School DUMALNEG NATIONAL HIGH SCHOOL

Grades
Grades 1 12
1 to to 12
DAILY LESSON
DAILY LOG
LESSON LOG Teacher JOLLY MAR T. MANGILAYA
Teaching Dates & Time June 12-16, 2017/ 8:30-9:30

SESSION 1 SESSION 2
I. OBJECTIVES

The learner demonstrates understanding of: African literature as a means of exploring forces
A. Content Standard -vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
and parallel structures and cohesive devices in prese

The learner transfers learning by composing and delivering an informative speech based on
B. Performance Standard effective use of parallel structures and cohesive devices and appropriate
EN8RC-Ia-7.2: Scan for logical connectors to determine the text type
EN8LC-Ia-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonati
EN8VC-Ia-8: Use context clues from the material viewed to determine the meaning of unfamili
EN8V-Ia-10.2: Determine the meaning of idiomatic expressions by noting context clues and co
EN8LT-Ia-8: Describe the notable literary genres contributed by African writers EN8LT-Ia-8.1: Id
poems, folktales, and short stories
C. Learning Competencies EN8WC-Ia-1.1: Generate ideas and their relationships EN8WC-Ia1.1.6.1: Present ideas using a
EN8OL-Ia-3.11: Use the correct sounds of English
EN8G-Ia-7: Use parallel structures EN8G-Ia-8: Use appropriate cohesive devices in composing a

II. CONTENT
Beginning the Knowledge Quest Beginning the Knowledge Quest
III. LEARNING RESOURCES
A. References
1 Teacher's Guide pages
2 Learner's Material pages pp 3-28
IV. PROCEDURES

A. Reviewing previous lesson or Presentation of a video clip which

presenting the new lesson show who Afro-Asians are

Processing of answers
B. Establishing a purpose for the Ask: Why do we need to understand
lesson our identity as Asians?

C. Presenting examples/ instances

of the new lesson

Presentation and reading of the poem

D. Discussing new concepts and I am an African Child (no pausing nor
practicing new skills # 1 variation in tone)

a.Setting of Expectations Ask: 1. What are your observations on the way I

b. Orientation on the Grading System delivered the poem? 2. Did you notice the absence
E. Discussing new concepts and of stress, intonation, pauses and variation in tone? 3.
practicing new skills # 2 c. How important are these factors in conveying the
Walkthrough on the CG message of the poem?
d. Pre-Assessment of Students'
Schema and Learning Styles
 d. Pre-Assessment of Students'
Schema and Learning Styles
Reading of the poem I am an African
F. Developing mastery Child employing the prosodic features
od speech

G. Finding practical application of

concepts and skills in daily living

Ask: What is the effect of using

H. Making generalizations and prosodic features of speech in the
abstractions about the lesson impressive delivery of a poem?

I. Evaluating learning Poetry recital

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% on the
A. formative assessment

No. of learners who require additional

B. activities for remediation

Did the remedial lessons work? No. of

C. learners who have caught up with the lesson

No. of learners who continue to require

D. remediation
 Grade Level GRADE 8 - GADANG
Learning Area English 8
Quarter FIRST QUARTER

SESSION 3 SESSION 4

ns of exploring forces that human beings conntend with; various reading styles vis
eaning; ways by which information may be organized, related, and delivered orally;
esive devices in presenting information.

ative speech based on a specific topic of interest keeping in mind the proper and
ices and appropriate prosodic features, stance, and behavior.

pitch, stress, intonation, juncture, and rate of speech

e meaning of unfamiliar words or expressions
context clues and collocations
riters EN8LT-Ia-8.1: Identify the distinguishing features of notable African chants,

Present ideas using a variety of graphic organizers

evices in composing an informative speech

Beginning the Knowledge Quest Beginning the Knowledge Quest

pp 3-28

Review on the prosodic features of Presentation of words which depict the

characteristics of an African child according to the
speech and their importance poem I am an African Child

Ask: Do you think knowledge of proper

stress, pausing and intonation pattern is Ask: What do these words show? What do we
call the part of speech that is used to
importand in day-to-day conversations? describe/modify a person, place, or thing?
Why?

Interactive discussion on prosodic

features of speech/suprasegmentals Short but interactive discussion on the
like stress, intonation, etc. with the aid ideas presented in the poem
of podcasts

Interactive discussion on adjectives

(nature and types)
Interactive game on stress, intonation, Interactive game on adjectives
etc.

