2nd Quarter

DLP NO.
QUARTER 2
DETAILED LESSON PLAN LEARNING AREA ENGLISH DURATION Monday - Friday
GRADE LEVEL 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Learning Competencies
Key Concepts /
Understanding Developed
1. OBJECTIVES
KNOWLEDGE
SKILLS
ATTITUDE
VALUES
2. CONTENT
3. LEARNING RESOURCES
4. PROCEDURES
4.1 Introductory Activity
4.2 Activity / Strategy
4.3 Analysis
4.4 Abstraction
4.5 Application
4.6 Assessment
4.7 Assignment
4.8 Wrap-up / Concluding

Activity
5. REMARKS
6. REFLECTION
Prepared By:
Name: ELLEN MAY L. ESCUADRO School RONDA NATIONAL HIGH SCHOOL

Position/Designation TEACHER 1 Division CEBU PROVINCE
Contact Number 9332759658 Email Address ellenordeucse@gmail.com
DLP NO. QUARTER
DETAILED LESSON PLAN LEARNING AREA DURATION
GRADE LEVEL
Learning Competencies
Key Concepts /
Understanding Developed
1. OBJECTIVES
KNOWLEDGE
SKILLS
ATTITUDE
VALUES
2. CONTENT
3. LEARNING RESOURCES
4. PROCEDURES
4.1 Introductory Activity
4.2 Activity / Strategy
4.3 Analysis
4.4 Abstraction
4.5 Application
4.6 Assessment
4.7 Assignment
4.8 Wrap-up / Concluding

Activity
5. REMARKS
6. REFLECTION
Prepared By:
Name: ELLEN MAY L. ESCUADRO School RONDA NATIONAL HIGH SCHOOL

Position/Designation TEACHER 1 Division CEBU PROVINCE
Contact Number 9332759658 Email Address ellenordeucse@gmail.com
School RONDA NATIONAL HIGH SCHOOL Grade Level 10
DAILY LESSON LOG Teacher ELLEN MAY L. ESCUADRO Learning Area ENGLISH
Teaching Dates and Time October 16-20, 2017 Quarter 2
I. OBJECTIVES
The learner demonstrates understanding of ho world literatures and other text types serve as vehicles of expessing and resolving conflicts
A. Content Standards among individuals or groups; also how to use strategies in critial reading, listening, and viewing, and affirmation and negation markes to
deliver impromptu and extemporaneous speeches.
B. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
EN10F-Iii-1.15: Make and EN10F-Iii-1.15: Make and EN10F-Iii-1.15: Make and

C. Learning Competencies/
Remedial/ Enhancement EN10WC-Iic-13: Compose an deliver impromptu and deliver impromptu and deliver impromptu and
Objectives (Write the LC
Reading Schedule/ ICL arguemntative essay extempaneous speeches extempaneous speeches extempaneous speeches
Code for each)
with ease and confidence. with ease and confidence. with ease and confidence.
II. CONTENT DELIVERING A SPEECH
III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages P215 P216-217 P217 P217
2. Learner's Material's pages P258-260 P261-262 P261-262 P261-262
3. Textbook pages P258-260 P261-262 P261-262 P261-262
4. Additional Materials from
Learning Resource (LR) portal
Video clip, textbook, copy of Video clip, textbook, copy
B. Other Learning Resources Sound System Sound System
the speech of the speech
IV. PROCEDURES
A. Reviewing previous Share insights on the Share insights on the

Present a video clip of an Show again the video of
lesson or presenting the speech witnessed from the speech witnessed from the
arguemntative speech an argumentative speech
new lesson class the previous day class the previous day
Ask the students on what
Walk the students through Walk the students through Walk the students through
B. Establishing a purpose are the techniques in
in the preparation of in the preparation of in the preparation of
for the lesson argumentation used in the
deliveng their speech. deliveng their speech. deliveng their speech.
speech.
to deliver an
argumentative speech
C. Presenting Walk the students through in
have been Start the delivery of Start the delivery of
examples/instances of the the preparation of deliveng
comprehensively speeches speeches
new lesson their speech.
discussed with students
leaving them with no gray
Help the students clarify the Aid the students clarify the
steps for planning and steps fro planning and
D. Discussing new drafting their speech. (If drafting their speech.(If
concepts and practicing possible they canuse the possible they canuse the Speech Delivery Speech Delivery
new skills #1 argumentative essay that argumentative essay that
they accomplished in the they accomplished in the
previous
Help lesson) clarify the previous lesson)
the students
steps for planning and
Have an in-depth
E. Discussing new concepts drafting their speech. (If
dsicussion on how to
and practicing new skills possible they canuse the Speech Delivery Speech Delivery
delver an argumentative
#2 argumentative essay that
speech
they accomplished in the
previous lesson)
F. Developing mastery
Guide them in the points of Guide them in the points Speech Delivery
(Leads to Formative Speech Delivery
editing their speech of editing their speech
Assessment 3)
Pair work: Let them

Pair work: Let them read Ask the students to point Ask the students to point
G. Finding practical practice their speeches
through each other's out their strenghts and out their strenghts and
applications for concepts with their partner. Have
speeches and profread their weaknesses in delivering weaknesses in delivering
and skills in daily living the partners critic their
work. their speech. their speech.
performance
Invite students to Invite students to
Why is it important to learn Why is it important to summarize and think the summarize and think the
H. Making generalizations
how to write an learn how to write an essential points that theyessential points that they
and abstractions about the
argumentative speech argumentative speech enjoyed that have made enjoyed that have made
lesson
properly? properly? them realized worthy of them realized worthy of
Delivering an emulation
Delivering and
an practice. emulation and practice.
Delivering an argumentatie
argumentatie speech argumentatie speech
Rewrite your argumentative speech based on the
I. Evaluating learning based on the criteria found based on the criteria found
essay criteria found in the rubric
in the rubric on page 217 in the rubric on page 217
on page 217 of the TG
of the TG of the TG
Have them write their Have them write their
Practice your speech. responses of Procedure G responses of Procedure G
J. Additional activities for Encode your argumentative
Evaluation will continue and H in their journal to and H in their journal to
application or remediation essay
the net day. keep a record of all their keep a record of all their
essential learnings. essential learnings.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No.of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
I. OBJECTIVES
EN10LT-Iih-3: Explain how
EN10RC-Iih-2.22: Evaluate
a selection may be
text content, elements,
EN10VC-Iih-27: Use previous influenced by culture,
C. Learning Competencies/ features, and properties
Remedial/ Enhancement experiences as scaffold to history, environment, or EN10WC-Iih-13: Compose
Objectives (Write the LC using a set of criteria
Reading Schedule/ ICL the message conveyed by a other factors. an argumetnative essay
Code for each) EN10G-Iih-28: Use words
material viewed EN10V-IIh13.9: Give
and expressions that affirm
technical and operational
or negate.
definitions
II. CONTENT THE THREE MUSKETEERS, THE PLAGUE, ARGUMENTATIVE ESSAY

A. References
1. Teacher's Guide pages P209 P210 P213 P215

Textbook, picture of the
B. Other Learning Resources Video Clip textbook textbook
three musketeers
IV. PROCEDURES
A. Reviewing previous Describe the relationship Ask students to share an

