School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and January 29-February 2, 2024
Time: 7:30-8-30 am Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIa-12: Raise EN10V-IIIa13.9: Give EN10LT-IIIa2.2: Explain EN10G-IIIa-31: Use Remedial/Enhancement
Competencies/Objectives: questions to clarify issues expanded definitions of words how the elements specific to pronouns effectively Reading Schedule/ICL
Write the LC Code for each covered in the material viewed a genre contribute to the
theme of a particular literary
EN10LC-IIIa-16: Listen to selection
simplify, reorganize,
synthesize, and evaluate
information to expand, review,
or update knowledge
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
RECOGNIZING THE GIFT OF NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P231-232 P233 P236-237 P237-238

2. Learner’s Materials Pages P274-275 P277-279 P279-287 P288-289

3. Textbook Pages P274-275 P277-279 P279-287 P288-289

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources Pictures, mp3 of “What a textbook textbook textbook
Wonderful Word”, mp3
player
1

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
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
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.
Ask the students to go Create a word web Share some of the new Ask the students to read an Remedial/Enhancement
outside of the room and let words you had in your excerpt of the story, “A Day Reading Schedule/ICL
them discover nature’s gift. additional activity. in A Country”
Remind them that the point Explain to the students the Recall the elements of a Discuss the table on cases
of view is the way the importance of vocabulary short story of Pronoun on page 288 on
author allows them to “see” bank. your LM.
and “hear” what’s going on.
After ten minutes, ask them Form 5 groups and follow Fill out the table on page
to compare answers with the instructions on Task 4 Group activity: 288 of your LM
their classmates on your page 277 in your
LM. (Group 1 – Vocabulary Write five words that appeal
Rock and Roll; G2 – A to their senses as indicated
Tricky Word; G3 – Magical in the drawing on page 286.
Word; G4 – Trash Can
Thesaurus; G5-Shades of
Meaning)
Instruct them to complete Have the students discuss Answer Test Yourself on
the statements on Task 1A in their respective groups Let students highlight the page 289
on page 274 of your LM. their answers imagery of the text.
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.
Provide additional examples Remedial/Enhancement
Ask them to share their Ask a representative of the Ask students to share their and exercises on personal Reading Schedule/ICL
point of view. group to report to the class answers to the class pronouns and different
their answers after 20 cases
2

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Lead the students to
appreciate a song related to
nature by completing Task
2A and B on pages 274-275
of your LM.
How can we preserve and
protect nature?
minutes.
Have the students interact
with classmates during the
reporting.
Why do we need to expand
our vocabulary?
Group Activity: Facilitate the conduct of
Task 8 on page 289-290 in
Have the students group the LM.
themselves and answer
Task 6 on page 287 while
rereading the story ”A Day
in A Country”
How can you recognize the Why do we have to use
gift of nature? pronouns?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Why do we need to protect What is the importance of Explain the message of the Discuss the significance of Reading Schedule/ICL
nature? vocabulary? story. the use of the different
cases of pronoun
I. Evaluating Learning Task 2A and B will serve as Completion of Task 4 will Group activity on Task 6 will
evaluation. serve as evaluation serve as evaluation Task 8 output will serve as
evaluation and may be
passed a week after.
J. Additional Activities for Do Task 3 on pages 276- Give another set of 3 new
Application or Remediation 277 of your LM. words that you found in the Review on the different Completion of Task 8 will
selection and do the Task 4 cases of pronoun serve as additional activity
again on your own.

V. REMARKS
Page 4 of
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?
VI.REFLECTION 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

3
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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

Noted:

MARLYNE S. ASUNCION, PhD

Principal I

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and February 4-8, 2024 Quarter: 3
4

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Time: 7:30-8:30 am
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 sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10WC-IIIa14.1.1: Expand EN10VC-IIIb-23: Share EN10V-IIIb13.9: Give EN10WC-IIIb14.1.2: Use a Remedial/Enhancement
ideas using principles of viewpoints based on the ideas expanded definitions of variety of informative, Reading Schedule/ICL
cohesion and coherence presented in the materials words persuasive, and
viewed argumentative writing
EN10LT-IIIb2.2: Explain technique
EN10LC-IIIb-16.1: how the elements specific to
Distinguish the important a genre contribute to the
points from less important ones
theme of a particular literary
in a text listened to
selection
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.
COHERENCE / COHESION / THE STORY OF KEESH
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P239-241 P249-250 P250-251 P255
P291-293 P298 P299-307 P311-312
P291-293 P298 P299-307 P311-312
textbook Videoclip, texbook textbook Textbook, video clip of
goodwill speech,
PowerPoint of reminders on
writing a speech of goodwill
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
5

