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    English 10 First Quarter Week 3

    Uploaded by

    Vince Rayos Cailing
    The document provides a daily lesson log for a teacher covering a week of English lessons. It includes the objectives to be covered each day related to content standards, performance standards, and learning competencies. Each day lists the learning resources to be used like textbooks and materials. It also outlines the procedures for the lessons, which include reviewing previous lessons, presenting new material, discussing concepts, and activities for students to practice their skills. The goal is for students to understand literary techniques and compose persuasive texts through exposure to examples and hands-on activities across the week.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    English 10 First Quarter Week 3

    Uploaded by

    Vince Rayos Cailing
    1K views4 pages
    The document provides a daily lesson log for a teacher covering a week of English lessons. It includes the objectives to be covered each day related to content standards, performance standards, and learning competencies. Each day lists the learning resources to be used like textbooks and materials. It also outlines the procedures for the lessons, which include reviewing previous lessons, presenting new material, discussing concepts, and activities for students to practice their skills. The goal is for students to understand literary techniques and compose persuasive texts through exposure to examples and hands-on activities across the week.

    Original Description:

    ENGLISH 10 FIRST QUARTER WEEK 3

    Original Title

    ENGLISH 10 FIRST QUARTER WEEK 3

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    The document provides a daily lesson log for a teacher covering a week of English lessons. It includes the objectives to be covered each day related to content standards, performance standards, and learning competencies. Each day lists the learning resources to be used like textbooks and materials. It also outlines the procedures for the lessons, which include reviewing previous lessons, presenting new material, discussing concepts, and activities for students to practice their skills. The goal is for students to understand literary techniques and compose persuasive texts through exposure to examples and hands-on activities across the week.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views4 pages

    English 10 First Quarter Week 3

    Uploaded by

    Vince Rayos Cailing
    The document provides a daily lesson log for a teacher covering a week of English lessons. It includes the objectives to be covered each day related to content standards, performance standards, and learning competencies. Each day lists the learning resources to be used like textbooks and materials. It also outlines the procedures for the lessons, which include reviewing previous lessons, presenting new material, discussing concepts, and activities for students to practice their skills. The goal is for students to understand literary techniques and compose persuasive texts through exposure to examples and hands-on activities across the week.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    School: Grade Level: X

    GRADES 1 to 12
    Learning
    DAILY LESSON LOG Teacher: Area: ENGLISH
    Teaching Dates
    and Time: WEEK 3 Quarter: FIRST

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
    I. OBJECTIVES 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.
    A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how
    to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of
    modals, reflexive and intensive pronouns.
    B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
    Standards:
    C. Learning EN10RC-Ic-2.15.2: EN10LC-Ic-4: Determine EN10VC-Ic- EN10LT-Ic-2.2: Explain Remediation/ICL
    Competencies/Objec Determine the effect of the implicit and explicit 1.4/2.4:Determine how how the elements specific
    tives: textual aids like advance signals, verbal, as well as connected events to a genre contribute to
    Write the LC Code for organizers, titles, non-linear non-verbal, used by the contribute to the totality of the theme of a particular
    each illustrations, etc. on the speaker to highlight a material viewed literary selection
    understanding of a text significant points
    EN10V-Ic- EN10LT-Ic-2.2.2: Explain
    EN10G-Ic-26: Using words EN10WC-Ic-12.2: 13.9:Differentiate formal the literary devices used
    and expressions that Formulate a statement of from informal definitions of
    emphasize a point opinion or assertion words

    EN10OL-Ic-3.16: Describe
    the techniques in effective
    public speaking

    Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
    tackled in a week or two.
    II. CONTENT
    Capitalizing on Strengths and Recognizing our Weaknesses
    Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
    III. LEARNING that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
    RESOURCES development.
    A.References
    1. Teacher’s Guide 52 – 66 52 – 66 52 – 66 52 – 66
    Pages

