GRADES 1 TO 12
Arnaldo High School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
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
C. Presenting examples/instances for
the new lesson
School Congressman Ramon A.
Grade Level 10
Teacher Mrs. Faith C. Morales Learning Area English
Teaching Dates and Time June 27 – 30, 2017 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 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.
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-Ib-2.2 EN10G-Ia-27: Assess students’ learning
Explain how the elements Use reflexive and intensive
EID MUBARAK specific to a genre contribute to pronouns VACANT
(National Holiday) the theme of a particular literary
selection
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.
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. 28, 30 -32 pp. 29 - 30
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.
Ask the students about their Review the usage of Reflexive
previous observation of the pronoun
each group’s presentation
Chose a representative from Let the student answer a short
each group to give a short quiz about Reflexive pronoun.
summary of their group
presentation
Remind the student that to be Present to the students
able to kill the Gorgon, Perseus paragraphs lifted from the
built an intelligent line of Gorgon’s Head and ask them to

Monday
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
defences.
Then ask the students to
identify what these defences are
using the coat of arm diagram
found in the LM
Tuesday
Provide inputs on Discrimination
Ask the students to work in
groups. As a group, they will
identify specific scenarios where
discrimination is happening.
Let them accomplish the chart
found in the LM.
Process the activity.
There are situations that would
challenge the students to make
use of their specific strength.
Each cap (found in LM)
represents a strength one need
to use in deciding how to go
about the situation described in
LM.
Examine the situation and
complete the colored caps chart
that follow.
Invite the students to read the
stimulus “ Building up defences
is like creating a personal goal.
Each defence is critical in
achieving success”.
Using the organizer found in LM,
ask the students to create a
circle all the pronouns in the
paragraph.
Wednesday Thursday Friday
Discuss Intensive pronoun. Provide a summative text that
sums up the content standard
Using the previous examples of
Reflexive and Intensive
pronouns, compare and
contrasts the two.
Paraphrase at least five (5)
sentences by transforming the
circled pronoun (in the previous
activity) into reflexive or
intensive pronoun.
Let them read the stimulus “A
hero saves the day. Saving
people and saving lives could be
in any form possible.”
Then ask them to complete the
chart and answer the questions
found in the LM.
 personal goal for the next five
years.
H. Making generalizations and Invite the students to go back to Pick out at least 5 lines from the
abstractions about the lesson
the motive question before story “Gorgon’s Head” and
reading “The Gorgon’s Head”. convert it to Intensive pronoun.

Now is the time to answer the

question: “How do I build the
best defences against challenges
to acquire the best quality of life
possible for me?”
I. Evaluating learning Craft a brochure that features Give a short quiz about
their own defences against identifying if the sentence is
discrimination. Internet can be intensive or reflexive pronoun.
use for important information to
make their work substantial.
J. Additional activities for application Write a short essay about the Write 10 sentences with
for remediation
discrimination they have intensive pronouns
encountered and how they face
the challenge.
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?

Noted by:

CARMEN B. ALABOT
OIC, Head of Related Subject