SCHOOL GRADE LEVEL 10

DAILY LESSON LOG TEACHER LEARNING AREA ENGLISH

(GRADE LEVEL: 10) TEACHING DATES & TIME QUARTER I-Week 1

Session No. SESSION 1 SESSION 2 SESSION 3 SESSION 4

Date:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also
how to use strategies and linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10LC-Ia-11.1: EN10LT-Ia-14.2: EN10G-Ia-27: EN10WC-Ia-12.1:
competencies/Objectives Get information that can be Explain how the elements Use reflexive and intensive Identify features of
(LC Code for each) used in everyday life from specific to a selection build its pronouns persuasive texts
news reports, speeches, theme
informative talks, panel EN10OL-Ia-3.14:
discussions, etc. EN10RC-Ia-2.15.2: Identify the factors of public
Determine the effect of speaking
EN10V-Ia-13.9: textual aids like advance
Differentiate formal from organizers, titles, non-linear
informal definitions of words illustrations, etc. on the
understanding of a text
EN10VC-Ia-1.4/2.4:
Determine how connected
events contribute to the
totality of a material viewed
II. CONTENT DISCOVERING PERSONAL DISCOVERING PERSONAL DISCOVERING PERSONAL DISCOVERING PERSONAL
CHALLENGES CHALLENGES CHALLENGES CHALLENGES
Focus: Daedalus and Icarus Focus: Reflexive Pronouns Focus: Features of Persuasive
Texts/ Factors of Public Speaking
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page/s 10
2. Learners’ Materials Page/s 6-10 10-16 17-21 22-29
3. Textbook Page/s
4. Additional Materials (LR)
B. Other Learning Resources https://www.youtube.com/watch?v= : https://youtu.be/3s2QPQnuaGk https://youtu.be/Zoh8XpfcF-c https://youtu.be/dEDcc0aCjaA
b_N_dYRb4_4
Prepared by MANILYN M. VALDEZ, Teacher I of Alfonso Castañeda National High School of SDO Nueva Vizcaya.
 IV. PROCEDURE
A. Review of Previous Lesson/ Activity 1. Setting the Criteria. Activity 1. Picture Perfect. The Activity 1. Pronounce the Activity 1. Small Group
Presentation of the New Lesson The teacher will orient the students class will be divided into 5 groups. Pronouns. The class will be divided Discussion. The class will be
on the lesson objectives and Each group will choose a into 3 groups. Within 1 minute, each divided into 5. Each group will be
expected output at the end of the representative who will make a pose group will write examples of given a task to work with. (5mins)
sessions. (2mins) of a chosen “character” (e.g., bird, pronouns as many as they can. Group 1. The Worry Sheet
Activity 2. Can You Believe It? architect, bull, swimmer, king). The After which, a representative will Group 2. Stress Tabs
The teacher will post set of pictures other members of the group will read their answer. The group who Group 3. Peer Pressure
that show unusual activity. The guess the character being has the highest number will be the Group 4. React to the Max
students will give their insights on portrayed. The group to guess the winner in the activity. (2mins) Group 5. Matter of Judgement
the said pictures. (e.g. picture of a character properly will be given a
baby doing an exercise, a photo of “star” which is equivalent to a (Further instructions will be given to
Apolinario Mabini, a picture of a certain point. (5mins) the students. See attached
handicapped pilot, an image of a Note: *a teacher-made activity. worksheets)
blind woman with a dog) (3mins) Activity may vary depending on the
Note: *a teacher-made activity. availability of materials The output will be presented in the
Activity may vary depending on the development of mastery
availability of materials
Establishment of a Purpose Activity 3. Blocks that Block. The Activity 2. A Scheme for Schema. Activity 2. Define and Design. Activity 2. Mind Over Matter. The
for the Lesson students will identify what is asked The students will answer the Based from the previous activity, the students will give their stand on the
in each block projected on the questions found in each balloon students will define PRONOUNS. given quote:
board. (e.g. history repeats itself, (e.g. What are usually made of After which, they will scan the given “I learned that courage was not the
almost forgotten, etc.) (5mins) wax? What are the benefits of wax? paragraph (see Teacher’s Guide, pp absence of fear, but the triumph
To what is wax susceptible? In what 10) and underline all the pronouns over it. The brave man is he who
way can wax be harmful?) They will used by the author. (5mins) does not feel afraid, but he who
take note their answers and be able conquers fear.”
to relate all of them to the selection -Nelson Mandela
they are about to read. (5mins) (5mins)
C. Presentation of Examples/ Activity 4. You’ve got a Friend. Activity 3. 3 Pics, One Word. Activity 3. Reflex! The students Activity 3. Family Feud v.2.0. The
Instances of the New Lesson The students will remember the time Using the pictures as clues, the will study the given sentences. They class will be divided into 4 groups.
when they were weak and low. They students will guess the hidden word. will analyze what the sentences Each group will be given the chance
will fill out the balloons with their In addition, they will give the have in common then give their to answer the question: what makes
experiences in life that have to do meaning of the word based on their insights about it. (5mins) a good presentation? Every answer
with their responses in activity 3. own interpretation. (5mins) Sample sentences: has a corresponding point. Points
(5mins) Note: The teacher should process 1. Why do you blame may vary based from the result of
the answer of the students. yourself? the assumed survey. (e.g. proper
2. Daedalus carved himself a posture-5 points, inflection-10
pair of wings. points...) (5mins)

