Description
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: VENICE E. GENITA GRADES 10 DAILY LESSON LOG
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT
Teaching Dates and Time: June ___________, 2017
Grade Level: 10 Learning Area: English 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. Answer a pre-test EN10RC-Ia-2.15.2: EN10VC—Ia-1.4/2.4: EN10LT-Ia-14.2: Explain how Remedial Reading or Determine the effects of Determine how connected the elements specific to a Instruction/ICL 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: EN10LC-Ia-11.1: Get Differentiate formal from information that can be informal definitions of used in everyday life from words news reports, speeches, informative talks, panel discussions, etc. DISCOVERING PERSONAL CHALLENGES
III.
N/A
Effects of Textual Aids, and Getting Information
Contribution of Connected Events to Material’s Totality, and Difference between Formal and Informal Definitions of Words
Literary Elements of the Selection: Daedalus & Icarus, and Features of Persuasive Texts
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 Resources
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
IV.PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson
B. Establishing a Purpose for the Lesson
Remedial Reading or Instruction/ICL
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 FRIDAY 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. 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. 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
C. Presenting Examples/Instances of the Lesson
Echkart Tolle and the enduring question which can be found in the LM, Your Journey on page 6
of their prior knowledge about him
question: 1. How does Icarus get himself into a difficult situation?
Let the students identify the saying or well-known phrase that represents each block in Task 1 found on page 7 in the LM
Let the students watch the video about Nick Vujicic
Have the students answer the following questions: 1. What are some myths that you have read? 2. What makes these stories a myth?
IV.
PROCEDURES
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
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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. 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 – 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 both identify the features of a the formal and informal persuasive text present in the definitions of the following: sample text 1. comfortable 2. overlapping 3. plunged 4. hurtled 5. vengeful N/A Let the students listen to a Let the students play the Have the students accomplish Remedial Reading or speech and have them vocabulary spinner on Task Task 12 Agree or Disagree on Instruction/ICL share the information that 6, page 12 of the LM pages 16 and 17 of the LM can be used in everyday life through Think-Pair-Share method N/A Ask students to cite any Ask students to cite Cite instances in life where Remedial Reading or information from news instances in life where the people discover their personal Instruction/ICL reports, speeches, etc. insights from the material challenges when they get where they have learned viewed are applicable themselves into difficult
something to be used in everyday life
H. Making Generalizations and N/A Abstractions about the Lesson
I.
Evaluating Learning
N/A
J.
Additional Activities for Application or Remediation
N/A
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 Recall a news report they have heard or watched before and cite instances or information they have used in real-life
situations
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?
Remedial Reading or Instruction/ICL
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
Remedial Reading or Instruction/ICL
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
Remedial Reading or Instruction/ICL
IV.REMARKS V. REFLECTION A. No. of learners who earned
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.
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
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: VENICE E. GENITA Teaching Dates and Time: June 12 – 16, 2017
Grade Level: 10 Learning Area: English Quarter: 1
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT
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 Remedial Reading or the factors of public Determine the effect of formal from informal Instruction/ICL Regular speaking textual aids like advance definitions of words 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 EN10LC-Ib-4: Determine of a particular literary 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:
III.
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
Remedial Reading or Instruction/ICL
Formal and Informal Definitions of Words; Elements Specific to a Genre; and Sensory Images
LEARNING RESOURCES D. References 1. Teacher’s Guide Pages
P10 -17
P20-23
P24-28
None
2. Learner’s Materials Pages
P18-30
P32-33
P35-44
None
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning Resources
P18-30 None
P32-33 None
P35-44 None
None None
None
Audio-video file of the song, Reflection
None
None
IV.PROCEDURES A.
Reviewing Previous Lesson or Presenting the New Lesson
Review the features of a persuasive text
Have the students read the introduction under Your Journey on page 31 of the LM
Let the students set their expectations on the lesson by accomplishing Task 6 on page 35 of the LM
Remedial Reading or Instruction/ICL
B.