Video clip showing o
lesson or presenting the Discuss additional Activity of the three musketeers incident where they
disasters
new lesson with another. experience an argument.
Ask: How would you
Ask: How would you Present the characteristics What are the points we
B. Establishing a purpose extend help to your
embody harmony in times of a great literature to your need to remember in
for the lesson fellowmen in times of
of struggles and conflicts? students. making an argument?
calamities
Have you experienced being Have the students read
C. Presenting devastated by a string Show a picture of The thoroughly the selection Invite the students to read
examples/instances of the typhoon? An earthquake? Or Three Musketeers and The Plague and analyze and evaluate the text with
new lesson a tsunami? How did you feel have them react on it. whether it has these your help.
Process the questions
then? characteristics.
afterwards. Make sure that
D. Discussing new Instruct the students to Answer Task 8 questions the students have a full
How did you cope with the
concepts and practicing read the introduction of on page 256 on your LM analysis of the text
situation?
new skills #1 the story. with the class presented as you go
through the processing
Ask: How did the people Seek their answers on the Differentiate The three questions.
E. Discussing new concepts Make some notes on the
in your community help one essential question and musketeers and the Plague
and practicing new skills board oftheir most
another during those trying relate the answers to the based on their
#2 significant responses
times? theme of the story. characteristics. Have an in-depth
discussion of the pointers
F. Developing mastery Complete the table on enclosed in the box.
Individual Task: Do Task Answer task 9 on page 257
(Leads to Formative question no. 6 of Task 6 on Remember! And the
3 on page 249 of your LM. in your LM
Assessment 3) page 253 of your LM. techniques in
Argumentation on pages
Answer: What inherent 259-260 onprovide
your LM.
If possible, the
traits or values among our
Let the students answer: students with more
ellown had been evident
G. Finding practical Does the message of the examples on the
intimes of calamity? List Do Task 7 on page 253 -
applications for concepts work have meaning for techniques of
them down. 254 in your LM
and skills in daily living me? Will I remember it a arguemntation then you
Do these traits and
year from now? may solicit their own
values embody solidarity?
examples.
Why? How? Walk the students through
their composition of an
H. Making generalizations Ask: Can you tell the
Explain the motto: "All Ask: What have you argumentative essay with
and abstractions about the message conveyed by the
for one, one for all." learned from the story? emphasis on resolution of
lesson video shown.
conflicts among indivisuals
Writing their own
or groups.
Answers on the argumetnative esay (Tell
completion of the table on them that their essay is a
Task 3 on page 149 will Task 9 will serve as
I. Evaluating learning question no. 6 of task 6 on sure way for them to
serveas evaluation evaluation
page 253 of your LM ill accomplish their biggest
serve as evaluation task at the end of this
module)
Make them revisit the
Group Activity: Do Task 10 process of writing they
J. Additional activities for Define Terms found inTask 4 Read ahead the Plague on on page 257-258 of your learned from Module 1
application or remediation on page 249 of your LM page 254-256 of your LM LM, Activity may be ( Culminating Activity) to
presented next week. review and proofread their
essay.
V. REMARKS
VI. REFLECTION
80%
lesson.
continue to require
remediation
these work?
solve?
I. OBJECTIVES
previous experiences as
scaffoldto the message
EN10RC-Iig-13.1: Read
C. Learning Competencies/ EN10V-IId13.9: Givr EN10G-Iig-28: use words conveyed by a material
Remedial/ Enhancement closely to get explicitly and
Objectives (Write the LC technical and operational and expressions that viewed.
Reading Schedule/ ICL implicitly stated
Code for each) definitions. affirm or negate EN10F-Iig-
information.
3.7:Demonstrate
confidence and ease of
II. CONTENT HUNCHBACK OF NOTRE DAME

A. References
1. Teacher's Guide pages P199-200 P201-202 P202-203 P205

Video clip of a sample
B. Other Learning Resources Copy of the text textbook textbook debate, powerpoint
presentation
IV. PROCEDURES
React: We as human beings
Present the table on
A. Reviewing previous will never, never survive
expressions that affirm or Present two sentences that Show a video clip sample
lesson or presenting the unless we recognze and
negate on page 236 of are implicit and explicit. of debate
new lesson celebrate our differences as
your LM
well as our similarities.
Have the students
B. Establishing a purpose Ask: What does it mean to How does one affirm or Tell the students to read
differentiate the two
for the lesson live in a world variety? negate properly? the goals of debate
sentences
Lead the students to read
C. Presenting Unlocking difficulties: DoHave students present the Discuss implicit and
helpful tips to help them
examples/instances of the Task 5 on page 232 of your sampe sentences they had explicit information and
participate cempetently in
new lesson LM
Pose the questions on page in their assignments. provide examples
Ask the students to read a class debate.
232 prior to the reading of Do Task 9 nos. 1-3 on
D. Discussing new the selection enclosed in Instruct them to study the
the text. Read the pages 236-237 of your LM
concepts and practicing the box by Pres. Ramon Oxford - Oregon Debate
Hunchback of Notre Dame and discuss the flow with
new skills #1 Magsaysay on page 238 of Format
on pages 233-234 of your your students
your LM
LM Do Task 9 nos. 1-3 on Explain whatinformation is
E. Discussing new concepts Enable them to develop
Do Task 6 on page 234 - 235 pages 236-237 of your LM conveyed by the
and practicing new skills confidence and ease ahey
of your LM and discuss the flow with underlined statements in
#2 carry on with the task.
your students the selection
Instruct sudents to read
Group Activity: Debate
the selection about John
F. Developing mastery exercise (Students are to
Group Activity: Do Task 7 Group Activity: Do Task Kemp and identify the
(Leads to Formative be provided with a copy of
on page 235 of your LM 10 on page 237 of your LM explicit and the implicit
Assessment 3) the rubrics to guide them
information that can be
in the activity)
found in the text.
G. Finding practical Give instances where you When do we use implcit
Answer: Ho do you deal When do e make use of the
applications for concepts negate and affirm in real information? Explicit
with differences? essentials of a debate?
and skills in daily living life information
Engage the students to
H. Making generalizations Ask: What common bonds Why is it important to Why is it important to summarize and reflect the
and abstractions about the should you find to hurdle negate and affirm distinguish explicit and essential parts of the
lesson differences? appropriately? implicit information? lesson by answering the
Identify the explicit and questions
Class debatein the LM.on the
based
Presentation of the group
the implicit information rubric will be basis of
Group Activity presentation activity will be rated
I. Evaluating learning that can be found in the evaluation. (Class
will serve as evaluation through the rubric on page
John Kemp text found on debate may continue the
202 of the TG.
page 238 of your LM. next
Allowday)
the students to think
about the lesson and keep
Read expressions onTask 8
Study the Oxford - Oregon a record of their responses
J. Additional activities for and use them in a sentence. Identify explicit and
Debate Format on pages in a journal. Tell them that
application or remediation Write them in your implicit information.
244-245 of your LM. they may post/blog/tweet
notebooks.
their responses in their FB
account.
V. REMARKS
VI. REFLECTION
80%
lesson.
continue to require
remediation
these work?
solve?
Teaching Dates and Time September 25-29, 2017 Quarter 2
I. OBJECTIVES
EN10LT-Iif2.2: Explain how
the elements specific to a
genre contribute to the
EN10RC-Iif-13.1: Read
C. Learning Competencies/ EN10VC-Iif-26: Detect bias theme of a particular EN10G-Iif-28: Use words
Remedial/ Enhancement closely to get explicitly and
Objectives (Write the LC and prejudice in the material literary selection. and expression that affirm
Reading Schedule/ ICL implicitly stated
Code for each) viewed EN10LT-IIf2.2.3: or negate
information
Determine tone, mood,
technique, and purpose of
the author
II. CONTENT EMPATHIZING WITH OTHERS - JESSIE ROBREDO'S SPEECH; AFFIRM/ NEGATE

