School: MCAPNHS
GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
Grade Level: 10
Teacher: Praise Froilan D. Napoles Learning Area: English
Teaching Dates and Time: June 2-7, 2019 Quarter: 1
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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Answer a pre-test EN10RC-Ia-2.15.2: EN10LT-Ia-14.2: Explain how Remedial Reading or
Determine the effects of the elements specific to a Instruction/ICL
textual aids like advance selection build its theme
organizers, tiles, non-linear EN10WC-Ia-12.1: Identify
illustrations, etc. on the
understanding of a text
Eid al- features of persuasive texts
EN10LC-Ia-11.1: Get
information that can be
used in everyday life from
Fitr
news reports, speeches,
informative talks, panel
discussions, etc.
DISCOVERING PERSONAL CHALLENGES
Literary Elements of the Remedial Reading or
Effects of Textual Aids, and Selection: Daedalus & Instruction/ICL
N/A
Getting Information Icarus, and Features of
Persuasive Texts
 1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. 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
Lesson
N/A P3-4 P7-9 None
N/A P6-8 P13-18 None
N/A P6-8 P13-18 None
None None None None
N/A A short speech of your Sample Persuasive Text/s None
choice for the listening
comprehension; a non-
linear text or any text in a
graphic organizer
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Let the students take a pre- Ask the students to give all Remedial Reading or
test the words they can connect Instruction/ICL
with the word, myth. Inform
them that the text they are
about to read is a myth
Distribute test papers to Have the students mull Ask the students to look for Remedial Reading or
learners over the quotation by the answer to the following Instruction/ICL
Echkart Tolle and the question:
enduring question which 1. How does Icarus get
can be found in the LM, himself into a difficult
Your Journey on page 6 situation?
Let the students identify Have the students answer
the saying or well-known the following questions:
phrase that represents 1. What are some myths
each block in Task 1 found that you have read?

IV. PROCEDURES
D. Discussing 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
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
on page 7 in the LM 2. What makes these stories
a myth?
N/A Explain the following Interactive Reading of the Remedial Reading or
processing questions Selection entitled Daedalus Instruction/ICL
relevant to Task 1: and Icarus
1. What is your overall Have the students answer the
impression about the questions in Task 8 – 10 on
phrases above? page 16 of the LM on their
2. How do they reflect notebooks
realities in life?
N/A Have the students Discuss shortly the different Remedial Reading or
accomplish Task 2 You’ve features of a persuasive text, Instruction/ICL
Got a Friend on page 8 of then have the students
the LM identify the features of a
persuasive text present in the
sample text
N/A Let the students listen to a Have the students accomplish Remedial Reading or
speech and have them Task 12 Agree or Disagree on Instruction/ICL
share the information that pages 16 and 17 of the LM
can be used in everyday life
through Think-Pair-Share
method
N/A Ask students to cite any Cite instances in life where Remedial Reading or
information from news people discover their personal Instruction/ICL
reports, speeches, etc. challenges when they get
where they have learned themselves into difficult
something to be used in situations
everyday life
N/A Have the students answer Have the students answer the Remedial Reading or
the following question: following questions: Instruction/ICL
 Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
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?
1. Recall your experience in 1. How do personal challenges
answering the Blocks that make you a better person?
Block in Task 1. What is the 2. What are the different
effect of the blocks as features of a persuasive text?
textual aids in identifying
the saying or well-known
phrase that each block
represents?
N/A Have the students answer a Let the students accomplish Remedial Reading or
self-constructed evaluation Task 13 on page 17 of the LM Instruction/ICL
that involves any non-linear Integrate/encourage
text or any textual aids to persuasion in the output
meet objective 1
N/A Recall a news report they Let the students write a short Remedial Reading or
have heard or watched persuasive text about Instruction/ICL
before and cite instances cyberbullying in preparation
or information they have for the Final Task
used in real-life
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 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?

