing New Skills #2 Instruction/ICL

F. Developing Mastery Remedial Reading or

(Leads to Formative Instruction/ICL
Assessment 3)

G. Finding Practical Applications Remedial Reading or

of Concepts and Skills in Daily Instruction/ICL
Living

H. Making Generalizations and Remedial Reading or

Abstractions about the Instruction/ICL
Lesson

I. Evaluating Learning Remedial Reading or

Instruction/ICL

Additional Activities for Remedial Reading or

Application or Remediation Instruction/ICL
V. 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
VI. REFLECTION done to 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 these
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?