DLL G10 First Quarter

GRADES 10 DAILY LESSON LOG

OBJECTIVES

A. Content Standards:

B. Performance Standards: C. Learning Competencies/Objectives:

CONTENT

School: Teacher: Teaching Dates and Time:

CANDAPING NATIONAL HIGH SCHOOL VENICE E. GENITA June ___________, ___________, 2017

Grade Level: 10 Learning Area: English Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA Y 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 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. Answer a pre-test EN10RC-Ia-2.15.2: EN10VC—Ia-1.4/2.4: EN10LT-Ia-14.2: Explain how Determine the effects of Determine how connected the elements specific to a textual aids like advance events contribute to the selection build its theme organizers, tiles, non-linear totality of the material EN10WC-Ia-12.1: Identify illustrations, etc. on the viewed features of persuasive texts understanding of a text EN10V-Ia-13.9: Differentiate formal from EN10LC-Ia-11.1: Get information that can be informal definitions of used in everyday life from words news reports, speeches, informative talks, panel discussions, etc.

N/A

DISCOVERING PERSONAL CHALLENGES Contribution of Connected Events to Material’s Literary Elements of the Effects of Textual Aids, and Totality, and Difference Selection: Daedalus & Getting Information between Formal and Icarus, and Features of Informal Definitions of Persuasive Texts Words

Remedial Reading or Instruction/ICL


LEARNING RESOURCES D. References 1. Teacher’s Guide Pages

N/A

P3-4

P5-7

P7-9

None

2. Learner’s Materials Pages

N/A

P6-8

P9-12

P13-18

None

3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources

N/A None

P6-8 None

P9-12 None

P13-18 None

None None

N/A

A short speech of your choice for the listening comprehension; a nonlinear text or any text in a graphic organizer

PROCEDURES

A. Reviewing Previous Lesson or Presenting the New Lesson

B. Establishing a Purpose for the Lesson

Video Clip from YouTube: Sample Persuasive Text/s None Inspiration to Life; Selfconstructed Spinning Wheel for the Vocabulary Spinner Task; Image of Nick Vujicic; Dice MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA Y 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 l earn 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. Let the students take a pre- Review the enduring Ask the students to give all Remedial Reading or test question about life the words they can connect Instruction/ICL with the word, myth. myth. Inform them that the text they are about to read is a myth Distribute test papers to Have the students mull Present a picture of Nick Ask the students to look for Remedial Reading or learners over the quotation by Vujicic and ask the students the answer to the following Instruction/ICL Echkart Tolle and the of their prior knowledge question: enduring question which about him 1. How does Icarus get can be found in the LM, himself into a difficult Your Journey on page 6 situation?


N/A

P3-4

P5-7

P7-9

None


N/A

P6-8

P9-12

P13-18

None


N/A None

P6-8 None

P9-12 None

P13-18 None

None None

N/A

A short speech of your choice for the listening comprehension; a nonlinear text or any text in a graphic organizer

PROCEDURES

A. Reviewing Previous Lesson or Presenting the New Lesson


Video Clip from YouTube: Sample Persuasive Text/s None Inspiration to Life; Selfconstructed Spinning Wheel for the Vocabulary Spinner Task; Image of Nick Vujicic; Dice MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA Y 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 l earn 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. Let the students take a pre- Review the enduring Ask the students to give all Remedial Reading or test question about life the words they can connect Instruction/ICL with the word, myth. myth. Inform them that the text they are about to read is a myth Distribute test papers to Have the students mull Present a picture of Nick Ask the students to look for Remedial Reading or learners over the quotation by Vujicic and ask the students the answer to the following Instruction/ICL Echkart Tolle and the of their prior knowledge question: enduring question which about him 1. How does Icarus get can be found in the LM, himself into a difficult Your Journey on page 6 situation?

PROCEDURES

C. Presenting Examples/Instances of the Lesson

D. Discussing New Concepts and Practicing New Skills #1

E. Discussing New Concepts and Practicing New Skills #2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA Y 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 l earn 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. Let the students identify Let the students watch the Have the students answer the saying or well-known video about Nick Vujicic the following questions: phrase that represents 1. What are some myths each block in Task 1 found that you have read? on page 7 in the LM 2. What makes these stories a myth? N/A Explain the following Have the students answer Interactive Reading of the Remedial Reading or processing questions the questions for Selection entitled Daedalus Instruction/ICL relevant to Task 1: processing on page 5 of the and Icarus 1. What is your overall TG through small group Have the students answer the impression about the discussion questions in Task 8 – 8 – 10 10 on phrases above? page 16 of the LM on their 2. How do they reflect notebooks realities in life? N/A Have the students Discuss the difference Discuss shortly the different Remedial Reading or accomplish Task 2 You’ve between formal and features of a persuasive text, Instruction/ICL Got a Friend on page 8 of informal definitions and then have the students the LM have the students give identify the features of a both the formal and persuasive text present in the informal definitions of the sample text following: 1. comfortable 2. overlapping 3. plunged 4. hurtled 5. vengeful

F. Developing Mastery (Leads to Formative Assessment 3)

N/A

G. Finding Practical Applications of Concepts and Skills in Daily Living

N/A

H. Making Generalizations and Abstractions about the Lesson

N/A

I.