School: MCAPNHS Grade Level: 10

GRADES 10 Teacher: Praise Froilan D. Napoles Learning Area: English
 DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
Teaching Dates and Time: June10-14, 2019 Quarter: 1
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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10OL-Ia-3.14: Identify Holiday EN10V-Ib-13.9: Differentiate Remedial Reading or
the factors of public formal from informal Instruction/ICL
speaking definitions of words
EN10G-Ia-27: Use reflexive EN10LT-Ib-2.2: Explain how
and intensive pronouns the elements specific to a
genre contribute to the theme
of a particular literary
selection
EN10LT-Ib-2.2.1: Express
appreciation for sensory
images used
DISCOVERING PERSONAL BUILDING UP DEFENSES:
CHALLENGES:
Effect of Textual Aids; Remedial Reading or
Implicit & Explicit Signals, Formal and Informal Instruction/ICL
Factors of Public Speaking,
Verbal & Non-Verbal Used Definitions of Words;
and Reflexive & Intensive
by Speaker; and Elements Specific to a Genre;
Pronouns
Contribution of Events to and Sensory Images
Material’s Totality
P10 -17 P20-23 P24-28 None
 2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
IV. PROCEDURES
C. Discussing New Concepts and
Practicing New Skills #1
D. Discussing New Concepts and
Practicing New Skills #2
P18-30
P18-30
None
None
Review the features of a
persuasive text
Since the final output of
Lesson 1 is oral reporting
about cyberbullying, have
the students give their
prior knowledge on the
factors of public speaking
MONDAY TUESDAY
Have the students read the
text about bullying on
pages 27 & 28 in the LM
Discuss the factors of
public speaking & have the
students examine the Oral
Presentation Rubric on
page 29 of the LM as a
reference for the final task
P32-33 P35-44 None
P32-33 P35-44 None
None None None
Audio-video file of the None None
song, Reflection
Have the students read the Let the students set their Remedial Reading or
introduction under Your expectations on the lesson by Instruction/ICL
Journey on page 31 of the accomplishing Task 6 on page
LM 35 of the LM
Remind students of the Let the students read the text Remedial Reading or
expected output of the on page 35 of the LM and let Instruction/ICL
lesson: brochure on the information be a guide in
building defenses against reading the text
discrimination
WEDNESDAY THURSDAY FRIDAY
Have the students Have the students accomplish Remedial Reading or
accomplish a word web the Story Anticipation Guide Instruction/ICL
activity on the word, on page 36 of the LM
Discrimination
Have the students Have the students recall their Remedial Reading or
accomplish Task 1 on page knowledge on formal & Instruction/ICL
32 of the LM informal definitions of words;
then let the students
accomplish Task 8 on page 36
of the LM
E. Developing Mastery
(Leads to Formative
Assessment 3)
F. Finding Practical Applications
of Concepts and Skills in Daily
Living
G. Making Generalizations and
Abstractions about the
Lesson
H. Evaluating Learning
I. Additional Activities for
Application or Remediation
REMARKS
VI. REFLECTION
A. No. of learners who earned
Have the students
accomplish Task 16
Grammarian for a Day on
pages 18 – 19 in the LM
Facilitate the students in
accomplishing Task 30 A
Day in a Life on page 29 of
the LM
Have the students answer
the following:
1. In what instances in life
where you can use the
insights you’ve learned on
the factors of public
speaking?
Have the students answer
the following:
“Why do we need to know
the factors in public
speaking?”
Oral Presentation about
Cyberbullying
Accomplish the My
Treasure on page 30 of the provided or any piece of
LM on their Activity
Notebook
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Have the students view or
listen to the song
“Reflection” from the
movie Mulan and answer
the processing questions
Let the students
accomplish Task 3 Mirror,
Mirror on page 33 of the
LM
Let the students recall the
textual aid on Task 1 and
ask them its effect in
deciphering the riddle
Have the students answer
the following:
“What are being used in
the song viewed to
highlight its significant
points?”
Think-Write-Share:
Discrimination Check (page
32 of the LM)
Using the exit cards Accomplish Task 12 My Coat
of Arms on pages 43-44 of the Instruction/ICL
paper, answer the enduring LM
question of the lesson
Interactive Reading of the Remedial Reading or
selection, The Gorgon’s Head; Instruction/ICL
then have the students
answer Task 9 on their
notebooks (p. 42)
Facilitate students’ group Remedial Reading or
work: Visualizing the Text on Instruction/ICL
page 42 of the LM
Let the students answer the Remedial Reading or
following: Instruction/ICL
“What events in the myth
could happen in real life?”
Facilitate students’ Remedial Reading or
abstraction from the lesson by Instruction/ICL
answering the following:
“What are the insights you’ve
learned from the selection?”
Makes Sense To Me Remedial Reading or
(page 44) Instruction/ICL
Remedial Reading or
 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?