Establishing a Purpose for the Lesson
Since the final output of Lesson 1 is oral reporting about cyberbullying, have the students give their prior knowledge on the factors of public speaking
Remind students of the expected output of the lesson: brochure on building defenses against discrimination
Let the students read the text on page 35 of the LM and let the information be a guide in reading the text
Remedial Reading or Instruction/ICL
THURSDAY
FRIDAY
IV. PROCEDURES
MONDAY
TUESDAY
WEDNESDAY
C.
Discussing New Concepts and Practicing New Skills #1
Have the students read the text about bullying on pages 27 & 28 in the LM
D.
Discussing New Concepts and Practicing New Skills #2
E.
Developing Mastery (Leads to Formative Assessment 3)
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
F.
Finding Practical Applications of Concepts and Skills in Daily Living
G.
Making Generalizations and Abstractions about the Lesson
H.
Evaluating Learning
I.
Additional Activities for Application or Remediation
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: “Why do we need to know the factors in public speaking?” Oral Presentation about Cyberbullying
Have the students accomplish a word web activity on the word, Discrimination Have the students accomplish Task 1 on page 32 of the LM
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: “What are being used in the song viewed to highlight its significant points?” Think-Write-Share: Discrimination Check (page
Have the students accomplish the Story Anticipation Guide on page 36 of the LM
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
Remedial Reading or Instruction/ICL
Let the students answer the following: “What events in the myth could happen in real life?”
Remedial Reading or Instruction/ICL
Facilitate students’ abstraction from the lesson by answering the following: “What are the insights you’ve learned from the selection?”
Remedial Reading or Instruction/ICL
Makes Sense To Me (page 44)
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
32 of the LM)
REMARKS
VI.
REFLECTION
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 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 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?
School: CANDAPING NATIONAL HIGH SCHOOL
Grade Level: 10
GRADES 10 DAILY LESSON LOG
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
Teacher: Venice E. Genita Teaching Dates and Time: 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 Remedial Reading or features of persuasive texts Determine the effect of Determine how connected the elements specific to a Instruction/ICL EN10OL-Ib-3.15: Describe textual aids like advance events contribute to the genre contribute to the and interpret the ethics of organizers, titles, nontotality of a material theme of a particular literary public speaking linear illustrations, etc. on viewed selection EN10G-Ib-27: Use reflexive the understanding of a text EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the and intensive pronouns EN10LC-Ic-4: Determine formal from informal literary devices used 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:
II. CONTENT
III.
LEARNING RESOURCES
Learning Area: English Quarter: 1
Features of Persuasive Texts; Ethics of Public Speaking; and Reflexive & Intensive Pronouns
CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES: Contribution of Events to a Material’s Totality; and Effect of Textual Aids; and Difference Between Formal Literary Elements/Theme in Implicit & Explicit Signals, & Informal Definitions of the Selection, Orpheus; and Verbal & Non-Verbal Used Words Literary Devices Used by the Speaker
Remedial Reading or Instruction/ICL
D. References 1. Teacher’s Guide Pages
P29-33
P
P
P
None
2. Learner’s Materials Pages
P45-51
P52-53
P53-54
P55-58
None
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning Resources
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
IV.PROCEDURES A.
Reviewing Previous Lesson or Presenting the New Lesson
Review the features of persuasive texts and reflexive & intensive pronouns
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”
Have the students read the text about myths in a box on page 55 of the LM, then deliberate its key thought/s
Remedial Reading or Instruction/ICL
B.
Establishing a Purpose for the Lesson
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 compare and contrast reflexive & intensive pronouns using a Venn Diagram
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 mull over the following motive question: “To what extent would you use your strength to save the person you love?”
Remedial Reading or Instruction/ICL
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
Remedial Reading or Instruction/ICL
C.