Prepared by MANILYN M. VALDEZ, Teacher I of Alfonso Castañeda National High School of SDO Nueva Vizcaya.
 D. Discussion of New Concepts Activity 5. Watch and Learn. The Activity 4. Anticipation-Reaction Activity 4. The Reflexive Teacher. Activity 4. The Features and the
and Practice students will watch the video Guide. Using the given organizer, The students will watch a video Factors. The students will decide
of New Skills (1) carefully and answer the questions the students will accomplish the about reflexive pronouns. They will whether the given statement is a
1. Who is the main character Story Anticipation-Reaction Guide take note all important points about feature of a persuasive text or a
in the video? using the following steps: the topic. (10mins) factor of public speaking.
2. What is the story all about? Before Reading: Read the (See attached notes) (15mins)
3. What personal challenges statements and check the column Source: https://youtu.be/Zoh8XpfcF-
of the character are that corresponds to their answer of c The teacher will process the
highlighted in the video? agreement or disagreement. answers and will give additional
4. How would you compare After Reading: Review their answers Note: The teacher should process input on the features of persuasive
your character in the and indicate in the last column the output of the students. text and factors of public speaking.
video? whether they were right or wrong.
5. What insights have you -Reading Proper: “Daedalus and
gained from the video? Icarus” (20mins)
Source:
https://www.youtube.com/watch?v=
b_N_dYRb4_4
(15mins)
E. Discussion of New Concepts Activity 6. “I Think.” The class will Activity 5. Want Some More? To Activity 5. All is Well if You Listen Activity 5. Learn it from the
and Practice be divided into 5. Each group will further understand the selection, the Very Well. The teacher will give Expert. The students will watch a
of New Skills (2) use a table to jot down their answer students will watch a short video clip additional input about reflexive video on tips on delivering an oral
to the three questions: Oral report of Daedalus and Icarus. (7mins) pronouns. The students will take report (persuasive speech) (7mins)
writing is….; it is used in…..; it can note some vague points to be
be organized by…. Source: clarified after the discussion. Source:
(5mins) https://youtu.be/3s2QPQnuaGk (15mins) https://youtu.be/dEDcc0aCjaA
Note: They students will present Note: The teacher should process
their output as part of making the questions that the students may
generalizations and abstractions raise.
about the lesson.
F. Development of Mastery Activity 7. More to Go! There will
Activity 6. Flight and Light. The Activity 6. Sentence Please! The Activity 6. Getting Better to
be a class discussion about oralstudents will answer the following students will change the following Deliver. A representative of each
report to further enhance the comprehension questions on their pronouns into reflexive pronouns group will present their output in
students’ learning. The students will
notebooks. (3mins) and use them in sentences. They activity 1. They must observe the
be asked if they are ready for the 1. Who hired Daedalus will choose from the themes of the things to consider in delivering oral
next phase of the lesson as part of 2. What did Daedalus design story “Daedalus and Icarus.” (3mins) report (persuasive speech) (5mins)
assessment of learning. (10mins) to hold the minotaur? 1. Him
3. What did Daedalus invent 2. Them
to help them escape from 3. I
the labyrinth? 4. Her
Prepared by MANILYN M. VALDEZ, Teacher I of Alfonso Castañeda National High School of SDO Nueva Vizcaya.
 4. What did Daedalus warn 5. Us
Icarus not to do?
5. What happened to Icarus?
G. Finding Practical Applications Activity 8. Challenge Yourself. Activity 7. Relate Much! Based Activity 7. Time to be Reflexive. Activity 7. My Personal Mission.
of Concepts The students will answer the from the story of Daedalus and The students will reflect on the The students will answer the
and Skills in Daily Living question: If you are a person with Icarus, the students will answer the quote: “Your action speaks of who following questions:
disability/ies, how would you cope motive question: How do personal you are and how you’ll be affected 1. What do I value most in life?
with the challenges that you are challenges make you a better by it.”(5mins) 2. What is my life’s purpose?
facing? (5mins) person? 3. What legacy do I want to leave?
Some of the students will share their (See attached worksheet) (3mins)
answer to the class. (5mins)
H. Making Generalizations and Activity 9. From Basic to More Activity 8. Digging Deeper. Using Activity 8. Tough on Tasks. The Activity 8. Let’s Talk about
Abstractions Complicated. The students will a “Centipede Graphic Organizer,” students will be divided into 4. Each Bullying… The students will
about the Lesson present their output in activity 6. the students will describe the group will be given a task to work analyze each picture being posted
(5mins) significant events in the life of with. They will make sure that they and tell the similarities among them
Daedalus and Icarus. (5mins) use reflexive pronouns in their all. They will also share their
output. (15mins) insights on bullying using features of
Task 1. The Unlimited Exposé ( persuasive texts and factors to
Task 2. Ad it! consider in public speaking.
Task 3. Draw the Brighter Side (10mins)
Task 4. Risen Poets
(Further instructions will be given to The teacher may give additional
the students. See attached notes) input on R.A 10627 or the “Anti-
bullying act of 2013.
Note: The activity will also serve as
performance task and could be
recorded as summative assessment
Formative Assessment: The Formative Assessment: Fact or *See activity 8 Summative Assessment. The
I. Evaluating Learning students will define the following Not. The students will tell whether The following criteria will be used to students will make a short
words using formal and informal the statement is a fact or not. They assess the students’ output. paragraph answering the question:
definitions: will draw wings if the statement is a What can I do to stop or minimize
1. Challenges fact and sun if otherwise. (5mins) Criteria Points bullying? They will make sure to it
2. Strength 1. Daedalus was an inventor Content 5 that their essay uses the correct
3. Weakness 2. King Minos wanted to kill Grammar 5 features of persuasive text. (10mins)
4. Disability the minotaur Integration
5. Oral Report 3. It would be easy to find Creativity/ 5
(5mins) your way out of the Style
labyrinth Total 15

