Grade 10 English DLL Q2-Q4

School: Grade Level: 10
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B.Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
C. Learning EN10VC-IIa-3.8: EN10RC-IIa-11: Transcode EN10V-IIa-13.9: Give EN10G-IIa-29: Observe EN10RC-IIa-11: Transcode
Competencies/Objectives: Assess the effectiveness of the information from linear to non- technical and operational correct grammar in making information from linear to non-
Write the LC Code for each ideas presented in the material linear texts and vice-versa definitions definitions linear texts and vice-versa
viewed taking into account its EN10V-IIa-13.9: Give EN10LT-IIa-14.2: Explain (For reading remediation and
purpose technical and operational how the elements specific to a enhancement)
EN10LC-IIa-11: definitions selection build its theme
Switch from one listening
strategy to another to extract
meaning from the listening text
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.
II. CONTENT
Finding Common Ground
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1. Teacher’s Guide Pages P120 P122 P122 P122
2. Learner’s Materials P117-118 P119-121 P121-122 P122

Pages
3. Textbook Pages P117-118 P119-121 P121-122 P122
4. Additional Materials
1
from Learning Resource
(LR) portal
B.Other Learning Resources Mp3 player, picture, copy of Copy of the reading text None – textbook only None – textbook only
the song

GRADES 1 to 12
Learning
Teaching Dates
and Time: Quarter:

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES 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.Reviewing Previous Showing of picture Share your realizations Share your answer on the Share reflection on the Remedial/Enhancement
Lesson or Presenting the (based on the Additional additional task given of the additional activity given. Reading Schedule/ICL
New Lesson activities given) previous lesson
B.Establishing a Purpose for Sharing of observations and Question: Brainstorm on the different
the Lesson discussion of the picture Can you recall one conflict situations that arise Ask:
unforgettable among teenagers Can conflict be prevented?
misunderstanding that
happened in your family?
C. Presenting Sharing of experiences Call a volunteer to share his Share experiences of the Share experiences on
Examples/Instances of the related to the / her experience. different conflict situations conflicts that were resolved
Lesson
D.Discussing New Concepts While listening to the song, Read the text. Group activity: Complete the organizer
and Practicing New Skills students predict words or Conduct a survey about the found in the LM on page
#1 phrases that they expect to common conflict situations 122
2
hear from the song through in your group.
its title

GRADES 1 to 12
Learning
Teaching Dates
and Time: Quarter:

E. Discussing New Concepts Ask students to sketch an Discuss the reading text From the responses, let the Discuss in the class Remedial/Enhancement
and Practicing New Skills object that they visualize in given students rank the conflict common causes of conflict Reading Schedule/ICL
#2 the song from the most number of situations as given in the
persons to the least that LM.
experienced it.
F. Developing Mastery Small group sharing Fill in the diagram with Graph the results on the Discuss in the class ways to
(Leads to Formative causes of family conflicts survey. prevent common conflict
Assessment 3) with short description. situations as given in the
LM.
3
G.Finding Practical Ask: Ask: In their respective groups, Write answers on a Manila
Applications of Concepts 1. What advice is From the given conflicts, students discuss the Paper
and Skills in Daily Living given in the song? which have you interpretation of their graph
Do you agree with it experienced with your results.
or not? Why? family? Why?
2. Would you follow
the advice given?
Why or why not?

GRADES 1 to 12
Learning
Teaching Dates
and Time: Quarter:

V. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
H.Making Generalizations Explain what is emphasized Ask: Write the interpretation of Complete the phrase: Remedial/Enhancement
and Abstractions about in the song What do you think could be the graph. Reading Schedule/ICL
the Lesson done to resolve this conflict I can prevent conflict by….
in your family?
I. Evaluating Learning Present a news report Presentation of the graph Ask a representative of the Presentation of the group
group to present their activity
output.
4
J. Additional Activities for Journal writing: Ask: Reflect: Assign students to research
Application or Complete the sentence: What do you think could be How to prevent conflict on background of Dante
Remediation Today, I realized that…. done to resolve this conflict situations? Alighieri and read in
in your family? advance Canto III of the
Inferno on pages123-128 in
their LM.
VI. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
and Time: August 22-26, 2016 Quarter: 2
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VII. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
5
E. Which of my teaching
strategies work well? Why did
these work?
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?
School: Dagumbaan Integrated School Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: April Dawn C. Pabelic Area: English
Teaching Dates November 27-December 01,
and Time: 2017/Week 4 Quarter: 3rd

6
C. Learning EN10RC-IIb-11.2: Explain EN10LC-IIb-15.1: EN10LT-IIb-14.2: Explain EN10V-IIb-13.9: Give Remedial/Enhancement
Competencies/Objectives: illustrations from linear to non-
Assess the effectiveness of a how the elements specific to a technical and operational Reading Schedule/ICL
Write the LC Code for each linear texts and vice versa material listened to taking into selection build its theme definitions
account the speaker’s purpose
week or two.
II. CONTENT
INFERNO
A. References
1. Teacher’s Guide Pages P123-124 P123-124 P124 P125
2. Learner’s Materials P123-128 P124-129 P129-130 P130-131

Pages
3. Textbook Pages P123-128 P124-129 P129-130 P130-131
(LR) portal
B.Other Learning Resources Task sheet None – textbook only None- textbook only PowerPoint presentation

GRADES 1 to 12
Learning
Teaching Dates November 27-December 01,
and Time: 2017/Week 4 Quarter: 3rd

A. Reviewing Previous Ask: Ask: Present the sense chart that Share your explanation to Remedial/Enhancement
Lesson or Presenting the Have you seen a horror What are the things that the class did the previous the additional task given Reading Schedule/ICL
New Lesson movie? frightened you? day.
7
B.Establishing a Purpose for Show a picture of Inferno on Ask: Share the experience while Ask students how they
the Lesson page 123 What comes to your mind making the chart define terms
when you hear the word
Ask: inferno?
What have you found out
about Dante Alighieri?
C. Presenting Discuss the background of Ask: Discuss what has been find Make a word web
Examples/Instances of the Dante Alighieri Why do you think the text is out in the chart
Lesson entitled Inferno?
D.Discussing New Concepts Answer the Task 5 on page Discuss: Group Activity: Presentation of the
and Practicing New Skills 123 guidelines to follow when
#1 What is Virgil’s advice to Do Use your senses on writing a definition
Dante as spoken at the page129 of the LM
Gate of Hell?

E. Discussing New Concepts Students use the word in Discuss: Group Activity: Discussion of the guidelines Remedial/Enhancement
and Practicing New Skills the sentence to follow when writing a Reading Schedule/ICL
#2 Who are the souls tortured Do Use your senses on definition
in this Canto? page129 of the LM
8
F. Developing Mastery Read the text by pair. Discuss: Group Activity: Do Define Me activity on
(Leads to Formative What is Charon’s reaction to page 131
Assessment 3) Dante’s attempt to cross the Do Use your senses on
river of Acharon? page129 of the LM
G.Finding Practical Instruct them to highlight Discuss: Group Activity: Ask:

Applications of Concepts important points and take How does Virgil silence
and Skills in Daily Living note of the different senses Charon? Do Use your senses on Give situations where you
they discovered while page129 of the LM need to give definition of
reading the text terms.

VI. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
H.Making Generalizations Share to their partner the Relate how Dante described Answer: Ask: Remedial/Enhancement
and Abstractions about important points that they inferno as compared to how Reading Schedule/ICL
the Lesson discovered in the text. our religion teaches us. Is hope necessary in Why is it important to define
resolving conflicts?* terms?
9
*To be asked after the
presentation of the group
activity
I. Evaluating Learning Write down what they think Complete the sense chart Presentation of the group Check the Define Me
is the most important point on page 129 activity Activity on Page 131
of the text read.
J. Additional Activities for Read the Inferno again and Prepare for the activity B on Explain: Do another Define Me
Application or try to answer Thinking about page 129 activity of 5 new words you
Remediation the text. Is hope necessary in learned from Inferno
resolving conflicts?*
VI. REMARKS
A. No. of learners who
earned 80% in the
evaluation
10
remediation

lesson

these work?

solve?

other teachers?
11
GRADES 1 to 12 Learning
Teaching Dates
and Time: December 4-8, 2017 Quarter: 3Rd

C. Learning EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

Competencies/Objectives: Assess whether the speaker’s information using tables, patterns and techniques of Use the correct sound of Reading Schedule/ICL
Write the LC Code for each purpose is achieved or not graphs, and maps developing an argumentative English when communicating
claim
week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
A. References
2. Learner’s Materials P131-132 P133 P133-134 P136-138

Pages
3. Textbook Pages P131-132 P133 P133-134 P136-138
(LR) portal
B.Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation on
Public Speaking
12
A. Reviewing Previous Ask: Ask: Present the best output on Show a sample video on Remedial/Enhancement
Lesson or Presenting the Have you ever taken a ride Why is it important to drive signage to the class public speaking Reading Schedule/ICL
New Lesson in a public transportation safely?
with an aggressive driver?
B.Establishing a Purpose for Ask: Ask: Do you think these signage Ask:
the Lesson What happens when drivers is enough to convince
How did you feel? drive aggressively? drivers to drive safely? What makes a good
Why? speaker?
C. Presenting Ask: Cite examples on effects of Go back to the reading text Discuss Intonation,
Examples/Instances of the aggressive driving. “Aggressive driving should Juncture, stress and pitch
Lesson What did you do? or What be avoided” and assign a
did others do? slogan to argue safe driving.
D.Discussing New Concepts Tell the class on what are Ask the class what are the Discuss Characteristics of Give practical examples of
and Practicing New Skills their ideas on arguments. common signage the see an Argumentative Essay phrases or sentences that
#1 along the road. would differ in meaning
when said differently
13
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
E. Discussing New Concepts Tell them that they are going Ask a student to write Group Activity: Do drills. Remedial/Enhancement
and Practicing New Skills to read an example of his/her answer on the board Reading Schedule/ICL
#2 argumentative essay Do Task 11 on page 134 of
your LM
F. Developing Mastery Read the text by pair. Group activity: make a Group Activity: Form groups and do the
(Leads to Formative signage on avoiding activity on page 137 of your
Assessment 3) aggressive driving Do Task 11 on page 134 of LM
your LM
G.Finding Practical Give 3 reasons why When do we make use of Group Activity: Form groups and do the
Applications of Concepts aggressive driving should signages? activity on page 137 of your
and Skills in Daily Living be avoided Do Task 11 on page 134 of LM.
your LM
14
H.Making Generalizations Ask: What is the importance of Presentation of the group Why are intonation, Remedial/Enhancement
and Abstractions about signages? activity juncture, stress, and pitch Reading Schedule/ICL
the Lesson Why is it important to drive important?
safely?
I. Evaluating Learning Fill in and check the activity The group slogan will be Presentation of the group Presentation of group
Reason out! On page 132 in posted along the road. activity activity
your LM
J. Additional Activities for Prepare a slogan on safe What are the characteristics Do Task 12 on page 134 of
Application or driving of an argumentative essay? your LM
Remediation
15
V. REMARKS
VI. REFLECTION needs to be done to help the students learn?
earned 80% in the
evaluation

remediation

lesson

these work?

solve?
16
other teachers?

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: April Dawn C. PAbelic Area: English
Teaching Dates
and Time: January 8-10, 2018 Quarter: 3

C. Learning EN10LC-IId-3.15:Evaluate EN10LT-IId-2.2: Explain how EN10OL-IId-3.11:Use the EN10OL-IId-3.11:Use the Remedial/Enhancement
Competencies/Objectives: listening texts in terms of the elements specific to a correct sound of English when correct sound of English when Reading Schedule/ICL
Write the LC Code for each accuracy, validity, adequacy, genre contribute to the theme delivering impromptu and delivering impromptu and
and relevance of a particular literary selection extemporaneous speech extemporaneous speech
EN10SS-IId-1.5.2: Scan for EN10LT-IId-2.2.2: Explain
needed information the literary devices used
week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
17
A. References
2. Learner’s Materials P145-146 P152-156 P159 P159

Pages
3. Textbook Pages P145-146 P152-156 P159 P159
(LR) portal
B. Other Learning Copy of the text, mp3 Copy of the selection Video clip, PowerPoint Video clip, PowerPoint
Resources

A. Reviewing Previous Ask: Have the class give the Show a video clip on Show a video clip on Remedial/Enhancement
Lesson or Presenting the Are you a dreamer? So you qualities of a hero. impromptu or impromptu or Reading Schedule/ICL
New Lesson keep your dreams only to extemporaneous speeches extemporaneous speeches
yourself or you share your
dreams with others?
B.Establishing a Purpose for Do Task 2A on page 145 of Emphasize to the class that What have you observed on What have you observed on
the Lesson your LM. while they read, they will how the speakers deliver how the speakers deliver
take note of the elements of the speeches? the speeches?
a story.
C. Presenting Play the song to the class Read the text. Discuss tips on impromptu Discuss tips on impromptu
Examples/Instances of the and try to check if Task 2A and extemporaneous and extemporaneous
Lesson answers match the song speeches. speeches.
lyrics
18
D.Discussing New Concepts Play again and try to Describe the characters as Guide them in Guide them in
and Practicing New Skills understand the message asked on Task 6 on page demonstrating and making demonstrating and making
#1 156 of your LM independent applications of independent applications of
their understanding of the their understanding of the
target concepts, language target concepts, language
communication through communication through
delivering an delivering an
extemporaneous as extemporaneous as
evidence of their transfer of evidence of their transfer of
learning. learning.