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
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.
How do we make
connections?
Emphasize:
To be able to write effective
speeches, the logical links
between and various points
made must be clear to the
readers.
Let the students read the
text inside the boxes in
Task 9 on page 291 of your
LM.
Explain to the class the
difference between
cohesion and coherence
MONDAY
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.
Give the students more
examples of Cohesive
words found on page 240-
241 of your TG
Ask the students to pick
some cohesive words and
use them in a sentence.
Tell the students that they
are going to watch a short
documentary film entitled,
“Save our Planet”.
Instruct students to
distinguish important points
from the less important
ones by completing the
Task 1 Chart on page 298
of their LM
Allow ample time for the
students to read and
understand what they are
going to do.
Ask students to give
reasons why it is important
or less important.
TUESDAY
Share the class their output
after 15 minutes
Let the students begin to
watching the video clip on
Natural Hazards on Human.
Inform them to complete
Task 2 and Task 3 on page
Group activity: (1 word per
group)
Do Task 4 on page 299 in 5
mins
Read the introduction about
the author.
Present to the students the
motive questions found on
page 299
Think-Pair-Share:
Get a partner, DO Task 5
on page 305 while reading
the story, The Story of
Keesh on page 299-304 in
your LM
WEDNESDAY
Discuss with the class their
possible answers for Task
5.
Discuss the story further by
using the questions found
on Task 6 on page 306 in
your LM.
Remedial/Enhancement
Recall what happened to Reading Schedule/ICL
Keesh
Ask:
What will you do if you are
Keesh in the story and was
held as the chief of the
tribe?
Show a sample video of a
goodwill speech.
Introduce to the students
that goodwill speeches are
based on creation /
cultivation of modesty,
tolerance, and good humor.
THURSDAY FRIDAY
Remedial/Enhancement
Take note and explain the Reading Schedule/ICL
building conventions of a
goodwill speech found on
page 311 of the LM
Point out the reminders
when writing a goodwill
speech found on page 255
of your TG.
6

G. Finding Practical Applications of
Concepts and Skills in Daily Living
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. 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
298 of their LM
When can we make use of Identify the three main How did the characters face Recall the prosodic features
cohesion and coherence? points, two datable ideas the conflicts through the of speech as aids to speech
and one question they have words they said, actions delivery.
about the documentary and motives?
viewed.
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.
Remedial/Enhancement
What is the importance of What have you realized Based on your analysis, What is the significance of Reading Schedule/ICL
learning cohesion and after watching the video who is more effective in goodwill speeches?
coherence? clip? responding to the people’s
need?
Ask the students to choose Task 2 and Task 3 will
a partner and study the 4 serve as evaluation Do Task 7 on page 306 Paired activity:
pictures on page 291 of
their LM and write a With a partner, write a
dialogue about the pictures goodwill speech for Keesh.
within 20 minutes.
Write a speech with Write down 3 ways to Save Do Task 8 on page 307 with
appropriate cohesion and our Planet. the same group members. Practice to deliver the good
coherence based on the list will speech in front of the
of speech topics you are to class. Divide the parts with
choose from on page 293. your partner.
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.
7
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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

Noted:

MARLYNE S. ASUNCION, PhD

Principal

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and February 12-16, 2024
Time: 7:30-8:30 am Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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 sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10V-IIIc13.9: Give EN10LT-IIIc2.2.3: EN10SS-IIIc1.6.4: Use EN10G-IIIc-31: Use Remedial/Enhancement
expanded definitions of words Determine tone, mood, writing conventions to pronouns appropriately Reading Schedule/ICL
technique, and purpose of the acknowledge sources
EN10VC-IIIc-10: Evaluate author
the information contained in
the material viewed in terms of EN10V-IIIc13.9: Give
accuracy and effectiveness expanded definitions of words

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
WORKING WITH NATURE’S LIMITS

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P264-265 P266-267 P271 P271-275

2. Learner’s Materials Pages P314-315 P317-319 P320-322 P323-332

3. Textbook Pages P314-315 P317-319 P320-322 P323-332

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources
Pictures of nature that are
similar to what is found in
the book (p314)
Copy of the text, textbook
Strips of paper containing
students’ perceived nature’s
limits and positive
responses to be used on
the collage, textbook
Handout and PowerPoint on
the Pronoun-Antecedent
rules

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
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.
Post the pictures on the How do Filipinos view Discuss the over-all theme Conduct a diagnostic test to Remedial/Enhancement
board and ask the students nature’s condition at present of the poem, Song of evaluate if the students Reading Schedule/ICL
what idea the pictures based on the video shown Autumn and relate their have an idea about the

