Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
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
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
July 2, 2018 – Monday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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 pronouns.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10RC-2b 2.15.2:Determine the effect of textual aids like advance
organizers, titles, non-linear, illustration, etc. on the understanding of the text
Lesson 2: Building Up Defenses
Literary Selection: The Gordon’s Head
30-33
47-51
Recall the details of the selection.
Ask the students about their thoughts on discrimination
Direct students’ attention on Task 15 A Hero In Me
Discuss Task 16 Award in the Ward
Processing Questions:
1. What is the cartoon all about?
2. What kind of discrimination is shown in the cartoon?
3. What would you do if you were in the shoes of the one
discriminated?
Task 17 Different and Singed Out
Task 18 Caps Locked
Task 19 Creating a Personal Goal
How do I build the best defense against challenges to achieve the best quality
of life possible for me?
 I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Task 20. Your Brochure
Note: The final output will be presented on the next day. It will exhibit.
See Rubrics on page 50.
My Treasure

VI. REFLECTIONS
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 innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
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
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
July 3, 2018 – Tuesday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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 pronouns.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10RC-Ic-2.15.2: Determine the effect of textual aids like advance organizers,
titles, non-linear illustrations, etc. on the understanding of a text.
EN10LC-Ic-4: Determine the implicit and explicit signals, verbal, as well as non-
verbal, used by the speaker to highlight significant points.
EN10VC-Ic-1.4/2.4:Determine how connected events contribute to the totality of a
material viewed
EN10V-Ic-13.9:Differentiate formal from informal definitions of words
Refer to CG page 224 of 2016
Module 1: Lesson 3: Capitalizing on Strengths and Weaknesses
Literary Selection: Orpheus by Alice Low
35-41
52-58
Invite the students to read Your Journey.
Allow them to go over the objectives.
Explain to the students their FINAL OUTPUT.
Ask the students how well they know themselves. Ask them to write their
strength and weaknesses.
Your Initial Tasks
Task 1. Boy-Girl Power
Processing Questions:
1. What qualities of Joaquin have you identified? How about Cristina?
2. In what way could these qualities help them escape from the box?
3. How does the chard help you sort their characteristics? Could you think
of other organizer that would best fit the purpose?
4. Do you think we could interchange the qualities of Joaquin and Cristina?
What would interchanging their qualities imply?
Explain the difference between implicit and explicit signals.
Implicit signals-implied or understood though not plainly or clearly stated.
Explicit signals- precisely or clearly expressed or readily observable.
Examples:
Do not eat the red sauce. It’s way too spicy. (Explicit)

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
I think the green sauce is better, I don’t like spicy things that much.
(Implicit)
Task 2. Let it Go
Have the students watch/listen to the song entitled “Let it Go” from the
movie Frozen.
Have them identify/determine the implicit and explicit signals from the
lyrics of the song used by the singer to highlight significant points.
Processing Questions:
1. What is the song about?
2. What explicit and implicit signals were used by the signer to
highlight significant points?
3. How do these signals add value to the lyrics and overall meaning of
the song?
Task 4. Mystery Word.
Direct students’ attention on Task 4.
Have them discover the two ways of defining words.
Process students’ answers.
1. What did you notice in the way these words are defined?
2. How would you differentiate definition in A from B?
3. To you, which is a better way to define a word?
Discuss the formal and informal definition of words.
Formal Definition of words – words are defined vividly according to their
meaning or description.
Informal Definition of words- words are given their synonyms or
connotation.
A. Have the students scan 5 words in the selection “Orpheus” and have
them give the informal definition of each word.
B. Have the students listen to another song and have them identify the
implicit and explicit signals.
Talk about your strength and weaknesses. Use implicit and explicit words or
expressions to emphasize your point.
How does your knowledge on implicit and explicit signals help you better
communicate your ideas or viewpoints now?
Practical Application of the concept and skills serves as evaluation for the
day.
VI. REFLECTIONS
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 innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
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
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
July 4, 2018 – Wednesday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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 pronouns.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10LT-Ic-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
EN10LT-Ic-2.2.2: Explain the literary devices used
Refer to CG page 224 of 2016
Module 1: Lesson 3: Capitalizing on Strengths and Weaknesses
Literary Selection: Orpheus by Alice Low
42-43
55-58
Tell to students that they will be reading another myth.
Have the students the meaning of Myths.
Ask the students to give qualities of features of myths.
Give the motive question:
To what extent would you use your strength to save the person you love?
Reading of the story of Orpheus
Comprehension Check-Up
1. What was the greatest strength of Orpheus? What was his weakness?
2. What effect did Orpheus’ music have on people and gods? Cite two
examples of these?
3. Why did Orpheus decide to rescue his wife from the underworld?
4. Why did Orpheus look back to see if Eurydice was following him?
5. What reason might the gods have for allowing Orpheus and Eurydice to
be reunited?
6. Explain why the gods gave a condition to Orpheus and to his bride to
return to earth?
7. What main characteristics of this text makes it a myth?
8. To whom does Orpheus owe his talent? Why was he able to win the
sympathy of the gods?
9. In what situations were the gods willing to help humans?

