DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Point out the Objectives: Point out the Objectives: Point out the Objectives: Objectives:
distinguishing feature of a poem. distinguishing feature of a poem. distinguishing feature of a poem. Lesson(s): Lesson(s):
*determine the features of an *determine the features of an *determine the features of an
informative writing. informative writing. informative writing. References: References:
Lesson(s): Lesson(s): Lesson(s):
Teacher’s Guide pp. Teacher’s Guide pp.
a. Activity-Small Group a. Activity-Small Group a. Activity-Small Group
Differentiated works. Task 10 Differentiated works. Task 10 Differentiated works. Task 10
Teacher’s Manual pp. Teacher’s Manual pp.

PPST-RPMS
b. Analysis- students present their b. Analysis- students present their b. Analysis- students present their
group assigned tasks. Have others group assigned tasks. Have others group assigned tasks. Have others Learner’s Material Used: Learner’s Material Used:
point out the feature of the poem point out the feature of the poem point out the feature of the poem Textbook pp. Textbook pp.
Module pp. Module pp.

Training PPST-RPMS
being presented by the group. being presented by the group. being presented by the group.

c. Abstraction- The teacher c. Abstraction- The teacher c. Abstraction- The teacher REMARKS: REMARKS:
elaborate the features being elaborate the features being elaborate the features being No. of Learners within No. of Learners within
presented by throwing questions that presented by throwing questions that presented by throwing questions that
would lead to the distinguishing
feature of each report.
would lead to the distinguishing
feature of each report.
would lead to the distinguishing
feature of each report.
Training
Mastery Level

No. of Learners needing

Mastery Level

No. of Learners needing

d. Application- have the students d. Application- have the students d. Application- have the students Remediation / Remediation /
make an example of poem using make an example of poem using make an example of poem using Reinforcements Reinforcements
rhyme, imagery, sound devices, rhyme, imagery, sound devices, rhyme, imagery, sound devices,
repetition, onomatopoeia repetition, onomatopoeia repetition, onomatopoeia Other Activities: Other Activities:
Grade 9 References: References: References:
Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp.
English
Learner’s Material Used: Learner’s Material Used: Learner’s Material Used:
June 18-22 Textbook pp. 10-15 Textbook pp. 10-15 Textbook pp. 10-15
Module pp. Module pp. Module pp.
REMARKS: REMARKS: REMARKS:
No. of Learners within No. of Learners within No. of Learners within
Mastery Level Mastery Level Mastery Level

No. of Learners needing No. of Learners needing No. of Learners needing

Remediation / Remediation / Remediation /
Reinforcements Reinforcements Reinforcements

Other Activities: Other Activities: Other Activities:

 Remediation / Remediation / Remediation /
Reinforcements Reinforcements Reinforcements

Other Activities: Other Activities:

DAILY LESSON LOG
Other Activities:

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Objectives: Objectives: determine the Objectives: Objectives:
*determine how textual aids like *determine how textual aids like implicit/explicit signals used by Lesson(s): Lesson(s):

PPST-RPMS
advance organizers help in advance organizers help in the speaker to highlight
understanding of a text. understanding of a text. significant points. References: References:
Lesson(s): Lesson(s): Lesson(s): Teacher’s Guide pp. Teacher’s Guide pp.

Training PPST-RPMS
a. activity- students watch 2012 a. activity- students watch 2012 a. activity- Give students lines Teacher’s Manual pp. Teacher’s Manual pp.
film adapatation Life of Pi by film adapatation Life of Pi by from the movie theyhave
Yann Martel and created a Yann Martel and created a watched. Allow them to use Learner’s Material Used: Learner’s Material Used:
timeline of events.
b. analysis-process question
on page 59 task 8.1
timeline of events. signals to emphasize important
b. analysis-process question points in their lines.
on page 59 task 8.1 b. analysis- Have them identify
Training
Textbook pp.
Module pp.
Textbook pp.
Module pp.

c. Abstraction- ask: 1. How did c. Abstraction- ask: 1. How did the best presenters and ask them REMARKS: REMARKS:
you arrive at the correct timeline you arrive at the correct timeline what makes his/her classmate No. of Learners within No. of Learners within
of the movie? 2. How easy it is of the movie? 2. How easy it is the best in his/her presentation of Mastery Level Mastery Level
to understand the movie by to understand the movie by his/her line. c. abstraction-
looking at the timeline? 3. What looking at the timeline? 3. What ask processing question and lead No. of Learners needing No. of Learners needing
is the use of textual aids/ is the use of textual aids/ them to the discussion of implicit Remediation / Remediation /
advance organizers for you as a advance organizers for you as a and explicit signals. Reinforcements Reinforcements
student. d. student. d. d. application- have
Application- Create a timeline Application- Create a timeline the students make his/her speech Other Activities: Other Activities:
plan for yourself for 10 years and plan for yourself for 10 years and about their stand on Federalism.
show it to your classmates. show it to your classmates. Allow them to make emphasis on
References: References: the presentation by using verbal
English 10 Teacher’s Guide pp. Teacher’s Guide pp. and non verbal signals.
June 18-22 Teacher’s Manual pp. Teacher’s Manual pp. References:
Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Teacher’s Manual pp.
Textbook pp. Textbook pp.
 Application- Create a timeline Application- Create a timeline the students make his/her speech Other Activities: Other Activities:
plan for yourself for 10 years and plan for yourself for 10 years and about their stand on Federalism.
show it to your classmates. show it to your classmates. Allow them to make emphasis on
DAILY LESSON LOG
References: References: the presentation by using verbal
English 10 Teacher’s Guide pp. Teacher’s Guide pp. and non verbal signals.
June 18-22 Teacher’s Manual pp. Teacher’s Manual pp. References:
Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Teacher’s Manual pp.
Textbook pp. Textbook pp.
Module pp. Module pp. Learner’s Material Used:
Textbook pp.
REMARKS: REMARKS: Module pp.
No. of Learners within No. of Learners within
Mastery Level Mastery Level REMARKS:
No. of Learners within
No. of Learners needing No. of Learners needing Mastery Level
Remediation / Remediation /
Reinforcements Reinforcements No. of Learners needing
Remediation /
Other Activities: Other Activities: Reinforcements

Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: EN9RC-Ic- Objectives:a. EN8LT-Ic- Objectives:ENWC-Ic- Objectives:EN9G-Ic-17:Use Objectives:EN9OL-Ic-1.15:
13.2:Take note of 14:Analyze 8:Distinguish normal and inverted Use the appropriate
sequence signals or literature as a between and word order in creative segmentals (sounds of English) and
connectors to means of among informative, writing the suprasegmentals or prosodic
determine patterns of enhancing the journalistic, and EN9G-Ic-18: Use features of speech when delivering
idea self b. EN8LT-Ic- literary writing interjections to lines of poetry and prose in a speech
EN9LC-Ic- 2.2:express appreciation for sensory EN9G-Ic- convey meaning. choir, jazz chants and raps
3.12:Paraphrase the images used 1.6/1.7:Use Lesson(s): EN9F-Ic-
text listened to Lesson(s): appropriate a. Activity- Have the students read 3.1:Produce the correct beat and
EN9VC-Ic- a. Activity- Reading of “The Day of punctuation marks again an article. rhythm in delivering jazz chants and
3.8:Infer thoughts, Destiny” from Morte D’Arthur by Sir and capitalization to b. Analysis- Ask students to raps
feelings, and Thomas Malory convey meaning share their insights on the article Lesson(s):
intentions in the b. Analysis- Lesson(s): that they have read. a. Activity- Choose your favorite
material viewed 1. Students work task 8 p.50 a. Activity- c. part of the text, The Day of Destiny.
development given in 2. Have the students 1. Group students into three (3)Abstraction- Show some examples With a partner, read the part aloud
a text accomplish the chart on sensory 2. Provide
of the use of interjection in the using the correct pitch, juncture,
Lesson(s): images them with the handouts. 3. Instruct
article and elicit the meaning convey stress, intonation, rate of speech,
a. Activity- ( Film viewing) The c. Abstraction- students to examine the three using interjection. volume and projection.
H.O.M.E. 1. Validate their articles that they have read. d. b. Analysis- allow the
Let students watch the video responses by checking the activity Application- Have the students studnets to observe others
b. Analysis- A. Have the students afterwards 2. Ask them to b. Analysis- accomplish the three charts on page performing and take note of the
summarize the contents of the video present their responses before the 1. Have them 54. Provide clarifications if good points and negative points with
B.Instruct them to use the class point out the distinguishing marks of necessary. regards to the delivery of the lines.
appropriate sequence signals or 3. Encourage students to have theireach type then identify what type of Ask them to write at least 2 to 3
connectors feedbacks after each reading texts they are. sentence for each aspect. have them c. Abstraction- Give emphasis
c. Abstraction- presentation 2. Introduce dash as use normal and inverted word order on the skills not mastered.
The teacher must present some key 4. To process the lesson thoroughly,
one of the punctuation marks in creative writing.
points on the use of these sequence you as the teacher should also 3. Present the sentences to the d. Application- Have them perform
Grade 9 connectors (e.g. first, second, finally, provide your feedbacks. students References: again the lines in 3 groups bearing
English lastly…) 5.Ask students how important c. Abstraction- Teacher’s Guide pp.31 the comments provided.
June 25-29 d. Application- As sensory images are in poetry 1. Extract from them Learner’s Material Used: References:
you have viewed the video twice, writing the rule for each sample statement Textbook pp. 53-54 Teacher’s Guide pp. 31
summarize its contents using 2. Write on the board the students Module pp. Learner’s Material Used:
appropriate d. Application- Have them formulated statement REMARKS: Textbook pp. 55
sequence signals. view the text of The Battle with 3. Elicit from the students its general No. of Learners within Module pp.
References: Grendel and give them time to function. Mastery Level REMARKS:
 The teacher must present some key 4. To process the lesson thoroughly,one of the punctuation marks in creative writing.
points on the use of these sequence you as the teacher should also 3. Present the sentences to the d. Application- Have them perform
Grade 9 connectors (e.g. first, second, finally, provide your feedbacks. students References: again the lines in 3 groups bearing
English lastly…) 5.Ask students how important
DAILY LESSON LOG
c. Abstraction- Teacher’s Guide pp.31 the comments provided.
June 25-29 d. Application- As sensory images are in poetry 1. Extract from them Learner’s Material Used: References:
you have viewed the video twice, writing the rule for each sample statement Textbook pp. 53-54 Teacher’s Guide pp. 31
summarize its contents using 2. Write on the board the students Module pp. Learner’s Material Used:
appropriate d. Application- Have them formulated statement REMARKS: Textbook pp. 55
sequence signals. view the text of The Battle with 3. Elicit from the students its general No. of Learners within Module pp.
References: Grendel and give them time to function. Mastery Level REMARKS:
Teacher’s Guide pp. 29 compare and contrast the beauty of 4. Provide them with guide No. of Learners within
Learner’s Material Used: the text through the use of sensory questions to formulate the rule for No. of Learners needing Mastery Level
Textbook pp. 41-42 images. each sample Remediation /
Module pp. References: d. Application- Reinforcements No. of Learners needing
REMARKS: Teacher’s Guide pp. 30 Have them Remediation /
No. of Learners within Learner’s Material Used: answer task 14, 15 & 16 pp. 53-54 Other Activities: Reinforcements
Mastery Level Textbook pp.43-50 References:
Module pp. Teacher’s Guide pp. 30 Other Activities:
No. of Learners needing REMARKS: Learner’s Material Used:
Remediation / No. of Learners within Textbook pp. 10-15
Reinforcements Mastery Level Module pp.
REMARKS:
Other Activities: No. of Learners needing No. of Learners within
Remediation / Mastery Level
Reinforcements
No. of Learners needing
Other Activities: Remediation /
Reinforcements

Other Activities:

