School QUEZON NATIONAL HIGH SCHOOL Grade Level 10

DAILY Teacher MARY PAPEN Learning Area ENGLISH

LESSON LOG Teaching Dates and Time JULY 19, 2019, 8:30-9:20 AM Quarter FIRST

A. PROGRAM STANDARD The learner demonstrates communicative competence (ANNOTATIONS) REMARKS/COMMENTS

through his/ her understanding of literature and other -PPST INDICATORS/ KRA
texts types for a deeper appreciation of Philippine OBJECTIVES/RUBRIC INDICATORS
Culture and those of other countries. TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
(For TI-TII-TIII)
B. Content Standards
Comment/s____ The learner demonstrates understanding of how world INDICATORS
______________ literature and other text types serve as ways of
______________ expressing and resolving personal conflicts, also how to 4
______________ use strategies in linking textual information, repairing, 5
______________ enhancing communication public speaking, emphasis
______________ markers in persuasive texts, different forms of modals,
______________
6
reflexive and intensive pronouns.
_______
7

C. Performance Standards The learner composes a short but powerful persuasive

text using a variety of persuasive techniques and devices.
D. Learning Competencies/ a. EN10LC-Ia-11.1: Get information that PPST MODULE 7
Objectives can be used in everyday life. KRA 3, OBJ. # 7
INDICATORS
Comment/s____
(Write the LC code for each.) b. EN10LC-IIf-13.2: Employ analytical MT I-IV RUBRIC, INDICATOR 5
______________ -Plans, manages and implements
listening in problem solving regarding 4
______________ developmentally sequenced
R.A. 10627
______________ teaching and learning processes to 5
______________ meet curriculum requirements
______________ through various contexts. 6
______________ MOV--- Knowledge, skill and attitude
_______ or KSA is applied in lesson planning
objectives in order to meet 7
curriculum requirements based on
the Curriculum Guide/CG. Parts of
the DLP are based on the PPST
Modules.
II. CONTENT/TOPIC Summarizing an Information From a Text Heard

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English CG for Grade 10 page TG 2-19
2. Learner’s Materials pages LM 20-24, 27-30
3. Textbook pages Essential English Work text 6 pages 356
Essential English Teacher’s Resource Material 6 pages
254-255
4. Additional Materials from Celebrating Diversity through World Literature: English
Learning Resource (LR) portal Learner’s Material,
First Edition 2015.,pgs., LM 20-24, 27-30
B. Other Learning Resources Philippine Law Anti-Bullying Act.mp4..\..\..\..\PANANAKSAK NG ISANG PPST MODULE 9
ESTUDYANTE SA BATO NATIONAL HIGH SCHOOL NAKUNAN NG VIDEO KRA 3, OBJ. # 9
Comment/s____ (1).mp4 INDICATORS
-Selects, develops, organizes and
______________ uses appropriate teaching and
______________
Materials: Pictures, Visual Aids, Laptop, Projector, Speaker, 4
and DLP, Video Clip, Teacher-Made Visual. learning resources, including ICT, to
______________
address learning goals. 5
______________
MOV---The difficult words and their
______________
______________
meanings, pictures, video and 6
selections are presented clearly
_______
through power point presentation.
MOV---Realia and printed materials 7
like activity cards are given on clear
sheets of cartolina and meta cards
for the pupils to see and read clearly.
IV. PROCEDURES
A. Reviewing previous lesson or Task 10: DIGGING DEEPER (By group) Each question is PPST MODULE 5
Comment/s____
presenting the new lesson equivalent for 5 chips and 5 points. KRA 2, OBJ. # 5 INDICATORS
______________ Group leaders please assign your scorer. MT I-IV RUBRIC, INDICATOR 4
______________
4
-Manages learner behaviour
______________ Group 1 representative will be scorer of G2 constructively by applying positive 5
______________ Group 2 representative will be scorer of G3 and non-violent discipline to ensure
______________ Group 3 representative will be scorer of G1 learning-focused environment.
______________
6
MOV---To avoid and prevent
_______
 misbehaviour, house rules/
Are you ready? standards/guidelines are set before
the class starts or before doing an
7
1. If you had access to building resources and materials,
activity.
how would you design a flying machine to help you
escape from the island prison of Crete? PPST MODULE 2
MT I-IV RUBRIC, INDICATOR 2
Comment/s____ -Applies a range of teaching INDICATORS
______________ strategies that enhance learner
*Review: What is an Informational Text? 4
______________ achievement in literacy and
-Show through power point presentation.
______________ numeracy skills. 5
______________ MOV---Literacy in giving and
*Unlocking of Difficulties:
______________ understanding the meaning of words
--What is a summary? 6
______________ is shown during the Unlocking of
(Power Point Presentation)
_______ Difficulties.
*Identify the meaning of the underlined words from the 7
choices given:
1. The country’s climate is ideal for growing grapes.
2. An ecosystem is comprised of all the non-living
elements and living species in a specific local
environment.
PPST Module1
3. Corn production is a large part of the agricultural
KRA 1, OBJ. # 1
industry in Cebu.
MT I-IV RUBRIC, INDICATOR 1
4. The flowers depend on bees for pollination.
Comment/s____ -Applies knowledge of content INDICATORS
5. Irrigation provides water to plants.
______________ within and across curriculum
______________ teaching areas. 4
-the watering of land by artificial means to foster
______________
plant growth and production.
MOV---Science context is integrated 5
______________ in the Unlocking of Difficulties.
-the transfer of pollen from a male part of a plant
______________
______________
to a female part of a plant 6
_______
-the process of making or growing something for
sale or use
-the complex of a community of organisms and its
7
environment functioning as an ecological unit
-the usual weather conditions in a particular
place or region
B. Establishing a purpose for the *Ask: Who has a farm? Have you visited a farm? What PPST Module1
lesson/Motivation/Motive Questions can you see in the farm? KRA 1, OBJ. # 1
 MT I-IV RUBRIC, INDICATOR 1

