John Polping R.ramilo

School: Grade Level: X
GRADE10
Teacher: Learning Area: ENGLISH
DETAILED LESSON PLAN
Teaching Dates and Time: Quarter: FIRST
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES 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 conflict, 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 Competencies/Objectives: EN10LC-Ia-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a text.
Write the LC Code for each Create textual aids from the given text
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Textual Aids
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 7-8
3. Textbook Pages
4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources
LM/ Activity Sheets
Teacher’s Activity Learner’s Activity

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Task 1. Blocks that Block Answers:
Presenting the New Lesson (5 minutes) 1._________________________
a. Have the students identify what is asked in the block. 2. _________________________
b. Have them write their answers on their notebook. 3.__________________________
4.__________________________
__________________________
B. Establishing a Purpose for the Lesson (5 minutes) Identify the phrases or idiom and giving meaning.
The learners will focus on the phrases or idiom graphically presented in each block.
They will be asked also to determine what these words mean.
C. Presenting Examples/Instances of the (5 minutes)
Lesson The teacher will ask the following questions:
a. What is your overall impression about the phrases given? The students will give their answers on the questions given by the teacher.
b. How do they reflect realities in life?
D. Discussing New Concepts and Practicing Task 2. You’ve Got A Friend

New Skills #1
The teacher will let the students remember the time when they were weak and low. They will be
asked also to fill out the speech balloons with their experiences in life that have to do with their The students will share their experiences including the past and the present.
responses in Task 1. They will share their answers to their classmates.
The teacher will ask the following questions:
1. What can you say about the activity?
2. How did you feel when you recalled all those experiences?
3. What did you feel while sharing you experiences with the class? Why?
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
V. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
E. Discussing New Concepts and Practicing The teacher will present a text to the class.
New Skills #2 The teacher will give examples of textual aids to the class. Presentation of groups outputs.
The teacher will group the class into five. 1.Examples of textual aids.
a. The group will be given worksheets to answer. 2.The advantage and disadvantage of it.
b. The output will be presented.
c. The teacher will process the output of each group.
F. Developing Mastery The teacher will group the class into five. Each group will be given a specific task to work on.
(Leads to Formative Assessment 3) Small Group Discussion
Group 1. Create a graphic organizer of events in the story. Why are these events significant?
Group 2. Create a Venn diagram that compares the characteristics of Perseus and Medusa. Provide Presentation of the following:
evidence. 1.Sequence of the story.
The teacher will discuss the different types of textual aids used to explain certain text like:
2.Compare and contrast of the characteristics between Perseus and Medusa.
a. graphic organizer
b. Venn diagram Different types of textual aids how it is being used.
G. Finding Practical Applications of (15 minutes) Individual output
Let the students provide the following:
Concepts and Skills in Daily Living The students will organize the textual aids based on the given text.
a. The students will examine several text.
b. Have them create a certain textual aids from the given text.
c. Have them give the title of the certain text.
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
VI. PROCEDURES allotment for each step.
H. Making Generalizations and Abstractions
INSIGHTS SHARING (20 minutes)
about the Lesson Small Group Discussion
a. Each student will write on a sheet of paper three ideas:
i. how does textual aids help in understanding the text?
ii. what specific textual works best in understanding the text?
b. Have each student discuss his/her ideas with a partner.
c. Have each pair join another pair to expand their sharing.
d. Call on a few students to share their small group sharing.
e. Synthesize the lesson.
I. Evaluating Learning YOUR FINAL TASK
Create a graphic organizer from the text entitled “Bullying” The students will create a graphic organizer based on the given text.
J. Additional Activities for Application or

Remediation
VII. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners

who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work well?

Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?
GRADE 10
Teaching Dates
and Time: Quarter: First
C. Learning Competencies/Objectives: EN10G-Ia-27 Use Reflexive and Intensive Pronoun.

Write the LC Code for each Construct sentence using reflexive and intensive pronoun
.
II. CONTENT Reflexive and Intensive Pronoun
D. References
1. Teacher’s Guide Pages pp. 8-10
2. Learner’s Materials Pages pp. 17-20
3. Textbook Pages

E. Other Learning Resources
LM/ Activity Sheets

A. Reviewing Previous Lesson or (5 minutes)
Presenting the New Lesson INITIAL TASK The students will give examples of pronoun.
(he, she, they, we)
The teacher will recall the lesson by asking the students to give
examples of pronoun.
B. Establishing a Purpose for the Lesson (5 minutes)
The teacher will let the students pick all the pronoun in the The students will pick all the pronoun in the sentences of the paragraph given.
sentences of the paragraph given.
C. .Presenting Examples/Instances of the (5 minutes)

Lesson The teacher will let students answer the given n task 14A. The students will answer the given activity in Task 14A.
E. Discussing New Concepts and Practicing

New Skills #1 Activity 1 - Circle and write all the pronouns from the paragraph.
a. The students will form a group.
1. Set the pupils into teams of eight. Each team shall select a b. The students will accomplish the activity sheet.
leader and a recorder.
c. Presentation of the consolidated output by a group representative.
2. Distribute four worksheets to each team.
3. Ask them to read and analyze the directions before
performing the activity. Emphasize team discussion to arrive
at the group’s answers
4. Give each team strips of tag boards or cards to write their
answers on.
5. After the activity, the publishing of team’s answers follows.
6. Process each team’s responses.
The teacher will have a brief discussion of the groups output.
V. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
F. Discussing New Concepts and Practicing Activity 2
New Skills #2
1. Distribute four worksheets to each team. Presentation of paraphrased sentences using pronoun.
2. For this activity, the same grouping in Activity 1 is adopted by
the teacher.
3. Have them read and follow the directions carefully. G1. ____________________________________________________________________
Encourage team discussion. _________________________________________________________________.
4. Monitor their team discussion and be ready to assist them if G2. _____________________________________________________________________
necessary. ____________________________________________________________________.
5. Let the team’s representative read the paraphrased sentences
using the circled pronoun in Activity 1.
6. Process the teams’ responses.
The teacher will discuss the output of the different groups.
Activity 3
The students will identify the pronoun and construct sentences.
1.Provide each team with an envelope with paragraphs taken from (Explain and elaborate the sentences presented)
the story of Daedalus and Icarus.
2. Have each member identify the pronouns used by the author and
construct sentences using the following pronouns.
a. him, b. her, c. them, d. it, e. yourself, f. myself
3. Publishing of group’s responses.
4. Let a group representative present and explain the output.
5. Evaluate the groups’ output
The teacher will discuss the lesson thoroughly.
PRONOUN: Reflexive and Intensive
G. Finding Practical Applications of EXAMINING SENTENCES (15 minutes)

a. The students will examine several sentences about reflexive and intensive
Concepts and Skills in Daily Living a. The students will read their sentences using the reflexive and intensive pronoun.
pronoun.
b. Elicit from the students their corrections and generalizations about reflexive b. Presentation of the student outputs.
and intensive pronoun.
EXTENDED GRAMMAR PRACTICE (10 minutes)

a. Have the students perform another exercise covering the subject of
reflexive and intensive pronoun.
b. Process the answers of the students.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
VI. PROCEDURES 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
H. Making Generalizations and Abstractions
about the Lesson INSIGHTS SHARING (20 minutes) a. Small group discussion.
b. how does the reflexive and intensive pronoun differ? b. The students will work collaboratively.
c. when to use reflexive and intensive pronoun?
d. Have each student discuss his/her ideas with a partner.
e. Have each pair join another pair to expand their sharing.
f. Call on a few students to share their small group sharing.
g. Synthesize the lesson.
I. Evaluating Learning
YOUR FINAL TASK
The students will write sentences in a sheet of paper.
Construct at least ten sentences from the circled pronoun in (He)1. _____________________________________________.
Activity 1. (She)2. ____________________________________________.
(I)3. _______________________________________________.
(It)4. ______________________________________________.
(We)5. ____________________________________________.
J. Additional Activities for Application or Identify the proper usage of pronoun. The students will use it in a sentence.
Remediation
Pronoun __________________________________________
_____________________________________________
_____________________________________________.
VII. REMARKS
VIII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

evaluation
B. No. of learners who require additional

activities for remediation
C. Did the remedial lessons work? No. of

learners who have caught up with the lesson
remediation

Why did these work?
G. What difficulties did I encounter which my
H. What innovations or localized materials did
I use/discover which I wish to share with other
teachers?