E. Discussing New Concepts Answer questions found on Think-pair-and share of the Present the Present the Remedial/Enhancement
and Practicing New Skills page 147 of your LM. activity above. Extemporaneous rubric Extemporaneous rubric Reading Schedule/ICL
#2
F. Developing Mastery Group activity: Interpret the Group activity: Do Task 7 on Paired Activity: Paired Activity:
(Leads to Formative message of the song page 157 of your LM
Assessment 3) through a painting or Give a topic to brainstorm, Give a topic to brainstorm,
drawing prepare and practice prepare and practice
19
G.Finding Practical Explain the drawing. Group activity: Do Task 7 on Paired Activity: Paired Activity:
Applications of Concepts page 157 of your LM
and Skills in Daily Living Give a topic to brainstorm, Give a topic to brainstorm,
prepare and practice prepare and practice

H.Making Generalizations Explain the theme of the What is the lesson of the What is the significance of What is the significance of Remedial/Enhancement
and Abstractions about song. story? learning how to deliver learning how to deliver Reading Schedule/ICL
the Lesson impromptu and impromptu and
extemporaneous speeches? extemporaneous speeches?
I. Evaluating Learning Presentation of the output Presentation of the group Delivering an Delivering an
activity extemporaneous or extemporaneous or
impromptu speech. impromptu speech.
Note: use the rubric found Note: use the rubric found
on page 191-193 in rating on page 191-193 in rating
the speech the speech
J. Additional Activities for Read in advance “The Song Read Techniques on Continue the activity the Continue the activity the
Application or of Roland” Appealing to your Readers next day. next day.
20
Remediation on page 158 and do Task 8
on page 159 with your
group.
V. REMARKS
earned 80% in the
evaluation

remediation

lesson

21
these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: September 19-23, 2016 Quarter: 2

22
C. Learning EN10SS-IId-1.5.2: Scan for EN10LT-IIe2.2: Explain how EN10LT-IIe2.2: Explain how EN10SS-IIe1.6.4: Use Remedial/Enhancement
Competencies/Objectives: needed information the elements specific to a the elements specific to a writing conventions to Reading Schedule/ICL
Write the LC Code for each EN10VC-IIe-26: Detect bias genre contribute to the theme genre contribute to the theme indicate acknowledgement
and prejudice in the material of a particular literary selection of a particular literary selection
of resources
viewed EN10LT-IIe2.2.3: Determine EN10LT-IIe2.2.3: Determine
tone, mood, technique, and tone, mood, technique, and
purpose of the author purpose of the author
week or two.
II. CONTENT
SONNETS BRING IN THE SOURCE
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142

Pages
(LR) portal
B. Other Learning Copy of the text, Copy of the selection, Video Copy of the selection Handout on APA and MLA,
Resources PowerPoint Presentation clip of Petrarch’s life PowerPoint videoclip on Plagiarism

GRADES 1 to 12
Learning
Teaching Dates
23
A. Reviewing Previous Ask: Have the class watch the Recall the different Show a video clip on Remedial/Enhancement
Lesson or Presenting the What is your favorite video clip. elements poetry Plagiarism Reading Schedule/ICL
New Lesson romantic film? Why?
B.Establishing a Purpose for Whose love story do you Discuss the life of Petrarch Read the poem The White Why is it not good to cheat?
the Lesson consider special and worth based on the video clip. Doe
emulating?
C. Presenting Show pictures of romantic Read the three poems by Guide the students in Distribute the handouts on
Examples/Instances of the films Petrarch finding out the structure / Citing sources using APA
Lesson rhyme scheme of the poem and MLA
D.Discussing New Concepts List down what you dream How would you describe Discuss Petrarchan sonnet Discuss important points on
and Practicing New Skills of in a courtship someone whom you are MLA and APA
#1 passionately in love with?
24
Teaching Dates

E. Discussing New Concepts Read about the courtship Group activity: Present an example of a Paired activity: Remedial/Enhancement
and Practicing New Skills during middle ages Shakespearean sonnet. Reading Schedule/ICL
#2 Do Task 6 on page 173 of Do Letter C activity on page
the LM 186 of your LM
F. Developing Mastery Group work: Group activity: Compare and Contrast the Do Task 16 on page 188 of
(Leads to Formative two sonnets your LM.
Assessment 3) List down biases and Do Task 6 on page 173 of
differences between the the LM
middle-ages courtship and
their ideal courtship
G.Finding Practical Group sharing: Group activity: Group work: Do Task 16 on page 188 of
Applications of Concepts your LM.
and Skills in Daily Living Name an incident when you Do Task 6 on page 173 of Do Task 10 on page 177 of
did something in the name the LM your LM
of love
25
GRADES 1 to 12
Learning
Teaching Dates

H.Making Generalizations React: Answer questions found on Draw insights from the class Ask: Remedial/Enhancement
and Abstractions about Task 7 on page 174 of your on the important learning Reading Schedule/ICL
the Lesson When one is in love, one LM they got about sonnets. Why do we need to
has the tendency to be acknowledge sources
biased. used?
I. Evaluating Learning Presentation of the Group Presentation of the group Presentation of Group Task 16 will serve as
activity activity Activity evaluation.
J. Additional Activities for Read in advance about Review the elements of a Write your own sonnet Add more activities on
Application or Francisco Petrarch. poem particularly the rhyme writing bibliography.
Remediation scheme
V. REMARKS
26
GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

solve?
27
other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10VC-IIf-26: Detect bias EN10LT-IIf2.2: Explain how EN10RC-IIf-13.1: Read EN10G-IIf-28: Use words Remedial/Enhancement
Competencies/Objectives: and prejudice in the material the elements specific to a closely to get explicitly and and expressions that affirm Reading Schedule/ICL
Write the LC Code for each viewed genre contribute to the theme implicitly stated information or negate
of a particular literary selection
EN10LT-IIf2.2.3: Determine
tone, mood, technique, and
purpose of the author
week or two.
II. CONTENT
EMPATHIZING WITH OTHERS - JESSIE ROBREDO’S SPEECH; AFFIRM / NEGATE;
D. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189
28
Pages
(LR) portal
E. Other Learning Copy of the text, Prepared timeline of the Copy of the selection textbook
Resources story, textbook textbook

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Ask: Show a timeline of events Ask: Ask: Remedial/Enhancement
Lesson or Presenting the Have you experienced when the story was written Reading Schedule/ICL
New Lesson fighting for something or What is the purpose of the Do you agree on what
defending yourself against author in writing The Jessie Robredo said in his
other people’s biases? How Decameron? speech?
did you react?
B.Establishing a Purpose for Do you think it is right to Guide the class in Ask: List down possible
the Lesson have biases? answering the questions on expression of affirmation
page 201 in the LM So all authors have purpose and negation
for writing?
C. Presenting Guide your students in Read the story and answer Inform the students that Tell the class to read all the
Examples/Instances of the answering the items the questions found in they will read a 12 suggestions and after
29
Lesson emphasizing that even in between. commencement speech. reading ask the class what
articles that we read there the purpose of Atty. Lacson
could be biases. is in writing the book
D.Discussing New Concepts Do the Task 3 on page 198 Read the story and answer While reading the speech, Ask the class to give their
and Practicing New Skills on your LM the questions found in remind them to take note on answers orally on the first
#1 between. the purpose of the author in five items in the 12 Little
writing the speech. Things

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Highlight the common forms Answer the questions in the Once all the first 5 items Remedial/Enhancement
and Practicing New Skills of bias based on what was Read the story and answer LM found on page 215 have been discussed, draw Reading Schedule/ICL
#2 read the questions found in out insights from the class.
between.
F. Developing Mastery Discuss the common forms Group activity: Do Task 10 on pages 215- Prepare the class to work
(Leads to Formative highlighted 217 in your LM. individually on the last 7
30
Assessment 3) Do Task 6 on page 207 of items
the LM
G.Finding Practical Draw out from the students Group activity: Recall the common Discuss to the class their
Applications of Concepts the importance of knowing purposes of the authors answers
and Skills in Daily Living how to detect bias like in Do Task 6 on page 207 of
buying products, making the LM
decision or choices or even
electing a public official

GRADES 1 to 12
Learning
Teaching Dates

H.Making Generalizations Why is detecting biases Process the answers of the Why is it important to have What is the significance of Remedial/Enhancement
and Abstractions about important? students a purpose in delivering a using affirmation and Reading Schedule/ICL
the Lesson speech? negation expressions?
I. Evaluating Learning Check the task 3 answers Presentation of the group Presentation of Group Call one or two students to
31
activity Activity share their own little ways of
caring for their country.
J. Additional Activities for Read in advance The Read in advance Follow Read in advance the article Prepare a personal
Application or Decameron on pages 200- your heart: Pursue your on page 218-221 and testimony about a topic that
Remediation 207. dream on page 210-213 prepare to answer the they are most passionate
questions found in the about and that they have
selection. personally experienced.
(Task 14C) Activity may be
done a week or two after
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

32
lesson

these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: October 3-7, 2016 Quarter: 2

33
C. Learning EN10V-IIg13.9: Give EN10G-IIg-28: Use words EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use Remedial/Enhancement
Competencies/Objectives: technical and operational and expressions that affirm or closely to get explicitly and previous experiences as Reading Schedule/ICL
Write the LC Code for each definitions negate implicitly stated information scaffold to the message
conveyed by a material viewed
EN10F-IIg-3.7: Demonstrate
confidence and ease of delivery
week or two.
II. CONTENT HUNCHBACK OF NOTRE DAME
D. References
1. Teacher’s Guide Pages P199-200 P201-202 P202-203 P205

Pages
(LR) portal
E. Other Learning Copy of the text, Textbook Textbook Video clip of a sample
Resources debate, PowerPoint
Presentation

GRADES 1 to 12
Learning
Teaching Dates

34
A. Reviewing Previous React: Present the table on Present two sentences that Show a video clip sample of Remedial/Enhancement
Lesson or Presenting the expressions that affirm or are implicit and explicit a debate Reading Schedule/ICL
New Lesson We as human beings will negate on page 236 of your
never, never survive unless LM
we recognize and celebrate
our differences as well as
our similarities.
B.Establishing a Purpose for Ask: How does one affirm or Have the students Tell the students to read the
the Lesson negate properly? differentiate the two goals of debate.
What does it mean to live in sentences
a world variety?
C. Presenting Unlocking difficulties: Have students present the Discuss implicit and explicit Lead the students to read
Examples/Instances of the sample sentences they had information and provide the helpful tips to help them
Lesson Do Task 5 on page 232 of in their assignments. examples. participate competently in a
your LM class debate.
D.Discussing New Concepts Pose the questions on Do Task 9 nos. 1-3 on Ask the students to read the Instruct them to study the
and Practicing New Skills page232 prior to the reading pages 236-237 of your LM selection enclosed in the Oxford – Oregon Debate
#1 of the text. and discuss the flow with box by Pres. Ramon Format.
your students. Magsaysay on page 238 of
your LM.
Read The Hunchback of
Notre Dame on pages 233-
234 of your LM

GRADES 1 to 12
Learning
Teaching Dates
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

35
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
E. Discussing New Concepts Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information is Enable them to develop Remedial/Enhancement
and Practicing New Skills 235 of your LM pages 237 of your LM and conveyed by the underlined confidence and ease as Reading Schedule/ICL
#2 discuss the flow with your statements in the selection they carry on with the task.
students.
F. Developing Mastery Group Activity: Group activity: Instructs students to read Group Activity:
(Leads to Formative the selection about John
Assessment 3) Do Task 7 on page 235 of Do Task 10 on page 237 of Kemp and identify the Debate exercise
your LM the LM explicit and the implicit
information that can be (Students are to be
found in the text. provided with a copy of the
rubrics to guide them in the
activity)
G.Finding Practical Answer: Give instances where you When do we use implicit When do we make use of
Applications of Concepts negate and affirm in real life. information? Explicit the essentials of a debate?
and Skills in Daily Living How do you deal with information.
differences?

GRADES 1 to 12
Teacher: Learning English
DAILY LESSON LOG Area:
36
Teaching Dates

H.Making Generalizations Ask: Why is it important to Why is it important to Engage the students to Remedial/Enhancement
and Abstractions about negate and affirm distinguish explicit and summarize and reflection Reading Schedule/ICL
the Lesson What common bonds appropriately? implicit information the essential parts of the
should you find to hurdle lesson by answering the
differences? questions in the LM
I. Evaluating Learning Group Activity presentation Presentation of the group identify the explicit and the Class Debate based on the
will serve as evaluation activity will be rated through implicit information that can rubric will be the basis of
the rubric on page 202 of be found in the John Kemp the evaluation
your TG. text found on page 238 of
your LM. (Class Debate may
continue the next day)
J. Additional Activities for Read the expressions on Identify explicit and implicit Study the Oxford – Oregon Allow the students to think
Application or Task 8 and use them in a information Debate Format on pages about the lesson and keep a
Remediation sentence. Write them in 244 -245 of your LM. record of their responses in
your notebooks. a journal. Tell them that
they may post/blog/tweet
their responses in their FB
account.
V. REMARKS
37
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

solve?