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives:EN10RC-Ic-2.15.2: Objectives:EN10LC-Ic-4: Determine Objectives: EN10V-Ic-13.9: Objectives:EN10LT-Ic-2.2: Explain Objectives: EN10G-Ic-26: Using
Determine the effect of textual aids the implicit and explicit signals, Differentiate formal from informal how the elements specific to a genre words and expressions that
like advance organizers, titles, non- verbal, as well as non-verbal, used definitions of words contribute to the theme of a emphasize a point
linear illustrations, etc. on the by the speaker to highlight particular literary selection EN10OL-Ic-3.16: Describe the
understanding of a text significant points Lesson(s): Lesson(s): techniques in effective public
Lesson(s): EN10VC-Ic-1.4/2.4: a. Activity- Task 4. Mystery Words a. Activity- I PASS YOU READ speaking
a. Activity- Task 1. Boy-Girl Power Determine how connected events Present the task using a chart (Reading of the Myth Orpheus Lesson(s):
Make them visualize the strengths contribute to the totality of a b. Analysis- ask b. Analysis- give the a. Activity- Task 8. Piece of Pi
of a boy and a girl and how can material viewed them about what do they notice with other Ask the students to view the 2012
they make use of these strengths Lesson(s): the way these words were groups to comment on the output film adaptation of Life of Pi by Yann
to solve the problem which is a. Activity- Ask the students to defined? presented by the other groups to Martel. While watching, ask them to
to successfully come out of view or listen to the song entitled c. Abstraction- ask make the discussion interactive. take note of the important details in
the box. “Let it Go” from the movie FROZEN. the students to answer the movie.
b. Analysis- Ask the b. Analysis- the following questions: c. Abstraction- After all the b. Analysis-Ask them to answer
 Lesson(s): EN10VC-Ic-1.4/2.4: a. Activity- Task 4. Mystery Words a. Activity- I PASS YOU READ speaking
a. Activity- Task 1. Boy-Girl Power Determine how connected events Present the task using a chart (Reading of the Myth Orpheus Lesson(s):
Make them visualize the strengths contribute to the totality of a b. Analysis- ask b. Analysis- give the a. Activity- Task 8. Piece of Pi
of a boy and a girl and how can material viewed
DAILY LESSON LOG
them about what do they notice with other Ask the students to view the 2012
they make use of these strengths Lesson(s): the way these words were groups to comment on the output film adaptation of Life of Pi by Yann
to solve the problem which is a. Activity- Ask the students to defined? presented by the other groups to Martel. While watching, ask them to
to successfully come out of view or listen to the song entitled c. Abstraction- ask make the discussion interactive. take note of the important details in
the box. “Let it Go” from the movie FROZEN. the students to answer the movie.
b. Analysis- Ask the b. Analysis- the following questions: c. Abstraction- After all the b. Analysis-Ask them to answer
processing questions on p. 53 Ask them to determine implicit and 1. How do you differentiate group representatives the questions on p. 59-60
explicit signals from the lyrics that definition A from B? are done with the presentation, c.
c. Abstraction-Ask the students are used by the singer to highlight 2. Which of the two is the ask them the following questions: Abstraction- the teacher
question that would lead to the fact significant points. better way to define a 1. How do the elements help must provide inputs on strategies
of how textual aid help understand c. word? you understand the flow in public speaking.
the text. Abstraction- Ask the following d. Application- select of the story? d.
d. Application- questions: 10 words you are not familiar and 2. In what way do the Application- After the
Interchange the names of Joaquin 1. What is the song all about? create formal and informal definitions elements contribute to discussion, provide them with a
and Cristina and ask students for 2. What explicit and implicit signals of those words. your understanding of copy of the selected dialogues
reactions. used by the singer to highlight References: the selection’s over-all from Life of Pi and ask them
References: significant points have you Teacher’s Guide pp.39 theme? to deliver the lines using the
Teacher’s Guide pp.37 indentified? Learner’s Material Used: 3. How is a puzzle related techniques.
Learner’s Material Used: 3. How do these signals help add Textbook pp. 54-55 with understanding References:
Textbook pp.53 value to the lyrics and over all Module pp. elements to make up a Teacher’s Guide pp.44-45
Module pp. meaning of the song? REMARKS: whole? Learner’s Material Used:
Grade 10 REMARKS: d. No. of Learners within d. Application- Textbook pp. 59-61
English No. of Learners within Application- What are you made Mastery Level References: Module pp.
June 25-29 Mastery Level of? Ask the students to revisit the Teacher’s Guide pp. REMARKS:
objectives. The objectives will tell the No. of Learners needing Learner’s Material Used: No. of Learners within
No. of Learners needing students what topics are to be Remediation / Textbook pp. 10-15 Mastery Level
Remediation / expected for discussion. Reinforcements Module pp.
Reinforcements Considering the goals of the module. REMARKS: No. of Learners needing
Ask them to etch everything that Other Activities: No. of Learners within Remediation /
Other Activities: they know about the topic on the Mastery Level Reinforcements
stone tablet, all that they are not
sure in the quill and all that they still No. of Learners needing Other Activities:
want to know in the pencil. Remediation /
References: Reinforcements
Teacher’s Guide pp.38
Learner’s Material Used: Other Activities:
Textbook pp. 53-54
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:
 objectives. The objectives will tell the No. of Learners needing Learner’s Material Used: No. of Learners within
No. of Learners needing students what topics are to be Remediation / Textbook pp. 10-15 Mastery Level
Remediation / expected for discussion. Reinforcements Module pp.
Reinforcements Considering the goals of the module. DAILY LESSON LOG REMARKS: No. of Learners needing
Ask them to etch everything that Other Activities: No. of Learners within Remediation /
Other Activities: they know about the topic on the Mastery Level Reinforcements
stone tablet, all that they are not
sure in the quill and all that they still No. of Learners needing Other Activities:
want to know in the pencil. Remediation /
References: Reinforcements
Teacher’s Guide pp.38
Learner’s Material Used: Other Activities:
Textbook pp. 53-54
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives:EN9VC-Id- 21: assess the Objectives: EN9V-Id-15:use Objectives: ENWC-Id-8.1: use Objectives:EN9LC-Id-8.4 draw Objectives:

Acquaintance Party
relevance and worth of ideas synonyms of words to clarify effective ways of coping with generalizations and conclusions from Lesson(s):
presented in the material meanings challenges to enhance one’s self the material listened to a. Activity-
viewed Lesson(s): Lesson(s): EN8LT-Id-14: show appreciation b. Analysis-
EN8LT-Id-14:explain how the tone
of the poem helps clarify its meaning
a. Activity- Spark their interest in a. Activity- 1. Incite them to write
using SYNONYMS or words with the their targets on what they expect /
for the significant human
& Induction Program
experiences highlighted and shared Abstraction-
c.

