School: MOLAVE VOCATIONAL TECHNICAL SCHOOL Grade Level: 10

GRADES 10 Teacher: DEMETRIO, JR. E. YBAÑEZ Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates Eurasia (9:50-10:50) Antarctica (10:50-11:50) Aug. 20-24, 2018
and Time: Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning EN10LC-IIb-15.1: EN10RC-IIa-11: Transcode EN10WC-IIa-13.1: Identify parts

Competencies/Objectives:
I. CONTENT
II. LEARNING RESOURCES
Assess the effectiveness of a information from linear to non- and features of argumentative
material listened to taking into linear texts and vice-versa essays
account the speaker’s purpose. EN10RC-IIb-11.2: Explain
illustrations from linear to non- EN10WC-IIb-13.2: Formulate
linear texts and vice versa claims of fact, policy, and value
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week
or two.
Assessing the Effectiveness of the Holiday
Material Listened to (Ninoy Aquino Day and Eid’l Linear and Non-linear Text Parts and Features of
Adha) Argumentative Essay
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages p. 120 p. 120
2. Learner’s Materials pp. 118-119 pp. 120-122 pp. 131-135
Pages
3. Textbook Pages *English Expressways IV. 2007. p. *English Expressways IV. 2007.
179. pp 116-117, 142-143, 159-160.
4. Additional Materials
from Learning Resource
(LR) portal
A. Other Learning Resource Speaker and music player Photos and powerpoint
presentation
IV. PROCEDURES
A. Reviewing Previous Lesson The students revisit the previous
or Presenting the New discussion with the guidance of the
Lesson teacher.
B. Establishing a Purpose for The teacher asks the students if
the Lesson what are the things that they need
to consider in order to assess
whether the material listened to is
effective.
The teacher present a listening
C. Presenting activity and the students will be
Examples/Instances of the asked whether the listening
Lesson material is effective.
D. Discussing New Concepts The teacher presents to the
and Practicing New Skills students on how to assess the
#1 effectiveness of the material
listened to.
E. Discussing New Concepts The students listen to the song
and Practicing New Skills #2 Common Ground by Kodaline and
they need to give the message of
the song.
F. Developing Mastery While listening to the song for the
(Leads to Formative second time, the student sketch an
Assessment 3) object that they visualize in the
song. They need to discuss and
explain with a partner afterward.
G. Finding Practical The students will share their insight
Applications of Concepts about the advice given in the song
and Skills in Daily Living with their seatmates.
The students are asked by the The students revisit the discussion
teacher on the song they on linear and non-linear text.
listened previously.
The teacher explain to the The teacher ask the students with
students the importance of the question:
getting information in a text. How will convince other to
believe on your side or part?
The teacher presents examples The teacher presents the situation
of linear and non-linear and the to the students and asks their
students give their differences. arguments on the issue. “Do you
agree on the plans of the
government about National ID
system? Why or why not?”
The teacher process the answer The teacher presents the concept
of the students to arrive with of Argumentative Essay. With the
what is linear and non-linear students’ participation, the parts
text. and features of argumentative
essay are revealed.
Transcode Me. The teacher The teacher instructs the students
presents a linear text for the to read in a group an example of
students to read. Afterwards, argumentative essay found in
they need to transcode the their book. They need to share
information to diagram as an their understanding about the
example of non-linear text. essay on their group mates.
Survey to Convey. With the Task 11. Identify and Classify
different pictures which show From the model argumentative
conflict, the students make a essay, the students identify its
survey within their group mates parts by rewriting the essential
if which conflict they have statement in the box.
experienced the most. They
need to rank from 1-10.
After they have surveyed their Task 12. Have Your Say!
group mates, they need to The students examine the different
graph the results of the survey questions and the topics lead to
they conducted in their group. their opinion by asking specific
types of questions: questions of
fact, value and policy.
 H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
J. 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
D. No. of learners who
continue to require
remediation
The students share to the class in From the activity given, the
terms of the effectiveness of the students need to answer the
song and how they found it questions:
effective. 1. Which of these conflicts have
you experienced with your
family? Why?
2. What did you do to resolve the
said conflict in your family?
Paper and pencil Test Paper and pencil Test
No additional activity is given. Conflict Prevention. One must
consider how to avoid conflict.
The students need to complete
the table by writing ways to
prevent each common conflict
situation.
1. Gossips
2. Fighting
3. Parent-child conflict
4. Cyberbullying
English 10 is taken (4) four hours per week. No Friday schedule.
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.
The students react on the
statement: How important
evidences are in argumentative
essay?
Paper and pencil Test
Formulate your own. Form five
groups then formulate your own
claims of fact, policy and value
based on your chosen topic from
the list provided.
1. Resolving Conflicts
2. Unity in Diversity
3. Harmonizing Relationship
with others
4. Bridging the Gap
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
use/discover which I wish to
share with other teachers?

Prepared by: Checked by: Approved by:

DEMETRIO, JR. E. YBAÑEZ ALDRINA P. ALISER ARNOLD B. TAGALOG

T-I, English Acting Head, English P-I/Assistant School Principal