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
10. Does the story reveal certain realities about Greeks? What are these?
11. What does the story reveal about the concept of gods in Greek
mythology?
Discuss the elements of a story.
1. Characters
2. Setting
3. Plot
a. Exposition
b. Rising Action
c. Climax
d. Falling Action
e. Resolution
4. Conflict
5. Theme
6. Mood
7. Tone
Discuss also the purpose and techniques of writing a story.
Techniques relevant to plot, which are the sequence of events that make up
a narrative, include backstory, flashback, flash-forward, and foreshadowing.
Flashback- an interruption in the story so that the author can relate an event
from the past (often used to fill in background information about plot or
character) -- flash forward and flash sideways are also part of this technique.
Foreshadow- a technique authors use to give the reader early clues about
what will happen later in a piece of fiction -- not noticed until after the fact
by the reader, deliberately planned by the writer.
Backstory- to know something that has happened prior to the actual events.
Deeping of the lesson:
Small Group Session:
1. Should Orpheus have accepted Eurydice's death the first time? Was it
arrogant of him to argue against her death?
2. Would you be willing to travel to the Underworld to rescue someone you
love?
3. How do you think the other spirits felt about Eurydice being freed?
4. Was it simply Eurydice's "time" to go? By trying to free her from to the
Underworld, was Orpheus fighting against Fate?
5. Why do Orpheus and Eurydice die in unexpected, violent ways? Does it
make the story more interesting? What does it say about the nature of death?
Have the students do Task 6. Elements –Array and Task 7. Alice Low
Processing Questions:
1. How do the elements help you understand the flow of the story?
2. What is the theme of the story?
3. In what way do the elements contribute to your understanding of the
selection’s overall theme?
 H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
See attached quiz.

V. REMARKS

VI. REFLECTIONS
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 innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School Butansapa NHS Grade Level 10
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time July 5, 2018 – Thursday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)

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 in 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 Competencies EN10LT-Ic-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
EN10LT-Ic-2.2.2: Explain the literary devices used
Refer to CG page 224 of 2016
II. CONTENT Module 1: Lesson 3: Capitalizing on Strengths and Weaknesses
Literary Selection: Orpheus by Alice Low
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 42-43
2. Learner’s Material pages 55-58
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
C. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recall the elements of a story as well as the literary devices.
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2

F. Developing mastery (Leads

to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
Have the students do Task 6. Elements –Array and Task 7. Alice Low
Processing Questions:
1. How do the elements help you understand the flow of the story?
2. What is the theme of the story?
3. In what way do the elements contribute to your understanding of the
selection’s overall theme?
 H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
See attached quiz.

V. REMARKS

VI. REFLECTIONS
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 innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
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
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
July 6, 2018 – Friday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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 pronouns.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10LT-Ic-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
EN10LT-Ic-2.2.2: Explain the literary devices used
Refer to CG page 224 of 2016
Module 1: Lesson 3: Capitalizing on Strengths and Weaknesses
Literary Selection: Orpheus by Alice Low
Video/Movie: Life of Pi by Yann Martel
59-60
Recall the elements of a story as well as the literary devices.
Ask the students’ idea on Movie Adaptation.
Direct students’ attention on Your Discovery Task
Movie Adaptation- This is the transfer of written work, in whole or in part,
to a feature film. It is a type of derivative work. The movie Life of Pi by
Yann Martel, is an example of a file adapted from a novel.
Have the students watch the movie “Life of Pi.
Task 8.1 Thine Line
Have the students create a timeline of the events for the movie Life of Pi.
Have them watch the movie review.
Processing Questions:
1. In his introductory note Yann Martel says, This book was born as I was
hungry.” What sort of emotional nourishment might Life of Pi have given to
its author?
2. Pondicherry is described as an anomaly, the former capital of what was
once French India. In terms of storytelling, what makes this town an
appropriate choice for Pi’s upbringing?
 3. Yan Martel recalls that many Pondicherry residents provided him with
stories, but he was most intrigued by this tale because Mr. Adirubasamy
said it would make him believe in God. Did Pi’s tale alter your beliefs
about God? In what way?
4. Early in the novel, we consider that the narrator majored in religious
studies and zoology, with particular interests in sixteenth-century Kabbalist
and the admirable three-toed sloth. In subsequent chapters, he explains ways
in which religions and zoos are both steeped in illusion. Discuss some of
the other ways in which these two fields find unlikely compatibility.

Refer to page 60 of LM.

F. Developing mastery (Leads Task 8.2 A Quote on Quote

to Formative Assessment 3) Processing Questions:
1. Describe the effective speaking techniques used by your partner for each
of the quotations given.
2. How can these techniques help you in persuading your partner?
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning Tasks serve as the evaluation for the day.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTIONS
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 innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________