School: F.

Bangoy National High School Grade Level: 10

GRADES 1 to 12
Teacher: Jestene B. Delos Reyes Learning Area: English
DAILY LESSON PLAN
Teaching Dates and
Time: June 6-9, 2017 Quarter: First (1st)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed 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 literature and other text types serve as ways of expressing and resolving personal conflicts, also
how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning  EN10RC-Ia-2.15.2:  EN10RC-Ib-2.15.2:  EN10LT-Ia-14.2: Explain  EN10WC- Ia 3.14:
Competencies/Objectives: Determine the effect of Determine the effect of how the elements specific Identify the features of a
Write the LC Code for each textual aids like advance textual aids like advance to a selection build its persuasive text.
organizers, titles, non- organizers, titles, non- theme
linear illustrations, etc. on linear illustrations, etc. on  EN10G-Ia-27: Use
the understanding of a the understanding of a reflexive and intensive
text text pronouns
-----ICL-----  EN10LC-Ia-11.1: Get  EN10VC-Ib-
information that can be 1.4/2.4:Determine how
used in everyday life from connected events
news reports, speeches, contribute to the totality of
informative talks, panel a material viewed
discussions, etc.
 EN10VC-Ia-
1.4/2.4:Determine how
connected events
contribute to the totality of
a material viewed
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.
Module 1: OVERCOMING CHALLENGES
Lesson 1: Discovering Personal Challenges
Task 1:Blocks that Block Task 5.1: A Scheme for Task 16: Grammarian For A Task 29
Task 2: You’ve Got a Friend Schema Day
II. CONTENT Task 3: Watch and Learn! Task 5.2: The Guiding Path
Task 4: I think Task 5.3: Anticipation-
Reaction Guide
Task 6: Vocabulary Spinner
Task 7: Of Flight and Light
Task 8: Facts and Details
Task 9: What’s Going On?
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 is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
 1. Teacher’s Guide Pages TG: pp. 4-5 TG: pp. 6-8 TG: pp. 9-11 TG: pp. 11-14

2. Learner’s Materials Pages LM: pp. 7-10 LM: pp. 10-16 LM: pp. 16-18 LM: pp. 18-21

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
 School: F. BANGOY NATIONAL HIGH SCHOOL Grade Level: 10
GRADES 1 to 12
Teacher: Jestene B. Delos Reyes Learning Area: English
DAILY LESSON PLAN
Teaching Dates and
Time: June 6-9, 2017 Quarter: First (1st)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Daily Routine Activities 1. Cleanliness and 1. Cleanliness and 1. Cleanliness and Orderliness 1. Cleanliness and
Orderliness Orderliness 2. Prayer Orderliness
-----ICL----- 2. Prayer 2. Prayer 3. Greetings 2. Prayer
3. Greetings 3. Greetings 4. Attendance, Uniform, I.D 3. Greetings
4. Attendance, 4. Attendance, Uniform, 5. Reminders 4. Attendance, Uniform,
Uniform, I.D I.D I.D
5. Reminders 5. Reminders 5. Reminders
B. Motivation 1. Review the class 1. Review the class about 1. Present a paragraph to the class and ask 1. Show different
about the lesson last the lesson yesterday. them to read aloud. pictures to the class
week. 2. Then, have the class share their insights that show bullying.
2. Show some pictures Task 5.1: A Scheme for or ideas about the paragraph.
that illustrate life and Schema
have them guess 1. Have the class fill out
the word. the graphic organizer.
3. Activities Task 1: BLOCKS THAT Task 5.3: Anticipation- 1. By groups, let them underline all the 1. Ask: Have you
BLOCK Reaction Guide pronouns found in the paragraphs from experienced being
1. Let the class identify A. Instruct the class to the story. Let them write their output on bullied or you bullied
the phrase or idiom accomplish the story the board. someone? How does
graphically using the textual aid in 2. Check if all the words are pronoun. it feel? What are the
presented in each the book. 3. Ask them what a pronoun is. acts of bullying?
square of the table.
2. Process their
answers.
D. Abstraction Task 2: YOU’VE GOT A Task 6: Vocabulary 1. Discuss reflexive pronouns. Draw out 1. Let the students
FRIEND A. Ask the students to ideas from the student based on the read the text
1. Have the class fill answer the vocabulary examples given. Let them discuss. Republic Act 10627
out the speech by identifying the or the Anti-Bullying
balloons with their meaning of the Act of 2013.
experiences in life following words using
that have to do with context clues.
their responses in  comfortable
Task 1.  overlapping
2. Then, instruct them  plunged
to share their work  hurtled
with their  vengeful
classmates.
 3. Afterwards, ask the B. Then, raise the
questions: question:
Processing Questions: a) How would personal
1) What can you say challenges make you
about the activity? a better person?
2) How did you feel
when you recalled all
those experiences?
3) What did you feel
while sharing your
experiences with the
class? Why?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
E. Analysis Task 3 WATCH AND Task 7: Of Flight and 1. Have the class do the practice exercise. 1. Let them do task 29
LEARN! Light Bull and Bully by
-----ICL----- 1. Let the class watch 1. Have the class read groups then discuss.
the video carefully the text, Daedalus and 2. Next, ask what the
and prepare for Icarus by Nick purpose of the author
some questions to Pontikis. Let them in writing the text is.
be asked by their deal with the breakers Does it persuade
teacher. to enrich their reading readers to stop
2. Process the activity experience. bullying?
by assigning the Task 8: Facts and 3. Then, discuss the
class to discuss with Details elements of a
their respective 2. Process the text by persuasive text.
groups. asking the following
3. Call a representative questions:
from each group. 1) Who hired Daedalus?
Processing Questions: 2) What did Daedalus
1) What is the video design to hold the
about? Minotaur?
2) What did you feel 3) What did Daedalus
when you were invent to help them
watching it? escape from the
3) What lessons could Labyrinth?
you get from it? 4) What did he warn
Icarus not to do?
5) What happened to
Icaurs?
Task 9: What’s Going
On?
1) Why did Minos
imprison Daedalus in
the Labyrinth?
F. Application Task 4 “I THINK” Task 9: What’s Going Then, give the class another activity to In a ½ sheet of
1. Instruct the class to On? practice their mastery of the lesson. paper, answer the
answer the three following:
 questions using the
chart presented on Suppose you are
the board. in a particular situation
how will you persuade
somebody to stop
bullying? Choose only
one.
a. You saw your
classmate extort
money from a grade
7 student
b. You are threatened
to be punched by a
classmate if you do
not share your
assignment
A neighbor keeps on
teasing you because of
your physical
appearance.
G. Evaluation Choose a person that
you think inspires you to The activities in this
become a better person. lesson will serve as the
Then, make a character formative assessment.
sketch of him/her.

V. REMARKS
 School: F. Bangoy National High School Grade Level: 10
GRADES 1 to 12
Teacher: Jestene B. Delos Reyes Learning Area: English
DAILY LESSON PLAN
Teaching Dates and
Time: June 6-9, 2017 Quarter: First (1st)

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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

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?