School: Dr. Santiago Dakudao Sr.

NHS Grade Level: 10

Teacher: RAZEL JOY N. RAMIREZ-TOMENIO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Monday-Friday (6:00-12:10) October 24-28, 2022 (WEEK 10) Quarter: 1st

I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet 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.

A. Content The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine Literature.
Standards:

B. Performance The learner transfers learning by composing and delivering news reports, speeches, informative talks, or panel discussions based on Evaluate spoken texts using given criteria (fluency, tone, cohesion,
Standards: correctness).

C. Learning EN10VC-IVa-15 EN10VC-IVa-15

Competencies/Obj
Compare and contrast the contents of the Compare and contrast the contents of
ectives:
materials viewed with outside sources of the materials viewed with outside
Write the LC Code information in terms of accessibility and sources of information in terms of
for each effectiveness. accessibility and effectiveness.
FIRST QUARTER EXAMINATION PERIOD FIRST GRADING EXAMINATION
Objectives: Objectives:
PERIOD

1. Compare and contrast the contents of 1. Review lessons that covered the
the materials viewed in terms of examination of First Quarter.
accessibility and effectiveness.

II. CONTENT 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.

Sources of Information (Social Media VS Topics: Textual Aids, Elements of

Published Materials (Books/Newspaper) Short Story, Analytical Listening and
Intensive/Reflexive Pronouns

III. LEARNING
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.
RESOURCES
A. References

1. Teacher’s Guide K to 12 Curriculum Guide (May 2016) p. K to 12 Curriculum Guide (May 2016)
Pages 140 p. 140

2. Learner’s Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating

Materials Pages Diversity through World Literature Diversity through World Literature)
 3. Textbook Pages

4. Additional
Materials from Grade 10 MELCS
Learning Grade 10 MELCS
Resource (LR)
portal
B. Other Learning Newspapers and Pictures
Resources
IV. PROCEDURES SESSION 1 SESSION 2 SESSION 3 SESSION

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.

A. Reviewing Introduction: Introduction:

Previous Lesson
The teacher will lead the class to review The teacher will lead the class to
or Presenting the
their past lesson. review their past lesson.
New Lesson
B. Establishing a Preliminary Activity: Preliminary Activity:
Purpose for the The learners will participate to a group
TASK 1: YOU COMPLETE ME!
Lesson activity.
The learners will form the jumbled letter to
TASK 1: YOU MADE ME WHOLE!
form the new word.
Instruction: Form the cut-out
* DIAGRAM * ILLUSTRATION
pieces to form the picture of the
different figures.
* ORGANIZER * PICTURES

* CONCEPT * GRAPHS

C. Presenting The teacher will ask the learners some The learners will share their
questions: observations about the given figures.
Examples/Instance
s of the Lesson 1. What will you use if you wanted to visit
an unfamiliar place?
2. What will you do if you wanted
someone to know the steps of a particular
recipe?
D. Discussing New ACTIVITY: ACTIVITY:
Concepts and
Discussion of the lesson Discussion of the lesson
Practicing New
Skills #1 The learners will accomplish various The learners will accomplish the given
activities activity.

Task 1: FILL ME IN! Task 1: LENS ON PRINT

Instruction: Differentiate the

Instruction: Using the Venn Diagram, uniqueness of each Graphic
write your personal challenges in life and
 the challenges of Daedalus and Icarus Organizers given.
encountered.

E. Discussing The learners will share to the class their The learners will share to the class
New Concepts opinion about the importance of using how to use the graphic organizers.
and Practicing textual aids.
New Skills #2
F. Developing The learners will recite the different types The learners will recite the different
of textual aids types of graphic organizers.
Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Analysis: Analysis:
Applications of
The learners will share to the class the The learners will share to the class the
Concepts and importance of textual aids. importance of graphic organizers.
Skills in Daily
Living Textual Aids are tools or materials that Graphic Organizers helps visualize
provide support and facilitate and construct ideas, organize and/or
understanding texts. sequence information, plan what to
write, increase reading comprehension,
brainstorm, organize problems and
solutions, compare and construct
ideas, show cause and effect, and
more.

H. Making Abstraction: Abstraction:

Learning how to use textual aids enables Learning the importance of graphic
Generalizations us to focus our attention on specific parts organizer enhances reading
and Abstractions of text and helps us identify important comprehension and helps students
about the Lesson ideas in reading text. categorize information and show the
relationships among important
concepts.

I. Evaluating Application/Assessment Application/Assessment

Learning
A. Directions: Identify the different textual
 aids. Choose the letter of your answer. Task 1: STEP BY STEP!

1. What graphic organizer is marked by Instruction: Write the recipe of your

overlapping circles use to compare and specialty using Flow Chart. Your task
contrast. will be graded according to the criteria
given.
A. Venn Diagram
B. Flow Chart
C. Story Map
D. Pie Graph

2. What graphic organizer is commonly

used to remember stories in logical
sequence?

A. Pie Graph
B. Story Map
C. Pictures
D. Concept Map

3. What diagram is an effective tool to

identify prior knowledge and set own
targets and means of learning?

A. Concept Map
B. KWL Chart CRITERIA:
C. Cause and Effect
D. Vocabulary Map  Concept - 3 pts
 Content - 5 pts
B. Directions: Make a 2-3 sentences  Cleanliness - 2 pts
paragraph that tells the effect/importance TOTAL - 10 pts
of textual aids on the understanding of a
text.

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J. Additional
Activities for
Application or
Remediation
IV. REMARKS The learners attentively listened to the whole duration of the lesson and actively participated in the class and activities.

V. REFLECTION 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.

A. No. of learners who earned 80% in 50 students got 80% in the evaluation out of 58 students.
the evaluation

B. No. of learners who require 8 students have given additional activities for remediation.
additional activities for remediation

C. Did the remedial lessons work? No. Yes. The 8 students have caught up with the lesson.
of learners who have caught up
with the lesson
D. No. of learners who continue to None
require remediation

E. Which of my teaching strategies I think the teaching strategies that worked well in my lesson are knowing my students by name and develop their respect. Another one is reinforcing effort and providing recognition where it help students make a link between putting effort
work well? Why did these work?
into a task and receiving recognition in which it develops a classroom environment that fosters active learning.

F. What difficulties did I encounter The difficulties that I encountered which my principal or supervisor can help me solve is incorporating teaching strategies that are responsive to learners with disabilities, giftedness and talents.
which my principal or supervisor
can help me solve?
G. What innovations or localized Innovations or localized materials did I used/discover which I wish to share with other teachers is that the personal experienced that students have encountered specially in their conversation everyday.
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked by: Inspected and Verified by Noted by:

RAZEL JOY N. RAMIREZ-TOMENIO GRACE L. ALVAR JONAIDAH P. LAMBID JOSEPHINE A. BASILLO

Teacher I Department Head Master Teacher I Principal II