GRADE 10
School
QUEZON NATIONAL HIGH SCHOOL
Grade Level
10
DAILY LESSON LOG
Teacher
AVEGAIL ALARCON CONSTANTINO
Learning Area
ENGLISH
Week 1 (June 4-8, 2018)
Quarter
1st Quarter WK 1
Teaching Dates and Time MONDAY I. OBJECTIVES A. Content Standard
TUESDAY
WEDNESDAY
THURSDAY
B. Performance Standard
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Competency/Objectives Write the LC code for each.
At the end of the session, learners are expected to: 1. respond to questions about themselves and their expectations for Senior High School 2. work with a group by sharing one’s responses to given questions; 3. collaborate with a group to present group output.
II.
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.
EN10RC-Ia-2.15.2: 1. Determine the effect of textual aids like advance organizers, titles, non-linear illustrations illustrations on the understanding ng of a text EN10VC-1a-14.2: 1. Determine how connected events contribute to the totality of the material viewed
EN10V-Ia- 13.9: 1. Differentiate formal from informal definitions of words EN10LT-1a 1. Explain how the elements specific to a selection build its theme
EN10G-Ia-27: 1. Use reflexive pronouns to create meaningful discourse. EN10WC-Ia- 12.1: 1. Identify features of persuasive texts
EN10OL-Ia-3.14: 1.Identify the factors of public speaking EN10LC-Ia-11.1:
Module 1: Lesson 1:Discovering Personal Challenges Literature:Daedalus Literature:Daedalus and Icarus by Nick Pontikis
Module 1: Lesson 1:Discovering Personal Challenges
Module 1: Lesson 1:Discovering 1:Discovering Personal Challenges Challenges
Grammar: Reflexive Pronoun Language: Features of Persuasive text
Listening: Republic Act No. 10627 or the AntiBullying Act of 2013
1. Get information that can be used in everyday life
CONTENT
Module 1: Lesson 1:Discovering Personal Challenges Your Journey & Initial Tasks Tasks Viewing: Motivational video of Nick Vujicic
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as y our locality/learners need.
III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages
Pages 3-5
5-9
10-12
16-17
2. Learner’s Materials pages
Pages 6-9
11-16
18-20
26-29
3. Textbook pages
p. 3
. pp 35-36
http//www.youtube.com/watch? v-b_N_dYRb4_4
4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV-PROCEDURES A. Reviewing previous lesson or presenting the new lesson
English Expressways IV. 2007
http://examples.yourdictionary.com/p ersuasive-writing-examples.html English Expressways IV. 2007,
(2 mins) Teacher welcomes the class and introduces himself/herself (specialization, (specialization, background, credentials).
Invite the students to read the introduction (Module 1 Lesson 1) for them to get an overview of where they are headed to and to be aware of the desired result.
Review or share inputs about myth.
Have the students extract actions, dialogues and thoughts of Daedalus from the text and create an impression about the character. Allow the students to interact with each other.
Students will be grouped according to their intelligences/abilities. Ask each group to do the task on pages 2526. (To be presented on the
(5 mins) 1. From the list below, teacher chooses one to two questions for the class to answer. Subject teachers coordinate with each other so that
Guide the students to read the objectives for them to focus more on the target concepts, language communication and literary skills.
Let them know about the objectives and the title of the selection that they are going to read.
Inform the students that they will learn reflexive pronouns for today and at the same time they will also learn some features of persuasive text;
Ask the students some questions that will lead them to the next activity.
next day)
B. Establishing a purpose for the lesson
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as y our locality/learners need.
there will be no/minimal duplication of questions used in class. a. What object best represents you? b. What excites you about G10? C. Presenting c. What makes you nervous about examples/Instances of G10? the new lesson d. What makes in G10 challenging? f. What are your top three positive personal qualities/traits? g. What multiple intelligence do you have? h. How about “Best practices?” D. Discussing new Teacher provides the sentence concepts and practicing structure to follow based on the new skills # 1 chosen question. For example, for question a: “Hello, my name is ___________. ___________. The object that best best represents me is a/an ________________ ________________ because because ___________________ ______________________.” ___.” For questions questions b and c: “Hello, my name is _________________. _________________. I am from_______________. from_______________. I am excited for ___________________. ___________________. I am nervous about ___________________ ___________________.“ .“ Teacher models how to respond using the suggested sentence structure. E. Discussing new (30 mins) concepts and practicing Identify students’ Multiple intelligence new skills # 2 and learning styles.
