GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
School TAPPO VOCATIONAL HIGH SCHOOL Grade Level 10
Teacher MISS EMILY S. BANGGAWAN Learning Area ENGLISH
Teaching Dates and Time AUGUST 15-17, 2016 (7:30-8:30)(8:30-9:30) Quarter FIRST
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 assessed 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 serves as a way of expressing and resolving ones personal conflicts through using strategies in linking, textual
information, repairing or enhancing communication, and crafting formal/informal word definitions; the ethics and strategies of public speaking; and using of emphasis markers in
persuasive texts, different modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
At the end of the lesson, the learner is able to draw generalizations and conclusions based on the material viewed (EN10VC-1g-1.5/2.5); use denotation and connotation to clarify
meaning s of words(EN10V-1h-13.9); appraise literature as a way of expressing and resolving ones personal conflicts(EN10LT-1i-18) ; use appropriate modals to express simple
futurity and willingness(EN10G-1g-3.6)
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.
1. The Thief Who Became a Disciple- Zen Parables translated by Paul Reps
2. Practice and Uphold Positive Attitude by: Lee Emm
pp 84-93 pp 94-104
pp 100-102 pp 103-107
Vocabulary wheel Vocabulary wheel
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.
Have a review on the Analects of Review the lessons tackled for
Confucius the first quarter. Use the Socratic
Method in reviewing in
preparation for the examination
Tell the students that theyre
going to learn how to face
challenges and turn them to
opportunities
Have a sharing session, wherein Invite the students to read the
each student must have to share sample persuasive essay,
instances about overcoming Practice and Uphold Positive
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D. Discussing new concepts and Unlock some difficult terms used Guide the students to come up
practicing new skills # 1 in The Thief Who Became A with the answers to the questions
Disciple and do the reading and (Refer to the Module)
discussion afterwards.
E. Discussing new concepts and Discuss the modals that indicate Group students in three, and
practicing new skills # 2 obligation, necessity, willingness, assign at least three
and futurity. representatives for each before
they do the activity prepared.
F. Developing mastery Let students follow the steps in
(leads to Formative Assessment) writing a persuasive essay.
G. Finding practical application of Let students think of someone who really inspired them to turn
concepts and skills in daily living challenges to opportunities and explain how s/he influenced their way
of thinking, decision, and philosophy in life.
H. Making generalizations and Do a meaning making activity.
abstractions about the lesson
I. Evaluating learning Give a ten point objective quiz
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students 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.
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 which I wish to
share with other teachers?
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