9

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
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
suggest.
After eliciting the correct
answer, deepen the concept
by asking:
Why is it called Mother
Earth?
What makes earth a
mother?
Let the students enumerate
other feminine qualities that
the Earth have.
Let someone read the
excerpt from the Preamble
of the Proposal for
Universal Declaration of the
Rights of Mother Earth as
the whole class listens and
take notes different rights.
MONDAY
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 class complete the
Venn Diagram found on
page 315
Class discussion of the
Venn Diagram
Share some pertinent
experience/s when you
yesterday?
Let students share their
insights about the
importance of nature as
depicted in the music video.
Give out the words for
study. Let the students
read the poem twice and
highlight the words.
Let the students understand
the meaning through
context clues
TUESDAY
Discuss how to give an
expanded definition of a
word by studying the
example found on page 318
Pair work:
Use the dictionary to find
the meanings of the word
found in Task 4 on page
318 of the LM.
Illustrate an example of
giving an extended
answers to the theme of life.
Let the students do the
shape collage having in
mind that it should show
how they perceive nature’s
limits and respond to it
positively.
Group work:
Divide the class into 7
groups and give each group
a rule on using quotation
marks
Have each group discuss
the rule assigned to them.
WEDNESDAY
Let them observe the
correct use of quotation
marks in the story found on
page 322
Let them highlight the
sentences containing
quotation marks and identify
the different rules shown
therein.
When do we use quotation
marks?
correct use of pronouns, in
particular, in making
pronouns agree with its
antecedents. It is found on
page 323
Present the pronoun-
antecedent rules and give
examples.
Check their answers in the
previous activity and
discuss the rules related to
it.
Do practice exercises in
Task 9 on pages 328-329 of
the LM.
THURSDAY FRIDAY
Check and discuss the Remedial/Enhancement
answers. Reading Schedule/ICL
Provide more exercises and
drills.
Let students defend their
answers
10
 realized that nature is like a definition and let students
mother to you. finish the task.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
H. Making Generalizations and What can you say to the What is the role of Why do we need to know Summarize the rules as Remedial/Enhancement
Abstractions about the Lesson youth of the new generation expanding the meaning of a the rules of using quotation seen in the examples. Reading Schedule/ICL
in connection with your word in understanding marks?
realization? poetry?
I. Evaluating Learning Play the music video Pair work on Task 4 will Present a report on the Do Task 10 on page 329
Paraiso by Smokey serve as evaluation. rules of quotation mark
Mountain and express their assigned with examples
insights of the song on the from the story read.
freedom board.
J. Additional Activities for Output of the evaluating Group work: Evaluation, if not completed Do Task 11 found on page
Application or Remediation learning can be an can be an extended activity. 330
extended activity Do Task 5 on page 318-
319.

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 done to help the students learn?
VI.REFLECTION 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?

11
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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

Noted:

MARLYNE S. ASUNCION, PhD

Principal I

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and February 19-23, 2024
Time: 7:30-8:30 am Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.

12
 A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10G-IIIc-31: Use EN10LC-IIId-3.2: Raise EN10LT-IIId14.2: Explain EN10SS-IIId1.6: Show Remedial/Enhancement
pronouns appropriately questions and seek how the elements specific to respect for intellectual Reading Schedule/ICL
clarifications on issues a selection build its theme property rights by
discussed in the text listened acknowledging citations
to. EN10VC-IIId-28: Disclose made in the critique
the personal significance of EN10SS-IIId1.6.6: Use
EN10LC-IIId-3.18: Get a material viewed quotation marks or hanging
different viewpoints on various
indentations for direct
local or global issues
quotes
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.
EXPERIENCING THE POWER OF NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P271-275 P285-286 P287-290 P292-293
P323-332 P335-336 P338-341 P343
P323-332 P335-336 P338-341 P343
Handout and PowerPoint on Pictures, textbook, video Copy of text, picture Sample news articles,
the Pronoun-Antecedent clip clippings
rules
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.
Give a diagnostic test to Show pictures of alternative Show the picture in the LM Sharing of output of the Remedial/Enhancement
evaluate if the students sources of energy like wind and let the students additional activity given. Reading Schedule/ICL
understood correct use of power, hydro-electric power, describe what they see.
pronouns, in particular, in fossil fuels, geothermal
making pronouns agree with power, tidal power, etc. Let
its antecedents. the students identify these
sources and give more
13

