School: SUBIC NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: BRYAN JESTER S. BALMEO Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 Quarter: 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet 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.

A. Content Standards: The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance Standards: The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance and behavior

C. Learning Competencies/Objectives: EN8RC-IVa-2.21.1 EN8VC-IVa-20 EN8OL-IVa-3.11 EN8G-IVa-15

Write the LC Code for each
Identify positions of a topic
sentence
EN8LT-IVa-13
Identify notable genres
contributed by South and
West Asian writers
EN8LC-IVa-2.5
Predict what is to follow
after a segment of a text
listened to
Analyze the elements that
make up reality and fantasy
based on a material viewed
EN8V-IVa-15
Use various strategies in
decoding the meaning of
words
Identify the distinguishing Use appropriate logical
features found in religious connectors for emphasis
texts contributed by South
and West Asian writers EN8G-IVa-16
Use appropriate modifiers
EN8LT-IVa-13.1
Use the correct production
of the sounds of English
when delivering a
manuscript.
 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.

TOPIC SENTENCE ANALYZING THE DELIVERING A MODIFIERS AND

II. CONTENT ELEMENTS THAT MAKE MANUSCRIPT CONJUNCTIONS
UP REALITY AND
FANTASY BASED ON A
MATERIAL VIEWED

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 Module 4 Module 4 Module 4

pp.444-446 pp. 448-450 pp. 451-453

3. Textbook Pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Moving Ahead in EnglishII, English Expressways II, English Expressways III,
1997.pp 37-38 2007.pp 179-180 2007.pp 179-180
https://www.youtube.com/w
atch?v=ub1uEeCwbI8

English Expressways II, http://www.slideshare.net/m http://www.k12reader.com/

2007.pp 82, 91 ackiepoche/making- worksheet/conjunctions-
connections-56885182 connecting-modifiers/
http://www.doe.virginia.gov/t
esting/sol/standards_docs/e
nglish/2010/lesson_plans/wr
iting/3-5/45_3- https://www.youtube.com/w
5_writing_writing_a_topic_s atch?v=ub1uEeCwbI8
entence.pdf

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
MONDAY
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.
Students will listen to a text
read by the teacher about a
Vietnamese soldier’s wife
The teacher will stop every
paragraph and ask students
what they think will follow
next.
Students will be given strips
of paper. They will identify
which is the topic sentence.
Introduce what is a topic
sentence.
Discuss how to identify the
topic sentence in a
paragraph.
TUESDAY
Read The Anatomy of a
Filipino by: Felix Bautista
Watch a video of the same
poem used in speech choir
 Activity 5: Word Morph
 According to the text,
how does a Filipino feel
Whenever s/he hears
the national anthem
being sung or sees the
national flag?
 What is the anatomy of
the Filipino?
 How can we tell that
the text reflects that of
the real situation of
Filipino idealism?
Discuss the elements of
reality and fantasy in literary
texts
WEDNESDAY
The Anatomy of a Filipino
by: Felix Bautista (video
presentation)
Pay attention to particular
shots. How is the message
conveyed?
Conveying message
through the language of the
camera.
Elements of a Speech choir
THURSDAY FRIDAY
Reading Text #4
South African Social
Upliftment - win-win tourism
What are the different
upliftment projects in South
Africa? Has the reading text
give you a new way of
looking at Africa? Does the
writer forward his ideas
clearly? How did he
achieve effective
communication?
Activity: Achieving Sentence
Fluency
Compare the two
paragraphs
What is a sentence?
Varying sentence
structures.
Kinds of Sentences:
 Simple Sentence
 Compound Sentence
 Compound-complex
Sentence

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Basic Camera Shots Activity on Logical
connectors
 Extreme wide shots
 Wide shots
Word meaning through  Medium shots
Context Clues  Medium close up shots
 Close ups
 Extreme close ups
Topic Sentence Writing What parts of the poem Watching the video, make a (examples)
Game signifies real events? tally of the shots used
Partner students, and have Which shows fantastic
them read the detail events?
sentences on the card.
Without looking at the topic
sentence card, have the
partners construct a topic
sentence for the three detail
sentences. Once the
partners finish, remove the
topic sentence card from its
envelope to see how close
they have come.
(Game Extension: Explain
how you arrived at your
topic sentence by citing the
related detail sentences.)
Why is it important to Are you proud of being a
identify the topic sentence? Filipino?
How can you show this?
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.

H. Making Generalizations and
Abstractions about the Lesson
What is a topic sentence?
How do you determine the
location of a topic
sentence?
What are the commonalities How do you make meaning What are the kinds of
and differences between through the use of visuals? sentences?
Africans and Filipinos?

What are the different

context clues?

I. Evaluating Learning Writing the Topic Sentence Identify the reality and Perform a choral Make a tally of the variety of
fantasy events interpretation of The sentences used in Reading
Anatomy of A Filipino Text #4.

J. Additional Activities for Application or Students will make a
Remediation presentation of their insights
from the lesson through
Wordle.com and print it in
hard copy.
Aside from textbooks and Activity 9: Exit Slip Activity 13: Pause and
anthologies, where can you Ponder
read literary works?
Changing Perspective (IRF)

VI. 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 used/discover which I
wish to share with other teachers?