A. References
1. Teacher's Guide pages P179-180 P182-183 P185-186 P188-189
Prepared timeline of the Copy of the selection;
B. Other Learning Resources Copy of the text textbook
story, textbook textbook
IV. PROCEDURES
Ask: Have you experienced
A. Reviewing previous fighting for something or Show a timeline of events Ask: What is the purpose Ask: Do you agree on what
lesson or presenting the defending yourself against when the story was of the author in writing the Jessie Robredo said in his
new lesson other people's biases? How written Decameron? speech?
did you react?
Guide the class in List down possible
B. Establishing a purpose Do you think it is right to Ask: So all authors have
answering the questions expression of affirmation
for the lesson have biases? purpose for writing?
on page 201 in the LM. and negation
Tell the cla to read all 12
Guide your students in
suggestions and after
C. Presenting answering the items Read the story and answer Inform the students that
reading ask the class what
examples/instances of the emphasizing that even in the questions found in they will read a
the purpose of Atty.
new lesson articles that we read there between commencement speech
Lacson is in writing the
could be biases.
While reading the speech, book.
Ask the class to give their
D. Discussing new Read the story and answer remind them to take note
Do the Task 3 on page 198 answers orally on the first
concepts and practicing the questions found in on the purpose of the
on your LM five items in the 12 Little
new skills #1 between author in writing the
Things.
speech.
E. Discussing new concepts Highlight the common forms Read the story and answer Once all the first five items
Answer the questions in
and practicing new skills of bias based on what was the questions found in have been discussed, dra
the LM found o page 215
#2 read between out insights from the class
F. Developing mastery Prepare the class to work

Discuss the common forms Group Activity: Do Task 6 Do Task 10 on pages 215-
(Leads to Formative individually on the last 7
highlighted on page 207 of the LM 217 in your LM
Assessment 3) items
Draw out from the students
the importance of knowing
G. Finding practical
how to detect bias like in Group Activity: Do Task 6 Recall the common Discuss to the class their
applications for concepts
buying products, making on page 207 of the LM purposes of the authors answers
and skills in daily living
decision or choices or een
electing a public official
H. Making generalizations Why is it important to have What is the significance of
Why is detecting biases Process the answers of the
and abstractions about the a tpose in delivering a using affirmation and
important? students
lesson speech? negation expressions
Call one or two students to

Presentation of the group Presentation of the group
I. Evaluating learning Check the task 3 answers share their own little ways
activity activity
of caring for their country.
Prepare personal testimony
Read in advance the article about a topic that they are
Read in advvance the Read in advance Follow on page 218-221 and most passionate about and
J. Additional activities for
Decameron on pages 200- your heart: Pursue your prepare to answer the that they have personally
application or remediation
207 dream on page 210-213 questions found in the experienced. (Task 14C)
selection Activity may be done a
week or to after
V. REMARKS
VI. REFLECTION
80%
lesson.
continue to require
remediation
these work?
solve?
I. OBJECTIVES
EN10LT-Iie2.2: Explain how EN10LT-Iie2.2: Explain how
the elements specific to a the elements specific to a
EN10SS-Iid-1.5.2: Scan for genre contribute to the genre contribute to the
EN10SS-IIe1.6.4: Use
C. Learning Competencies/ needed information theme of a particular theme of a particular
Remedial/ Enhancement writing conventions to
Objectives (Write the LC EN10VC-Iie- literary selection. literary selection.
Reading Schedule/ ICL indicate acknowledgement
Code for each) 26:Detect bias and prejudice EN10LT-Iie2.2.3: EN10LT-Iie2.2.3:
of resources.
in the material viewed. Determine tone, mood, Determine tone, mood,
technique, and purpose of technique, and purpose of
the author the author
II. CONTENT SONNETS BRING IN THE SOURCE

A. References
1. Teacher's Guide pages P150 P152-153 P156-157 P142
Copy of the text, powerpoint Copy of the selection, Copy of the text, Handout on APA and MLA
B. Other Learning Resources
presentation videoclip of Petrarch's Life powerpoint presentation clip on Plagiarism.
IV. PROCEDURES
A. Reviewing previous
Ask: What is your favorite Have the class watch the Recall the different Show a video clip on
lesson or presenting the
romantic film? Why? video clip. elements of poetry plagiarism.
new lesson
Whose love story do you
B. Establishing a purpose Discuss the life of Petrarch Read the poem The White Why is it not good to
consider special and worth
for the lesson based on the video clip. Doe cheat?
emulating?
Guide the students on
C. Presenting Distribute the handouts on
Show pictures of romantic Read the three poems by finding out the
examples/instances of the Citing sources using APA
films Petrarch structure/rhyme of the
new lesson and MLA
poem
D. Discussing new How would you describe
List down what you dream of Discuss important points
concepts and practicing someone whom you are Discuss Petrarchan sonnet
in a courtship on MLA and APA
new skills #1 passionately in love with?
E. Discussing new concepts Paired activity: Do Letter C

Read about the courtship Group Activtiy: Do Task 6 Present examle of a
and practicing new skills activit on page 186 of your
during middle ages on page 173 of the LM Shakespearean sonnet
#2 LM
Group Activity: List down
F. Developing mastery biases and differences
Group Activtiy: Do Task 6 Compare and Contrast the Do Task 16 on page 188 of
(Leads to Formative between the middle-ages
on page 173 of the LM to sonnets your LM
Assessment 3) courtship and their ideal
courtship.
Group Sharing: Name an
incident when you did Group Activtiy: Do Task 6 Group Work: Do Task 10 on Do Task 16 on page 188 of
something in the name of on page 173 of the LM page 177 of your M your LM
love
Draw insights from the
H. Making generalizations React: When one is in love, Answer questions found on Ask: Why do we need to
class on the important
and abstractions about the one has the tendency to be Task 7 on page 174 of your acjknowledge sources
learning they got about
lesson biased. LM used?
sonnets
Presentation of the Group Presentation of the group Presentation of the group Task 16 will serve as
I. Evaluating learning
activity activity activity evaluation
Review the elements of a

J. Additional activities for Read in advance about Add more activities on
poem particularly the Write your own sonnet
application or remediation Francisco Petrarch writing bibliography.
rhyme scheme
V. REMARKS
VI. REFLECTION
80%
lesson.
continue to require
remediation
these work?
solve?
I. OBJECTIVES
EN10LT-Iid-2.2: Explain
EN10LC-Iid-3.15: Evaluate
how the elements specific EN10OL-Iid-3.11: Use the EN10OL-IID-3.11: Use the
listening texts in terms of
C. Learning Competencies/ to the theme of a correct sound of English correct sound of English
Remedial/ Enhancement accuracy, validity,
Objectives (Write the LC particular literary when delivering when delivering impromptu
Reading Schedule/ ICL adequacy, and relevance.
Code for each) selection. EN10LT-Iid- impromptu and and extemporaneous
EN10SS-Iid-1.5.2:
2.2.2: Explain the literary extemporaneous speech. speech
Scan for needed information.
devices used.
II. CONTENT ARGUMENTATIVE ESSAY / INTONATION