Lesson(s): same or almost the same meaning need / hope to learn in this lesson. during the discussion d. Application-
a. Activity- b. Tell them to be reminded of these Lesson(s): References:
1. Interview three of their Analysis- Instruct them to Make A expectations as they work on the a. Activity- Teacher’s Guide pp.
classmates as to the questions they SYNONYM Match Challenge where following phases of this lesson. 1. Encourage them to find out how a Learner’s Material Used:
have about coping with challenges they’ll fill each blank with a single 2. Instruct them to pair up and poem written by Langston Hughes Textbook pp.
and write at least three (3) questionsletter to form the given pairs of reflect on following quotations in the will help them achieve insights about Module pp.
(in line with coping with challenges )words into SYNONYMS. Why not? part. them as they listen to you read the REMARKS:
2. Make them list at least 10 c. Don’t let challenges stop you to take poem No. of Learners within
challenges they have observed/ Abstraction- Point out to them that your best future.” 2. Engage them to take active Mastery Level
experienced by students like them. it is another good way to give a brief Anonymous-“ control in SGDW ( Small Group
3. Let them copy the chart as definition or restatement . this is one “ When virtue is in presence, all Differentiated Work ) where they will No. of Learners needing
shown, and fill it up with entries good strategy to arrive at the nearest subordinate powers sleep.” form 7 small groups . Remediation /
called for. meaning of an unfamiliar word. - Ralph Waldo b. Analysis- Reinforcements
b. Analysis- Instruct d. b. Analysis- Let them take turns in c. Abstraction-
them to rank them in their order of Application- Have them write answering these questions. Lead them to discover how the Other Activities:
difficulty where Rank 1 is the most paraphrase defifnition of words and What does each of the quotations details in the poem tells a story and
challenging and 10 is the least use synonyms to clarify meaning suggest? ask group 2 to find the meaning/
challenging. through restatement. Do you agree on what each meaningful significant experience.
References: suggests? Why? Impress upon them that when they
Make them decide what is the most Teacher’s Guide pp.34-35 What does it take to face life’s read a poem , they get to know the
effective method of coping with Learner’s Material Used: difficulties/ challenges? experience of other people through
challenges and rank them in their Textbook pp. 59 c. its theme or its meaning . This is
order of effectiveness. Rank 1 the Module pp. Abstraction- Invite them to share something that the poet reveals
most effective and 10 as the least REMARKS: findings with the rest of the class. about the subject . It’s the core of
effective. No. of Learners within Accept varied responses and give thought or the reactions/ views of
Mastery Level feedback. the poet about humanity .
c. Abstraction- d. Application- Write an Essay d.
1. Give feedback. No. of Learners needing about coping with challenges Application- Listen to your teacher
For the Constant Recall part, stress Remediation / effectively. read an article. Make your
to them the challenge they need to Reinforcements References: generalization based on what you
face which is how to unfold and Teacher’s Guide pp. have comprehend.
show appreciation for the meaning of Other Activities: Learner’s Material Used: References:
a poem. Textbook pp. Teacher’s Guide pp.37-38
2. Clarify to them the WHAT, Module pp. Learner’s Material Used:
WHY and HOW of these aspects of REMARKS: Textbook pp. 61-64
 challenges and rank them in their Textbook pp. 59 c. its theme or its meaning . This is
order of effectiveness. Rank 1 the Module pp. Abstraction- Invite them to share something that the poet reveals
most effective and 10 as the least REMARKS: DAILY LESSON LOG
findings with the rest of the class. about the subject . It’s the core of
effective. No. of Learners within Accept varied responses and give thought or the reactions/ views of
Mastery Level feedback. the poet about humanity .
c. Abstraction- d. Application- Write an Essay d.
1. Give feedback. No. of Learners needing about coping with challenges Application- Listen to your teacher
For the Constant Recall part, stress Remediation / effectively. read an article. Make your
to them the challenge they need to Reinforcements References: generalization based on what you
face which is how to unfold and Teacher’s Guide pp. have comprehend.
show appreciation for the meaning of Other Activities: Learner’s Material Used: References:
a poem. Textbook pp. Teacher’s Guide pp.37-38
2. Clarify to them the WHAT, Module pp. Learner’s Material Used:
WHY and HOW of these aspects of REMARKS: Textbook pp. 61-64
the salient points / aspects/ elements No. of Learners within Module pp.
of poetry to be given attention to in Mastery Level REMARKS:
unfolding its meaning. No. of Learners within
3. Allow them to point out which No. of Learners needing Mastery Level
of these elements (subject,theme, Remediation /
poetic devices, sounds, tone, Reinforcements No. of Learners needing
significant experience), they haven’t Remediation /
-touched Other Activities: Reinforcements
Grade 9 - explored
English July - understood Other Activities:
2-5 - mastered
Let them emphasize which ones
they need to give more attention,
then report their findings in class.
d. Application- In a Venn Diagram,
Allow the students to give the
relevance according to the poem The
Battle with Grendel & The Seven
Ages of Man
References:
Teacher’s Guide pp.33-34
Learner’s Material Used:
Textbook pp. 58-59
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:
Learner’s Material Used:
Textbook pp. 58-59
Module pp. DAILY LESSON LOG
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:
 DAILY LESSON LOG
Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives:EN10WC-Ie Objectives: draw generalizations and Objectives: Objectives: Objectives:
12.2:formulate a statement of
opinion or assertion
conclusions based on the material
viewed (EN10VC-1h-1.5/2.5)
*Give meanings of words through
using dictionary and/ or context Acquaintance Party
*Give meanings of words through
using dictionary and/ or context
Lesson(s):
a. Activity-
EN10VC-Ie-25:express insights Lesson(s): clues (EN10V-1d-13.9) clues (EN10V-1d-13.9) b. Analysis-