38
other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10VC-IIh-27: Use EN10LT-IIh-3: Explain how a EN10RC-IIh-2.22: Evaluate EN10WC-IIh-13: Remedial/Enhancement
Competencies/Objectives: previous experiences as selection may be influenced by text content, elements, Compose an argumentative Reading Schedule/ICL
Write the LC Code for each scaffold to the message culture, history, environment, features, and properties using essay
conveyed by a material viewe or other factors a set of criteria
EN10V-IIh13.9: Give
technical and operational EN10G-II-h-28: Use words
definitions and expressions that affirm or
EN10LT negate
week or two.
II. CONTENT
THE THREE MUSKETEERS , THE PLAGUE, ARGUMENTATIVE ESSAY
A. References

Pages
39
(LR) portal
B. Other Learning Video clip Textbook, picture of the Textbook Textbook
Resources three musketeers

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Video clip showing on Discuss the additional Describe the relationship of Ask the students to share Remedial/Enhancement
Lesson or Presenting the disasters Activity the three musketeers with an incident where they Reading Schedule/ICL
New Lesson one another. experience an argument.
B.Establishing a Purpose for Ask: Ask: Present the characteristics What are the points we
the Lesson of a great literature to your need to remember in
How would you extend help How would you embody students making an argument?
to your fellowmen in times harmony in times of
of calamities struggles and conflicts?
C. Presenting Have you experienced Show a picture of The Three Have the students read Invite the students to read
Examples/Instances of the being devastated by a string Musketeers and have them thoroughly the selection the and evaluate the text with
Lesson typhoon? An earthquake? react on it. Plague and analyze your help.
Or a tsunami? How did you whether it has these
feel then? characteristics.
40
D.Discussing New Concepts How did you cope with the Instruct the students to read Answer Task 8 questions on Process the questions
and Practicing New Skills situation? the introduction of the story page 256 un your LM with afterwards. Make sure that
#1 the class the students have a full
analysis od the text
presented as you go
through the processing
questions.

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Ask: Seek their answers on the Differentiate The Three Make some note son the Remedial/Enhancement
and Practicing New Skills essential question and Musketeers and The Plague board of their most Reading Schedule/ICL
#2 How did the people in your relate their answers to the based on their significant responses.
community help one theme of the story. characteristics.
another during those trying
times?
F. Developing Mastery Individual Task: Complete the table on Answer Task 9 on page 257 Have an in-depth discussion
(Leads to Formative question no. 6 of Task 6 on in your LM. of the pointers enclosed in
Assessment 3) Do Task 3 on page 249 of page 253 of your LM the box. Remember! And
your LM The techniques in
Argumentation on pages
259-260 on your LM
41
G.Finding Practical Answer: Do Task 7 on page 253 – Let the students answer: If possible, provide the
Applications of Concepts 254 in your LM students with more
and Skills in Daily Living What inherent traits or Does the message of the examples on the techniques
values among our work have meaning for me? of argumentation then you
fellowmen had been evident Will I remember it a year may solicit their own
in times of calamity? List from now? examples.
them down.
Do these traits and values

embody solidarity? Why?
How?

GRADES 1 to 12
Learning
Teaching Dates

H.Making Generalizations Ask: Explain the motto: Ask: Walk the students through Remedial/Enhancement
and Abstractions about in their composition of an Reading Schedule/ICL
the Lesson Can you tell the message “All for one, one for all” What have you learned argumentative essay with
conveyed by the video from the story? emphasis on resolution of
shown. conflicts among individuals
or groups.
I. Evaluating Learning Task 3 on page 149 will Answers on the completion Task 9 activity will serve as Writing their own
serve as evaluation of the table on question no. evaluation. argumentative essay.
6 of Task 6 on page 253 of (Tell them that their essay is
your LM will serve as a sure way for them to
evaluation accomplish their biggest
task at the end of this
42
module)
J. Additional Activities for Define terms found in Task Read ahead The Plague on Group Activity: Make them revisit the
Application or 4 on page 249 of your LM page 254-256 of your LM process of writing they
Remediation Do Task 10 on page 257 learned from Module 1
-258 of your LM. (Culminating Activity) to
review and proofread their
Activity may be presented essay.
next week.
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson
43
these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates

44
C. Learning EN10WC-IIi-13: Compose an EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and Remedial/Enhancement
Competencies/Objectives: argumentative essay deliver impromptu and deliver impromptu and deliver impromptu and Reading Schedule/ICL
Write the LC Code for each extemporaneous speeches with extemporaneous speeches extemporaneous speeches
ease and confidence with ease and confidence with ease and confidence
week or two.
II. CONTENT
DELIVERING A SPEECH
A. References
1. Teacher’s Guide Pages P215 P216-217 P217 p217 P217
2. Learner’s Materials P258-260 P261-262 P261-262 P261-262 P261-262

Pages
3. Textbook Pages P258-260 P261-262 P261-262 P261-262 P261-262
(LR) portal
B. Other Learning Video clip, textbook, copy of Video clip, textbook, copy of Sound system Sound system Sound system
Resources speech speech

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Present a video of an Show again the video of an Share insights on the Share insights on the Remedial/Enhancement
Lesson or Presenting the argumentative speech. argumentative speech. speech witnessed from the speech witnessed from the Reading Schedule/ICL
New Lesson class the previous day class the previous day
45
B.Establishing a Purpose for Ask the students on what Walk the students through Walk the students through Walk the students through
the Lesson are the techniques in in the preparation of in the preparation of in the preparation of
argumentation used in the delivering their speech. delivering their speech. delivering their speech.
speech.
C. Presenting Walk the students through Make sure that all pointers Start the delivery of Start the delivery of
Examples/Instances of the in the preparation of to deliver an argumentative speeches speeches
Lesson preparing their speech. speech have been
comprehensively discussed
with students leaving them
with no gray areas.
D.Discussing New Concepts Help the students clarify the Aid the students clarify the Speech delivery Speech delivery
and Practicing New Skills steps for planning and steps for planning and
#1 drafting their speech. (If drafting their speech. (If
possible they can use the possible they can use the
argumentative essay that argumentative essay that
they accomplished in the they accomplished in the
previous lesson) previous lesson)

GRADES 1 to 12
Learning
Teaching Dates
46
E. Discussing New Concepts Speech delivery Speech delivery
and Practicing New Skills Help the students clarify the Have an in-depth discussion
#2 steps for planning and on how to deliver an
drafting their speech. (If argumentative speech
possible they can use the
argumentative essay that
they accomplished in the
previous lesson)
F. Developing Mastery Guide them in the points of Guide them in the delivery Speech delivery Speech delivery
(Leads to Formative editing their speech of their speech
Assessment 3)
G. Finding Practical Ask the students to point

Applications of Concepts Pair work: Pair work: Ask the students to point out their strengths and
and Skills in Daily Living out their strengths and weaknesses in delivering
Let them read through each Let them practice their weaknesses in delivering their speech.
other’s speeches and speeches with their partner. their speech.
proofread their work. Have the partners critic their
performance

GRADES 1 to 12
47
Teaching Dates

H. Making Generalizations
and Abstractions about Why is it important to learn Why is it important to learn Invite students to Invite students to
the Lesson how to write an how to deliver an summarize and think the summarize and think the
argumentative speech argumentative speech essential points that they essential points that they
properly? properly? enjoyed that have made enjoyed that have made
them realized worthy of them realized worthy of
emulation and practice emulation and practice
I. Evaluating Learning Rewrite your argumentative Delivering an argumentative Delivering an argumentative Delivering an argumentative
essay speech based on the criteria speech based on the criteria speech based on the criteria
found in the rubric on page found in the rubric on page found in the rubric on page
217 of your TG 217 of your TG 217 of your TG
J. Additional Activities for Encode your argumentative Practice your speech. Have them write their Have them write their
Application or essay Evaluation will continue the responses of Procedure G responses of Procedure G
Remediation next day. and H in their journal to and H in their journal to
keep a record of all their keep a record of all their
essential learnings. essential learnings.
V. REMARKS
48
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

solve?

49
other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: November 2-4, 2016 Quarter: 3

A. Content Standards: The learner demonstrates understanding of how world literature and other text types 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.
B.Performance Standards: The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIa-12: Raise EN10V-IIIa13.9: Give EN10LT-IIIa2.2: Explain EN10G-IIIa-31: Use Remedial/Enhancement
Competencies/Objectives: questions to clarify issues expanded definitions of words how the elements specific to pronouns effectively Reading Schedule/ICL
Write the LC Code for each covered in the material viewed a genre contribute to the
theme of a particular literary
EN10LC-IIIa-16: Listen to selection
simplify, reorganize,
synthesize, and evaluate
information to expand, review,
or update knowledge
week or two.
II. CONTENT
RECOGNIZING THE GIFT OF NATURE
D. References
1. Teacher’s Guide Pages P231-232 P233 P236-237 P237-238

Pages
50
(LR) portal
E. Other Learning Pictures, mp3 of “What a textbook textbook textbook
Resources Wonderful Word”, mp3
player

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Ask the students to go Create a word web Share some of the new Ask the students to read an Remedial/Enhancement
Lesson or Presenting the outside of the room and let words you had in your excerpt of the story, “A Day Reading Schedule/ICL
New Lesson them discover nature’s gift. additional activity. in A Country”
B.Establishing a Purpose for Remind them that the point Explain to the students the Recall the elements of a Discuss the table on cases
the Lesson of view is the way the importance of vocabulary short story of Pronoun on page 288 on
author allows them to “see” bank. your LM.
and “hear” what’s going on.
C. Presenting After ten minutes, ask them Form 5 groups and follow Fill out the table on page
Examples/Instances of the to compare answers with the instructions on Task 4 Group activity: 288 of your LM
Lesson their classmates on your page 277 in your
LM. (Group 1 – Vocabulary Write five words that appeal
Rock and Roll; G2 – A to their senses as indicated
Tricky Word; G3 – Magical in the drawing on page 286.
Word; G4 – Trash Can
51
Thesaurus; G5-Shades of
Meaning)
D.Discussing New Concepts Instruct them to complete Have the students discuss Answer Test Yourself on
and Practicing New Skills the statements on Task 1A in their respective groups Let students highlight the page 289
#1 on page 274 of your LM. their answers imagery of the text.

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Provide additional examples Remedial/Enhancement
and Practicing New Skills Ask them to share their Ask a representative of the Ask students to share their and exercises on personal Reading Schedule/ICL
#2 point of view. group to report to the class answers to the class pronouns and different
their answers after 20 cases
minutes.
F. Developing Mastery Lead the students to

(Leads to Formative appreciate a song related to Have the students interact Group Activity: Facilitate the conduct of
Assessment 3) nature by completing Task with classmates during the Task 8 on page 289-290 in
2A and B on pages 274-275 reporting. Have the students group the LM.
of your LM. themselves and answer
Task 6 on page 287 while
52
rereading the story ”A Day
in A Country”
G. Finding Practical
Applications of Concepts How can we preserve and Why do we need to expand How can you recognize the Why do we have to use
and Skills in Daily Living protect nature? our vocabulary? gift of nature? pronouns?

GRADES 1 to 12
Learning
Teaching Dates

H. Making Generalizations Remedial/Enhancement
and Abstractions about Why do we need to protect What is the importance of Explain the message of the Discuss the significance of Reading Schedule/ICL
the Lesson nature? vocabulary? story. the use of the different
cases of pronoun
I. Evaluating Learning Task 2A and B will serve as Completion of Task 4 will Group activity on Task 6 will
evaluation. serve as evaluation serve as evaluation Task 8 output will serve as
evaluation and may be
passed a week after.
53
J. Additional Activities for Do Task 3 on pages 276- Give another set of 3 new
Application or 277 of your LM. words that you found in the Review on the different Completion of Task 8 will
Remediation selection and do the Task 4 cases of pronoun serve as additional activity
again on your own.
V. REMARKS
Page 4 of 5

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson
54
these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates

B.Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10WC-IIIa14.1.1: Expand EN10VC-IIIb-23: Share EN10V-IIIb13.9: Give EN10WC-IIIb14.1.2: Use a Remedial/Enhancement
Competencies/Objectives: ideas using principles of viewpoints based on the ideas expanded definitions of variety of informative, Reading Schedule/ICL
55
Write the LC Code for each cohesion and coherence presented in the materials words persuasive, and
viewed argumentative writing
EN10LT-IIIb2.2: Explain technique
EN10LC-IIIb-16.1: how the elements specific to
Distinguish the important a genre contribute to the
points from less important ones theme of a particular literary
in a text listened to selection
week or two.
II. CONTENT COHERENCE / COHESION / THE STORY OF KEESH
D. References

Pages
(LR) portal
E. Other Learning textbook Videoclip, texbook textbook Textbook, video clip of
Resources goodwill speech,
PowerPoint of reminders on
writing a speech of goodwill

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Remedial/Enhancement
Lesson or Presenting the How do we make Tell the students that they Group activity: (1 word per Recall what happened to Reading Schedule/ICL
56
New Lesson connections? are going to watch a short group) Keesh
documentary film entitled,
“Save our Planet”. Do Task 4 on page 299 in 5
mins
B.Establishing a Purpose for

the Lesson Emphasize: Instruct students to Read the introduction about Ask:
To be able to write effective distinguish important points the author.
speeches, the logical links from the less important What will you do if you are
between and various points ones by completing the Task Keesh in the story and was
made must be clear to the 1 Chart on page 298 of their held as the chief of the
readers. LM tribe?
C. Presenting Let the students read the Allow ample time for the Show a sample video of a
Examples/Instances of the text inside the boxes in Task students to read and Present to the students the goodwill speech.
Lesson 9 on page 291 of your LM. understand what they are motive questions found on
going to do. page 299
D.Discussing New Concepts Explain to the class the Ask students to give
and Practicing New Skills difference between reasons why it is important Think-Pair-Share: Introduce to the students
#1 cohesion and coherence or less important. that goodwill speeches are
Get a partner, DO Task 5 on based on creation /
page 305 while reading the cultivation of modesty,
story, The Story of Keesh on tolerance, and good humor.
page 299-304 in your LM

GRADES 1 to 12
Learning
Teaching Dates

57
E. Discussing New Concepts Give the students more Share the class their output Discuss with the class their Remedial/Enhancement
and Practicing New Skills examples of Cohesive after 15 minutes possible answers for Task 5. Take note and explain the Reading Schedule/ICL
#2 words found on page 240- building conventions of a
241 of your TG goodwill speech found on
page 311 of the LM
F. Developing Mastery Ask the students to pick Let the students begin to Discuss the story further by Point out the reminders
(Leads to Formative some cohesive words and watching the video clip on using the questions found when writing a goodwill
Assessment 3) use them in a sentence. Natural Hazards on Human. on Task 6 on page 306 in speech found on page 255
Inform them to complete your LM. of your TG.
Task 2 and Task 3 on page
298 of their LM
Applications of Concepts When can we make use of Identify the three main How did the characters face Recall the prosodic features
and Skills in Daily Living cohesion and coherence? points, two datable ideas the conflicts through the of speech as aids to speech
and one question they have words they said, actions delivery.
about the documentary and motives?
viewed.

GRADES 1 to 12
Learning
Teaching Dates
58
and Abstractions about What is the importance of What have you realized Based on your analysis, What is the significance of Reading Schedule/ICL
the Lesson learning cohesion and after watching the video who is more effective in goodwill speeches?
coherence? clip? responding to the people’s
need?
I. Evaluating Learning Ask the students to choose Task 2 and Task 3 will serve
a partner and study the 4 as evaluation Do Task 7 on page 306 Paired activity:
pictures on page 291 of
their LM and write a With a partner, write a
dialogue about the pictures goodwill speech for Keesh.
within 20 minutes.
J. Additional Activities for Write a speech with Write down 3 ways to Save Do Task 8 on page 307 with
Application or appropriate cohesion and our Planet. the same group members. Practice to deliver the good
Remediation coherence based on the list will speech in front of the
of speech topics you are to class. Divide the parts with
choose from on page 293. your partner.
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
59
earned 80% in the
evaluation

remediation

lesson

these work?

solve?

other teachers?
60
GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10V-IIIc13.9: Give EN10LT-IIIc2.2.3: EN10SS-IIIc1.6.4: Use EN10G-IIIc-31: Use Remedial/Enhancement
Competencies/Objectives: expanded definitions of words Determine tone, mood, writing conventions to pronouns appropriately Reading Schedule/ICL
Write the LC Code for each technique, and purpose of the acknowledge sources
EN10VC-IIIc-10: Evaluate author
the information contained in
the material viewed in terms of EN10V-IIIc13.9: Give
accuracy and effectiveness expanded definitions of words
week or two.
II. CONTENT
WORKING WITH NATURE’S LIMITS
D. References
1. Teacher’s Guide Pages P264-265 P266-267 P271 P271-275

Pages
(LR) portal
E. Other Learning Pictures of nature that are Copy of the text, textbook Strips of paper containing Handout and PowerPoint on
Resources similar to what is found in students’ perceived nature’s the Pronoun-Antecedent
61
the book (p314) limits and positive rules
responses to be used on
the collage, textbook

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Post the pictures on the How do Filipinos view Discuss the over-all theme Conduct a diagnostic test to Remedial/Enhancement
Lesson or Presenting the board and ask the students nature’s condition at present of the poem, Song of evaluate if the students Reading Schedule/ICL
New Lesson what idea the pictures based on the video shown Autumn and relate their have an idea about the
suggest. yesterday? answers to the theme of life. correct use of pronouns, in
particular, in making
pronouns agree with its
antecedents. It is found on
page 323
B.Establishing a Purpose for After eliciting the correct Let students share their Let the students do the
the Lesson answer, deepen the concept insights about the shape collage having in Present the pronoun-
by asking: importance of nature as mind that it should show antecedent rules and give
depicted in the music video. how they perceive nature’s examples.
Why is it called Mother limits and respond to it
Earth? positively.
What makes earth a

mother?
C. Presenting Let the students enumerate Give out the words for Group work: Check their answers in the
Examples/Instances of the other feminine qualities that study. Let the students read previous activity and
Lesson the Earth have. the poem twice and Divide the class into 7 discuss the rules related to
highlight the words. groups and give each group it.
a rule on using quotation
marks
D.Discussing New Concepts Let someone read the Let the students understand Have each group discuss Do practice exercises in
and Practicing New Skills excerpt from the Preamble the meaning through the rule assigned to them. Task 9 on pages 328-329 of
#1 of the Proposal for context clues the LM.
Universal Declaration of the
62
Rights of Mother Earth as
the whole class listens and
take notes different rights.

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Let the class complete the Discuss how to give an Let them observe the Check and discuss the Remedial/Enhancement
and Practicing New Skills Venn Diagram found on expanded definition of a correct use of quotation answers. Reading Schedule/ICL
#2 page 315 word by studying the marks in the story found on
example found on page page 322
318.
F. Developing Mastery Class discussion of the Pair work: Let them highlight the Provide more exercises and
(Leads to Formative Venn Diagram sentences containing drills.
Assessment 3) Use the dictionary to find quotation marks and identify
the meanings of the word the different rules shown
found in Task 4 on page 318 therein.
of the LM.
G. Finding Practical Share some pertinent Illustrate an example of When do we use quotation Let students defend their
Applications of Concepts experience/s when you giving an extended marks? answers
and Skills in Daily Living realized that nature is like a definition and let students
63
mother to you. finish the task.

GRADES 1 to 12
Learning
Teaching Dates

H. Making Generalizations What can you say to the What is the role of Why do we need to know Summarize the rules as Remedial/Enhancement
and Abstractions about youth of the new generation expanding the meaning of a the rules of using quotation seen in the examples. Reading Schedule/ICL
the Lesson in connection with your word in understanding marks?
realization? poetry?
I. Evaluating Learning Play the music video Pair work on Task 4 will Present a report on the Do Task 10 on page 329
Paraiso by Smokey serve as evaluation. rules of quotation mark
Mountain and express their assigned with examples
insights of the song on the from the story read.
freedom board.
J. Additional Activities for Output of the evaluating Group work: Evaluation, if not completed Do Task 11 found on page
Application or learning can be an can be an extended activity. 330
Remediation extended activity Do Task 5 on page 318-319.
64
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?
65
solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10G-IIIc-31: Use EN10LC-IIId-3.2: Raise EN10LT-IIId14.2: Explain EN10SS-IIId1.6: Show Remedial/Enhancement
Competencies/Objectives: pronouns appropriately questions and seek how the elements specific to respect for intellectual Reading Schedule/ICL
Write the LC Code for each clarifications on issues a selection build its theme property rights by
discussed in the text listened acknowledging citations
to. EN10VC-IIId-28: Disclose made in the critique
the personal significance of EN10SS-IIId1.6.6: Use
EN10LC-IIId-3.18: Get a material viewed quotation marks or hanging
different viewpoints on various
indentations for direct
local or global issues
quotes
66
week or two.
II. CONTENT
EXPERIENCING THE POWER OF NATURE
D. References

Pages
(LR) portal
E. Other Learning Handout and PowerPoint on Pictures, textbook, video Copy of text, picture Sample news articles,
Resources the Pronoun-Antecedent clip clippings
rules

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Give a diagnostic test to Show pictures of alternative Show the picture in the LM Sharing of output of the Remedial/Enhancement
Lesson or Presenting the evaluate if the students sources of energy like wind and let the students additional activity given. Reading Schedule/ICL
New Lesson understood correct use of power, hydro-electric power, describe what they see.
pronouns, in particular, in fossil fuels, geothermal
making pronouns agree with power, tidal power, etc. Let
its antecedents. the students identify these
67
sources and give more
examples
B.Establishing a Purpose for Review on the rules of Try to list down at least five Ask the students to explain Divide the students into 10
the Lesson discussed pronoun- benefits that we get from in their own words groups with five members
antecedent rules. these sources of energy. naturalism and realism each. Give them clippings
about environmental and
social conditions of the
country.
C. Presenting Discuss remaining rules Ask the following questions: Ask students to present Let the students compare
Examples/Instances of the which are not tackled in the social conditions in our the environmental and
Lesson previous lesson What do you think will society at present e.g. social issues in the past and
happen if some of these poverty, social injustice, etc. the present
energy sources were not
available?
What would you do and

how would you deal with the
problem?
D.Discussing New Concepts Do teacher-made drills. Let the students watch the Divide the class to come up Let the students predict
and Practicing New Skills video of Man-Evolution and with their own concept of what might happen in the
#1 Pollution . Naturalism and Realism future given such conditions
using these social
conditions

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Check answers and let Divide the class into two Stress out reality and Present points of writing Remedial/Enhancement
and Practicing New Skills students defend their and share their views about survival as the main news article Reading Schedule/ICL
#2 answers. what was viewed. concepts and have the
groups share to the class
68
their respective concepts.
F. Developing Mastery Do another set of drills Have interactive discussion Divide the class into 4 small Write a news article
(Leads to Formative on how could students bring groups and explain to them comparing the
Assessment 3) about change in this present to prepare a plot analysis of environmental social
condition. the story they are about to conditions of the country in
read. The plot analysis will the past and in the present.
be based on the diagram as
shown on page 341.
G. Finding Practical Complete a teacher-made Let students arrive to the Relate in the story with During writing, let students
Applications of Concepts dialog drill on pronoun- solutions like Reduce, culture, history, acknowledge sources used
and Skills in Daily Living antecedent rules. Reuse, Recycle. environment, and other in their articles.
factors.

GRADES 1 to 12
Learning
Teaching Dates

H. Making Generalizations Summarize the rules of Let them give a short but Let the students give Ask: Remedial/Enhancement
and Abstractions about pronoun-antecedent. sound generalization about present-day examples of Reading Schedule/ICL
the Lesson what they have gained from what’s really happening are Why is it important to show
the discussion. related to their observation: respect to intellectual
69
Ex. Hunger, poverty, justice property rights?
I. Evaluating Learning Conduct a summative test Presentation of views on the Plot analysis on page 341 Writing the comparative
on pronoun-antecedent topic: will serve as evaluation. news article will serve as
rules evaluation
Humans are solely
responsible for the
destruction of the Earth and
there is nothing we could do
to solve the problem. It is
irreversible.
J. Additional Activities for Do the Task 12 on page 331 Research about realism and Do Task 8 on page 343 of Evaluation if not completed,
Application or naturalism in history, the LM may become an extended
Remediation particularly in American activity.
Literature and read in
advance Your Text on pages
338-341.
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation
70
remediation

lesson

these work?

solve?

other teachers?

GRADES 1 to 12
71
Teaching Dates
and Time: November 28- December 2, 2016 Quarter: 3

C. Learning EN10VC-IIIe-12: Raise EN10V-IIIf13.9: Give EN10G-IIIe-30: Use EN10LT-IIIe-3: Explain how Remedial/Enhancement
Competencies/Objectives: questions to clarify issues expanded definitions of word structures of modification a selection may be Reading Schedule/ICL
Write the LC Code for each covered in the material viewed influenced by culture,
EN10LT-IIIe-3: Explain how history, environment, or
a selection may be influenced other factors
by culture, history,
environment, or other factors
week or two.
II. CONTENT
HARNESSING NATURE’S POTENTIALS
D. References

Pages
(LR) portal
E. Other Learning Video clip, laptop, projector, textbook Textbook, picture/artwork, textbook
Resources copy of the song dictionary
72
GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Group the students to Solicit from the students Present a picture or an Ask: Remedial/Enhancement
Lesson or Presenting the maximize acquaintances ideas from the words listed artwork (It can be from the Reading Schedule/ICL
New Lesson and assign a name based on page 355 previous activity or any How do you react to
on the terms stream, grass, picture of your choice) something extraordinary?
music, sun, and mountain
B.Establishing a Purpose for Recall on how words are Let the students describe Tell the students to read the
the Lesson Let the students view a defined and expanded. what they see. selection on page 363-366
video clip to be downloaded and ask them to take note
from YouTube as indicated on how its conflict is parallel
in the TG page 303 to human’s disposition to
nature
C. Presenting Let the students identify Let the students give the Discuss further the inputs Remind the class about
Examples/Instances of the which among the five terms synonyms of the given on structures of modification everybody’s responsibility of
Lesson mentioned above can heal words. specifically about adjectives taking care of the nature.
people from their illness and adverbs found on
pages 359-360.
D.Discussing New Concepts Formulate 5 questions Discuss their answers and Provide examples per Let the students mention
and Practicing New Skills pertaining to them let them use it in sentences structure some programs and
#1 projects pertaining to the
recovery of damages
natural resources and
sustainable development.
73
GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Ask: Have the students read the Give drills in identifying Encourage them to find out Remedial/Enhancement
and Practicing New Skills text. structures of Modification. how they can contribute in Reading Schedule/ICL
#2 Does music literally heal the implementation of these
physical weakness? How? programs.
F. Developing Mastery Set aside the questions and In dyads, let the students Group students by 4. Discuss the answers to the
(Leads to Formative play the video again and discuss their answers to the questions on Task 11 found
Assessment 3) take note of the questions questions found in the LM. Let the students complete on page 366 of the LM.
raised by the speaker the Task 8 table on page
361 of the LM
G. Finding Practical Complete the table on Task Ask: Choose 3-5 words on the Suggest ways on how
Applications of Concepts 3 page 354 in your LM word list of the Table found humans can possibly
and Skills in Daily Living How can you relate to the on Task 8 and use them in resolve its conflict with
story to your everyday creating a dialogue. nature.
experience?
74
GRADES 1 to 12
Learning
Teaching Dates

H. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about What have you realized in What have you learned in Remind the class about the Reading Schedule/ICL
the Lesson the activity? What event in the story do the activity? significance of the
you find most significant? government’s programs and
projects
I. Evaluating Learning Complete the table on Task Group activity: Presenting a dialogue Complete the table of Task
3 page 354 in your LM 12 on page 366.
Do Task 6 on page 358
J. Additional Activities for Read in advance The Voice Task 6 will be considered as Group activity: Evaluation will be an
Application or of the Mountain on pages an extended activity. extended activity since
Remediation 355-358 Outputs will be posted on Do Task 10 on page 362 of students need to research
the class wall depending on the LM. about the government
what was agreed by the programs and projects
class.
75
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?
76
solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: December 5-9, 2016 Quarter: 3

C. Learning EN10RC-IIIf-2.18: Personal EN10V-IIIf13.9: Give EN10LT-IIIf-3: Explain how EN10LT-IIIg20: Evaluate Remedial/Enhancement
Competencies/Objectives: significance of the selection to expanded definitions of words a selection may be literature as a source of Reading Schedule/ICL
Write the LC Code for each the reader (reader response) influenced by culture, wisdom in expressing and
history, environment, or resolving conflicts between
other factors individuals or groups and
nature
week or two.
II. CONTENT
BEING ONE WITH NATURE
77
D. References

Pages
(LR) portal
E. Other Learning Music video of There You textbook Textbook textbook
Resources Will Be by Faith Hill

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Let the students write on a Recall ways of expanding Present the background of Call volunteers to share Remedial/Enhancement
Lesson or Presenting the piece of paper what they the meaning of a word the author of the selection their output from the Reading Schedule/ICL
New Lesson want to become The Last Leaf previous activity.
B.Establishing a Purpose for Have the students present Present the 3 ways of
the Lesson their output to the class expanding a definition into a What symbolizes your life? Tell the students that as a
paragraph proof of their desire to
change for the better, they
78
are to draft a letter of intent
to their adviser pertaining to
their involvement in their
efforts to resolve conflict in
the school brought about by
natural calamity.
C. Presenting Watch the music video of Discuss the 3 ways of Let the students read and Let the students read the
Examples/Instances of the “There You’ll Be by faith Hill expanding a definition into a discover the interesting twist example on page 382-383
Lesson paragraph in the story. of the LM
D.Discussing New Concepts Ask: Provide additional examples Process the reading text Review the parts of a letter
and Practicing New Skills in expanding a definition based on the questions no.
#1 What did you feel after into a paragraph 1-3 on page 380 in the LM
hearing the song?

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Let the students fill-out the Pair work: Process the reading text Discuss how each part of Remedial/Enhancement
and Practicing New Skills though balloons on page based on the questions no. the letter was written in the Reading Schedule/ICL
#2 374 and select students to Let the students skim the 4-6 on page 380 in the LM example given in the book
share their answers to the selection and fill-out in the
class table with the data needed
79
on page376 of the LM
F. Developing Mastery On a piece of bond paper, Discuss the students Complete the diagram of Draft the letter they are to
(Leads to Formative draw the symbolic icon of answers and let them Task 6 on page 381 of the write
Assessment 3) your inspiration. Explain n 3 explain it. LM.
sentences your output.
Write them below your
drawing.
Applications of Concepts Relate the message of the Cite an instance where we Ask: Why do we need to take
and Skills in Daily Living song to an experience can make use of expanding part in resolving conflicts
meaning a definition into a How did the story helped with nature?
paragraph you realize the complexity
and complication of life and
its connectivity with nature?

GRADES 1 to 12
Learning
Teaching Dates

and Abstractions about What message can we get What significant learnings Complete the phrases given What is our role in resolving Reading Schedule/ICL
the Lesson from the song? did you get out of the in the LM in Task 7A page conflicts with nature?
activity? 381.
80
I. Evaluating Learning
Developing Mastery activity Completion of the table on Completion of Task 6 will Written letter will serve as
will serve as evaluation. page 376 will serve as serve as evaluation evaluation
evaluation
J. Additional Activities for

Application or If the activity is not If the activity is not If the activity is not Encode the letter.
Remediation completed, let the students completed, let the students completed, let the students
finish it at home. finish it at home. finish it at home.
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

81
remediation

lesson

these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
82
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
C. Learning EN10V-IIIg13.9: Give EN10LT-IIIg20: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Competencies/Objectives: expanded definitions of words literature as a source of the information contained in the information contained in Reading Schedule/ICL
Write the LC Code for each wisdom in expressing and the material viewed in terms the material viewed in terms
resolving conflicts between of accuracy and of accuracy and
individuals or groups and effectiveness effectiveness
nature
EN10WC-IIIg14: Compose EN10WC-IIIg14: Compose
an independent critique of a an independent critique of a
chosen selection chosen selection
week or two.
II. CONTENT
A. References
1. Teacher’s Guide Pages P327-328 P330 P331 P331

Pages
(LR) portal
B. Other Learning Textbook, teacher-made textbook Textbook Textbook
Resources worksheets
83
Teaching Dates

A. Reviewing Previous Ask the students to fill-in the Give the background of the Watch a video about the Give a feedback on the Remedial/Enhancement
Lesson or Presenting the grid Task 8 on page 384 of author keynote speech/es of speech critiquing done in Reading Schedule/ICL
New Lesson the LM with what is asked in famous personalities (ex. the previous lesson
each column Speech of Duterte,
Robredo, etc.)
B.Establishing a Purpose for Discuss the student’s Ask: Present points on how to Present difficulties in
the Lesson answers critique a speech critiquing a speech
What would it be like to live
in a space colony?
C. Presenting Present the structures of Instruct students to read the Give an example of a Share to the class group
Examples/Instances of the modification as they vary in given text silently. critique speech practices on how they
Lesson nature and function manage to critique the
speech
D.Discussing New Concepts Provide examples and Have the students complete Discuss with the students Guide again the students in
and Practicing New Skills discuss the phrases on Task 10 of how the sample critique how to critique a speech
#1 page 388 in your LM. speech is being done.
84
GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Add adjective, adverb, or Discuss their answers Provide the students with a Provide the students with a Remedial/Enhancement
and Practicing New Skills qualifier to intensify the transcript of the viewed transcript of the viewed Reading Schedule/ICL
#2 meaning of the given words speech and let them speech and let them
compare the speech and compare the speech and
the delivery. the delivery.
F. Developing Mastery Let the students expound In a group, let the students In a group, let the students
(Leads to Formative Let them answer the rest if their answers critique the given speech. critique the given speech.
Assessment 3) the given words found in the
LM on page 384
G. Finding Practical What are the consequences What are the strong points What are the strong points
Applications of Concepts When can we make use of of today’s technological of the speech delivered by of the speech delivered by
and Skills in Daily Living the knowledge of expanding advances if nature is not the personality in the video? the personality in the video?
meaning of words? being sustained and
protected?
85
GRADES 1 to 12
Learning
Teaching Dates

and Abstractions about Why is it important to Share insights on the What have you learned from What have you learned from Reading Schedule/ICL
the Lesson expand meaning of words? significance of nature, the the activity? the activity?
circumstances that pose
likelihood of other living
things to human being.
Task 8 will serve as Draw or present a picture of Output on the speech Output on the speech
evaluation the possible consequences critiquing will be the critiquing will be the
if the environment is being evaluation evaluation
neglected or abused.
J. Additional Activities for Use the given words in Task If activity is not completed Make the task an extended Make the task an extended
Application or 9A on page 384 of your LM give it as an extended activity for the class. activity for the class.
Remediation in a sentence activity.
86
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

87
solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Competencies/Objectives: the information contained in the information contained in the information contained in Reading Schedule/ICL
Write the LC Code for each the material viewed in terms the material viewed in terms the material viewed in terms
of accuracy and of accuracy and of accuracy and
effectiveness effectiveness effectiveness
EN10WC-IIIg14: Compose
an independent critique of a
chosen selection
week or two.
II. CONTENT
88
A. References
1. Teacher’s Guide Pages P331 P331 P331
2. Learner’s Materials P389-393 P389-393 P389-393

Pages
3. Textbook Pages P389-393 P389-393 P389-393
(LR) portal
B. Other Learning Textbook Textbook Textbook
Resources

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Give a feedback on the Give a feedback on the Give a feedback on the Give a feedback on the Remedial/Enhancement
Lesson or Presenting the speech critiquing done in speech critiquing done in speech critiquing done in speech critiquing done in Reading Schedule/ICL
New Lesson the previous lesson the previous lesson the previous lesson the previous lesson
B.Establishing a Purpose for Present difficulties in Present difficulties in Present difficulties in Present difficulties in
the Lesson critiquing a speech critiquing a speech critiquing a speech critiquing a speech
89
C. Presenting Share to the class group Share to the class group Share to the class group Share to the class group
Examples/Instances of the practices on how they practices on how they practices on how they practices on how they
Lesson manage to critique the manage to critique the manage to critique the manage to critique the
speech speech speech speech
D.Discussing New Concepts Guide again the students in Guide again the students in Guide again the students in Guide again the students in
and Practicing New Skills how to critique a speech how to critique a speech how to critique a speech how to critique a speech
#1

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Provide the students with a Provide the students with a Provide the students with a Provide the students with a Remedial/Enhancement
and Practicing New Skills transcript of the viewed transcript of the viewed transcript of the viewed transcript of the viewed Reading Schedule/ICL
#2 speech and let them speech and let them speech and let them speech and let them
compare the speech and compare the speech and compare the speech and compare the speech and
the delivery. the delivery. the delivery. the delivery.
90
F. Developing Mastery In a group, let the students In a group, let the students In a group, let the students In a group, let the students
(Leads to Formative critique the given speech. critique the given speech. critique the given speech. critique the given speech.
Assessment 3)
G. Finding Practical What are the strong points What are the strong points What are the strong points What are the strong points
Applications of Concepts of the speech delivered by of the speech delivered by of the speech delivered by of the speech delivered by
and Skills in Daily Living the personality in the video? the personality in the video? the personality in the video? the personality in the video?

GRADES 1 to 12
Learning
Teaching Dates

and Abstractions about What have you learned from What have you learned from What have you learned from What have you learned from Reading Schedule/ICL
the Lesson the activity? the activity? the activity? the activity?
91
Output on the speech Output on the speech Output on the speech Output on the speech
critiquing will be the critiquing will be the critiquing will be the critiquing will be the
evaluation evaluation evaluation evaluation
J. Additional Activities for Make the task an extended Make the task an extended Make the task an extended Make the task an extended
Application or activity for the class. activity for the class. activity for the class. activity for the class.
Remediation
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

92
remediation

lesson

these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
93
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
C. Learning EN10OL-IIIi1.10: Deliver EN10LC-IIIf-3.13: React to EN10VC-IIIf-23: Share EN10LT-IIIf-3: Explain how Remedial/Enhancement
Competencies/Objectives: special speeches like toast the falsity or soundness of viewpoints based on the a selection may be Reading Schedule/ICL
Write the LC Code for each and roast speeches, an argument ideas presented in the influenced by culture,
tributes, welcome and materials viewed history, environment, or
closing remarks, speeches other factors
to introduce guest
speakers/resource persons
etc. effectively in varied
speech situations
week or two.
II. CONTENT
A. References
1. Teacher’s Guide Pages P284-285 P290 P292

Pages
(LR) portal
B. Other Learning Textbook, pictures textbook textbook
Resources

GRADES 1 to 12
94
Teaching Dates

A. Reviewing Previous Ask students about their Present pictures of Show a picture similar to Review the selection read. Remedial/Enhancement
Lesson or Presenting the Christmas Break Nutritional Information or that of page 337 Reading Schedule/ICL
New Lesson Health Facts of different
products
B.Establishing a Purpose for Let the students highlight Ask the students on what Let the students recall some Tell the students on what
the Lesson one significant experience ingredients are present in ideas associated with the they are supposed to do for
during the break these products. picture shown the day
C. Presenting Let students share about Let the students analyze Present or draw a graphic Ask students to form five
Examples/Instances of the their most significant which of the ingredients can organizer of a fire as shown groups and do the assigned
Lesson experience cause or cure illness? in the LM on page 342 tasks on Task 7 page 342 of
the LM.
D.Discussing New Concepts Ask: Show students pictures of Let the students read the Discuss and relate the
and Practicing New Skills alternative sources of story and observe social conditions during the
#1 What are other things that energy from nature similarities to both the story time to how the story was
you would want to and the picture inside the written.
experience in life? fire and contrasting ideas on
the logs.
95
Teaching Dates

E. Discussing New Concepts In dyad, let the students Let them list down benefits Let the students read silently Let the students discuss Remedial/Enhancement
and Practicing New Skills share their future plans or they can get out of these their presentation Reading Schedule/ICL
#2 their goals in life for the new energy
year.
F. Developing Mastery Instruct the students to Process students answers Ask the students write the Prepare and practice for the
(Leads to Formative make an individual Bucket ideas common to both the presentation
Assessment 3) List for the year. story and the picture inside
the fire and the contrasting
ideas on the logs.
G. Finding Practical Let the students give

Applications of Concepts What do you think will present-day happening are Process the presentation.
and Skills in Daily Living Why do we need to have happen if some of these related to their observation
plans in life? sources were not available?
96
GRADES 1 to 12
Learning
Teaching Dates

and Abstractions about What have you learned in What would you do and how Ask the students to Let the students share their Reading Schedule/ICL
the Lesson class? would you deal with the generalize of what they realizations of the lesson.
problem have learned, highlighting
the factors that could have
affected these events.
I. Evaluating Learning Let students share their Let them give a statement Present the group
bucket list to the class or two expressing their Graphic organizer will serve presentation
thanksgiving to nature for all as evaluation
its benefits.
J. Additional Activities for If the activity is not

Application or Group students ahead of completed, do it the
Remediation time and let them prepare following day.
for Task 7 on page 342-343.
97
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?
98
solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10SS-IIIf1.6.3: EN10SS-IIIf1.6.3: EN10G-IIIg-30: Use EN10G-IIIg-30: Use Remedial/Enhancement
Competencies/Objectives: Acknowledge sources by Acknowledge sources by structures of modification structures of modification Reading Schedule/ICL
Write the LC Code for each preparing a bibliography preparing a bibliography
week or two.
II. CONTENT
A. References
1. Teacher’s Guide Pages P293 P293 P294-295 P294-295
99
Pages
(LR) portal
B. Other Learning Textbook, handout, Textbook, handout, Textbook, worksheets Textbook, worksheets
Resources worksheet worksheet

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Recall lesson on citing Recall lesson on citing Present a word and ask Review the past lesson on Remedial/Enhancement
Lesson or Presenting the sources sources students to give other words structures of modification Reading Schedule/ICL
New Lesson that could describe / modify
it until you come up with a
complete sentence.
B.Establishing a Purpose for Let the students prepare a Let the students prepare a Provide at least 5 simple Provide another example
the Lesson simple bibliography for the simple bibliography for the examples.
given references found on given references found on
page 345 page 345
100
C. Presenting Let them differentiate a Let them differentiate a Give the different types of Let students answer the
Examples/Instances of the reference list and a reference list and a modifications through exercises.
Lesson bibliography. bibliography. examples and practice
board exercises.
D.Discussing New Concepts Review the guidelines in Review the guidelines in Let them go back to the text Check the exercises
and Practicing New Skills preparing a bibliography preparing a bibliography and identify sentences that answered
#1 contain structures of
modifications

Teaching Dates

E. Discussing New Concepts Provide exercises on Provide exercises on Ask them to give their own Provide more drills Remedial/Enhancement
and Practicing New Skills making bibliography making bibliography examples using simple Reading Schedule/ICL
#2 words and expanding it to
form sentences
101
F. Developing Mastery Group the students and Group the students and Group Activity: Give individual drills
(Leads to Formative have them arrange a list of have them arrange a list of
Assessment 3) references to be placed in a references to be placed in a Do Task 11 of page 348 in
bibliography bibliography your LM
G. Finding Practical Why do we need to Why do we need to When can we make use When can we make use
Applications of Concepts acknowledge sources? acknowledge sources? of the different structures of the different structures
and Skills in Daily Living of modifications? of modifications?
102
GRADES 1 to 12
Learning
Teaching Dates

and Abstractions about What is the purpose of What is the purpose of What is the importance of What is the importance of Reading Schedule/ICL
the Lesson Bibliography? Bibliography? the different structures of the different structures of
modifications? modifications?
Group activity will serve as Group activity will serve as Group activity will serve as Individual drill will serve as
evaluation. evaluation. evaluation. evaluation.
J. Additional Activities for

Application or Give students additional Study in advance structures Give additional drills Give additional drills
Remediation exercises on making a of modification on
bibliography pages345-347 in the LM
V. REMARKS
103
GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

solve?
104
other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10VC-IIIh-28: Disclose EN10OL-IIIh3.11: Produce EN10OL-IIIh3.11: Produce Remedial/Enhancement
Competencies/Objectives: the personal significance of the sounds of English the sounds of English What have you learned from Reading Schedule/ICL
Write the LC Code for each a material viewed correctly and effectively correctly and effectively the activity?
week or two.
II. CONTENT

A. References

Pages
105
(LR) portal
B. Other Learning Textbook, videoclip Textbook, videoclip Textbook, videoclip Textbook, videoclip
Resources

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Present a short Review on the points in Review on the points in Review on the points in Remedial/Enhancement
Lesson or Presenting the documentary video clip conducting a symposium conducting a symposium conducting a symposium Reading Schedule/ICL
New Lesson about Mother Nature to the
students
B.Establishing a Purpose for Elicit from the students Follow up the class on how Follow up the class on how Follow up the class on how
the Lesson views about what they have are they in preparation of are they in preparation of are they in preparation of
seen the symposium the symposium the symposium
C. Presenting Ask: Let the students share on Let the students present Let the students present
Examples/Instances of the their progress of the their symposium their symposium
Lesson How does the documentary symposium preparations
106
presented?
D.Discussing New Concepts Present to the class the Let the students meet their Let the students meet their Let the students meet their
and Practicing New Skills mechanics of a symposium group and prepare for the group and prepare for the group and prepare for the
#1 symposium symposium symposium

Teaching Dates

E. Discussing New Concepts Discuss how to plan and Let students discuss their Let students discuss their Let students discuss their Remedial/Enhancement
and Practicing New Skills organize a symposium symposium with their symposium with their symposium with their Reading Schedule/ICL
#2 classmates classmates classmates
F. Developing Mastery Divide the class into groups Practice the presentations Present their symposium Present their symposium
(Leads to Formative and then give each topics to for the symposium
107
Assessment 3) be discussed in a mini
symposium
G. Finding Practical When do we usually When do we usually When do we usually When do we usually
Applications of Concepts make use of a make use of a make use of a make use of a
and Skills in Daily Living symposium? symposium? symposium? symposium?

GRADES 1 to 12
Learning
Teaching Dates

H. Making Generalizations Let students discuss their Remedial/Enhancement
and Abstractions about What are the significant What are the significant What are the significant symposium with their Reading Schedule/ICL
the Lesson learnings you get from the learnings you get from the learnings you get from the classmates
lesson lesson lesson
108
I. Evaluating Learning Draft of the mini-symposium Practice the presentations Practice the presentations Present their symposium
script by group will be the for the symposium for the symposium
evaluation
J. Additional Activities for Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
Application or and presentation for the and presentation for the and presentation for the make use of a
Remediation symposium. symposium symposium symposium?
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
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evaluation

remediation

109
lesson

these work?

solve?

other teachers?
110
GRADES 1 to 12
Learning
Teaching Dates
111
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 EN10LC-IVa-16: Listen to EN10SS-IVa-1.5: Use EN10LT-IVa-2.2.1: Express EN10LT-IVa2.2: Explain Remedial/Enhancement
Competencies/Objectives: simplify, reorganize, synthesize locational skills to gather appreciation for sensory how the elements specific to Reading Schedule/ICL
Write the LC Code for each and evaluate information to information from primary and images used a genre contribute to the
expand, review, or update secondary sources of
theme of a particular
knowledge information
literary selection
week or two.
II. CONTENT
REBUILDING OUR SOCIETIES
A. References
1. Teacher’s Guide Pages P361-362 P363 P364-367 P364-367

Pages
(LR) portal
B.Other Learning Resources Video Clip Textbook, video clip, Copy of the reading text, Copy of the text
PowerPoint presentation on video clip
Primary and Secondary
sources
112
A. Reviewing Previous Showing of video clip Show a video on primary Share your answer on the Review with the class the Remedial/Enhancement
Lesson or Presenting and secondary sources additional task given of the story, “The Little Prince” by Reading Schedule/ICL
the New Lesson previous lesson guiding students to answer
the processing questions on
page 414
B.Establishing a Purpose for Sharing of observations on Elicit observation from Have the students watch a Present to the class the
the Lesson the video clip watched. students of the video video from youtube.com graphic organizer of Task 6
shown. “What is a Friend” on page 415 of the LM
C. Presenting Ask the students the places Present what are primary Let the students do Task 4 Walk through with the
Examples/Instances of the in the Philippines that they and secondary sources on page 410 of the LM. students in completing the
Lesson have already visited. graphic organizer
D.Discussing New Concepts Let the students share their Give examples of each and Give a brief background of Group work:
and Practicing New Skills experiences and discuss. the author
#1 discoveries about the Do Task 7 on page 415 of
country from their travels. the LM
113
E. Discussing New Concepts Let the students make a Let the students give their Let the students answer the Let the students discuss Remedial/Enhancement
and Practicing New Skills concept map regarding the own examples. anticipation guide of Task 5 among their group the task Reading Schedule/ICL
#2 video clip watched. on page 410 of the LM. assigned to them in the
group activity
F. Developing Mastery Small group sharing Let the students answer the Allot some time for the Work on the completion of
(Leads to Formative exercises on Task 2 on students to read the text. the task in the group activity
Assessment 3) page 409 of the LM. assigned to them
G.Finding Practical Ask students the Process the activity by

Applications of Concepts Processing Questions on asking the following With the convenience that With the convenience that
and Skills in Daily Living LM page 409. questions: technology brings in making technology brings in making
friends, do you think that friends, do you think that
How did you complete the being a friend and being a friend and
task? befriending another has befriending another has
What helped you classifying become superficial? become superficial?
the materials
114
H.Making Generalizations . Ask: Remedial/Enhancement
and Abstractions about What makes you proud of How do we make and keep How do we make and keep Reading Schedule/ICL
the Lesson the Philippines? How important is the friends? friends?
correctness of information
in research writing?
I. Evaluating Learning Making of the Concept Map Task 2 on page 409 of the Completion of Task 4 and 5
will serve as evaluation LM will serve as the will serve as evaluation Presentation of the group
evaluation. activity will serve as
evaluation.
J. Additional Activities for Answer: Complete the Task 3 on Group students ahead of If the activity cannot be
Application or page 409 of the LM time and let them prepare completed within the lesson,
Remediation If given the chance to travel for Task 7 on page 415 of make it an extended activity.
for free, which destination the LM
will you visit first?
IV.REMARKS
Page 4 of 5
115
V. REFLECTION needs to be done to help the students learn?
earned 80% in the
evaluation

remediation

lesson

these work?

solve?

other teachers?
116
GRADES 1 to 12
Learning
Teaching Dates
and Time: January 30 – February 3, 2017 Quarter: 4

C. Learning EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: Expand EN10V-IVb-30: Get familiar EN10LC-IVb-3.18: Get Remedial/Enhancement
Competencies/Objectives: simplify, reorganize, ideas using principles of with technical terms used in different viewpoints on various Reading Schedule/ICL
Write the LC Code for each synthesize and evaluate cohesion and coherence research local or global issues
information to expand, EN10LC-IVb-16.1:
review, or update knowledge Distinguish the important
points from less important ones
week or two.
II. CONTENT
A. References
117
2. Learner’s Materials P415 P416-417 P417-418 P419-420
Pages
3. Textbook Pages P415 P416-417 P417-418 P419-420
(LR) portal
B.Other Learning Resources Graphic organizer found in Textbook Textbook Textbook, survey result
the TG on page 367,

A. Reviewing Previous Prepare the students for the Recall lesson on cohesion Share with the class a Share a recent survey from Remedial/Enhancement
Lesson or Presenting listening activity by and coherence documentary that you’ve an organization about socio- Reading Schedule/ICL
the New Lesson presenting a blank graphic seen recently. cultural issue.
organizer
B.Establishing a Purpose for Ask the students to look Direct the class to the input Tell the class that they are Let the students share any
the Lesson closely at the parts of the given in the LM on page about to complete the first information about the
graphic organizer. Tell them 416 about coherence. step in writing a research survey that you just shared.
that they have to supply the report which is selecting
missing parts in order to and limiting a topic.
simplify and recognize the
ideas of the text.
C. Presenting Tell the students that you Discuss the cohesive Ask the students to read Ask students if they have an
Examples/Instances of the are going to read the text devices in the LM and “How to select and limit a idea about the preparations
Lesson twice. If you opted to have provide other examples research topic” on page implemented before arriving
the text recorded, tell them 417-418. at the result.
that the audio file will be
played twice.
118
D.Discussing New Concepts Remind them to listen very Ask students to give some Discuss with the students Discuss the guidelines on
and Practicing New Skills carefully. In the first more examples what they have read. how to develop a
#1 playback, they may start questionnaire for research.
supplying information to
complete the graphic
organizer

E. Discussing New Concepts Process the listening text by Ask students to use Divide the class into six Let the class return to their Remedial/Enhancement
and Practicing New Skills asking the students the cohesive devices in a groups and present to them groups and ask them to Reading Schedule/ICL
#2 questions on Task 8 in the sentence the graphic organizer on study the sample
LM page 415. page 418 and explain to questionnaire that you will
them what to do provide.
F. Developing Mastery Complete the graphic Provide teacher-made drills Students complete the Ask the groups to study the
(Leads to Formative organizer given at the on the use of cohesive graphic organizer with the sample questionnaire and
Assessment 3) beginning of the lesson. devices information required let them identify if it followed
the discussed guidelines.
G.Finding Practical If what you have heard is a Give instances when we Go over the input and tell Tell points on how to
Applications of Concepts fiction, how would you have can use cohesive devices them to answer the improve the sample
and Skills in Daily Living ended the story? questions on each part questionnaire.
119
GRADES 1 to 12
Learning
Teaching Dates