B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
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
Review on the rules of
discussed pronoun-
antecedent rules.
Discuss remaining rules
which are not tackled in the
previous lesson
Do teacher-made drills.
MONDAY
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.
Check answers and let
students defend their
answers.
Do another set of drills
Complete a teacher-made
dialog drill on pronoun-
antecedent rules.
examples
Try to list down at least five
benefits that we get from
these sources of energy.
Ask the following questions:
What do you think will
happen if some of these
energy sources were not
available?
What would you do and how
would you deal with the
problem?
Let the students watch the
video of Man-Evolution and
Pollution .
TUESDAY
Divide the class into two
and share their views about
what was viewed.
Have interactive discussion
on how could students bring
about change in this present
condition.
Let students arrive to the
solutions like Reduce,
Reuse, Recycle.
Ask the students to explain
in their own words
naturalism and realism
Ask students to present
social conditions in our
society at present e.g.
poverty, social injustice, etc.
Divide the class to come up
with their own concept of
Naturalism and Realism
using these social
conditions
WEDNESDAY
Stress out reality and
survival as the main
concepts and have the
groups share to the class
their respective concepts.
Divide the class into 4 small
groups and explain to them
to prepare a plot analysis of
the story they are about to
read. The plot analysis will
be based on the diagram as
shown on page 341.
Relate in the story with
culture, history,
environment, and other
factors.
Divide the students into 10
groups with five members
each. Give them clippings
about environmental and
social conditions of the
country.
Let the students compare
the environmental and
social issues in the past and
the present
Let the students predict
what might happen in the
future given such conditions
THURSDAY FRIDAY
Present points of writing Remedial/Enhancement
news article Reading Schedule/ICL
Write a news article
comparing the
environmental social
conditions of the country in
the past and in the present.
During writing, let students
acknowledge sources used
in their articles.
14
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES 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.
H. Making Generalizations and Summarize the rules of Let them give a short but Let the students give Ask: Remedial/Enhancement
Abstractions about the Lesson pronoun-antecedent. sound generalization about present-day examples of Reading Schedule/ICL
what they have gained from what’s really happening are Why is it important to show
the discussion. related to their observation: respect to intellectual
Ex. Hunger, poverty, justice property rights?
I. Evaluating Learning Conduct a summative test Presentation of views on the Plot analysis on page 341 Writing the comparative
on pronoun-antecedent topic: will serve as evaluation. news article will serve as
rules evaluation
Humans are solely
responsible for the
destruction of the Earth and
there is nothing we could do
to solve the problem. It is
irreversible.
J. Additional Activities for Do the Task 12 on page Research about realism and Do Task 8 on page 343 Evaluation if not completed,
Application or Remediation 331 naturalism in history, of the LM may become an extended
particularly in American activity.
Literature and read in
advance Your Text on
pages 338-341.

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 done to help the students learn?
VI.REFLECTION 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

15
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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

Noted:

MARLYNE S. ASUNCION, PhD

Principal I

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and February 26-March 01, 2024
Time: 7:30-8:30 am Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIe-12: Raise EN10V-IIIf13.9: Give EN10G-IIIe-30: Use EN10LT-IIIe-3: Explain how Remedial/Enhancement
16
 Competencies/Objectives:
Write the LC Code for each
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
questions to clarify issues expanded definitions of word structures of modification a selection may be Reading Schedule/ICL
covered in the material viewed influenced by culture,
EN10LT-IIIe-3: Explain how history, environment, or
a selection may be influenced other factors
by culture, history,
environment, or other factors
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.
HARNESSING NATURE’S POTENTIALS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P303-304 P304-305 P307 P311
P353-354 P354-359 P359-361 P363-367
P353-354 P354-359 P359-361 P363-367
Video clip, laptop, projector, Textbook Textbook, picture/artwork, textbook
copy of the song dictionary
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.
Group the students to Solicit from the students Present a picture or an Ask: Remedial/Enhancement
maximize acquaintances ideas from the words listed artwork (It can be from the Reading Schedule/ICL
and assign a name based on page 355 previous activity or any How do you react to
on the terms stream, grass, picture of your choice) something extraordinary?
music, sun, and mountain
Recall on how words are Let the students describe Tell the students to read the
Let the students view a defined and expanded. what they see. selection on page 363-366
video clip to be downloaded and ask them to take note
from YouTube as indicated on how its conflict is parallel
in the TG page 303 to human’s disposition to
nature
17
 C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Let the students identify
which among the five terms
mentioned above can heal
people from their illness
Formulate 5 questions
pertaining to them
Let the students give the
synonyms of the given
words.
Discuss their answers and
let them use it in sentences
Discuss further the inputs
on structures of modification
specifically about adjectives
and adverbs found on
pages 359-360.
Provide examples per
structure
Remind the class about
everybody’s responsibility of
taking care of the nature.
Let the students mention
some programs and
projects pertaining to the
recovery of damages
natural resources and
sustainable development.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
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
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.
Ask: Have the students read the Give drills in identifying Encourage them to find out Remedial/Enhancement
text. structures of Modification. how they can contribute in Reading Schedule/ICL
Does music literally heal the implementation of these
physical weakness? How? programs.
Set aside the questions and In dyads, let the students Group students by 4. Discuss the answers to the
play the video again and discuss their answers to the questions on Task 11 found
take note of the questions questions found in the LM. Let the students complete on page 366 of the LM.
raised by the speaker the Task 8 table on page
361 of the LM
Complete the table on Task Ask: Choose 3-5 words on the Suggest ways on how
3 page 354 in your LM word list of the Table found humans can possibly
How can you relate to the on Task 8 and use them in resolve its conflict with
story to your everyday creating a dialogue. nature.
experience?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
H. Making Generalizations and Ask: Remedial/Enhancement
Abstractions about the Lesson What have you realized in What have you learned in Remind the class about the Reading Schedule/ICL
the activity? What event in the story do the activity? significance of the
you find most significant? government’s programs and
projects
I. Evaluating Learning Complete the table on Task Group activity: Presenting a dialogue Complete the table of Task
3 page 354 in your LM 12 on page 366.
Do Task 6 on page 358
J. Additional Activities for Read in advance The Voice Task 6 will be considered as Group activity: Evaluation will be an
18
 Application or Remediation of the Mountain on pages
355-358
an extended activity.
Outputs will be posted on
the class wall depending on
what was agreed by the
class.
extended activity since
Do Task 10 on page 362 of students need to research
the LM. about the government
programs and projects