A. References
2. Learner's Material's pages P145-146 P152-156 P159 P159
3. Textbook pages P145-146 P152-156 P159 P159
B. Other Learning Resources Copy of the text, speakers Copy of the selection Video clip, powerpoint Video clip, powerpoint
IV. PROCEDURES
Ask: Are you a dreamer? So
A. Reviewing previous Show a vieo clip on Show a vieo clip on
you keep your dreams only Have the class fgive the
lesson or presenting the impromptu or impromptu or
to yourself or you share your qualities of a hero.
new lesson extemporaneous speeches extemporaneous speeches
dreams with others?
Emphasize to the class
What have you observed What have you oberved on
B. Establishing a purpose Do Task 2A on page 145 of that while they read, they
on how the speakers how the speakers deliver
for the lesson your LM. will take note of the
deliver the speeches? the speeches?
elements of the story.
Play the song to the class
C. Presenting Discuss tips on impromptu Discuss tips on impromptu
and try to check if Task 2A
examples/instances of the Read the text and extemporaneous and extemporaneous
answers match the song
new lesson speeches.
Guide them in speeches.
Guide them in
lyrics.
demonstrating and making demonstrating and making
independent applations of independent applations of
their understanding of the their understanding of the
D. Discussing new Describe the aracters as
Play again anf try to target concepts,language target concepts,language
concepts and practicing asked onTask 6 on page
understand the message. communication through communication through
new skills #1 156 of your LM
devering on devering on
extemporaneous as extemporaneous as
evidence of their transfer evidence of their transfer
E. Discussing new concepts of learning. of learning.
Answer questions found on Think-Pair-Share of the Present the Present the
and practicing new skills
page 147 of your LM. activity above extemporaneous rubric extemporaneous rubric
#2
Group activity: Interpret the
F. Developing mastery Paired Activity: Give a Paired Activity: Give a
mesasge of the song Group Activity: Do Task 7
(Leads to Formative topic to brainstorm, topic to brainstorm,
through a painting or on page 157 of your LM
Assessment 3) prepare and practice. prepare and practice.
drawing.
G. Finding practical Paired Activity: Give a Paired Activity: Give a
Group Activity: Do Task 7
applications for concepts Explain the drawing topic to brainstorm, topic to brainstorm,
on page 157 of your LM
and skills in daily living prepare and practice. prepare and practice.
What is the significance of What is the significance of
H. Making generalizations learning how to deliver learning how to deliver
Explain the theme of the What is the lesson of the
and abstractions about the impromptu and impromptu and
song story?
lesson extemporaneous extemporaneous
Delivering
speeches? an Delivering
speeches? an
extemporaneous or extemporaneous or
Presentation of the group impromptu speech. impromptu speech.
I. Evaluating learning presentation of the output
activity. Note us ethe rubric Note us ethe rubric
found on page 191-193 in found on page 191-193 in
rating speech rating speech
Read techniques on
Appealing to your readers
J. Additional activities for Read in advance "The Song Continue the activity the Continue the activity the
onpage 15 and Do Task 8
application or remediation of Roland" next day next day
on page 159 with your
group.
V. REMARKS
VI. REFLECTION
80%
lesson.
continue to require
remediation
these work?
solve?

I. OBJECTIVES
B. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to
EN10VC-Iig-27:Use resolve conflicts among individuals or groups.
previous
experiences as scaffoldto the
C. Learning Competencies/ message conveyed by a
Remedial/ Enhancement
Objectives (Write the LC material viewed.
Reading Schedule/ ICL
Code for each) EN10F-Iig-
3.7:Demonstrate confidence
and ease of delivery.
II. CONTENT HUNCHBACK OF NOTRE DAME
A. References
1. Teacher's Guide pages P205
2. Learner's Material's pages P243-246
3. Textbook pages P243-246

Video clip of a sample
B. Other Learning Resources debate, powerpoint
presentation
IV. PROCEDURES
Show a video clip sample
of debate
new lesson
B. Establishing a purpose Tell the students to read
for the lesson the goals of debate
Lead the students to read
C. Presenting
helpful tips to help them
examples/instances of the
participate cempetently in
new lesson
a class debate.
D. Discussing new Instruct them to study the
concepts and practicing Oxford - Oregon Debate
new skills #1 Format
E. Discussing new concepts Enable them to develop
and practicing new skills confidence and ease ahey
#2 carry on with the task.
Group Activity: Debate
F. Developing mastery exercise (Students are to
(Leads to Formative be provided with a copy of
Assessment 3) the rubrics to guide them
in the activity)
When do e make use of
the essentials of a debate?
Engage the students to
H. Making generalizations summarize and reflect the
and abstractions about the essential parts of the
lesson lesson by answering the
questions
Class debatein the LM.on the
based
rubric will be basis of
I. Evaluating learning evaluation. (Class
debate may continue the
next
Allowday)
the students to think
about the lesson and keep
a record of their responses
in a journal. Tell them that
they may post/blog/tweet
their responses in their FB
account.
V. REMARKS CLASSES SUSPENED DUE TO TRANSPORT STRIKE ACCOMPLISHED PERIODICAL TEST PERIODICAL TEST
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No.of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategy worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

I. OBJECTIVES
EN10LT-Iif2.2: Explain how the
elements specific to a genre
C. Learning Competencies/ contribute to the theme of a EN10G-Iig-28: use words and EN10RC-Iig-13.1: Read closely
Remedial/ Enhancement EN10V-IId13.9: Givr technical
Objectives (Write the LC Reading Schedule/ ICL
particular literary selection.
and operational definitions.
expressions that affirm or to get explicitly and implicitly
Code for each) EN10LT-IIf2.2.3: Determine negate stated information.
tone, mood, technique, and
purpose of the author
EMPATHIZING WITH OTHERS - JESSIE ROBREDO'S SPEECH; AFFIRM/
II. CONTENT NEGATE
HUNCHBACK OF NOTRE DAME
A. References
1. Teacher's Guide pages P182-183 P199-200 P201-202 P202-203