Evaluating Learning

N/A

J.

Additional Activities for Application or Remediation

N/A

Let the students listen to a speech and have them share the information that can be used in everyday life through Think-Pair-Share method Ask students to cite any information from news reports, speeches, etc. where they have learned something to be used in everyday life

Let the students play the vocabulary spinner on Task 6, page 12 of the LM

Have the students accomplish Task 12 Agree or Disagree on pages 16 and 17 of the LM


Ask students to cite instances in life where the insights from the material viewed are applicable

Cite instances in life where people discover their personal challenges when they get themselves into difficult situations


Have the students answer the following question: 1. Recall your experience in answering the Blocks that Block in Task 1. What is the effect of the blocks as textual aids in identifying the saying or well-known phrase that each block represents? Have the students answer a self-constructed evaluation that involves any non-linear text or any textual aids to meet objective 1

Have the students answer the following question: 1. What is the difference between formal and informal definitions?

Have the students answer the following questions: 1. How do personal challenges make you a better person? 2. What are the different features of a persuasive text?


Vocabulary Rock-in-Roll using a dice to meet objective 2 for this session

Let the students accomplish Task 13 on page 17 of the LM Integrate/encourage persuasion in the output


Recall a news report they have heard or watched before and cite i nstances or information they have used in real-life

Recall any material viewed before and share how the events contribute to its totality through small group discussion

Let the students write a short persuasive text about cyberbullying in preparation for the Final Task


REMARKS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What el se needs to be

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 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 used/discover which I wish to share with other teachers?

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.


OBJECTIVES




CANDAPING NATIONAL HIGH SCHOOL VENICE E. GENITA June 12 – 16, 2017


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 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. EN10OL-Ia-3.14: Identify EN10RC-Ib-2.15.2: EN10V-Ib-13.9: Differentiate the factors of public Determine the effect of formal from informal speaking textual aids like advance definitions of words Regular Holiday: Independence Day EN10G-Ia-27: Use reflexive organizers, tiles, non-linear EN10LT-Ib-2.2: Explain how and intensive pronouns illustrations, etc. on the the elements specific to a understanding of a text genre contribute to the theme of a particular literary EN10LC-Ib-4: Determine the implicit and explicit selection signals, verbal, as well as EN10LT-Ib-2.2.1: Express non-verbal, used by the appreciation for sensory speaker to highlight images used significant points EN10VC-Ib-1.4/2.4: Determine how connected events contribute to the


totality of a material viewed

DISCOVERING PERSONAL CHALLENGES:

BUILDING UP DEFENSES:

Factors of Public Speaking, and Reflexive & Intensive Pronouns

Effect of Textual Aids; Implicit & Explicit Signals, Verbal & Non-Verbal Used by Speaker; and Contribution of Events to Material’s Totality

Formal and Informal Definitions of Words; Elements Specific to a Genre; and Sensory Images


P10 -17

P20-23

P24-28

None


P18-30

P32-33

P35-44

None


P18-30 None

P32-33 None

P35-44 None

None None

None

Audio-video file of the song, Reflection

None

None

Review the features of a persuasive text

Have the students read the introduction under Your Journey on page 31 of the LM Remind students of the expected output of the lesson: brochure on

Let the students set their expectations on the lesson by accomplishing Task 6 on page 35 of the LM Let the students read the text on page 35 of the LM and let the information be a guide in reading the text


CONTENT

PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson


Since the final output of Lesson 1 is oral reporting about cyberbullying, have the students give their



IV. PROCEDURES C. Discussing New Concepts and Practicing New Skills #1


E. Developing Mastery (Leads to Formative Assessment 3)

F. Finding Practical Applications of Concepts and Skills in Daily Living G. Making Generalizations and Abstractions about the Lesson

H. Evaluating Learning

MONDAY

prior knowledge on the factors of public speaking

building defenses against discrimination

TUESDAY Have the students read the text about bullying on pages 27 & 28 in the LM

WEDNESDAY Have the students accomplish a word web activity on the word, Discrimination Have the students accomplish Task 1 on page 32 of the LM