School: MCAPNHS Grade Level: 10

GRADES 10 Teacher: Praise Froilan D. Napoles Learning Area: English
 DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
Teaching Dates and Time: June 17-21, 2019 Quarter: 1
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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain how Remedial Reading or
features of persuasive texts Determine the effect of Determine how connected the elements specific to a Instruction/ICL
EN10OL-Ib-3.15: Describe textual aids like advance events contribute to the genre contribute to the
and interpret the ethics of organizers, titles, non- totality of a material theme of a particular
public speaking linear illustrations, etc. on viewed literary selection
EN10G-Ib-27: Use reflexive the understanding of a text EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the
and intensive pronouns EN10LC-Ic-4: Determine formal from informal literary devices used
the implicit and explicit definitions of words
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points
BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:
Contribution of Events to a Remedial Reading or
Material’s Totality; and Instruction/ICL
Features of Persuasive Effect of Textual Aids; and
Difference Between Formal Literary Elements/Theme in
Texts; Ethics of Public Implicit & Explicit Signals,
& Informal Definitions of the Selection, Orpheus; and
Speaking; and Reflexive & Verbal & Non-Verbal Used
Words Literary Devices Used
Intensive Pronouns by the Speaker
 1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. 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
Lesson
IV. PROCEDURES
D. Discussing New Concepts and
P29-33 P P P None
P45-51 P52-53 P53-54 P55-58 None
P45-51 P52-53 P53-54 P55-58 None
None None None None None
Self-constructed worksheet Audio-video file on “Let it Copy of the film or a Dice None
on describing/interpreting Go” song; printed copy of a summary/movie review of
ethics of public speaking; song of your choice “Life of Pi” movie
caps
Review the features of Have the students read the Present the necessary Have the students read the Remedial Reading or
persuasive texts and text under Your Journey on information about the text about myths in a box on Instruction/ICL
reflexive & intensive page 52 of the LM movie, “Life of Pi” page 55 of the LM, then
pronouns deliberate its key thought/s
Have the students mull Inform students of the Have the students mull Have the students mull over Remedial Reading or
over the following key expected output in Lesson over the following the following motive Instruction/ICL
thought: 3: Information Ad question: “How did the question: “To what extent
“Pronouns are used so that (TV, radio, or print) connected events would you use your strength
you do not keep using contribute to the totality of to save the person you
nouns all throughout a the movie?” love?”
text.”
Have the students compare Present samples of explicit Optional: Viewing of the Interactive Reading of the Remedial Reading or
and contrast reflexive & and implicit signals and movie, “Life of Pi” Selection entitled, Orpheus Instruction/ICL
intensive pronouns using a have the students (time-consuming)
Venn Diagram differentiate implicit and Present the summary or
explicit signals the movie review of the
film, “Life of Pi”
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Have the students Have the students listen to Have the students discuss Have the students answer Remedial Reading or
 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
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
accomplish Task A & B on
page 45 of the LM
Discuss the ethics of public
speaking and have them
accomplish the provided
worksheet
Let the students
accomplish Task 18 Caps
Locked on page 48
Have the students answer
the following through
Think-Pair-Share:
“What are the instances in
life where you can use the
ethics in public speaking?”
Facilitate the students’
responses on the following:
“Describe an ethical public
speaking.”
Travel Brochure (page 50)
Accomplish My Treasure on
page 51 of the LM and
the song, “Let it Go” & let
them determine implicit
and explicit signals from
the lyrics
Let the students
accomplish Task 1 Boy-Girl
Power on page 53 of the
LM
Facilitate students’
responses on the
processing questions on
page 54 of the LM
Let the students cite real-
life situations that make
use of implicit and explicit
signals
Facilitate students’
responses on the following:
“How are explicit and
implicit signals used by the
speaker to highlight
significant points?”
Using the printed copy of a
song, have the students
determine the implicit and
explicit signals used in the
lyrics to highlight points
Have the students
accomplish Task 3 What
their answers to the
processing questions on
pages 59-60 of the LM in a
small group
Let the students
accomplish Task 4 Mystery
Words on pages 54-55 of
the LM
Elaborate/explain the
answers on the processing
questions on page 55 of
the LM
Have the students
correlate the events and
totality of the movie to
their own experiences and
their contribution to life
Let the students answer
the following:
“What insights have you
learned from the movie
adaptation/summary?”
Using the words in the
mystery words, have the
students take a short quiz
on the formal and informal
definition of the words
Encourage students to
watch the film, “Life of Pi”
the processing questions on Instruction/ICL
page 57. Optional: Pass the
Dice Activity in designating
questions to students
Discuss shortly what is Remedial Reading or
exposition, falling action, Instruction/ICL
climax, rising action, and
resolution, then facilitate
students’ responses on Task
6 Element-Array on page 58
of the LM
Have the students orally Remedial Reading or
discuss their answers to the Instruction/ICL
processing questions on
Task 6 (page 58)
Cite instances where people Remedial Reading or
risk so much for the sake of Instruction/ICL
their loved ones
Have the students answer Remedial Reading or
the following: Instruction/ICL
“Why should you capitalize
on strengths and recognize
your weaknesses?”
Accomplish Task 7 Alice Low Remedial Reading or
on page 58 of the LM Instruction/ICL
Research: How to Make an Remedial Reading or
Effective Information Ad Instruction/ICL
 write your answers on a are You Made of? with their family at their
journal own leisure time
VII. 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
VIII. REFLECTION 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
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?

