School PANTAY NATIONAL HIGH
SCHOOL
GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code
for each)
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 Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Grade Level 10
Teacher LERMA LUISA HELEN BESA- Learning ENGLISH
DUERME Area
Teaching Date and November 29,2019 (Friday ) Quarter 3
Time
The learner demonstrates understanding of how world literatures and other text types serve
as serve as sources of wisdom in expressing and resolving conflicts among individuals
,groups, and nature; also how to use evaluative reading, listening and viewing strategies ,
special speeches for occasion, pronouns and structures of modification.
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The learner skilfully delivers a speech for special occasion through utilizing effective verbal
and non-verbal strategies and ICT resources.
EN10LT-IIIc2.2.3: Determine tone, mood, technique, and purpose of the author.
EN10VC-IIIc-10: Evaluate the information contained in the material viewed in terms of
accuracy and effectiveness.
Working with Nature’s Limits
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG,
the content can be tackled in a week or two.
P264-265
P314-315
P314-315
Pictures of nature, powerpoint presentation, video of the song “Paraiso”
These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge, indicate the time allotment for each step.
A. Routinary Activities
1. Prayer
2. Checking of Attendance
B. Post the pictures on the board and ask the students what idea the pictures
suggest.
1. Establishing a purpose for After eliciting the correct answer, deepen the concept by asking:
the lesson
“What makes earth a mother?”

2. Presenting Let someone read the excerpt from the “Preamble of the Proposal for Universal Declaration
examples/instances of the
of the Rights of Mother Earth” before the class.
new lesson

3. Discussing new concepts A. Complete the Venn diagram to compare and contrast the words, Mother and Nature.
and practicing new skills
#1

1. Discussing new concepts WHAT FILIPINOS SAY

and practicing new skills See Mother Nature in its present condition by watching the Music Video of the song,
#2 “Paraiso” sung by Smokey Mountain.

1. What is the song all about?

2. Who could be talking in the song?
3. What is the stand of the speaker?
4. Why does the land need to expect some truth, hope and respect from the rest of us?
What does this tell about the condition of Mother Nature?
5. What did you feel after listening to the song?
6. Can you help Teresa be a place you can call as “Paraiso”?

1. Developing mastery
A. Read the poem “Song of Autumn” written by French author Charles Baudelaire and
translated to English by William Aggeler.
Note: Copies will be provided by the teacher.

B.LET’S DO THE T-W-I-S-T!

In order to understand the poem more clearly and explain its theme, study how the writer
developed the overall style of the poem. Form 5 groups and accomplish the following task.

Group 1: Identify the writer’s T __ __ __.

What is the attitude of the author or writer toward the subject?

Group 2: Study the author’s W __ __ __ C __ __ __ __ E.

How are the words/phrases in the selection loaded with connotation, associations, or
emotional impact?
a. Autumn
b. Summer
c. Winter
d. Cold darkness
e. Nailing a coffin

Group 3: Study how the author used I __ __ __ __ __ Y:

a. What images are created by the writer?
(Images may pertain to sound, touch, smell, taste, or sight)
b. What objects add detail/s to the images created?

Group 4: Observe the writer’s S__ __ __ E in writing:

a. How did the writer develop the overall style of the poem?
 (figurative language, point of view, literary techniques, punctuation shifts, etc.)
b. Cite some examples.

Group 5: Identify the T __ __ __ E

a. What is the theme exemplified in the poem?
(Theme concerns the meaning of the passage, the insight, both particular and
universal, that an author has to offer about life itself and has to do with overall effect
or impact of a piece of writing.)

Ask:
2. Finding practical
Did you realize that nature has its own limits? How do you deal with this?
applications of concepts
and skills in daily living Relate it to real-life situations by sharing your own, personal experience/s.
3. Making generalizations
and abstractions about the What can you say to the youth of the new generation in connection with your realization?
lesson
4. Evaluating learning
LET’S CUT ‘EM UP AND PASTE E’M
Make a shape collage representing the two opposing ideas in the poem. Try to vividly
describe “summer” and “winter” as described in the poem and in relation to what’s
happening to Mother Earth at present. You could cut out pictures from magazines or
newspapers and paste them in an oslo paper. Be sure to form an icon/symbol that could
best represent your response to the poem on how you perceive nature’s limits and how you
can respond to it positively. Present it to the class and give a short explanation.
RUBRICS FOR RATING YOUR COLLAGE

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5. Additional activities for Imagine that you are in a virgin forest. It is your first time to go around it. Share your
application or remediation experience by writing a paragraph about the things you have seen there.

V. REMARKS SCORE NO. OF STUDENTS

15
14
INDEX OF MASTERY 13
12
11
10
9
8
7
6
 5
4
3
2
1
TOTAL
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below %
C. Did the remedial lesson
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:
LERMA LUISA HELEN B. DUERME
Subject Teacher

Checked by:

MARICEL M. BALTAZAR
Master Teacher

Noted by:

TIMOTHY A. BAUTISTA
Principal