    2. Learner’s Materials 52 – 66 52 – 66 52 – 66 52 – 66
    Pages

    3. Textbook Pages 52 – 66 52 – 66 52 – 66 52 – 66

    4. Additional Celebrating Diversity Celebrating Diversity Celebrating Diversity Celebrating Diversity


    Materials from Through World Literature Through World Literature Through World Literature Through World Literature
    Learning Resource
    (LR) portal
    B. Other Learning Handouts, charts, pictures, Handouts, charts, Handouts, charts, Handouts, charts,
    Resources slide deck, pictures, slide deck pictures, slide deck pictures, slide deck
    Video clip

    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
    IV. PROCEDURES 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.
    A.Reviewing Previous Facilitate the students in Recall what is a myth? Recall the story of Film Viewing of Life of Pi.
    Lesson or answering Task 1 Boy – Girl Orpheus.
    Presenting the New Power
    Lesson List dwn the individual
    strengths that Joaquin and
    Cristina could use to free
    themselves from the box.
    B. Establishing a Ask: Ask: Present what is a movie Film Viewing of Life of Pi.
    Purpose for the What qualities of Joaquin To what extent would you adaptation.
    Lesson have you identified? use your strengths to save
    the person you love?
    C. Presenting Assess the answers of the Assess the answers of the The transfer of a written Film Viewing of Life of Pi.
    Examples/Instances students. Add inputs after. students. Add inputs after. work in whole or in part, to
    of the Lesson a feature film. One
    example is “The Life of Pi”
    by Yann Martel – a film
    adapted from a novel.
    D.Discussing New Listen to the song entitled Unlocking of difficult Let the students watch the Film Viewing of Life of Pi.
    Concepts and “Let it Go” from the movie words. movie Life of Pi and
    Practicing New Skills Frozen. Determine the Recall the unfamiliar answer the Task 9 Modal
    #1 implicit and explicit signals words in the story on Task Modes, and Task 8.1 Thin
    from the lyrics that are used 4 Mystery Words. Line on page 59.
    by the composer to highlight
    significant points.

    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
    IV. PROCEDURES 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.
    E. Discussing New Processing Questions: Reading of the story Film Viewing of Life of Pi. Film Viewing of Life of Pi.
    Concepts and 1. What is the song “Orpehus”.
    Practicing New Skills all about?
    #2 2. What explicit and
    implicit signals
    add value to the
    lyrics and overall
    meaning of the
    song?

    F. Developing Mastery Ask: Ask: Film Viewing of Life of Pi. Film Viewing of Life of Pi.
    (Leads to Formative How do these signals add What words can be used
    Assessment 3) value to the lyrics and to describe Orpheus’ gift?
    overall meaning of the
    song?

    G.Finding Practical Assess the answers of the Assess the answers of the Film Viewing of Life of Pi. Submission of the
    Applications of students. Add inputs after. students. Add inputs after. activities given.
    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
    V. PROCEDURES 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.
    _____ Accomplished _____ Accomplished _____ Accomplished _____ Accomplished _____ Accomplished
    VI. REMARKS _____ Not Accomplished _____ Not Accomplished _____ Not Accomplished _____ Not Accomplished _____ Not Accomplished
    Reason: Reason: Reason: Reason: Reason:
    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?
    VII. REFLECTION 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

    ________ Explicit Teaching ________ Inquiry – Based Teaching _________ Think-Pair Share
    E. Which of my teaching ________ Collaborative Approach ________ ICT Integration _________ Integrative Approach
    strategies work well?
    Why did these work? Others: ________________________________

    F. What difficulties did I _________ Appropriate teaching strategy


    encounter which my _________ Promoted learners arrangement
    principal or supervisor _________ Technical Assistance
    can help me solve? _________ Others

    G. What innovations or _________ Used stimulating IM’s


    localized materials did I _________ Video clips
    used/discover which I _________ Quality outputs produced/made
    wish to share with other Others: _____________________________________________________
    teachers?

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