Grade 1 to 12 School Butansapa NHS Grade Level 10

DAILY LESSON Teacher Josenia P. Constantino Subject English

LOG Date/Time January 15, 2018 - Monday Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-
cultural issue.
EN10SS-IVa-1.5: Use locational skills to gather information from primary
and secondary sources of information
http://www.commoncoresheets.com
P361-362
P 409
Out expected output for the Quarter is a Research. In making a
research, it is very important to know your sources of data or
information.
KWL Chart
Fill in the first two columns on what you know and would like to
know about the sources of information.

What You Know What You Would What You Learned

Like to Know

C. Presenting examples/instances Task 2. Grounded

of the new lesson Can you classify and tell whether the materials listed below is a
primary or a secondary source of information? Write Primary or
Secondary
Answers:
1. Primary 2. Secondary 3. Primary
4. Primary 5. Primary 6. Secondary
7. Secondary 8. Primary 9. Secondary 10. Primary
Process Questions:
1. How did you complete the task?
2. What helped you in classifying the materials listed?
D. Discussion new concepts and Primary Source is an information that was created at the same time
practicing new skills #1 as an event or by a person directly involved in the event.
Primary sources provide direct or first-hand evidence about an event,
object, person, or work of art.

Primary sources provide the original materials on which other

research is based and enable students and other researchers to get
as close as possible to what actually happened during a particular
event or time period.

Published materials can be viewed as primary resources if they come

from the time period that is being discussed, and were written or
produced by someone with first-hand experience of the event.

Often primary sources reflect the individual viewpoint of a

participant or observer. Primary sources can be written or non-
written (sound, pictures, artifacts, etc.).

Practice #1 Ask the students to samples of primary sources (based

on understanding of the definition).

Provide more examples:

Examples of primary sources:
 Autobiographies and memoirs
 Diaries, personal letters, and correspondence
 Interviews, surveys, and fieldwork
 Internet communications on email, blogs, listservs, and
newsgroups
 Photographs, drawings, and posters
 Works of art and literature
 Books, magazine and newspaper articles and ads published at
the time
 Public opinion polls
 Speeches and oral histories
 Original documents (birth certificates, property deeds, trial
transcripts)
 Research data, such as census statistics
 Official and unofficial records of organizations and
government agencies
 Artifacts of all kinds, such as tools, coins, clothing, furniture,
etc.
 Audio recordings, DVDs, and video recordings
 Government documents (reports, bills, proclamations,
hearings, etc.)
 Patents
 Technical reports

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 Scientific journal articles reporting experimental research
results
Secondary sources
Secondary sources describe, discuss, interpret, comment upon,
analyze, evaluate, summarize, and process primary sources.
A secondary source is generally one or more steps removed from
the event or time period and are written or produced after the fact
with the benefit of hindsight.
Secondary sources often lack the freshness and immediacy of the
original material. On occasion, secondary sources will collect,
organize, and repackage primary source information to increase
usability and speed of delivery, such as an online encyclopedia.
Practice #2 Ask the students to samples of secondary sources.
Provide more examples:
 Bibliographies
 Biographical works
 Reference books, including dictionaries, encyclopedias, and
atlases
 Articles from magazines, journals, and newspapers after the
event
 Literature reviews and review articles (e.g., movie reviews,
book reviews)
 History books and other popular or scholarly books
 Works of criticism and interpretation
 Commentaries and treatises
 Textbooks
 Indexes and abstracts
Determine if the source would be a Primary Source (P) or a
secondary Source(S).
PPT of images of the primary and secondary sources.
Group Work: Conduct a simple “research.” Use your locational skills
to gather information from primary and secondary sources of
information on the following topics:
1. Social Issues
2. Culture and Tradition
3. Martial Law
4. Global Warming
5. K to 12 Curriculum
How important is the correctness of the source of information in
writing a “research”?
I. Evaluating Learning See attached Quiz

J. Additional activities for
application or remediation
Use locational Skill in researching about the following topics:
1. Festivals in the 6 municipalities in Marinduque
2. Difference in celebration of Putong and Tubong in
Marinduque
3. Beautiful Spots in Marinduque