Discuss the factors of public speaking & have the students examine the Oral Presentation Rubric on page 29 of the LM as a reference for the final task Have the students accomplish Task 16 Grammarian for a Day on pages 18 – 19 in the LM Facilitate the students in accomplishing Task 30 A Day in a Life on page 29 of the LM Have the students answer the following: 1. In what instances in life where you can use the insights you’ve learned on the factors of public speaking? Have the students answer the following:

Have the students view or listen to the song “Reflection” from the movie Mulan and answer the processing questions Let the students accomplish Task 3 Mirror, Mirror on page 33 of the LM Let the students recall the textual aid on Task 1 and ask them its effect in deciphering the riddle

Have the students answer the following:

THURSDAY Have the students accomplish the Story Anticipation Guide on page 36 of the LM

FRIDAY Remedial Reading or Instruction/ICL

Have the students recall their knowledge on formal & informal definitions of words; then let the students accomplish Task 8 on page 36 of the LM Interactive Reading of the selection, The Gorgon’s Head ; then have the students answer Task 9 on their notebooks (p. 42) Facilitate students’ group work: Visualizing the Text on page 42 of the LM


Let the students answer the following: “What events in the myth could happen in real life?”


Facilitate students’ abstraction from the lesson by answering the following:




“Why do we need to know the factors in public speaking?”

I.


REMARKS

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 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 used/discover

Oral Presentation about Cyberbullying

“What are being used in the song viewed to highlight its significant points?” Think-Write-Share: Discrimination Check (page 32 of the LM)

“What are the insights you’ve learned from the selection?”

Makes Sense To Me (page 44)


Accomplish the My Using the exit cards Accomplish Task 12 My Coat Remedial Reading or Treasure on page 30 of the provided or any piece of of Arms on pages 43-44 of the Instruction/ICL LM on their Activity paper, answer the enduring LM Notebook question of the lesson Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What el se 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.

which I wish to share with other teachers?


OBJECTIVES




CANDAPING NATIONAL HIGH SCHOOL Venice E. Genita June 19 – 23, 2017


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 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. EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain how features of persuasive texts Determine the effect of Determine how connected the elements specific to a textual aids like advance events contribute to the genre contribute to the EN10OL-Ib-3.15: Describe and interpret the ethics of organizers, titles, nontotality of a material theme of a particular public speaking linear illustrations, etc. on viewed literary selection EN10G-Ib-27: Use reflexive the understanding of a text EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the and intensive pronouns formal from informal literary devices used EN10LC-Ic-4: Determine the implicit and explicit definitions of words signals, verbal, as well as non-verbal, used by the speaker to highlight significant points

BUILDING UP DEFENSES:

CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:


Contribution of Events to a Material’s Totality; and Difference Between Formal & Informal Definitions of Words

Remedial Reading or Instruction/ICL Literary Elements/Theme in the Selection, Orpheus; and Literary Devices Used

Features of Persuasive Texts; Ethics of Public Speaking; and Reflexive & Intensive Pronouns

Effect of Textual Aids; and Implicit & Explicit Signals, Verbal & Non-Verbal Used by the Speaker


P29-33

P

P

P

None


P45-51

P52-53

P53-54

P55-58

None


P45-51 None

P52-53 None

P53-54 None

P55-58 None

None None

Self-constructed worksheet on describing/interpreting ethics of public speaking; caps

Audio-video file on “Let it Go” song; printed copy of a song of your choice

Copy of the film or a summary/movie review of “Life of Pi” movie

Dice

None

Review the features of persuasive texts and reflexive & intensive pronouns Have the students mull over the following key thought: “Pronouns are used so that you do not keep using nouns all throughout a text.”

Have the students read the text under Your Journey on page 52 of the LM

Present the necessary information about the movie, “Life of Pi”


Inform students of the expected output in Lesson 3: Information Ad (TV, radio, or print)

Have the students mull over the following question: “How did the connected events contribute to the totality of the movie?”

Have the students read the text about myths in a box on page 55 of the LM, then deliberate its key thought/s Have the students mull over the following motive question: “To what extent would you use your strength to save the person you love?”

