School: Valladolid National High School Grade Level: 10

GRADES 1 to 12 Teacher: Eric B. Sapul Learning Area: English

DAILY LESSON LOG W8 Teaching Dates and Time: July 23-27, 2018 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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/Objectives: EN10VC-Ig-1.5/2.5 EN10V-Ig-13.9 EN10G-Ig-3.6 EN10WC-Ig-12.3 4th Summative Test
Write the LC Code for each
Draw generalizations and Differentiate formal from Use modals Compose a persuasive text
conclusions based on the informal definitions of words (Writing) of three paragraphs
materials viewed expressing one’s stand on
an issue

Drawing Conclusion and Formal From Informal Modals Persuasive Text

II. CONTENT
Generalization Definitions Of Words
III.LEARNING RESOURCES
A. References Celebrating Multiculturalism Through World Literature
1. Teacher’s Guide Pages pp. 49-51 pp. 38-39 pp. 46-47 p. 59
2. Learner’s Materials Pages pp. 67-69 pp 54-55 p. 87 pp. 73-74
3. Textbook Pages pp. 67-69 pp 54-55 p. 87 pp. 73-74
4. Additional Materials from Learning Laptop Laptop Laptop Laptop
Resource (LR) portal
(Making Generalization (Formal and Informal (Modals PPT) (Persuasive Text PPT)
PPT) Definitions of words PPT)
B. Other Learning Resources

C. Value Focus Mastery in making Mastery in defining words in Awareness of the modal verbs Self-reliance in composing
generalization and drawing formal and informal manner. used in daily conversations persuasive writing
conclusions
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Reviewing Previous Lesson or Ask: Ask: Ask: Ask:
Presenting the New Lesson -What are modal verbs?
What have you learned from 1. What is a textual aid? 1. What are the differences
our previous lesson? 2. What are the examples of of Formal and Informal
textual aids? Definition of Words?
3. What is the difference of
linear and non-linear
illustration?
B. Establishing a Purpose for the Lesson To draw generalizations and To be able to differentiate To use modal verbs in To compose a persuasive text
conclusions based on the formal from informal expressing oneself. of three paragraphs expressing
materials viewed definitions of words one’s stand on an issue.
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
A generalization is an
inference that can apply to
more than one item or group.
Make a Generalization #1
Facts:
-I am afraid of spiders.
-All my friends are afraid of
spiders.
Possible generalization:
All people are afraid of
spiders.
Not reliable, or not true. Just
because you and your
friends are afraid of spiders
doesn’t mean everyone else
is.
Say:
When writers are trying to
explain an unfamiliar idea,
they rely on definitions. All
definitions attempt to
explain or clarify a term
A formal definition consists
of three parts: the term, the
part of speech to which it
belongs, such as a noun or
a verb, and all the traits or
characteristics that are
specific to that term. The
dictionary is filled with
formal definitions, but it is
not the only place where
you will find them.
Textbooks are also sources
of formal definition of words
like in glossary.
Formal definition example:
Term: freedom
Part of speech: noun
Definition: The power or
right to act, speak, or think
as one wants without
hindrance or restraint.
Modals are words which are
used to add meaning to
another verb.
Modals can only be used
together with another verb in
the infinitive / base / root form,
without 'to'.
1. John must go home
immediately after school.
2. You should return the book
to the shelves after reading it.
Students will give
advertisements (in any form of
media) that stroke them the
most.
Features of Persuasive
Essay:
Persuasive Essay has three
features
1. Introduction –this is
where your thesis statement
(usually one sentence, that
summarizes the main point
or claim of an essay,
research paper, etc) could
be found
2. Body- this contains your
supporting details about
your topic usually
composed of three
supporting details.
3. Conclusion- this part
connects to your claim in
the introduction.
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
Make a Generalization #2
Facts:
-Rabbits need oxygen to
survive.
-Foxes need oxygen to
survive.
-Bears need oxygen to
survive.
Possible generalization:
All mammals need oxygen
to survive.
Yes, this is reliable, or it is
true. Animals classified as
mammals must have
oxygen to live.
Students will be grouped
and will draw generalization
after reading the story “The
Man with the Coconuts”
an old story from the
Philippines
Students will provide
instances that they can
possibly use drawing
conclusions in their daily
life.
Ask:
-What is generalization?
-how do we draw
generalizations and
conclusions based on the
Informal Definitions
In an informal definition, the
writer uses known words or
examples to explain an
unknown term. These
definitions may be
synonyms or antonyms
introduced by or, in other
words, or like.
Informal definition example:
Freedom, also referred to
as liberty or independence,
is a state people reach
when they are free to think
and do whatever they
please.
Students will read the story
Orpheus on pages 55-57.
Ask:
1`. Where can we use
formal and informal
definitions of words?
Ask:
1. What are the differences
of Formal and Informal
Definition of Words?
How Are Modals Used?
Present Time Modals
-can
-may
-will
-shall
Past Time Modals
-could
-might
-would
-should
When I was in school, you
could get a bowl of noodles
for twenty cents. I do not
think you can still do so
now. (could refers to past
time; can refers to present
time)
Students will be paired up
and each pair will construct
sentences
Ask:
-in what situations can we
use modal verbs?
Ask:
-What are modal verbs?
-What modal verbs do we
use in showing present
time?
Dengue Fever
Dengue a debilitating viral
disease of the tropics,
transmitted by mosquitoes, and
causing sudden fever and
acute pains in the joints
Dengue is one of the major
causes of death every rainy
season in the country.
. One reason is that, rain
pours heavily these months of
June to August and stagnant
water becomes the breeding
place of mosquitoes. Another
reason is that bushes can be
the hiding place of these
insects. Lastly, not cleaning of
the surroundings can be the
possible reason of the
inclination of the numbers of
the mosquitoes.
We should always remember
to follow the four o’clock habit
of cleaning the surroundings of
the Department of Health and
to make that we apply insect-
repellant products to avoid
acquiring dengue fever.
Students will list down possible
and relevant issues that the
school is currently facing now.
After coming up with the
issues, they will start outlining
their persuasive essay in
persuading the readers to
cooperate in
hastening/stopping the existing
issues.
Ask:
-when can we use
persuasive essay?
Ask:
-What is a persuasive
essay?
-What are the features of
persuasive text?
 materials viewed? - What modal verbs do we
use in showing past time?

I. Evaluating Learning Students will draw possible
three (3) generalizations
and three conclusion based
from the text “How Indian
Summer Came to Be”
adapted from the traditional
Abenaki Native American
tale
J. Additional Activities for Application or
Remediation
Students will make a table
diagram and will differences
about formal form informal
definitions of words.
Journal/ Quiz Notebook Journal/ Quiz Notebook
Students will use each Students will compose a
modal verb in each persuasive text of three
sentence. paragraphs expressing
one’s stand on an issue in
Activity D “Comfort Zone”
under Task 6 “ Language
Watch” on page 64

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION 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
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 work
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 used/discover which I wish to share with
other teachers?