V. REMARKS

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

Noted/Observed/Inspected

________________________
Grade 1 to 12 School Butansapa NHS Grade Level 10
DAILY LESSON Teacher Josenia P. Constantino Subject English
LOG Date/Time January 16, 2018 - Tuesday Quarter 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards The learner competently presents a research report on a relevant socio-
cultural issue.
C. Learning Competencies EN10SS-IVa-1.5: Use locational skills to gather information from primary
and secondary sources of information
II. CONTENT http://www.commoncoresheets.com
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages P361-362
2. Learner’s Material pages P 409
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Review the two kinds of locational skills.
or presenting the new lesson
B. Establishing a purpose for the
lesson

C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and How important is the correctness of the source of information in
abstractions about the lesson writing a “research”?
I. Evaluating Learning See attached Quiz

J. Additional activities for
application or remediation
Use locational Skill in researching about the following topics:
1. Festivals in the 6 municipalities in Marinduque
2. Difference in celebration of Putong and Tubong in
Marinduque
3. Beautiful Spots in Marinduque
V. REMARKS

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

Noted/Observed/Inspected

________________________
Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time January 17, 2018 - Wednesday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
Quarter 4
The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-
cultural issue.
EN10LT-IVa-2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection p.232
EN10LT-IVa-2.2.1: Express appreciation for sensory images used
p.232
Selection: The Little Prince by Antoine de Saint Exupery
Elements of Literary Genre (Characters and Setting)
Sensory Images
pp. 364-365
pp. 410-415
https://www.youtube.com/watch?v=wZHmsVRshwU
http://content.usatoday.com/communities/popcandy/post/2010/10/sneak-
preview-joann-sfars-little-prince-graphic-novel/1
Share your answer on the additional task given of the previous
lesson (locational skills)
Have the students watch the view about “What is a friend?”
Process Questions:
1. What is the clip about?
2. Do you also do the same things to your friends?
3. What else do your friends do that weren’t mentioned in the
clip?
4. Can you consider someone you’ve just met a friend?
5. How and when can you say that someone is a friend?
Vocabulary Words
Let the students do Task 4 on page 410 of the LM.
Answers: 1. B. 2. C. 3. A. 4. F. 5 D 6. E.
Task 5. Background Check
 Let the students answer the Anticipation Guide Activity on
p.410 to give them checklist of what to look forward to in the
text.

D. Discussion new concepts and
practicing new skills #1
 Familiarize the students with the background of the author
for them to see connection of the text to its writer. Have the
students read the author’s background on p. 411 of LM.
 Give a brief synopsis of “The Little Prince’s travel before he
met the fox.
Reading of the text “The Little Prince” by Antoine de Saint-Exupery.
Comprehension Questions:
1. Who are the characters that are present in the excerpt?
Describe them.
2. Why couldn’t the fox play with the prince?
3. How important is the “rite” or “ritual” of taming in the
friendship of the Little Prince and the fox?
4. What made the rose of the Little Prince owned important?
5. What is the fox’s secret? Do you agree with it?
6. Do you think you have tamed another person and have been
tamed as well?

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Have the students recall the different sensory images.
Ask them to answer Task 6 Sensation on p. 415.
Group Work
Task 7. SGDW
With the convenience that technology brings in making friends, do
you think that being a friend and befriending another has become
superficial?
How do the elements (characters and setting) of the story contribute
to the development of the theme of the story? Give the theme.
See attached quiz.

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

Noted/Observed/Inspected

________________________
Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time January 18, 2018 - Thursday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
Quarter 4
The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-
cultural issue.
EN10LT-IVa-2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection p.232
EN10LT-IVa-2.2.1: Express appreciation for sensory images used
p.232
Selection: The Little Prince by Antoine de Saint Exupery
Elements of Literary Genre (Characters and Setting)
Sensory Images
pp. 364-365
pp. 410-415
https://www.youtube.com/watch?v=wZHmsVRshwU
http://content.usatoday.com/communities/popcandy/post/2010/10/sneak-
preview-joann-sfars-little-prince-graphic-novel/1
Recall important details of the story “The Little Prince.”
Have the students recall the different sensory images.
Ask them to answer Task 6 Sensation on p. 415.
Group Work
Task 7. SGDW
With the convenience that technology brings in making friends, do
you think that being a friend and befriending another has become
superficial?
How do the elements (characters and setting) of the story contribute
to the development of the theme of the story? Give the theme.
See attached quiz.
J. Additional activities for
application or remediation
V. REMARKS

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

Noted/Observed/Inspected

________________________