Prepared by MANILYN M. VALDEZ, Teacher I of Alfonso Castañeda National High School of SDO Nueva Vizcaya.
 4. Icarus designed his own
wings.
5. The wings were made of
chicken feathers
J. Additional Activities Activity 9. I Do and I Understand.
for Application or Remediation For a better understanding about
bullying, persuasive text, and public
speaking. The students will prepare
to present their written text using the
factors of public speaking (1 week
preparation)
V. REMARKS Objectives were attained: _____ Objectives were attained: _____ Objectives were attained: _____ Objectives were attained: _____
Objectives were NOT attained: ____ Objectives were NOT attained: ____ Objectives were NOT attained: ____ Objectives were NOT attained: ____
Reasons: Reasons: Reasons: Reasons:
1. ________________ 1. ________________ 1. ________________ 1. ________________
2. ________________ 2. ________________ 2. ________________ 2. ________________
3. ________________ 3. ________________ 3. ________________ 3. ________________
4. ________________ 4. ________________ 4. ________________ 4. ________________
5. ________________ 5. ________________ 5. ________________ 5. ________________
VI. REFLECTION
A. No. of learners who earned
80% of the interaction
B. No. of learners who require
additional activities
for remediation who scored
below 80%
C. Did the remedial lesson work?
No. of learners who Have caught
up with the lesson?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my

Prepared by MANILYN M. VALDEZ, Teacher I of Alfonso Castañeda National High School of SDO Nueva Vizcaya.
 principal/supervisor can help me
solve?
G. What innovation o localized
materials did I use/discover
which I wish to share with other
teachers?
Signature:
Prepared by:
Signature:
Name of Monitor/Observer

Prepared by MANILYN M. VALDEZ, Teacher I of Alfonso Castañeda National High School of SDO Nueva Vizcaya.