DAILY LESSON LOG

Learning Area ENGLISH 10 Quarter One

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 10
August 27, 2024
Date/s Section RESPONSIBILITY
August 28, 2024

Week 6
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
I. OBJECTIVES 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
Content Standards strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
Performance Standards 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 a
the elements specific to a statement of opinion or
genre contribute to the heme Assertion
of a particular literary
Learning Competencies selection. EN10WC-Ie12.3: Identify the
techniques in a persuasive
EN10LT-If2.2.3: Determine text
tone, mood, technique, and
purpose of the author
Learning Targets I can explain how literary I can create a clear and
elements such as theme, concise statement of opinion
tone, mood, technique, and or assertion.
the author's purpose
contribute to the overall I can identify and explain

Page 1 of 8
 theme of a literary selection.
various techniques used in
I can determine the tone,
persuasive texts.
mood, technique, and
purpose of an author in a
given literary text.

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.
Literary Elements: Theme, Formulating a Statement of
II. CONTENT Tone, Mood, Technique, & Opinion or Assertion; &
Purpose of the Author Techniques in a Persuasive
Text
List 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
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Learner’s Material/Textbook pages
Video Resource: "The Lion
King - Circle of Life" (Clip on
Additional Materials from Learning Resources YouTube)
(LR) portal and other Supplementary Materials

IV. PROCEDURES 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, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Engage National Heroes Day(Holiday) Objective: Capture students' 1. Scenario Presentation: Preparation for Buwan ng Program of Buwan ng wika
To capture students’ interest and stimulate
their curiosity. Teachers present a scenario,
interest and stimulate curiosity Show a short video clip Wika
question, or problem to connect with about how different literary from a persuasive speech
students' prior knowledge and experiences.
elements contribute to the or commercial. For
theme of a literary text. example, use a video from
TED-Ed that demonstrates
Scenario effective persuasive
Presentation: techniques.
2. Discussion Questions:
Present the students 1. What was the
with a brief and speaker trying to
engaging video clip convince the
of a famous movie audience to
scene with a distinct believe or do?
Page 2 of 8
 2. How did the
theme, tone, and speaker make
mood. For example, their point
use a scene from effectively?
"The Lion King" 3. Objective: Connect
where the tone is students' prior knowledge
uplifting and the of persuasive
mood is triumphant. communication with the
new lesson on formulating
Discussion Question: opinions and recognizing
persuasive techniques.
1. Ask students:
"How do you
think the mood
and tone of this
scene help to
convey the
theme of the
story? Can you
identify any
specific
techniques used
by the
filmmakers?"

B. Explore Objective: To provide students 1. Activity 1: Divide students

To provide students with hands-on
experiences to investigate and explore the
with hands-on experiences to into small groups and
concept. Students engage in activities that investigate and explore the provide them with various
allow them to observe, question, and
experiment. concept. persuasive texts (articles,
advertisements, editorials)
Activity 1: Text Analysis from Newsela or
CommonLit.
Activity: Divide students into small 1. Each group will
groups and assign each group a identify and
different short story or poem. Each highlight the
group will use online resources to statements of
identify the theme, tone, mood, opinion or
and technique in their assigned assertion and the

Page 3 of 8
 techniques used
text. (e.g., emotional
appeal, rhetorical
Activity 2: Tone and Mood questions,
Identification statistics).
2. Activity 2: Have students
Activity: Provide students with a use Padlet to post their
set of online literary excerpts and findings and discuss their
ask them to use digital highlighters observations with the class.
(e.g., Adobe Acrobat) to mark the
passages that illustrate different
tones and moods.
C. Explain Objective: Encourage students · Direct Instruction:
To encourage students to articulate their
understanding and to introduce formal
to articulate their understanding
definitions and concepts. Teachers facilitate and introduce formal definitions  Define a statement of
discussions, provide explanations, and
guide students to connect their exploration and concepts. opinion or assertion.
to scientific concepts.  Explain different persuasive
Activity: techniques (e.g., ethos,
pathos, logos, repetition,
 Lecture/Discussion: appeals to authority).
Provide definitions and
explanations of theme, · Discussion: Facilitate a class
tone, mood, technique, discussion using a PowerPoint
and purpose of the presentation or Google Slides to
author. Use examples explain the formal definitions and
from the group concepts. Use examples from the
presentations to illustrate texts explored earlier.
each concept.
 Concept Mapping:
Create a visual map on
the board that connects
each literary element to
the theme. Discuss how
each element interacts
and contributes to the
overall message of the
text.