CONTENT




Have the students compare and contrast reflexive & intensive pronouns using a Venn Diagram

Present samples of explicit and implicit signals and have the students differentiate implicit and explicit signals

Optional: Viewing of the movie, “Life of Pi” (time-consuming) Present the summary or the movie review of the film, “Life of Pi”

Interactive Reading of the Selection entitled, Orpheus


IV. PROCEDURES D. Discussing New Concepts and Practicing New Skills #1

MONDAY Have the students accomplish Task A & B on page 45 of the LM

Discuss the ethics of public speaking and have them accomplish the provided worksheet

WEDNESDAY Have the students discuss their answers to the processing questions on pages 59-60 of the LM in a small group Let the students accomplish Task 4 Mystery Words on pages 54-55 of the LM


Let the students accomplish Task 18 Caps Locked on page 48


Have the students answer the following through Think-Pair-Share: “What are the instances in life where you can use the ethics in public speaking?” Facilitate the students’ responses on the following:

Facilitate students’ responses on the processing questions on page 54 of the LM Let the students cite reallife situations that make use of implicit and explicit signals

Elaborate/explain the answers on the processing questions on page 55 of the LM Have the students correlate the events and totality of the movie to their own experiences and their contribution to life

THURSDAY Have the students answer the processing questions on page 57. Optional: Pass the Dice Activity in designating questions to students Discuss shortly what is exposition, falling action, climax, rising action, and resolution, then facilitate students’ responses on Task 6 Element-Array on page 58 of the LM Have the students orally discuss their answers to the processing questions on Task 6 (page 58) Cite instances where people risk so much for the sake of their loved ones

FRIDA Y Remedial Reading or Instruction/ICL


TUESDAY Have the students listen to the song, “Let it Go” & let them determine implicit and explicit signals from the lyrics Let the students accomplish Task 1 Boy-Girl Power on page 53 of the LM

Facilitate students’ responses on the following:

Let the students answer the following:

Have the students answer the following:







“Describe an ethical public speaking.”

I.

Evaluating Learning

Travel Brochure (page 50)

J.


Accomplish My Treasure on page 51 of the LM and write your answers on a journal

“How are explicit and implicit signals used by the speaker to highlight significant points?” Using the printed copy of a song, have the students determine the implicit and explicit signals used in the lyrics to highlight points Have the students accomplish Task 3 What are You Made of?

“What insights have you learned from the movie adaptation/summary?”

“Why should you capitalize on strengths and recognize your weaknesses?”

Using the words in the mystery words, have the students take a short quiz on the formal and informal definition of the words Encourage students to watch the film, “Life of Pi” with their family at their own leisure time

Accomplish Task 7 Alice Low on page 58 of the LM


Research: How to Make an Effective Information Ad


REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What el se needs to be

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 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 used/discover which I wish to share with other teachers?


OBJECTIVES




CANDAPING NATIONAL HIGH SCHOOL VENICE E. GENITA June 26 – 30, 2017


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 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. EN10WC-Ic12.2: Formulate EN10RC-Id-2.15.2: EN10VC-Id25: Express a statement of opinion or Determine the effect of insights based on the ideas assertion textual aids like advance presented in the material organizers, titles, nonviewed Regular Holiday: Eid’l Fitr EN10OL-Ic-3.16: Describe the techniques in effective linear illustrations, etc. on EN10V-Id13.9: Differentiate public speaking the understanding of a text formal from informal definitions of words EN10G-Ic-26: Using words EN10LC-Id-4.1: Single out and expressions that direct and indirect signals emphasize a point used by a speaker


CONTENT

LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources



CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES: Statement of Opinion or Assertion; Techniques in Effective Public Speaking; and Words & Expressions that Emphasize a Point

DEALING WITH PERSONAL CHALLENGES:


Effect of Textual Aids; and Direct & Indirect Signals Used by a Speaker

Insights based on Ideas; and Difference between Formal & Informal Definitions of Words

P P59-66 P59-66 None

P P67-68 P67-68 None

P P69 & 71 P69 & 71 None

None None None None

None

Sample Impressive Photo Essay

Dictionaries; and “Never Give Up in Life” (an inspirational video)

None

Have the students give words or group of words to associate with the words: Opinion and Assertion Ask students to deliberate the relevance between giving insights, opinions or assertions, and expressions to emphasize a point or to effectively communicate in public

Have the students read the text under Your Journey on page 67 of the LM and deliberate its key thought/s Inform the students of the expected output of the lesson: Impressive Photo Essay

Have the students share their expectations set last meeting


Ask students: “How do human desires, intuitions, & motives lead to dealing with personal challenges?”


