GRADE 1 to 12 School NARRA NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher ROSENDA N. GULANE Learning Area ENGLISH

Teaching Dates and Time Week 1 Quarter 1st Quarter WK 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
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 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 Standard The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning EN10RC-Ia-2.15.2: EN10VC-Ia-1.4/2.4: EN10G-Ia-27: EN10LC-Ia-11.1: Enrichment/Remediation

Competency/Objectives 1. Determine the effect of textual 1. Determine how connected 1. Use reflexive and intensive 1. Get information that can be used in
Write the LC code for each. aids on the understanding of a events contribute to the totality pronouns everyday life
text of a material viewed
EN10LT-Ia-14.2:
2. Explain how the elements
specific to a selection build its
theme
II. CONTENT
Module 1: Module 1: Module 1: Module 1: Enrichment/Remediation
Lesson 1:Discovering Personal Lesson 1:Discovering Personal Lesson 1:Discovering Lesson 1:Discovering Personal
Challenges Challenges Personal Challenges Challenges
Your Journey & Initial Tasks Viewing: Motivational video of
Nick Vujicic Grammar: Reflexive Pronoun Listening: Republic Act No. 10627 or
Reading:Daedalus and Icarus by the Anti-Bullying Act of 2013
Nick Ponikis

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Pages 3-5 5-9 10-12 16-17
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
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 2. Learner’s Materials
pages Pages 6-8 9-16 18-20 26-29

3. Textbook pages

4. Additional Materials
from Learning
Resource
(LR)portal
B. Other Learning
Resource

IV-PROCEDURES
A. Reviewing previous Invite the students to read the Allow the students to watch the Have the students extract Introduce the personal challenges the
lesson or presenting the introduction (Module 1 Lesson 1) for video carefully and let them actions, dialogues and class have discovered from Icarus
new lesson them to get an overview of where answer the processing thoughts of Daedalus from and Daedalus. Ask them how would
they are headed to and to be aware questions. the text and create an they deal with these challenges if
of the desired result. impression about the they are to encounter them. Accept
character. Allow the students varied responses.
to interact with each other.
B. Establishing a purpose Allow the students to go over the Inform them that they are going Have them recall their lesson Ask the students to create their
for the lesson objectives for them to focus more on to read a myth. on pronoun from their lower Personal Mission Statement for them
the target concepts years of studying English to discover their purpose. Let them
begin by completing the chart found
in the LM p26
C. Presenting Explain to the students that each Share inputs about myth. Let Ask the students to scan the
examples/Instances of block represents a saying or well- them know that the selection paragraph on p.18 and ask
the new lesson known phrase. ,Daedalus and Icarus is a them to underline all the
myth. Use the table on p.11 pronoun used by the author,
D. Discussing new Have them identify what is being Do the task on Vocabulary From the identified pronouns Present Republic Act No. 10627 or
concepts and practicing asked by each block. Tell them to Spinner p.7 above, ask them to pick at least the “Anti-bullying Act of 2013” found
new skills # 1 write their answers on their notebook. five of them and paraphrase in the LM
Process the activity using the the statement by making the
pronouns reflexive.
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
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 questions on p.7 of their LM.

E. Discussing new After the above activity, ask the Before reading the text, ask the Share inputs about reflexive Let them accomplish the chart on
concepts and practicing students to remember the time when students to answer this pronouns. Give more p28. Process the activity.
new skills # 2 they were weak and low. Ask them to question, “How would personal example of sentences for
fill out the balloons with their challenges make you a better further understanding
experiences in life that have to do person?
with their responses in the above
task. Let them share their work with
their classmates. Process the activity
using the questions on p.8
F. Developing mastery (Processing questions used in each Ask the students to answer the Sharing of experiences about the topic.
(leads to Formative activity) questions on Task 8-9 p16
Assessment 3) Check their answer. Allow the
students to interact with each
other.
G. Finding practical Ask this question, What did you feel Ask the students to answer the Ask the students to construct (Group Work)
application of concepts while sharing your experiences in interpretation questions on Task their own sentences by Ask the students about what they would
and skills in daily living class? 9. converting the pronouns into do to stop or at least to minimize the
reflexive pronouns. case of bullying if they would be any of
the following; senator, a school janitor, a
teacher, a parent , and a newscaster.
Ask them to role play.
H. Making generalizations What insights have you gained from Ask them about the theme of the Ask the students to do task 17
and abstractions about the activities today? story p20
the lesson
I. Evaluating learning Ask the students to write and share Ask the students to answer the Ask them to complete the Role playing
their difficulties in life. evaluation questions on Task 10- sentences using reflexive
11 p.16 pronoun.
J. Additional activities for
application or
remediation
IV. REMARKS

Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
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 V. REFLECTION
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?

Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as your
locality/learners need.
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