School: MCAPNHS Grade Level: 10

GRADES 10 Teacher: Praise Froilan D. Napoles Learning Area: English
 DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
Teaching Dates and Time: June 24-28, 2019 Quarter: 1
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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10RC-Id-2.15.2: EN10VC-Id25: Express EN10LT-Id2.2: Explain how Remedial Reading or
EN10WC-Ic12.2: Formulate Determine the effect of insights based on the ideas the elements specific to a Instruction/ICL
a statement of opinion or textual aids like advance presented in the material genre contribute to the
assertion organizers, titles, non- viewed theme of a particular
EN10OL-Ic-3.16: Describe linear illustrations, etc. on EN10V-Id13.9: literary selection
the techniques in effective the understanding of a text Differentiate formal from EN10LT-Id2.2.2: Explain
public speaking EN10LC-Id-4.1: Single out informal definitions of the literary devices used
EN10G-Ic-26: Using words direct and indirect signals words
and expressions that used by a speaker
emphasize a point
CAPITALIZING ON STRENGTHS AND DEALING WITH PERSONAL CHALLENGES:
RECOGNIZING
WEAKNESSES:
Statement of Opinion or Remedial Reading or
Assertion; Techniques in Insights based on Ideas; Elements Specific to a Genre Instruction/ICL
Effect of Textual Aids; and
Effective Public Speaking; and Difference between and their Contribution to
Direct & Indirect Signals
and Words & Expressions Formal & Informal the Theme; and Literary
Used by a Speaker
that Emphasize a Point Definitions of Words Devices
P P P P None
 2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. 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
Lesson
V. PROCEDURES
D. Discussing New Concepts and
P59-66
P59-66
None
Sample Impressive Photo
Essay
Have the students give
words or group of words to
associate with the words:
Opinion and Assertion
Ask students to deliberate
the relevance between
giving insights, opinions or
assertions, and expressions
to emphasize a point or to
effectively communicate in
public
Interactive Discussion:
Techniques in Effective
Public Speaking and Words
& Expressions to
emphasize a point
MONDAY
Have the students
P67-68
P67-68
None
Dictionaries; and “Never
Give Up in Life” (an
inspirational video)
Have the students read the
text under Your Journey on
page 67 of the LM and
deliberate its key thought/s
Inform the students of the
expected output of the
lesson: Impressive Photo
Essay
Have the students mull
over the quotation by an
anonymous writer on page
68 of the LM
TUESDAY
Let the students answer
P69 & 71
P69 & 71
None
None
Have the students share
their expectations set last
meeting
Ask students: “How do
human desires, intuitions,
& motives lead to dealing
with personal challenges?”
Have the students mull
over the following:
“You are what you are and
where you are because of
what has gone into your
mind. You can change what
you are and where you are
by changing what goes into
your mind.” – Zig Ziglar
WEDNESDAY
Let the students find
P69 – 72
P69 – 72
None
None
Have the students correlate
the science term Arachnid
and the story’s title,
Arachne
Let the students read the
text under Your Text on
page 69 of the LM
Interactive Reading of the
Selection entitled Arachne
THURSDAY
Discuss the answers to the
None
None
None
None
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
FRIDAY
Remedial Reading or
 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
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
accomplish Task 8.2 A
Quote on Quote on page
61 of the LM
Let the students answer
Task 9 Modal Modes on
pages 61 & 62 of the LM
Have the students answer
Task 9.1 and Task 9.2 on
page 62 of the LM
Cite instances where
people need to express
themselves clearly when
giving opinion or assertion,
or when emphasizing a
point
Facilitate the students in
making generalizations on
the use of modals in
emphasizing a particular
point
Make your own
Information Ad. Let the
students be guided by the
rubric on page 66 of the LM
Let the students answer
My Treasure on page 66 of
the questions on Task 1
(page 68)
Have the students
accomplish Task 2 A
Puzzling Trial on page 68 of
the LM
Let the students
accomplish Task 3 Three
Controls on page 68 of the
LM
Cite instances in life where
speakers use direct and
indirect signals
Have the students answer
the following:
“In what way a textual aid
like a drawing or picture
help you to understand a
text or message?”
Let the students write their
answers to the essential
question in a graphic
organizer of their choice
Have the students
accomplish Task 4 (p. 69)
difficult or unfamiliar questions on Image Makers Instruction/ICL
words in the selection and (page 72)
look up the meaning of
each through the use of a
dictionary or context clues
Let the students view Discuss the answers to the Remedial Reading or
“Never Give Up in Life” and questions on Justifiers (page Instruction/ICL
have them share or express 72)
their insights through
Think-Pair-Share
Have the students give the Discuss the answers to the Remedial Reading or
formal and informal questions on Theme Instruction/ICL
definitions of the words Builders (page 72)
they found difficult in the
text
Ask the students to give Cite instances in life where Remedial Reading or
instances where they can pride becomes destructive Instruction/ICL
express themselves based
on any idea presented
Facilitate students’ Let the students make Remedial Reading or
responses on the following: abstractions from the story Instruction/ICL
“Why is it important to read and discussed
express insights based on
ideas and not on feelings?”
Let the students write their Have the students create a Remedial Reading or
insights on a certain quote quote that is relevant to the Instruction/ICL
& let them define a word theme of the story
from it formally &
informally
Read the story, Arachne Research about emphasis Remedial Reading or
markers Instruction/ICL
 the LM. Write the answers
on the journal or notebook
V. REMARKS