Prepared timeline of the
B. Other Learning Resources Copy of the text textbook textbook
story, textbook
IV. PROCEDURES
React: We as human
beings will never, never Present the table on
Show a timeline of events survive unless we expressions that affirm or Present two sentences that
when the story was written recognze and celebrate negate on page 236 of are implicit and explicit.
new lesson
our differences as well as your LM
our similarities.
Guide the class in answering Have the students
B. Establishing a purpose Ask: What does it mean to How does one affirm or
the questions on page 201 differentiate the two
for the lesson live in a world variety? negate properly?
in the LM. sentences
C. Presenting Read the story and answer Unlocking difficulties: Have students present the Discuss implicit and explicit
examples/instances of the the questions found in Do Task 5 on page 232 of sampe sentences they had information and provide
new lesson between your LM in their assignments. examples
Pose the questions on
Ask the students to read
page 232 prior to the Do Task 9 nos. 1-3 on
D. Discussing new Read the story and answer the selection enclosed in
reading of the text. pages 236-237 of your LM
concepts and practicing the questions found in the box by Pres. Ramon
Read the Hunchback of and discuss the flow with
new skills #1 between Magsaysay on page 238 of
Notre Dame on pages 233- your students
Do Task 9 nos. 1-3 on your LMwhatinformation is
Explain
E. Discussing new concepts Read the story and answer 234 of your LM
Do Task 6 on page 234 - pages 236-237 of your LM conveyed by the
and practicing new skills the questions found in
235 of your LM and discuss the flow with underlined statements in
#2 between
your students the selection
Instruct sudents to read
the selection about John
Group Activity: Do Task 6 on Group Activity: Do Task 7 Group Activity: Do Task Kemp and identify the
(Leads to Formative
page 207 of the LM on page 235 of your LM 10 on page 237 of your LM explicit and the implicit
Assessment 3)
information that can be
G. Finding practical Give instances where you found
When indothe
we text.
use implcit
Group Activity: Do Task 6 on Answer: Ho do you deal
applications for concepts negate and affirm in real information? Explicit
page 207 of the LM with differences?
and skills in daily living life information
H. Making generalizations Ask: What common Why is it important to Why is it important to
Process the answers of the
and abstractions about the bonds should you find to negate and affirm distinguish explicit and
students
lesson hurdle differences? appropriately? implicit information?
Identify the explicit and the
Group Activity implicit information that
Presentation of the group activity will be rated
I. Evaluating learning presentation will serve as can be found in the John
activity through the rubric on page
evaluation Kemp text found on page
202 of the TG.
Read expressions onTask 8 238 of your LM.
Read in advance Follow your Study the Oxford - Oregon
J. Additional activities for and use them in a Identify explicit and
heart: Pursue your dream on Debate Format on pages
application or remediation sentence. Write them in implicit information.
page 210-213 244-245 of your LM.
your notebooks.
V. REMARKS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED
VI. REFLECTION
evaluation
80%
lesson.
remediation
other teachers?