V. REMARK

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?
VI.REFLECTION 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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I
19
 Noted:

MARLYNE S. ASUNCION, PhD

Principal I

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and March 04-08, 2024
Time: 7:30-8:30 am Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10RC-IIIf-2.18: Personal EN10V-IIIf13.9: Give EN10LT-IIIf-3: Explain how EN10LT-IIIg20: Evaluate Remedial/Enhancement
Competencies/Objectives: significance of the selection to expanded definitions of words a selection may be literature as a source of Reading Schedule/ICL
Write the LC Code for each the reader (reader response) influenced by culture, wisdom in expressing and
history, environment, or resolving conflicts between
other factors individuals or groups and
nature
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.

20
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
C. Presenting Examples/Instances of
the Lesson
BEING ONE WITH NATURE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P317-319 P321-322 P322-324 P326
P373-374 P375-376 P376-380 P382
P373-374 P375-376 P376-380 P382
Music video of There You Textbook Textbook textbook
Will Be by Faith Hill
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 write on a Recall ways of expanding Present the background of Call volunteers to share Remedial/Enhancement
piece of paper what they the meaning of a word the author of the selection their output from the Reading Schedule/ICL
want to become The Last Leaf previous activity.
Have the students present Present the 3 ways of
their output to the class expanding a definition into a What symbolizes your life? Tell the students that as a
paragraph proof of their desire to
change for the better, they
are to draft a letter of intent
to their adviser pertaining to
their involvement in their
efforts to resolve conflict in
the school brought about by
natural calamity.
Watch the music video of Discuss the 3 ways of Let the students read and Let the students read the
“There You’ll Be by faith Hill expanding a definition into a discover the interesting twist example on page 382-383
paragraph in the story. of the LM
21
 D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
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
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Ask: Provide additional examples Process the reading text Review the parts of a letter
in expanding a definition based on the questions no.
What did you feel after into a paragraph 1-3 on page 380 in the LM
hearing the song?
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 fill-out the Pair work: Process the reading text Discuss how each part of Remedial/Enhancement
though balloons on page based on the questions no. the letter was written in the Reading Schedule/ICL
374 and select students to Let the students skim the 4-6 on page 380 in the LM example given in the book
share their answers to the selection and fill-out in the
class table with the data needed
on page376 of the LM
On a piece of bond paper, Discuss the students Complete the diagram of Draft the letter they are to
draw the symbolic icon of answers and let them Task 6 on page 381 of the write
your inspiration. Explain n 3 explain it. LM.
sentences your output.
Write them below your
drawing.
Relate the message of the Cite an instance where we Ask: Why do we need to take
song to an experience can make use of expanding part in resolving conflicts
meaning a definition into a How did the story helped with nature?
paragraph you realize the complexity
and complication of life and
its connectivity with nature?
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.
Remedial/Enhancement
What message can we get What significant learnings Complete the phrases given What is our role in resolving Reading Schedule/ICL
from the song? did you get out of the in the LM in Task 7A page conflicts with nature?
activity? 381.
Developing Mastery activity Completion of the table on Completion of Task 6 will Written letter will serve as
will serve as evaluation. page 376 will serve as serve as evaluation evaluation
evaluation
22
 Application or Remediation If the activity is not If the activity is not If the activity is not Encode the letter.
completed, let the students completed, let the students completed, let the students
finish it at home. finish it at home. finish it at home.