VI. REFLECTION
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?
 School: MCAPNHS Grade Level: 10
GRADES 10 Teacher: Praise Froilan D. Napoles Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 8-12, 2019 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
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-If-21: Compare Remedial Reading or
new insights with previous Instruction/ICL
learnings
EN10LC-Ih-14.3: Show

On Paternity Leave
appreciation for songs,
poems, and other listening
IPCRF
texts
WINNING OVER
Seminar
INDIVIDUAL CHALLENGES:
II. CONTENT Comparison of Insights; Remedial Reading or
and Appreciation for a Instruction/ICL
Song
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P None
2. Learner’s Materials Pages P79-81 None
3. Textbook Pages P79-81 None
4. Additional Materials from None None
Learning Resource (LR)
portal
E. Other Learning Resources Comparing Insights Tips None
IV. PROCEDURES
A. Reviewing Previous Lesson or Have an interactive reading Remedial Reading or
 Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing 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
on the text under Your Instruction/ICL
Journey on page 79 of the
LM
Inform students of the Remedial Reading or
expected output of the Instruction/ICL
lesson which is to
participate in a short but
meaningful panel
discussion on winning over
personal challenges
Show and tell: Comparison Remedial Reading or
of insights Instruction/ICL
Facilitate the students’ task Remedial Reading or
in Task 1 Connect to the Instruction/ICL
Cap on page 80 of the LM
Have the students listen to Remedial Reading or
the song, “Roar” by Katy Instruction/ICL
Perry and let them list the
words and expressions that
relate to ways we deal with
challenges
Have the students decipher Remedial Reading or
the message of the song Instruction/ICL
and let them share it with a
partner
Let the students cite Remedial Reading or
instances where they were Instruction/ICL
able to deal with
challenges
H. Making Generalizations and
Abstractions about the
Lesson
Let the students make Remedial Reading or
abstractions from the Instruction/ICL
message of the song in
relation to winning over
challenges

I. Evaluating Learning Let the students make a Remedial Reading or

short essay comparing the Instruction/ICL
insights learned from
previous learning on
dealing with personal
challenges and the new
insights learned in this
lesson
Additional Activities for Give tentative answers to Remedial Reading or
Application or Remediation the essential question Instruction/ICL
(page 81)
V. REMARKS
VI. REFLECTION
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
School: MCAPNHS Grade Level: 10
Teacher: Praise Froilan D. Napoles Learning Area: English
Teaching Dates and Time: July 15-19, 2019 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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-If-2.2: Explain how EN10WC-Ie12.2: Formulate EN10OL-Ie3.16.1: Employ EN10OL-If3.16.1: Employ Remedial Reading or
the elements specific to a a statement of opinion or the techniques in public the techniques in public Instruction/ICL
genre contribute to the assertion speaking in a sample public speaking in a sample public
theme of a particular EN10WC-Ie12.3: Identify speaking situation speaking situation
literary selection. the techniques in a
EN10LT-If2.2.3: Determine persuasive text
tone, mood, technique,
and purpose of the author
WINNING OVER INDIVIDUAL CHALLENGES:
Formulating a Statement of Remedial Reading or
Literary Elements: Theme,
Opinion or Assertion; & Employing Techniques in Employing Techniques in Instruction/ICL
Tone, Mood, Technique, &
Techniques in a Persuasive Public Speaking Public Speaking
Purpose of the Author
Text
P P P P None
P82-85 P86 & 89 P90-91 P90-91 None
P82-85 P86 & 89 P90-91 P90-91 None
None None None None None
None None Optional: video sample of Optional: video sample of None
panel discussion panel discussion
IV. PROCEDURES
J. Reviewing Previous Lesson or
Presenting the New Lesson
K. Establishing a Purpose for the
Lesson
L. Presenting
Examples/Instances of the
Lesson
M. Discussing New Concepts
and Practicing New Skills #1
N. Discussing New Concepts and
Practicing New Skills #2
O. Developing Mastery
(Leads to Formative
Ask the students:
“Which details in the
drawing presented
yesterday showed winning
over individual
challenges?”
Let the students ponder on
the question:
“How important is your
eye/s to you?”
Facilitate students in the
reading of the text, “How
Odin Lost His Eye” on page
82 of the LM.
Discuss shortly about types
of conflicts; and have them
accomplish The Power of C
Activity on page 84 of the
LM
Discuss the following
Literary Elements: Theme,
Tone, Mood, Technique, &
Purpose of the Author;
then let the students
identify such elements in
the selection read
Have the students
accomplish Lasting Virtue
Recall the difference
between opinion and
assertion
Allow students to express
their opinion or assertion
over the following:
“How will you convince
others to agree with you
that it is important to read
and discuss myths, tales,
legends and other stories?”
Present the different
persuasive techniques that
are usually used in a
persuasive text
Facilitate students in
answering the Winning
Appeal on page 86 of the
LM
Have the students
accomplish Task 8 Life Skills
Connection and let them
share their opinion on the
text entitled Koran
Let the students
accomplish What Always
Review the different
techniques to be utilized in
a persuasive text
Have the students share
their prior knowledge on
what is a panel discussion
Have the students view a
sample panel discussion
Think-Pair-Share:
Deliberate on the insights
learned from the sample
panel discussion
Facilitate students as they
go over the ideas for a
panel discussion on page
90 of the LM
Group the students and
have them designate roles:
Review the different
techniques to be utilized in a Instruction/ICL
persuasive text
Have the students share
their prior knowledge on
what is a panel discussion
Have the students view a
sample panel discussion
Think-Pair-Share: Deliberate
on the insights learned from
the sample panel discussion
Facilitate students as they
go over the ideas for a panel
discussion on page 90 of the
LM
Group the students and
have them designate roles:
Remedial Reading or
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
Remedial Reading or
Instruction/ICL
 Assessment 3)
P. Finding Practical Applications
of Concepts and Skills in Daily
Living
Q. Making Generalizations and
Abstractions about the
Lesson
R. Evaluating Learning
Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
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
Activity on page 85 of the
LM
Let the students give
instances in their life where
they have sacrificed
something for others
Have the students answer
the following:
“What are the insights or
lessons have you learned
from the story?”
Let the students answer
the questions in Thinking it
Through on page 85 of the
LM
Answer the following:
“How will you convince
others to agree with you
that it is important to read
and discuss myths, tales,
legends and other stories?”
Worked Activity on page 88
of the LM
Have the students cite
instances where they were
able to successfully
persuade someone
Let the students answer
the following:
“What techniques should
you employ or use to be
able to convince or
persuade someone?”
Accomplish The Power of
the Song (page 88)
Let the students
accomplish Thought for
Today Activity on pages 88-
89 of the LM
chairman, and panelists or
discussants
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Panel Discussion
Conduct research
(if possible), and take notes
on the possible questions
to be used in the panel
discussion
chairman, and panelists or
discussants
Let the students give real- Remedial Reading or
life situations where panel Instruction/ICL
discussions are used
(e.g. SS Lesson Discussions)
Have the students answer Remedial Reading or
the following: Instruction/ICL
“How will you conduct a
panel discussion?”
Panel Discussion Remedial Reading or
(Continuation) Instruction/ICL
Peer Evaluation of Other Remedial Reading or
Group’s Discussion Instruction/ICL
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?

