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GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 10

DAILY LESSON LOG Teacher Mrs. Faith C. Morales Learning Area English
Teaching Dates and Time June 27 – 30, 2017 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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.
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
in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning Competencies/Objectives EN10LT-Ib-2.2 EN10G-Ia-27: Assess students’ learning

Write the LC code for each
Explain how the elements Use reflexive and intensive
EID MUBARAK specific to a genre contribute to pronouns VACANT
(National Holiday) the theme of a particular literary
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.

Daedalus and Icarus by Nick Pontikis
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pp. 28, 30 -32 pp. 29 - 30
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES 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.
A. Reviewing previous lesson or Ask the students about their Review the usage of Reflexive
presenting the new lesson
previous observation of the pronoun
each group’s presentation
B. Establishing a purpose for the lesson Chose a representative from Let the student answer a short
each group to give a short quiz about Reflexive pronoun.
summary of their group
C. Presenting examples/instances for Remind the student that to be Present to the students
the new lesson
able to kill the Gorgon, Perseus paragraphs lifted from the
built an intelligent line of Gorgon’s Head and ask them to
defences. circle all the pronouns in the
Then ask the students to
identify what these defences are
using the coat of arm diagram
found in the LM

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and Provide inputs on Discrimination Discuss Intensive pronoun. Provide a summative text that
practicing new skills #1
sums up the content standard

E. Discussing new concepts and Ask the students to work in Using the previous examples of
practicing new skills #2
groups. As a group, they will Reflexive and Intensive
identify specific scenarios where pronouns, compare and
discrimination is happening. contrasts the two.

Let them accomplish the chart

found in the LM.

Process the activity.

F. Developing mastery There are situations that would Paraphrase at least five (5)
(Leads to Formative Assessment 3)
challenge the students to make sentences by transforming the
use of their specific strength. circled pronoun (in the previous
Each cap (found in LM) activity) into reflexive or
represents a strength one need intensive pronoun.
to use in deciding how to go
about the situation described in

Examine the situation and

complete the colored caps chart
that follow.
G. Finding practical applications of Invite the students to read the Let them read the stimulus “A
concepts and skills in daily living
stimulus “ Building up defences hero saves the day. Saving
is like creating a personal goal. people and saving lives could be
Each defence is critical in in any form possible.”
achieving success”.
Then ask them to complete the
Using the organizer found in LM, chart and answer the questions
ask the students to create a found in the LM.
personal goal for the next five
H. Making generalizations and Invite the students to go back to Pick out at least 5 lines from the
abstractions about the lesson
the motive question before story “Gorgon’s Head” and
reading “The Gorgon’s Head”. convert it to Intensive pronoun.

Now is the time to answer the

question: “How do I build the
best defences against challenges
to acquire the best quality of life
possible for me?”
I. Evaluating learning Craft a brochure that features Give a short quiz about
their own defences against identifying if the sentence is
discrimination. Internet can be intensive or reflexive pronoun.
use for important information to
make their work substantial.
J. Additional activities for application Write a short essay about the Write 10 sentences with
for remediation
discrimination they have intensive pronouns
encountered and how they face
the challenge.

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/discover which I
wish to share with other teachers?

Noted by:

OIC, Head of Related Subject