Grade 10 School MUNTINLUPA NATIONAL HIGH SCHOOL-MAIN Grade Level Grade 10

DAILY LESSON LOG Teacher Mr. CIRILO D. BALAO JR. Learning Area English
Teaching Dates and Time August, 30 to September 9, 2016 / 6:00 am. -11:50 am. Quarter Second

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES a. Detect bias and prejudice in the material viewed
b. Give technical and operational definitions
c. Explain how the elements specific to genre contribute to the theme of a particular literary selection
d. Determine tone, mood, technique, and purpose of the author
e. Employ analytical listening in problem solving
f. Use words or expressions that affirm or negate
g. Use writing conventions to indicate acknowledgement of resources
h. Observe correct stance and proper stage behavior as deemed necessary e.g., in a personal testimony
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 Competencies/ Objectives EN10VC-IId EN10V-IIe-13.9 EN10LC-IIe-13.2 EN10G-IIe-28 EN10SS-IIe-1.6.4

Write the LC code for each. EN10V-IIe-13.9 EN10LT-IIe-2.2 EN10LT-11e-2.2.3 EN10OL-IIf-3.8
EN10LT-11e-2.2.3
II. CONTENT 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.
a. Great names to a. Background Check a. Know your heart a. To affirm or to a. Watch for
name b. Think Tank b. Purpose Galore negate Conventions
b. Bias detective 2 c. TMT (Tone, b. Affirm or Negate b. Speak for Keeps
c. Read for bias Mood, Theme) for the country
d. Think to Solve Alert
d. Like the Others
III. LEARNING RESOURCES -List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Celebrating Diversity Celebrating Diversity Celebrating Diversity Celebrating Diversity Celebrating Diversity
through World Literature( through World Literature( through World Literature( through World Literature( through World Literature(
LM) English 10 LM) English 10 LM) English 10 LM) English 10 LM) English 10
1. Teachers Guide Pages P176-180 P181-184 P185-187 P187-189 P190-194
2. Learners Material Pages P196-200 P200-210 P210-217 P217-221 P221-227
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) Portal
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
-These steps should be done across the week. Spread out the activities approximately 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.
-Picture Talk -Picture Talk -Background of The -Video Presentation -Video Presentation
Decameron -Background of the Sec.
Robredo Speech
-Diagnose and activate - Make sense of -Provide understanding of -Associate the theme to -Familiarize the PREP
prior knowledge information, develop, content as applied to a the personal experience strategy
-Hook and engage reflect, rethink, validate, variety of context of the learner and should
learners interest and revise understandings therefore provide them
of lesson opportunity to answer the
essential questions
established at the
beginning of the lesson.
-Ask questions, encourage -Ask questions, encourage -Provide variety of -Discuss each part of -Giving topic for Oral
students to ask questions students to ask questions learning resources Argumentative Group Reporting
Provide variety of learning Discussion
resources.
-Welcome tentative -Welcome tentative -Assess students skills -Write a first draft of the -Citation of articles.
responses as guide to responses as guide to essay.
further exploration further exploration
-Clarify expectations and -Clarify expectations and -Ask questions to enable -Presenting -Deliver oral speech
how learning shall be how learning shall be the students to construct argumentative speech guided by rubrics.
assessed by presenting assessed by presenting their own meaning. guided by rubrics.
the enabling activity and the enabling activity and
the rubrics. the rubrics.
-All the activities in this -All the activities in this -All the activities in this -Deliver argumentative -Writing a Reflective Essay
phase are diagnostic in phase are formative in phase are formative in speech guided by rubrics. with various related
nature. Scores must be nature. Scores must be nature. Scores must be topics.
recorded to help the recorded for instructional recorded for instructional
 teacher plan the decision not to grade the decision not to grade the
succeeding lessons and students. students.
not to grade the students.
All answers are tentative
and must be written on
their notebooks for
reference.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What work? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so 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
who scored below 80%
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?