School: MCAPNHS Grade Level: 10

GRADES 10 Teacher: Praise Froilan D. Napoles Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: July 22-26, 2019 Quarter: 1

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
EN10OL-Ig3.16.1: Employ EN10OL-Ih3.16.1: Employ EN10G-If-3.6/ EN10G-Ig- EN10RC-Ii-21: Compare new Remedial Reading or
the techniques in public the techniques in public 3.6/ EN10G-Ih-3.6/EN10G- insights with previous Instruction/ICL
speaking in a sample public speaking in a sample public Ii-3.6: Use modals learnings
speaking situation speaking situation EN10V-1h-13.9 Use
denotation and connotation
to clarify meanings of words
TURNING CHALLENGES TO
WINNING OVER INDIVIDUAL CHALLENGES:
OPPORTUNITIES:
Employing Techniques in Employing Techniques in Comparing Insights; and Remedial Reading or
Modals
Public Speaking Public Speaking Denotation and Connotation Instruction/ICL
P P P P None
P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
None None None None
Optional: video sample of Optional: video sample of Downloaded worksheets on Worksheet (Connotation vs. None
panel discussion panel discussion Modals; Modal Bank Denotation)
Review the different Review the different Give/share feedbacks on Have the students read the Remedial Reading or
techniques to be utilized in techniques to be utilized in the panel discussion done text under Your Journey on Instruction/ICL
a persuasive text a persuasive text page 92 of the LM
Have the students share Have the students share Have the students mull Inform students that the Remedial Reading or
 Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing 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
I. Evaluating Learning
Additional Activities for
Application or Remediation
their prior knowledge on
what is a panel discussion
Have the students view a
sample panel discussion
Think-Pair-Share:
Deliberate on the insights
learned from the sample
panel discussion
Facilitate students as they
go over the ideas for a
panel discussion on page
90 of the LM
Group the students and
have them designate roles:
chairman, and panelists or
discussants
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Panel Discussion
(Continuation)
Peer Evaluation of Other
Group’s Discussion
their prior knowledge on
what is a panel discussion
Have the students view a
sample panel discussion
Think-Pair-Share:
Deliberate on the insights
learned from the sample
panel discussion
Facilitate students as they
go over the ideas for a
panel discussion on page
90 of the LM
Group the students and
have them designate roles:
chairman, and panelists or
discussants
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Panel Discussion
(Continuation)
Peer Evaluation of Other
Group’s Discussion
over the following:
“You should eat to live, and
not live to eat.”
Present a modal bank and
have the students guess
what words are they
Facilitate students in
answering Sense of Value
Activity on page 86 of the
LM
Discuss the different
modals such as must,
should, etc.; and let the
students answer Rewarding
Activity (page 87)
Have the students
accomplish Looking Ahead
Activity on page 100 of the
LM
Cite instances in life where
people get to use modals in
daily conversations
Let the students answer
the following:
“What are modals?”
“When do we use modals?”
Self-constructed Long Quiz
/downloaded worksheet
(Modals)
Make a success plan using
modals
expected output of the Instruction/ICL
lesson is to present a short
persuasive essay
Remedial Reading or
Instruction/ICL
Facilitate students in Remedial Reading or
answering Task 1 I Always Instruction/ICL
Connect Game on page 93
of the LM
Discuss how to give Remedial Reading or
denotative and connotative Instruction/ICL
meaning to words; and have
the students undergo some
drills
Let the students answer the Remedial Reading or
downloaded worksheet Instruction/ICL
(connotation & denotation)
Cite instances in life wherein Remedial Reading or
they can apply their Instruction/ICL
knowledge on denotation
and connotation
Let the students answer the Remedial Reading or
following: Instruction/ICL
“What is the difference
between connotation and
denotation?”
Accomplish Meaningful Remedial Reading or
Search (page 96) Instruction/ICL
Read in advance the text Remedial Reading or
From the Analects by Instruction/ICL
 Confucius
V. REMARKS