Ask: What are adjectives? What are its

types? Why is it advisable to use
adjectives in different genre of literature
such as poems, essays, or short stories?

Oral and written exercises on the Written exercise on adjectives

prosodic features of speech
 School DUMALNEG NATIONAL HIGH SCHOOL
Grades
Grades 1 12
1 to to 12
DAILY LESSON
DAILY LOG
LESSON LOG Teacher JOLLY MAR T. MANGILAYA
Teaching Dates & Time June 12-16, 2017/ 10:45-11:45/2:00-3:00

SESSION 1 SESSION 2
I. OBJECTIVES

The learner demonstrates understanding of how Anglo-American literature and other text ty
A. Content Standard processing, assessing, summarizing information, word derivation and formation strategies, a
to enable him/her to participate actively in a

The learner actively participates in a speech choir through using effective verbal and non-ve
B. Performance Standard Delivery, Facial Expressions, Body Movements/ Gestures
EN9RC-Ia-16: Share prior knowledge about a text topic
EN9LC-Ia-8: Process information mentioned in the text listened to EN9LC-Ia-3.6: Perform a task
EN9VC-Ia-3.8: Infer thoughts, feelings, and intentions in the material viewed
EN9V-Ia-1: Provide words or expressions appropriate for a given situation
EN9LT-Ia-14: Analyze literature as a means of discovering the self EN9LT-Ia-14.1: Identify the di
songs, poems, sermons, and allegories
EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing.
C. Learning EN9OL-Ia-1.15: Use the appropriate segmentals (sounds of English) and the suprasegmentals o
Competencies/Objectives
and prose in a speech choir, jazz chants and raps.
EN9G-Ia-17: Use normal and inverted word order in creative writing EN9G-Ia-1.6/1.7: Use app
meaning EN9G-Ia-18: Use interjections to convey meaning

II. CONTENT
Recognizing Roles in Life Recognizing Roles in Life
III. LEARNING RESOURCES
A. References
1 Teacher's Guide pages
2 Learner's Material pages
IV. PROCEDURES

Short review on the 7 stages of human life Short review on the 7 stages of human life
A. Reviewing previous lesson or according to the poem The Seven Ages of Man according to the poem The Seven Ages of Man
presenting the new lesson plus descriptions in each stage plus descriptions in each stage

B. Establishing a purpose for the Ask: Do you agree with the persona's Ask: Do you agree with the persona's
lesson description of the last age of man in description of the last age of man in the
the last 2 lines of the poem? Why? Do last 2 lines of the poem? Why? Do you
you agree when he says that the last agree when he says that the last stage is
stage is second childhood without second childhood without everything?
everything? Prove your point. Prove your point.
Processing of students' Processing of students' answers and
C. Presenting examples/ instances
of the new lesson answers and introduction of ways in introduction of ways in expressing
expressing agreement or disagreement agreement or disagreement

Interactive discussion on ways of Interactive discussion on ways of

D. Discussing new concepts and expressing agreement or expressing agreement or
practicing new skills # 1 disagreement disagreement

E. Discussing new concepts and

practicing new skills # 2

F. Developing mastery Individual task on pp 17-18 of LM Individual task on pp 17-18 of LM

 G. Finding practical application of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

Role play of events in the life of a Role play of events in the life of a
student/son/sister/friend using student/son/sister/friend using
I. Evaluating learning expressions of agreement and expressions of agreement and
disagreement disagreement

J. Additional activities for

application or remediation

V. REMARKS Not Carried Out (Holiday)

VI. REFLECTION
No. of learners who earned 80% on the
A. formative assessment

No. of learners who require additional

B. activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the lesson
C.

No. of learners who continue to require

remediation
D.
 Grade Level GRADE 9 - AMMAY/BASANG
Learning Area English 9
Quarter FIRST QUARTER

SESSION 3 SESSION 4

ure and other text types serve as means of enhancing the self; also how to use
ormation strategies, appropriate word order, punctuation marks and interjections
rticipate actively in a speech choir.

ve verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Movements/ Gestures and Audience Contact.