GRADE 10
Teaching Dates
C. Learning Competencies/Objectives: .EN10LC-Ib-4: Determine the implicit and explicit signals, verbal, as well as non-verbal, used by the speaker to highlight significant points
Write the LC Code for each Discus the importance.
II. CONTENT
Implicit and explicit signals
A. References
2. Learner’s Materials Pages 54
3. Textbook Pages

LM/ Activity Sheets

Presenting the New Lesson INITIAL TASK The students will give an examples of verbal and non-verbal.
The teacher will discuss the implicit and explicit. Explicit- Verbal-speech choir
Implicit- Non-verbal-pantomime

The teacher will let the students listen to the song entitled “Let It The students will listen the song.
Go”.
C. Presenting Examples/Instances of the The teacher will let the students to determine implicit and explicit The students will give their insights about the implicit and explicit.
Lesson signals.
D. Discussing New Concepts and Practicing

ACTIVITY 1
New Skills #1 The students will have a groupings presenting an implicit and explicit examples.
The teacher will discuss examples of implicit and explicit to enhance the
weaknesses of the students.
What are you made of? Explicit
1.Speech
2.Speech choir
3.Pantomime
4.Choral reading
The teacher will have a brief discussion.
Implicit
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
E. Discussing New Concepts and ACTIVITY 2
Practicing New Skills #2 Divide the class into two groups. Provide the following: a. The students will work cooperatively.
1.Illustration Board b. Presentation of their output.
2.Pentel Pen (Implicit and explicit signals)
The teacher will discuss the implicit and explicit will assign if
who is the group that is going to present the implicit and
explicit.
F. Developing Mastery ACTIVITY 3

(Leads to Formative Assessment 3) 1. Provide an implicit and explicit samples. The students will have their presentation.
2. With the same group. Let the students make a way of
delivering the samples given.
(Choral Reading, pantomime)
The teacher will discuss the lesson briefly.

SWITCHING OF PRESENTATION
G. Finding Practical Applications of Concepts (10 minutes)

and Skills in Daily Living a. Have them recognize the differences. The students will identify the differences in a proper manner.
b. Give some important points. EXPLICIT:
Difference:
Points:
IMPLICIT:
Difference:
Points:
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
VI. PROCEDURES their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
H. Making Generalizations and (15 minutes) The students will reflect regarding the lesson.
Abstractions about the Lesson Show an effective way by having an implicit and explicit.
Emphasize the techniques.
I .Evaluating Learning FINAL TASK The students will write it in a short bond paper.
(Choral reading, pantomime, speech choir)
Make a sample/s of implicit and explicit.
Remediation
VII. REMARKS
evaluation



remediation

Why did these work?
teachers?

GRADE 10
Teaching Dates
and Time: Quarter: FIRST
I.OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
C. Learning Competencies/Objectives: EN10VC-Ib-1.4/2.4: Determine how connected events contribute to the totality of material viewed.
Write the LC Code for each Compare and contrast.
II. CONTENT The totality of material viewed.
A. References

3. Textbook Pages

LM/ Activity Sheets

A. Reviewing Previous Lesson or (15 minutes) The students will give their insights.
Presenting the New Lesson The teacher will ask some challenges from his/her students.
B. Establishing a Purpose for the Lesson Let the students give a quotation. The students will think and give their point of view.
C. Presenting Examples/Instances of the The teacher is going to unlock the difficulties.

Lesson (Personal Challenges) The students will define and elaborate.
D. Discussing New Concepts and Practicing ACTIVITY 1 The students will give their ideas to emphasize the quotation.
The students will draw as conclusion from the quotation,
New Skills #1
“It’s our ability to deal with the challenges and not their absence that gives us
true glory, comfort, and happiness in life”.
-Anonymous
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learnihng by the
IV. PROCEDURES their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
E. Discussing New Concepts and ACTIVITY 2
Practicing New Skills #2 a. Think a puzzling problem, a trial, or a challenge you have By tandem (2) presentation: their likes and dislikes.
experienced.
b. Find a partner, and take turns in explaining what happened. Likes: _____________________________________
c. Tell what you like/ dislike about it. Dislikes: ___________________________________
d. Use these guide questions:
-How did you did about it?
-How did you deal with it?
-What are the things about it that you’d like to
. change/improve?
-What’s your next move?
F. Developing Mastery
Let the students to explain the challenges. The students will give their insights and manipulating the importance.
(Leads to Formative Assessment 3)
G. Finding Practical Applications of Concepts

and Skills in Daily Living ACTIVITY 3 Presentation of the following:
Form groups of 4 and talk about challenges (Personal Challenges). 1.Sequence
Provide the following: 2.Lesson learned(Positive and negative)
1.Illustration Board
2.Pentel Pen
Let the students make a graphic organizer.
V. PROCEDURES their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
H. Making Generalizations and (20 minutes) The students will share their experiences.
Abstractions about the Lesson Sharing of personal challenges.
I. Evaluating Learning List at least three questions about personal challenges that you hope The students will write in a paper.
to answer in this lesson. Questions:
1.How did you did it?
2.How did you deal with it?
3.Do you believe in a saying” EXPERIENCE IS THE BEST TEACHER”?
Remediation
V. REMARKS
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
evaluation


remediation

Why did these work?

teachers?
GRADE 10
Teaching Dates
I.OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
C. Learning Competencies/Objectives: EN10LC-IA-11.1: Get information that can be used in everyday life from news reports, speeches, informative talk, panel discussion, etc.
Write the LC Code for each
II. CONTENT Get information that can be used in everyday life.
A. References
3. Textbook Pages

LM/ Activity Sheets
IV. PROCEDURES Teacher’s Activity Learner’s Activity

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
A. Reviewing Previous Lesson or Presenting
the New Lesson The teacher will ask the students the following: The students will participate by giving their insights about the news that was seen.
1. Did you watch television news yesterday or this morning?
2. What was the news about?
B. Establishing a Purpose for the Lesson The teacher will ask the student.
“Where do we usually get information about events, people or The students will give specific information.
etc.?” News were about:
“ 1.Drug trafficking
2.Hazing
3.Child abuse
C. Presenting Examples/Instances of the The teacher will present examples of information.

Lesson “The following are examples of information taken from The students will give the meaning of the words and the possible circumstances.
different sources”
a. TV Ads
b. Job Hiring
c. Weather Forecast, etc.
D. Discussing New Concepts and Practicing 1. The teacher will present an article and let the students get The students will present the information to the class.
New Skills #1 the information that the article has. ( Fact and opinion).
2. The teacher will distribute activity sheet to the students to
write their answer on it.
3. The teacher will call the students randomly to present
their answers to the class.
E. Discussing New Concepts and Practicing 1. The teacher will let the students watch a video clip of a
New Skills #2 panel discussion and a report. Discussing the information got from the video clip.
2. The teacher will let the students choose their partner. Reflecting themselves from the video clip.
3. The teacher will let the students get information from the
video clips.
F. Developing Mastery 1. The teacher will distribute newspaper, speech, excerpt
(Leads to Formative Assessment 3) from panel discussion. The students will have their presentation based on the articles that they have read.
2. The teacher will group the class into five. (Relevant information)
1. Persons involved.
Task: List down information from the article given to 2. Topic about.
your group.
a. Group 1. News
b. Group 2. Report
C. Group 3. Speech
d. Group 4: Panel Discussion
3. The teacher will discuss the output of each group.
G. Finding Practical Applications of (15 minutes)
Concepts and Skills in Daily Living a. The students will examine an article. The students will give a conclusion.(Brief and concise)
b. Elicit from the students their corrections and
generalization about informative text.
(10 minutes)
a. Have the students perform another exercise covering the
subject of informative text.
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
H. Making Generalizations and Abstractions INSIGHTS SHARING (20 minutes)
about the Lesson a. Each student will write on a sheet of paper three ideas: Tandem presentation
b. how does informative text help in our day to day
undertakings? The Do’s and Don’ts.
c. when do we usually get information?
d. Have each student discuss his/her ideas with a partner.
e. Have each pair join another pair to expand their sharing.
f. Call on a few students to share their small group sharing.
g. Synthesize the lesson.
I. Evaluating Learning FINAL TASK

The teacher will post text on the board and the student will pick out The students will present the text.
information from the text.
Task: List down information from text.
J. Additional Activities for Application or Watch a news report from the television and list down some
Remediation informative text mentioned. Presentation of output.
The current events in our country about:

1.Economy
2.Duterte’s administration
3.Drugs
VI. REMARKS
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require

additional activities for
remediation
C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies

work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized

materials did I use/discover which I
wish to share with other teachers?