Interactive Discussion: Techniques in Effective Public Speaking and Words & Expressions to emphasize a point

Have the students mull over the quotation by an anonymous writer on page 68 of the LM

Have the students mull over the following: “You are what you are and where you are because of what has gone into your mind. You can change what you are and where you are by changing what goes into your mind.” – Zig Ziglar


TUESDAY Have the students accomplish Task 8.2 A Quote on Quote on page 61 of the LM

WEDNESDAY Let the students answer the questions on Task 1 (page 68)

FRIDA Y Remedial Reading or Instruction/ICL


Let the students answer Task 9 Modal Modes on pages 61 & 62 of the LM

Have the students accomplish Task 2 A Puzzling Trial on page 68 of the LM


Have the students answer Task 9.1 and Task 9.2 on page 62 of the LM

Let the students accomplish Task 3 Three Controls on page 68 of the LM


Cite instances where people need to express themselves clearly when giving opinion or assertion, or when emphasizing a point

Cite instances in life where speakers use direct and indirect signals

THURSDAY Let the students find difficult or unfamiliar words in the selection and look up the meaning of each through the use of a dictionary or context clues Let the students view “Never Give Up in Life” and have them share or express their insights through Think-PairShare Have the students give the formal and informal definitions of the words they found difficult in the text Ask the students to give instances where they can express themselves based on any idea presented


PROCEDURES D. Discussing New Concepts and Practicing New Skills #1

MONDAY





Facilitate the students in making generalizations on the use of modals in emphasizing a particular point

I.

Evaluating Learning

J.


Make your own Information Ad. Let the students be guided by the rubric on page 66 of the LM Let the students answer My Treasure on page 66 of the LM. Write the answers on the journal or notebook

Have the students answer the following: “In what way a textual aid like a drawing or picture help you to understand a text or message?” Let the students write their answers to the essential question in a graphic organizer of their choice Have the students accomplish Task 4 (p. 69)

Facilitate students’ responses on the following: “Why is it important to express insights based on ideas and not on feelings?”


Let the students write their insights on a certain quote & let them define a word from it formally & informally Read the story, Arachne



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 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 used/discover which I wish to share with other teachers?


OBJECTIVES




CANDAPING NATIONAL HIGH SCHOOL VENICE E. GENITA July 03 – 07, 2017


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 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-Id2.2: Explain how EN10WC-Id12.2: Formulate EN10RC-If-21: Compare EN10VC-Ig1.5/2.5: Draw the elements specific to a a statement of opinion or new insights with previous generalizations and genre contribute to the assertion learnings conclusions based on the theme of a particular materials viewed EN10OL-Id3.16.1: Employ EN10LC-Ih-14.3: Show literary selection the techniques in public appreciation for songs, EN10V-Ig13.9: Use formal and informal definitions of EN10LT-Id2.2.2: Explain the speaking in a sample public poems, and other listening literary devices used speaking situation texts words


CONTENT

LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson


EN10G-Id-26: Using words and expressions that emphasize a point DEALING WITH PERSONAL CHALLENGES: Statement of Opinion or Elements Specific to a Assertion; Techniques in Genre and their Public Speaking; & Contribution to the Theme; Emphasis Words & and Literary Devices Expressions

WINNING OVER INDIVIDUAL CHALLENGES: Comparison of Insights; and Appreciation for a Song

Drawing Generalization & Conclusions; and Formal & Informal Definitions of Words


P P69 – 72 P69 – 72 None

P P73-78 P73-78 None

P P79-81 P79-81 None

P P82-84 P82-84 None

None None None None

None

None

Comparing Insights Tips

Download a worksheet on drawing generalizations

None

Have the students correlate the science term Arachnid and the story’s title, Arachne Let the students read the text under Your Text on page 69 of the LM

Have student volunteers to share their quote made from the previous meeting

Have an interactive reading on the text under Your Journey on page 79 of the LM Inform students of the expected output of the lesson which is to participate in a short but meaningful panel discussion on winning over personal challenges

Have student volunteers share their answers to the essential question


Have the students mull over the following: “Is it important to draw generalizations and conclusions based on something? Why?”


Answer the following: “How do you formulate a statement of opinion?” “Why do you need employ techniques in public speaking?” “When do you use words & expressions that emphasize a point?”


Interactive Reading of the Selection entitled Arachne


Discuss the answers to the questions on Image Makers (page 72)


Discuss the answers to the questions on Justifiers (page 72)


Discuss the answers to the questions on Theme Builders (page 72)


Cite instances in life where pride becomes destructive


Let the students make abstractions from the story read and discussed

Present instances how to formulate a statement of opinion, where speakers employ techniques in public speaking & when writers use emphasis markers Discuss the differences between conjunction, parenthetical expression, & adverb/conjunctive adverb; then let the students accomplish Which is Which Activity (page 73) Reinforce learning on the techniques of public speaking; then discuss how to formulate a statement of opinion, and have the students accomplish Fact + Opinion Activity (page 75) Facilitate students’ responses on Giving Emphasis Activity on page 73 of the LM Cite instances where statements of opinion and emphasis markers are used in practical life Finalize answers: “How do you formulate a statement of opinion?”

Show and tell: Comparison of insights

Let the students give their following situation: “If it is cloudy and it starts to be windy, then the sky gets dark, what may happen next?”