Presenting Examples/Instances of the Lesson
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
E.
Discussing New Concepts and Practicing New Skills #2
Discuss the ethics of public speaking and have them accomplish the provided worksheet
F.
Developing Mastery (Leads to Formative Assessment 3)
Let the students accomplish Task 18 Caps Locked on page 48
G.
Finding Practical Applications of Concepts and Skills in Daily Living
H.
Making Generalizations and Abstractions about the Lesson
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: “Describe an ethical public speaking.”
I.
Evaluating Learning
Travel Brochure (page 50)
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
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
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
FRIDAY Remedial Reading or Instruction/ICL
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
Facilitate students’ responses on the following: “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
Let the students answer the following: “What insights have you learned from the movie adaptation/summary?”
Have the students answer the following: “Why should you capitalize on strengths and recognize your weaknesses?”
Remedial Reading or Instruction/ICL
Using the words in the mystery words, have the students take a short quiz on the formal and informal definition of the words
Accomplish Task 7 Alice Low on page 58 of the LM
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
J.
Additional Activities for Application or Remediation
VII.
Accomplish My Treasure on page 51 of the LM and write your answers on a journal
Have the students accomplish Task 3 What are You Made of?
Encourage students to watch the film, “Life of Pi” with their family at their own leisure time
Research: How to Make an Effective Information Ad
Remedial Reading or Instruction/ICL
REMARKS
VIII. 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?
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.
GRADES 10 DAILY LESSON LOG
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: VENICE E. GENITA Teaching Dates and Time: June 26 – 30, 2017
Grade Level: 10 Learning Area: English 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. EN10WC-Ic12.2: Formulate EN10RC-Id-2.15.2: EN10VC-Id25: Express Remedial Reading or a statement of opinion or Determine the effect of insights based on the ideas Instruction/ICL assertion textual aids like advance presented in the material Regular Holiday:Eid’l Fitr EN10OL-Ic-3.16: Describe organizers, titles, nonviewed the techniques in effective linear illustrations, etc. on EN10V-Id13.9: Differentiate public speaking the understanding of a text formal from informal EN10G-Ic-26: Using words EN10LC-Id-4.1: Single out definitions of words and expressions that direct and indirect signals emphasize a point used by a speaker 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
Remedial Reading or Instruction/ICL
III.
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
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
IV.PROCEDURES A.
Reviewing Previous Lesson or Presenting the New Lesson
Have the students give words or group of words to associate with the words: Opinion and Assertion
Have the students read the text under Your Journey on page 67 of the LM and deliberate its key thought/s
Have the students share their expectations set last meeting
Remedial Reading or Instruction/ICL
B.
Establishing a Purpose for the Lesson
Ask students to deliberate the relevance between giving insights, opinions or assertions, and expressions to emphasize a point or to effectively communicate in public Interactive Discussion: Techniques in Effective Public Speaking and Words & Expressions to emphasize a point
Inform the students of the expected output of the lesson: Impressive Photo Essay
Ask students: “How do human desires, intuitions, & motives lead to dealing with personal challenges?”
Remedial Reading or Instruction/ICL
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
Remedial Reading or Instruction/ICL
C.
Presenting Examples/Instances of the Lesson
V. PROCEDURES D.
Discussing New Concepts and Practicing New Skills #1
MONDAY
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)
E.
Discussing New Concepts and Practicing New Skills #2
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
F.
Developing Mastery (Leads to Formative Assessment 3)
Have the students answer Task 9.1 and Task 9.2 on page 62 of the LM
G.
Finding Practical Applications of Concepts and Skills in Daily Living
H.
Making Generalizations and Abstractions about the Lesson
Cite instances where people need to express themselves clearly when giving opinion or assertion, or when emphasizing a point Facilitate the students in making generalizations on the use of modals in emphasizing a particular point
Let the students accomplish Task 3 Three Controls on page 68 of the LM Cite instances in life where speakers use direct and indirect signals
I.