I. OBJECTIVES
EN10LT-Iie2.2: Explain how the EN10LT-Iif2.2: Explain how the
elements specific to a genre elements specific to a genre
C. Learning Competencies/ contribute to the theme of a EN10SS-IIe1.6.4: Use writing
EN10VC-Iif-26: Detect bias contribute to the theme of a
conventions to indicate
Objectives (Write the LC particular literary selection. and prejudice in the material particular literary selection.
acknowledgement of
Code for each) EN10LT-Iie2.2.3: Determine viewed EN10LT-IIf2.2.3: Determine
resources.
tone, mood, technique, and tone, mood, technique, and
purpose of the author purpose of the author
EMPATHIZING WITH OTHERS - JESSIE ROBREDO'S SPEECH;
II. CONTENT SONNETS BRING IN THE SOURCE
AFFIRM/ NEGATE
A. References
1. Teacher's Guide pagesP156-157 P142 P179-180 P182-183
2. Learner's Material's P174-175 P183-185 P198-199 P200-209
Copy of the text, powerpoint Handout on APA and MLA Prepared timeline of the
B. Other Learning Resources Copy of the text
presentation clip on Plagiarism. story, textbook
IV. PROCEDURES
Ask: Have you experienced
A. Reviewing previous fighting for something or
Recall the different elements Show a video clip on Show a timeline of events
lesson or presenting the defending yourself against
of poetry plagiarism. when the story was written
new lesson other people's biases? How
did you react?
Guide the class in
B. Establishing a purpose Read the poem The White Why is it not good to Do you think it is right to
answering the questions on
for the lesson Doe cheat? have biases?
page 201 in the LM.
Guide your students in
C. Presenting Guide the students on Distribute the handouts on answering the items Read the story and answer
examples/instances of the finding out the Citing sources using APA emphasizing that even in the questions found in
new lesson structure/rhyme of the poem and MLA articles that we read there between
could be biases.
D. Discussing new Read the story and answer
Discuss important points Do the Task 3 on page 198
concepts and practicing Discuss Petrarchan sonnet the questions found in
on MLA and APA on your LM
new skills #1 between
E. Discussing new concepts Paired activity: Do Letter C Highlight the common Read the story and answer
Present examle of a
and practicing new skills activit on page 186 of your forms of bias based on the questions found in
Shakespearean sonnet
#2 LM what was read between
Compare and Contrast the to Do Task 16 on page 188 of Discuss the common forms Group Activity: Do Task 6
(Leads to Formative
sonnets your LM highlighted on page 207 of the LM
Assessment 3)
Draw out from the
students the importance of
G. Finding practical knowing how to detect
Group Work: Do Task 10 on Do Task 16 on page 188 of Group Activity: Do Task 6
applications for concepts bias like in buying
page 177 of your M your LM on page 207 of the LM
and skills in daily living products, making decision
or choices or een electing
a public official
H. Making generalizations Draw insights from the class Ask: Why do we need to
Why is detecting biases Process the answers of the
and abstractions about the on the important learning acjknowledge sources
important? students
lesson they got about sonnets used?
Presentation of the group Task 16 will serve as Presentation of the group
I. Evaluating learning Check the task 3 answers
activity evaluation activity
Read in advvance the Read in advance Follow
J. Additional activities for Add more activities on
Write your own sonnet Decameron on pages 200- your heart: Pursue your
application or remediation writing bibliography.
207 dream on page 210-213
TEACHERS' DAY CELEB/ NOT
V. REMARKS ACCOMPLISHED NAT 7 / NO CLASS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategy
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I. OBJECTIVES
EN10LT-Iie2.2: Explain how
the elements specific to a
EN10SS-Iid-1.5.2: Scan for
EN10OL-Iid-3.11: Use the EN10OL-IID-3.11: Use the genre contribute to the
needed information
C. Learning Competencies/ correct sound of English correct sound of English theme of a particular
Remedial/ Enhancement EN10VC-Iie-
Objectives (Write the LC when delivering impromptu when delivering literary selection.
Reading Schedule/ ICL 26:Detect bias and
Code for each) and extemporaneous impromptu and EN10LT-Iie2.2.3:
prejudice in the material
speech. extemporaneous speech Determine tone, mood,
viewed.
technique, and purpose of
the author
II. CONTENT ARGUMENTATIVE ESSAY / INTONATION SONNETS / BRING IN THE SOURCE
A. References
1. Teacher's Guide pages P142 P142 P150 P152-153
2. Learner's Material's pages P159 P159 P169-170 P170-173
3. Textbook pages P159 P159 P169-170 P170-173
Copy of the text, Copy of the selection,
B. Other Learning Resources Video clip, powerpoint Video clip, powerpoint
powerpoint presentation videoclip of Petrarch's Life
IV. PROCEDURES
Ask: What is your favorite Have the class watch the
romantic film? Why? video clip.
What have you observed on What have you oberved on Whose love story do you
B. Establishing a purpose Discuss the life of Petrarch
how the speakers deliver the how the speakers deliver consider special and worth
for the lesson based on the video clip.
speeches? the speeches? emulating?
Show pictures of romantic Read the three poems by
examples/instances of the and extemporaneous and extemporaneous
films Petrarch
new lesson speeches. speeches.
Guide them in Guide them in
demonstrating and making demonstrating and making
independent applations of independent applations of
their understanding of the their understanding of the
D. Discussing new How would you describe
target concepts,language target concepts,language List down what you dream
concepts and practicing someone whom you are
communication through communication through of in a courtship
new skills #1 passionately in love with?
devering on devering on
extemporaneous as extemporaneous as
E. Discussing new concepts
Present
evidencethe
of extemporaneous
their transfer ofPresent
evidencethe
of their transfer Read about the courtship Group Activtiy: Do Task 6
rubric
learning. extemporaneous
of learning. rubric during middle ages on page 173 of the LM
#2
Group Activity: List down
F. Developing mastery Paired Activity: Give a topic Paired Activity: Give a biases and differences
Group Activtiy: Do Task 6
(Leads to Formative to brainstorm, prepare and topic to brainstorm, between the middle-ages
on page 173 of the LM
Assessment 3) practice. prepare and practice. courtship and their ideal
courtship.
Group Sharing: Name an
G. Finding practical Paired Activity: Give a topic Paired Activity: Give a
incident when you did Group Activtiy: Do Task 6
applications for concepts to brainstorm, prepare and topic to brainstorm,
something in the name of on page 173 of the LM
and skills in daily living practice. prepare and practice.
What is the significance of love
What is the significance of
H. Making generalizations learning how to deliver React: When one is in love, Answer questions found on
learning how to deliver
and abstractions about the impromptu and one has the tendency to Task 7 on page 174 of your
impromptu and
lesson extemporaneous be biased. LM
extemporaneous
Delivering an speeches? Delivering an
speeches?
impromptu speech. impromptu speech. Presentation of the Group Presentation of the group
Note us ethe rubric found Note us ethe rubric activity activity
on page 191-193 in rating found on page 191-193 in
speech rating speech Review the elements of a
J. Additional activities for Continue the activity the Continue the activity the Read in advance about
poem particularly the
application or remediation next day next day Francisco Petrarch
rhyme scheme
VI. REFLECTION
evaluation
80%
lesson.
remediation
other teachers?
I. OBJECTIVES
EN10LC-Iid-3.15: Evaluate EN10LT-Iid-2.2: Explain how
C. Learning Competencies/ listening texts in terms of the elements specific to the EN10OL-Iid-3.11: Use the EN10OL-IID-3.11: Use the
Remedial/ Enhancement accuracy, validity, adequacy, theme of a particular literary correct sound of English when correct sound of English when
Objectives (Write the LC Reading Schedule/ ICL and relevance. selection. EN10LT-Iid- delivering impromptu and delivering impromptu and
Code for each) EN10SS-Iid-1.5.2: Scan for 2.2.2: Explain the literary extemporaneous speech. extemporaneous speech
needed information. devices used.
A. References
2. Learner's Material's pages P145-146 P152-156 P159 P159
3. Textbook pages P145-146 P152-156 P159 P159
B. Other Learning Resources Copy of the text, speakers Copy of the selection Video clip, powerpoint Video clip, powerpoint
IV. PROCEDURES
Ask: Are you a dreamer? So
you keep your dreams only Have the class fgive the
to yourself or you share your qualities of a hero.
dreams with others?
Emphasize to the class
What have you observed What have you oberved on
B. Establishing a purpose Do Task 2A on page 145 of that while they read, they
on how the speakers how the speakers deliver
for the lesson your LM. will take note of the
deliver the speeches? the speeches?
elements of the story.
Play the song to the class
and try to check if Task 2A
examples/instances of the Read the text and extemporaneous and extemporaneous
answers match the song
new lesson speeches.
Guide them in demonstrating speeches.
Guide them in demonstrating
lyrics.
and making independent and making independent
applations of their applations of their
D. Discussing new Describe the aracters as understanding of the target understanding of the target
Play again anf try to
concepts and practicing asked onTask 6 on page concepts,language concepts,language
understand the message. communication through communication through
new skills #1 156 of your LM
devering on extemporaneous devering on extemporaneous
as evidence of their transfer as evidence of their transfer
of learning. of learning.
E. Discussing new concepts
Answer questions found on Think-Pair-Share of the Present the Present the
page 147 of your LM. activity above extemporaneous rubric extemporaneous rubric
#2
Group activity: Interpret the
F. Developing mastery Paired Activity: Give a Paired Activity: Give a
mesasge of the song Group Activity: Do Task 7
(Leads to Formative topic to brainstorm, topic to brainstorm,
through a painting or on page 157 of your LM
Assessment 3) prepare and practice. prepare and practice.
drawing.
G. Finding practical Paired Activity: Give a Paired Activity: Give a
applications for concepts Explain the drawing topic to brainstorm, topic to brainstorm,
on page 157 of your LM
and skills in daily living prepare and practice. prepare and practice.
What is the significance of What is the significance of
H. Making generalizations learning how to deliver learning how to deliver
Explain the theme of the What is the lesson of the
and abstractions about the impromptu and impromptu and
song story?
lesson extemporaneous extemporaneous
Delivering
speeches? an Delivering
speeches? an
Presentation of the group impromptu speech. impromptu speech.
I. Evaluating learning presentation of the output
activity. Note us ethe rubric Note us ethe rubric
found on page 191-193 in found on page 191-193 in
Read techniques on rating speech rating speech
Appealing to your readers
J. Additional activities for Read in advance "The Song Continue the activity the Continue the activity the
onpage 15 and Do Task 8
application or remediation of Roland" next day next day
on page 159 with your
group.
HOLIDAY/ NATIONAL DAY OF
V. REMARKS ACCOMPLISHED ACCOMPLISHED
PROTEST / MUNICIPAL MEET
MUNICIPAL MEET
VI. REFLECTION
evaluation
80%
lesson.
remediation
other teachers?
I. OBJECTIVES
EN10WC-Iic-13.3: Use
C. Learning Competencies/ EN10LC-Iic-15.2: Assess EN10RC-Iic-5.4: Present EN10OL-Iic-3.11: Use the
Remedial/ Enhancement patterns and techniques of
Objectives (Write the LC whether the speaker's information using tables, correct sound of English
Reading Schedule/ ICL developing an
Code for each) purpose is achieved or not. graphs, and maps. when communicating.
argumentative claim

