GRADE 10 School: PULANG LUPA NATIONAL HIGH SCHOOL Grade Level: 10

DAILY LESSON Teacher: SHARMINE G. CABUSAS Learning Area: English

LOG (DLL) Teaching Date & Time: SEPTEMBER 05-09, 2022 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning EN10WC-Ib-12.1: EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain Remedial Reading or

Competencies/Objectives: Identify features of Determine the effect of Determine how how the elements specific Instruction/ICL
persuasive texts textual aids like advance connected events to a genre contribute to
organizers, titles, non-linear contribute to the
the theme of a particular
EN10OL-Ib-3.15: illustrations, etc. on the totality of a material
understanding of a text viewed literary selection
Describe and interpret the
EN10LC-Ic-4: Determine EN10V-Ic13.9:
ethics of public speaking EN10LT-Ic2.2.2: Explain
the implicit and explicit Differentiate formal
from informal the literary devices used
EN10G-Ib-27: Use signals, verbal, as well as
definitions of words
reflexive and intensive non-verbal, used by the
pronouns speaker to highlight
significant points

DISCOVERING PERSONAL CHALLENGES: BUILDING UP DEFENSES:

Contribution of Events Remedial Reading or
Features of Persuasive Effect of Textual Aids; and to a Material’s Instruction/ICL
Literary Elements/Theme
Texts; Ethics of Public Implicit & Explicit Signals, Totality; and
II. CONTENT in the Selection, Orpheus;
Speaking; and Reflexive & Verbal & Non-Verbal Used Difference Between
and Literary Devices Used
Intensive Pronouns by the Speaker Formal & Informal
Definitions of Words

III. LEARNING
RESOURCES
D. References

1. Teacher’s Guide Pages P29-33 P P P None

2. Learner’s Materials P45-51 P52-53 P53-54 P55-58 None

Pages
 3. Textbook Pages P45-51 P52-53 P53-54 P55-58 None

4. Additional Materials None None None None None

from Learning
Resource (LR) portal
E. Other Learning Self-constructed Audio-video file on “Let it Copy of the film or a Dice None
Resources worksheet on Go” song; printed copy of a summary/movie
describing/interpreting song of your choice review of “Life of Pi”
ethics of public speaking; movie
caps

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES

A. Reviewing Previous Review the features of Have the students read the Present the necessary Have the students read Remedial Reading or
Lesson or Presenting the persuasive texts and text under Your Journey on information about the the text about myths in a Instruction/ICL
New Lesson reflexive & intensive page 52 of the LM movie, “Life of Pi” box on page 55 of the LM,
pronouns then deliberate its key
thought/s

B. Establishing a Purpose for Have the students mull Inform students of the Have the students Have the students mull Remedial Reading or
the Lesson over the following key expected output in Lesson mull over the over the following motive Instruction/ICL
thought: 3: Information Ad following question: question: “To what extent
(TV, radio, or print) “How did the would you use your
“Pronouns are used so connected events strength to save the
that you do not keep using contribute to the person you love?”
nouns all throughout a totality of the movie?”
text.”

C. Discussing New Concepts Have the students Present samples of explicit Optional: Viewing of Interactive Reading of the Remedial Reading or
and Practicing New Skills compare and contrast and implicit signals and the movie, “Life of Pi” Selection entitled, Instruction/ICL
#1 reflexive & intensive (time-consuming) Orpheus
pronouns using a Venn have the students
Diagram differentiate implicit and Present the summary
explicit signals or the movie review of
the film, “Life of Pi”

D. Discussing New Concepts Have the students Have the students listen to Have the students Have the students answer Remedial Reading or
and Practicing New Skills accomplish Task A & B on the song, “Let it Go” & let discuss their answers the processing questions Instruction/ICL
 #2 page 45 of the LM them determine implicit and to the processing on page 57. Optional:
explicit signals from the questions on pages Pass the Dice Activity in
lyrics 59-60 of the LM in a designating questions to
small group students

E. Developing Mastery Discuss the ethics of Let the students accomplish Let the students Discuss shortly what is Remedial Reading or
(Leads to Formative public speaking and have Task 1 Boy-Girl Power on accomplish Task 4 exposition, falling action, Instruction/ICL
Assessment 3) them accomplish the page 53 of the LM Mystery Words on climax, rising action, and
provided worksheet pages 54-55 of the LM resolution, then facilitate
students’ responses on
Task 6 Element-Array on
page 58 of the LM

F. Finding Practical Let the students Facilitate students’ Elaborate/explain the Have the students orally Remedial Reading or
Applications of Concepts accomplish Task 18 Caps responses on the answers on the discuss their answers to Instruction/ICL
and Skills in Daily Living Locked on page 48 processing questions on processing questions the processing questions
page 54 of the LM on page 55 of the LM on Task 6 (page 58)

G. Making Generalizations Have the students answer Let the students cite real- Have the students Cite instances where Remedial Reading or
and Abstractions about the following through life situations that make correlate the events people risk so much for Instruction/ICL
the Lesson Think-Pair-Share: use of implicit and explicit and totality of the the sake of their loved
signals movie to their own ones
“What are the instances in experiences and their
life where you can use the contribution to life
ethics in public speaking?”

H. Evaluating Learning Facilitate the students’ Facilitate students’ Let the students Have the students answer Remedial Reading or
responses on the responses on the following: answer the following: the following: Instruction/ICL
following:
“How are explicit and “What insights have “Why should you capitalize
“Describe an ethical public implicit signals used by the you learned from the on strengths and
speaking.” speaker to highlight movie recognize your
significant points?” adaptation/summary?” weaknesses?”

I. Additional Activities for Travel Brochure (page 50) Using the printed copy of a Using the words in Accomplish Task 7 Alice Remedial Reading or
Application or song, have the students the mystery words, Low on page 58 of the LM Instruction/ICL
Remediation determine the implicit and have the students
explicit signals used in the take a short quiz on
lyrics to highlight points the formal and
 informal definition of
the words

V. REMARKS Accomplish the My Using the exit cards Accomplish Task 12 My Remedial Reading or
Treasure on page 30 of the provided or any piece Coat of Arms on pages 43- Instruction/ICL
LM on their Activity of paper, answer the 44 of the LM
Notebook enduring question of
the lesson

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these works?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by:

SHARMINE G. CABUSAS, Teacher II

Subject Teacher

Checked by:

GLORIA E. BANTE, Master Teacher I

School Guidance Advocate

Approved by:

CELSO S. DAPAT JR., Principal-I

School Principal