GRADES 10
Teaching Dates and
Time: Quarter: First
C. Learning Competencies/Objectives: EN10LT-1a-14.2: Explain how the elements specific to a selection build its theme.
Write the LC Code for each Identify specific elements of a selection
II. CONTENT Elements of Specific Selection
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
RESOURCES as well as paper-based materials. Hands-on learning promotes concept development.
A. References
3. Textbook Pages

LM/ Activity Sheets

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Presenting the New Lesson The teacher will ask questions: The students will participate attentively.
1.Did you still remember the story “Orpheus”? Characterization: ______________________________________________________________.
2.Can you share the strengths and weaknesses of the main
character?
3.Do you think in which part of the story gives emphasis or
highlights?
4.Are you familiar with the different elements of the story?
B. Establishing a Purpose for the Lesson The teacher will ask the students to give the elements of the The students will narrate it and identify the elements of the story.
story of “Orpheus”.
a. Setting f. Resolution
b. Character
c. Plot
d. Theme
e. Conflict
C. Presenting Examples/Instances of the (5 minutes) The students will listen and create their own theme.
Lesson The teacher will present themes of a particular selection taken
from the different elements of the story.
(e.g. Love is lovelier at the second time around.)
D. Discussing New Concepts and The teacher let the students read a selection and identify its Presentation of outputs.
Practicing New Skills #1 theme using the characters and setting of the story. 1.Act as a character of the story
The teacher will call the students randomly to present their 2.Show an enthusiasm quality of narrating the story.
answers.
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
E. Discussing New Concepts and The teacher let the students read by pair a selection and
Practicing New Skills #2 identify its theme using the conflict of the story. The students will identify the conflict.
The teacher will let the students present their outputs to the a. man vs. man
class. b .man vs. nature
The teacher will process the answers of the students.
F. Developing Mastery The teacher will group the class into four.
(Leads to Formative Assessment 3) Each group will be given the same story or selection. The students will present the elements of the story.
Each group will give the theme of the story based on its Group 1. _______________________________________
elements Group 2. _______________________________________
Group 1. Character Group 3. _______________________________________
Group 2. Conflict Group 4. _______________________________________
Group 3. Plot
Group 4. Setting
The teacher will process the groups output after they present it.
Concepts and Skills in Daily Living a. The students will examine a plot of a story and give its Brief and concise presentation of plot.
theme.
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
H. Making Generalizations and
Abstractions about the Lesson INSIGHTS SHARING (20 minutes)
a. Each student will write on a sheet of paper three ideas: The students will identify the moral lesson of the story and give their insights.
-how does the elements of the story affect the theme?

a._____________________________________________________________
The teacher will provide the elements of a certain story. b. _____________________________________________________________
a. Setting f. Resolution c. ____________________________________________________________
b. Character d. ____________________________________________________________
c. Plot e. ____________________________________________________________
d. Theme f. ____________________________________________________________
e. Conflict
The teacher will let the students provide and write a theme base
on the given elements of the story.

Remediation
VII. REMARKS
evaluation


learners who have caught up with the
lesson
remediation
E. Which of my teaching strategies work

well? Why did these work?
use/discover which I wish to share with
other teachers?

GRADE 10
Teaching Dates and
Time: Quarter: FIRST
I.OBJECTIVES
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, 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.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
B. Performance Standards:
C. Learning Competencies/Objectives: EN10WC-1a-3.14:Identify the factors of public speaking.

.
III. CONTENT
Public Speaking
IV. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s 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
3. Textbook Pages

LM/ Activity Sheets
IV. PROCEDURES Teacher’s Activity Learner’s Activity

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Presenting the New Lesson
The teacher will present legendary persons in Public Speaking.
The learners will give their own and others view about themselves.

Let the student to identify Public Speaking. The learners will participate.
C. Presenting Examples/Instances of the (5 minutes) The learners will answer orally.

Lesson The learners will be asked:
a. Have you ever experienced a public speaking?
b. What is the essence by having it?
D. Discussing New Concepts and ACTIVITY 1-THE WORRY SHEET
Things that worry us could be great challenges. What worries you at this
Practicing New Skills #1
moment? What can you do about it? Accomplish the chart below:
I WORRY ABOUT WHAT I SHOULD DO ABOUT IT The students will present their answers.
1.
2.
3.
E. Discussing New Concepts and
Practicing New Skills #2 ACTIVITY 2-STRESS TAB
Stress is a personal challenge. It affects your studies and slows
you down in accomplishing a lot of things. Use the chart below
to identify what causes you stress and how it affects you.
What causes your stress? How does it affect you?
(Reflecting the effect of it)

F. Developing Mastery ACTIVITY 3 PEER PRESSURE
Peer pressure is another personal challenge to overcome. How would you
respond to a friend who pressure you to do the things described below?
Students answers
a. Let’s go and see this much-talked-about movie on the internet. Let’s cut A. __________________________________________________________________________
classes! It’s my treat! Don’t worry! _______________________________________________________________________.
_________________________________________________________________
____________________________________________________________________-
. b. ___________________________________________________________________________
_______________________________________________________________________.
b. My brothers are asking me to join their fraternity. The initiation rites will be
held tonight. Would you like to join us?
The students will make an innovations.
__________________________________________________________________
____________________________________________________________________.
G. Finding Practical Applications of EXAMINING SENTENCES (15 minutes)
Let the students find the correct way of answering situational things.
Concepts and Skills in Daily Living The students will create a new idea/s.
Cause ________________________________________________________.
Effect ________________________________________________________.
Abstractions about the Lesson INSIGHTS SHARING (20 minutes) The students will share their feelings.
Share their experiences positive and negative.
Be guided the following questions:
1.How it was affects yourself?
2.What did you learned?
Write a Truth to life story. The students will write in a short bond paper. Brief and concise.

Remediation
VI. REMARKS
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional

J. Did the remedial lessons work? No. of

lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies work well?

Why did these work?
M. What difficulties did I encounter which my
N. What innovations or localized materials did I
use/discover which I wish to share with
other teachers?
GRADE 10
Teaching Dates and
strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
C. Learning Competencies/Objectives: EN1OLT-1B-b-2.2: Explain how the elements of specific genre contribute to the theme of a particular literary selection.
Write the LC Code for each Give the importance of theme chosen.
II. CONTENT Elements of Specific Genre
A. References
3.Textbook Pages

LM/ Activity Sheets

Presenting the New Lesson The teacher will ask questions:
The students will give their insights about the given questions.
1.Did you still remember the story “Orpheus”?
2.Can you share the strengths and weaknesses of the main
character?
3.Do you think in which part of the story gives emphasis or
highlights?
4.Are you familiar with the different elements of the story.
B. Establishing a Purpose for the The teacher will ask the students to give the elements of the
Lesson story of “Orpheus”. The students enumerate the elements given.
b. Character
c. Plot
d. Theme
e. Conflict
C. Presenting Examples/Instances of (5 minutes)
the Lesson The teacher will present themes of a particular selection The students will identify.
taken from the different elements of the story.
(e.g. Love is lovelier at the second time around.)
D. Discussing New Concepts and The teacher let the students read a selection and identify its
Practicing New Skills #1 theme using the characters and setting of the story.
The teacher will call the students randomly to present their
answers.
IV. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
E. Discussing New Concepts and The teacher let the students read by pair a selection and The student will present their theme selected.
Practicing New Skills #2 identify its theme using the conflict of the story.
The teacher will let the students present their outputs to the
class.
The teacher will process the answers of the students.
F. Developing Mastery The teacher will group the class into four. Small Group Discussion
(Leads to Formative Assessment 3) Each group will be given the same story or selection. Group 1. ____________________________________________________
Each group will give the theme of the story based on its Group 2. ____________________________________________________
elements Group 3. ____________________________________________________
Group 1. Character Group 4. ____________________________________________________
Group 2. Conflict
Group 3. Plot
Group 4. Setting
The teacher will process the groups output after they present
it.
Concepts and Skills in Daily Living a. The students will examine a plot of a story and give its Presentation of output.
theme.
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
Abstractions about the Lesson INSIGHTS SHARING (20 minutes) Group Discussion
-how does the elements of the story affect the theme?

Presentation of output.
The teacher will provide the elements of a certain story.
b. Character
c. Plot
d. Theme
e. Conflict
The teacher will let the students provide and write a theme
base on the given elements of the story.
J. Additional Activities for Application Read the story of Beowulf.

or Remediation
VII. REMARKS
evaluation


lesson
remediation
E. Which of my teaching strategies work
G. What innovations or localized materials
did I use/discover which I wish to share with
other teachers?

GRADES 10
Teaching Dates and
C. Learning Competencies/Objectives: EN10LT-1b-2.2.1: Express appreciation for sensory images used.

Write the LC Code for each Identify images and its sense appeal from literary text.
II. CONTENT Sensory images.

A. References
3. Textbook Pages 51-55

LM/ Activity Sheets

A. Reviewing Previous Lesson or (5 minutes) The students will answer briefly.
Presenting the New Lesson The teacher will present statements to the class.
B. Establishing a Purpose for the Lesson (5minutes) The students will listen attentively.
The teacher will let the students analyze and read the statements
presented.
C. Presenting Examples/Instances of the (10 minutes)

Lesson The teacher will ask: The student will use the words to make an examples.
“What have you notice to the statements?”
The teacher will pick words from the statements.