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 done to help the students learn?
VI.REFLECTION 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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

23
 Noted:

MARLYNE S. ASUNCION, PhD

Principal I

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and March 11-15, 2024
Time: 7:30-8:30 am Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10V-IIIg13.9: Give EN10LT-IIIg20: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Competencies/Objectives: expanded definitions of words literature as a source of the information contained in the information contained in Reading Schedule/ICL
Write the LC Code for each wisdom in expressing and the material viewed in terms the material viewed in terms
resolving conflicts between of accuracy and of accuracy and
individuals or groups and effectiveness effectiveness
nature
EN10WC-IIIg14: Compose EN10WC-IIIg14: Compose
an independent critique of a an independent critique of a
chosen selection chosen selection
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
BEING ONE WITH NATURE

24
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. 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
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
P327-328 P330 P331 P331
P383-384 P385-388 P389-393 P389-393
P383-384 P385-388 P389-393 P389-393
Textbook, teacher-made Textbook Textbook Textbook
worksheets
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.
Ask the students to fill-in the Give the background of the Watch a video about the Give a feedback on the Remedial/Enhancement
grid Task 8 on page 384 of author keynote speech/es of speech critiquing done in Reading Schedule/ICL
the LM with what is asked in famous personalities (ex. the previous lesson
each column Speech of Duterte,
Robredo, etc.)
Discuss the student’s Ask: Present points on how to Present difficulties in
answers critique a speech critiquing a speech
What would it be like to live
in a space colony?
Present the structures of Instruct students to read the Give an example of a Share to the class group
modification as they vary in given text silently. critique speech practices on how they
nature and function manage to critique the
speech
Provide examples and Have the students complete Discuss with the students Guide again the students in
discuss the phrases on Task 10 of how the sample critique how to critique a speech
page 388 in your LM. speech is being done.
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
25

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
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.
Add adjective, adverb, or
qualifier to intensify the
meaning of the given words
Let them answer the rest if
the given words found in the
LM on page 384
When can we make use of
the knowledge of expanding
meaning of words?
Discuss their answers
Let the students expound
their answers
What are the consequences
of today’s technological
advances if nature is not
being sustained and
protected?
Provide the students with a
transcript of the viewed
speech and let them
compare the speech and
the delivery.
In a group, let the students
critique the given speech.
What are the strong points
of the speech delivered by
the personality in the video?
Provide the students with a Remedial/Enhancement
transcript of the viewed Reading Schedule/ICL
speech and let them
compare the speech and
the delivery.
In a group, let the students
critique the given speech.
What are the strong points
of the speech delivered by
the personality in the video?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Why is it important to Share insights on the What have you learned from What have you learned from Reading Schedule/ICL
expand meaning of words? significance of nature, the the activity? the activity?
circumstances that pose
likelihood of other living
things to human being.
I. Evaluating Learning
Task 8 will serve as Draw or present a picture of Output on the speech Output on the speech
evaluation the possible consequences critiquing will be the critiquing will be the
if the environment is being evaluation evaluation
neglected or abused.
J. Additional Activities for Use the given words in Task If activity is not completed Make the task an extended Make the task an extended
Application or Remediation 9A on page 384 of your LM give it as an extended activity for the class. activity for the class.
in a sentence activity.

V. REMARKS

VI.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.
26
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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

Noted:

MARLYNE S. ASUNCION, PhD

Principal I

27
 School: Atainan-Caranglaan Integrated School Grade Level: 10
GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 18-22, 2024 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Competencies/Objectives: the information contained in the information contained in the information contained in Reading Schedule/ICL
Write the LC Code for each the material viewed in terms the material viewed in terms the material viewed in terms
of accuracy and of accuracy and of accuracy and
effectiveness effectiveness effectiveness
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
BEING ONE WITH NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P331 P331 P331

2. Learner’s Materials Pages P389-393 P389-393 P389-393

3. Textbook Pages P389-393 P389-393 P389-393
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Textbook Textbook Textbook

28

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
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.
Give a feedback on the Give a feedback on the Give a feedback on the Give a feedback on the Remedial/Enhancement
speech critiquing done in speech critiquing done in speech critiquing done in speech critiquing done in Reading Schedule/ICL
the previous lesson the previous lesson the previous lesson the previous lesson
Present difficulties in Present difficulties in Present difficulties in Present difficulties in
critiquing a speech critiquing a speech critiquing a speech critiquing a speech

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech
Share to the class group
practices on how they
manage to critique the
speech
Guide again the students in
how to critique a speech

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
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.
Provide the students with a Provide the students with a Provide the students with a Provide the students with a Remedial/Enhancement
transcript of the viewed transcript of the viewed transcript of the viewed transcript of the viewed Reading Schedule/ICL
speech and let them speech and let them speech and let them speech and let them
compare the speech and compare the speech and compare the speech and compare the speech and
the delivery. the delivery. the delivery. the delivery.
In a group, let the students In a group, let the students In a group, let the students In a group, let the students
critique the given speech. critique the given speech. critique the given speech. critique the given speech.