H.Making Generalizations . Let a representative of the What significant learnings Remedial/Enhancement
and Abstractions about Share your realizations of Share the importance of group report their output to have you learned in class Reading Schedule/ICL
the Lesson the story. cohesion. the class. today?
I. Evaluating Learning Completion of the Graphic Complete the exercise on Completion of the graphic Group output will be
Organizer will serve as page 417 on cohesive organizer serves as presented in class
evaluation devices. evaluation.
120
J. Additional Activities for Divide the class into groups Read in advance How to Research in advance about Complete Task 13 on page
Application or of 5 and Do Task 9 of the Select and Limit a Research the topic chosen 420 of your LM
Remediation LM on page 416. Topic on page 417.
V. REMARKS
Page 4 of 5

GRADES 1 to 12
Learning
Teaching Dates
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evaluation

remediation

lesson

121
these work?

solve?

other teachers?
School: DAGUMBAAN INTEGRATED SCHOOL Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: APRIL DAWN C. Area: English
Teaching Dates
and Time: FEBRUARY 8-12, 2018 Quarter: 4

122
C. Learning EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: Express EN10LT-IVb2.2: Explain how EN10VC-IVc29:Appraise Remedial/Enhancement
Competencies/Objectives: how the elements specific to a appreciation for sensory the elements specific to a the unity of plot, setting and Reading Schedule/ICL
Write the LC Code for each genre contribute to the theme images used genre contribute to the theme characterization in a
of a particular literary selection of a particular literary selection
material viewed to achieve
EN10LT-IV-b2.2.2: Explain
the literary devices used
the writer’s purpose
week or two.
II. CONTENT
A. References

Pages
(LR) portal
B.Other Learning Resources None – textbook only Picture of the Weeping Copy of the text, textbook Copy of the movie ET,
Woman by Picasso textbook, task sheets

123
A. Reviewing Previous Let students enumerate the Ask: Allow the students time to Invite the students to the Remedial/Enhancement
Lesson or Presenting figures of speech that they read the Poem “A Marian film viewing of ET Reading Schedule/ICL
the New Lesson know What is a walk that is felt?” Sends a Postcard Home”
B.Establishing a Purpose for Ask them to give examples Tell the students that the Discuss the poem by letting Give the guide questions
the Lesson of these figures of speech answer to the question is the students answer the ahead of time on page 431
“Dance.” Dance is a walk questions found in the LM (Task 7) before the start of
that is felt. on page 429. the film viewing.
C. Presenting Give them drills to identify Guide the students in Let the students cite some Group the class in advance
Examples/Instances of the different figures of speech answering Task 2 on page lines from the text to prove and assign them to do Task
Lesson 425 of the LM their answer. 8 on page 432
D.Discussing New Concepts Introduce to them new Show a replica of Picasso’s Group activity: Film viewing while taking
and Practicing New Skills figures of speech “The Weeping Woman” note on the answers of the
#1 (Alliteration, Allusion, Let the students guess the Assign 2 images per group. guide questions and tasks
Metonymy, Oxymoron, title of the painting (Task 3, Let the students identify assigned to them earlier.
Litotes, Analogy, Allegory, page 425 of the LM) which of the listed images
Caesura, Deus Ex Machina) appeared in the poem.
124
E. Discussing New Concepts Provide examples for each Answer the questions in the Have the students Film viewing while taking Remedial/Enhancement
and Practicing New Skills kind LM on page 425,Task 3 brainstorm for their answers note on the answers of the Reading Schedule/ICL
#2 guide questions and tasks
assigned to them earlier.
F. Developing Mastery Give drills in identifying the Small Group Work Let them write their answers Film viewing while taking
(Leads to Formative new figures of speech on a Manila Paper and note on the answers of the
Assessment 3) Prepare the students to prepare for a group report. guide questions and tasks
unlock the challenge of the assigned to them earlier.
poem by telling them
answer the puzzles in Task
4 on the LM page 426
G.Finding Practical Let students use the figures Ask: Relate the message of the Film viewing while taking
Applications of Concepts of speech in a sentence. poem to real life note on the answers of the
and Skills in Daily Living How did you find the guide questions and tasks
activity? assigned to them earlier.
Were you challenged when
you were solving the
puzzles?
125
H.Making Generalizations What is the purpose of What helped you in What significant realizations Film viewing while taking Remedial/Enhancement
and Abstractions about using figures of speech? answering them? have you made after the note on the answers of the Reading Schedule/ICL
the Lesson Can you tell the class other activity? guide questions and tasks
puzzles that you know? assigned to them earlier.
I. Evaluating Learning Let the students do Task 1 Task 4 will serve as Group activity will serve as Presentation of the group
on LM page 423 evaluation evaluation activity
J. Additional Activities for Research on Picasso Read in advance the poem If the activity is not Movie will continue the next
Application or found on page 427-428 if completed, make it an meeting.
Remediation the LM extended task.
V. REMARKS
126
earned 80% in the
evaluation

remediation

lesson

these work?

solve?

other teachers?
127
GRADES 1 to 12
Learning
Teaching Dates
and Time: February 12-15, 2018 Quarter: 4

C. Learning EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: Synthesize EN10VC-IVd29:Appraise the EN10VC-IVd29:Appraise the Remedial/Enhancement
Competencies/Objectives: different viewpoints on essential information about a unity of plot, setting and unity of plot, setting and Reading Schedule/ICL
Write the LC Code for each various local or global chosen issue characterization in a material characterization in a material
issues viewed to achieve the writer’s viewed to achieve the writer’s
EN10LC-IVc-16.1: purpose purpose
Distinguish the important
points from less important
ones
week or two.
II. CONTENT
BRIDGING GAPS / TRANSCENDING BORDERS
A. References
128
2. Learner’s Materials P435-436 P439-441 P441 P441

Pages
3. Textbook Pages P435-436 P439-441 P441 P441
(LR) portal
B.Other Learning Resources Video clip, textbook textbook Les Meserables movie, Les Meserables movie,
textbook textbook

A. Reviewing Previous Show a video of an Let the students do Task 1 Share answers of the Task 4 Watch the film Les Remedial/Enhancement
Lesson or Presenting interview on LM page 439 K-W-L Chart on Les Misrables while completing Reading Schedule/ICL
the New Lesson Miserables the instructed activity
B.Establishing a Purpose for Ask students about their Ask the Processing Instruct and group students Watch the film Les
the Lesson observations of the video Questions found on LM in advance to take note on Misrables while completing
shown page 440. the necessary information the instructed activity
for them to do Task 7 on
page 446 of the LM
C. Presenting Tell the students that they Ask: Watch the film Les Watch the film Les
Examples/Instances of the will soon be interviewing Misrables while completing Misrables while completing
Lesson resource people from their What are the other terms the instructed activity the instructed activity
locality. that we can use to classify
characters?
D.Discussing New Concepts Present the attached With a partner, do Task 2 on Watch the film Les Watch the film Les
129
and Practicing New Skills sample interview guide to page 440 of the LM Misrables while completing Misrables while completing
#1 the students. the instructed activity the instructed activity

E. Discussing New Concepts Instruct the students that Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
and Practicing New Skills they will be working with letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
#2 their groups in formulating the questions on page 440 the instructed activity the instructed activity
guide questions for their of the LM
future interview.
F. Developing Mastery Show them the graphic Do Task 3 on page 440 Watch the film Les Watch the film Les
(Leads to Formative organizer in the LM page Misrables while completing Misrables while completing
Assessment 3) 436 to properly guide them the instructed activity the instructed activity
in this activity.
G.Finding Practical Summarize steps on how to Process the activity by Watch the film Les Watch the film Les
130
Applications of Concepts conduct an interview letting the students answer Misrables while completing Misrables while completing
and Skills in Daily Living the questions on page 440 the instructed activity the instructed activity
of the LM

H.Making Generalizations What are the important Process the activity by Watch the film Les Watch the film Les Remedial/Enhancement
and Abstractions about points to remember in letting the students answer Misrables while completing Misrables while completing Reading Schedule/ICL
the Lesson conducting an interview? the questions on page 440 the instructed activity the instructed activity
of the LM
I. Evaluating Learning Completion of the graphic Completion of the tasks will Watch the film Les Watch the film Les
organizer and the actual serve as evaluation Misrables while completing Misrables while completing
interview (recorded / video the instructed activity the instructed activity
taped) will serve as
evaluation
J. Additional Activities for Conduct the interview Answer Task 4 on page 441 Watch the film Les Watch the film Les
131
Application or Misrables while completing Misrables while completing
Remediation the instructed activity the instructed activity
V. REMARKS
earned 80% in the
evaluation

remediation

lesson

these work?
132
solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: February 20-24, 2017 Quarter: 4

133
C. Learning EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get familiar EN10SS-IVe-2.3: Compose a EN10SS-IVe-2.3: Compose a Remedial/Enhancement
Competencies/Objectives: similarities and differences with technical terms used in research report on a relevant research report on a relevant Reading Schedule/ICL
Write the LC Code for each of the featured selections in research social issue social issue
relation to the theme
week or two.
II. CONTENT
TRANSCENDING BORDERS
A. References
1. Teacher’s Guide Pages P400-408 P408 P409 P409

Pages
(LR) portal
B.Other Learning Resources textbook textbook textbook textbook

A. Reviewing Previous What was the best part of Review on the different Present a sample literature Follow up the students of Remedial/Enhancement
Lesson or Presenting the movie for you? ways of citing sources review their progress on the activity Reading Schedule/ICL
the New Lesson discussed in the previous given the previous meeting.
quarter.
134
B.Establishing a Purpose for Remind the students of the Provide the class some Ask the students about their Ask students to share
the Lesson group task they were ought exercises to cite sources opinion on the sample difficulties they met while
to present after the movie literature review doing the activity.
C. Presenting Presentation of the group Discuss their answers Allow the students to read Allow other students to
Examples/Instances of the Task the notes about literature participate in sharing
Lesson review on pages 453. insights on how to solve the
difficulties met.
D.Discussing New Concepts Presentation of the group Divide the class into In their groups let the Give them practical pointers
and Practicing New Skills Task different groups and let students study the qualities on how to go about their
#1 them work on preliminary of a good Literature Review research
activity for writing a socio- Matrix
cultural issue.

E. Discussing New Concepts Presentation of the group Give the guide questions for Ask the class to analyze the Let them go back to their Remedial/Enhancement
and Practicing New Skills Task the group: sample literature review groups and continue making Reading Schedule/ICL
#2 matrix using the qualities their literature review.
What will your research given in the LM page 453-
report be about? Why do 454.
135
you need to study it?
F. Developing Mastery Presentation of the group Let the group further Analysis of sample literature Continue making their
(Leads to Formative Task discuss the following: matrix literature review
Assessment 3)
What sources will you need
to study your subject? How
do you complete data
gathering?
G.Finding Practical What feelings did you share Ask: Ask a representative from Ask a representative to give
Applications of Concepts with any of the characters? each group to share their an update of their progress.
and Skills in Daily Living How will you work with the output.
outline of your research?

H.Making Generalizations If you were the author, Ask: Let the students work on Let the students work on Remedial/Enhancement
and Abstractions about would you change the completing their Literature completing their Literature Reading Schedule/ICL
the Lesson ending? What changes How will you prepare for Review Matrix in Review Matrix in
would you do with the the research activity? preparation for the research preparation for the research
story? report about a socio-cultural report about a socio-cultural
issue of your choice. issue of your choice.
136
I. Evaluating Learning Presentation of the group Passing of the group Ask a representative from Ask a representative from
Task output. the group to share the the group to share the
progress of their output. progress of their output.
J. Additional Activities for Complete the Task 8 on IF activity is not completed, If activity is not completed, If activity is not completed,
Application or page 447. give it as an extended task. give it as an extended task. give it as an extended task.
Remediation It will serve as the spring Agree among the students
board to the next lesson the deadline of the output.
V. REMARKS
earned 80% in the
evaluation

remediation
137
lesson

these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: February 27- March 3, 2017 Quarter: 4
138
C. Learning EN10RC-IVf-2.12: Draw EN10LC-IVf-3.2: Raise EN10LT-IVf14.2: Explain EN10SS-IVc-1.8: Synthesize Remedial/Enhancement
Competencies/Objectives: conclusions from the set of questions and seek how the elements specific to a essential information about a Reading Schedule/ICL
Write the LC Code for each details clarifications on issues selection build its theme chosen issue
discussed in the text listened to EN10G-IVd-32: Observe the
language of research,
campaigns, and advocacies
week or two.
II. CONTENT
LEARNING IN THE 21ST CENTURY
A. References
5. Teacher’s Guide Pages P419-420 P420-421 P421 -422 P423-425

Pages
(LR) portal
B.Other Learning Resources textbook textbook textbook None – textbook only
139
Teaching Dates

A. Reviewing Previous Discuss briefly the Let the students write the Pose again the question: Remind students about their Remedial/Enhancement
Lesson or Presenting importance of charting one’s word/phrase “Out of the narrowed down topic for Reading Schedule/ICL
the New Lesson learning progress. box” on a graffiti wall. What kind of education do research and their outlines.
the 21st century learners
need?
B.Establishing a Purpose for Instruct the students to use Tell the students that they Process the students’ Let students assess what
the Lesson graph to assess their will refer back to the graffiti answers. they have achieved so far
learning progress in the wall during the course of the and to determine whether or
different subject areas. lesson. not they are ready to write
the draft through the
checklist.
C. Presenting Let the students identify Ask: Ask students to read essay, Let the students do Task 6
Examples/Instances of the their level of Proficiency “ What is a Liberal on LM page 466.
Lesson using the guide from DepEd “What is the importance of Education?” by Sir Richard
Order 73. education?” Livingstone
D.Discussing New Concepts Ask: Let the students read the Engage students in a Process their answers
and Practicing New Skills excerpt from “Kaffir Boy” by discussion of the essay
#1 In what subject areas are Mark Matabane through the following
you doing well? How can questions:
you sustain this?
What does liberal education
mean according to the
Greeks?
140
GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Ask: Remind students to take Ask: Let the students do Task A Remedial/Enhancement
and Practicing New Skills note of the processing “Getting Ready to Write” on Reading Schedule/ICL
#2 What areas need questions on page 462 as What constitutes liberal LM page 467 to determine
improvement? How can you guide posts to education? their attitude towards
address this? comprehending the story writing.
What is the origin of the
word “liberal?”
F. Developing Mastery Ask the students to fill out Tell them to copy the Let students explain their
(Leads to Formative the graphic organizers to graphic organizer in Let students answer the last answers
Assessment 3) address the questions in question 2 to their notebook question, “How can the 21st
item C. on page 459. century Filipino student
benefit from liberal
education?” through a short
skit
G.Finding Practical Encourage students to Ask: Let the students summarize

Applications of Concepts share their answers to the Ask: the elicited responses on
and Skills in Daily Living class Is technical education also the board through a concept
If you were the character, important? Why map
would you also be
persuaded by the mother’s
viewpoints? Why/why not?
141
GRADES 1 to 12
Learning
Teaching Dates

H.Making Generalizations Ask: Ask: Ask: Remedial/Enhancement
and Abstractions about Let students answer Reading Schedule/ICL
the Lesson What did you find out about What kind of education do What is the difference Questions 1-3 on page 468.
your progress? the 21st century learners between technical and
need? liberal Education?
I. Evaluating Learning Ask the students to fill out Presentation of the skit. Let the students do Task B
Filling out of the graphic the graphic organizer on LM page 468.
organizers found in the LM copied.
will serve as evaluation
J. Additional Activities for Read in advance selection Read in advance “What is a Complete the Venn Diagram Instruct students to transfer
Application or on Excerpt from Kaffir Boy Liberal Education?” by Sir of Task 3 on page 465. what they have learned in
Remediation on page 460-462 of the LM Richard Livingstone this learning segment by
drafting their own research
report. Decide with the
class when to pass the
output
142
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

solve?
143
other teachers?

Learning
GRADES 1 to 12 Teacher: Area: English
DAILY LESSON LOG Teaching Dates
and Time: March 6-10, 2017 Quarter: 4

C. Learning EN10OL-IVg3.10: Use EN10SS-IVg1.6.3: EN10LC-IVc-3.18: Get EN10LT-IVe-21: Evaluate Remedial/Enhancement

Competencies/Objectives: appropriate multimedia Acknowledge sources by different viewpoints on various literature as an instrument to Reading Schedule/ICL
Write the LC Code for each resources that accompany preparing a bibliography local or global issues express and resolve conflicts
language EN10VC-IVf-6.1: Evaluate within, between, and among
EN10SS-IVg1.6.4: Use how the elements that make societies
writing conventions to up reality and fantasy affect
acknowledge sources viewing habit
week or two.
II. CONTENT
LEARNING IN THE 21ST CENTURY / MOVING TOWARDS CONVERGENCE
144
A. References

Pages
(LR) portal
B.Other Learning Resources Video clip, text book Textbook, copy of their Pictures and Video Clip None – textbook only
research paper

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Show the video clip about Let students give a Present ASEAN photo to Raise question to arouse Remedial/Enhancement
Lesson or Presenting plagiarism feedback of their activity last the class. student’s interest. Reading Schedule/ICL
the New Lesson meeting
“What keeps convergence
from being realized?”
B.Establishing a Purpose for Process what was viewed Recall the points on how to Prod the students to ponder Ask the students to share
the Lesson by asking: write the main parts of a on the line, “One Vision, their answers.
research paper One Identity, One
What is plagiarism? Community.”
C. Presenting Ask? Instruct students to transfer Ask the students to think of Tell the students that the
145
Examples/Instances of the what they have learned in ways that they can do to class will be reading a poem
Lesson What are signs of this learning segment by actualize the vision of that will allow them to
plagiarism? drafting their own research ASEAN Integration. explore the theme.
report.
What are ways to avoid
plagiarism?
D.Discussing New Concepts Let the students determine Let the students go back to Instruct the students to write Model the proper reading of
and Practicing New Skills which among the items in their groups to work on their on their journal a pledge of the poem to the students.
#1 the list on page 469 needs paper. support to the ASEAN
to be cited. Vision.

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Concepts Discuss the basic rules in Tell the students to use the Process the responses of Ask the class to read the Remedial/Enhancement
and Practicing New Skills incorporating in-text guide on page 472 of the the students. Give the poem afterwards. Reading Schedule/ICL
#2 citations as found in the LM LM to work on their paper, feedback as you deem
page 470. necessary.
146
F. Developing Mastery Ask the students to read Tell the students to divide Let the students view videos Let the students work on the
(Leads to Formative again their research report and assign to each member concerning the ASEAN context clues activity.
Assessment 3) and instruct them to identify of the group the parts of the integration.
the introduction, body, and research paper as seen in
conclusion. the guide on page 472.
G.Finding Practical Discuss the segment on Discuss the criteria on of a Ask: Facilitate deepening of
Applications of Concepts how to write the main parts research paper / report students’’ understanding of
and Skills in Daily Living of a research paper / report “Is the ASEAN integration the poem by posing
really important? Why/Why questions found on LM
not? page 479.

GRADES 1 to 12
Learning
Teaching Dates

H.Making Generalizations Ask students to give Ask students to give Instruct the students to Ask students to prepare a Remedial/Enhancement
and Abstractions about suggestions on how to suggestions on how to create a Venn diagram on photo collage to present Reading Schedule/ICL
the Lesson improve their research improve their research their notebook. their answer to the following
paper paper based on the questions:
research paper rubric found
on page 473
147
I. Evaluating Learning Revised research paper. Revised research paper. Ask the students to take Ask:
down notes while they
watch the videos on Does the poem continue to
ASEAN. reflect how the world is
today? How?
J. Additional Activities for Let students analyze Let students work on their Process the activity by Give feedback.
Application or whether or not the research research paper and agree posing questions found on
Remediation paper contains main and when they will pass it. LM page 477.
sub-parts.
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation
148
lesson

these work?

solve?

other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: March 13 - 17, 2017 Quarter: 4
149
C. Learning EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: Compose a EN10SS-IVh-1.8.1: Point EN10-LT-IVh2.3: Draw Remedial/Enhancement
Competencies/Objectives: writing conventions to research report on a relevant out relationships among similarities and differences Reading Schedule/ICL
Write the LC Code for each acknowledge sources social issue statements of the featured selections in
relation to the theme
week or two.
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP
A. References
1. Teacher’s Guide Pages P438 P439-440 P446-447 P447-448
2. Learner’s Materials P481-482 P483-484 P486 P487-488

Pages
3. Textbook Pages P481-482 P483-484 P486 P487-488
(LR) portal
B. Other Learning textbook textbook Textbook, picture textbook
Resources

GRADES 1 to 12
Learning
Teaching Dates
150
A. Reviewing Previous Present a teacher-made Update students of their Ask the students to use the Ask: Remedial/Enhancement
Lesson or Presenting completion activity on research paper checklist to assess their Reading Schedule/ICL
the New Lesson transitions Global Citizenship What does it mean to be a
Competencies Global Citizen?
B.Establishing a Purpose for Ask students the purpose of Guide the students in Let students observe the Ask students to show their
the Lesson transitions assessing the draft. photo on page 486 word clouds.
C. Presenting Give drills and discuss. Ask them to fil out the Ask: Solicit ideas from the
Examples/Instances of the revision checklist on page students based on the
Lesson 483 of the LM What does it mean to be a extended activity given.
global citizen?
D.Discussing New Concepts Discuss the table on page Let the students exchange Ask them to write key words Let students read the
and Practicing New Skills 481-482 their research paper. on their notebook. Tell them selection on page 487-489
#1 that they are expected to
have a short one-minute
essay
151
Teaching Dates

A. Discussing New Provide drills Have the group check on Ask some students to share Process the text by guiding Remedial/Enhancement
Concepts and their classmates’ research their key words to the class students to answer Reading Schedule/ICL
Practicing New Skills paper questions on page 489.
#2
B. Developing Mastery Ask students to answer Let them fill-out the Instruct students to use their Ask students about their
(Leads to Formative Task 5 on page 482. assessment table on page keywords to write a short personal advocacies
Assessment 3) 483 Letter B of your LM paragraph on what it means
to be a global citizen
C. Finding Practical Relate the knowledge of Let students return the draft Ask several students to Share their advocacies to
Applications of transitions in writing your to the writers. share their work to the the class
Concepts and Skills in research paper. class.
Daily Living
152
GRADES 1 to 12
Learning
Teaching Dates

D. Making Generalizations Upon getting their own draft, Remedial/Enhancement
and Abstractions about How important is transition? let them answer the Output What does it take to be a How can you play your role Reading Schedule/ICL
the Lesson Satisfaction Worksheet global citizen? as a global citizen?
E. Evaluating Learning Instruct students to revise Making of advocacies will

Completion of Task 5 on their drafts based on the The short paragraph written serve as evaluation
page 482 of the LM will comments of their peers will be considered as the
serve as evaluation evaluation
F. Additional Activities Study and familiarize the

for Application or Go over your research Revise the paper and agree Create a word cloud about infographic on page 492 of
Remediation paper and fill in transition on a date when to pass it. being a global citizen by the LM.
words to needed parts. going to www.wordle.net
153
VI. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation

lesson

these work?

solve?
154
other teachers?

GRADES 1 to 12
Learning
Teaching Dates

C. Learning EN10LT-IVi-21: Evaluate EN10SS-IVi-2.3: Compose a EN10SS-IVi-2.3: Compose a Remedial/Enhancement

Competencies/Objectives: literature as an instrument to research report on a relevant research report on a relevant Reading Schedule/ICL
Write the LC Code for each express and resolve conflicts social issue social issue
within, between, and among
societies EN10F-IVi-1.16: Deliver self- EN10F-IVi-1.16: Deliver self-
composed Campaign Speeches composed Campaign
on Advocacies, Social Issues Speeches on Advocacies,
and Concerns Social Issues and Concerns
week or two.
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP
A. References
1. Teacher’s Guide Pages P449-450 P451-452 P451-452
155
Pages
(LR) portal
B. Other Learning textbook PowerPoint Presentation, PowerPoint Presentation,
Resources rubric on research report rubric on research report
presentation presentation

GRADES 1 to 12
Learning
Teaching Dates

A. Reviewing Previous Let the students observe Discuss students the Discuss students the Remedial/Enhancement
Lesson or Presenting the infographic on page 492 guidelines of their guidelines of their Reading Schedule/ICL
the New Lesson presentation presentation
B.Establishing a Purpose for Discuss with the students Present the rubric in rating Present the rubric in rating
the Lesson the details presented in the them of their presentation them of their presentation
UNESCO infographic.
156
C. Presenting Instruct the students to fill Ask the students to start Ask the students to start
Examples/Instances of the out the matrix found below reporting reporting
Lesson the infographic.
D.Discussing New Concepts Review what they have Reporting of the research Reporting of the research
and Practicing New Skills previously learned about report. report.
#1 effective verbal and non-
verbal messages

GRADES 1 to 12
Learning
Teaching Dates

E. Discussing New Let the students share their Reporting of the research Reporting of the research Remedial/Enhancement
Concepts and responses through small report. report. Reading Schedule/ICL
Practicing New Skills groups settings
#2
157
F. Developing Mastery Prompt students to make Reporting of the research Reporting of the research
(Leads to Formative connections between their report. report.
Assessment 3) role as a researcher and as
a global citizen.
G. Finding Practical Guide the students in

Applications of preparing their research Cite other instances where Cite other instances where
Concepts and Skills in presentation using the you will be able to use the you will be able to use the
Daily Living Audience Adaptation skills you learned in skills you learned in
Worksheet on page 494 research report presentation research report presentation

GRADES 1 to 12
Learning
Teaching Dates

and Abstractions about Let students share their Sharing of learning Sharing of learning Reading Schedule/ICL
the Lesson learnings about the lesson experiences. experiences.
158
I. Evaluating Learning Students prepare for their Reporting of the research Reporting of the research
presentation on research report. report.
presentation
J. Additional Activities Create slides for the Let other groups prepare for Let other groups prepare for
for Application or presentation and prepare the presentation. the presentation.
Remediation for the presentation of the
activity.
V. REMARKS

GRADES 1 to 12
Learning
Teaching Dates
earned 80% in the
evaluation

remediation
159
lesson

these work?

solve?

other teachers?
160

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School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials P117-118 P119-121 P121-122 P122

3. Textbook Pages P117-118 P119-121 P121-122 P122

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

G. What innovations or localized

School: Dagumbaan Integrated School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials P123-128 P124-129 P129-130 P130-131

3. Textbook Pages P123-128 P124-129 P129-130 P130-131

School: Dagumbaan Integrated School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G.Finding Practical Instruct them to highlight Discuss: Group Activity: Ask:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

G. What innovations or localized

School: Dagumbaan Integrated School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

2. Learner’s Materials P131-132 P133 P133-134 P136-138

3. Textbook Pages P131-132 P133 P133-134 P136-138

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

School: Dagumbaan Integrated School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials P145-146 P152-156 P159 P159

3. Textbook Pages P145-146 P152-156 P159 P159

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

G. What innovations or localized

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials P169-170 P170-173 P174-175 P183-185

3. Textbook Pages P169-170 P170-173 P174-175 P183-185

School: Grade Level: 10

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require