School WAWA NATIONAL Grade Level 10

HIGH SCHOOL
DAILY LESSON LOG Teacher Ms. Rejoy O. Learning English
ENGLISH Panganiban Area
February 11, 2020
Teaching Dates / 1:30-2:30 Quarter FOURTH
Time

I. OBJECTIVES 1. Explain the basic techniques in writing campaigns and advocacies

2. Create a specific campaign or advocacy
3. Value their role as advocates of good will by creating an advocacy plan

A. Content Standard 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 Standard The learner skilfully delivers a speech for a special occasion through utilizing effective
verbal and non-verbal strategies and ICT resources.
C. Learning Competency EN10G-IVa-32: Observe the language of research, campaigns and advocacies
II. CONTENT Lesson: Writing a Campaign and Advocacy
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from LR
Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous lesson or Introduction:
Look into or investigate some school and social issues.
presenting the new lesson Try to play ambassadors of good will.
B. Establishing a purpose for the TASK 1. MY WRITING DISPOSITION
A. Before you set out to write your draft, answer the writing disposition survey found
lesson below. Place a check mark on the response that best describes how you generally feel
towards writing. To what extent do you agree or disagree with the following statements.
1 – Strongly Disagree
2 – Disagree
3 – Neither agree or disagree
4 – Agree
5 – Strongly Agree

Questions to answer:
1. Based on your responses, what is your view of the writing process?

2. Is writing a solitary or social affair?

3. Why should you consider your intended audience or readers when you write?
C. Presenting examples/Instances of B. Review what you have learned about academic honesty. Read the statements below
and write A if the act shows academic honesty or P if otherwise.
the new lesson
D. Discussing new concepts and TASK 2. ADVOCACY
Note to the Teachers: This entails further researches from our part. References are
practicing new skills # 1 indicated here, anyways!
Several ingredients make for effective advocacy, including:
• The rightness of the cause
• The power of the advocates (i.e., more of them is much better than less)
• The thoroughness with which the advocates researched the issues, the opposition, and
the climate of opinion about the issue in the community
• Their skill in using the advocacy tools available (including the media)
• Above all, the selection of effective strategies and tactics
For some people, advocacy is a new role. It may be uncomfortable--particularly if
confrontation and conflict are involved. But, for others, advocacy is more attractive than
setting up and running service programs in the community.
Advocacy can be glamorous: the David vs. Goliath image, manning the barricades,
making waves. But the decision to put major resources into advocacy is not one to be
taken lightly. If it doesn't work--if you stick your necks way out and don't succeed--not
only will you fail, but you may do so in public, discrediting your cause, perhaps making
conditions worse for the people you set out to help.
UNDERSTANDING THE ISSUE
You probably already have a pretty good idea of what the issue or problem is.
For example:
• You are aware of a growing problem of homelessness, particularly among people with
small children
• You feel that not nearly enough is being done in your community to prevent youth
smoking
• Your group is afraid that a new industrial park up river will pollute the water
However, it is important to develop a deeper understanding of the issue, including
research to analyze of who has power. Remember, advocacy is about power--who can
influence things that matter. You will need to know where the power of your opponents
lies, and how you can most effectively influence or confront it.
DEVELOPING A PLAN FOR ADVOCACY
E. Discussing new concepts and TASK 3. WHAT DO YOU KNOW? IS IT A YES OR A NO?
A. Analyze which are TRUE about an advocacy campaign. Write Yes or No before each
practicing new skills # 2 statement.
Advocacy:
________1.is an active promotion of a cause or principle.
________2. involves actions that lead to a selected goal.
________3. is one of many possible strategies or ways to approach a problem.
________4. can be used as part of a community initiative, nested in with other
components.
________5. is a direct service.
________6. Needs to involve confrontation or conflict.
B. Let’s clarify further, write Yes if the sample is an advocacy, if not, write No.
________7. You join a group that cleans Alitao River twice a year.
________8. You organize a group of students to appeal to the school principal that classes
be held from 8:00 a.m. to 4:00 p.m. instead of 7:15-3:15 to give considerations to those
living far from school.
________9. You spend time on Saturdays to hold tutorial classes to street children of
Lucena City for free.
________10. Your family and your neighbourhood has a problem with water distribution
scheme given by LUPATA (Lucena-Pagbilao-Tayabas) Waterworks, you and your
friends in the neighbourhood sit down to plan writing to the waterworks administrators.
Note: For numbers 7-10, the number not identified as an advocacy, is service.
F. Developing mastery Ask the students to come up with an explanation of the following quotation by William
Faulkner:
(leads to Formative Assessment 3) “Never be afraid to raise your voice for honesty and truth and compassion
against injustice and lying and greed. If people all over the world...would do
this, it would change the earth.”
Explain the quotation in writing; choose a few volunteers to share it orally to the class.
G. Finding practical application of TASK 4. MY V-O-S-A (VISION, OBJECTIVE, STRATEGIES, ACTION PLAN)
The students will be grouped with five members. They will be tasked to create an
concepts and skills in daily living advocacy plan using the following template:
• Your vision and mission is to provide a place to live that is warm and safe
• Your objective is to build a house
• Your strategy will take the form of blueprints for the house
• Your action plan will include the specifics: who will pour the concrete for the foundation,
put up a frame, add the roof, et cetera, and when will they do it and all will go together as
part of one big action plan.
The members of the group will first do the brainstorming about the issues or problems in
their own school, community, or region.
Then they will accomplish the following:
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning The advocacy plan shall serve as an assessment of students’ learning. The following
rubric may be used.

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
who scored below 80%
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?
Prepared: Noted:

REJOY O. PANGANIBAN GERLIE C. LOPEZ

Teacher II Principal I