G. Finding Practical Applications of What are the strong points What are the strong points What are the strong points What are the strong points
Concepts and Skills in Daily Living of the speech delivered by of the speech delivered by of the speech delivered by of the speech delivered by
the personality in the video? the personality in the video? the personality in the video? the personality in the video?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson What have you learned from What have you learned from What have you learned from What have you learned from Reading Schedule/ICL
the activity? the activity? the activity? the activity?
I. Evaluating Learning
Output on the speech Output on the speech Output on the speech Output on the speech
29
 critiquing will be the critiquing will be the critiquing will be the critiquing will be the
evaluation evaluation evaluation evaluation
J. Additional Activities for Make the task an extended Make the task an extended Make the task an extended Make the task an extended
Application or Remediation activity for the class. activity for the class. activity for the class. activity for the class.

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 done to help the students learn?
VI.REFLECTION 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:

KRIS PAULINE C. TERRADO

Subject Teacher/ Teacher I

Noted:
30
 MARLYNE S. ASUNCION, PhD
Principal I

School: Atainan-Caranglaan Integrated School Grade Level: 10

GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
Objectives must be meet 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 sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10OL-IIIi1.10: Deliver EN10LC-IIIf-3.13: React to EN10VC-IIIf-23: Share EN10LT-IIIf-3: Explain how Remedial/Enhancement
special speeches like toast the falsity or soundness of viewpoints based on the a selection may be Reading Schedule/ICL
and roast speeches, an argument ideas presented in the influenced by culture,
tributes, welcome and materials viewed history, environment, or
closing remarks, speeches other factors
to introduce guest
speakers/resource persons
etc. effectively in varied
speech situations
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.
BEING ONE WITH NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P284-285 P290 P292

2. Learner’s Materials Pages P335-336 P338-341 P342-343

31
 3. Textbook Pages P335-336 P338-341 P342-343

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Textbook, pictures textbook textbook

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
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.
Ask students about their Present pictures of Show a picture similar to Review the selection read. Remedial/Enhancement
Christmas Break Nutritional Information or that of page 337 Reading Schedule/ICL
Health Facts of different
products
Let the students highlight Ask the students on what Let the students recall some Tell the students on what
one significant experience ingredients are present in ideas associated with the they are supposed to do for
during the break these products. picture shown the day

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Let students share about
their most significant
experience
Ask:
What are other things that
you would want to
experience in life?
Let the students analyze
which of the ingredients can
cause or cure illness?
Show students pictures of
alternative sources of
energy from nature
Present or draw a graphic
organizer of a fire as shown
in the LM on page 342
Let the students read the
story and observe
similarities to both the story
and the picture inside the
fire and contrasting ideas on
the logs.
Ask students to form five
groups and do the assigned
tasks on Task 7 page 342 of
the LM.
Discuss and relate the
social conditions during the
time to how the story was
written.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
E. Discussing New Concepts and In dyad, let the students Let them list down benefits Let the students read silently Let the students discuss Remedial/Enhancement
Practicing New Skills #2 share their future plans or they can get out of these their presentation Reading Schedule/ICL
their goals in life for the new energy
year.

F. Developing Mastery Instruct the students to Process students answers Ask the students write the Prepare and practice for the
32
 (Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. 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
make an individual Bucket ideas common to both the presentation
List for the year. story and the picture inside
the fire and the contrasting
ideas on the logs.
Let the students give
What do you think will present-day happening are Process the presentation.
Why do we need to have happen if some of these related to their observation
plans in life? sources were not available?
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.
Remedial/Enhancement
What have you learned in What would you do and how Ask the students to Let the students share their Reading Schedule/ICL
class? would you deal with the generalize of what they realizations of the lesson.
problem have learned, highlighting
the factors that could have
affected these events.
Let students share their Let them give a statement Present the group
bucket list to the class or two expressing their Graphic organizer will serve presentation
thanksgiving to nature for all as evaluation
its benefits.
If the activity is not
Group students ahead of completed, do it the
time and let them prepare following day.
for Task 7 on page 342-343.
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.
33
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?

34
 School: Atainan-Caranglaan Integrated School Grade Level: 10
GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10SS-IIIf1.6.3: EN10SS-IIIf1.6.3: EN10G-IIIg-30: Use EN10G-IIIg-30: Use Remedial/Enhancement
Competencies/Objectives: Acknowledge sources by Acknowledge sources by structures of modification structures of modification Reading Schedule/ICL
Write the LC Code for each preparing a bibliography preparing a bibliography
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
BEING ONE WITH NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P293 P293 P294-295 P294-295

2. Learner’s Materials Pages P343-345 P343-345 P345-348 P345-348

3. Textbook Pages P343-345 P343-345 P345-348 P345-348

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Textbook, handout, Textbook, handout, Textbook, worksheets Textbook, worksheets
worksheet worksheet