A. References
2. Learner's Material's pages P131-132 P133 P133-134 P136-138
3. Textbook pages P131-132 P133 P133-134 P136-138
Powerpoint Presentation on
B. Other Learning Resources Copy of the text Task Sheet Copy of the Text
Public Speaking
IV. PROCEDURES
A. Reviewing previous Ask: Have you ever taken a
Ask: Why is it important Present the best output on Show a sample video on
lesson or presenting the ride in a puic transportation
to drive safely? signage to the class. public speaking
new lesson with an aggressive driver?
Do you think thes signage
B. Establishing a purpose Ask: What happens when is enough to convince Ask: What makes a good
Ask: How did you feel?
for the lesson drivers drive aggressively? drivers to drive safely? speaker?
Why?
Go back to the reading text
C. Presenting "Aggressive driving should
Ask: What did you do? Or Cite examples on effects Discuss intonation,
examples/instances of the be avoided" and assign a
What did others do? of aggressive driving. juncture, stress, and pitch.
new lesson slogan to argue safe
driving.
Give practical examples of
D. Discussing new Ask the class what are the
Tell the class on what are Discuss Characteristics of phrases or sentences that
concepts and practicing common signage the see
their ideas on arguments. an Arguementative Essay would differ in meaning
new skills #1 along the road.
when said differently.
E. Discussing new concepts Tell them that they are going Ask students to write
and practicing new skills to read an example of his/her answer on the Do drills
on page 134 of your LM.
#2 argumentative essay board.
F. Developing mastery Group Activity: Make a Form groups and do the
(Leads to Formative Read the text by pair signage on avoiding activity on page 137 of
on page 134 of your LM.
Assessment 3) aggressive driving your LM.
G. Finding practical Give three reasons why Form groups and do the
When do we make use of Group Activity: Do Task 11
applications for concepts aggressive driving should be activity on page 137 of
signages? on page 134 of your LM.
and skills in daily living avoided. your LM.
H. Making generalizations Why are intonation,
Ask: Why is it important to What is the importance of Presentation of the group
and abstractions about the juncture, and pitch
drive safely? signages? activity.
lesson important?
Fill in and check the activity.
The group slogan will be Presentation of the group Presentation of the group
I. Evaluating learning Reason Out! On page 132 in
posted along theoad activity. activity.
your LM
What are the
J. Additional activities for Prepare a slogan on safe Do Task 12 page 134 of
characteristics of an
application or remediation driving your LM
argumentative essay?
VI. REFLECTION
the evaluation
the lesson.
require remediation
help me solve?
I. OBJECTIVES
EN10LC-Iib-15.1: Assess the
EN10LT-Iib-14.2: Explain
C. Learning Competencies/ effectiveness of a material EN10V-II13.9: Give EN10V-II13.9: Give
Remedial/ Enhancement how the elements specific
Objectives (Write the LC listened to taking into technical and operational technical and operational
Reading Schedule/ ICL to a selection build it's
Code for each) account the speaker's definitions. definitions.
theme.
purpose.
II. CONTENT INFERNO
A. References
1. Teacher's Guide pages P123-124 P124 P125 P125
B. Other Learning Resources Powerpoint Presentation Powerpoint Presentation
IV. PROCEDURES
A. Reviewing previous Present the sense chart
Ask: What are the things Share your explanation to Share your explanation to
lesson or presenting the that the class did the
that frightened you? the additional task given. the additional task given.
new lesson previous day.
Ask: What comes to r mind
B. Establishing a purpose Share the experience Ask students how they Ask students how they
when you hear the word
for the lesson while making the chart. define terms. define terms.
inferno?
C. Presenting
Ask: Why do you think the Discuss what have been
examples/instances of the Make a word web Make a word web
text is entitled Inferno? found out in the chart.
new lesson
D. Discussing new Discuss: What is Virgil's Group Activity: Do use Presentation of the Presentation of the
concepts and practicing advice to Dante as spoken your senses on page 129 guidelines to follow when guidelines to follow when
new skills #1 at the Gate of Hell? of the LM. writing a definition. writing a definition.
E. Discussing new concepts Group Activity: Do use Discussion of the Discussion of the
Discuss: Who are the souls
and practicing new skills your senses on page 129 guidelines to follow when guidelines to follow when
tortured in this Canto?
#2 of the LM. writing a definition. writing a definition.
Discuss: What is Charon's
F. Developing mastery Group Activity: Do use
reaction to Dante's attempt Do Define Me sctivity on Do Define Me sctivity on
(Leads to Formative your senses on page 129
to cross the river of page 131 page 131
Assessment 3) of the LM.
Acheron?
G. Finding practical Group Activity: Do use Ask: Give situations Ask: Give situations
Discuss: How does Virgil
applications for concepts your senses on page 129 where you need to give where you need to give
silence Charon?
and skills in daily living of the LM. definition of terms. definition of terms.
Answer: Is hope necessary
H. Making generalizations Relate how Dante described in resolving conflicts.?*
Ask: Why is it important to Ask: Why is it important to
and abstractions about the inferno as compared to how *To be asked
define terms? define terms?
lesson our ligion teaches ug. after the presentation of
the group.
Complete the sense chart on Presentation of the group Check the define Me Check the define Me
page 129. activity. Activity on page 131. Activity on page 131.
Do another Define Me Do another Define Me

J. Additional activities for Prepare for the activity B on Explain: Is hope necessary
Activity of 5 new words Activity of 5 new words you
application or remediation page 129 in resolving nflicts?*
you learned from Inferno. learned from Inferno.
RNHS NIGHT/ NOT
V. REMARKS ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED
ACCOMPLISHED
VI. REFLECTION
the evaluation
the lesson.
require remediation

help me solve?
Teaching Dates and Time August 28- September 1, 2017 Quarter 2

I. OBJECTIVES
EN10LC-Iib-15.1: Assess
EN10RC-Iib-11.2: Explain EN10LT-Iib-14.2: Explain
C. Learning Competencies/ the effectiveness of a EN10V-II13.9: Give
illustrations from linear to how the elements specific
Objectives (Write the LC material listened to taking technical and operational
non-linear texts and vice to a selection build it's
Code for each) into account the speaker's definitions.
versa. theme.
purpose.
II. CONTENT Inferno
A. References
1. Teacher's Guide pages P123-124 P123-124 P124 P125
B. Other Learning Resources Task Sheet Powerpoint Presentation
IV. PROCEDURES
A. Reviewing previous Present the sense chart
Ask: What are the things Share your explanation to
lesson or presenting the Ask: Have you seen a horror that the class did the
that frightened you? the additional task given.
new lesson previous day.
Show a picture of the
Ask: What comes to r mind
B. Establishing a purpose Inferono on page 123. Share the experience while Ask students how they
when you hear the word
for the lesson Ask: What have you found making the chart. define terms.
inferno?
out about Dante Alighieri?
C. Presenting
Discuss the background of Ask: Why do you think the Discuss what have been
examples/instances of the Make a word web
Dante Alighieri text is entitled Inferno? found out in the chart.
new lesson
D. Discussing new Discuss: What is Virgil's Group Activity: Do use your Presentation of the
Answer the Task 5 on page
concepts and practicing advice to Dante as spoken senses on page 129 of the guidelines to follow when
123.
new skills #1 at the Gate of Hell? LM. writing a definition.
E. Discussing new concepts Group Activity: Do use your Discussion of the
Students use the word in the Discuss: Who are the souls
and practicing new skills senses on page 129 of the guidelines to follow when
sentence. tortured in this Canto?
#2 LM. writing a definition.
Discuss: What is Charon's
F. Developing mastery Group Activity: Do use your
reaction to Dante's Do Define Me sctivity on
(Leads to Formative Read the text by pair senses on page 129 of the
attempt to cross the river page 131
Assessment 3) LM.
of Acheron?
Instruct them to highlight
G. Finding practical important points and take Group Activity: Do use your Ask: Give situations
Discuss: How does Virgil
applications for concepts note of the different senses senses on page 129 of the where you need to give
silence Charon?
and skills in daily living they discovered while LM. definition of terms.
reading the text. Answer: Is hope necessary
Relate how Dante
H. Making generalizations Share to their partner the in resolving conflicts.?*
described inferno as Ask: Why is it important to
and abstractions about the important points that they *To be asked
compared to how our define terms?
lesson discovered in the text. after the presentation of
ligion teaches ug.
the group.
Write don what they think is
Complete the sense chart Presentation of the group Check the define Me
I. Evaluating learning the most important point of
on page 129. activity. Activity on page 131.
the text read.
Read the Inferno again and Do another Define Me
J. Additional activities for Prepare for the activity B Explain: Is hope necessary
try to answer Thinking about Activity of 5 new words you
application or remediation on page 129 in resolving nflicts?*
the text learned from Inferno.
V. REMARKS HOLIDAY / NATIONAL HEROES DAY ACCOMPLISHED NCAE / NOT ACCOMPLISHED NCAE / NOT ACCOMPLISHED HOLIDAY / EID L' FTR
VI. REFLECTION
evaluation
80%
lesson.
remediation
other teachers?
Teaching Dates and Time August 21-25, 2017 Quarter 2