D. Elaborate Objective: Allow students to · Activity: Students will write a

Page 4 of 8
To allow students to apply their
understanding to new situations and deepen
apply their understanding to short persuasive paragraph on a
their knowledge. Students engage in new situations and deepen their given topic. They should formulate a
activities that extend their learning and knowledge. clear statement of opinion or
challenge them to use their new knowledge
in different contexts. assertion and use at least three
Activity: persuasive techniques discussed.
· Peer Review: Students will
 Individual Writing: Ask
exchange paragraphs and provide
students to choose a
feedback on each other's use of
literary work they are
persuasive techniques
familiar with (e.g., a novel,
poem, or short story).
Have them write a short
analysis explaining how
the elements of theme,
tone, mood, technique,
and purpose contribute to
the overall theme of the
work.
 Peer Review: Students
exchange their analyses
with a partner and provide
feedback based on a
checklist provided by the
teacher.

E. Evaluate Objective: Assess students’ 1. Formative Assessment:

To assess students’ understanding and
skills, and to provide feedback. Both
understanding and skills, and Use a quick quiz on to
formative and summative assessments are provide feedback. assess students'
used to measure students' learning and
progress.
understanding of the
Activity: concepts of opinion
statements and persuasive
 Quiz: Administer a quiz techniques.
with multiple-choice and 2. Summative Assessment:
short-answer questions Collect and review
about theme, tone, mood, students' persuasive
technique, and purpose of paragraphs to evaluate
the author. Include their ability to formulate
questions that require opinions and apply
students to analyze

Page 5 of 8
 persuasive techniques.
excerpts from various
genres.
 Exit Ticket: Ask students
to write a brief response
on how understanding
these literary elements
can enhance their reading
experience.

Values Integration Objective: Incorporate ethical 1. Discussion: Reflect on the

Incorporating ethical and moral principles
into the curriculum to help students develop
and moral principles to help ethical responsibilities of
character and positive attitudes alongside students develop character and using persuasive
academic knowledge.
positive attitudes. techniques. Discuss how
persuasive communication
Activity: can be used ethically to
promote positive change or
 Discussion: Lead a influence others
discussion on how responsibly.
understanding the theme 2. Activity: Students will write
and purpose of a literary a brief reflection on how
work can influence one’s they can apply persuasive
perspective on societal techniques ethically in their
issues and personal daily lives and future
values. careers.
 Reflection: Have
students write a reflection
on how literature can
address ethical and moral
dilemmas and contribute
to personal growth.

Page 6 of 8
 I. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
II. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the No. of learners who require additional Did the remedial lessons work? No. of No. of learners who continue to Which of my teaching strategies What difficulties did I encounter which What innovation or localized materials
evaluation activities for remediation who scored learners who have caught up with the require remediation worked well? Why did these strategies my principal or supervisor can help me did I use or discover which I wish to
below 80% lesson work? solve? share with other teachers?
Prepared by: Checked by: Reviewed by: Approved by:

ROSELLE MAE M. RAGUINDIN. LPT KRISTINE FAITH G. ALEJANDRO, LPT JOHN CLYDE M. RANCHEZ, LPT TESSIE C. PASION, MAEd
Subject Teacher Grade School Coordinator Academic Coordinator School Principal

Page 7 of 8
Page 8 of 8