IV.PROCEDURES 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
35

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV. PROCEDURES
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
IV. PROCEDURES
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.
Recall lesson on citing Recall lesson on citing Present a word and ask Review the past lesson on Remedial/Enhancement
sources sources students to give other words structures of modification Reading Schedule/ICL
that could describe / modify
it until you come up with a
complete sentence.
Let the students prepare a Let the students prepare a Provide at least 5 simple Provide another example
simple bibliography for the simple bibliography for the examples.
given references found on given references found on
page 345 page 345
Let them differentiate a Let them differentiate a Give the different types of Let students answer the
reference list and a reference list and a modifications through exercises.
bibliography. bibliography. examples and practice
board exercises.
Review the guidelines in Review the guidelines in Let them go back to the text Check the exercises
preparing a bibliography preparing a bibliography and identify sentences that answered
contain structures of
modifications
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.
Provide exercises on Provide exercises on Ask them to give their own Provide more drills Remedial/Enhancement
making bibliography making bibliography examples using simple Reading Schedule/ICL
words and expanding it to
form sentences
Group the students and Group the students and Group Activity: Give individual drills
have them arrange a list of have them arrange a list of
references to be placed in a references to be placed in a Do Task 11 of page 348 in
bibliography bibliography your LM
Why do we need to Why do we need to When can we make use When can we make use
acknowledge sources? acknowledge sources? of the different structures of the different structures
of modifications? of modifications?
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.
36
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
What is the purpose of
Bibliography?
Group activity will serve as
evaluation.
Give students additional
exercises on making a
bibliography
What is the purpose of
Bibliography?
Group activity will serve as
evaluation.
Study in advance structures
of modification on
pages345-347 in the LM
What is the importance of
the different structures of
modifications?
Group activity will serve as
evaluation.
Give additional drills
Remedial/Enhancement
What is the importance of Reading Schedule/ICL
the different structures of
modifications?
Individual drill will serve as
evaluation.
Give additional drills

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 done to help the students learn?
VI.REFLECTION 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?

37
 School: Atainan-Caranglaan Integrated School Grade Level: 10
GRADES 1 to 12
Teacher: Kris Pauline C. Terrado Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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 sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
EN10VC-IIIh-28: Disclose EN10OL-IIIh3.11: Produce EN10OL-IIIh3.11: Produce Remedial/Enhancement
the personal significance of the sounds of English the sounds of English What have you learned from Reading Schedule/ICL
a material viewed correctly and effectively correctly and effectively the activity?

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

BEING ONE WITH NATURE

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P332 P332 P332 P332

2. Learner’s Materials Pages P394-395 P394-395 P394-395 P394-395

3. Textbook Pages P394-395 P394-395 P394-395 P394-395

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Textbook, videoclip Textbook, videoclip Textbook, videoclip Textbook, videoclip

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

38

A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
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.
Present a short Review on the points in Review on the points in Review on the points in Remedial/Enhancement
documentary video clip conducting a symposium conducting a symposium conducting a symposium Reading Schedule/ICL
about Mother Nature to the
students
Elicit from the students Follow up the class on how Follow up the class on how Follow up the class on how
views about what they have are they in preparation of are they in preparation of are they in preparation of
seen the symposium the symposium the symposium

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Ask:
How does the documentary
presented?
Present to the class the
mechanics of a symposium
Let the students share on
their progress of the
symposium preparations
Let the students meet their
group and prepare for the
symposium
Let the students present
their symposium
Let the students meet their
group and prepare for the
symposium
Let the students present
their symposium
Let the students meet their
group and prepare for the
symposium

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
E. Discussing New Concepts and Discuss how to plan and Let students discuss their Let students discuss their Let students discuss their Remedial/Enhancement
Practicing New Skills #2 organize a symposium symposium with their symposium with their symposium with their Reading Schedule/ICL
classmates classmates classmates
F. Developing Mastery Divide the class into groups Practice the presentations Present their symposium Present their symposium
(Leads to Formative Assessment 3) and then give each topics to for the symposium
be discussed in a mini
symposium
G. Finding Practical Applications of When do we usually When do we usually When do we usually When do we usually
Concepts and Skills in Daily Living make use of a make use of a make use of a make use of a
symposium? symposium? symposium? symposium?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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.
H. Making Generalizations and Let students discuss their Remedial/Enhancement
Abstractions about the Lesson What are the significant What are the significant What are the significant symposium with their Reading Schedule/ICL
learnings you get from the learnings you get from the learnings you get from the classmates
lesson lesson lesson
I. Evaluating Learning Draft of the mini-symposium Practice the presentations Practice the presentations Present their symposium

39
 script by group will be the for the symposium for the symposium
evaluation
J. Additional Activities for Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
Application or Remediation and presentation for the and presentation for the and presentation for the make use of a
symposium. symposium symposium symposium?

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 done to help the students learn?
VI.REFLECTION 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?

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