Annex 2B.3 to DepEd Order No. 42, s.

2016

GRADES 1 TO 12 School TINGLOY NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY LESSON LOG Teacher JOSEPHINE C. NAVARRO Learning Area ENGLISH
Teaching Dates and Time Week 2- June 10-14, 2019

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/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 use strategies in linking textual information, repairing, enhancing communication public speaking,
emphasis markers in persuasive text, different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10VC-1a-1.4/2.4:
Determine how connected EN10LT-1a-14.2: Explain how
events contribute to the the elements specific to a EN10G-Ia-27: Use reflexive
totality of the material selection build its theme and intensive pronouns
viewed EN10WC-1a-12.1: Identify
EN10V-1a-13.9: Differentiate features of persuasive texts
formal from informal
definition of words

Contribution of Connected
II. CONTENT Events to Material’s Totality Daedalus & Icarus
Difference between Formal
and Informal Definitions of Features of Persuasive Text
Words
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide
pages
2. Learning Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson Review the enduring
or presenting the new lesson questions about life
B. Establishing a purpose
for the lesson
TG p.5-6
English 10 LM p.9-12
English 10 LM p.9-12
Video Clip from YouTube
Spinning Wheel for the
Vocabulary Task
Image of Nick Vujicic
Watch the motivational
video of a young boy who is
considered as an inspiration
to millions.
English 10 LM p.11-18
English 10 LM p.11-18
Sample Persuasive text/s
Ask the students to give all
the words they can connect
with the word myth, inform
them that they are about to
read a myth
Accomplish the Story
Anticipation Reaction Guide
on page 11-12 focusing on the
Before Reading Activity
 Find out how Daedalus
got himself into a
difficult situation
 As you read this myth,
look for what
Daedalus did to escape
from Crete
 C. Presenting Supply the spaces below
examples/instances of the with a particular event from
new lesson the video clip which
correspond to the following
1. ________
Orientation
2. _______
Complication
3. Climax ___________
4. 4. Resolution ______
D. Discussing new Have the students answer
concepts and practicing new the questions for processing
skills #1 through small group
discussion
Discuss the difference
E. Discussing new concepts between formal and
and practicing new skills #2 informal definitions of
words.
F. Developing Mastery The following are words
(Leads to formative taken from the selection.
assessment 3) Answer each part of the
spinner as instructed
Go back to the Anticipation-
Reaction Guide, check your
Before reading Activity by
accomplishing the last column
Were you right with your
anticipation in before reading
activity?
Why or why not? Explain
briefly.
Discuss shortly the different
features of a persuasive text,
then have the students
identify the features of a
persuasive text present in the
sample text
Differentiated Learning
The Class will be divided into
5 smaller groups and each
group will do the following
task
G1-Fact or Not
G2-Agree or Disagree
G3-Image in my mind
G4-Timeline
G5-Character cycle
 1. Comfortable Ask students to give samples
2. Overlapping of persuasive text.
3. Plunged
4. Hurtled
vengeful
G. Finding practical Give the definition
applications of concepts and
skills in daily living Use in a Sentence
se
Give a Synonym
Give an
antonym

Based from the activity

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
above, differentiate formal
and informal definition of
words
Group Activity serves as an
evaluation

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 class
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 Checked by Noted by

JOSEPHINE C. NAVARRO LANI ROSE R. TOLEDOS MICHELLE S. ATANACIO RAMONA N. GARCIA

Grade -10 English Teacher English Coordinator Principal I