based on ideas presented in the
material viewed
a. Activity- Task 1. Picture Perfect
1.Create interest by asking them to
• explain how tone and mood
contribute to the theme of the
• explain how tone and mood
contribute to the theme of the
& Induction Program
c. Abstraction-
d. Application-
Lesson(s): look closely at the drawing of (a myth (EN10LT-1f-2.2.3) myth (EN10LT-1f-2.2.3) References:
a. Activity-Recall as many TV grade 10 student grappling up the * use special words / expressions * use special words / expressions Teacher’s Guide pp.
commercials as you can. steps leading to the entrance of the that emphasize points that emphasize points Learner’s Material Used:
b. Analysis- analyze the dark, cold, slippery and gloomy (EN10G-1e-26) (EN10G-1e-26) Textbook pp.
commercials using the following cave), and relate it to the theme: * use factual and opinion based * use factual and opinion based Module pp.
questions: dealing with personal challenges. statements as supports in statements as supports in REMARKS:
1. Who plays with action toys? b. Analysis-As persuasive writing (EN10WC- persuasive writing (EN10WC- No. of Learners within
2. Who stars in the kitchen, the you look closely at the drawing, try 1d-12.2) 1d-12.2) Mastery Level
laundry, or the market? answering these questions. Lesson(s): Lesson(s):
3. Who seems to be given more 􀀹 Whose face flashed at the back of a. Activity- Task 5 SMALL GROUP a. Activity- Task 5 SMALL GROUP No. of Learners needing
active, dynamic role? your mind? DIFFERENTIATED ACTIVITIES DIFFERENTIATED ACTIVITIES Remediation /
c. Abstraction- ask the students 􀀹 How do you feel as you look at it? (SGDA) - THE GOLDEN (SGDA) - THE GOLDEN Reinforcements
to lead them to give insights about 􀀹 What are its aspects / details that DOOR DOOR
the presented answers with regards relate to, or show the importance of b. Analysis- Allow them to share b. Analysis- Allow them to share Other Activities:
to TV ad. Have them give the dealing with personal challenges in ideas, thoughts, and experiences ideas, thoughts, and experiences
purpose of the Ad. life? with the class. with the class.
d. Application- Write c. Abstraction- Make them read c. Abstraction- Check their work c. Abstraction- Check their work
a letter to yourself which you will the quotation and relate the picture’s and follow up with the discussion. and follow up with the discussion.
only open 20 years from now. message before they will form (Context clue,tone & mood, special (Context clue,tone & mood, special
Highlight groups of five, and talk about what words/expression and using factual words/expression and using factual
in your letter how you were able to they have in common. (Responses opinion based statement. opinion based statement.
capitalize on your strengths and may vary.) d. Application- d. Application-
recognize your weaknesses to d. Application- Instruct them to Students compose a speech using Students compose a speech using
Grade 10 become a better person. Use answer the guide questions (refer to both factual and opinion based both factual and opinion based
English statements expressing opinions or Module 1 Lesson 4) statements while using special statements while using special
June 25-29 strong assertions in your letter. References: words to emphasize their points.(it words to emphasize their points.(it
References: Teacher’s Guide pp.54 should focus on dealing with should focus on dealing with
Teacher’s Guide pp. Learner’s Material Used: personal challenges) personal challenges)
Learner’s Material Used: Textbook pp. 68 References: References:
Textbook pp.64-65 Module pp. Teacher’s Guide pp.56-58 Teacher’s Guide pp.56-58
Module pp. REMARKS: Learner’s Material Used: Learner’s Material Used:
REMARKS: No. of Learners within Textbook pp.69-72 Textbook pp.69-72
No. of Learners within Mastery Level Module pp. Module pp.
Mastery Level REMARKS: REMARKS:
No. of Learners needing No. of Learners within No. of Learners within
No. of Learners needing Remediation / Mastery Level Mastery Level
 to TV ad. Have them give the dealing with personal challenges in ideas, thoughts, and experiences ideas, thoughts, and experiences
purpose of the Ad. life? with the class. with the class.
d. Application- Write c. Abstraction- Make them read c. Abstraction- Check their work
DAILY LESSON LOG c. Abstraction- Check their work
a letter to yourself which you will the quotation and relate the picture’s and follow up with the discussion. and follow up with the discussion.
only open 20 years from now. message before they will form (Context clue,tone & mood, special (Context clue,tone & mood, special
Highlight groups of five, and talk about what words/expression and using factual words/expression and using factual
in your letter how you were able to they have in common. (Responses opinion based statement. opinion based statement.
capitalize on your strengths and may vary.) d. Application- d. Application-
recognize your weaknesses to d. Application- Instruct them to Students compose a speech using Students compose a speech using
Grade 10 become a better person. Use answer the guide questions (refer to both factual and opinion based both factual and opinion based
English statements expressing opinions or Module 1 Lesson 4) statements while using special statements while using special
June 25-29 strong assertions in your letter. References: words to emphasize their points.(it words to emphasize their points.(it
References: Teacher’s Guide pp.54 should focus on dealing with should focus on dealing with
Teacher’s Guide pp. Learner’s Material Used: personal challenges) personal challenges)
Learner’s Material Used: Textbook pp. 68 References: References:
Textbook pp.64-65 Module pp. Teacher’s Guide pp.56-58 Teacher’s Guide pp.56-58
Module pp. REMARKS: Learner’s Material Used: Learner’s Material Used:
REMARKS: No. of Learners within Textbook pp.69-72 Textbook pp.69-72
No. of Learners within Mastery Level Module pp. Module pp.
Mastery Level REMARKS: REMARKS:
No. of Learners needing No. of Learners within No. of Learners within
No. of Learners needing Remediation / Mastery Level Mastery Level
Remediation / Reinforcements
Reinforcements No. of Learners needing No. of Learners needing
Other Activities: Remediation / Remediation /
Other Activities: Reinforcements Reinforcements

Other Activities: Other Activities:

 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: -Share prior knowledge Objectives: Objectives:Explain how the words Objectives: Take note of sequence Objectives: Use appropriate stress,
about a text topic - Infer thoughts, Lesson(s): used in the poem work together and signals or connectors to establish the intonation, pitch, pronunciation, and
feelings and intentions of the a. Activity- contribute to the theme of the patterns of idea development in a gestures in delivering a poem.
speaker - Infer thoughts, feelings, b. Analysis- selection *Analyze how literature text 0 Convey a message to an idolized
and intentions in the material viewed
Lesson (s):
HOLIDAY
c. Abstraction-
d. Application-
helps in discovering oneself.
Lesson(s):
E -Use appropriate punctuation
marks, capitalization, and
hero through a rap.
Lesson(s):
A. Activity: students listen to the References: A. Activity: HIT the HINTS interjections in writing descriptive A. Activity :lnstruct the students to
teacher reading Teacher’s Guide pp. B. Analysis: SAY that AGAIN paragraphs. Lesson(s): classify the compound words based
B. Analysis: have them give the Learner’s Material Used: See Task 2 "Your Initial Tasks" A. Activity: Instruct the class to on
point of the text/allow the students Textbook pp. C. Abstraction :Discuss the scan once again the poem "Beowulf" their derivation indicated on the
to give the thoughts and feelings of Module pp. literature and list table.
the author REMARKS: D. Application: See TaSK 3 "Your down sequence signals they could B. Analysis: Process the answers
C. Abstraction: Have them give the No. of Learners within Text" spot. using questions:
overall intentions of the material Mastery Level B. Analysis: Have them illustrate C. Abstraction: Have the student
D. Application: students are task to References: how these words are used in the identify stress/intonation & pitch.
give the message of the story to No. of Learners needing Teacher’s Guide pp. selection by D. Application: have them read the
them. Remediation / Learner’s Material Used: filling out the grid. poem with the use of proper stress,
Reinforcements Textbook pp. C. Abstraction: Give sequence intonation, pitch, pronunciation, and
Grade 9 References: Module pp. markers and its usage gestures in delivering a poem
English June Teacher’s Guide pp. Other Activities: REMARKS: D. Application: Write a speech
11-15 Learner’s Material Used: No. of Learners within balloon and use sequence signals References:
Textbook pp. Mastery Level Teacher’s Guide pp.
Module pp. References: Learner’s Material Used:
REMARKS: No. of Learners needing Teacher’s Guide pp. Textbook pp.
No. of Learners within Remediation / Learner’s Material Used: Module pp.
Mastery Level Reinforcements Textbook pp. REMARKS:
Module pp. No. of Learners within
No. of Learners needing Other Activities: REMARKS: Mastery Level
Remediation / No. of Learners within
Reinforcements Mastery Level No. of Learners needing
Remediation /
Other Activities: No. of Learners needing Reinforcements
Remediation /
Reinforcements Other Activities:

Other Activities:
 Remediation /
Other Activities: No. of Learners needing Reinforcements
DAILY LESSON LOG Remediation /
Reinforcements Other Activities:

Other Activities:

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: determine the effect of Objectives: Objectives: determine how Objectives: express appreciation for Objectives: describe and interpret
textual on the understanding of the Lesson(s): connected sensory images used; the
text; -get information from a. Activity- events contribute to Lesson(s): ethics of public speaking week; and
various text types that can be used b. Analysis- the totality of a material A. Activity: task 12 my coat of arms • use intensive pronouns.
in everyday life;
Lesson(s):
HOLIDAY
c. Abstraction-
d. Application-
viewed -explain how the
elements
B. Analysis: Make sense to me Task
13
Lesson(s):
A. Activity: students watch a public
A. Activity: Task 1. What am I? Ask References: specific to a genre C. Abstraction: allow the students speaker in laptop
the students to read each statement Teacher’s Guide pp. contribute to a theme to generalize the effect of those B. Analysis: have them share what
closely, and identify what is Learner’s Material Used: of a particular literary words given makes it the best public speech
suggested by each statement: Textbook pp. selection; D. Application: have them give ten C. Abstraction: discuss intensive
B. Analysis: Task 2. Discrimination Module pp. Lessqpfs): sensory images words pronouns as use in public speaking.
Check REMARKS: A. Activity: text visualizing(group D. Application: have them write a
C. Abstraction Task Mirror No. of Learners within them into 5) References: speech as tribute to their father with
Allow the students to share Mastery Level B. Analysis: processing question Teacher’s Guide pp. the use of intensive pronoun.
strategies on how they have C. Abstraction: Act and counter act Learner’s Material Used: References:
combated discrimination. No. of Learners needing D. Application: Give the elements Textbook pp. Teacher’s Guide pp.
D. Application: task 4 Remediation / found in the text. Module pp. Learner’s Material Used:
Reinforcements How were you able to understand REMARKS: Textbook pp.
Grade 10 References: the theme based on its elements? No. of Learners within Module pp.
Teacher’s Guide pp. Other Activities: Mastery Level REMARKS:
English June Learner’s Material Used:
References: No. of Learners within
11-15 Textbook pp. Teacher’s Guide pp. No. of Learners needing Mastery Level
 C. Abstraction Task Mirror No. of Learners within them into 5) References: speech as tribute to their father with
Allow the students to share Mastery Level B. Analysis: processing question Teacher’s Guide pp. the use of intensive pronoun.
strategies on how they have C. Abstraction: Act and counter act Learner’s Material Used: References:
combated discrimination. No. of Learners needing DAILY LESSON LOG
D. Application: Give the elements Textbook pp. Teacher’s Guide pp.
D. Application: task 4 Remediation / found in the text. Module pp. Learner’s Material Used:
Reinforcements How were you able to understand REMARKS: Textbook pp.
References: the theme based on its elements? No. of Learners within Module pp.
Grade 10
Teacher’s Guide pp. Other Activities: Mastery Level REMARKS:
English June Learner’s Material Used: References: No. of Learners within
11-15 Textbook pp. Teacher’s Guide pp. No. of Learners needing Mastery Level
Module pp. Learner’s Material Used: Remediation /
REMARKS: Textbook pp. Reinforcements No. of Learners needing
No. of Learners within Module pp. Remediation /
Mastery Level REMARKS: Other Activities: Reinforcements
No. of Learners within
No. of Learners needing Mastery Level Other Activities:
Remediation /
Reinforcements No. of Learners needing
Remediation /
Other Activities: Reinforcements

