School Cordillera Regional Science HS Grade Level 10

Teacher Jayson Manuel L. Osong Learning English

DAILY LESSON
Area
LOG
Teaching Dates and August 7, 2019; 10:20-11:20 Quarter 1st
Time

I. OBJECTIVES
The learner demonstrates understanding of how world literature and other text
types serve as ways of expressing and resolving personal conflicts, also how to
A. Content Standards use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
1. understanding the text read and analyzing how characterization contribute
to the effective development of the theme
B. Performance
2. employ speaking techniques in panel/buzz discussion
Standards
3. use formal and informal definition to clarify meaning of words
4. compare new insights to previous learning
C. Learning 1. make sense of information, develop, reflect, rethink, validate and revise
Competencies/ understandings of the lesson; 2. ask questions to enable the students to
Objectives construct their own meanings/understandings
II. CONTENT HOW ODIN LOST HIS EYE as retold by Catherine S. Sellew
A. References
1. Teacher’s Guide 72-74
pages
2. Learners’ Material 82-85
pages
3. Textbook pages
4. Addt’l materials
from LR portal
B. Other learning Odin - https://www.youtube.com/watch?v=6QVp-d-3_Us
resources teacher prepared Multimedia Presentation (MMP)
IV. PROCEDURES
A. Reviewing previous Check the classroom. Let the students pick all the scattered pieces of dirt
lesson or presenting around the room. Check also the lighting and ventilation. Ensure a conducive
the new lesson learning environment.
B. Establishing a Using the MMP, administer the Mini-Game Show with a Pera o Bayong Concept
purpose for the (Simulation Games)
lesson (10 min)
C. Presenting Using the MMP, voice over (Audio-Lingual Approach) the text and the students
examples/ listen to details. Group the class into three. Assign a task to each of the group.
instances of the new Give instructions clearly.
lesson (5 mins)
D. Discussing new Group 1 (Across Art: Balance, Harmony, Unity): The Power of C2 Picture Frames
concepts and Tableau (Total Physical Response, Comprehension: Literal thinking-translating
practicing new skills text into mental images)
#1 Group 2 (Across Journalism: Media and Information): Lasting Virtue TV News
E. Discussing new Flash (Springboard technique)
concepts and Group 3 (Across ESP: Virtues, Values): Thinking It through Advance Organizer
practicing new skills (Comprehension: Creative Thinking)
#2 (5 mins rehearsal)
(3 mins presentation per group)
F. Developing mastery After answering the guide questions, let each group share what transpired
(leads to formative during their discussions. Each group will be given 3 minutes to report. (Buzz
assessment 3) Session, Reporting: Interactive exchange of ideas and experiences)
(5 min discussion)
(3 min reporting per group)
G. Finding practical Relate the line “sometimes great sacrifice is necessary to obtain great
applications of knowledge and wisdom" with their sacrifices as students to achieved their goal
concepts and skills of becoming a successful person in the future. Depict national or local issue
in daily living that encompasses sacrifice of a leader for the goodness of his/her country or
community. (Communicative Approach)
(3 min)
H. Making (HOTS) Why do we need to sacrifice something to help the people that we
generalizations and love?; Why must we struggle against the forces of evil or why it is necessary to
abstractions about win over challenges; and, How must we proceed to win over challenges?
the lesson Boil down their answers to the expected answer: “In the Pursuit of excellence”.
 Teach the song “Share your Blessings” (Across Music) and let the students give
candies or words of encouragement in a note (provided by the teacher) as
they sing the song.
(5 min Q & A)
(5 min Singing)
I. Evaluating learning The activities in this lesson are all formative, however, in letter D and E of this
DLL, rubrics are used to assess the students’ outcome.
J. Additional activities Literary graphics on “How Odin Lost His Eye” to be submitted on August 14,
for application or 2019
remediation
VI. REFLECTION To be filled out after the lesson

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
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?

