DAILY School Gen.
Emilio Aguinaldo National High School
LESSO Teacher
N Teaching
LOG Week
Time/ Section:
Date
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
2. Learner’s Material Pages
3. Textbook pages
4. Additional Materials
from Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
(RECALL)
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
(ENGAGE)
D. Discussing new concepts
and practicing new skill #1
(EXPLORE)
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
(EXPLAIN)
Grade Level 10
Flordeliza B. Baquirin Learning Area ENGLISH
7th
week Quarter 1st
8:16-9:15/ 10-Matiisin
October 10, 2023
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.
Employ analytical listening in problem solving.
Evaluate text content, elements, features and properties using
a set of criteria.
The Wedding Dance by Amador Daguio
LAS, Q1, pp. 60-65
ANALYTICAL LISTENING. Play the song, I Don’t Want You To
Go, then process by asking questions.
Let learners compare the 4 types of listening.
1. Identify elements used in the story.
2. Appreciate the text by expressing views through differentiated
activities.
3. Perform various tasks to show understanding of the text.
MYSTERY WORD (arranging jumbled letters)
Say: To understand the story that you will read later, you have
to learn some words by doing the given activity.
PRE-READING ACTIVITIES
Discuss the following:
1. instruct 2. entertain 3. inform 4. persuade
5. describe (elicit ideas from students)
Give the motive question: Should you fight the one you love
or should you allow him/her to go and take all the pain?
DURING READING (a copy of the story is given to learners)
Do segmented reading.
POST READING (Q and A Portion)
1. What is the purpose of Amador Daguio in writing the story,
The Wedding Dance?
2. What was the cause of separation of Lumnay and Awiyao?
 3. Is it right for a man to leave his wife just because she cannot
give him a child? Why?
4. What is your reaction toward Awiyao’s marriage to
Madulimay?
5. Should you fight the one you love or should you allow
him/her to go and take all the pain?

G. Finding practical GROUP DISCUSSION:

applications of concepts & 1. How does your culture influence your decisions? Does it
skills in daily living affect your plans for the future?
(ELABORATE) 2. How important is having children to you? Is love the only
factor to keep a lasting and stronger relationship?
H. Making generalizations & PINNED MESSAGES:
abstractions about the lesson Let learners complete the statement by writing the BIG IDEA
they have learned for today.
I. Evaluating Learning DIY CHANNEL: The class will be divided into groups (The Story
(EVALUATE) Tellers- MAKE A STORY MAP, The Actors- ROLE PLAY A SCENE
FROM THE STORY, The Singers- SING A SONG THAT WOULD
SUIT TO THE THEME OF THE STORY, The Visual Artists-
DRAW YOUR EMOTION YOU GET FROM THE STORY AFTER
READING) Rubrics will be used in assessing students output.
(See attached rubrics)
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lesson
work? No. of learners who
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?
Prepared by:
FLORDELIZA B. BAQUIRIN
Teacher III Observed by:

MARILYN V. RAMOS, MAEd

HT III/OIC

Rubrics in assessing students’ performance task

(Beginner-87, Acceptable-92, Proficient-97)