DAILY LESSON PLAN

Demonstrator: Ms. Daisy Rose C. Lugatiman

Subject : English
Grade Level : Grade 10
Date :

I. OBJECTIVES

A. Content Standard  The learner demonstrates understanding of how world

literatures and other text types serve as instruments to resolve
social conflicts, also how to use language of research,
campaigns, and advocacies.
B. Performance Standard  The learner competently presents a research report on relevant
socio-cultural issue.
C. Learning Competencies/Objectives: (EN10G-IIa-29)
Observe correct grammar in making Observe correct grammar in making definitions
definitions EN10G-IIa-29
OBJECTIVES: At the end of the period , the students should be able to :
A. define unfamiliar words by following the guidelines;
B. construct sentences using correct grammatical structure; and
C. realize the value of grammar in making meaning.
II. CONTENT Grammar as a Tool For Making Meaning

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Material Pages Q4-English 10-Module 6, pp 1-12

3. Textbook Pages

4. Additional Materials from

Learning Resources (LR) portal
B. Other Learning Resources Technological devices: television, laptop, HDMI , Powerpoint
Presentation
Visual aids: paper tarpaulin, cartolina

IV. PROCEDURES
PRELIMINARY ACTIVITIES
Prayer (Call on a student to lead the opening prayer)
Checking of Attendance (Check the seating arrangement to
see who is absent)
Classroom rules reminders
Important reminders on COVID-19 prevention
The teacher will introduce the groups of the students and
orient them that every student who can get the correct
answer will be given points for the group where he/she
belongs. Each group will also prepare its yell for the
activities to be given later.

A. Establishing a Purpose for the Lesson Activity 1: Describe Me

Directions: Take a look at the picture below. Choose among the
pool of definitions and paste it to its correct part in the box
provided.
  It provides information about where a fish lives
and what it feeds on

 It serves for taking in food; also for the breathing

current of water.

 It is located at the end of a fish and provides the

power to move a fish forward.

 It is a small rigid plate that grows out of the skin of

a fish.

The teacher will look for students who will answer the
activity.
The teacher then asks the students of their insights about
the activity.
(Student: The activity tells us about the important roles of
each part of the fish)
The teacher tells the students that based on the image
shown, it is very clear that each part has a vital role in the
whole. In like manner, a sentence will not be correct
without considering correct grammatical structures and
functions.

C. Presentation of the Lesson

Activity 2. Reading the Topic (Popcorn Oral Reading Strategy)
The teacher will remind the students about the Popcorn
Oral Reading
The teacher will pick one student to read the first basic
guideline
Basic Guidelines to follow when writing a Definition
1. Just the (dictionary) facts- a definition should contain the
information about the word and what the word refers to, do not
include usage notes and get to the point. Clarity, brevity, and
conciseness are better when writing definitions.
Examples:
CORRECT: A directory is a kind of book that gives lists
of facts arranged in alphabetical order.
INCORRECT: A directory is a kind of book that gives
lists of facts for example people's names, addresses and telephone
numbers or the names and addresses of business companies usually
arranged not in an alphabetical order.
The student will share a short idea about what has read.
The student will choose one classmate to continue reading.

2. Avoid complicated terms- avoid terms that are more complicated

or more technical than the term being defined because the purpose
of this is to clarify meaning.
Examples:
CORRECT: Homeless means having no permanent
place of residence.
INCORRECT: Homeless means involuntarily
domiciled.
The student will share a short idea about what has read.
The student will choose one classmate to continue reading.

3. Avoid specific terms- use conventional English words in

explanations whenever possible, the more widespread a term is, the
more users will benefit. Stay away from jargon in which highly
technical terms will most likely require a user to look up many
terms in the definition just to understand what it says although there
are cases that involve the use of a technical term in a specialized
field that it should be minimal.
Examples:
CORRECT: Acidity is the state of having acid
excessively.
INCORRECT: Acidity is the state of having extreme
vitriolic base.
The student will share a short idea about what has read.
The student will choose one classmate to continue reading.

4. Avoid circularity- it is not good to define a word with that same

word in the definition instead use different terms. Avoid defining a
term solely using etymologically or morphologically related terms.
Adverbs are especially prone to being defined by the adjective from
which they derive.
Examples:
CORRECT: Putrid is being in a state of rotten.
INCORRECT: Putrid is being in a state of rotten,
decayed, foul and being putrid all throughout.
The student will share a short idea about what has read.
The student will choose one classmate to continue reading.

5. Make it simple- write with simple grammatical structures rather

than complex ones and place key terms and short explanations near
the start of the definition.

Examples:
CORRECT: A storification is a process of adding
 narrative to a certain topic.
INCORRECT: A storification is a process of adding
narrative to a certain topic; transforming some facts into a story that
helps the reader comprehend the passage that needs to be
synthesized later on.

The student will share a short idea about what has read.
The student will choose one classmate to continue reading.

Subjects and verbs must agree with one another (singular or

plural). Thus, if the subject is singular, its verb must also be
singular; if the subject is plural, its verb must also be plural.
.
The student will share a short idea about what has read.
The teacher will ask a question as further example.
 If I say “Tampilisan is a Municipality that (belong,
belongs) to the 3rd District of Zamboanga del
Norte. Which is correct, belong or belongs?
(LOTS)
 Student: The correct answer is “belongs” since our
subject Tampilisan is a singular noun.

D. Discussing the Concepts and Practicing

New Skills #1 Activity 3. Identify, Define, and Share for Better Understanding

A. Directions: The article below presents the information about the

causes of pandemic that we are experiencing. Read the article.
Then, follow instructions found in the table below after going over
the details.

Coronaviruses are a large family of viruses that cause

illness ranging from the common cold, to more severe diseases
such as Middle East Respiratory Syndrome (MERSCov) and
severe acute respiratory syndrome (SARSCov). This kind of
virus is a new strain that has not been previously identified in
humans.
Common signs of infection include respiratory
symptoms, fever, cough, shortness of breath and breathing
difficulties in more severe cases, infection can cause
pneumonia, severe acute respiratory syndrome, kidney failure,
and even death.
IDENTIFY DEFINE

Select five (5) unfamiliar wordsSHAREDefine the five (5) chosen

from the article. unfamiliar words by using simple
Out of the five unfamiliar words, choose two, and write a simple
grammatical structure.
paragraph by answering the guide question.
Example: Example:
What are your experiences during the pandemic?
Virus A virus is caused by an infectious
____________________________________________________
disease
____________________________________________________
1. 1.
____________________________________________________
____________________________________________________
2. 2.
____________________________________________________
3.___________________________________________________
3.

4. 4.

5. 5.
 The teacher will process the students’ answers.

Activity 3. Small Group Differentiated Activities (SGDA)

Directions: Using the same groups, work on the given tasks. You
are given 6 minutes to prepare and 2 minutes for each group to
present your output. Perform the group yell before starting the
presentation. Consider the rubrics below in making the activities.

Group Heart. Choral Reading

Directions: Perform a choral reading emphasizing the importance
of grammar in making meaning. Observe the proper way of choral
reading.

Group Star. Slogan-making

Directions: Observe the picture properly and make a slogan out of
its moral and meaning. Consider a sentence with correct
grammatical structure.
E. Finding Practical Applications of Concepts
and Skills in Daily Living

Learning Area Integrated: EsP

Code: EsP10PI-IVb-13.4
 Nakagagawa ng malinaw na posisyon tunngkol sa mga isyua sa kawalan
ng paggalang sa dignidad at sekswalidad;
 Nakasusulat ng sanaysay na may malinaw na posisyon sa isang isyung
moral sa buhay; at
 Nalalaman ang kahalagahan ng paggalang sa dignidad at sekswalidad ng
tao.

Group Moon. Meaning-worth Puzzle

Directions: Solve the puzzle and define the word using complete
sentence and correct grammatical structure.

Learning Area Integrated: Science

Learning Competency:
1. Recognize the major categories of biomolecules such as carbohydrates and
lipids.
2. Differentiate the biomolecules from each other in terms of their structure
and functions. (S10MT-IVc-d-22)

The teacher will process the groups’ answers.

The teacher will initiate a creative clap for each group after
the presentation.

Criteria for Group Activities

 CRITERIA PERFORMANCE LEVEL

10 5 3
Make sense Makes sense Attempted but
and well for the most does not make
Organization organized. part. sense.

All members One to three More than

Teamwork cooperate and members three
take part in does/ do not members do
task. cooperate. not cooperate.

The group The group The group

Timeliness finishes exceeds one exceeds more
before / to two than 2
within the minutes after minutes, after
allotted time. the allotted the given
time. time.

Total

The teacher will lead the students to generalize the lesson

through these questions:

1. What are the guidelines to follow when writing a definition?

(LOTS)
(Student: The guidelines to follow when writing a
definition are as follows:
 Do not include usage notes and get to the point.
 Avoid complicated terms
 Avoid specific terms
F. Making Generalizations and abstractions  Avoid circulatory
about the Lesson  Make it simple)
2. Why is grammar important in making meaning? (HOTS)
(Student: Grammar is important in making meaning
because it helps you communicate clearly and get what
you want.)

Directions: Read each item carefully. Choose the letter of your

choice.
___1. Which of the following choices is INCORRECT when
writing definition?
A. Avoid defining the term solely using etymologically
related terms.
B. Avoid terms that are more complicated than the term
being defined.
C. Stay away from jargon.
D. Clarity, brevity and conciseness are unnecessary when
G. Evaluating Learning writing definition.
___2. Is observing correct grammatical structure in writing
definition significant?
A. Yes, because subjects and verbs must disagree to each
other.
B. Yes, because subject- verb agreement unifies a sentence
and makes it easier to understand.
C. No, because the subject has to match with the verb, the
tendency is that the reader might find it hard to
comprehend the definition.
D. No, because if you still consider observing correct
grammatical structure there will be inconsistency in writing
your definition

___3. In making definition, which of the following choices pertains

to the idea of avoiding circularity in making definition?
A. Get to the point when writing definition.
B. Define a word with the same word in the definition.
C. Define a term solely using etymologically related terms.
D. Go around the bush when defining a word.

For items 4-5, write TRUE if the statement is true and FALSE if
the statement is false.

______4. Use a highly technical terms in writing definition.

______5. When you write formal definition just make it simple.

For items 6-8, consider the guidelines in making definitions by

observing correct grammatical structure.

___6. Which of the following is the CORRECT definition of the

underlined word in the box below?

The long hike up to the mountain was extremely grueling.

A. It is trying to go along the point of exhaustion.

B. It is trying to go along the point of exhaustion
punishment as well as hellacious feelings.
C. A point of exhaustion.
D. Exhaustion and punishment in some cases differ.

___7. Which of the following statements is the correct definition

of the underlined word in the box below?

I was so parched. I even drank an entire glass of water in one

gulp.

A. It is being deprived of natural moisture.

B. Thirsty as an animal deprived from a natural moisture.
C. Thirsty and deprived of a natural moisture.
D. Depriving of a natural moisture at the same time being
thirsty.

___8. Which of the following is the correct definition of the

underlined word inside the box?
 Marcia is a novice soccer player; it is her first day of practice.

A. A person admitted to probationary membership and at

the same time being a beginner and a neophyte.
B. A person admitted to probationary membership in a
religion community; a newbie and a rookie
C. A person admitted to probationary membership in a
religious community; a beginner and a neophyte.
D. A person admitted to probationary membership; newbie

___9. How do you describe the grammatical structure in the given

definition below?
Pejorative expresses disapproval to a certain thing.

A. Subject + verb + object

B. Noun + adjective + verb
C. Adjective + adjective
D. Subject + adjective + verb

___10. Which of the following verbs supplies the blank in the given
definition below?
Askance is when other people _________about someone with
doubt.

A. Think
B. Thinks
C. Thought
D. Thinking

Directions: Study the sentences below. Simplify the definition

following the guidelines. An example is provided. Write your
answers on a 1 whole sheet of paper.

Example:

Gradual is a state that is moving, changing, or developing by

proceeding by steps or degrees.

Answer: Gradual refers to proceeding by steps or degrees.

H. Additional activity for application or

remediation. 1. A conference is a meeting of two or more persons for
discussing matters of common concern and, it is usually a
formal interchange of views just like consultation. It is caucus.

________________________________________________________________
________________________________________________________________

2. Monarchy is a nation or state governed in the city of Saudi

Arabia and Britain; it is monarchial government, and an
undivided rule or absolute sovereignty by a single person.

________________________________________________________________
________________________________________________________________

3. Intrinsic means belonging to the essential nature or

constitution of a thing that is originating or due to causes within
a body, organ, or part to include the disease.

________________________________________________________________
 ________________________________________________________________

V.REMARKS
VI.REFLECTION

A. No. of learners who earned

80 in the evaluation

B. No. of learners who require

additional activities for
remediation who earned below
80

C. Did the remedial lesson work?

D. No. of learners who continue to

require remediation

E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I God bless. Keep safe.

encounter which my principal Teacher Observed: DAISY ROSE C. LUGATIMAN
or supervisor can help me
solve? Observer: __________________

Date: