School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10GRADES 10 Teacher: VENICE E. GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: June ___________, 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 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 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 Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. C. Learning Answer a pre-test EN10RC-Ia-2.15.2: EN10VC—Ia-1.4/2.4: EN10LT-Ia-14.2: Explain how Remedial Reading or Competencies/Objectives: 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 Contribution of Connected Remedial Reading or Events to Material’s Literary Elements of the Instruction/ICL II. CONTENT Effects of Textual Aids, and Totality, and Difference Selection: Daedalus & N/A Getting Information between Formal and Icarus, and Features of Informal Definitions of Persuasive Texts Words III. 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 N/A P6-8 P9-12 P13-18 None 4. Additional Materials from None None None None None Learning Resource (LR) portal E. Other Learning Resources N/A A short speech of your Video Clip from YouTube: Sample Persuasive Text/s None choice for the listening Inspiration to Life; Self- comprehension; a non- constructed Spinning linear text or any text in a Wheel for the Vocabulary graphic organizer 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 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 Lesson or Let the students take a pre- Review the enduring Ask the students to give all Remedial Reading or Presenting the New Lesson 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 B. Establishing a Purpose for the Distribute test papers to Have the students mull Present a picture of Nick Ask the students to look for Remedial Reading or Lesson learners over the quotation by Vujicic and ask the students the answer to the following Instruction/ICL Echkart Tolle and the of their prior knowledge question: enduring question which about him 1. How does Icarus get can be found in the LM, himself into a difficult Your Journey on page 6 situation? 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. C. Presenting Let the students identify Let the students watch the Have the students answer Examples/Instances of the the saying or well-known video about Nick Vujicic the following questions: Lesson phrase that represents 1. What are some myths each block in Task 1 found that you have read? on page 7 in the LM 2. What makes these stories a myth? D. Discussing New Concepts and N/A Explain the following Have the students answer Interactive Reading of the Remedial Reading or Practicing New Skills #1 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? E. Discussing New Concepts and N/A Have the students Discuss the difference Discuss shortly the different Remedial Reading or Practicing New Skills #2 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 identify the features of a both the formal and persuasive text present in the informal definitions of the sample text following: 1. comfortable 2. overlapping 3. plunged 4. hurtled 5. vengeful F. What are the different effect of the blocks as features of a persuasive text? textual aids in identifying the saying or well-known phrase that each block represents? I. insights from the material challenges when they get where they have learned viewed are applicable themselves into difficult something to be used in situations everyday life H. Developing Mastery N/A Let the students listen to a Let the students play the Have the students accomplish Remedial Reading or (Leads to Formative speech and have them vocabulary spinner on Task Task 12 Agree or Disagree on Instruction/ICL Assessment 3) share the information that 6. Recall your experience in 1. speeches. Evaluating Learning N/A Have the students answer a Vocabulary Rock-in-Roll Let the students accomplish Remedial Reading or self-constructed evaluation using a dice to meet Task 13 on page 17 of the LM Instruction/ICL that involves any non-linear objective 2 for this session Integrate/encourage text or any textual aids to persuasion in the output meet objective 1 J. What is the informal definitions? 2. etc. What is the difference 1. Finding Practical Applications N/A Ask students to cite any Ask students to cite Cite instances in life where Remedial Reading or of Concepts and Skills in Daily information from news instances in life where the people discover their personal Instruction/ICL Living reports. Making Generalizations and N/A Have the students answer Have the students answer Have the students answer the Remedial Reading or Abstractions about the the following question: the following question: following questions: Instruction/ICL Lesson 1. page 12 of the LM pages 16 and 17 of the LM can be used in everyday life through Think-Pair-Share method G. Additional Activities for N/A Recall a news report they Recall any material viewed Let the students write a short Remedial Reading or Application or Remediation have heard or watched before and share how the persuasive text about Instruction/ICL before and cite instances events contribute to its cyberbullying in preparation or information they have totality through small for the Final Task used in real-life group discussion . How do personal challenges answering the Blocks that between formal and make you a better person? Block in Task 1. No. Which of my teaching strategies work well? Why did these work? F. What innovations or localized materials did I used/discover which I wish to share with other teachers? . What difficulties did I encounter which my principal or supervisor can help me solve? G. you can ask them relevant questions. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. A. of learners who require additional activities for remediation C. Think about your student’s progress this week. REMARKS Reflect on your teaching and assess yourself as a teacher. No. Did the remedial lessons work? No. What works? What else needs to be V. of learners who earned 80% in the evaluation B.IV. of learners who continue to require remediation E. No. of learners who have caught up with the lesson D. 1: Express non-verbal. exercises and remedial activities may be done for developing content knowledge and competencies.15. non-linear EN10LT-Ib-2. used by the appreciation for sensory speaker to highlight images used significant points EN10VC-Ib-1.9: Differentiate Remedial Reading or Competencies/Objectives: the factors of public Determine the effect of formal from informal Instruction/ICL Regular Holiday: speaking textual aids like advance definitions of words Independence Day EN10G-Ia-27: Use reflexive organizers.2. Weekly objectives shall be derived from the curriculum guides. additional lessons. OBJECTIVES followed and if needed. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards.4: Determine how connected events contribute to the . Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Learning EN10OL-Ia-3. also how to use strategies in linking textual information. To meet the objectives. enhancing communication public speaking. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. A. B.4/2. verbal. School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 GRADES 10 Teacher: VENICE E. GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: June 12 – 16. C.14: Identify EN10RC-Ib-2. different forms of modals.2: Explain how and intensive pronouns illustrations. tiles. These are using Formative Assessment strategies. necessary procedures must be I. 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. etc. emphasis markers in persuasive texts.2: EN10V-Ib-13. reflexive and intensive pronouns. as well as EN10LT-Ib-2. repairing. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. and Reflexive & Intensive by Speaker. PROCEDURES A. Reviewing Previous Lesson or Review the features of a Have the students read the Let the students set their Remedial Reading or Presenting the New Lesson persuasive text introduction under Your expectations on the lesson by Instruction/ICL Journey on page 31 of the accomplishing Task 6 on page LM 35 of the LM B. totality of a material viewed DISCOVERING PERSONAL BUILDING UP DEFENSES: CHALLENGES: Effect of Textual Aids. Other Learning Resources None Audio-video file of the None None song. LEARNING RESOURCES D. Reflection IV. Additional Materials from None None None None Learning Resource (LR) portal E. have lesson: brochure on the information be a guide in the students give their reading the text . Verbal & Non-Verbal Used Definitions of Words. References 1. Establishing a Purpose for the Since the final output of Remind students of the Let the students read the text Remedial Reading or Lesson Lesson 1 is oral reporting expected output of the on page 35 of the LM and let Instruction/ICL about cyberbullying. Pronouns Contribution of Events to and Sensory Images Material’s Totality III. Learner’s Materials Pages P18-30 P32-33 P35-44 None 3. Formal and Informal Instruction/ICL II. Textbook Pages P18-30 P32-33 P35-44 None 4. Remedial Reading or Implicit & Explicit Signals. and Elements Specific to a Genre. Teacher’s Guide Pages P10 -17 P20-23 P24-28 None 2. CONTENT Factors of Public Speaking. prior knowledge on the building defenses against factors of public speaking discrimination IV. 42) F. on page 36 of the LM Discrimination D. In what instances in life ask them its effect in “What events in the myth where you can use the deciphering the riddle could happen in real life?” insights you’ve learned on the factors of public speaking? H. Evaluating Learning Have the students answer Have the students answer Facilitate students’ Remedial Reading or the following: the following: abstraction from the lesson by Instruction/ICL answering the following: . Finding Practical Applications Facilitate the students in Let the students Facilitate students’ group Remedial Reading or of Concepts and Skills in Daily accomplishing Task 30 A accomplish Task 3 Mirror. Making Generalizations and Have the students answer Let the students recall the Let the students answer the Remedial Reading or Abstractions about the the following: textual aid on Task 1 and following: Instruction/ICL Lesson 1. Presentation Rubric on then let the students page 29 of the LM as a accomplish Task 8 on page 36 reference for the final task of the LM E. The Gorgon’s Head. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY C. Instruction/ICL Assessment 3) Grammarian for a Day on “Reflection” from the then have the students pages 18 – 19 in the LM movie Mulan and answer answer Task 9 on their the processing questions notebooks (p. Discussing New Concepts and Discuss the factors of Have the students Have the students recall their Remedial Reading or Practicing New Skills #2 public speaking & have the accomplish Task 1 on page knowledge on formal & Instruction/ICL students examine the Oral 32 of the LM informal definitions of words. Discussing New Concepts and Have the students read the Have the students Have the students accomplish Remedial Reading or Practicing New Skills #1 text about bullying on accomplish a word web the Story Anticipation Guide Instruction/ICL pages 27 & 28 in the LM activity on the word. work: Visualizing the Text on Instruction/ICL Living Day in a Life on page 29 of Mirror on page 33 of the page 42 of the LM the LM LM G. Developing Mastery Have the students Have the students view or Interactive Reading of the Remedial Reading or (Leads to Formative accomplish Task 16 listen to the song selection. answer the enduring LM Notebook question of the lesson Reflect on your teaching and assess yourself as a teacher. “Why do we need to know “What are being used in “What are the insights you’ve the factors in public the song viewed to learned from the selection?” speaking?” highlight its significant points?” I. No. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. Think about your student’s progress this week. of learners who require additional activities for remediation C. What works? What else needs to be VI. of learners who earned 80% in the evaluation B. of learners who continue to require remediation E. Additional Activities for Oral Presentation about Think-Write-Share: Makes Sense To Me Remedial Reading or Application or Remediation Cyberbullying Discrimination Check (page (page 44) Instruction/ICL 32 of the LM) 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 REMARKS LM on their Activity paper. No. No. of learners who have caught up with the lesson D. Did the remedial lessons work? No. What innovations or localized materials did I used/discover . What difficulties did I encounter which my principal or supervisor can help me solve? G. you can ask them relevant questions. A. Which of my teaching strategies work well? Why did these work? F. 15: Describe textual aids like advance events contribute to the genre contribute to the and interpret the ethics of organizers. A.4: EN10LT-Ic-2. 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. as well as non-verbal. Weekly objectives shall be derived from the curriculum guides. titles. necessary procedures must be I.2. reflexive and intensive pronouns. To meet the objectives. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. non. also how to use strategies in linking textual information. repairing. exercises and remedial activities may be done for developing content knowledge and competencies.2: Explain the and intensive pronouns EN10LC-Ic-4: Determine formal from informal literary devices used the implicit and explicit definitions of words signals. Learning EN10WC-Ib-12. Genita Learning Area: English DAILY LESSON LOG Teaching Dates and Time: June 19 – 23. verbal. etc. different forms of modals. B.2: Explain how Remedial Reading or Competencies/Objectives: features of persuasive texts Determine the effect of Determine how connected the elements specific to a Instruction/ICL EN10OL-Ib-3.1: Identify EN10RC-Ic-2.2: EN10VC-Ic1.9: Differentiate EN10LT-Ic2. OBJECTIVES followed and if needed. which I wish to share with other teachers? School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 GRADES 10 Teacher: Venice E. additional lessons. totality of a material theme of a particular public speaking linear illustrations. emphasis markers in persuasive texts.15. C. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. enhancing communication public speaking. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. used by the speaker to highlight significant points BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES: .4/2. on viewed literary selection EN10G-Ib-27: Use reflexive the understanding of a text EN10V-Ic13. printed copy of a summary/movie review of ethics of public speaking. Other Learning Resources Self-constructed worksheet Audio-video file on “Let it Copy of the film or a Dice None on describing/interpreting Go” song. Ethics of Public Implicit & Explicit Signals. Textbook Pages P45-51 P52-53 P53-54 P55-58 None 4. References 1. and Difference Between Formal Literary Elements/Theme in Texts. Teacher’s Guide Pages P29-33 P P P None 2.” . radio. Additional Materials from None None None None None Learning Resource (LR) portal E. and Speaking. Establishing a Purpose for the Have the students mull Inform students of the Have the students mull Have the students mull over Remedial Reading or Lesson over the following key expected output in Lesson over the following the following motive Instruction/ICL thought: 3: Information Ad question: “How did the question: “To what extent “Pronouns are used so that (TV. song of your choice “Life of Pi” movie caps IV. and Instruction/ICL Features of Persuasive Effect of Textual Aids. PROCEDURES A. Orpheus. Contribution of Events to a Remedial Reading or Material’s Totality. CONTENT & Informal Definitions of the Selection. LEARNING RESOURCES D. Reviewing Previous Lesson or Review the features of Have the students read the Present the necessary Have the students read the Remedial Reading or Presenting the New Lesson persuasive texts and text under Your Journey on information about the text about myths in a box on Instruction/ICL reflexive & intensive page 52 of the LM movie. and Reflexive & Verbal & Non-Verbal Used Words Literary Devices Used Intensive Pronouns by the Speaker III. then pronouns deliberate its key thought/s B. II. or print) connected events would you use your strength you do not keep using contribute to the totality of to save the person you nouns all throughout a the movie?” love?” text. “Life of Pi” page 55 of the LM. Learner’s Materials Pages P45-51 P52-53 P53-54 P55-58 None 3. Discussing New Concepts and Have the students Have the students listen to Have the students discuss Have the students answer Remedial Reading or Practicing New Skills #1 accomplish Task A & B on the song. “Let it Go” & let their answers to the the processing questions on Instruction/ICL page 45 of the LM them determine implicit processing questions on page 57. Developing Mastery Let the students Facilitate students’ Elaborate/explain the Have the students orally Remedial Reading or (Leads to Formative accomplish Task 18 Caps responses on the answers on the processing discuss their answers to the Instruction/ICL Assessment 3) Locked on page 48 processing questions on questions on page 55 of processing questions on page 54 of the LM the LM Task 6 (page 58) G. and worksheet LM the LM resolution. Making Generalizations and Facilitate the students’ Facilitate students’ Let the students answer Have the students answer Remedial Reading or Abstractions about the responses on the following: responses on the following: the following: the following: Instruction/ICL Lesson . Optional: Pass the and explicit signals from pages 59-60 of the LM in a Dice Activity in designating the lyrics small group questions to students E. Instruction/ICL accomplish the provided Power on page 53 of the Words on pages 54-55 of climax. Presenting Have the students compare Present samples of explicit Optional: Viewing of the Interactive Reading of the Remedial Reading or Examples/Instances of the and contrast reflexive & and implicit signals and movie. Have the students Cite instances where people Remedial Reading or of Concepts and Skills in Daily the following through life situations that make correlate the events and risk so much for the sake of Instruction/ICL Living Think-Pair-Share: use of implicit and explicit totality of the movie to their loved ones “What are the instances in signals their own experiences and life where you can use the their contribution to life ethics in public speaking?” H. “Life of Pi” Selection entitled. “Life of Pi” IV. Discussing New Concepts and Discuss the ethics of public Let the students Let the students Discuss shortly what is Remedial Reading or Practicing New Skills #2 speaking and have them accomplish Task 1 Boy-Girl accomplish Task 4 Mystery exposition. C. Finding Practical Applications Have the students answer Let the students cite real. Orpheus Instruction/ICL Lesson intensive pronouns using a have the students (time-consuming) Venn Diagram differentiate implicit and Present the summary or explicit signals the movie review of the film. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY D. rising action. falling action. then facilitate students’ responses on Task 6 Element-Array on page 58 of the LM F. Evaluating Learning Travel Brochure (page 50) Using the printed copy of a Using the words in the Accomplish Task 7 Alice Low Remedial Reading or song. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. Did the remedial lessons work? No. “Describe an ethical public “How are explicit and “What insights have you “Why should you capitalize speaking. of learners who have caught up with the lesson D. have the students mystery words. have the on page 58 of the LM Instruction/ICL determine the implicit and students take a short quiz explicit signals used in the on the formal and informal lyrics to highlight points definition of the words J. Which of my teaching strategies work well? Why did these work? . of learners who require additional activities for remediation C. of learners who continue to require remediation E. of learners who earned 80% in the evaluation B. A. “Life of Pi” Effective Information Ad Instruction/ICL write your answers on a are You Made of? with their family at their journal own leisure time VII. Additional Activities for Accomplish My Treasure on Have the students Encourage students to Research: How to Make an Remedial Reading or Application or Remediation page 51 of the LM and accomplish Task 3 What watch the film. you can ask them relevant questions. No.” implicit signals used by the learned from the movie on strengths and recognize speaker to highlight adaptation/summary?” your weaknesses?” significant points?” I. No. Think about your student’s progress this week. REMARKS Reflect on your teaching and assess yourself as a teacher. No. What works? What else needs to be VIII. etc. enhancing communication public speaking. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. A.16: Describe organizers. different forms of modals. These are using Formative Assessment strategies.2: EN10VC-Id25: Express Remedial Reading or Competencies/Objectives: 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. additional lessons. reflexive and intensive pronouns. C. exercises and remedial activities may be done for developing content knowledge and competencies. What difficulties did I encounter which my principal or supervisor can help me solve? G. To meet the objectives. B. OBJECTIVES followed and if needed.15. necessary procedures must be I. on EN10V-Id13. repairing. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.1: Single out definitions of words and expressions that direct and indirect signals emphasize a point used by a speaker . viewed the techniques in effective linear illustrations. titles.9: Differentiate public speaking the understanding of a text formal from informal EN10G-Ic-26: Using words EN10LC-Id-4.2: Formulate EN10RC-Id-2. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. emphasis markers in persuasive texts. also how to use strategies in linking textual information. GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: June 26 – 30. non. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. 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 Teacher: VENICE E. Weekly objectives shall be derived from the curriculum guides. Learning EN10WC-Ic12.F. CONTENT Assertion. Textbook Pages P59-66 P67-68 P69 & 71 None 4. Teacher’s Guide Pages P P P None 2. Other Learning Resources None Sample Impressive Photo Dictionaries. and Instruction/ICL Effect of Textual Aids. CAPITALIZING ON DEALING WITH PERSONAL CHALLENGES: STRENGTHS AND RECOGNIZING WEAKNESSES: Statement of Opinion or Remedial Reading or II. Techniques in Insights based on Ideas. References 1. and Effective Public Speaking. LEARNING RESOURCES D. Difference between Formal Direct & Indirect Signals and Words & Expressions & Informal Definitions of Used by a Speaker that Emphasize a Point Words III. and “Never None Essay Give Up in Life” (an inspirational video) IV. PROCEDURES A. opinions or lesson: Impressive Photo motives lead to dealing with assertions. Reviewing Previous Lesson or Have the students give Have the students read the Have the students share Remedial Reading or Presenting the New Lesson words or group of words to text under Your Journey on their expectations set last Instruction/ICL associate with the words: page 67 of the LM and meeting Opinion and Assertion deliberate its key thought/s B. intuitions. Additional Materials from None None None None Learning Resource (LR) portal E. & Instruction/ICL giving insights. Establishing a Purpose for the Ask students to deliberate Inform the students of the Ask students: “How do Remedial Reading or Lesson the relevance between expected output of the human desires. and expressions Essay personal challenges?” to emphasize a point or to effectively communicate in public . Learner’s Materials Pages P59-66 P67-68 P69 & 71 None 3. on any idea presented or when emphasizing a point .1 and Task 9. Presenting Interactive Discussion: Have the students mull Have the students mull over Remedial Reading or Examples/Instances of the Techniques in Effective over the quotation by an the following: Instruction/ICL Lesson Public Speaking and Words anonymous writer on page “You are what you are and & Expressions to 68 of the LM where you are because of emphasize a point what has gone into your mind. C. Discussing New Concepts and Let the students answer Have the students Let the students view “Never Remedial Reading or Practicing New Skills #2 Task 9 Modal Modes on accomplish Task 2 A Give Up in Life” and have Instruction/ICL pages 61 & 62 of the LM Puzzling Trial on page 68 of them share or express their the LM insights through Think-Pair- Share F.2 on accomplish Task 3 Three formal and informal Instruction/ICL Assessment 3) page 62 of the LM Controls on page 68 of the definitions of the words LM they found difficult in the text G. You can change what you are and where you are by changing what goes into your mind.2 A the questions on Task 1 difficult or unfamiliar words Instruction/ICL Quote on Quote on page (page 68) in the selection and look up 61 of the LM the meaning of each through the use of a dictionary or context clues E.” – Zig Ziglar V. Discussing New Concepts and Have the students Let the students answer Let the students find Remedial Reading or Practicing New Skills #1 accomplish Task 8. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY D. Finding Practical Applications Cite instances where Cite instances in life where Ask the students to give Remedial Reading or of Concepts and Skills in Daily people need to express speakers use direct and instances where they can Instruction/ICL Living themselves clearly when indirect signals express themselves based giving opinion or assertion. Developing Mastery Have the students answer Let the students Have the students give the Remedial Reading or (Leads to Formative Task 9. No. Making Generalizations and Facilitate the students in Have the students answer Facilitate students’ Remedial Reading or Abstractions about the making generalizations on the following: responses on the following: Instruction/ICL Lesson the use of modals in “In what way a textual aid “Why is it important to emphasizing a particular like a drawing or picture express insights based on point help you to understand a ideas and not on feelings?” text or message?” I. REMARKS Reflect on your teaching and assess yourself as a teacher. A. Which of my teaching strategies work well? Why did these work? . 69) Instruction/ICL the LM. Think about your student’s progress this week. you can ask them relevant questions. of learners who require additional activities for remediation C. Evaluating Learning Make your own Let the students write their Let the students write their Remedial Reading or Information Ad. of learners who continue to require remediation E. Let the answers to the essential insights on a certain quote & Instruction/ICL students be guided by the question in a graphic let them define a word from rubric on page 66 of the LM organizer of their choice it formally & informally J. What works? What else needs to be VI. of learners who have caught up with the lesson D. Additional Activities for Let the students answer Have the students Read the story. No. Write the answers on the journal or notebook V. Did the remedial lessons work? No. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them.H. of learners who earned 80% in the evaluation B. Arachne Remedial Reading or Application or Remediation My Treasure on page 66 of accomplish Task 4 (p. No. EN10V-Ig13.2: Explain the speaking in a sample public poems. What difficulties did I encounter which my principal or supervisor can help me solve? G. OBJECTIVES followed and if needed. additional lessons. and other listening and informal definitions of literary devices used speaking situation texts words . GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: July 03 – 07. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts.5/2. exercises and remedial activities may be done for developing content knowledge and competencies. B.1: Employ EN10LC-Ih-14. enhancing communication public speaking. These are using Formative Assessment strategies.9: Use formal EN10LT-Id2.F.2: Formulate EN10RC-If-21: Compare EN10VC-Ig1. Weekly objectives shall be derived from the curriculum guides. necessary procedures must be I. different forms of modals.16. also how to use strategies in linking textual information. emphasis markers in persuasive texts.2. 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 Teacher: VENICE E. repairing. A. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards.3: Show materials viewed literary selection the techniques in public appreciation for songs. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.2: Explain how EN10WC-Id12. C. Learning EN10LT-Id2. To meet the objectives. reflexive and intensive pronouns. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.5: Draw Remedial Reading or Competencies/Objectives: 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. Informal Definitions of Emphasis Words & Song and Literary Devices Words Expressions III. and Formal & Public Speaking. CONTENT Genre and their Conclusions. Instruction/ICL II. References 1. Reviewing Previous Lesson or Have the students correlate Have student volunteers to Have an interactive reading Have student volunteers Remedial Reading or Presenting the New Lesson the science term Arachnid share their quote made on the text under Your share their answers to the Instruction/ICL and the story’s title. Other Learning Resources None None Comparing Insights Tips Download a worksheet on None drawing generalizations IV. Textbook Pages P69 – 72 P73-78 P79-81 P82-84 None 4. Learner’s Materials Pages P69 – 72 P73-78 P79-81 P82-84 None 3. Additional Materials from None None None None None Learning Resource (LR) portal E. PROCEDURES A. Teacher’s Guide Pages P P P P None 2. from the previous meeting Journey on page 79 of the essential question Arachne LM B. Establishing a Purpose for the Let the students read the Answer the following: Inform students of the Have the students mull over Remedial Reading or Lesson text under Your Text on “How do you formulate a expected output of the the following: Instruction/ICL page 69 of the LM statement of opinion?” lesson which is to “Is it important to draw “Why do you need employ participate in a short but generalizations and techniques in public meaningful panel conclusions based on speaking?” discussion on winning over something? Why?” “When do you use words & personal challenges expressions that emphasize a point?” . & and Appreciation for a Contribution to the Theme. Techniques in Comparison of Insights. 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. LEARNING RESOURCES D. what may happen writers use emphasis next?” markers D. C. Discussing New Concepts and Discuss the answers to the Reinforce learning on the Have the students listen to Discuss the difference Remedial Reading or Practicing New Skills #2 questions on Justifiers techniques of public the song. & Cap on page 80 of the LM page 81 of the LM adverb/conjunctive adverb. then to formulate a statement words and expressions that let the students accomplish of opinion. Developing Mastery Discuss the answers to the Facilitate students’ Have the students decipher Let the students give the Remedial Reading or (Leads to Formative questions on Theme responses on Giving the message of the song formal and informal Instruction/ICL Assessment 3) Builders (page 72) Emphasis Activity on page and let them share it with a definitions of the word 73 of the LM partner hunted in the previous task G. then the sky gets public speaking & when dark. then let the students accomplish Which is Which Activity (page 73) E. and have the relate to ways we deal with Vocabulary Hunt on page 84 students accomplish Fact + challenges of the LM Opinion Activity (page 75) F. Finding Practical Applications Cite instances in life where Cite instances where Let the students cite Have the students give Remedial Reading or of Concepts and Skills in Daily pride becomes destructive statements of opinion and instances where they were situations in practical life Instruction/ICL Living emphasis markers are used able to deal with where they draw in practical life challenges generalizations/conclusions H. Discussing New Concepts and Discuss the answers to the Discuss the differences Facilitate the students’ task Let the students accomplish Remedial Reading or Practicing New Skills #1 questions on Image Makers between conjunction. Presenting Interactive Reading of the Present instances how to Show and tell: Comparison Let the students give their Remedial Reading or Examples/Instances of the Selection entitled Arachne formulate a statement of of insights following situation: Instruction/ICL Lesson opinion. “Roar” by Katy between connotative and Instruction/ICL (page 72) speaking. then discuss how Perry and let them list the denotative meaning. in Task 1 Connect to the Task 2 Outlook Turn Up on Instruction/ICL (page 72) parenthetical expression. where speakers “If it is cloudy and it starts to employ techniques in be windy. Making Generalizations and Let the students make Finalize answers: Let the students make Let the students share their Remedial Reading or Abstractions about the abstractions from the story “How do you formulate a abstractions from the learning in drawing Instruction/ICL Lesson read and discussed statement of opinion?” message of the song in generalizations and relation to winning over conclusions challenges . of learners who require additional activities for remediation C. No. of learners who have caught up with the lesson D. Be guided with the short essay comparing the generalizations and Instruction/ICL the theme of the story directions on pages 75 – 77 insights learned from conclusions of the LM. you can ask them relevant questions. “Why do you need employ techniques in public speaking?” “When do you use words & expressions that emphasize a point?” I. Evaluating Learning Have the students create a Make an impressive photo Let the students make a Worksheet on drawing Remedial Reading or quote that is relevant to essay. No. of learners who earned 80% in the evaluation B. of learners who continue to require remediation . No. What works? What else needs to be VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. Think about your student’s progress this week. Did the remedial lessons work? No. previous learning on dealing with personal challenges and the new insights learned in this lesson Additional Activities for Research about emphasis Answer My Treasure Give tentative answers to Let the students accomplish Remedial Reading or Application or Remediation markers (page 78) the essential question Task 4 Looking Forward Instruction/ICL (page 81) (page 81) V. REMARKS Reflect on your teaching and assess yourself as a teacher. A. 1: Employ Remedial Reading or Competencies/Objectives: 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 . reflexive and intensive pronouns. repairing. These are using Formative Assessment strategies. C. different forms of modals. GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: July 10 – 14. additional lessons.16.16. Learning EN10LT-If-2. Weekly objectives shall be derived from the curriculum guides. emphasis markers in persuasive texts. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.E. enhancing communication public speaking. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. 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 Teacher: VVENICE E. A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts.2: Formulate EN10OL-Ie3. To meet the objectives. exercises and remedial activities may be done for developing content knowledge and competencies. also how to use strategies in linking textual information. OBJECTIVES followed and if needed. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards.1: Employ EN10OL-If3. What difficulties did I encounter which my principal or supervisor can help me solve? G. B.2: Explain how EN10WC-Ie12. Which of my teaching strategies work well? Why did these work? F. necessary procedures must be I. theme of a particular EN10WC-Ie12. II. Additional Materials from None None None None None Learning Resource (LR) portal E. CONTENT Opinion or Assertion. References 1. technique. Other Learning Resources None None Optional: video sample of Optional: video sample of None panel discussion panel discussion IV. & Employing Techniques in Employing Techniques in Instruction/ICL Tone. Reviewing Previous Lesson or Ask the students: Recall the difference Review the different Review the different Remedial Reading or Presenting the New Lesson “Which details in the between opinion and techniques to be utilized in techniques to be utilized in a Instruction/ICL drawing presented assertion a persuasive text persuasive text yesterday showed winning over individual challenges?” K. the techniques in a speaking situation speaking situation EN10LT-If2. Mood. PROCEDURES J. Teacher’s Guide Pages P P P P None 2. Textbook Pages P82-85 P86 & 89 P90-91 P90-91 None 4.3: Determine persuasive text tone. & Techniques in a Persuasive Public Speaking Public Speaking Purpose of the Author Text III. Technique. and purpose of the author WINNING OVER INDIVIDUAL CHALLENGES: Formulating a Statement of Remedial Reading or Literary Elements: Theme. LEARNING RESOURCES D. Learner’s Materials Pages P82-85 P86 & 89 P90-91 P90-91 None 3.3: Identify speaking in a sample public speaking in a sample public literary selection. mood.2. Establishing a Purpose for the Let the students ponder on Allow students to express Have the students share Have the students share Remedial Reading or Lesson the question: their opinion or assertion their prior knowledge on their prior knowledge on Instruction/ICL “How important is your over the following: what is a panel discussion what is a panel discussion eye/s to you?” “How will you convince others to agree with you that it is important to read . tales. legends and other stories?” L. Technique. Developing Mastery Have the students Let the students Group the students and Group the students and Remedial Reading or (Leads to Formative accomplish Lasting Virtue accomplish What Always have them designate roles: have them designate roles: Instruction/ICL Assessment 3) Activity on page 85 of the Worked Activity on page 88 chairman. Mood. accomplish Task 8 Life Skills go over the ideas for a go over the ideas for a panel Instruction/ICL Tone. Discussing New Concepts Discuss shortly about types Facilitate students in Think-Pair-Share: Think-Pair-Share: Deliberate Remedial Reading or and Practicing New Skills #1 of conflicts. and discuss myths. persuasive text M. and panelists or LM of the LM discussants discussants P. Let the students give real. share their opinion on the 90 of the LM LM then let the students text entitled Koran identify such elements in the selection read O. Remedial Reading or of Concepts and Skills in Daily instances in their life where instances where they were life situations where panel life situations where panel Instruction/ICL Living they have sacrificed able to successfully discussions are used discussions are used something for others persuade someone (e. Making Generalizations and Have the students answer Let the students answer Have the students answer Have the students answer Remedial Reading or Abstractions about the the following: the following: the following: the following: Instruction/ICL Lesson “What are the insights or “What techniques should “How will you conduct a “How will you conduct a lessons have you learned you employ or use to be panel discussion?” panel discussion?” from the story?” able to convince or persuade someone?” . SS Lesson Discussions) Q. SS Lesson Discussions) (e. Discussing New Concepts and Discuss the following Have the students Facilitate students as they Facilitate students as they Remedial Reading or Practicing New Skills #2 Literary Elements: Theme. and have them answering the Winning Deliberate on the insights on the insights learned from Instruction/ICL accomplish The Power of C Appeal on page 86 of the learned from the sample the sample panel discussion Activity on page 84 of the LM panel discussion LM N. “How persuasive techniques that sample panel discussion sample panel discussion Instruction/ICL Lesson Odin Lost His Eye” on page are usually used in a 82 of the LM.g.g. Finding Practical Applications Let the students give Have the students cite Let the students give real. and panelists or chairman. Presenting Facilitate students in the Present the different Have the students view a Have the students view a Remedial Reading or Examples/Instances of the reading of the text. & Connection and let them panel discussion on page discussion on page 90 of the Purpose of the Author. of learners who continue to require remediation E. Did the remedial lessons work? No.R. you can ask them relevant questions. and take notes Group’s Discussion Instruction/ICL others to agree with you Today Activity on pages 88. on the possible questions that it is important to read 89 of the LM to be used in the panel and discuss myths. of learners who have caught up with the lesson D. No. Think about your student’s progress this week. Which of my teaching strategies work well? Why did these work? F. A. discussion legends and other stories?” V. of learners who earned 80% in the evaluation B. What works? What else needs to be VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. REMARKS Reflect on your teaching and assess yourself as a teacher. Evaluating Learning Let the students answer Accomplish The Power of Panel Discussion Panel Discussion Remedial Reading or the questions in Thinking it the Song (page 88) (Continuation) Instruction/ICL Through on page 85 of the LM Additional Activities for Answer the following: Let the students Conduct research Peer Evaluation of Other Remedial Reading or Application or Remediation “How will you convince accomplish Thought for (if possible). of learners who require additional activities for remediation C. No. No. What difficulties did I encounter which my principal or supervisor can help me solve? . tales. OBJECTIVES followed and if needed. repairing. . GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: July 17 – 21. 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 Teacher: VENICE E. emphasis markers in persuasive texts. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. enhancing communication public speaking. different forms of modals. To meet the objectives. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. B. These are using Formative Assessment strategies. reflexive and intensive pronouns. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. also how to use strategies in linking textual information. necessary procedures must be I.G. Weekly objectives shall be derived from the curriculum guides. exercises and remedial activities may be done for developing content knowledge and competencies. A. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. additional lessons. 6: Use modals learnings speaking situation speaking situation EN10V-1h-13.6/ EN10G-Ig. Establishing a Purpose for the Have the students share Have the students share Have the students mull Inform students that the Remedial Reading or Lesson their prior knowledge on their prior knowledge on over the following: expected output of the Instruction/ICL what is a panel discussion what is a panel discussion “You should eat to live. Presenting Have the students view a Have the students view a Present a modal bank and Remedial Reading or Examples/Instances of the sample panel discussion sample panel discussion have the students guess Instruction/ICL Lesson what words are they D. EN10RC-Ii-21: Compare new Remedial Reading or Competencies/Objectives: the techniques in public the techniques in public 3. Learning EN10OL-Ig3. Other Learning Resources Optional: video sample of Optional: video sample of Downloaded worksheets on Worksheet (Connotation vs. CONTENT Employing Techniques in Employing Techniques in Comparing Insights.1: Employ EN10OL-Ih3.” persuasive essay C.9 Use denotation and connotation to clarify meanings of words TURNING CHALLENGES TO WINNING OVER INDIVIDUAL CHALLENGES: OPPORTUNITIES: II. and 100-101 P92 – 93 & 96 None 3. and 100-101 P92 – 93 & 96 None 4.6/ EN10G-Ih-3. Additional Materials from None None None None Learning Resource (LR) portal E. Reviewing Previous Lesson or Review the different Review the different Give/share feedbacks on Have the students read the Remedial Reading or Presenting the New Lesson techniques to be utilized in techniques to be utilized in the panel discussion done text under Your Journey on Instruction/ICL a persuasive text a persuasive text page 92 of the LM B. and Remedial Reading or Modals Public Speaking Public Speaking Denotation and Connotation Instruction/ICL III. and lesson is to present a short not live to eat.6/EN10G. PROCEDURES A. Learner’s Materials Pages P90-91 P90-91 P86-87.16. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Facilitate students in Facilitate students in Remedial Reading or and Practicing New Skills #1 Deliberate on the insights Deliberate on the insights answering Sense of Value answering Task 1 I Always Instruction/ICL .1: Employ EN10G-If-3. Modal Bank Denotation) IV. References 1.16. insights with previous Instruction/ICL speaking in a sample public speaking in a sample public Ii-3. Textbook Pages P90-91 P90-91 P86-87. Teacher’s Guide Pages P P P P None 2. None panel discussion panel discussion Modals.C. LEARNING RESOURCES D. g. Evaluating Learning Panel Discussion Panel Discussion Self-constructed Long Quiz Accomplish Meaningful Remedial Reading or (Continuation) (Continuation) /downloaded worksheet Search (page 96) Instruction/ICL (Modals) Additional Activities for Peer Evaluation of Other Peer Evaluation of Other Make a success plan using Read in advance the text Remedial Reading or Application or Remediation Group’s Discussion Group’s Discussion modals From the Analects by Instruction/ICL Confucius V. REMARKS Reflect on your teaching and assess yourself as a teacher. and let the meaning to words.. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. . denotative and connotative Instruction/ICL panel discussion on page panel discussion on page should. and panelists or Activity on page 100 of the (connotation & denotation) discussants discussants LM G. What works? What else needs to be VI. Developing Mastery Group the students and Group the students and Have the students Let the students answer the Remedial Reading or (Leads to Formative have them designate roles: have them designate roles: accomplish Looking Ahead downloaded worksheet Instruction/ICL Assessment 3) chairman. and panelists or chairman. SS Lesson Discussions) (e. learned from the sample learned from the sample Activity on page 86 of the Connect Game on page 93 panel discussion panel discussion LM of the LM E. SS Lesson Discussions) and connotation H. and have 90 of the LM 90 of the LM students answer Rewarding the students undergo some Activity (page 87) drills F. you can ask them relevant questions. Think about your student’s progress this week.g. etc. Cite instances in life where Cite instances in life wherein Remedial Reading or of Concepts and Skills in Daily life situations where panel life situations where panel people get to use modals in they can apply their Instruction/ICL Living discussions are used discussions are used daily conversations knowledge on denotation (e. Let the students give real. Making Generalizations and Have the students answer Have the students answer Let the students answer Let the students answer the Remedial Reading or Abstractions about the the following: the following: the following: following: Instruction/ICL Lesson “How will you conduct a “How will you conduct a “What are modals?” “What is the difference panel discussion?” panel discussion?” “When do we use modals?” between connotation and denotation?” I. Finding Practical Applications Let the students give real. Discussing New Concepts and Facilitate students as they Facilitate students as they Discuss the different Discuss how to give Remedial Reading or Practicing New Skills #2 go over the ideas for a go over the ideas for a modals such as must. Did the remedial lessons work? No. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. No. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. repairing. These are using Formative Assessment strategies. Weekly objectives shall be derived from the curriculum guides. Which of my teaching strategies work well? Why did these work? F. reflexive and intensive pronouns. . To meet the objectives. No. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. of learners who require additional activities for remediation C. No. GENITA Learning Area: English DAILY LESSON LOG Teaching Dates and Time: July 24 – 28. exercises and remedial activities may be done for developing content knowledge and competencies. What difficulties did I encounter which my principal or supervisor can help me solve? G. of learners who continue to require remediation E. B. of learners who earned 80% in the evaluation B. additional lessons. necessary procedures must be I. OBJECTIVES followed and if needed. enhancing communication public speaking. also how to use strategies in linking textual information. 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 Teacher: VENICE E. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. A. emphasis markers in persuasive texts. different forms of modals.A. of learners who have caught up with the lesson D. C.5/2. Establishing a Purpose for the Have the students answer Have the students share Have the students mull Ask the students the ways to Remedial Reading or Lesson the following: their answers to the over the short text under draw similarities and Instruction/ICL “How do you turn your following: Your Text on page 94 of the differences challenges into “Do spoken communication LM opportunities?” need to be repaired or enhanced? Why?” .7: Make EN10LC-Ii-14: Examine how EN10LT-Ig-3: Explain how a EN10LT-Ih2. & 103-104 None 3. CONTENT Making Generalizations Repairing or Enhancing Similarities and Differences Remedial Reading or Literary Analysis and Conclusions Spoken Communication of Selections Instruction/ICL III. of the featured selections in generalizations and enhanced history. Learner’s Materials Pages P93-94 P97-98 & 101 P95-97 P100. Other Learning Resources Video Clip of One Arm Handouts in repairing or None None None Young Lady & a One Legged enhancing spoken Young Man. PROCEDURES A.5:Draw may be repaired or influenced by culture. Reviewing Previous Lesson or Review the key thoughts on Review the key thoughts in Have the students share Review the insights from the Remedial Reading or Presenting the New Lesson denotation and making generalizations their Map of Targets in selection discussed Instruction/ICL connotation Task 4 (page94) previously B. Additional Materials from None None None None None Learning Resource (LR) portal E. Learning EN10LC-Ig-8. References 1. Teacher’s Guide Pages P P P P None 2. & 103-104 None 4. Textbook Pages P93-94 P97-98 & 101 P95-97 P100. environment. LEARNING RESOURCES D. or relation to the theme conclusions based on the other factors materials viewed TURNING CHALLENGES TO OPPORTUNITIES: II. Pictures communication.3: Draw Remedial Reading or Competencies/Objectives: generalizations spoken communication selection may be similarities and differences Instruction/ICL EN10VC-Ig1. speeches IV. Making Generalizations and Have the students make Let the students answer Have the students answer Have the students answer Remedial Reading or Abstractions about the generalizations on the tips the following: the following: the following: Instruction/ICL Lesson in making generalizations “Why is there a need to “What is the importance of “How do you draw repair or enhance spoken turning challenges into similarities and differences communication?” opportunities?” of two certain things?” I. 100) & Practice Instruction/ICL Lesson young Lady and a One (pages 95-96) and Uphold Positive legged Young Man” Attitude (p. read and discussed environment. Developing Mastery Post a picture and answer Give a sample speech and Think-Pair-Share: Let the Have the students Remedial Reading or (Leads to Formative the following: have the students examine students share their accomplish A Call Up for Instruction/ICL Assessment 3) “What does the picture it and identify the parts to insights from the ideas Order Box on page 104 of suggest about challenges & be repaired or enhanced conveyed by the selection the LM opportunities?” G. C. Discussing New Concepts and Picture Analysis: Make Have the students Explain how the selection Let the students discuss Remedial Reading or Practicing New Skills #2 generalizations based on accomplish Taking a Stand From the Analects may be their answers to the Instruction/ICL the picture posted for or against (pages 97-98) influenced by culture. Finding Practical Applications Let the students give real. Discussing New Concepts Think-Pair-Share: Think-Pair-Share: Have the Have the students Have the students discuss Remedial Reading or and Practicing New Skills #1 Generalizations from the students identify the parts accomplish Theme their answers to the Instruction/ICL video clip viewed in the speech that needs to Connection on pages 96-97 questions on page 100 of be repaired or enhanced the LM E. or other factors . Ask students to give Cite instances in life where Cite instances in life where Remedial Reading or of Concepts and Skills in Daily life situations where people instances in their life where people are able to resolve they get to give similarities Instruction/ICL Living are able to turn challenges they wish to repair or problems due to helpful and differences of things to opportunities enhance their spoken advices from others communication H. Evaluating Learning Make short essay on Alter Ego (page 101) Let the students identify Let the students draw Remedial Reading or turning challenges to the parts in the selection similarities and differences Instruction/ICL opportunities that are influenced by between the two selections culture. Presenting Have the students view the Have the students view a Interactive Reading of the Interactive Reading: Zen Remedial Reading or Examples/Instances of the video clip of “One arm short speech text From the Analects Parables (p. questions on page 104 of history. environment. history. or the LM other factors F. 103) D. No. What innovations or localized materials did I used/discover which I wish to share with other teachers? . Did the remedial lessons work? No. What difficulties did I encounter which my principal or supervisor can help me solve? G. REMARKS Reflect on your teaching and assess yourself as a teacher. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. Think about your student’s progress this week. Which of my teaching strategies work well? Why did these work? F. of learners who earned 80% in the evaluation B. of learners who require additional activities for remediation C. No. Additional Activities for Accomplish Task 4 Mapping Find a speech that needs to Remedial Reading or Application or Remediation the Targets be repaired or enhanced Instruction/ICL V. of learners who continue to require remediation E. No.J. What works? What else needs to be VI. of learners who have caught up with the lesson D. you can ask them relevant questions. A. reflexive and intensive pronouns. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. different forms of modals. A. exercises and remedial activities may be done for developing content knowledge and competencies. emphasis markers in persuasive texts. Weekly objectives shall be derived from the curriculum guides. These are using Formative Assessment strategies. Genita Learning Area: English DAILY LESSON LOG Teaching Dates and Time: July 31 – August 4. To meet the objectives. enhancing communication public speaking. School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10 GRADES 10 Teacher: Venice E. necessary procedures must be I. also how to use strategies in linking textual information. repairing. additional lessons. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. OBJECTIVES followed and if needed. . 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. Textbook Pages P105-108 P105-108 P105-108 P105-108 None 4. Presenting Ask the students when they Ask the students when they Ask the students when they Ask the students when they Remedial Reading or Examples/Instances of the have experienced have experienced have experienced have experienced Instruction/ICL Lesson persuading someone persuading someone persuading someone persuading someone through writing through writing through writing through writing D.B. Instruction/ICL 105). References 1. LEARNING RESOURCES D. let the students 105). PROCEDURES A. Learner’s Materials Pages P105-108 P105-108 P105-108 P105-108 None 3.3: Compose a EN10WC-Ig12. Other Learning Resources None None None None None IV. Teacher’s Guide Pages P P P P None 2. Additional Materials from None None None None None Learning Resource (LR) portal E. Establishing a Purpose for the Ask the students to answer Ask the students to answer Ask the students to answer Ask the students to answer Remedial Reading or Lesson the following: the following: the following: the following: Instruction/ICL “How will you persuade “How will you persuade “How will you persuade “How will you persuade someone through writing?” someone through writing?” someone through writing?” someone through writing?” C.3: Compose EN10WC-Ih12. Learning EN10WC-If12. let the students . Discussing New Concepts Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing Discuss the steps in writing a Remedial Reading or and Practicing New Skills #1 a persuasive essay (page a persuasive essay (page a persuasive essay (page persuasive essay (page 105). C. Reviewing Previous Lesson or Review the techniques in Review the techniques in Review the techniques in Review the techniques in Remedial Reading or Presenting the New Lesson writing a persuasive text writing a persuasive text writing a persuasive text writing a persuasive text Instruction/ICL B. CONTENT Remedial Reading or Instruction/ICL III. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. let the students 105).3: Compose EN10WC-Ii-12: Compose Remedial Reading or Competencies/Objectives: 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. the criteria on pages 106. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. Finding Practical Applications Cite instances where Cite instances where Cite instances where Cite instances where people Remedial Reading or of Concepts and Skills in Daily people become effective in people become effective in people become effective in become effective in Instruction/ICL Living persuading others through persuading others through persuading others through persuading others through writing writing writing writing H. and have them them undergo it them undergo it them undergo it undergo it G. the criteria on pages 106. and have EQS (page 106). and have EQS (page 106). . Discussing New Concepts and Have the students go over Have the students go over Have the students go over Have the students go over Remedial Reading or Practicing New Skills #2 the drafting guidelines and the drafting guidelines and the drafting guidelines and the drafting guidelines and Instruction/ICL let them start drafting their let them start drafting their let them start drafting their let them start drafting their own essay own essay own essay own essay F. Evaluating Learning Persuasive Essay following Persuasive Essay following Persuasive Essay following Persuasive Essay following Remedial Reading or the criteria on pages 106. you can ask them relevant questions. REMARKS Reflect on your teaching and assess yourself as a teacher. Making Generalizations and Have the students answer Have the students answer Have the students answer Have the students answer Remedial Reading or Abstractions about the the following: the following: the following: the following: Instruction/ICL Lesson “What are the steps in “What are the steps in “What are the steps in “What are the steps in writing a persuasive text?” writing a persuasive text?” writing a persuasive text?” writing a persuasive text?” I. What works? What else needs to be VI. choose a subject of their choose a subject of their choose a subject of their let the students choose a choice choice choice subject of their choice E. Developing Mastery Let the students go over Let the students go over Let the students go over Let the students go over the Remedial Reading or (Leads to Formative the sharing through the the sharing through the the sharing through the sharing through the EQS Instruction/ICL Assessment 3) EQS (page 106). and have (page 106). Instruction/ICL 107 of the LM 107 of the LM 107 of the LM 107 of the LM Additional Activities for Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Accomplish My Treasure Remedial Reading or Application or Remediation (pages 107-108) (pages 107-108) (pages 107-108) (pages 107-108) Instruction/ICL V. the criteria on pages 106. Think about your student’s progress this week. These are using Formative Assessment strategies. emphasis markers in persuasive texts. Did the remedial lessons work? No. . OBJECTIVES followed and if needed. repairing. No. To meet the objectives. Which of my teaching strategies work well? Why did these work? F. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. No. Genita Learning Area: English DAILY LESSON LOG Teaching Dates and Time: August 7-11. 2017 Quarter: 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. additional lessons. 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 Teacher: Venice E. reflexive and intensive pronouns. necessary procedures must be I. of learners who require additional activities for remediation C.A. What difficulties did I encounter which my principal or supervisor can help me solve? G. of learners who earned 80% in the evaluation B. also how to use strategies in linking textual information. No. enhancing communication public speaking. of learners who continue to require remediation E. A. Weekly objectives shall be derived from the curriculum guides. exercises and remedial activities may be done for developing content knowledge and competencies. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts. of learners who have caught up with the lesson D. different forms of modals. Additional Materials from None Learning Resource (LR) portal E. PROCEDURES A. Teacher’s Guide Pages None 2. CONTENT Remedial Reading or Instruction/ICL III. Learner’s Materials Pages None 3. LEARNING RESOURCES D. Establishing a Purpose for the Remedial Reading or Lesson Instruction/ICL C. Reviewing Previous Lesson or Remedial Reading or Presenting the New Lesson Instruction/ICL B. Other Learning Resources None IV.B. Presenting Remedial Reading or Examples/Instances of the Instruction/ICL Lesson D. References 1. Learning Remedial Reading or Competencies/Objectives: Review Review First Quarter Examination First Quarter Examination Instruction/ICL II. Textbook Pages None 4. C. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. Discussing New Concepts Remedial Reading or and Practicing New Skills #1 Instruction/ICL . Finding Practical Applications Remedial Reading or of Concepts and Skills in Daily Instruction/ICL Living H. .E. Making Generalizations and Remedial Reading or Abstractions about the Instruction/ICL Lesson I. Developing Mastery Remedial Reading or (Leads to Formative Instruction/ICL Assessment 3) G. Discussing New Concepts and Remedial Reading or Practicing New Skills #2 Instruction/ICL F. Evaluating Learning Remedial Reading or Instruction/ICL Additional Activities for Remedial Reading or Application or Remediation Instruction/ICL V. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. REMARKS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. you can ask them relevant questions. What works? What else needs to be VI. What difficulties did I encounter which my principal or supervisor can help me solve? G. of learners who require additional activities for remediation C. Which of my teaching strategies work well? Why did these work? F. No. of learners who earned 80% in the evaluation B. of learners who have caught up with the lesson D. No. Did the remedial lessons work? No. What innovations or localized materials did I used/discover which I wish to share with other teachers? . of learners who continue to require remediation E. No.A.