Prepared by: Observed by:

JAYSON MANUEL L. OSONG MERLYN CONCHITA O. de GUZMAN

English Teacher School Principal I

Date & Time Observed: __________________________

 Cordillera Regional Science High School
ENGLISH 10
Advance Organizers and Presentation Rubric

Group Number: ___________________ Score: ______________

4 3 2 1
Materials All materials were Materials were mostly Materials were not Materials were not
completed and ready; some last ready; presentation complete and
ready, by the due minute preparations was delayed by a ready; presentation
date, for the were needed. day. delayed by more
presentation than a day.
Information Information was Information of events Information was not Information was not
presented accurately was summarized summarized OR summarized AND
and presented in a partially, presented events were not events were not
logical sequence. mostly in logical presented in logical presented in logical
sequence. manner. manner.
Presentation Very creative, Creative, innovative Creative but not Boring and unclear
innovative and clear and clear innovative in the dissemination of
dissemination of dissemination of dissemination of information
information information information

Cordillera Regional Science High School

ENGLISH 10
Newscasting and Presentation Rubric

Group Number: ___________________ Score: ______________

4 3 2 1

Opening & Clearly, quickly Established focus of Audience had an idea of Little or no intro,
Introduction established the focus the speech but not what was coming, but the such that
of the speech, gained very clear. Gained intro did not clarify the audience did not
audience attention attention. main focus. know the
speaker’s main
focus.
Content Main items in the Main items of the Audience infers main Presentation jumps
headline clearly stated headline fairly headlines; holes are among random
and explained; logical, clear; some missing evident. topics. Main items
smooth organization links or transitions. of headline
unclear.
Clarity & Highly detailed, well Reports all the news Reports the news items Incomplete,
Organization organized, shows a items in an without much research reports, few
strong research of the organized way. details, too brief,
issues covered. disorganized or
confusing.

Voice and Loud, clear, relaxed Loud, clear, with Varies from loud and Difficult to hear or
Manner with few pauses. Well some pauses to clear to difficult to understand, seems
prepared, presentation gather thoughts. understand, seems unprepared or has
Seems well prepared, may have body movement
prepared, some nervous and that significantly
somewhat nervous. distracting behavior. distract listeners.

Eye Contact Consistent eye Eye contact mainly Sometimes looks at the Little or no eye
contact with many with the teacher or audience; often looks at contact with the
members of the one member of the notes or elsewhere. audience.
audience; rarely looks audience;
at notes. occasionally refers
to notes.

Audience Listens attentively & Listens and Listens but doesn’t Does not listen or
remembers the participates. participate. participate in
important news items. discussions.
 Cordillera Regional Science High School
ENGLISH 10
Tableau and Presentation Rubric
Group Number: ___________________ Score: ______________

1 2 3 4

IMAGINATION Group does not agree Group needs outside Group usually is able to Group consistently and
MIND to pretend; does not support; is rarely able to pretend and react to imaginatively agrees to
react to imaginary pretend and reacts to imaginary sights, sounds, pretend and reacts to
sights, sounds, smells imaginary sights, sounds, smells, tastes, and imaginary sights, sounds,
tastes, and textures smells, tastes, and textures smells, tastes, and
textures textures

BODY Group does not: Group is rarely able to: Group is usually able to: Group is consistently
MOVEMENT - Pose with audience -Pose with an -Pose with an able to:
FACIAL perspective in mind audience’s perspective audience’s perspective -Pose with audience’s
EXPRESSION -Vary body movement in mind in mind perspective in mind
beyond neutral -Use dramatic facial -Use dramatic facial -Use dramatic facial
-Use any facial expression appropriate expression appropriate expression appropriate
expression to thoughts and feelings to thoughts and feelings to thoughts and feelings
-Communicate of the character of the character of the character
meaning (the thoughts -Exaggerate expression -Exaggerate expression - Exaggerate expression
and feelings of the for audience to see for audience to see for audience to see
character) using -Communicate -Communicate -Communicate
body/face consistent meaning consistent meaning consistent meaning

FOCUS Group: Group is rarely able to: Group is usually able to: Group is consistently
-Looks outside freeze -Keep focus inside -Keep focus inside able to:
frame freeze frame freeze frame -Keep focus inside
-Remains out of -Remain in character -Remain in character freeze frame
character -Remain frozen when -Remain frozen when -Remain in character
-Moves cued cued -Remain frozen when
-Speaks -Remain silent when -Remain silent when cued
cued cued -Remain silent when
cued

COOPERATION Group members don’t Outside direction Group is usually able to -All group members are
know what to do, are needed; group is rarely work as an actively involved in the
unable to work as an able to work as an ensemble/team ensemble/team
ensemble/team, do not ensemble/team -Share roles equitably
share ideas, and are -Share leadership
unwilling to resolve -Embrace new ideas
disagreements -Value all members