GRADE 10 School QUEZON HIGH SCHOOL-BNHS ANNEX Grade Level 10

DAILY LESSON LOG Learning Area ENGLISH

Teacher CHARITY J. AGBON
Quarter 1

Monday Tuesday Wednesday Thursday Friday

Objectives must be met during the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lesson exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives supports the learning content and
competencies and enable learners to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrate 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 form 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 /
EN10RC-Ia-2.15.2: Determine the EN10V-Ia-13.9: Differentiate EN10RC-Ib-2.15.2: Determine the EN10V-Ib-13.9: Differentiate formal
Objectives (write the LC effects of textual aids like advance formal from informal definitions effects of textual aids like advance from informal definitions of words.
code for each) organizers, titles, non-linear of words. organizers, titles, non-linear EN10LT-Ib-14.2: Express
illustrations etc on the EN10LT-Ia-14.4: Explain how the illustrations etc on the appreciation for sensory images
understanding the text. elements specific to a selection understanding the text. used.
EN10LC-Ia-11.1: Get information build a theme. EN10LC-Ib-4: Determine the EN10WC-Ib-12.1: Identify features
that can be used in everyday life EN10WC-Ia-12.1: Identify implicit and explicit signals, of persuasive text
from news reports, speeches, etc. features of persuasive text verbal, non-verbal, used by EN10OL-Ib-3.15: Describe and
speakers to highlight significant
points.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Lesson 1. Discovering Personal Challenges & Lesson 2. Building Up Defenses
List the materials to be used in different days. Varied sources of materials sustains children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning provides concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages P 07-50 P 07-50 P 07-50 P 07-50
3. Textbook pages P 07-50 P 07-50 P 07-50 P 07-50
4. Additional Materials from LR Portal
B. Other Learning Resources Mp3 player, copy of the song, Copy of the reading text Movie clip None – textbook only
 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
IV. PROCEDURES 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.
A. Reviewing previous lesson or presenting Playing a certain piece of song Share your realizations (based on Share your answer on the additional Share reflection on the additional
the new lesson the Additional activities given) task given of the previous lesson activity given.
B. Establishing a purpose for the lesson Sharing of observations and Question: Brainstorm on the different conflict
discussion of the song Can you recall one unforgettable situations that arise among Ask:
misunderstanding that happened in teenagers Can conflict be prevented?
your family?
C. Presenting examples/ instances of the Sharing of experiences related to the Call a volunteer to share his / her Share experiences of the different Share experiences on conflicts that
new lesson song experience. conflict situations were resolved
D. Discussing new concepts and practicing While listening to the song, students Read the text. Group activity: Complete the organizer found in the
new skills #1 predict words or phrases that they Conduct a survey about the common LM on page 10
expect to hear from the song through conflict situations in your group.
its title
E. Discussing new concepts and practicing Ask students to sketch an object that Discuss the reading text given From the responses, let the students Discuss in the class common causes of
new skills #2 they visualize in the song rank the conflict from the most conflict situations as given in the LM.
number of persons to the least that
experienced it.
F. Developing Mastery (leads to Formative Small group sharing Fill in the diagram with causes of Graph the results on the survey. Discuss in the class ways to prevent
Assessment #3) family conflicts with short common conflict situations as given in
description. the LM.
G. Finding practical application of concepts Ask: Ask: In their respective groups, students Write answers on a Manila Paper
and skills in daily living 1. What advice is given in the From the given conflicts, which have discuss the interpretation of their
song? Do you agree with it you experienced with your family? graph results.
or not? Why? Why?
2. Would you follow the
advice given? Why or why
not?
H. Making generalizations and abstractions Explain what is emphasized in the Ask: Write the interpretation of the Complete the phrase:
about the lesson song What do you think could be done to graph.
resolve this conflict in your family? I can prevent conflict by….
Present a news report Presentation of the graph Ask a representative of the group to Presentation of the group activity
I. Evaluating learning Attached No. 1 - Rubric present their output.
J. Additional activities for application or Journal writing: Ask: Reflect: Assign students to research on
remediation Complete the sentence: What do you think could be done to How to prevent conflict situations? background of Anne Terry White and
Today, I realized that…. resolve this conflict in your family? read in advance The Gorgon’s Head on
page 25 in their LM.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION 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 who scored below
80%
C. Did the remedial lesson 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/supervisor can help
me solve?
G. What innovations or localized
materials did I use/ discover
which I wish to share with
other teachers?

Teaching Dates and Time June 17 - 21, 2019; 7:45 – 8:45 AM Noted by: