School: SIOASIO IS Grade Level: 10

GRADES 7-10 Teacher: Learning Area: ENGLISH

KURT RUSSEL EGBALIC CAROLINO
DAILY LESSON LOG FEB 5-9, 2024 (WEEK 2)
Teaching Date: 7:30 AM – 8:30 AM(TUES.-FRI.) Quarter: THIRD QUARTER

I. OBJECTIVES

A. Content Standards The learner demonstrates communicative competence

through his/ her understanding of literature and other
texts types for a deeper appreciation of World Literature,
including Philippine Literature.
B. Performance Standard Compose an argumentative essay.
C. Learning Competency/s: By the end of this lesson, students should be able to
outline and articulate the components of an
argumentative essay and apply these skills in
constructing their own essay. EN10WC-IIh-13
II CONTENT ARGUMENTATIVE ESSAY
III. LEARNING RESOURCES Student Learning Material/Module
A. References

1. Curriculum Guide /TG Student Learning Material/Module

2. Learner’s Materials pages MELCS
3. Textbook pages SLM pp 1-30
4. Additional Materials from Learning Resources

B. Other Learning Resources Laptop, TV, and pictures.

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting Examples/instances of new lesson
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2
- Briefly review the essential elements of an
argumentative essay discussed in the previous class.
- Introduce the focus of today's lesson: refining the skills
needed to construct a compelling argumentative essay.
- Discuss the importance of developing strong
argumentative writing skills in academic and real-world
contexts.
- Clearly state the learning objectives for today's session.
- Provide examples of well-structured argumentative
essays.
- Analyze these examples together, highlighting the
introduction, thesis statement, supporting evidence,
counterarguments, and conclusion.
- Break down the key components of an argumentative
essay, focusing on crafting a clear thesis statement.
- Engage students in an activity where they identify the
thesis statements in sample essays.
- Discuss the importance of supporting evidence and
addressing counterarguments.
- Facilitate a class discussion or group activity where
students practice incorporating evidence and addressing

F. Developing mastery (Leads to Formative Assessment)
G. Finding Practical applications of concepts and skills
H. Making generalizations and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for application or remediation
V. REMARKS
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
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:
KURT RUSSEL E. CAROLINO
Teacher I
counterarguments in a given topic.
- Guide students in outlining their argumentative essays,
emphasizing the structure and coherence.
- Circulate to provide individual feedback and address
any challenges.
- Explore practical applications of argumentative essays
in real-world scenarios (e.g., op-eds, persuasive
speeches).
- Discuss how effective argumentation contributes to
critical thinking and effective communication.
- Summarize the key components of an argumentative
essay.
- Discuss how these skills can be transferred to other
writing tasks and disciplines.
- Conduct a formative assessment: students present their
outlined argumentative essays.
- Use a rubric to assess thesis clarity, evidence use,
counterargument handling, and overall coherence.
Assign students to complete the first draft of their
argumentative essays, incorporating the feedback
provided during the class.
Checked by:
MARINO S. TORENO, EdD
Principal I