Present examples of sayings or a well known phrase. Invite the students to work on the initial tasks on p. 7 of LM.
Present examples of words with their meanings.
Show to the class some examples of persuasive text.
Present examples of short speech
Explain to the students that Let them identify which one each block represents a saying has formal definition and or a well-known phrase. informal definition. Have them identify what is Ask the students to being asked by each block. Tell differentiate formal from them to write their answers on informal definitions of words. their notebook. Process the Ask their own examples. examples. activity using the questions on p.7 of their LM.
Ask the students to scan the paragraph on p.18 and ask them to underline all the pronoun used by the author, From the identified pronouns above, ask them to pick at least five of them and paraphrase the statement by making the pronouns reflexive.
Call volunteer to recite the said speech in front. Ask students to observe the performance of their classmate. Ask them to give comments and suggestions. Discuss the factors in public speaking.
After the above activity, ask the students to remember the time when they were weak and low. Ask them to fill out the balloons with their experiences in life that have to do with their responses in the above task. Let them share their work with
Discuss features of Persuasive text. Guide students to analyze examples of persuasive writing and understand the author’s purpose.
Present Republic Act No. 10627 or the “Anti“Anti bullying Act of 2013” found in the LM Let them accomplish the chart on p28. Process the activity.
Ask the students to answer the guide question “ How would personal challenges make you a better person?” Give enough time to reflect on the question. Ask them to read the text and let them answer the
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as y our locality/learners need.
their classmates. Process the comprehension comprehension questions. activity using the questions on Ask the students to answer p.8 of their LM. the interpretation questions found in the LM. Allow the students to interact with each other. Allow the students students to watch the Ask t he stu dents t o answer the Ask them to write persuasive text or evaluation questions on Task sentences video carefully and let them 10 p16 answer the questions for Check their answer. Allow the processing.
F. Developing mastery (leads to Formative Assessment 3)
Sharing of experiences about the topic.
students to interact with each other.
G. Finding practical application of concepts and skills in daily living
(15 minutes) After the sharing session, the class can reflect on the answers of the group. The teacher can ask the following questions: a. What MI are you? b. Learning style? c. How can our differences bring about positive effect/s for the learners, class and school? d. What can students do to make sure this year can be a positive experience?
H. Making generalizations and abstractions about the lesson I.
Evaluating learning
Let them compare themselves to the character in the video and ask some questions. (Pair sharing)
Ask these questions: questions: Encourage their students to recite (Group Work) If you were Daedalus, how their persuasive text. Ask the students about would you escape from what they would do to prison? How would you stop or at least to overcome your challenges in minimize the case of life? bullying if they would be any of the following; senator, a school janitor, a teacher, a parent , and a newscaster. Ask them to role play.
(Ask this question) What insights have you gained from the activities today? Ask the students to write write and share their difficulties in life.
Ask them about the theme of What are the features of persuasive text? Continuation of the the story What is reflexive pronoun? activity will be done next day. Ask the students to do Task 11 - Find authentic opportunities for 12 p.16-17 students to write persuasive letters to
Role playing
family. Students could write a persuasive letter to their families to convince them to recycle more. J. Additional activities for application or remediation
Agreement: Bring me a picture of a successful
Group the students into five. Tell them to read the story once again and illustrate the images
Do on Task 21-26 (Group activity)
Tell the learners that they are going to present an oral report about cyber
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as y our locality/learners need.
person who is handicapped.
A.
B.
C.
D.
E.
IV.
REMARKS
V.
REFLECTION
formed in their minds while reading the story.
bullying as their final output on lesson 1. Remind them to apply what they have learned on public speaking.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation 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?
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as y our locality/learners need.
PREPARED BY:
NOTED BY: AVEGAIL ALARCON-CONSTANTINO Master Teacher I
HELEN C. CAMIAS Head Teacher III APPROVED BY: ROGER J. CARIO Principal II
Note: This material has been formulated for the benefit of the learners and teachers as reference to ease preparations of learning plan. Yet, you have the right to make some changes as y our locality/learners need.