Other Activities:
 DAILY LESSON LOG

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Lesson (s): EN9LC-Ie- Objectives: Lesson (s):EN9VC-Ie- Objectives: Lesson (s):EN9VC-Ie- Objectives: Lesson (s): Objectives: Lesson (s): EN8LT-Ie-
8.6: compare and contrast 21 draw generalizations and 21 draw generalizations and A. Activity: 14 draw similarities and differences
information listened to. conclusions from the materials conclusions from the materials B. Analysis: of the featured selections in relation
EN8LT-Ie-14 show appreciation for viewed. viewed. C. Abstraction: to the theme.
the significant human experiences EN9V-Ie-11: use antonyms to EN9V-Ie-11: use antonyms to D. Application:
highlighted and shared during the arrive at meaning of words arrive at meaning of words A. Activity: • Make them work in
discussion/ presentation. A. Activity: Task 9 p. 76-79 SGD A. Activity: Task 9 p. 76-79 SGD References: small groups of 4 as they recall
B. Analysis: Let them discuss their B. Analysis: Let them discuss their Teacher’s Guide pp. another poem they explored in class
A. Activity: 1. Allow them to loisten answers and follow up questions answers and follow up questions Learner’s Material Used: and they found interesting.
to the quotations: “To be what we C. Abstraction: Give feedback
are, and to become what we are D. Application:
capable of becoming is the only end 1. Have them write a reflection as
of life.” --- Robert Louise Svenson conclusion what the poem is all
C. Abstraction: Give feedback
D. Application:
1. Have them write a reflection as
conclusion what the poem is all
Parade
Textbook pp.
Module pp.
REMARKS:
No. of Learners within
•Have them compare it with A Psalm
of Life by: Henry Wadsworth
Longfellow, then choose the basic
categories such as : subject , the
about. about. Mastery Level mood/tone, and viewpoint on
“Life is a big sea full of many fish. I 2. Students create 10 sentences 2. Students create 10 sentences general truth in life.
let down my nets and using antonyms to give hint to the using antonyms to give hint to the No. of Learners needing
pull.” -----Langston Hughes 2. meaning of a difficult words given by meaning of a difficult words given by Remediation / • Allow them to plot their answers in
compare them, then look for what the teachers. the teachers. Reinforcements the chart as shown in page 80(LM).
they have in common. Ask them if References: References:
they agree on what each suggests Teacher’s Guide pp.51-55 Teacher’s Guide pp.51-55 Other Activities: B. Analysis: Next, let them
 are, and to become what we are D. Application: D. Application: Module pp. of Life by: Henry Wadsworth
capable of becoming is the only end 1. Have them write a reflection as 1. Have them write a reflection as REMARKS: Longfellow, then choose the basic
of life.” --- Robert Louise Svenson conclusion what the poem is all conclusion what the poem is all
DAILY LESSON LOG No. of Learners within categories such as : subject , the
about. about. Mastery Level mood/tone, and viewpoint on
“Life is a big sea full of many fish. I 2. Students create 10 sentences 2. Students create 10 sentences general truth in life.
let down my nets and using antonyms to give hint to the using antonyms to give hint to the No. of Learners needing
pull.” -----Langston Hughes 2. meaning of a difficult words given by meaning of a difficult words given by Remediation / • Allow them to plot their answers in
compare them, then look for what the teachers. the teachers. Reinforcements the chart as shown in page 80(LM).
they have in common. Ask them if References: References:
they agree on what each suggests Teacher’s Guide pp.51-55 Teacher’s Guide pp.51-55 Other Activities: B. Analysis: Next, let them
and prove their contention. 3. make Learner’s Material Used: Learner’s Material Used: compare the specific points that are
them listen to the song, “Where are Textbook pp. Textbook pp. similar enough to enable you to draw
you going to “ Module pp. 76-79 Module pp. 76-79 effective comparison.
B. Analysis: Have them reflect then REMARKS: REMARKS: C. Abstraction: Give Feedback
share answers to these questions. No. of Learners within No. of Learners within D. Application: Have a comparison
What feeling/ emotion does this Mastery Level Mastery Level between the Road Not Taken by
song evoke? Explain. Robert Frost and The Seven Ages of
How does the song’s message relate No. of Learners needing No. of Learners needing Man by William Shakespeare.
to your life? Remediation / Remediation /
What is the best way to live life? Reinforcements Reinforcements References:
Do you believe on the importance of Teacher’s Guide pp. 55
personal achievement on earth and Other Activities: Other Activities: Learner’s Material Used:
look to one another as well as God Textbook pp.
for inspiration? Module pp. 80
What do I already know about living REMARKS:
with a purpose? No. of Learners within
What do I want to know more about Mastery Level
Grade 9 living with a purpose?
English July C. Abstraction: Make them give No. of Learners needing
9-13 logical temporary answers and give Remediation /
feedback. Reinforcements
D. Application: Pair up and take
turns in asking questions they have Other Activities:
abouthow to live with a purpose.
write at least three (3) questions (in
line with living with a purpose ) they
hope to answer later.

References:
Teacher’s Guide pp. 49-50
Learner’s Material Used:
Textbook pp.
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements
 References:
Teacher’s Guide pp. 49-50 DAILY LESSON LOG
Learner’s Material Used:
Textbook pp.
Module pp.
REMARKS:
No. of Learners within
Mastery Level

No. of Learners needing

Remediation /
Reinforcements

Other Activities:

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s):
A. Activity: A. Activity: A. Activity: A. Activity: A. Activity:
B. Analysis: B. Analysis: B. Analysis: B. Analysis: B. Analysis:
C. Abstraction: C. Abstraction: C. Abstraction: C. Abstraction: C. Abstraction:
D. Application: D. Application: D. Application: D. Application: D. Application:

References: References: References: References: References:

Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used:
Textbook pp. Textbook pp. Textbook pp. Textbook pp. Textbook pp.

Parade
Module pp. Module pp. Module pp. Module pp. Module pp.
REMARKS: REMARKS: REMARKS: REMARKS: REMARKS:
No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery Level Mastery Level Mastery Level Mastery Level Mastery Level

No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
Remediation / Remediation / Remediation / Remediation / Remediation /
Reinforcements Reinforcements Reinforcements Reinforcements Reinforcements
 Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used:
Textbook pp. Textbook pp. Textbook pp. Textbook pp. Textbook pp.

Parade
Module pp. Module pp. DAILY LESSON LOG
Module pp. Module pp. Module pp.
REMARKS: REMARKS: REMARKS: REMARKS: REMARKS:
No. of Learners within No. of Learners within No. of Learners within No. of Learners within No. of Learners within
Mastery Level Mastery Level Mastery Level Mastery Level Mastery Level

No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
Remediation / Remediation / Remediation / Remediation / Remediation /
Reinforcements Reinforcements Reinforcements Reinforcements Reinforcements
Grade 10
English July Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:
9-13

