GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 10

DAILY LESSON LOG Teacher Mrs. Faith C. Morales Learning Area English
Teaching Dates and Time June 5 – 9, 2017 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. 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 assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies
in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive
pronouns.
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning Competencies/Objectives EN10RC-Ia-2.15.2 EN10LC-Ia-11.1 EN10V-Ia-13.9 EN10-Ia-14.2

Write the LC code for each
Determine the effect of textual
aids like advance organizers,
titles, non-linear illustrations,
etc. on understanding of a 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.
Get information that can be
used in everyday life from news
reports, speeches, informative
talks, panel discussions,etc.
EN10VC-Ia-1.4/2.4
Determine how connected
events contribute to the totality
of material viewed
Differentiate formal from Explain how the elements
informal definitions of words specific to a selection build its
EN10-Ia-14.2 theme
Explain how the elements VACANT
specific to a selection build its
theme

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
Daedalus and Icarus by Nick Pontikis
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 well as paper-
based materials. Hands-on learning promotes concept development.
pp. 3 - 5 pp. 9 – 10 pp. 6 - 7 pp. 7 - 10
pp. 6 - 8 pp. 5 pp. 10 - 15 pp. 16 - 17
pp. 6 - 8 pp. 5 pp. 10 - 15 pp. 16 - 17
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.
Showing of Blocks that Allow students to watch the Let the students answer the Ask the students to answer the
represents a saying or a well- video carefully questions in each balloons comprehension questions
known phrase found in the LM. found in their LM
Identifying what is being asked Let them find out the personal Ask them to take note of their Ask the students to answer the
by each block challenges of the character answers and be able to relate all interpretation question found
highlighted in the video of them to the selection they in their LM

C. Presenting examples/instances for
the new 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
Allow students to reflect
realities in life
Monday
Ask the students to remember
the time when they were weak
and low
Allow them to fill out the
balloons with their experiences
in life that have to do with their
responses in the first task
Triad sharing
Ask:
1.How did you feel when
you have to recall all
those experiences?
2. Did you have fear in
sharing your
experiences with the
class? Why?
Write a short essay on how they
survived the experience.
Ask the students to find a quote
related to their experiences
Let the students compare
themselves in the character in
the video
Tuesday
Call a volunteer to share his/her
answer
In a group of 3, think of a
someone who have disability
but still manage to succeed in
life
Share the discussion in class
Ask:
1. What insights have
they gained from the
video?
Ask:
1. If faced with the same
problem, what could
you have done to
resolve the conflict?
Presentation of an inspirational
story like the one they have
viewed
are about to read
Introduced the myth that they
are about to read
Wednesday
Ask the students to accomplish
the Story Anticipation-Reaction
Guide found in the LM
Ask the students to play the
vocabulary spinner by spinning
the wheel and give the
synonym, antonym and function
of each word use in a sentence
or give the definition of the
words
Read the text
Ask:
1. How do personal
challenges make you a
better person?
Identify the elements of the
story
Let the students deal with the
breakers (the questions in the
boxes) to enrich their reading
experience
Ask the students to answer the
evaluation questions found in
their LM
Thursday Friday
Tell the students that as they
read the story, there were
mental images that they could
have imagined
Group the students into five
and ask each group to illustrate
the images formed in their
minds while they re-read the
story
Group work
Ask:
1. How do personal
challenges make you a
better person?
Create a timeline of what
happened in each setting in the
story
Present in front of the class the
mental images they have
illustrated
J. Additional activities for application Write a piece of advice to those Find a story in the social media Highlight the important events Write a Character sketch of the
for remediation
who experienced the same that inspired a lot of people in the story Icarus and Daedalus
trouble/problems.
V. REMARKS

VI.REFLECTION 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 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
who scored below 80%.

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?