VI. REFLECTION
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
School: MCAPNHS Grade Level: 10
Teacher: Praise Froilan D. Napoles Learning Area: English
Teaching Dates and Time: July 29- August 2 Quarter: 1
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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw Remedial Reading or
generalizations spoken communication selection may be similarities and differences Instruction/ICL
EN10VC-Ig1.5/2.5:Draw may be repaired or influenced by culture, of the featured selections in
generalizations and enhanced history, environment, or relation to the theme
conclusions based on the other factors
materials viewed
TURNING CHALLENGES TO OPPORTUNITIES:
Making Generalizations Repairing or Enhancing Similarities and Differences Remedial Reading or
Literary Analysis
and Conclusions Spoken Communication of Selections Instruction/ICL
P P P P None
P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
None None None None None
Video Clip of One Arm Handouts in repairing or None None None
Young Lady & a One Legged enhancing spoken
Young Man; Pictures communication; speeches
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing 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
Review the key thoughts on Review the key thoughts in
denotation and making generalizations
connotation
Have the students answer
the following:
“How do you turn your
challenges into
opportunities?”
Have the students view the
video clip of “One arm
young Lady and a One
legged Young Man”
Think-Pair-Share:
Generalizations from the
video clip viewed
Picture Analysis: Make
generalizations based on
the picture posted
Post a picture and answer
the following:
“What does the picture
suggest about challenges &
opportunities?”
Let the students give real-
life situations where people
are able to turn challenges
to opportunities
Have the students share
their answers to the
following:
“Do spoken communication
need to be repaired or
enhanced? Why?”
Have the students view a
short speech
Think-Pair-Share: Have the
students identify the parts
in the speech that needs to
be repaired or enhanced
Have the students
accomplish Taking a Stand
for or against (pages 97-98)
Give a sample speech and
have the students examine
it and identify the parts to
be repaired or enhanced
Ask students to give
instances in their life where
they wish to repair or
enhance their spoken
communication
Have the students share
their Map of Targets in
Task 4 (page94)
Have the students mull
over the short text under
Your Text on page 94 of the
LM
Interactive Reading of the
text From the Analects
(pages 95-96)
Have the students
accomplish Theme
Connection on pages 96-97
Explain how the selection
From the Analects may be
influenced by culture,
history, environment, or
other factors
Think-Pair-Share: Let the
students share their
insights from the ideas
conveyed by the selection
Cite instances in life where
people are able to resolve
problems due to helpful
advices from others
Review the insights from the Remedial Reading or
selection discussed Instruction/ICL
previously
Ask the students the ways to Remedial Reading or
draw similarities and Instruction/ICL
differences
Interactive Reading: Zen Remedial Reading or
Parables (p. 100) & Practice Instruction/ICL
and Uphold Positive
Attitude (p. 103)
Have the students discuss Remedial Reading or
their answers to the Instruction/ICL
questions on page 100 of
the LM
Let the students discuss Remedial Reading or
their answers to the Instruction/ICL
questions on page 104 of
the LM
Have the students Remedial Reading or
accomplish A Call Up for Instruction/ICL
Order Box on page 104 of
the LM
Cite instances in life where Remedial Reading or
they get to give similarities Instruction/ICL
and differences of things
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
Have the students make
generalizations on the tips
in making generalizations
Make short essay on
turning challenges to
opportunities
Accomplish Task 4 Mapping
the Targets
Let the students answer
the following:
“Why is there a need to
repair or enhance spoken
communication?”
Alter Ego (page 101)
Find a speech that needs to
be repaired or enhanced
Have the students answer Have the students answer Remedial Reading or
the following: the following: Instruction/ICL
“What is the importance of “How do you draw
turning challenges into similarities and differences
opportunities?” of two certain things?”
Let the students identify Let the students draw Remedial Reading or
the parts in the selection similarities and differences Instruction/ICL
that are influenced by between the two selections
culture, history, read and discussed
environment, or other
factors
Remedial Reading or
Instruction/ICL

