School Tañong National High School Grade Level 10
Daily Lesson Teacher Marionne Aleigne C. Bagtas Learning Area ENGLISH
Log Teaching Dates and October 7-11, 2024 Quarter First
Time 10:50-11:50 – 10-Escoda (M/T/TH/F)
11:40 -12:30 – 10-Bonifaco (M-Th)
PARTS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Answer each question Identify Research, a. Differentiate the language Differentiate the Language a. Write their own
I. OBJECTIVES correctly and complete the Campaign and Advocacies used in Research, campaign used in Research, Campaign and Advocacy
exam after the given time. and advocacies campaigns, and advocacies materials about the given
topic.
b. Observe the language of
Research, Campaign and
Advocacy
A. Content
he learner demonstrates
Standards
understanding of how world
literature and other text
types serve as ways of
expressing and resolving
personal conflicts,
also how to use strategies in
linking textual information,
repairing, enhancing
communication public
speaking, emphasis markers
in persuasive
texts, different forms of
modals, reflexive and
intensive pronouns
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 in linking textual information, repairing, and enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
B. Performanc
e Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10G-IVa-32: Observe the language of research, campaigns, and advocacies
Competenci
es
Write the LC
Code
II. SUBJECT Pretest Language of Research, Campaign and Advocacy Reading Samples or Group Activity
MATTER/CONTENT Research Title,
Campaigns and
Advocacy
III. LEARNING Canva Presentation, Visual Aids
RESOURCES
A. References
1. Teacher’s Guide
Pages
2.Learner’s Materials CO_Q2_ENGLISH10_MODULE1 CO_Q2_ENGLISH10_MODULE1 CO_Q2_ENGLISH10_MODULE1 CO_Q2_ENGLISH10_MODULE1
Pages Pages 1-12 Pages 1-12 Pages 1-12 Pages 1-12
3. Textbook Pages
4.Additional Materials
from Learning Resource
(LR) portal
B. Other https://www.puzzlemaker.discoveryeducation.com/criss-cross/result- for the crossword puzzle
Learning https://www.slideshare.net/slideshow/language-of-research-campaigns-and-advocacypptx/254224323#4-Presentation
Resources https://www.slideshare.net/slideshow/an-introduction-to-advocacy-and-campaigning/37045418
IV. PROCEDURES
A. Classroom Checking of Attendance Checking of Attendance Checking of Attendance Checking of Attendance Checking of Attendance
Routine
B. Recall Pretest Have the students share Let the students complete the
(Elicit) their knowledge about the Venn diagram. Group Activity
Procedure: previous discussion.
C. Motivation 1. Discuss the general Arrange the jumbled letters Procedure:
(Engage) directions to the to form a word. Divide the students into
students. three groups. And give
2. Distribute the test 1. SERERCHA each group a task
questionnaire to the -provides solutions to the
students. problem. Group 1
3. After the given time, Use the language of
ask the students to 2. PAIGNMAC research in making a five
exchange answer -advertisements that —sentence paragraph
sheets revolve a single subject. discussion on the data
to their opposite row. report on cyberbullying in
4. Collect the answer 3. CYCAADVO the Philippines.
sheets and test paper -it is an action for a cause
before the end of the
period.
D. Discussion Elicit students answer and Continuation of Yesterday’s
of Concept discuss the lesson using Discussion.
(Explore) the presentation.
Group 2
Use the language of
advocacy in making a
campaign statement on
preventing cyber bullying
E. Developing Divide the students into
Mastery three groups and ask them Group 3
(Explain) to observe the language of Use the language of
research, campaign, and advocacy in making a
advocacy by underlining the campaign statement on
appropriate word inside the preventing the spread of
parentheses. fake news.
F. Application Observe sample research
and Titles, school campaigns,
Generalizati and self-advocacy on the
on board.
(Elaborate)
Take note of the languages
used in the following
samples.
G. Evaluation Let the students identify Let the students identify
what is being asked in the what is being asked in the
given statements. statements.
__________1. This is a
process focused on a clear
and specific target.
__________2. This involves
a lot of different groups like
civic and religious
organizations,
particularly the members of
institutions.
___________3. This is an
act to influence decisions
made by officials in the
government.
____________4. It is the
other dimension that is
based on fact-finding and
provides the necessary
knowledge to take action.
____________5. It includes
many different stakeholders
involved for the complexity
of the topics
usually chosen; like,
academics, partnership with
universities and field data
and
interviews.
H. Additional/
Enrichment
Activity
(Extend)
REMARKS Conduct a pretest on the first day. Administer the reading comprehension test and writing activity if there's extra
time.
REFLECTION
A. No. of learners who earned 80% in the evaluation Escoda –
Bonifacio -
B. No. of learners who require additional activities for Escoda –
remediation who scored below 80%
Bonifacio -
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 Escoda –
Bonifacio -
E. Which of my teaching strategies worked well? Why did
this work?
F. Which 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 by: Checked:
MARIONNE ALEIGNE C. BAGTAS SHELLA C. BRUSOLA
Teacher I Master Teacher I
Submitted to: Noted:
AUGUSTO JAYSON C. CARPIO RYAN JAY C. VERBO
Subject Coordinator Principal I