Subject/L
earning
Area Monday Tuesday Wednesday Thursday Friday
Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): EN9G-Ie- Objectives: Lesson (s): ENWC-Ie- Objectives: Lesson (s): ENWC-Ie-
A. Activity: A. Activity: 17: use quotation marks effectively 9: write a script for a poetry reading 9: write a script for a poetry reading
B. Analysis: B. Analysis: A. Activity: EN9OL-Ie- EN9OL-Ie-
C. Abstraction: C. Abstraction: * Make them consider these lines 1.14: use the appropriate and 1.14: use the appropriate and
D. Application: D. Application: from the poems. effective speech conventions in effective speech conventions in
poetry poetry
References: References: 1. They say, “ Time assuages.” reading. reading.
Teacher’s Guide pp. Teacher’s Guide pp. from :” Verse 13” by Emily
Learner’s Material Used: Learner’s Material Used: Dickinson. A. Activity: Incite them to imagine A. Activity: Incite them to imagine
Textbook pp. Textbook pp. they are the poet receiving the Medal they are the poet receiving the Medal
Module pp. Module pp. 2. He met a pilgrim shadow- of Honor Award for the inspirational of Honor Award for the inspirational
REMARKS: REMARKS: “ Shadow,” said he, “where it can be- poem he/she shared. poem he/she shared.
No. of Learners within No. of Learners within This land of Eldorado?”
Mastery Level Mastery Level from: “ EL DORADO” by Edgar Allan Instruct them to write a speech Instruct them to write a speech
Poe about how grateful they are of the about how grateful they are of the
 poetry poetry
References: References: 1. They say, “ Time assuages.” reading. reading.
Teacher’s Guide pp. Teacher’s Guide pp. from :” Verse 13” by Emily
Learner’s Material Used: Learner’s Material Used:
DAILY LESSON LOG
Dickinson. A. Activity: Incite them to imagine A. Activity: Incite them to imagine
Textbook pp. Textbook pp. they are the poet receiving the Medal they are the poet receiving the Medal
Module pp. Module pp. 2. He met a pilgrim shadow- of Honor Award for the inspirational of Honor Award for the inspirational
REMARKS: REMARKS: “ Shadow,” said he, “where it can be- poem he/she shared. poem he/she shared.

Carrascal
No. of Learners within
Mastery Level
No.Alice & Henry
of Learners within
Mastery Level
Spelling Bee & Scrabble
Chan This land of Eldorado?”
from: “ EL DORADO” by Edgar Allan Instruct them to write a speech Instruct them to write a speech
Poe about how grateful they are of the about how grateful they are of the
Town Fiesta
No. of Learners needing
Remediation /
Contest
No. of Learners
Remediation /
needing * Instruct them to work with three or award.
four of your classmates
award.

Reinforcements Reinforcements B. Analysis: discuss their answers B. Analysis: Make them explain B. Analysis: Make them explain
Grade 9 to the following questions. How why they came up with the why they came up with the
English July Other Activities: Other Activities: are the quotation marks used in masterpiece. masterpiece.
17-20 verseNo.1? verseno.2? C. Abstraction: Remind them to C. Abstraction: Remind them to
Where are they ( open and close talk about talk about
quotation marks) positionedin how they may apply the advice how they may apply the advice
sentences? given by Longfellow in the poem. given by Longfellow in the poem.
What are enclosed in quotation What might be their life be like if What might be their life be like if
marks? they were prevented from pursuing they were prevented from pursuing
How do the use of the quotation their dreams or goals. their dreams or goals.
marks from verse no.1 differfrom Which personal qualities are needed Which personal qualities are needed
verse no.2? to hold on to dreams in adversity. to hold on to dreams in adversity.
When do we use a set of single
quotation mark (‘ ‘ )? D. Application: Ask the to deliver D. Application: Ask the to deliver
What are the other uses of the speech and use correct phrasing, the speech and use correct phrasing,
quotation marks? pausing, voice projection, facial pausing, voice projection, facial
C. Abstraction: Instruct them to expression, eye contact and expression, eye contact and
report back to class, and share their gestures. gestures.
findings. References: References:
Give feedback. Teacher’s Guide pp.57 Teacher’s Guide pp.57
D. Application: Make them do the Learner’s Material Used: Learner’s Material Used:
QUOTE ME exercise as they recall Textbook pp. Textbook pp.
Subject/L their most liked / interesting lines Module pp. 81-83 Module pp. 81-83
earning ( at least three ) from the poems REMARKS: REMARKS:
Area Monday Tuesday explored in Wednesday
class. Thursday
No. of Learners within No. of LearnersFriday
within
Objectives: Lesson (s): Objectives: Lesson (s): Objectives: Lesson (s): Objectives:
Mastery
Lesson Level
(s): Objectives:
Mastery
LessonLevel
(s):
A. Activity: A. Activity: References:
A. Activity: A. Activity: A. Activity:
B. Analysis: B. Analysis: B. Analysis:
Teacher’s Guide pp.56 No.Analysis:
B. of Learners needing No.Analysis:
B. of Learners needing
C. Abstraction: C. Abstraction: Learner’s
C. Abstraction:
Material Used: Remediation
C. Abstraction:
/ Remediation
C. Abstraction:
/
D. Application: D. Application: D. Application:
Textbook pp. D.Reinforcements
Application: D.Reinforcements
Application:
Module pp. 80-81
References: References: REMARKS:
References: Other Activities:
References: Other Activities:
References:
Teacher’s Guide pp. Teacher’s Guide pp. No. of
Teacher’s
LearnersGuide
within
pp. Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Learner’sMastery
MaterialLevel
Used: Learner’s Material Used: Learner’s Material Used:
Textbook pp. Textbook pp. Textbook pp. Textbook pp. Textbook pp.
Module pp. Module pp. No. of
Module
Learners
pp. needing Module pp. Module pp.
REMARKS: REMARKS: Remediation /
REMARKS: REMARKS: REMARKS:
No. of Learners within No. of Learners within No.
Reinforcements
of Learners within No. of Learners within No. of Learners within
Mastery Level Mastery Level Mastery Level Mastery Level Mastery Level
 D. Application: D. Application: D. Application: D. Application: D. Application:

References: References: DAILY LESSON LOG

References: References: References:
Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp. Teacher’s Guide pp.
Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used: Learner’s Material Used:
Textbook pp. Textbook pp. Textbook pp. Textbook pp. Textbook pp.
Module pp. Module pp. Module pp. Module pp. Module pp.
REMARKS: REMARKS: REMARKS: REMARKS: REMARKS:
Carrascal
No. of Learners within
Mastery Level
No. of Learners within
Mastery Level
No. of Learners within
Mastery Level
No. of Learners within
Mastery Level
No. of Learners within
Mastery Level

Town Fiesta
No. of Learners needing
Remediation /
No. of Learners needing
Remediation /
No. of Learners needing
Remediation /
No. of Learners needing
Remediation /
No. of Learners needing
Remediation /
Reinforcements Reinforcements Reinforcements Reinforcements Reinforcements
Grade 10
English July Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:
17-20