Evaluating Learning
J.
Additional Activities for
Make your own Information Ad. Let the students be guided by the rubric on page 66 of the LM Let the students answer My
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
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
FRIDAY Remedial Reading or Instruction/ICL
Facilitate students’ responses on the following: “Why is it important to express insights based on ideas and not on feelings?”
Remedial Reading or Instruction/ICL
Let the students write their insights on a certainquote & let them define a word from it formally & informally Read the story, Arachne
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
Remedial Reading or
Application or Remediation
Treasure on page 66 of the LM. Write the answers on the journal or notebook
accomplish Task 4 (p. 69)
Instruction/ICL
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?
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.
GRADES 10 DAILY LESSON LOG
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT
III.
LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: VENICE E. GENITA Teaching Dates and Time: July 03 – 07, 2017
Grade Level: 10 Learning Area: English 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. EN10LT-Id2.2: Explain how EN10WC-Id12.2: Formulate EN10RC-If-21: Compare EN10VC-Ig1.5/2.5: Draw Remedial Reading or the elements specific to a a statement of opinion or new insights with previous generalizations and Instruction/ICL genre contribute to the assertion learnings conclusions based on the theme of a particular EN10OL-Id3.16.1: Employ EN10LC-Ih-14.3: Show materials viewed literary selection the techniques in public appreciation for songs, EN10V-Ig13.9: Use formal EN10LT-Id2.2.2: Explain the speaking in a sample public poems, and other listening and informal definitions of literary devices used speaking situation texts words EN10G-Id-26: Using words and expressions that emphasize a point DEALING WITH PERSONAL CHALLENGES: WINNING OVER INDIVIDUAL CHALLENGES: Statement of Opinion or Remedial Reading or Elements Specific to a Drawing Generalization & Assertion; Techniques in Instruction/ICL Genre and their Comparison of Insights; Conclusions; and Formal & Public Speaking; & Contribution to the Theme; and Appreciation for a Song Informal Definitions of Emphasis Words & and Literary Devices Words Expressions
P P69 – 72
P P73-78
P P79-81
P P82-84
None None
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal E. Other Learning Resources
P69 – 72 None
P73-78 None
P79-81 None
P82-84 None
None None
None
None
Comparing Insights Tips
Download a worksheet on drawing generalizations
None
IV.PROCEDURES A.
Reviewing Previous Lesson or Presenting the New Lesson
Have the students correlate the science term Arachnid and the story’s title, Arachne
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
Have student volunteers share their answers to the essential question
Remedial Reading or Instruction/ICL
B.
Establishing a Purpose for the Lesson
Let the students read the text under Your Text on page 69 of the LM
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?” 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
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 the students mull over the following: “Is it important to draw generalizations and conclusions based on something? Why?”
Remedial Reading or Instruction/ICL
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?”
Remedial Reading or Instruction/ICL
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
C.
Presenting Examples/Instances of the Lesson
D.
Discussing New Concepts and Practicing New Skills #1
Interactive Reading of the Selection entitled Arachne
Discuss the answers to the questions on Image Makers (page 72)
Remedial Reading or Instruction/ICL
E.
Discussing New Concepts and Practicing New Skills #2
Discuss the answers to the questions on Justifiers (page 72)
F.
Developing Mastery (Leads to Formative Assessment 3)
Discuss the answers to the questions on Theme Builders (page 72)
G.
Finding Practical Applications of Concepts and Skills in Daily Living
Cite instances in life where pride becomes destructive
H.
Making Generalizations and Abstractions about the Lesson
Let the students make abstractions from the story read and discussed
I.