-Ia-3.6: Perform a task by following instructions

wed

a-14.1: Identify the distinguishing features of notable AngloAmerican lyric poetry,

nd literary writing.
he suprasegmentals or prosodic features of speech when delivering lines of poetry

G-Ia-1.6/1.7: Use appropriate punctuation marks and capitalization to convey

Recognizing Roles in Life Recognizing Roles in Life

Presentation of an informative article Short recall on the essential learnings

about punctuation (A Short History of gained from the poem The Seven Ages
Punctuation by Polly M. Robertus) of Man

Ask: What have you observed as

unusual in the article? What is it all
about? What punctuation marks are
described in the article? What
problems in writing and reading are
caused by improper use of
capitalization and punctuation marks?
Are these problems encountered even
in today's world? How do we solve
such problems?

Interactive discussion on punctuation

and capitalization

Individual exercise on punctuation and

capitalization
 Facilitation of group activities Group
1: Tableau Formation
Group 2: Fan Letter to a Role Model
Ask: When do we use punctuation Group 3: Personal Heroes
marks such as period, comma, Group 4: Leading Light
question mark, etc.? When do we Group 5: Poetic Music Video
capitalize letters? Why is there a need Group 6: Dance Duo
to employ correct punctuation and Group 7: Roles and Concerns
capitalization in writing? Group 8: High/Low Points

Informative composition highlighting

role/career and invention to be used as Small Group Differentiated Activities
part of job observing the use of correct (SGDA)
capitalization and punctuation
 School DUMALNEG NATIONAL HIGH SCHOOL Grade Level Grade 11-Koman
Grades
Grades 1 12
1 to to 12
DAILY LESSON
DAILY LOG
LESSON LOG Teacher JOLLY MAR T. MANGILAYA Learning Area Oral Communication
Teaching Dates & Time Quarter First Semester

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learner realizes the rigors of crafting ones speech.

B. Performance Standard The learner proficiently delivers various speeches using the principles of effective speech delivery.

C. Learning 1. Distinguishes types of speeches. (EN11/12OC-IIcj-23 )

Competencies/Objectives
II. CONTENT
Types of Speeches According to
Delivery
III. LEARNING RESOURCES
A. References
1 Teacher's Guide pages pp 44-45
2 Learner's Material pages pp 80-82
IV. PROCEDURES

Have a short review on the types of

A. Reviewing previous lesson or speeches according to purpose (e.g.
presenting the new lesson informative, persuasive speech, etc.)
and insights on public speaking.

B. Establishing a purpose for the Using 4 Pics 1 Word Game, introduce

lesson the terms speech and delivery .

Cite examples of speech delivery

C. Presenting examples/ instances situations usually witnessed in the
of the new lesson school and community.
 Using the game as springboard,
D. Discussing new concepts and introduce the different types of
practicing new skills # 1 speech according to delivery
(impromptu, extemporaneous, etc.).

E. Discussing new concepts and

practicing new skills # 2 Present sample videos of each type
of speech. Let the students identify
what type of speech is being
used/shown in each video. Also, let
them list down other speaking
situations, advantages and
F. Developing mastery disadvantages for each type of
speech. Have an interactive
discussion of their answers.

practical application of Cite situations in your daily life where

G. Finding you can apply your knowledge and
concepts and skills in daily living skills in speaking.

Ask: What are the four types of

speech according to delivery? What
H. Making generalizations and are the
abstractions about the lesson characteristics/advantages/disadvana
tages of each type?

Short quiz on the types of speech

I. Evaluating learning according to delivery

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
No. of learners who earned 80% on the
A. formative assessment

No. of learners who require additional

B. activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the lesson
C.
 No. of learners who continue to require
remediation
D.
 School DUMALNEG NATIONAL HIGH SCHOOL
Grades
Grades 1 12
1 to to 12
DAILY LESSON
DAILY LOG
LESSON LOG Teacher JOLLY MAR T. MANGILAYA
Teaching Dates & Time June 05-09, 2016/ 7:30-8:30

SESSION 1 SESSION 2
I. OBJECTIVES

The learner demonstrates understanding of how world literature and other text types serve
A. Content Standard how to use strategies in linking textual information, repairing, enhancing communication pub
forms of modals, reflexive and intensive p