The teacher will present the lesson by discussing the examples.
D. Discussing New Concepts and Pick the sentences and discuss the images.
TASK 1
Let the students read the myth entitled “The Gorgons Head”.
Let the students pick out at least ten sentences from the myth that
shows sensory images.
Let the students identify the senses to which these sentences
appeal.
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts (10 minutes)
and Practicing New Skills #2 The teacher will let the students look for their pair. The students will read the poem and identify the senses.
The teacher will distribute poems to the students.
TASK 2. List five images from the poem and identify their sense appeal.
Presentation of output.
(Leads to Formative The teacher will let the students present their output in the class.
Assessment 3 The teacher will process the answers of the students and further discuss the Discussion and elaboration.
concept.
G. Finding Practical
Applications of Concepts and EXAMINING SENTENCES (15 minutes) The students will write a conclusion and findings if what are those consequences.
Skills in Daily Living a. The students will examine several sentences about sensory images.
b. Elicit from the students their corrections and generalizations about sensory
images.
c. Process the answers of the students.
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
O. Making Generalizations and INSIGHTS SHARING (20 minutes)
Abstractions about the a. Each student will write on a sheet of paper three ideas: INSIGHTS SHATING(Positive and negative)
Lesson -how does the sensory image used in the different literary text?
P. Evaluating Learning YOUR FINAL TASK

The teacher will give the following poems and let the students identify Students answer
images from the poem and their sense appeal. 1.Images___________________ Senses_______________
1. Triumph of Chairs 2.Images___________________ Senses_______________
Images _____________________ Senses ______________________
2. Ode to the West Wind
Images_____________________ Senses _______________________
Q. Additional Activities for Read the following poems and identify the images and their sense appeal. The students will read the poem and give their insights explaining the things happened.
Application or Remediation 1. The Raven by Edgar Allan Poe
2. To a Skylark by Percy Bysshe Shelley
3. The Maypole of Merry Mount by Nathaniel Hawthorne
VII. REMARKS
A. No. of learners who earned
80% in the evaluation

remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson

require remediation
E. Which of my teaching
strategies work well? Why did
these work?
can help me solve?
materials did I use/discover which
I wish to share with other
teachers?

GRADE 10
Teaching Dates and
I. OBJECTIVES
pronouns.
c. Learning En10WC-1b-12.1: Identify features of persuasive texts.

Competencies/Objectives: Figure out the text.
.
II. CONTENT
Persuasive Text
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
III. LEARNING RESOURCES as well as paper-based materials. Hands-on learning promotes concept development.
A. References
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Internet

Learning Resource (LR) portal
LM/ Activity Sheets

Presenting the New Lesson The teacher will ask:
Who can give tag lines of the following:
-Jollibee The learners will listen attentively, identify the tag lines.
-McDonalds
-Land bank
-BDO
The teacher will let the students write their answer in a strip of paper.
B. Establishing a Purpose for the (5 minutes) The learners will give their insights.
Lesson 1. The teacher will let the students post their answers in the board.
2. The teacher will let the students examine the texts or phrases posted in the
board.
C. Presenting Examples/Instances of The teacher will ask: The learners will explain the statements.
the Lesson What have you notice to phrases and statements posted in the
board?
D. Discussing New Concepts and

Practicing New Skills #1 1. The teacher will discuss the different features of persuasive text. Identify the different persuasive text in a paragraphs presented.
-Present tense, connectives and conjunctions, powerful verbs, single
exclamation marks, strong adjectives, emotive words, repeated words,
exaggeration, rhetorical question, and personal pronouns.
2. The teacher will present paragraphs containing the different features
of persuasive text.
E. Discussing New Concepts and
Practicing New Skills #2 The teacher will let the students identify from the given paragraphs Trial and error method.
words or phrases intended for a certain features. a. identify the persuasive text being used.
The teacher will have further discussion of the students output.
F. Developing Mastery The teacher will let the students identify from the given paragraphs Group Discussion.
(Leads to Formative Assessment 3) words or phrases intended for a certain features. (compare and contrast)
The teacher will have further discussion of the students output.
1. The teacher will group the students into 5.
TASK: Identify the different features of persuasive text from the given
text.
Group 1. Present tense and connectives and conjunctions
Group 2. Powerful verbs and single exclamation marks
Group 3. Strong adjectives and emotive words.
Group 4. Repeated words and rhetorical questions
Group 5. Exaggeration and personal pronouns
2. The teacher will let the group present their output.

Concepts and Skills in Daily Living The students will answer and explain the good result of using it.
Let the students explain the importance of different types
of persuasive text and how it is affects.
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
Abstractions about the Lesson INSIGHTS SHARING (20 minutes) Sharing feedback by partner.
a. Look for a pair and discuss the features of persuasive text.
b. Have them share to the class the shared ideas with their partner.

TASK
The students will write in a paper. Explaining the relevance of the article title.
Underline word or words that correspond to a specific features and write as to what
feature it corresponds.
Article Title: ”You simply Don’t Want to leave” by Michael D. Marasigan
J. Additional Activities for TASK The students will justify the persuasive text being used.
Application or Remediation Read an article and identify features of persuasive text on it.
VII. REMARKS

GRADE 10
Teaching Dates and
I. OBJECTIVES MONDAY
pronouns.
C. Learning Competencies/Objectives: EN10V-Ia-14.2. Differentiate formal from informal definitions of the words.
Write the LC Code for each Identify the proper usage.
II. CONTENT Formal and Informal Definitions of the Words
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
III. LEARNING RESOURCES as well as paper-based materials. Hands-on learning promotes concept development.
A. References
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning Internet

LM/ Activity Sheets

Presenting the New Lesson The teacher will distribute cards with words written on it. The teacher
will let the student read the word-individually and by group.
The learners will give their insights.
B. Establishing a Purpose for the (5 minutes) The students will post the cards.
Lesson The teacher will let the students to post the cards in the board.
C. Presenting Examples/Instances of (5 minutes)
the Lesson The teacher will let the students identify formal and informal words The students will identify and elucidate.
based on the given words.
Informal words___________________________________________
Formal words____________________________________________
D. Discussing New Concepts and

Practicing New Skills #1 The teacher will post sentences containing formal and informal word. The students will separate the formal from informal word.
The teacher will let the students write their answer in their notebook.
The teacher will process the students answer.
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
E. Discussing New Concepts and .
Practicing New Skills # 1. The teacher will group the class into 4. The students will identify how it is being used in the sentences.
2. The teacher will present an article containing formal and informal Article 1. __________________________________________
words and let the students identify words which are informal and formal.
Article 2. __________________________________________
Article 3. __________________________________________
Article 4. __________________________________________
(Leads to Formative Assessment 3) 1. The teacher will let the group present the output in class. Presentation of outputs
2. The teacher will process the group output. a. Formal words
b. Informal words
G. Finding Practical Applications of The teacher will let the students use formal and informal words in conversation.
Concepts and Skills in Daily Living Activity Answers
Be guided in these questions: 1._____________________________________________
1. How are you? 2. ____________________________________________
2. Why are you happy?
3. Why are you serious?
3. ____________________________________________
4. Are you ready? 4. ____________________________________________
5. Do you want a food? 5. ____________________________________________
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Abstractions about the Lesson The teacher will ask: Sharing of insights.
1. What have you learned to our discussion?
2. When do we use formal words?
3. How about informal words?
The teacher will let the students create phrases or statement with formal and informal
words. The students will write sentences in a paper.
J. Additional Activities for
Application or Remediation The teacher will let students list down formal and informal words from The students will use it in a sentence.
the TV Commercial and from the conversation of family members.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify
VI. REFLECTION what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

additional activities for remediation
C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
require remediation
E. Which of my teaching strategies

work well? Why did these work?
which my principal or supervisor can
help me solve?

GRADES 1 to 12
Teacher: John Polping R. Ramilo Learning Area: ENGLISH
DETAILED LESSON PLAN Teaching Dates and
Time: Week 1 Quarter: First
MONDAY
R. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
S. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, 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.
T. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
U. Learning Competencies/Objectives:
Write the LC Code for each .
V. CONTENT
W. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
X. References
Y. Teacher’s Guide Pages
Z. Learner’s Materials Pages 1-6
AA. Textbook Pages
BB. Additional Materials from Learning

CC. Other Learning Resources
LM/ Activity Sheets

DD. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
EE. Reviewing Previous Lesson or .
Presenting the New Lesson
The learners will give their own and others view about themselves.
FF.Establishing a Purpose for the Lesson (5 minutes)
.
GG. Presenting Examples/Instances of

the Lesson
HH. Discussing New Concepts and Forming Similes

Practicing New Skills #1 •
II. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
JJ. Discussing New Concepts and
KK. Developing Mastery

LL. Finding Practical Applications of EXAMINING SENTENCES (15 minutes)
Concepts and Skills in Daily Living
MM. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
NN. Making
Generalizations and INSIGHTS SHARING (20 minutes)
Abstractions about the a. Each student will write on a sheet of paper three ideas:
i. how does the simile differ from metaphor?
Lesson
ii. what are the hints in the statement if it is simile or metaphor?
OO. Evaluating Learning YOUR FINAL TASK
PP. Additional Activities

for Application or
Remediation
QQ. REMARKS
RR. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
SS. No. of learners who earned 80%
in the evaluation
TT. No. of learners who require

remediation
UU. Did the remedial lessons

work? No. of learners who have
caught up with the lesson
VV. No. of learners who continue to

require remediation
WW. Which of my teaching

these work?
XX. What difficulties did I encounter

can help me solve?
YY. What innovations or localized

materials did I use/discover which
I wish to share with other
teachers?
Prepared by: Checked by:
MICHELLE P. EDOROT
PURA G. VILLAR
Teacher I School Head

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: Quarter: First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
ZZ. OBJECTIVES 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.
AAA. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, 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.
BBB. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
CCC. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
Competencies/Objectives: Construct sentences/statement with the use of figurative language (simile and metaphor)
.
DDD. CONTENT
Figurative Language and Expressions
EEE. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
FFF. References
GGG. Teacher’s Guide Pages
HHH. Learner’s Materials Pages 1-6
III. Textbook Pages
JJJ. Additional Materials from

