ENGLISH 10 DLL Quarter

School: BALOY HIGH SCHOOL Grade Level: 10
GRADE 10 Learning
DAILY LESSON LOG Teacher: NICO M. GARCIA Area: English
Teaching Dates
and Time: August 29-September 2, 2022 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
I. OBJECTIVES
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 literatures and other text types serve as vehicles of expressing and
resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and
affirmation and negation markers to deliver impromptu and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or
groups.
C.Learning EN10RC-IIa-11: EN10V-IIa-13.9: EN10G-IIa-29: EN10RC-IIa-11:

Competencies/Objectives Transcode Give technical and Observe correct Transcode
: information from operational grammar in making information from
Write the LC Code for linear to non-linear definitions definitions linear to non-linear
each texts and vice-versa EN10LT-IIa-14.2: texts and vice-versa
EN10V-IIa-13.9: Explain how the (For reading
Give technical and elements specific to a remediation and
operational selection build its enhancement)
definitions theme
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
Finding Common Ground
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES
learning promotes concept development.
A.References
1. Teacher’s Guide Pages P3-7 P3-7 P4-8
2. Learner’s Materials P4-8 P4-8 P4-8

Pages
3. Textbook Pages P3-7 P3-7 P4-8
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Copy of the reading None – textbook only None – textbook only
Resources text

GRADE 10 Learning
Teaching Dates
and Time: August 29-September 2 ,2022 Quarter: 1

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
IV.PROCEDURES
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 Share your Share your answer on Share reflection on Remedial/Enhancement
Lesson or Presenting the realizations (based on the additional task the additional activity Reading Schedule/ICL
New Lesson the Additional given of the previous given.
activities given) lesson
B. Establishing a Purpose Question: Brainstorm on the

for the Lesson Can you recall one different conflict Ask:
unforgettable situations that arise Can conflict be
misunderstanding that among teenagers prevented?
happened in your
family?
C.Presenting Call a volunteer to Share experiences of Share experiences on

Examples/Instances of share his / her the different conflict conflicts that were
the Lesson experience. situations resolved
D.Discussing New Read the text. Group activity: Complete the

Concepts and Practicing Conduct a survey organizer found in
New Skills #1 about the common the LM on page 122
conflict situations in
your group.

GRADE 10 Learning
Teaching Dates
and Time: August 29- September 2,2022 Quarter: 1
IV.PROCEDURES 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.
E. Discussing New Discuss the reading From the responses, Discuss in the class Remedial/Enhancement
Concepts and Practicing text given let the students rank common causes of Reading Schedule/ICL
New Skills #2 the conflict from the conflict situations as
most number of given in the LM.
persons to the least
that experienced it.
F. Developing Mastery Fill in the diagram Graph the results on Discuss in the class
(Leads to Formative with causes of family the survey. ways to prevent
Assessment 3) conflicts with short common conflict
description. situations as given in
the LM.
G. Finding Practical Ask: In their respective Write answers on a

Applications of From the given groups, students Manila Paper
Concepts and Skills in conflicts, which have discuss the
Daily Living you experienced with interpretation of their
your family? Why? graph results.
GRADE 10 Learning
Teaching Dates
and Time: August 29- September 2, 2022 Quarter: 1
1
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
V. PROCEDURES
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.
H. Making Ask: Write the Complete the phrase: Remedial/Enhancement
Generalizations and What do you think interpretation of the Reading Schedule/ICL
Abstractions about the could be done to graph. I can prevent conflict
Lesson resolve this conflict in by….
your family?
I. Evaluating Learning Presentation of the Ask a representative Presentation of the

graph of the group to present group activity
their output.
J. Additional Activities for Ask: Reflect: Assign students to

Application or What do you think How to prevent research on
Remediation could be done to conflict situations? background of Dante
resolve this conflict in Alighieri and read in
your family? advance Canto III of
the Inferno on
pages123-128 in their
LM.
VI.REMARKS

GRADE 10 Learning
Teaching Dates
and Time: August 29- September 2, 2022 Quarter: 1
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
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?
Prepared by: Checked by:

NICO M. GARCIA DIGNA B. PASCUAL, Ph.D.
ENGLISH TEACHER School Principal I
School: Grade Level: 10
GRADE 10 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: August 21– 25, 2017 Quarter: 2

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures mu
I. OBJECTIVES 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 competenc
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 literatures and other text types serve as vehicles of expressing and resolving
among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation ma
deliver impromptu and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
C.Learning EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10LT-IIb-14.2: EN10V-IIb-13.9: Give Remedial/Enhan
Competencies/Objectives: Explain illustrations from Assess the effectiveness Explain how the elements technical and operational Reading Schedul
Write the LC Code for each linear to non-linear texts of a material listened to specific to a selection definitions
and vice versa taking into account the build its theme
speaker’s purpose
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
in a week or two.
II. CONTENT
INFERNO
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
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 Pages P123-124 P123-124 P124 P125
2. Learner’s Materials Pages P123-128 P124-129 P129-130 P130-131
3. Textbook Pages P123-128 P124-129 P129-130 P130-131
4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Task sheet None – textbook only None- textbook only PowerPoint presentation

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guid
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conc
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson Ask: Ask: Present the sense chart Share your explanation to Remedial/Enhan
or Presenting the New Have you seen a horror What are the things that that the class did the the additional task given Reading Schedul
Lesson movie? frightened you? previous day.
B. Establishing a Purpose for Show a picture of Inferno Ask: Share the experience Ask students how they
the Lesson on page 123 What comes to your mind while making the chart define terms
when you hear the word
Ask: inferno?
What have you found out
about Dante Alighieri?
C.Presenting Discuss the background Ask: Discuss what has been Make a word web
Examples/Instances of the of Dante Alighieri Why do you think the text find out in the chart
Lesson is entitled Inferno?
D.Discussing New Concepts Answer the Task 5 on Discuss: Group Activity: Presentation of the
and Practicing New Skills #1 page 123 guidelines to follow when
What is Virgil’s advice to Do Use your senses on writing a definition
Dante as spoken at the page129 of the LM
Gate of Hell?

V. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
E. Discussing New Concepts Students use the word in Discuss: Group Activity: Discussion of the Remedial/Enhan
and Practicing New Skills #2 the sentence guidelines to follow when Reading Schedul
Who are the souls Do Use your senses on writing a definition
tortured in this Canto? page129 of the LM
F. Developing Mastery Read the text by pair. Discuss: Group Activity: Do Define Me activity on
(Leads to Formative What is Charon’s reaction page 131
Assessment 3) to Dante’s attempt to Do Use your senses on
cross the river of page129 of the LM
Acharon?
G. Finding Practical Instruct them to highlight Discuss: Group Activity: Ask:
Applications of Concepts and important points and take How does Virgil silence
Skills in Daily Living note of the different Charon? Do Use your senses on Give situations where you
senses they discovered page129 of the LM need to give definition of
while reading the text terms.


VI.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
H. Making Generalizations Share to their partner the Relate how Dante Answer: Ask: Remedial/Enhan
and Abstractions about the important points that they described inferno as Reading Schedul
Lesson discovered in the text. compared to how our Is hope necessary in Why is it important to
religion teaches us. resolving conflicts?* define terms?
*To be asked after the

presentation of the group
activity
I. Evaluating Learning Write down what they Complete the sense chart Presentation of the group Check the Define Me
think is the most on page 129 activity Activity on Page 131
important point of the text
read.
J. Additional Activities for Read the Inferno again Prepare for the activity B Explain: Do another Define Me
Application or Remediation and try to answer on page 129 activity of 5 new words
Thinking about the text. Is hope necessary in you learned from Inferno
resolving conflicts?*
VI. REMARKS

VII. REFLECTION
relevant questions.
A. No. of learners who
earned 80% in the
evaluation

remediation

lesson

did these work?

encounter which my principal
or supervisor can help me
solve?
used/discover which I wish to
share with other teachers?
Time: August 28-31, September 1, 2017 Quarter: 2

C.Learning EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhan

Competencies/Objectives: Assess whether the information using tables, patterns and techniques of Use the correct sound of Reading Schedul
Write the LC Code for each speaker’s purpose is graphs, and maps developing an English when
achieved or not argumentative claim communicating
in a week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
III. LEARNING
RESOURCES
development.
A. References
1. Teacher’s Guide Pages P125 P125 P126 P130
2. Learner’s Materials Pages P131-132 P133 P133-134 P136-138
3. Textbook Pages P131-132 P133 P133-134 P136-138

portal
B. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation
on Public Speaking


A. Reviewing Previous Lesson Ask: Ask: Present the best output on Show a sample video on Remedial/Enhan
or Presenting the New Have you ever taken a Why is it important to signage to the class public speaking Reading Schedul
Lesson ride in a public drive safely?
transportation with an
aggressive driver?
B. Establishing a Purpose for Ask: Ask: Do you think these Ask:

the Lesson What happens when signage is enough to
How did you feel? drivers drive convince drivers to drive What makes a good
aggressively? safely? Why? speaker?
C.Presenting Ask: Cite examples on effects Go back to the reading Discuss Intonation,
Examples/Instances of the of aggressive driving. text “Aggressive driving Juncture, stress and pitch
Lesson What did you do? or should be avoided” and
What did others do? assign a slogan to argue
safe driving.
D.Discussing New Concepts Tell the class on what are Ask the class what are the Discuss Characteristics of Give practical examples
and Practicing New Skills #1 their ideas on arguments. common signage the see an Argumentative Essay of phrases or sentences
along the road. that would differ in
meaning when said
differently
E. Discussing New Concepts

and Practicing New Skills #2


IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
F. Discussing New Concepts Tell them that they are Ask a student to write Group Activity: Do drills. Remedial/Enhan
and Practicing New Skills #2 going to read an example his/her answer on the Reading Schedul
of argumentative essay board Do Task 11 on page 134
of your LM
G. Developing Mastery Read the text by pair. Group activity: make a Group Activity: Form groups and do the
(Leads to Formative signage on avoiding activity on page 137 of
Assessment 3) aggressive driving Do Task 11 on page 134 your LM
of your LM
H. Finding Practical Give 3 reasons why When do we make use of Group Activity: Form groups and do the
Applications of Concepts and aggressive driving should signages? activity on page 137 of
Skills in Daily Living be avoided Do Task 11 on page 134 your LM.
of your LM


I. Making Generalizations and Ask: What is the importance of Presentation of the group Why are intonation, Remedial/Enhan
Abstractions about the signages? activity juncture, stress, and pitch Reading Schedul
Lesson Why is it important to important?
drive safely?
J. Evaluating Learning Fill in and check the The group slogan will be Presentation of the group Presentation of group
activity Reason out! On posted along the road. activity activity
page 132 in your LM
K. Additional Activities for Prepare a slogan on safe What are the Do Task 12 on page 134
Application or Remediation driving characteristics of an of your LM
argumentative essay?
V. REMARKS
VI.REFLECTION
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?
solve?

Time: September 4-8, 2017 Quarter: 2

C.Learning EN10LC-IId- EN10LT-IId-2.2: EN10OL-IId-3.11:Use EN10OL-IId-3.11:Use Remedial/Enhan

Competencies/Objectives: 3.15:Evaluate listening Explain how the elements the correct sound of the correct sound of Reading Schedul
Write the LC Code for each texts in terms of specific to a genre English when delivering English when delivering
accuracy, validity, contribute to the theme of impromptu and impromptu and
adequacy, and relevance a particular literary extemporaneous speech extemporaneous speech
EN10SS-IId-1.5.2: Scan selection
for needed information EN10LT-IId-2.2.2:
Explain the literary
devices used
in a week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
III. LEARNING
RESOURCES
development.
A. References
2. Learner’s Materials Pages P145-146 P152-156 P159 P159
3. Textbook Pages P145-146 P152-156 P159 P159

portal
B. Other Learning Copy of the text, mp3 Copy of the selection Video clip, PowerPoint Video clip, PowerPoint
Resources

DAILY LESSON LOG Teaching Dates and September 4-8, 2017 Quarter: 2
Time:

A. Reviewing Previous Lesson Ask: Have the class give the Show a video clip on Show a video clip on Remedial/Enhan
or Presenting the New Are you a dreamer? So qualities of a hero. impromptu or impromptu or Reading Schedul
Lesson you keep your dreams extemporaneous speeches extemporaneous speeches
only to yourself or you
share your dreams with
others?
B. Establishing a Purpose for Do Task 2A on page 145 Emphasize to the class What have you observed What have you observed
the Lesson of your LM. that while they read, they on how the speakers on how the speakers
will take note of the deliver the speeches? deliver the speeches?
elements of a story.
C.Presenting Play the song to the class Read the text. Discuss tips on Discuss tips on
Examples/Instances of the and try to check if Task impromptu and impromptu and
Lesson 2A answers match the extemporaneous extemporaneous
song lyrics speeches. speeches.
D.Discussing New Concepts Play again and try to Describe the characters as Guide them in Guide them in
and Practicing New Skills #1 understand the message asked on Task 6 on page demonstrating and demonstrating and
156 of your LM making independent making independent
applications of their applications of their
understanding of the understanding of the
target concepts, language target concepts, language
communication through communication through
delivering an delivering an
extemporaneous as extemporaneous as
evidence of their transfer evidence of their transfer
of learning. of learning.


E. Discussing New Concepts Answer questions found Think-pair-and share of Present the Present the Remedial/Enhan
and Practicing New Skills #2 on page 147 of your LM. the activity above. Extemporaneous rubric Extemporaneous rubric Reading Schedul
F. Developing Mastery Group activity: Interpret Group activity: Do Task 7 Paired Activity: Paired Activity:
(Leads to Formative the message of the song on page 157 of your LM
Assessment 3) through a painting or Give a topic to Give a topic to
drawing brainstorm, prepare and brainstorm, prepare and
practice practice
G. Finding Practical Explain the drawing. Group activity: Do Task 7 Paired Activity: Paired Activity:
Applications of Concepts and on page 157 of your LM
Skills in Daily Living Give a topic to Give a topic to
brainstorm, prepare and brainstorm, prepare and
practice practice


H. Making Generalizations Explain the theme of the What is the lesson of the What is the significance What is the significance Remedial/Enhan
and Abstractions about the song. story? of learning how to deliver of learning how to deliver Reading Schedul
Lesson impromptu and impromptu and
extemporaneous extemporaneous
speeches? speeches?
I. Evaluating Learning Presentation of the output Presentation of the group Delivering an Delivering an
activity extemporaneous or extemporaneous or
impromptu speech. impromptu speech.
Note: use the rubric Note: use the rubric

found on page 191-193 in found on page 191-193 in
rating the speech rating the speech
J. Additional Activities for Read in advance “The Read Techniques on Continue the activity the Continue the activity the
Application or Remediation Song of Roland” Appealing to your next day. next day.
Readers on page 158 and
do Task 8 on page 159
with your group.
V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?

solve?


C.Learning EN10SS-IId-1.5.2: Scan EN10LT-IIe2.2: Explain EN10LT-IIe2.2: Explain EN10SS-IIe1.6.4: Use Remedial/Enhan
Competencies/Objectives: for needed information how the elements specific how the elements specific writing conventions to Reading Schedul
Write the LC Code for each EN10VC-IIe-26: Detect to a genre contribute to to a genre contribute to indicate
bias and prejudice in the the theme of a particular the theme of a particular acknowledgement of
material viewed literary selection literary selection resources
EN10LT-IIe2.2.3: EN10LT-IIe2.2.3:
Determine tone, mood, Determine tone, mood,
technique, and purpose of technique, and purpose of
the author the author
II. CONTENT in a week or two.
SONNETS BRING IN THE SOURCE
III. LEARNING
RESOURCES
development.
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142

portal
B. Other Learning Copy of the text, Copy of the selection, Copy of the selection Handout on APA and
Resources PowerPoint Presentation Video clip of Petrarch’s PowerPoint MLA, videoclip on
life Plagiarism


A. Reviewing Previous Lesson Ask: Have the class watch the Recall the different Show a video clip on Remedial/Enhan
or Presenting the New What is your favorite video clip. elements poetry Plagiarism Reading Schedul
Lesson romantic film? Why?
B. Establishing a Purpose for Whose love story do you Discuss the life of Read the poem The White Why is it not good to
the Lesson consider special and Petrarch based on the Doe cheat?
worth emulating? video clip.
C.Presenting Show pictures of Read the three poems by Guide the students in Distribute the handouts
Examples/Instances of the romantic films Petrarch finding out the structure / on Citing sources using
Lesson rhyme scheme of the APA and MLA
poem
D.Discussing New Concepts List down what you How would you describe Discuss Petrarchan Discuss important points
and Practicing New Skills #1 dream of in a courtship someone whom you are sonnet on MLA and APA
passionately in love with?

E. Discussing New Concepts Read about the courtship Group activity: Present an example of a Paired activity: Remedial/Enhan
and Practicing New Skills #2 during middle ages Shakespearean sonnet. Reading Schedul
Do Task 6 on page 173 of Do Letter C activity on
the LM page 186 of your LM
F. Developing Mastery Group work: Group activity: Compare and Contrast the Do Task 16 on page 188
(Leads to Formative two sonnets of your LM.
Assessment 3) List down biases and Do Task 6 on page 173 of
differences between the the LM
middle-ages courtship
and their ideal courtship
G. Finding Practical Group sharing: Group activity: Group work: Do Task 16 on page 188
Applications of Concepts and of your LM.
Skills in Daily Living Name an incident when Do Task 6 on page 173 of Do Task 10 on page 177
you did something in the the LM of your LM
name of love

H. Making Generalizations React: Answer questions found Draw insights from the Ask: Remedial/Enhan
and Abstractions about the on Task 7 on page 174 of class on the important Reading Schedul
Lesson When one is in love, one your LM learning they got about Why do we need to
has the tendency to be sonnets. acknowledge sources
biased. used?
I. Evaluating Learning Presentation of the Group Presentation of the group Presentation of Group Task 16 will serve as
activity activity Activity evaluation.
J. Additional Activities for Read in advance about Review the elements of a Write your own sonnet Add more activities on
Application or Remediation Francisco Petrarch. poem particularly the writing bibliography.
rhyme scheme
V. REMARKS

VI.REFLECTION
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?

solve?

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
C.Learning EN10VC-IIf-26: Detect EN10LT-IIf2.2: Explain EN10RC-IIf-13.1: Read EN10G-IIf-28: Use Remedial/Enhan
Competencies/Objectives: bias and prejudice in the how the elements specific closely to get explicitly words and expressions Reading Schedul
Write the LC Code for each material viewed to a genre contribute to and implicitly stated that affirm or negate
the theme of a particular information
literary selection
EN10LT-IIf2.2.3:
Determine tone, mood,
technique, and purpose of
the author
in a week or two.
II. CONTENT
EMPATHIZING WITH OTHERS - JESSIE ROBREDO’S SPEECH; AFFIRM / NEGATE;
III. LEARNING
RESOURCES
development.
D. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189

portal
E. Other Learning Copy of the text, Prepared timeline of the Copy of the selection textbook
Resources story, textbook textbook

A. Reviewing Previous Lesson Ask: Show a timeline of events Ask: Ask: Remedial/Enhan
or Presenting the New Have you experienced when the story was Reading Schedul
Lesson fighting for something or written What is the purpose of the Do you agree on what
defending yourself author in writing The Jessie Robredo said in his
against other people’s Decameron? speech?
biases? How did you
react?
B. Establishing a Purpose for Do you think it is right to Guide the class in Ask: List down possible
the Lesson have biases? answering the questions expression of affirmation
on page 201 in the LM So all authors have and negation
purpose for writing?
C.Presenting Guide your students in Read the story and Inform the students that Tell the class to read all
Examples/Instances of the answering the items answer the questions they will read a the 12 suggestions and
Lesson emphasizing that even in found in between. commencement speech. after reading ask the class
articles that we read there what the purpose of Atty.
could be biases. Lacson is in writing the
book
D.Discussing New Concepts Do the Task 3 on page Read the story and While reading the speech, Ask the class to give their
and Practicing New Skills #1 198 on your LM answer the questions remind them to take note answers orally on the first
found in between. on the purpose of the five items in the 12 Little
author in writing the Things
speech.


E. Discussing New Concepts Highlight the common Answer the questions in Once all the first 5 items Remedial/Enhan
and Practicing New Skills #2 forms of bias based on Read the story and the LM found on page have been discussed, Reading Schedul
what was read answer the questions 215 draw out insights from
found in between. the class.
F. Developing Mastery Discuss the common Group activity: Do Task 10 on pages Prepare the class to work
(Leads to Formative forms highlighted 215-217 in your LM. individually on the last 7
Assessment 3) Do Task 6 on page 207 of items
the LM
G. Finding Practical Draw out from the Group activity: Recall the common Discuss to the class their
Applications of Concepts and students the importance purposes of the authors answers
Skills in Daily Living of knowing how to detect Do Task 6 on page 207 of
bias like in buying the LM
products, making
decision or choices or
even electing a public
official


H. Making Generalizations Why is detecting biases Process the answers of Why is it important to What is the significance Remedial/Enhan
and Abstractions about the important? the students have a purpose in of using affirmation and Reading Schedul
Lesson delivering a speech? negation expressions?
I. Evaluating Learning Check the task 3 answers Presentation of the group Presentation of Group Call one or two students
activity Activity to share their own little
ways of caring for their
country.
J. Additional Activities for Read in advance The Read in advance Follow Read in advance the Prepare a personal
Application or Remediation Decameron on pages 200- your heart: Pursue your article on page 218-221 testimony about a topic
207. dream on page 210-213 and prepare to answer the that they are most
questions found in the passionate about and that
selection. they have personally
experienced. (Task 14C)
Activity may be done a
week or two after
V. REMARKS

VI.REFLECTION
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?

solve?


C.Learning EN10V-IIg13.9: Give EN10G-IIg-28: Use EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use Remedial/Enhan
Competencies/Objectives: technical and operational words and expressions closely to get explicitly previous experiences as Reading Schedul
Write the LC Code for each definitions that affirm or negate and implicitly stated scaffold to the message
information conveyed by a material
viewed
EN10F-IIg-3.7:
Demonstrate confidence
and ease of delivery
II. CONTENT in a week or two.
HUNCHBACK OF NOTRE DAME
III. LEARNING
RESOURCES
development.
D. References
1. Teacher’s Guide Pages P199-200 P201-202 P202-203 P205

portal
E. Other Learning Copy of the text, Textbook Textbook Video clip of a sample
Resources debate, PowerPoint
Presentation


IV.PROCEDURES
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
A. Reviewing Previous Lesson React: Present the table on Present two sentences Show a video clip sample Remedial/Enhan
or Presenting the New expressions that affirm or that are implicit and of a debate Reading Schedul
Lesson We as human beings will negate on page 236 of explicit
never, never survive your LM
unless we recognize and
celebrate our differences
as well as our
similarities.
B. Establishing a Purpose for Ask: How does one affirm or Have the students Tell the students to read
the Lesson negate properly? differentiate the two the goals of debate.
What does it mean to live sentences
in a world variety?
C.Presenting Unlocking difficulties: Have students present the Discuss implicit and Lead the students to read
Examples/Instances of the sample sentences they explicit information and the helpful tips to help
Lesson Do Task 5 on page 232 of had in their assignments. provide examples. them participate
your LM competently in a class
debate.
D.Discussing New Concepts Pose the questions on Do Task 9 nos. 1-3 on Ask the students to read Instruct them to study the
and Practicing New Skills #1 page232 prior to the pages 236-237 of your the selection enclosed in Oxford – Oregon Debate
reading of the text. LM and discuss the flow the box by Pres. Ramon Format.
with your students. Magsaysay on page 238
of your LM.
Read The Hunchback of
Notre Dame on pages
233-234 of your LM

E. Discussing New Concepts Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information Enable them to develop Remedial/Enhan
and Practicing New Skills #2 235 of your LM pages 237 of your LM is conveyed by the confidence and ease as Reading Schedul
and discuss the flow with underlined statements in they carry on with the
your students. the selection task.
F. Developing Mastery Group Activity: Group activity: Instructs students to read Group Activity:
(Leads to Formative the selection about John
Assessment 3) Do Task 7 on page 235 of Do Task 10 on page 237 Kemp and identify the Debate exercise
your LM of the LM explicit and the implicit
information that can be (Students are to be
found in the text. provided with a copy of
the rubrics to guide them
in the activity)
G. Finding Practical Answer: Give instances where you When do we use implicit When do we make use of
Applications of Concepts and negate and affirm in real information? Explicit the essentials of a debate?
Skills in Daily Living How do you deal with life. information.
differences?


H. Making Generalizations Ask: Why is it important to Why is it important to Engage the students to Remedial/Enhan
and Abstractions about the negate and affirm distinguish explicit and summarize and reflection Reading Schedul
Lesson What common bonds appropriately? implicit information the essential parts of the
should you find to hurdle lesson by answering the
differences? questions in the LM
I. Evaluating Learning Group Activity Presentation of the group identify the explicit and Class Debate based on the
presentation will serve as activity will be rated the implicit information rubric will be the basis of
evaluation through the rubric on that can be found in the the evaluation
page 202 of your TG. John Kemp text found on
page 238 of your LM. (Class Debate may
continue the next day)
J. Additional Activities for Read the expressions on Identify explicit and Study the Oxford – Allow the students to
Application or Remediation Task 8 and use them in a implicit information Oregon Debate Format on think about the lesson and
sentence. Write them in pages 244 -245 of your keep a record of their
your notebooks. LM. responses in a journal.
Tell them that they may
post/blog/tweet their
responses in their FB
account.
V. REMARKS

VI.REFLECTION
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?

solve?
Time: October 2-6, 2017 Quarter: 2

C.Learning EN10VC-IIh-27: Use EN10LT-IIh-3: Explain EN10RC-IIh-2.22: EN10WC-IIh-13: Remedial/Enhan

Competencies/Objectives: previous experiences as how a selection may be Evaluate text content, Compose an Reading Schedul
Write the LC Code for each scaffold to the message influenced by culture, elements, features, and argumentative essay
conveyed by a material history, environment, or properties using a set of
viewe other factors criteria
EN10V-IIh13.9: Give
technical and operational EN10G-II-h-28: Use
definitions words and expressions
EN10LT that affirm or negate
in a week or two.
II. CONTENT
THE THREE MUSKETEERS , THE PLAGUE, ARGUMENTATIVE ESSAY
III. LEARNING
RESOURCES
development.
A. References

portal
B. Other Learning Video clip Textbook, picture of the Textbook Textbook
Resources three musketeers


A. Reviewing Previous Lesson Video clip showing on Discuss the additional Describe the relationship Ask the students to share Remedial/Enhan
or Presenting the New disasters Activity of the three musketeers an incident where they Reading Schedul
Lesson with one another. experience an argument.
B. Establishing a Purpose for Ask: Ask: Present the characteristics What are the points we
the Lesson of a great literature to need to remember in
How would you extend How would you embody your students making an argument?
help to your fellowmen in harmony in times of
times of calamities struggles and conflicts?
C.Presenting Have you experienced Show a picture of The Have the students read Invite the students to read
Examples/Instances of the being devastated by a Three Musketeers and thoroughly the selection and evaluate the text with
Lesson string typhoon? An have them react on it. the Plague and analyze your help.
earthquake? Or a whether it has these
tsunami? How did you characteristics.
feel then?
D.Discussing New Concepts How did you cope with Instruct the students to Answer Task 8 questions Process the questions
and Practicing New Skills #1 the situation? read the introduction of on page 256 un your LM afterwards. Make sure
the story with the class that the students have a
full analysis od the text
presented as you go
through the processing
questions.


E. Discussing New Concepts Ask: Seek their answers on the Differentiate The Three Make some note son the Remedial/Enhan
and Practicing New Skills #2 essential question and Musketeers and The board of their most Reading Schedul
How did the people in relate their answers to the Plague based on their significant responses.
your community help one theme of the story. characteristics.
another during those
trying times?
F. Developing Mastery Individual Task: Complete the table on Answer Task 9 on page Have an in-depth
(Leads to Formative question no. 6 of Task 6 257 in your LM. discussion of the pointers
Assessment 3) Do Task 3 on page 249 of on page 253 of your LM enclosed in the box.
your LM Remember! And The
techniques in
Argumentation on pages
259-260 on your LM
G. Finding Practical Answer: Do Task 7 on page 253 – Let the students answer: If possible, provide the
Applications of Concepts and 254 in your LM students with more
Skills in Daily Living What inherent traits or Does the message of the examples on the
values among our work have meaning for techniques of
fellowmen had been me? Will I remember it a argumentation then you
evident in times of year from now? may solicit their own
calamity? List them examples.
down.
Do these traits and values

embody solidarity? Why?
How?

GRADE 1 0 Teacher: Learning Area: English

H. Making Generalizations Ask: Explain the motto: Ask: Walk the students Remedial/Enhan
and Abstractions about the through in their Reading Schedul
Lesson Can you tell the message “All for one, one for all” What have you learned composition of an
conveyed by the video from the story? argumentative essay with
shown. emphasis on resolution of
conflicts among
individuals or groups.
I. Evaluating Learning Task 3 on page 149 will Answers on the Task 9 activity will serve Writing their own
serve as evaluation completion of the table on as evaluation. argumentative essay.
question no. 6 of Task 6 (Tell them that their essay
on page 253 of your LM is a sure way for them to
will serve as evaluation accomplish their biggest
task at the end of this
module)
J. Additional Activities for Define terms found in Read ahead The Plague Group Activity: Make them revisit the
Application or Remediation Task 4 on page 249 of on page 254-256 of your process of writing they
your LM LM Do Task 10 on page 257 - learned from Module 1
258 of your LM. (Culminating Activity) to
review and proofread
Activity may be their essay.
presented next week.
V. REMARKS

GRADE 1 0 Teacher: Learning Area: English
VI.REFLECTION
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?

solve?


C.Learning EN10WC-IIi-13: EN10F-IIi-1.15: Make EN10F-IIi-1.15: Make EN10F-IIi-1.15: Make Remedial/Enhan

Competencies/Objectives: Compose an and deliver impromptu and deliver impromptu and deliver impromptu Reading Schedul
Write the LC Code for each argumentative essay and extemporaneous and extemporaneous and extemporaneous
speeches with ease and speeches with ease and speeches with ease and
confidence confidence confidence
in a week or two.
II. CONTENT
DELIVERING A SPEECH
III. LEARNING
RESOURCES
development.
A. References
1. Teacher’s Guide Pages P215 P216-217 P217 p217 P217
2. Learner’s Materials Pages P258-260 P261-262 P261-262 P261-262 P261-262
3. Textbook Pages P258-260 P261-262 P261-262 P261-262 P261-262

portal
B. Other Learning Video clip, textbook, Video clip, textbook, Sound system Sound system Sound system
Resources copy of speech copy of speech

A. Reviewing Previous Lesson Present a video of an Show again the video of Share insights on the Share insights on the Remedial/Enhan
or Presenting the New argumentative speech. an argumentative speech. speech witnessed from speech witnessed from Reading Schedul
Lesson the class the previous day the class the previous day
B. Establishing a Purpose for Ask the students on what Walk the students Walk the students Walk the students
the Lesson are the techniques in through in the preparation through in the preparation through in the preparation
argumentation used in the of delivering their speech. of delivering their speech. of delivering their speech.
speech.
C.Presenting Walk the students Make sure that all Start the delivery of Start the delivery of
Examples/Instances of the through in the preparation pointers to deliver an speeches speeches
Lesson of preparing their speech. argumentative speech
have been
comprehensively
discussed with students
leaving them with no gray
areas.
D.Discussing New Concepts Help the students clarify Aid the students clarify Speech delivery Speech delivery
and Practicing New Skills #1 the steps for planning and the steps for planning and
drafting their speech. (If drafting their speech. (If
possible they can use the possible they can use the
argumentative essay that argumentative essay that
they accomplished in the they accomplished in the
previous lesson) previous lesson)


E. Discussing New Concepts Speech delivery Speech delivery
and Practicing New Skills #2 Help the students clarify Have an in-depth
the steps for planning and discussion on how to
drafting their speech. (If deliver an argumentative
possible they can use the speech
argumentative essay that
they accomplished in the
previous lesson)
F. Developing Mastery Guide them in the points Guide them in the Speech delivery Speech delivery
(Leads to Formative of editing their speech delivery of their speech
Assessment 3)
G. Finding Practical Ask the students to point

Applications of Concepts and Pair work: Pair work: Ask the students to point out their strengths and
Skills in Daily Living out their strengths and weaknesses in delivering
Let them read through Let them practice their weaknesses in delivering their speech.
each other’s speeches and speeches with their their speech.
proofread their work. partner. Have the
partners critic their
performance


H. Making Generalizations and
Abstractions about the Why is it important to Why is it important to Invite students to Invite students to
Lesson learn how to write an learn how to deliver an summarize and think the summarize and think the
argumentative speech argumentative speech essential points that they essential points that they
properly? properly? enjoyed that have made enjoyed that have made
them realized worthy of them realized worthy of
emulation and practice emulation and practice
I. Evaluating Learning Rewrite your Delivering an Delivering an Delivering an

argumentative essay argumentative speech argumentative speech argumentative speech
based on the criteria based on the criteria based on the criteria
found in the rubric on found in the rubric on found in the rubric on
page 217 of your TG page 217 of your TG page 217 of your TG
J. Additional Activities for Encode your Practice your speech. Have them write their Have them write their
Application or Remediation argumentative essay Evaluation will continue responses of Procedure G responses of Procedure G
the next day. and H in their journal to and H in their journal to
keep a record of all their keep a record of all their
essential learnings. essential learnings.
V. REMARKS

VI.REFLECTION
relevant questions.
earned 80% in the
evaluation

remediation

lesson

did these work?

solve?

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School: BALOY HIGH SCHOOL Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C.Learning EN10RC-IIa-11: EN10V-IIa-13.9: EN10G-IIa-29: EN10RC-IIa-11:

2. Learner’s Materials P4-8 P4-8 P4-8

3. Textbook Pages P3-7 P3-7 P4-8

School: BALOY HIGH SCHOOL Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose Question: Brainstorm on the

C.Presenting Call a volunteer to Share experiences of Share experiences on

D.Discussing New Read the text. Group activity: Complete the

School: BALOY HIGH SCHOOL Grade Level: 10

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G. Finding Practical Ask: In their respective Write answers on a

I. Evaluating Learning Presentation of the Ask a representative Presentation of the

J. Additional Activities for Ask: Reflect: Assign students to

School: BALOY HIGH SCHOOL Grade Level: 10

B. No. of learners who require

D. No. of learners who continue

F. What difficulties did I

Prepared by: Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P123-128 P124-129 P129-130 P130-131

3. Textbook Pages P123-128 P124-129 P129-130 P130-131

4. Additional Materials from

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

*To be asked after the

School: Grade Level: 10

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C.Learning EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhan

2. Learner’s Materials Pages P131-132 P133 P133-134 P136-138

3. Textbook Pages P131-132 P133 P133-134 P136-138

4. Additional Materials from

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for Ask: Ask: Do you think these Ask:

E. Discussing New Concepts

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C.Learning EN10LC-IId- EN10LT-IId-2.2: EN10OL-IId-3.11:Use EN10OL-IId-3.11:Use Remedial/Enhan

2. Learner’s Materials Pages P145-146 P152-156 P159 P159

3. Textbook Pages P145-146 P152-156 P159 P159

4. Additional Materials from

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10