Evaluating Learning
Have the students create a quote that is relevant to the theme of the story
Additional Activities for
Research about emphasis
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?” “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
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
Remedial Reading or Instruction/ICL
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 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
Remedial Reading or Instruction/ICL
Worksheet on drawing generalizations and conclusions
Remedial Reading or Instruction/ICL
Let the students accomplish
Remedial Reading or
Let the students make abstractions from the message of the song in relation to winning over challenges
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
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
Application or Remediation
markers
(page 78)
the essential question (page 81)
Task 4 Looking Forward (page 81)
Instruction/ICL
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?
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.
GRADES 10 DAILY LESSON LOG
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT III.
LEARNING RESOURCES D. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: VVENICE E. GENITA Teaching Dates and Time: July 10 – 14, 2017
Grade Level: 10 Learning Area: English 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. EN10LT-If-2.2: Explain how EN10WC-Ie12.2: Formulate EN10OL-Ie3.16.1: Employ EN10OL-If3.16.1: Employ Remedial Reading or the elements specific to a a statement of opinion or the techniques in public the techniques in public Instruction/ICL genre contribute to the assertion speaking in a sample public speaking in a sample public theme of a particular EN10WC-Ie12.3: Identify speaking situation speaking situation literary selection. the techniques in a EN10LT-If2.2.3: Determine persuasive text tone, mood, technique, and purpose of the author WINNING OVER INDIVIDUAL CHALLENGES: Formulating a Statement of Remedial Reading or Literary Elements: Theme, Opinion or Assertion; & Employing Techniques in Employing Techniques in Instruction/ICL Tone, Mood, Technique, & Techniques in a Persuasive Public Speaking Public Speaking Purpose of the Author Text
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
Learning Resource (LR) portal E. Other Learning Resources
None
None
Optional: video sample of panel discussion
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
Review the different techniques to be utilized in a persuasive text
Remedial Reading or Instruction/ICL
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 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 share their prior knowledge on what is a panel discussion
Have the students share their prior knowledge on what is a panel discussion
Remedial Reading or Instruction/ICL
Have the students view a sample panel discussion
Have the students view a sample panel discussion
Remedial Reading or Instruction/ICL
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
IV.PROCEDURES J.
Reviewing Previous Lesson or Presenting the New Lesson
K.
Establishing a Purpose for the Lesson
L.
M.
N.
Presenting Examples/Instances of the Lesson Discussing New Concepts and Practicing New Skills #1
Discussing New Concepts and Practicing New Skills #2
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
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
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
R.
Evaluating Learning
Additional Activities for Application or Remediation
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?” 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?”
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?” Accomplish The Power of the Song (page 88)
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?”
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?”
Remedial Reading or Instruction/ICL
Panel Discussion
Panel Discussion (Continuation)
Remedial Reading or Instruction/ICL
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
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
V. REMARKS
VI. REFLECTION A. No. of learners who earned 80% in the evaluation
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.
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
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT III.
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
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: VENICE E. GENITA Teaching Dates and Time: July 17 – 21, 2017
Grade Level: 10 Learning Area: English 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. EN10OL-Ig3.16.1: Employ EN10OL-Ih3.16.1: Employ EN10G-If-3.6/EN10G-IgEN10RC-Ii-21: Compare new Remedial Reading or the techniques in public the techniques in public 3.6/EN10G-Ih-3.6/EN10Ginsights with previous Instruction/ICL speaking in a sample public speaking in a sample public Ii-3.6: Use modals learnings speaking situation speaking situation EN10V-1h-13.9 Use denotation and connotation to clarify meanings of words TURNING CHALLENGES TO WINNING OVER INDIVIDUAL CHALLENGES: OPPORTUNITIES: Employing Techniques in Employing Techniques in Comparing Insights; and Remedial Reading or Modals Public Speaking Public Speaking Denotation and Connotation Instruction/ICL
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
Optional: video sample of
Optional: video sample of
Downloaded worksheets
Worksheet (Connotation vs.