Learning Resource (LR) portal
KKK. Other Learning Resources
LM/ Activity Sheets

LLL. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
MMM. Reviewing Previous Lesson How I View Myself And How Others View Me (15 minutes)
or Presenting the New Lesson See Tasks 1 and 2 ‘Your Initial Tasks’.
a. The learners compare and contrast the results of the two tasks.
b. The learners explain if there are disparities between how they compare The learners will give their own and others view about themselves.
themselves to an object and how others view them.
c. The responses will be processed.
NNN. Establishing a Purpose for (5 minutes)

the Lesson The learners will focus on what words were used in comparing themselves and
others. They will be asked also to determine what these words are that compare.
OOO. Presenting (5 minutes)

Examples/Instances of the Lesson The learners will be asked
They will also be asked to determine
PPP. Discussing New Concepts Forming Similes

and Practicing New Skills #1 Directions: Match each phrase that follow to form a good sentence showing a simile. Write the sentences on
Activity 1 - Forming Similes and Metaphors your response cards.
1. Set the pupils into teams of eight. Each team shall select a leader and a • The water tasted
recorder. • The athlete ran
2. Distribute four worksheets to each team. • The princess’ hands are
3. Ask them to read and analyze the directions before performing the • The farmers’ feet are
activity. Emphasize team discussion to arrive at the group’s answers • The lady walked
4. Give each team strips of tag boards or cards to write their answers on. • The winner was
5. After the activity, the publishing of team’s answers follows. • The contestant answered the question
6. Process each team’s responses. • The kitten’s teeth are
• as rough as the leather
• as soft as marshmallow
• like a horse
• as sharp as pins
• like tears
• like a lightning flash
• like a turtle
• as proud as a peacock
Forming Metaphors
Directions: Change the following similes into statements using metaphorical expressions. Encircle the figures
being compared. Number 1 is done for you. Use the manila paper provided.
1. In a clear weather, the sun seems to rise up in the sky like an orange balloon.
In a clear weather, the sun is an orange balloon in the sky.
2. Father was angry like an erupting volcano when he saw my failing grades.
______________________________________________.
3. Lydia ran like a deer when she won the 400-metre dash.
_____________________________________________.
4. The king roared like a lion when he yelled at the gardener.
_____________________________________________.
5. The newly-wed couple flitted from table to table like butterflies during the photo sessions with the guests.
_____________________________________________.
QQQ. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
RRR. Discussing New Concepts and Completing Similes
Practicing New Skills #2 Directions: In your own group, use the most suitable words to complete the following similes. Use the manila paper
provided.
Activity 2 - Completing Similes and Recognizing Metaphors 1. as _________ as a deer 2. as _________ as a dog 3. as _________ as a
4. as _________ as steel 5. as impressive as __________ 6. as happy as __________ 7. as graceful as
1. Distribute four worksheets to each team. __________ 8. as gloomy as __________
2. For this activity, the same grouping in Activity 1 is adopted by the 9. The house was quiet like __________. 10. Grandfather is wise like __________.
teacher. 11. The children were restless like __________. 12. Some clever people are changeable like
3. Have them read and follow the directions carefully. Encourage team ______________.
discussion.
4. Monitor their team discussion and be ready to assist them if necessary. Recognizing Metaphors
5. Let the team’s representative read the completed similes. 6. Process the Directions: Copy each sentence that expresses a metaphor on your response sheets.
teams’ responses. 1. Gina played a tiger in the play.
2. Mountains are sentinels in the sky.
3. All his brothers and sisters except Robin, study hard in school. He is the black sheep in the family.
4. The mule is a gentle horse.
5. Blood is the river of life.
6. The dark clouds look like a grieving woman’s dark veil.
7. The stars are the fireflies of the gods.
8. The river seemed like a crawling snake at an aerial view.
9. The plane soared into the sky like a winged horse.
10. The drill sergeant is a lion on the parade ground and a sheep in his home.
SSS. Developing Mastery Activity 5 - Creating Similes and Metaphors
1. Provide each team with an envelope that contains sentence strips
showing similes and metaphors.
2. Have each member of the team take one strip of paper and identify
whether the sentence contains a simile or a mataphor.
3. Let all members with the similes group together. Do the same for the
members with the metaphors.
4. Have the simile group construct four statements using a simile. The
metaphor group does the same. Pupils must work collaboratively to create
similes and metaphors.
6. Let a group reperesentative present and explain the meaning of the
simile or the metaphor to the whole class.
7. Evaluate the groups’ constructed statements.
TTT. Finding Practical Applications EXAMINING SENTENCES (15 minutes)

a. The students will examine several sentences about figurative language.
of Concepts and Skills in Daily
b. Elicit from the students their corrections and generalizations about figurative language.
Living
a. Have the students perform another exercise covering the subject of figurative
language.
UUU. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
VVV. Making Generalizations and
Abstractions about the Lesson INSIGHTS SHARING (20 minutes)
WWW. Evaluating Learning YOUR FINAL TASK
XXX. Additional Activities for

Application or Remediation
YYY. REMARKS
ZZZ. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
AAAA. No. of learners who earned
BBBB. No. of learners who require

CCCC. Did the remedial lessons

DDDD. No. of learners who

continue to require remediation
EEEE. Which of my teaching

these work?
FFFF. What difficulties did I

encounter which my principal or
supervisor can help me solve?
GGGG. What innovations or
localized materials did I
use/discover which I wish to share
with other teachers?

MICHELLE P. EDOROT
PURA G. VILLAR
School: Grade Level: VII

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: Week 1 Quarter: Second
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
HHHH. OBJECTIVES 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.
IIII. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, 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.
JJJJ. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
KKKK. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
LLLL. CONTENT Figurative Language and Expressions
MMMM. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
NNNN. References
OOOO. Teacher’s Guide
Pages
PPPP. Learner’s Materials 1-6

Pages
QQQQ. Textbook Pages
RRRR. Additional Materials

from Learning Resource (LR)
portal
SSSS. Other Learning Resources
LM/ Activity Sheets

TTTT. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
UUUU. Reviewing Previous Lesson How I View Myself And How Others View Me (15 minutes)
or Presenting the New Lesson See Tasks 1 and 2 ‘Your Initial Tasks’.
VVVV. Establishing a Purpose for (5 minutes)

WWWW. Presenting (5 minutes)

XXXX. Discussing New Concepts Forming Similes

and Practicing New Skills #1 Directions: Match each phrase that follow to form a good sentence showing a simile. Write the sentences on
Activity 1 - Forming Similes and Metaphors your response cards.

• like a horse
• like tears
• like a turtle
Forming Metaphors
______________________________________________.
_____________________________________________.
_____________________________________________.
_____________________________________________.
YYYY. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
ZZZZ. Discussing New Concepts Completing Similes
and Practicing New Skills #2 Directions: In your own group, use the most suitable words to complete the following similes. Use the manila paper
provided.
4. as _________ as steel 5. as impressive as __________ 6. as happy as __________ 7. as graceful as
1. Distribute four worksheets to each team. __________ 8. as gloomy as __________
2. For this activity, the same grouping in Activity 1 is adopted by the teacher. 9. The house was quiet like __________. 10. Grandfather is wise like __________.
3. Have them read and follow the directions carefully. Encourage team 11. The children were restless like __________. 12. Some clever people are changeable like
discussion. ______________.
4. Monitor their team discussion and be ready to assist them if necessary.
5. Let the team’s representative read the completed similes. 6. Process the Recognizing Metaphors
teams’ responses. Directions: Copy each sentence that expresses a metaphor on your response sheets.
1. Gina played a tiger in the play.
AAAAA. Developing Mastery Activity 5 - Creating Similes and Metaphors
(Leads to Formative Assessment 3) 1. Provide each team with an envelope that contains sentence strips
2. Have each member of the team take one strip of paper and identify whether
the sentence contains a simile or a mataphor.
6. Let a group reperesentative present and explain the meaning of the simile
or the metaphor to the whole class.
BBBBB. Finding Practical EXAMINING SENTENCES (15 minutes)

Applications of Concepts and
Skills in Daily Living
language.
CCCCC. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
DDDDD. Making
Abstractions about the Lesson a. Each student will write on a sheet of paper three ideas:
EEEEE. Evaluating Learning YOUR FINAL TASK

FFFFF. Additional Activities for
GGGGG. REMARKS
HHHHH. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
IIIII. No. of learners who earned
JJJJJ. No. of learners who require

KKKKK. Did the remedial lessons

LLLLL. No. of learners who

MMMMM. Which of my teaching

these work?
NNNNN. What difficulties did I
OOOOO. What innovations or

localized materials did I
use/discover which I wish to share
with other teachers?