*Show a video clip entitled, “A Visit To The Farm”. -Applies knowledge of content
https://www.youtube.com/watch?v=yIVufl8FN0E within and across curriculum INDICATORS
Comment/s____
teaching areas.
______________
I have here a video clip showing how a good climate MOV--- Contextualization, 4
______________
contributes to healthy production of animals and plants localization, gender fair and 5
______________
______________
in the farm. Take note of the key points so we can give a integrations across learning areas
______________
summary at the end. like Science and Araling Panlipunan
and within learning area like 6
______________
_______ Ask: What do you see in the video? predicting outcomes are observable.
Are the animals and plants healthy? Why? 7
Why is it important to have healthy plants and
animals? PPST MODULE 3
KRA 1, OBJ. # 3
Do you think there are enough food for the MT I-IV RUBRIC, INDICATOR 2
farmer’s family? Why? -Applies a range of teaching
strategies to develop critical and
Comment/s____ Do they need to buy food from the market? Why? creative thinking, as well as higher- INDICATORS
______________ order thinking skills.
______________ Who can save more money, the one with a farm or MOV---The questions presented are 4
______________ the one without a farm? Why? arranged from lower level to higher 5
______________ level thinking skills. Pupils are
______________ What food do you think is healthier to eat, the one challenge to think creatively.
______________ you grow or the one you buy from the market? Why? 6
_______
What do you think is the climate of the place? Is it 7
hot/dry or rainy/wet? Too hot/too rainy? Or just
moderate?

What do you think will happen to the farmer’s farm

if the climate is not favourable for his plants and
animals?

What will happen to his farm if the climate is too

hot or too wet?
 What is the video about? Who will try to give the
summary of the video?
C. Presenting examples/instances of the *Show a picture of a farm destroyed by a drought or a PPST Module1
new lesson storm. KRA 1, OBJ. # 1
Comment/s____ INDICATORS
MT I-IV RUBRIC, INDICATOR 1
______________ -Applies knowledge of content
______________
4
within and across curriculum
______________
teaching areas. 5
______________
MOV--- Contextualization,
______________
______________
localization, gender fair and 6
integrations across learning areas
_______
like Science and Araling Panlipunan
and within learning area like 7
predicting outcomes are observable.

Ask:
-What will happen to the plants and animals in a
long dry season or El Niño? What will happen to the
plants and animals in a long rainy season or La Niña?