B. Performance Standard The learner composes a short but powerful persuasive text using a variet
EN10RC-Ia-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linea
11.1: Get information that can be used in everyday life from news reports, speeches, informati
EN10VC-Ia1.4/2.4:Determine how connected events contribute to the totality of a material vie
EN10V-Ia13.9:Differentiate formal from informal definitions of words
EN10LT-Ia14.2: Explain how the elements specific to a selection build its theme
EN10WC-Ia12.1: Identify features of persuasive texts
EN10OL-Ia-3.14: Identify the factors of public speaking
C. Learning EN10G-Ia-27: Use reflexive and intensive pronouns
Competencies/Objectives

II. CONTENT
Overcoming Challenges Overcoming Challenges
III. LEARNING RESOURCES
A. References
1 Teacher's Guide pages pp 6-7 pp 8-9
2 Learner's Material pages pp 11-13 pp 13-16
IV. PROCEDURES

A. Reviewing previous lesson or Let the students recall on the Have a short review of the selection
presenting the new lesson characteristics of a myth. read on the previous meeting.

Say: The text we are going to read Ask: In the story read, how did
B. Establishing a purpose for the today is an example of a myth which personal challenges made the
lesson talks about dealing with personal characters better persons? Let
challenges. students find out further.

Facilitate short sharing of students'

C. Presenting examples/ instances answer on the question What are the
of the new lesson personal challenges that you have
met? How did you overcome them?

Facilitate further discussion of

D. Discussing new concepts and Let the students do the Task 5.2 and selection read. Let students answer
practicing new skills # 1 6 on LM. Task 8 & 9 on LM.

Have students identify whether a

E. Discussing new concepts and Have the students read the selection presented statement is a fact or not.
practicing new skills # 2 Icarus and Daedalus. Facilitate answering of Task 10.

F. Developing mastery Ask students to do Task 7 on LM.

 Let students relate themselves with
G. Finding practical application of characters in the story. Facilitate
concepts and skills in daily living sharing of personal experiences on
dealing with challenges.

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation
Not Carried Out due to Kalasag
V. REMARKS Symposium
VI. REFLECTION
No. of learners who earned 80% on the
A. formative assessment 36 36
No. of learners who require additional
B. activities for remediation 0 0
Did the remedial lessons work? No. of
learners who have caught up with the lesson
C. 0 0

No. of learners who continue to require

remediation
D. 0 0
 Grade Level GRADE 10 - WANGGI
Learning Area English 10
Quarter FIRST QUARTER

SESSION 3 SESSION 4

other text types serve as ways of expressing and resolving personal conflicts, also
g communication public speaking, emphasis markers in persuasive texts, different
exive and intensive pronouns.

ive text using a variety of persuasive techniques and devices.

nizers, titles, non-linear illustrations, etc. on the understanding of a text EN10LC-Ia-
s, speeches, informative talks, panel discussions, etc.
tality of a material viewed

theme

Overcoming Challenges Overcoming Challenges

pp 8-9 pp 9-11
pp 13-16 pp 16-19

Have a short review of the selection Present students with statements and
let then state their
read on the previous meeting. agreement/disagreement.

Ask: In the story read, how did

personal challenges made the
characters better persons? Let
students find out further.

Facilitate further discussion of Have students find evidence from the

selection read. Let students answer text to support their claim.
Task 8 & 9 on LM.

Have students identify whether a Have a short discussion on how

presented statement is a fact or not. actions, dialogues, and thoughts
Facilitate answering of Task 10. reveal a person's character.

Let students answer Task 14 on LM.

 Ask: In what ways can you apply
Let students relate themselves with knowledge on stating
characters in the story. Facilitate agreement/disagreement? Identifying
sharing of personal experiences on character trough
dealing with challenges. actions/dialogues/thoughts?

Ask: What are the ways to express

agreement/disagreement over
something? What are the ways we
can do to reveal a person's character?

Ask students to analyse another

character in the story through his
actions/dialogues/and thoughts.