MICHELLE P. EDOROT
PURA G. VILLAR

GRADES 1 to 12
Teaching Dates and
Time: Week 1 Quarter: Second
MONDAY
PPPPP. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
QQQQQ. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, also how to use strategies
pronouns.
RRRRR. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards:
SSSSS. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
TTTTT. CONTENT
UUUUU. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
RESOURCES as well as paper-based materials. Hands-on learning promotes concept development.
VVVVV. References
WWWWW. Teacher’s Guide Pages
XXXXX. Learner’s Materials 1-6

Pages
YYYYY. Textbook Pages
ZZZZZ. Additional Materials

from Learning Resource (LR) portal
AAAAAA. Other Learning
Resources LM/ Activity Sheets

BBBBBB. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
CCCCCC. Reviewing Previous How I View Myself And How Others View Me (15 minutes)
Lesson or Presenting the New See Tasks 1 and 2 ‘Your Initial Tasks’.
Lesson a. The learners compare and contrast the results of the two tasks.
DDDDDD. Establishing a Purpose (5 minutes)

for the Lesson The learners will focus on what words were used in comparing themselves and
others. They will be asked also to determine what these words are that
compare.
EEEEEE. Presenting (5 minutes)
FFFFFF. Discussing New Forming Similes

Concepts and Practicing New Skills Directions: Match each phrase that follow to form a good sentence showing a simile. Write the sentences
#1 Activity 1 - Forming Similes and Metaphors on your response cards.

• like a horse
• like tears
• like a turtle
Forming Metaphors
______________________________________________.
_____________________________________________.
_____________________________________________.
_____________________________________________.
GGGGGG. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
HHHHHH. Discussing New Completing Similes
Concepts and Practicing New Skills Directions: In your own group, use the most suitable words to complete the following similes. Use the manila paper
#2 provided.
1. Distribute four worksheets to each team. 4. as _________ as steel 5. as impressive as __________ 6. as happy as __________ 7. as graceful as
2. For this activity, the same grouping in Activity 1 is adopted by the __________ 8. as gloomy as __________
teacher. 9. The house was quiet like __________. 10. Grandfather is wise like __________.
discussion. ______________.
4. Monitor their team discussion and be ready to assist them if
necessary. Recognizing Metaphors
5. Let the team’s representative read the completed similes. 6. Process Directions: Copy each sentence that expresses a metaphor on your response sheets.
the teams’ responses. 1. Gina played a tiger in the play.
IIIIII. Developing Mastery Activity 5 - Creating Similes and Metaphors
metaphor group does the same. Pupils must work collaboratively to
create similes and metaphors.
JJJJJJ. Finding Practical Applications of EXAMINING SENTENCES (15 minutes)

Concepts and Skills in Daily Living
b. Elicit from the students their corrections and generalizations about figurative
language.

figurative language.
KKKKKK. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
LLLLLL. Making Generalizations
and Abstractions about the INSIGHTS SHARING (20 minutes)
Lesson a. Each student will write on a sheet of paper three ideas:
MMMMMM. Evaluating YOUR FINAL TASK

Learning
NNNNNN. Additional
Activities for Application or
Remediation
OOOOOO. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
PPPPPP. REFLECTION the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
QQQQQQ. No. of learners who
earned 80% in the evaluation
RRRRRR. No. of learners who

require additional activities for
remediation
SSSSSS. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
TTTTTT. No. of learners who continue to

require remediation
UUUUUU. Which of my teaching

strategies work well? Why did these
work?
VVVVVV. What difficulties did I encounter

which my principal or supervisor can
help me solve?
WWWWWW. What innovations or

localized materials did I use/discover
which I wish to share with other
teachers?

MICHELLE P. EDOROT
PURA G. VILLAR

GRADES 1 to 12
DAILY LESSON LOG
XXXXXX. OBJECTIVES MONDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for 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.
YYYYYY. Content The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, also how to use
Standards: strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
ZZZZZZ. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards:
AAAAAAA. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
BBBBBBB. CONTENT
CCCCCCC. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
DDDDDDD. References
EEEEEEE. Teacher’s Guide
Pages
FFFFFFF. Learner’s 1-6

Materials Pages
GGGGGGG. Textbook Pages
HHHHHHH. Additional
Materials from Learning
IIIIIII. Other Learning Resources
LM/ Activity Sheets

JJJJJJJ. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
KKKKKKK. Reviewing How I View Myself And How Others View Me (15 minutes)
Previous Lesson or Presenting See Tasks 1 and 2 ‘Your Initial Tasks’.
the New Lesson a. The learners compare and contrast the results of the two tasks.
b. The learners explain if there are disparities between how they compare themselves to The learners will give their own and others view about themselves.
an object and how others view them.
LLLLLLL. Establishing a (5 minutes)

Purpose for the Lesson The learners will focus on what words were used in comparing themselves and others.
They will be asked also to determine what these words are that compare.
MMMMMMM. Presenting (5 minutes)

Examples/Instances of the The learners will be asked
Lesson They will also be asked to determine
NNNNNNN. Discussing New Forming Similes

Concepts and Practicing New Directions: Match each phrase that follow to form a good sentence showing a simile.
Skills #1 Activity 1 - Forming Similes and Metaphors Write the sentences on your response cards.
3. Ask them to read and analyze the directions before performing the activity. • The farmers’ feet are
Emphasize team discussion to arrive at the group’s answers • The lady walked

• like a horse
• like tears
• like a turtle
Forming Metaphors
Directions: Change the following similes into statements using metaphorical expressions.
Encircle the figures being compared. Number 1 is done for you. Use the manila paper
provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
5. The newly-wed couple flitted from table to table like butterflies during the photo sessions
with the guests.
_____________________________________________.
OOOOOOO. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
PPPPPPP. Discussing New Completing Similes
Concepts and Practicing New Directions: In your own group, use the most suitable words to complete the following similes.
Skills #2 Use the manila paper provided.
4. as _________ as steel 5. as impressive as __________ 6. as happy as __________ 7.
1. Distribute four worksheets to each team. as graceful as __________ 8. as gloomy as __________
discussion. ______________.
3. All his brothers and sisters except Robin, study hard in school. He is the black sheep in the
family.
QQQQQQQ. Developing Activity 5 - Creating Similes and Metaphors
Mastery 1. Provide each team with an envelope that contains sentence strips showing
(Leads to Formative Assessment similes and metaphors.
3) 2. Have each member of the team take one strip of paper and identify whether
6. Let a group reperesentative present and explain the meaning of the simile or
the metaphor to the whole class.
RRRRRRR. Finding Practical EXAMINING SENTENCES (15 minutes)

language.
SSSSSSS. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
TTTTTTT. Making
UUUUUUU. Evaluating YOUR FINAL TASK

Learning
VVVVVVV. Additional
Remediation
WWWWWWW. REMARKS
XXXXXXX. REFLECTION the students learn?
YYYYYYY. No. of learners who
ZZZZZZZ. No. of learners who

remediation
AAAAAAAA. Did the remedial

lessons work? No. of learners who
have caught up with the lesson
BBBBBBBB. No. of learners who

CCCCCCCC. Which of my teaching

work?
DDDDDDDD. What difficulties did I

EEEEEEEE. What innovations or

teachers?

MICHELLE P. EDOROT
PURA G. VILLAR
GRADES 1 to 12
DAILY LESSON LOG
MONDAY
FFFFFFFF. OBJECTIVES if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
GGGGGGGG. Content The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, also how to use
HHHHHHHH. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards:
IIIIIIII. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
JJJJJJJJ. CONTENT
KKKKKKKK. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
LLLLLLLL. References
MMMMMMMM. Teacher’s Guide
Pages
NNNNNNNN. Learner’s 1-6

Materials Pages
OOOOOOOO. Textbook Pages
PPPPPPPP. Additional
QQQQQQQQ. Other Learning

RRRRRRRR. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
SSSSSSSS. Reviewing How I View Myself And How Others View Me (15 minutes)
TTTTTTTT. Establishing a (5 minutes)

UUUUUUUU. Presenting (5 minutes)

VVVVVVVV. Discussing New Forming Similes


• like a horse
• like tears
• like a turtle
Forming Metaphors
provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
with the guests.
_____________________________________________.
WWWWWWWW. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
XXXXXXXX. Discussing New Concepts Completing Similes
and Practicing New Skills #2 Directions: In your own group, use the most suitable words to complete the following
similes. Use the manila paper provided.
4. as _________ as steel 5. as impressive as __________ 6. as happy as __________
1. Distribute four worksheets to each team. 7. as graceful as __________ 8. as gloomy as __________
teacher. 11. The children were restless like __________. 12. Some clever people are changeable
3. Have them read and follow the directions carefully. Encourage team like
discussion. ______________.
3. All his brothers and sisters except Robin, study hard in school. He is the black sheep
in the family.
YYYYYYYY. Developing Mastery Activity 5 - Creating Similes and Metaphors
ZZZZZZZZ. Finding Practical EXAMINING SENTENCES (15 minutes)

Applications of Concepts and Skills in
Daily Living
language.
AAAAAAAAA. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
BBBBBBBBB. Making
CCCCCCCCC. Evaluating YOUR FINAL TASK

Learning
DDDDDDDDD. Additional
Remediation
EEEEEEEEE. REMARKS
FFFFFFFFF. REFLECTION the students learn?
GGGGGGGGG. No. of learners who
HHHHHHHHH. No. of learners who

remediation
IIIIIIIII. Did the remedial lessons work?