Facilitate the students’ task in Task 1 Connect to the Cap on page 80 of the LM

Let the students accomplish Task 2 Outlook Turn Up on page 81 of the LM

Have the students listen to the song, “Roar” by Katy Perry and let them list the words and expressions that relate to ways we deal with challenges

Discuss the difference between connotative and denotative meaning; then let the students accomplish Vocabulary Hunt on page 84 of the LM


Have the students decipher the message of the song and let them share it with a partner Let the students cite instances where they were able to deal with challenges Let the students make abstractions from the message of the song in relation to winning over challenges

Let the students give the formal and informal definitions of the word hunted in the previous task Have the students give situations in practical life where they draw generalizations/conclusions Let the students share their learning in drawing generalizations and conclusions





Evaluating Learning

Have the students create a quote that is relevant to the theme of the story


Research about emphasis markers

I.

“Why do you need employ techniques in public speaking?” “When do you use words & expressions that emphasize a point?” Make an impressive photo essay. Be guided with the directions on pages 75 – 77 of the LM.

Answer My Treasure (page 78)

Let the students make a short essay comparing the insights learned from previous learning on dealing with personal challenges and the new insights learned in this lesson Give tentative answers to the essential question (page 81)

Worksheet on drawing generalizations and conclusions


Let the students accomplish Task 4 Looking Forward (page 81)


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


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 used/discover which I wish to share with other teachers?


OBJECTIVES




CANDAPING NATIONAL HIGH SCHOOL VVENICE E. GENITA July 10 – 14, 2017


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 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-If-2.2: Explain how EN10WC-Ie12.2: Formulate EN10OL-Ie3.16.1: Employ EN10OL-If3.16.1: Employ the elements specific to a a statement of opinion or the techniques in public the techniques in public genre contribute to the assertion


theme of a particular literary selection. EN10LT-If2.2.3: Determine tone, mood, technique, and purpose of the author

CONTENT

LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources PROCEDURES J. Reviewing Previous Lesson or Presenting the New Lesson

K. Establishing a Purpose for the Lesson

EN10WC-Ie12.3: Identify the techniques in a persuasive text

WINNING OVER INDIVIDUAL CHALLENGES: Formulating a Statement of Literary Elements: Theme, Opinion or Assertion; & Tone, Mood, Technique, & Techniques in a Persuasive Purpose of the Author Text

speaking in a sample public speaking situation

speaking in a sample public speaking situation

Employing Techniques in Public Speaking



P P82-85 P82-85 None

P P86 & 89 P86 & 89 None

P P90-91 P90-91 None

P P90-91 P90-91 None

None None None None

None

None

Optional: video sample of panel discussion


None

Ask the students: “Which details in the drawing presented yesterday showed winning over individual challenges?” Let the students ponder on the question: “How important is your eye/s to you?”

Recall the difference between opinion and assertion

Review the different techniques to be utilized in a persuasive text



Allow students to express their opinion or assertion over the following: “How will you convince others to agree with you that it is important to read

Have the students share their prior knowledge on what is a panel discussion



L. Presenting Examples/Instances of the Lesson M. Discussing New Concepts and Practicing New Skills #1

N. Discussing New Concepts and Practicing New Skills #2

O. Developing Mastery (Leads to Formative Assessment 3) P. Finding Practical Applications of Concepts and Skills in Daily Living Q. Making Generalizations and Abstractions about the Lesson

Facilitate students in the reading of the text, “How Odin Lost His Eye” on page 82 of the LM. Discuss shortly about types of conflicts; and have them accomplish The Power of C Activity on page 84 of the LM Discuss the following Literary Elements: Theme, Tone, Mood, Technique, & Purpose of the Author; then let the students identify such elements in the selection read Have the students accomplish Lasting Virtue Activity on page 85 of the LM Let the students give instances in their life where they have sacrificed something for others Have the students answer the following: “What are the insights or lessons have you learned from the story?”

and discuss myths, tales, legends and other stories?” Present the different persuasive techniques that are usually used in a persuasive text Facilitate students in answering the Winning Appeal on page 86 of the LM

Have the students view a sample panel discussion



Think-Pair-Share: Deliberate on the insights learned from the sample panel discussion

Think-Pair-Share: Deliberate on the insights learned from the sample panel discussion

Have the students accomplish Task 8 Life Skills Connection and let them share their opinion on the text entitled Koran

Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM

Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM


Let the students accomplish What Always Worked Activity on page 88 of the LM Have the students cite instances where they were able to successfully persuade someone Let the students answer the following: “What techniques should you employ or use to be able to convince or persuade someone?”

Group the students and have them designate roles: chairman, and panelists or discussants Let the students give reallife situations where panel discussions are used (e.g. SS Lesson Discussions) Have the students answer the following: “How will you conduct a panel discussion?”






R. Evaluating Learning


Let the students answer the questions in Thinking it Through on page 85 of the LM Answer the following: “How will you convince others to agree with you that it is important to read and discuss myths, tales, legends and other stories?”

Accomplish The Power of the Song (page 88)

Panel Discussion

Panel Discussion (Continuation)


Let the students accomplish Thought for Today Activity on pages 8889 of the LM

Conduct research (if possible), and take notes on the possible questions to be used in the panel discussion

Peer Evaluation of Other Group’s Discussion


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 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 used/discover which I wish to share with other teachers?


OBJECTIVES


B. Performance Standards:


CANDAPING NATIONAL HIGH SCHOOL VENICE E. GENITA July 17 – 21, 2017


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 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.

C. Learning Competencies/Objectives:

EN10OL-Ig3.16.1: Employ the techniques in public speaking in a sample public speaking situation

EN10OL-Ih3.16.1: Employ the techniques in public speaking in a sample public speaking situation

EN10G-If-3.6/ EN10G-Ig3.6/ EN10G-Ih-3.6/EN10GIi-3.6: Use modals

WINNING OVER INDIVIDUAL CHALLENGES: CONTENT

EN10RC-Ii-21: Compare new insights with previous learnings EN10V-1h-13.9 Use denotation and connotation to clarify meanings of words TURNING CHALLENGES TO OPPORTUNITIES: Comparing Insights; and Denotation and Connotation




Modals

P P90-91 P90-91 None

P P90-91 P90-91 None

P P86-87, and 100-101 P86-87, and 100-101 None

P P92 – 93 & 96 P92 – 93 & 96

None None None None



Downloaded worksheets on Modals; Modal Bank

Worksheet (Connotation vs. Denotation)

None



Give/share feedbacks on the panel discussion done

Have the students read the text under Your Journey on page 92 of the LM





Inform students that the expected output of the lesson is to present a short persuasive essay


C. Presenting Examples/Instances of the Lesson D. Discussing New Concepts and Practicing New Skills #1



Think-Pair-Share: Deliberate on the insights

Think-Pair-Share: Deliberate on the insights

Have the students mull over the following: “You should eat to live, and not live to eat.” Present a modal bank and have the students guess what words are they Facilitate students in answering Sense of Value

LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson


Remedial Reading or Instruction/ICL Facilitate students in answering Task 1 I Always



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


learned from the sample panel discussion Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM

learned from the sample panel discussion Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM







Activity on page 86 of the LM Discuss the different modals such as must, should, etc.; and let the students answer Rewarding Activity (page 87) Have the students accomplish Looking Ahead Activity on page 100 of the LM Cite instances in life where people get to use modals in daily conversations Let the students answer the following: “What are modals?” “When do we use modals?”

Self-constructed Long Quiz /downloaded worksheet (Modals) Make a success plan using modals

Connect Game on page 93 of the LM Discuss how to give denotative and connotative meaning to words; and have the students undergo some drills Let the students answer the downloaded worksheet (connotation & denotation)



Cite instances in life wherein they can apply their knowledge on denotation and connotation Let the students answer the following: “What is the difference between connotation and denotation?”


Accomplish Meaningful Search (page 96)


Read in advance the text From the Analects by Confucius



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 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 used/discover which I wish to share with other teachers? GRADES 10 DAILY LESSON LOG

OBJECTIVES


B. Performance Standards:

School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 Teacher: VENICE E. GENITA Learning Area: English Teaching Dates and Time: July 24 – 28, 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 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.

C. Learning Competencies/Objectives:

CONTENT LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning Resources



EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how generalizations spoken communication may be repaired or EN10VC-Ig1.5/2.5:Draw generalizations and enhanced conclusions based on the materials viewed TURNING CHALLENGES TO OPPORTUNITIES: Making Generalizations Repairing or Enhancing and Conclusions Spoken Communication

EN10LT-Ig-3: Explain how a selection may be influenced by culture, history, environment, or other factors

EN10LT-Ih2.3: Draw similarities and differences of the featured selections in relation to the theme


Literary Analysis

Similarities and Differences of Selections


P P93-94 P93-94 None

P P97-98 & 101 P97-98 & 101 None

P P95-97 P95-97 None

P P100, & 103-104 P100, & 103-104 None

None None None None

Video Clip of One Arm Young Lady & a One Legged Young Man; Pictures

Handouts in repairing or enhancing spoken communication; speeches

None

None

None

Review the key thoughts on denotation and connotation

Review the key thoughts in making generalizations

Have the students share their Map of Targets in Task 4 (page94)

Review the insights from the selection discussed previously


Have the students answer the following: “How do you turn your challenges into opportunities?”