-What could be the solution of this kind of

problem?
-In what way does the government help in coping
with this kind of climate? Are there government
programs and projects that provide answers and
solutions to these problems?

-Why is there a need to prevent climate change?

Why do all living things need to adopt to climate change?

-What title can you give to these pictures?

-Giving the title is one way of summarizing the

main idea of the information given.
*Present pictures of climate change in slides.
Ask: How does climate change affect plants? Animals?
People? Food production? On availability of water?
Health?
 Ask: How will you summarize the information given
through these pictures? Can you give a title to these
pictures or a sentence?
D. Discussing new concepts and *Presenting the informational text through power PPST Module1
practicing new skills #1 point. KRA 1, OBJ. # 1
Comment/s____ INDICATORS
*We have tried giving summaries to information through MT I-IV RUBRIC, INDICATOR 1
______________ pictures and videos; now let us go to the main lesson -Applies knowledge of content
______________
4
which is giving a summary to the informational text within and across curriculum
______________
heard. teaching areas. 5
______________
*Listen carefully, I will read to you an informational text MOV---Science concept like climate
______________
______________
about climate change. Be ready to give the summary of change and noting details are 6
the text. integrated.
_______
7
Climate includes patterns of temperature, precipitation,
humidity, wind, and seasons.
Climate change affects more than just a change in the
weather; it refers to seasonal changes over a long period
of time. These climate patterns play a fundamental role
in shaping natural ecosystems, and the human PPST MODULE 3
economies and cultures that depend on them. Because KRA 1, OBJ. # 3
so many systems are tied to climate, a change in climate MT I-IV RUBRIC, INDICATOR 2
Comment/s____ INDICATORS
can affect many related aspects of where and how -Applies a range of teaching
______________ people, plants and animals live, such as food production, strategies to develop critical and
______________
4
availability and use of water, and health risks. For creative thinking, as well as higher-
______________
example, a change in the usual timing of rains or order thinking skills. 5
______________
temperatures can affect when plants bloom and set fruit, MOV---The questions presented to
______________
______________
when insects hatch or when streams are at their fullest. check pupils’ comprehension are 6
This can affect historically synchronized pollination of arranged from lower level to higher
_______
crops, food for migrating birds, spawning of fish, water level thinking skills.
supplies for drinking and irrigation, forest health and 7
 more.

*Noting the significant details of the informational

text .
*Giving the summary of the selection heard.

1. What is the selection about?

2. In your own words, what is climate change?
3. Base on the information given, what are the
effects of climate change?
4. How does climate change affect plants? people?
Animals? Food production? Health?
5. How can you as an individual adopt to climate
change?
6. Why does climate change happen?
7. How are we, people including all living things
survive from climate change?
8. What can you do as individual to control climate
change?
9. What is the summary of the selection?

E. Discussing new concepts and *Independent Practice: PPST Module1

practicing new skills #2 KRA 1, OBJ. # 1
Comment/s____ *Listen to your teacher as he/she reads the following MT I-IV RUBRIC, INDICATOR 1 INDICATORS
______________ passage and then answer the question. -Applies knowledge of content
______________
4
within and across curriculum
______________ *Special Reminders: teaching areas. 5
______________ Be polite by listening attentively to the teacher MOV---Values like taking care of pets
______________ during the independent practice. such as cats and ants as hard
______________
6
workers are integrated in the
_______ *Cats are affectionate, cuddly, and independent. Unlike selections given.
dogs, cats can stay on their own if you go away 7
overnight. They do not need to be walked, and can
monitor their own food so they don’t overeat. Also, cats
do not bark, so your neighbors won’t have any noise to
complain about. If someone wants to have a pet, a cat is
a great choice!
 Ask: Do you have pets at home? Do you take care of
your pets? Why?

The Summary of this passage is:

A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.

*Julie watched the ants as they carried small crumbs

down the trail to the anthill. She thinks ants are very
hard working and industrious little creatures. They
always seemed busy, and you never saw an ant just
laying around doing nothing. They were carrying food,
building tunnels, or defending the anthill. One thing you
could say about ants is that they sure aren't lazy.

Ask: How will you describe of the ants? Do you like the
ants? Why?