No. of learners who have caught up
with the lesson
JJJJJJJJJ. No. of learners who

KKKKKKKKK. Which of my teaching

work?
LLLLLLLLL. What difficulties did I

MMMMMMMMM. What innovations or
teachers?

MICHELLE P. EDOROT
PURA G. VILLAR

GRADES 1 to 12
DAILY LESSON LOG
MONDAY
NNNNNNNNN. OBJECTIVES if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
OOOOOOOOO. Content The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflict, also how to use
PPPPPPPPP. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards:
QQQQQQQQQ. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
RRRRRRRRR. CONTENT
SSSSSSSSS. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
TTTTTTTTT. References
UUUUUUUUU. Teacher’s Guide
Pages
VVVVVVVVV. Learner’s 1-6

Materials Pages
WWWWWWWWW. Textbook
Pages
XXXXXXXXX. Additional
YYYYYYYYY. Other Learning

ZZZZZZZZZ. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
AAAAAAAAAA. Reviewing How I View Myself And How Others View Me (15 minutes)
BBBBBBBBBB. Establishing a (5 minutes)

CCCCCCCCCC. Presenting (5 minutes)
DDDDDDDDDD. Discussing New Forming Similes


• like a horse
• like tears
• like a turtle
Forming Metaphors
provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
with the guests.
_____________________________________________.
EEEEEEEEEE. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
FFFFFFFFFF. Discussing New Completing Similes
Concepts and Practicing New Directions: In your own group, use the most suitable words to complete the following similes.
discussion. ______________.
3. All his brothers and sisters except Robin, study hard in school. He is the black sheep in the
family.
GGGGGGGGGG. Developing Activity 5 - Creating Similes and Metaphors
(Leads to Formative Assessment similes and metaphors.
3) 2. Have each member of the team take one strip of paper and identify whether
HHHHHHHHHH. Finding Practical EXAMINING SENTENCES (15 minutes)

language.
IIIIIIIIII. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
JJJJJJJJJJ. Making
Generalizations and Abstractions INSIGHTS SHARING (20 minutes)
about the Lesson a. Each student will write on a sheet of paper three ideas:
KKKKKKKKKK. Evaluating Learning YOUR FINAL TASK
LLLLLLLLLL. Additional Activities

for Application or Remediation
MMMMMMMMMM. REMARKS
NNNNNNNNNN. REFLECTION the students learn?
OOOOOOOOOO. No. of learners who
PPPPPPPPPP. No. of learners who

remediation
QQQQQQQQQQ. Did the remedial

lessons work? No. of learners who
RRRRRRRRRR. No. of learners who

SSSSSSSSSS. Which of my teaching

work?
TTTTTTTTTT. What difficulties did I

UUUUUUUUUU. What innovations or

teachers?

MICHELLE P. EDOROT
PURA G. VILLAR
GRADES 1 to 12
DAILY LESSON LOG
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
VVVVVVVVVV. OBJECTIVES 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.
strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals,
WWWWWWWWWW. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
XXXXXXXXXX. CONTENT
YYYYYYYYYY. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
ZZZZZZZZZZ. References
AAAAAAAAAAA. Teacher’s
Guide Pages
BBBBBBBBBBB. Learner’s 1-6

Materials Pages
CCCCCCCCCCC. Textbook
Pages
DDDDDDDDDDD. Additional
EEEEEEEEEEE. Other Learning

FFFFFFFFFFF. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
GGGGGGGGGGG. Reviewing How I View Myself And How Others View Me (15 minutes)
HHHHHHHHHHH.Establishing a (5 minutes)
IIIIIIIIIII. Presenting (5 minutes)

JJJJJJJJJJJ. Discussing New Forming Similes


• like a horse
• like tears
• like a turtle
Forming Metaphors
provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
with the guests.
_____________________________________________.
KKKKKKKKKKK. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
LLLLLLLLLLL. Discussing New Concepts Completing Similes
and Practicing New Skills #2 Directions: In your own group, use the most suitable words to complete the following
discussion. ______________.
in the family.
MMMMMMMMMMM. Developing Activity 5 - Creating Similes and Metaphors
Mastery 1. Provide each team with an envelope that contains sentence strips
(Leads to Formative Assessment 3) showing similes and metaphors.
NNNNNNNNNNN.Finding Practical EXAMINING SENTENCES (15 minutes)

Daily Living
language.
OOOOOOOOOOO. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
PPPPPPPPPPP. Making Generalizations
and Abstractions about the Lesson INSIGHTS SHARING (20 minutes)
QQQQQQQQQQQ. Evaluating YOUR FINAL TASK

Learning
RRRRRRRRRRR.Additional Activities for

SSSSSSSSSSS. REMARKS
TTTTTTTTTTT. REFLECTION the students learn?
B. No. of learners who earned 80% in the
evaluation
C. No. of learners who require additional

D. Did the remedial lessons work? No. of

lesson
E. No. of learners who continue to

require remediation
F. Which of my teaching strategies work

G. What difficulties did I encounter which

my principal or supervisor can help me
solve?
H. What innovations or localized

MICHELLE P. EDOROT
PURA G. VILLAR

GRADES 1 to 12
DAILY LESSON LOG
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
UUUUUUUUUUU. 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.
VVVVVVVVVVV. Content Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful
listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
WWWWWWWWWWW. Performance The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting
Standards: information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
XXXXXXXXXXX. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
YYYYYYYYYYY. CONTENT
ZZZZZZZZZZZ. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
AAAAAAAAAAAA. References
BBBBBBBBBBBB. Teacher’s Guide
Pages
CCCCCCCCCCCC. Learner’s 1-6

Materials Pages
DDDDDDDDDDDD. Textbook Pages
EEEEEEEEEEEE. Additional
Materials from Learning Resource (LR)
portal
FFFFFFFFFFFF. Other Learning Resources
LM/ Activity Sheets

GGGGGGGGGGGG. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
HHHHHHHHHHHH. Reviewing How I View Myself And How Others View Me (15 minutes)
Previous Lesson or Presenting the New See Tasks 1 and 2 ‘Your Initial Tasks’.
Lesson a. The learners compare and contrast the results of the two tasks.
IIIIIIIIIIII. Establishing a Purpose for the (5 minutes)

Lesson The learners will focus on what words were used in comparing themselves and
JJJJJJJJJJJJ. Presenting (5 minutes)

KKKKKKKKKKKK. Discussing New Forming Similes

Concepts and Practicing New Skills #1 Directions: Match each phrase that follow to form a good sentence showing a
Activity 1 - Forming Similes and Metaphors simile. Write the sentences on your response cards.

• like a horse
• like tears
• like a turtle
Forming Metaphors
Directions: Change the following similes into statements using metaphorical
expressions. Encircle the figures being compared. Number 1 is done for you. Use the
manila paper provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
5. The newly-wed couple flitted from table to table like butterflies during the photo
sessions with the guests.
_____________________________________________.
LLLLLLLLLLLL. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
MMMMMMMMMMMM. Discussing Completing Similes
New Concepts and Practicing New Directions: In your own group, use the most suitable words to complete the following similes.
discussion. ______________.
3. All his brothers and sisters except Robin, study hard in school. He is the black sheep in
the family.
NNNNNNNNNNNN. Developing Activity 5 - Creating Similes and Metaphors
(Leads to Formative Assessment 3) similes and metaphors.
2. Have each member of the team take one strip of paper and identify whether
OOOOOOOOOOOO. Finding EXAMINING SENTENCES (15 minutes)

Practical Applications of Concepts
and Skills in Daily Living
language.
PPPPPPPPPPPP. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
QQQQQQQQQQQQ. Making
Generalizations and Abstractions about INSIGHTS SHARING (20 minutes)
the Lesson a. Each student will write on a sheet of paper three ideas:
RRRRRRRRRRRR. Evaluating YOUR FINAL TASK

Learning
SSSSSSSSSSSS. Additional
Activities for Application or Remediation
TTTTTTTTTTTT. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
UUUUUUUUUUUU. REFLECTION help the students learn?
I. No. of learners who earned 80% in the
evaluation
J. No. of learners who require additional

K. Did the remedial lessons work? No. of

lesson
L. No. of learners who continue to require

remediation
M. Which of my teaching strategies work well?

Why did these work?
N. What difficulties did I encounter which my
O. What innovations or localized materials did

I use/discover which I wish to share with
other teachers?

