Daily Lesson Plan in English (Based on DepEd Order No. 42 s.
2016)
School BONIFACIO JAVIER NATIONAL HIGH SCHOOL Grade Level 10
Teacher JOESON E. MEJICA Learning Area ENGLISH
Date Quarter/Week I
CONTENT STANDARD: The learner demonstrates understanding on how world literature and other
text types serve as ways of expressing and resolving personal conflicts and 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.
PERFORMANCE STANDARDS: The learner composes a short but powerful persuasive techniques
and devices.
I. OBJECTIVES
A. Identify the features of persuasive text
B. Write a three-paragraph persuasive text
II. CONTENT
Topic : Features of Persuasive Text
Integration:
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
Almonte, et al (2015). Grade 10 teacher’s guide: Celebrating multiculturism
through world literature. Meralco Avenue, Pasig City: Department of Education. p
__
2. Learner’s Material Pages
Almonte, et al (2015). Grade 10 learner’s material: Celebrating multiculturism
through world literature. Meralco Avenue, Pasig City: Department of Education.
p.28-29
3. Textbook Pages
NA
4. Additional Materials from Learning Resource (LR) Portal
NA
B. Other Learning Resources
1. Online sources
2. Video clips, PowerPoint presentation, hand-outs, pictures, and graphic organizer
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting the Lesson
B. Establishing a Purpose for the Lesson
Showing a video clip (persuasive speech) about bullying
C. Presenting Examples/Instances of the New Lesson
Persuasive Writing -
Features of Persuasive Writing
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Daily Lesson Plan in English (Based on DepEd Order No. 42 s. 2016)
School BONIFACIO JAVIER NATIONAL HIGH SCHOOL Grade Level 10
Teacher JOESON E. MEJICA Learning Area ENGLISH
Date Quarter/Week I
D. Discussing New Concepts and Practicing New Skills (#1)
1. Reading a brief persuasive text
2. What features did you observe in the text that you have read?
E. Discussing New Concepts and Practicing New Skills (#1)
In triad, write a persuasive text about cyberbullying. Each member must be assigned to
write each part of the three-paragraph essay. Be guided with the following table.
What the law says…
What is in my mind…
What is in my heart…
What does the text tell…
F. Developing Mastery
In writing a persuasive text, explain briefly why each of the following features are
important.
G. Finding Practical Application of Concepts and Skills in Daily Living
Write on a manila paper persuasive text that campaigns against cyberbullying.
H. Generalizing and Abstracting the Lesson
What are the different features of a persuasive text?
I. Evaluating Learning
Spin It!
What would you do to stop or at least minimize the cases of bullying if you would be any
of the following for a day?
1. A senator
2. A school janitor
3. A teacher
4. A parent
5. A priest
J. Additional Activities for Application or Remediation
Study the following rubrics. This will guide you on your final presentation at the end of
the quarter.
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Daily Lesson Plan in English (Based on DepEd Order No. 42 s. 2016)
School BONIFACIO JAVIER NATIONAL HIGH SCHOOL Grade Level 10
Teacher JOESON E. MEJICA Learning Area ENGLISH
Date Quarter/Week I
V. REMARKS
___________________________________________________________________________
_____________________________________________________
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation _____
B. No. of learners who require additional activities for remediation _____
C. Did the remedial lesson work? _____No. of learners who have caught up with the lesson
_____
D. No. of learners who continue to require remediation _____
E. Which of my teaching strategies worked well? Why did this work?
________________________________________________________________________
__________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
________________________________________________________________________
__________________________________________________
G. What innovation or localized materials did I use/discover which I want to share with
other teachers?
________________________________________________________________________
__________________________________________________
Page 3 of 4
Daily Lesson Plan in English (Based on DepEd Order No. 42 s. 2016)
School BONIFACIO JAVIER NATIONAL HIGH SCHOOL Grade Level 10
Teacher JOESON E. MEJICA Learning Area ENGLISH
Date Quarter/Week I
NOTE: Teachers do not need to go through all ten (10) parts in every lesson. Teachers need
to ensure that the procedures of the lesson lead to the achievement of the stated objectives
(Source: DepEd Order No. 42 s. 2016)
Checked/Observed by:
______________________________
Dep’t Head/Principal/Supervisor
Sample Scoring Rubrics
5 4 3 2
ACCURACY OF GIVEN ANWERS
The group was able to fully The group was able to The group was able The group did not
provide accurate answers provide a not-so to provide answers provide any
based on the assigned task. accurate answers based partially. answer.
on the assigned task.
PRESENTATION SKILL
The group was able to The group was able to The group has The group has
present and defend fully present and defend their presented and answers but were
and validly their answers. answer with some valid defended their not presented and
supports or explanation. answers but no valid defended.
explanation.
Highest score is 8 with 20 points, and the lowest is 1 with 3 points.
8 = 20; 7 = 18; 6 = 15; 5 = 13; 4 = 10; 3 = 8; 2 = 5; 1 = 3; 0 = 0
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