36 36

0 0

0 0

0 0
 Paaralan MATAAS NA PAARALAN NG DUMALNEG
Grades
Grades 1 12
1 to to 12
DAILY LESSON
DAILY LOG
LESSON LOG Guro JOLLY MAR T. MANGILAYA
Petsa/Oras Hunyo 12-16, 2017/ 3:00-4:00/8:30-9:30

SESYON 1 SESYON 2
I. LAYUNIN

Naipamamalas ng mag-aaral ang pagunawa sa mga katangian ng

A. Pamantayang Pangnilalaman pagpapakatao.

Nailalapat ng mag-aaral ang mga tiyak na hakbang upang paunlarin ang

B. Pamantayan sa Pagganap mga katangian ng pagpapakatao.
EsP10MP -Ia-1.1 Natutukoy ang mga katangian ng pagpapakatao EsP10MP
-Ia-1.2 Nasusuri ang sariIi kung anong katangian ng pagpapakatao ang
makatutulong sa pagtupad ng iba't ibang papel sa buhay

EsP10MP -Ib-1.3 Napatutunayan na ang pag-unlad sa mga katangian ng

pagpapakatao ay instrumento sa pagganap ng tao sa kanynag misyon sa
C. Mga Kasanayan sa Pagkatuto buhay tungo sa kaniyang kaligayahan
EsP10MP -Ib-1.4 Nailalapat ang mga tiyak na hakbang upang paunlarin
ang mga katangian ng pagpapakatao

II. NILALAMAN
Ang mga Katangian ng Pagpapakatao
III. KAGAMITANG PANTURO
A. Sanggunian
1 Mga Pahina sa Gabay ng Guro

2 Mga Pahina sa Kagamitang Pang pp 1-19

Mag-aaral
3 Mga Pahina sa Teksbuk
Karagdagang Kagamitan mula sa
4 Portal ng Learning Resource

B. Iba Pang Kagamitang Panturo

IV. PAMAMARAAN
Balik-Aral sa nakaraang aralin Pagpapakita uli ng mga larawan nina Pagpapakita uli ng mga larawan nina
A. at/o pagsisimula ng bagong Mother Teresa, Efren Penaflorida, at Mother Teresa, Efren Penaflorida, at
aralin Joey Velasco Joey Velasco

Pagsusuri sa mga misyon/papel na Pagsusuri sa mga misyon/papel na

B. Paghahabi sa layunin ng aralin ginampanan ng mga taong nabanggit ginampanan ng mga taong nabanggit

C. Pag-uugnay ng mga halimbawa Pagbubuo ng Personal na Pahayag ng Pagbubuo ng Personal na Pahayag ng

sa bagong aralin Misyon sa Buhay (PPMB) Misyon sa Buhay (PPMB)

Pagtalakay ng bagong konsepto Interaktibong pagtatalakay sa mga Interaktibong pagtatalakay sa mga

D. at paglalahad ng bagong Katangian ng Pagpapakatao Katangian ng Pagpapakatao
kasanayan #1

Pagtalakay ng bagong konsepto

E. at paglalahad ng bagong
kasanayan #2
 F. Paglinang sa Kabihasnan
Pagtalakay sa mga kasagutan sa mga Pagtalakay sa mga kasagutan sa mga
sumusunod na katanungan: 1. Ano sumusunod na katanungan: 1. Ano
ang kabuluhan ng pagkatuto sa mga ang kabuluhan ng pagkatuto sa mga
G. Paglalapat ng aralin sa pang-
araw-araw na buhay katangian ng pagpapakatao sa pag- katangian ng pagpapakatao sa pag-
unlad bilang tao? 2. Anu-ano ang unlad bilang tao? 2. Anu-ano ang
maaaring gawin upang umunlad sa maaaring gawin upang umunlad sa
tatlong katangian ng pagpapakatao? tatlong katangian ng pagpapakatao?
H. Paglalahat ng Aralin

Pagbubuo ng Plano ng Pagsasabuhay Pagbubuo ng Plano ng Pagsasabuhay

I. Pagtataya ng Aralin ng Personal na Pahayag ng Misyon sa ng Personal na Pahayag ng Misyon sa
Buhay Buhay

J. Karagdagang gawain para sa

takdang-aralin at remediation

V. MGA TALA Hindi Naisakatuparan (HOLIDAY)

VI. PAGNINILAY
Bilang ng mag-aaral na nakakuha ng 80% sa
A. pagtataya
Bilang ng mag-aaral na nangangailangan ng
B. iba pang gawain para sa remediation

Nakatulong ba ang remedial? Bilang ng mag-

C. aaral na nakaunawa sa aralin

Bilang ng mag-aaral na magpapatuloy sa

remediation
D.
Baitang/Antas IKASAMPUNG BAITANG - WANGGI
Asignatura ESP 10
Markahan UNANG MARKAHAN

SESYON 3 SESYON 4