MICHELLE P. EDOROT
PURA G. VILLAR

GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: Week 1 Quarter: Second
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
VVVVVVVVVVVV. 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.
WWWWWWWWWWWW. Content The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful
Standards: listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
XXXXXXXXXXXX. Performance The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting
Standards: information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
YYYYYYYYYYYY. Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
ZZZZZZZZZZZZ. CONTENT
AAAAAAAAAAAAA. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
BBBBBBBBBBBBB. References
CCCCCCCCCCCCC. Teacher’s Guide
Pages
DDDDDDDDDDDDD. Learner’s 1-6

Materials Pages
EEEEEEEEEEEEE. Textbook Pages
FFFFFFFFFFFFF. Additional
Materials from Learning Resource (LR)
portal
GGGGGGGGGGGGG. Other Learning

HHHHHHHHHHHHH. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IIIIIIIIIIIII. Reviewing Previous How I View Myself And How Others View Me (15 minutes)
Lesson or Presenting the New Lesson See Tasks 1 and 2 ‘Your Initial Tasks’.
JJJJJJJJJJJJJ. Establishing a Purpose for (5 minutes)

KKKKKKKKKKKKK. Presenting (5 minutes)

LLLLLLLLLLLLL. Discussing New Concepts Forming Similes

and Practicing New Skills #1 Directions: Match each phrase that follow to form a good sentence showing a

• like a horse
• like tears
• like a turtle
Forming Metaphors
expressions. Encircle the figures being compared. Number 1 is done for you. Use the
manila paper provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
_____________________________________________.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
MMMMMMMMMMMMM. PROCEDURES 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.
NNNNNNNNNNNNN. Discussing New Concepts Completing Similes
and Practicing New Skills #2 Directions: In your own group, use the most suitable words to complete the
following similes. Use the manila paper provided.
4. as _________ as steel 5. as impressive as __________ 6. as happy as
1. Distribute four worksheets to each team. __________ 7. as graceful as __________ 8. as gloomy as __________
2. For this activity, the same grouping in Activity 1 is adopted by the 9. The house was quiet like __________. 10. Grandfather is wise like
teacher. __________.
3. Have them read and follow the directions carefully. Encourage team 11. The children were restless like __________. 12. Some clever people are
discussion. changeable like
4. Monitor their team discussion and be ready to assist them if ______________.
necessary.
5. Let the team’s representative read the completed similes. 6. Process Recognizing Metaphors
the teams’ responses. Directions: Copy each sentence that expresses a metaphor on your response
sheets.
3. All his brothers and sisters except Robin, study hard in school. He is the black
sheep in the family.
OOOOOOOOOOOOO. Developing Mastery Activity 5 - Creating Similes and Metaphors
metaphor group does the same. Pupils must work collaboratively to
create similes and metaphors.
PPPPPPPPPPPPP. Finding Practical EXAMINING SENTENCES (15 minutes)
Applications of Concepts and Skills in Daily
b. Elicit from the students their corrections and generalizations about figurative
Living language.

figurative language.
QQQQQQQQQQQQQ. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
RRRRRRRRRRRRR. Making
SSSSSSSSSSSSS. Evaluating YOUR FINAL TASK

Learning
TTTTTTTTTTTTT.Additional Activities for

UUUUUUUUUUUUU. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VVVVVVVVVVVVV. REFLECTION help the students learn?
P. No. of learners who earned 80% in the
evaluation
Q. No. of learners who require additional

R. Did the remedial lessons work? No. of

lesson
S. No. of learners who continue to require

remediation
T. Which of my teaching strategies work well?

Why did these work?
U. What difficulties did I encounter which my

V. What innovations or localized materials did

I use/discover which I wish to share with
other teachers?
MICHELLE P. EDOROT
PURA G. VILLAR

GRADES 1 to 12
DAILY LESSON LOG
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
WWWWWWWWWWWWW. OBJECTIVES be 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.
XXXXXXXXXXXXX. Content Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
YYYYYYYYYYYYY. Performance Standards: The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative
language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
ZZZZZZZZZZZZZ.Learning RC1C. Identify types of figurative language in a statement (simile and metaphor)
.
AAAAAAAAAAAAAA. CONTENT
BBBBBBBBBBBBBB. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
CCCCCCCCCCCCCC. References
DDDDDDDDDDDDDD. Teacher’s Guide Pages
EEEEEEEEEEEEEE. Learner’s Materials 1-6

Pages
FFFFFFFFFFFFFF. Textbook Pages
GGGGGGGGGGGGGG. Additional Materials

from Learning Resource (LR) portal
HHHHHHHHHHHHHH. Other Learning

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
IIIIIIIIIIIIII. PROCEDURES 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.
JJJJJJJJJJJJJJ. Reviewing Previous Lesson or How I View Myself And How Others View Me (15 minutes)
Presenting the New Lesson See Tasks 1 and 2 ‘Your Initial Tasks’.
KKKKKKKKKKKKKK. Establishing a Purpose (5 minutes)

for the Lesson The learners will focus on what words were used in comparing themselves and
others. They will be asked also to determine what these words are that
compare.
LLLLLLLLLLLLLL. Presenting Examples/Instances of (5 minutes)

the Lesson The learners will be asked
MMMMMMMMMMMMMM. Discussing New Forming Similes

Concepts and Practicing New Skills #1 Directions: Match each phrase that follow to form a good sentence showing a
1. Set the pupils into teams of eight. Each team shall select a leader and • The water tasted
a recorder. • The athlete ran
• like a horse
• like tears
• like a turtle
Forming Metaphors
expressions. Encircle the figures being compared. Number 1 is done for you. Use
the manila paper provided.
______________________________________________.
_____________________________________________.
_____________________________________________.
_____________________________________________.
NNNNNNNNNNNNNN. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
OOOOOOOOOOOOOO. Discussing New Completing Similes
Concepts and Practicing New Skills #2 Directions: In your own group, use the most suitable words to complete the following
discussion. ______________.
in the family.
PPPPPPPPPPPPPP. Developing Activity 5 - Creating Similes and Metaphors
Mastery 1. Provide each team with an envelope that contains sentence strips
(Leads to Formative Assessment 3) showing similes and metaphors.
QQQQQQQQQQQQQQ. Finding Practical EXAMINING SENTENCES (15 minutes)

Daily Living
language.
RRRRRRRRRRRRRR. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
SSSSSSSSSSSSSS. Making
TTTTTTTTTTTTTT. Evaluating YOUR FINAL TASK

Learning
UUUUUUUUUUUUUU. Additional
Activities for Application or Remediation
VVVVVVVVVVVVVV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
WWWWWWWWWWWWWW. REFLECTION done to help the students learn?
W. No. of learners who earned 80% in the evaluation
X. No. of learners who require additional activities for

remediation
Y. Did the remedial lessons work? No. of learners who

Z. No. of learners who continue to require remediation
AA. Which of my teaching strategies work well?

Why did these work?
BB. What difficulties did I encounter which my

CC. What innovations or localized materials did I
teachers?

MICHELLE P. EDOROT
PURA G. VILLAR

John Polping R.ramilo

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School: Grade Level: X

2. Learner’s Materials Pages 7-8

4. Additional Materials from Learning

Teacher’s Activity Learner’s Activity

D. Discussing New Concepts and Practicing Task 2. You’ve Got A Friend

J. Additional Activities for Application or

B. No. of learners who require additional activities

C. Did the remedial lessons work? No. of learners

E. Which of my teaching strategies work well?

C. Learning Competencies/Objectives: EN10G-Ia-27 Use Reflexive and Intensive Pronoun.

II. CONTENT Reflexive and Intensive Pronoun

2. Learner’s Materials Pages pp. 17-20

4. Additional Materials from Learning

Teacher’s Activity Learner’s Activity

C. .Presenting Examples/Instances of the (5 minutes)

E. Discussing New Concepts and Practicing

The teacher will have a brief discussion of the groups output.

The teacher will discuss the output of the different groups.

The teacher will discuss the lesson thoroughly.

PRONOUN: Reflexive and Intensive

G. Finding Practical Applications of EXAMINING SENTENCES (15 minutes)

EXTENDED GRAMMAR PRACTICE (10 minutes)

A. No. of learners who earned 80% in the

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

E. Which of my teaching strategies work well?

School: Grade Level: X

2. Learner’s Materials Pages 54

4. Additional Materials from Learning

Teacher’s Activity Learner’s Activity

B. Establishing a Purpose for the Lesson (5 minutes)

D. Discussing New Concepts and Practicing

F. Developing Mastery ACTIVITY 3

The teacher will discuss the lesson briefly.

G. Finding Practical Applications of Concepts (10 minutes)

B. No. of learners who require additional

C. Did the remedial lessons work? No. of learners

D. No. of learners who continue to require

E. Which of my teaching strategies work well?

School: Grade Level: X

II. CONTENT The totality of material viewed.

2. Learner’s Materials Pages 68

4. Additional Materials from Learning

Teacher’s Activity Learner’s Activity

C. Presenting Examples/Instances of the The teacher is going to unlock the difficulties.

G. Finding Practical Applications of Concepts

Let the students make a graphic organizer.

B. No. of learners who require additional

C. Did the remedial lessons work? No. of learners

E. Which of my teaching strategies work well?

F. What difficulties did I encounter which my

II. CONTENT Get information that can be used in everyday life.

2. Learner’s Materials Pages 9

4. Additional Materials from Learning

IV. PROCEDURES Teacher’s Activity Learner’s Activity

C. Presenting Examples/Instances of the The teacher will present examples of information.

I. Evaluating Learning FINAL TASK

The current events in our country about:

B. No. of learners who require

C. Did the remedial lessons work? No.

E. Which of my teaching strategies

G. What innovations or localized

School: Grade Level: X