The Summary of this passage is:

A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

F. Developing mastery (leads to Guided Practice PPST Module1 INDICATORS

Comment/s____
Formative Assessment 3) Pair Share: KRA 1, OBJ. # 1
______________
(Give activity sheets for each partner for them to MT I-IV RUBRIC, INDICATOR 1 4
______________
______________ read and answer.) -Applies knowledge of content 5
______________ Listen to your partner as he/she reads the within and across curriculum
informational text and then answer the question. teaching areas.
______________ 6
______________ MOV---Values integration like
_______ Special Reminders: generosity and being safe in
Be polite by listening attentively with each other following directions are integrated in 7
during the pair share activity. the context of the selections given.
 1. Many people buy lottery tickets, but not many
win. Even fewer give away their prize. Paul Dela
Cruz, a fast food assistant manager, won Ph
5,000,000.00 in the state lottery and decided to
give the money to a charity that adopts
homeless and abandoned children. The charity
director could not believe Paul’s generosity. Paul
didn’t think it was any big deal. “The kids need it
more than I do,” he said.

The Summary of this passage is:

A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number

2. Lester was lost. He didn’t know where he was, or

how to get where he was going. He had left the
directions at home and he didn’t have a map.
Now, he was in a strange neighborhood and he
was confused. If he could find a familiar
landmark, he might figure things out.

The Summary of this passage is:

A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party

*Checking of answers:
*There are 18 pairs,
in passage # 1, how many answered letter A? B? C?
D?
-the correct answer is letter C
in passage # 2, how many answered letter A? B? C?
D?
-the correct answer is letter B
G. Finding practical applications of *Differentiated Activity in four groups with 9 to 10 PPST MODULE 5
concepts and skills in daily living members, each group will have a leader. KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
Comment/s____ INDICATORS
House Rules/Standards/Guidelines: -Manages learner behaviour
______________ (Follow the mnemonic/memory device.) constructively by applying positive
______________
4
G- Give thoughtful feedback and non-violent discipline to ensure
______________
R- Respect others & their thoughts learning-focused environment. 5
______________
O- On task all the time MOV---To minimize and prevent
______________
______________
U- Use soft voices misbehaviour, house rules/ 6
P- Participate actively standards/guidelines are set before
_______
S- Stay with your group doing the activity.
MOV---Learners are given positive 7
Rubrics in Participation/Group Activities: feedback after each group sharing.
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the PPST MODULE 6
task, participate actively, do great help to KRA 2, OBJ. # 6
the -Uses differentiated,
group developmentally appropriate
4 -Shows eagerness and cooperation to do learning experiences to address INDICATORS
Comment/s____
the learners’ gender, needs, strengths,
______________
______________
task, good followers only interests and experiences. 4
3 -Participated but late, with teacher’s MOV---The learners are given
______________
supervision differentiated activities according to
5
______________
______________ 2 -Activity was done but does not show their strengths and interests.
______________ eagerness MOV---By applying differentiated 6
_______ to participate or cooperate activities with rubrics, learners are
1 -No interest in participating the ensured of their active participation.
7
activities

Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other
during group activity.
2. Group planning and sharing is 10 minutes only
while group presentation is 2 minutes or less.

Group 1-Read the selection, then decide among

members what to DRAW to show the summary of the
informational text given. Use the materials provided in
the activity. Publish when done and explain your
presentation.

Group 2- Read the selection, then decide among

members what actions to PLAY to show the summary of
the informational text given.

Group 3- Read the selection, then decide among

members what TITLE can best summarize the
informational text given. Write the title in manuscript
form observing correct capitalization on the meta cards
provided, and then publish.

Group 4- Read the selection, then decide among

members what SENTENCE can best summarize the
informational text read. Write it on a correct cursive
writing on the meta cards provided, and then publish.

*It started when they got to the bears. Peter felt tired
and his stomach hurt. He dragged himself over to see the
elephants, which were eating from a stack of hay.
Normally, the elephants were his favorite. Without much
interest, Peter followed his classmates to the camels,
which were busy swatting flies with their tails. Peter
knew he should be having fun at the zoo, but he just felt
terrible and all he wanted to do was lie down and rest.
Even the lions and tigers did not interest him now.