None
panel discussion
panel discussion
on Modals; Modal Bank
Denotation)
A. Reviewing Previous Lesson or Presenting the New Lesson
Review the different techniques to be utilized in a persuasive text
Review the different techniques to be utilized in a persuasive text
Give/share feedbacks on the panel discussion done
Have the students read the text under Your Journey on page 92 of the LM
Remedial Reading or Instruction/ICL
B. Establishing a Purpose for the Lesson
Have the students share their prior knowledge on what is a panel discussion
Have the students share their prior knowledge on what is a panel discussion
Inform students that the expected output of the lesson is to present a short persuasive essay
Remedial Reading or Instruction/ICL
C. Presenting Examples/Instances of the Lesson D. Discussing New Concepts and Practicing New Skills #1
Have the students view a sample panel discussion
Have the students view a sample panel discussion
Think-Pair-Share: Deliberate on the insights learned from the sample panel discussion Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM
Think-Pair-Share: Deliberate on the insights learned from the sample panel discussion Facilitate students as they go over the ideas for a panel discussion on page 90 of the LM
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?”
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?”
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 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
IV.PROCEDURES
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
Let the students answer the following: “What are modals?” “When do we use
Remedial Reading or Instruction/ICL Facilitate students in answering Task 1 I Always 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
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
I.
Evaluating Learning
Additional Activities for Application or Remediation
Panel Discussion (Continuation)
Panel Discussion (Continuation)
Peer Evaluation of Other Group’s Discussion
Peer Evaluation of Other Group’s Discussion
modals?”
denotation?”
Self-constructed Long Quiz /downloaded worksheet (Modals) Make a success plan using modals
Accomplish Meaningful Search (page 96)
Remedial Reading or Instruction/ICL
Read in advance the text From the Analects by Confucius
Remedial Reading or Instruction/ICL
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
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.
other teachers? GRADES 10 DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT III.
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
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. EN10LC-Ig-8.7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2.3: Draw Remedial Reading or generalizations spoken communication selection may be similarities and differences Instruction/ICL EN10VC-Ig1.5/2.5:Draw may be repaired or influenced by culture, of the featured selections in generalizations and enhanced history, environment, or relation to the theme conclusions based on the other factors materials viewed TURNING CHALLENGES TO OPPORTUNITIES: Making Generalizations and Repairing or Enhancing Similarities and Differences Remedial Reading or Literary Analysis Conclusions Spoken Communication of Selections Instruction/ICL
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
IV.PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson
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
Remedial Reading or Instruction/ICL
B. Establishing a Purpose for the Lesson
Have the students answer the following: “How do you turn your challenges into opportunities?”
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
Remedial Reading or Instruction/ICL
C. Presenting Examples/Instances of the Lesson
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
Have the students share their answers to the following: “Do spoken communication need to be repaired or enhanced? Why?” Have the students view a short speech
Interactive Reading of the text From the Analects (pages 95-96)
Remedial Reading or Instruction/ICL
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
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
Remedial Reading or Instruction/ICL
Cite instances in life where they get to give similarities and differences of things
Remedial Reading or Instruction/ICL
D.
Discussing New Concepts and Practicing New Skills #1
E. Discussing New Concepts and Practicing New Skills #2
Picture Analysis: Make generalizations based on the picture posted
F. Developing Mastery (Leads to Formative Assessment 3)
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
G. Finding Practical Applications of Concepts and Skills in Daily Living
Give a sample speech and have the students examine it and identify the parts to be repaired or enhanced
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
Ask students to give instances in their life where they wish to repair or enhance their spoken
Cite instances in life where people are able to resolve problems due to helpful advices from others
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
H. Making Generalizations and Abstractions about the Lesson
Have the students make generalizations on the tips in making generalizations
I.
Make short essay on turning challenges to opportunities
Evaluating Learning
J. 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?
Accomplish Task 4 Mapping the Targets
communication Let the students answer the following: “Why is there a need to repair or enhance spoken communication?” Alter Ego (page 101)
Find a speech that needs to be repaired or enhanced
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
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL
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.