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
VI. REFLECTION 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
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?

GRADES 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
School: MCAPNHS Grade Level: 10
Teacher: Praise Froilan D. Napoles Learning Area: English
Teaching Dates and Time: June ___________, 2019 Quarter: 1
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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10WC-If12.3: Compose a EN10WC-Ig12.3: Compose EN10WC-Ih12.3: Compose EN10WC-Ii-12: Compose Remedial Reading or
persuasive text of three a persuasive text of three a persuasive text of three short persuasive texts using Instruction/ICL
paragraphs expressing paragraphs expressing paragraphs expressing a variety of persuasive
one’s stand on an issue one’s stand on an issue one’s stand on an issue techniques and devices
Remedial Reading or
Instruction/ICL
P P P P None
P105-108 P105-108 P105-108 P105-108 None
P105-108 P105-108 P105-108 P105-108 None
None None None None None
None None None None None
Review the techniques in Review the techniques in Review the techniques in Review the techniques in Remedial Reading or
writing a persuasive text writing a persuasive text writing a persuasive text writing a persuasive text Instruction/ICL
 B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing 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
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
choose a subject of their
choice
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Cite instances where
people become effective in
persuading others through
writing
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
choose a subject of their
choice
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Cite instances where
people become effective in
persuading others through
writing
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students when they
have experienced
persuading someone
through writing
Discuss the steps in writing
a persuasive essay (page
105); let the students
choose a subject of their
choice
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Cite instances where
people become effective in
persuading others through
writing
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Ask the students to answer Remedial Reading or
the following: Instruction/ICL
“How will you persuade
someone through writing?”
Ask the students when they Remedial Reading or
have experienced Instruction/ICL
persuading someone
through writing
Discuss the steps in writing a Remedial Reading or
persuasive essay (page 105); Instruction/ICL
let the students choose a
subject of their choice
Have the students go over Remedial Reading or
the drafting guidelines and Instruction/ICL
let them start drafting their
own essay
Let the students go over the Remedial Reading or
sharing through the EQS Instruction/ICL
(page 106), and have them
undergo it
Cite instances where people Remedial Reading or
become effective in Instruction/ICL
persuading others through
writing
Have the students answer Remedial Reading or
the following: Instruction/ICL
“What are the steps in
writing a persuasive text?”
I. Evaluating Learning Persuasive Essay following Persuasive Essay following Persuasive Essay following Persuasive Essay following Remedial Reading or
the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- the criteria on pages 106- Instruction/ICL
107 of the LM 107 of the LM 107 of the LM 107 of the LM

Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or
Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL
V. 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
VI. REFLECTION 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
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?
 School: MCAPNHS Grade Level: 10
GRADES 10 Teacher: Praise Froilan D. Napoles Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: June ___________, 2019 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/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 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Remedial Reading or
Review Review First Quarter Examination First Quarter Examination Instruction/ICL

II. CONTENT Remedial Reading or

Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages None
2. Learner’s Materials Pages None
3. Textbook Pages None
4. Additional Materials from None
Learning Resource (LR)
portal
E. Other Learning Resources None
IV. PROCEDURES
A. Reviewing Previous Lesson or Remedial Reading or
Presenting the New Lesson Instruction/ICL
 B. Establishing a Purpose for the Remedial Reading or
Lesson Instruction/ICL

C. Presenting Remedial Reading or

Examples/Instances of the Instruction/ICL
Lesson

D. Discussing New Concepts Remedial Reading or

and Practicing New Skills #1 Instruction/ICL

E. Discussing New Concepts and Remedial Reading or

Practicing New Skills #2 Instruction/ICL

F. Developing Mastery Remedial Reading or

(Leads to Formative Instruction/ICL
Assessment 3)

G. Finding Practical Applications Remedial Reading or

of Concepts and Skills in Daily Instruction/ICL
Living

H. Making Generalizations and Remedial Reading or

Abstractions about the Instruction/ICL
Lesson

I. Evaluating Learning Remedial Reading or

 Instruction/ICL

Additional Activities for Remedial Reading or

Application or Remediation Instruction/ICL
V. 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
VI. REFLECTION 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
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?