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to
the group
4 -Shows eagerness and cooperation to do
the task, good followers only
2 -Participated but late, with teacher’s
supervision
3 -Activity was done but does not show
 eagerness
to participate or cooperate
1 -No interest in participating the
activities

Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they

are presented.)

H. Making generalizations and Ask: PPST MODULE 10

abstractions about the lesson 1. What is a summary? KRA 4, OBJ. 10
Comment/s____ 2. How do we summarize an informational text Designs, selects, organizes and uses INDICATORS
______________ heard? diagnostic, formative and summative
______________
4
3. Did you follow the given house rules when assessment strategies consistent
______________ performing the task given to you? with curriculum requirements. 5
______________ 4. Did you show politeness by listening attentively MOV—Formative questions are
______________ with your partner and your teacher during the raised to learners to diagnose how
______________
6
individual activity, pair share activity and group far they have learned or if the
_______ activity? Why is politeness important? objectives of the lesson are carried.
7

I. Evaluating learning Evaluation: PPST MODULE 10

Comment/s____ Direction: Listen to your teacher as he/she reads the KRA 4, OBJ. 10 INDICATORS
______________ following passage and then answer the question. -Designs, selects, organizes and uses
______________
4
diagnostic, formative and summative
______________ Tomorrow is Jill's birthday. She is excited because she assessment strategies consistent 5
______________ gets to pick where she will eat dinner. Will it be Mexican with curriculum requirements.
______________ food at the Big Enchilada House? Or will it be fried MOV---The use of formative
______________
6
chicken at the Chicken Shack, or a big cheeseburger at assessment consistent with
_______ Al's Hamburger Palace. She just couldn't decide. Then curriculum requirements is followed
there was always the Pizza Shop with that great in order to interpret the result of the 7
pepperoni pizza. How would she ever decide? Maybe she learners’ progress.
would just flip a coin.
 1. The Summary of this passage is:
A. Jill has many restaurants to choose from for her
birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town. PPST MODULE 11
D. Jill will choose a place by flipping a coin KRA 4, OBJ. 11
Monitors and evaluates learners’
Comment/s____ INDICATORS
For the walls, Jenny thought she would use a bright progress and achievement using
______________ yellow paint. She would pick a border that had mostly learners’ attainment data.
______________
4
bright red and green colors, and maybe a little bit of MOV—Results of evaluation are
______________
blue. She already had found some curtains that were sky monitored and reflected on the 5
______________
blue with streaks of red, blue and yellow that she Learners’ Data in order to support
______________
______________
thought would go great with the walls. And finally, she and assess learners’ progress and 6
had picked a carpet that was mostly blue with specks of achievement.
_______
red and yellow. Jenny couldn't wait till she was done
decorating her room. It was really going to look 7
awesome.

2. The Summary of this passage is:

A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to
decorate her room.
D. Yellow is a good color to paint your walls.

Right now Jason was playing right field. He really wanted

to play third base. Earlier this year, coach had put him in
left field and second base in a game, but never at third
base. Once in practice, coach let him play third base, but
he kept missing ground balls. When he did stop one, he
made a bad throw to first base. Maybe if he kept
practicing, Jason would be good enough to play third
base. That was his dream.

3. The Summary of this passage is:

A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
 D. Jason was too lazy to practice.

The first book Chris read in fifth grade was about a lost
kitten. Then he read a book about a family of bears, and
then he read about a wild kangaroo in Australia. It seems
every book Chris reads is about animals. Last week he
found a good book about snakes and reptiles, and
another book about elephants. Today Chris went to the
library, and he checked out a book about dolphins,
whales and other animals that live in the sea.

4. The Summary of this passage is:

A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.

*Checking of answer sheets, monitoring the scores and

submission of papers for recording is done right away
after the test to interpret the result of the learners’
progress.
J. Additional activities for application or Assignment:
remediation Look for a passage and then write your own summary of
it in a sheet of paper. Be able to share/read the passage
and the summary in class tomorrow.
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
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Modified by:

AVEGAIL A. CONSTANTINO
Master Teacher 1

Adopted from: EVA M. CORVERA, MT2.Maya ES.Daanbantayan II Cebu Province