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
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: Venice E. Genita Teaching Dates and Time: July 31 – August 4, 2017
Grade Level: 10 Learning Area: English 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. EN10WC-If12.3: Compose a EN10WC-Ig12.3: Compose EN10WC-Ih12.3: Compose EN10WC-Ii-12: Compose Remedial Reading or persuasive text of three a persuasive text of three a persuasive text of three short persuasive texts using Instruction/ICL paragraphs expressing paragraphs expressing paragraphs expressing a variety of persuasive one’s stand on an issue one’s stand on an issue one’s stand on an issue techniques and devices
II. CONTENT
Remedial Reading or Instruction/ICL
III.
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 IV.PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson
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
Review the techniques in writing a persuasive text
Review the techniques in writing a persuasive text
Review the techniques in writing a persuasive text
Remedial Reading or Instruction/ICL
B. Establishing a Purpose for the Lesson
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 choose a subject of their choice
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 choose a subject of their choice
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 choose a subject of their choice
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 choose a subject of their choice
Remedial Reading or Instruction/ICL
E. Discussing New Concepts and Practicing New Skills #2
Have the students go over the drafting guidelines and let them start drafting their own essay
Have the students go over the drafting guidelines and let them start drafting their own essay
Have the students go over the drafting guidelines and let them start drafting their own essay
Have the students go over the drafting guidelines and let them start drafting their own essay
Remedial Reading or Instruction/ICL
F. Developing Mastery (Leads to Formative Assessment 3)
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?”
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?”
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?”
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?”
Remedial Reading or Instruction/ICL
C. Presenting Examples/Instances of the Lesson D.
Discussing New Concepts and Practicing New Skills #1
G. Finding Practical Applications of Concepts and Skills in Daily Living H. Making Generalizations and Abstractions about the Lesson
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
Remedial Reading or Instruction/ICL Remedial Reading or Instruction/ICL
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?
Persuasive Essay following the criteria on pages 106107 of the LM
Persuasive Essay following the criteria on pages 106107 of the LM
Persuasive Essay following the criteria on pages 106107 of the LM
Persuasive Essay following the criteria on pages 106107 of the LM
Remedial Reading or Instruction/ICL
Accomplish My Treasure (pages 107-108)
Accomplish My Treasure (pages 107-108)
Accomplish My Treasure (pages 107-108)
Accomplish My Treasure (pages 107-108)
Remedial Reading or Instruction/ICL
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.
GRADES 10 DAILY LESSON LOG
I. OBJECTIVES A. Content Standards:
B. Performance Standards: C. Learning Competencies/Objectives:
II. CONTENT
School: CANDAPING NATIONAL HIGH SCHOOL Teacher: Venice E. Genita Teaching Dates and Time: August 7-11, 2017
Grade Level: 10 Learning Area: English 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. Remedial Reading or Review Review First Quarter Examination First Quarter Examination Instruction/ICL
Remedial Reading or Instruction/ICL
III.
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 IV.PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson
None None None None None Remedial Reading or Instruction/ICL
B. Establishing a Purpose for the Lesson
Remedial Reading or Instruction/ICL
C. Presenting Examples/Instances of the Lesson
Remedial Reading or Instruction/ICL
D.
Discussing New Concepts and Practicing New Skills #1
Remedial Reading or Instruction/ICL
E. Discussing New Concepts and Practicing New Skills #2
Remedial Reading or Instruction/ICL
F. Developing Mastery (Leads to Formative Assessment 3)
Remedial Reading or Instruction/ICL
G. Finding Practical Applications of Concepts and Skills in Daily Living
Remedial Reading or Instruction/ICL
H. Making Generalizations and Abstractions about the Lesson
Remedial Reading or Instruction/ICL
I.
Remedial Reading or
Evaluating Learning
Instruction/ICL 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?
Remedial Reading or Instruction/ICL
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.
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