I. OBJECTIVES
effectiveness of the ideas
presented in the material EN10G-Iia-29: Observe
EN10RC-Iia-11: Transcode
viewed taking into account information from linear to correct grammar in making
C. Learning Competencies/ its purpose. EN10LC - Iia- EN10V-Iia-13.9: Give definitions.
non-linear texts and vice
Objectives (Write the LC 11: Switch from one technical and operational EN10LT-Iia-14.2: Explain
versa. EN10V-Iia-13.9:
Code for each) listening strategy to another Give technical and definitions. how the elements specific
to extract meaning from the operational definitions. to a selection build its
listening text theme.
II. CONTENT Finding Common Ground
A. References
2. Learner's Material's pages P117-118 P119-121 P121-122 P122
3. Textbook pages P117-118 P119-121 P121-122 P122
Speakers, picture, copy of
B. Other Learning Resources Copy of the reading text None -textbook only None -textbook only
the song
IV. PROCEDURES
A. Reviewing previous Share your realizations Share your answer on the
Share reflection on the
lesson or presenting the Showing of picture (based on the Additional additional task given of the
additional activity given.
new lesson activities given) previous lesson.
Question: Can you recall
Brainstorm on the different
B. Establishing a purpose Sharing of observations and one unforgettable Ask: Can conflict be
conflict situations that
for the lesson discussion of the picture. misunderstanding that prevented?
arise among teenagers
happened in your family?
C. Presenting Share experiences on
Sharing of experiences Call a volunteer to share Share experiences of the
examples/instances of the conflicts that were
related to it. his/her experience. different conflict situations
new lesson resolved.
While listening to the song,
Group activity: Conduct a
D. Discussing new students predict words or Complete the organizer
survey about the common
concepts and practicing phrases that they expect to Read the text found in the LM on page
conflict situations in your
new skills #1 hear from the song through 122
group.
its title.
From the responses, let the
Discuss in the class
E. Discussing new concepts Ask students to sketch an students rank the conflict
Discuss the reading text common causes of conflict
and practicing new skills object that they visualize in from the most number of
given. situations as given in the
#2 the song. persons to the least that
LM.
expereinced it.
F. Developing mastery Fill in the diagram with Discuss in the class ways
Graph the results on the
(Leads to Formative Small group sharing causes of family conflicts to prevent common conflict
survey.
Assessment 3) with short description. as gikven in the LM.
Ask: 1. What advice is given
Ask: From the conflicts, In their respective groups
G. Finding practical in the song? Do you agree
which have you students discuss the Write answers on a Manila
applications for concepts with it or not? Why? 2.
experienced with your interpretation of their paper.
and skills in daily living Would you follow the advice
family? Why? graph results.
given? Why or Why not?
Ask: What do you think
Explain what is emphasized could be done to resolve Write the interpretation of Complete the phrase: I can
and abstractions about the
in the song. these conflict in the the graph. prevent conflict by…
lesson
family?
Ask a representative of the
I. Evaluating learning Present a news report. Presentation of the graph. group to present the
activity.
output.
Assign Sudents to research on
Journal Writing: Complete Ask: What do you thi could background of Dante Alighieri
J. Additional activities for Refelect: How to prevent
the sentence: Today, I be done to resolve this and read in advance Canto III
application or remediation conflict situations of the Inferno on pages 123-
realized that… conflict in your family?
128 in their LM.
V. REMARKS HOLIDAY / NINOY AQUINO DAY ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED ACCOMPLISHED
VI. REFLECTION
the evaluation
who
C. scored
Did below 80%
the remedial lessons work? No.
the lesson.
require remediation
help me solve?
School RONDA NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher ELLEN MAY L. ESCUADRO
Teaching Dates and Time
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
Code for each)
II. CONTENT
A. References
1. Teacher's Guide pages
2. Learner's Material's pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
(Leads to Formative
Assessment 3)
and abstractions about
the lesson

V. REMARKS
VI. REFLECTION

remediation who scored
below 80%
lesson.
continue to require
remediation
strategy worked well? Why
did these work?
solve?
NATIONAL HIGH SCHOOL Grade Level 10
EN MAY L. ESCUADRO Learning Area
Quarter DLL
WEDNESDAY THURSDAY FRIDAY

2nd Quarter

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DLP NO.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4.1 Introductory Activity

4.2 Activity / Strategy

4.8 Wrap-up / Concluding

Name: ELLEN MAY L. ESCUADRO School RONDA NATIONAL HIGH SCHOOL

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4.1 Introductory Activity

4.2 Activity / Strategy

4.8 Wrap-up / Concluding

Name: ELLEN MAY L. ESCUADRO School RONDA NATIONAL HIGH SCHOOL

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EN10F-Iii-1.15: Make and EN10F-Iii-1.15: Make and EN10F-Iii-1.15: Make and

II. CONTENT DELIVERING A SPEECH

III. LEARNING RESOURCES

A. Reviewing previous Share insights on the Share insights on the

Pair work: Let them

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

2. Learner's Material's pages P248-249 P236-238 P254-257 P258-260

3. Textbook pages P248-249 P236-238 P254-257 P258-260

A. Reviewing previous Describe the relationship Ask students to share an

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT HUNCHBACK OF NOTRE DAME

III. LEARNING RESOURCES

2. Learner's Material's pages P232-235 P236-238 P238-239 P243-246

3. Textbook pages P232-235 P236-238 P238-239 P243-246

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

F. Developing mastery Prepare the class to work

Call one or two students to

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

E. Discussing new concepts Paired activity: Do Letter C

Review the elements of a

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT ARGUMENTATIVE ESSAY / INTONATION

III. LEARNING RESOURCES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner's Material's pages P243-246

3. Textbook pages P243-246

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner's Material's pages P200-209 P232-235 P236-238 P238-239

3. Textbook pages P200-209 P232-235 P236-238 P238-239

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Do another Define Me Do another Define Me

E. Which of my teaching strategy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

1. Teacher's Guide pages

2. Learner's Material's pages

B. Other Learning Resources

J. Additional activities for

A. No. of learners who earned

WEDNESDAY THURSDAY FRIDAY

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