Have the students share their answers to the following: “Do spoken communication need to be repaired or enhanced? Why?”

Have the students mull over the short text under Your Text on page 94 of the LM

Ask the students the ways to draw similarities and differences


C. Presenting Examples/Instances of the Lesson D.

Discussing New Concepts and Practicing New Skills #1

Have the students view the video clip of “One arm young Lady and a One legged Young Man” Think-Pair-Share: Generalizations from the video clip viewed


Picture Analysis: Make generalizations based on the picture posted


Post a picture and answer the following: “What does the picture suggest about challenges & opportunities?” Let the students give reallife situations where people are able to turn challenges to opportunities



Have the students make generalizations on the tips in making generalizations

I.

Make short essay on turning challenges to opportunities

Evaluating Learning

Have the students view a short speech

Interactive Reading of the text From the Analects (pages 95-96)

Think-Pair-Share: Have the students identify the parts in the speech that needs to be repaired or enhanced Have the students accomplish Taking a Stand for or against (pages 97-98)

Have the students accomplish Theme Connection on pages 96-97

Give a sample speech and have the students examine it and identify the parts to be repaired or enhanced Ask students to give instances in their life where they wish to repair or enhance their spoken communication Let the students answer the following: “Why is there a need to repair or enhance spoken communication?” Alter Ego (page 101)

Interactive Reading: Zen Parables (p. 100) & Practice and Uphold Positive Attitude (p. 103) Have the students discuss their answers to the questions on page 100 of the LM Let the students discuss their answers to the questions on page 104 of the LM


Have the students accomplish A Call Up for Order Box on page 104 of the LM


Cite instances in life where people are able to resolve problems due to helpful advices from others

Cite instances in life where they get to give similarities and differences of things


Have the students answer the following: “What is the importance of turning challenges into opportunities?” Let the students identify the parts in the selection that are influenced by culture, history, environment, or other factors

Have the students answer the following: “How do you draw similarities and differences of two certain things?” Let the students draw similarities and differences between the two selections read and discussed


Explain how the selection From the Analects may be influenced by culture, history, environment, or other factors Think-Pair-Share: Let the students share their insights from the ideas conveyed by the selection




J. Additional Activities for Application or Remediation V. REMARKS

Accomplish Task 4 Mapping the Targets

Find a speech that needs to be repaired or enhanced



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 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 used/discover which I wish to share with other teachers?



OBJECTIVES



CANDAPING NATIONAL HIGH SCHOOL Venice E. Genita July 31 – August 4, 2017


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 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.

EN10WC-If12.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue

EN10WC-Ig12.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue

EN10WC-Ih12.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue

EN10WC-Ii-12: Compose short persuasive texts using a variety of persuasive techniques and devices

CONTENT LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson


C. Presenting Examples/Instances of the Lesson D.




P P105-108 P105-108 None

P P105-108 P105-108 None

P P105-108 P105-108 None

P P105-108 P105-108 None

None None None None

None

None

None

None

None

Review the techniques in writing a persuasive text





Ask the students to answer the following: “How will you persuade someone through writing?” Ask the students when they have experienced persuading someone through writing Discuss the steps in writing a persuasive essay (page 105); let the students



Ask the students to answer the following: “How will you persuade someone through writing?” Ask the students when they have experienced persuading someone through writing Discuss the steps in writing a persuasive essay (page 105);




choose a subject of their choice



let the students choose a subject of their choice


Have the students go over the drafting guidelines and let them start drafting their own essay






Let the students go over the sharing through the EQS (page 106), and have them undergo it Cite instances where people become effective in persuading others through writing Have the students answer the following: “What are the steps in writing a persuasive text?”





Persuasive Essay following the criteria on pages 106107 of the LM





Accomplish My Treasure (pages 107-108)





G. Finding Practical Applications of Concepts and Skills in Daily Living H. Making Generalizations and Abstractions about the Lesson

I.

Evaluating Learning

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 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 used/discover which I wish to share with other teachers?


OBJECTIVES


School: CANDAPING NATIONAL HIGH SCHOOL Teacher: Venice E. Genita Teaching Dates and Time: August 7-11, 2017


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 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.


CONTENT LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning R esources PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson

The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

Review

Review

First Quarter Examination

First Quarter Examination



None None None None

None Remedial Reading or Instruction/ICL





D.











I.

Evaluating Learning


Additional Activities for Application or Remediation V. REMARKS



VI. REFLECTION


DLL G10 First Quarter

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