K to 12 School TIMBUGAN NATIONAL HIGH SCHOOL Grade Level 10

Teacher Ms. JENNELYN I. SULIT Learning Area ENGLISH

DAILY Teaching Dates Week 6/ October 2-6, 2023 Quarter FIRST
LESSON LOG
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
10- Ruby- Monday (8:30-9:30) 10- Ruby- Tuesday (8:30-9:30) 10- Ruby- Wednesday (8:30-9: 30) 10- Jade- Thursday (9:45-10:45)
10- Jade- Monday (9:45-10:45) 10- Jade- Tuesday (9:45-10:45) 10- Jade- Wednesday (9:45-10:45) 10- Ruby- Friday (8:30-9:30)
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
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards
C. Most Essential Compare and contrast the contents of
Learning Competencies the materials viewed with outside
Employ analytical listening in problem solving
sources of information in terms of
accessibility and effectiveness
Specific Objectives At the end of the lesson, the learners are At the end of the lesson, the learners are At the end of the lesson, the learners are At the end of the lesson, the learners are
expected to: expected to: expected to: expected to:
1. Differentiate accessibility and 1. Define implicit and explicit 1. Listen analytically to messages 1. Recognize the problem in the
effectiveness communication from audio materials material listened to
2. Analyze the importance of 2. Identify the different forms of 2. Evaluate texts through analytical 2. Describe the clues from the
having information sources non-verbal communication listening in terms of accuracy and material listened to solve the
3. Determine the implicit and validity problem
explicit signals as well as verbal 3. Use analytical listening in problem 3. Employ analytical listening in
cues used by the speaker to problem solving
solving
highlight points
II. CONTENT EMPLOYING ANALYTICAL LISTENING THROUGH PROBLEM SOLVING
III. LEARNING OUTCOMES
1. Teacher’s N/A N/A N/A N/A
Guide Pages
2. Learners’ Guide NA NA NA NA
Pages
3. Textbook N/A N/A N/A N/A
Pages
4. Additional N/A N/A N/A N/A
Materials from
Learning
Resource Portal
B. Other Learning Module in English 10 Module in English 10 Module in English 10 Module in English 10
Resources
Page 1 of 6
IV. PROCEDURES
A. INTRODUCTION Read the items below. Match the ACTIVITY 1 ACTIVITY 1.1 TASK 1: PICTURE DICTATION
information source in Column B with QUOTE: EXPLAIN MO! ANALYTICAL OR NOT? Directions: Let the students follow the
their appropriate descriptions in Column Listen/ watch the video clip “We are the instruction.
A. Write the letters of your answers in “Action speaks louder than words.” World” and answer the questions that follow. 1.Draw a small triangle in the middle of
your notebook. your page.
ACTIVITY 2 2.Draw a circle in the triangle.
Column A WHAT DO YOU THINK? 3.Above the triangle, draw a square.
_______1. documents written by experts Interpret the graph by answering the 4.At the bottom of the page on the left,
or scholars discussing results of given questions. draw an oval.
scholarly works like research 5.At the bottom of the page on the right,
_______2. reports, censuses, policies, draw a rectangle.
data and statistics issued and published Questions: 6.Between the oval and the rectangle,
by the government and its attached 1. What do the singers wanted to impart draw a square.
agencies through the song amidst the corona virus 7.Write the numbers 1–9 across the top
_______3. sources providing answers to pandemic? of your page.
questions such as statistics, maps, 2. If you are going to rate what you feel 8.Draw three circles under the triangle.
background information (re)directing to while listening to the song, what will your 9.On the right of the page at the top,
additional sources rating be? draw a big triangle.
_______4. source containing timely, ACTIVITY 1.2 10.In the big triangle, draw a square.
brief and non-technical explanations of 1. Why do you think only 7% is given to ANALYTICAL OR NOT? TASK 2: ANSWER ME!
events words? Listen/watch closely the news report then Directions: The teacher will read a
or commentaries for the general public 2. Why do you think 2. Why do you think complete the cause and effect map below. sample of telephone conversation. Then,
_______5. source providing information tone of voice and body language tone of let the students answer the given
in details segregated into chapters or voice and body language has higher has questions:
parts higher percentage than words? 1.What is the name of the company?
2.What is the name of the agent?
Column B 3.What is the order ID number of the
a. books customer?
b. reference materials 4.What is the name and cellphone
1. Who is more likely affected on the impact
c. scholarly articles number of the customer?
of the health crisis on corona virus?
d. news/magazines 5.What is the company’s website?
2. What is the implication of government
e. government documents 6.When was the payment made?
resources that are already stretched and
7.How much is the payment?
much of the calamity fund has been used
up?

GENERAL QUESTION: Which of the two

listening activities you would most likely use
analytical listening in problem solving?
Page 2 of 6
B. DEVELOPMENT The teacher will review about the Communication is what we do to give Analytical listening, sometimes called critical The teacher will discuss the analytical
specific information sources that may be and get understanding; it is the process or active listening, deals with one’s ability listening and its sequential process.
used in accessing certain details or of sending and receiving messages. and capacity to carefully and properly
information. Successful communication occurs when analyze the sound/s listened to. This does She will then tackle the four steps in
Scholarly Articles there is understanding. Every day you not only involve comprehension on what has solving a problem which include the
Books communicate with your family, friends, been heard, but more importantly, the ability following:
Government documents colleagues and , colleagues and even to distinguish and categorize the information 1. Define the problem;
News/ Magazine Articles strangers. listened to. 2. Generate alternative solutions;
Reference Materials  EXPLICIT Information Tips to be a good listener: 3. Evaluate and select an alternative;
 Implicit Information  Withhold judgment and
Facial expressions  Talk and interrupt less 4. Implement and follow up on the
Eye contact  Ask questions solution.
Body movements &  Paraphrase
posture  Attend to non-verbal cues Read the items below. Match the
Gestures  Take notes listening stage in Column B with their
Haptics  Analyze the speaker’s evidence appropriate descriptions in Column A.
Proxemics  Examine emotional appeals
Voice
ACTIVITY 3
ACTIVITY 3 ARMED WITH OPTIMISM
EMOTICONS Listen to the speech of Jack Ma, a Chinese
Identify the emotions portrayed by the billionaire and the co-founder of
emoticons below. Alibaba.com. Then, answer the questions
indicated below.

C. ENGAGEMENT Are you familiar with cybercrime law? ACTIVITY 4 Complete the acrostics of the word Using the song “Where is the
Examine the picture below. Write a 3 to LOOK FOR CUES “ANALYTICAL” by writing important points Love?”, identify the problems and
5-paragraph essay about it. Place your Listen to the speech of Brutus. Observe about the topic. the solutions presented. If the
work in your notebook. and list down the verbal cues and non- solutions are not clearly stated, write
verbal signals used by the speaker. your proposed solutions to the
Access it through this link problems.
https://www.youtube.com/watch?
v=Gq0PBt1J6Pg om/watch?
v=Gq0PBt1J6Pg. In case, you have no
access to the internet, the copy of the
Page 3 of 6
  Identify the speech is provided below.
major points
presented in List down the verbal cues and non-verbal Problems Proposed
the signals used by the speaker. Write Identified Solutions
infographic. speaker.
 Determine Verbal Cues Non-Verbal Cues
the meaning
of each
identified
complaint below.
 In developing your essay, use various
sources such as scholarly articles, book,
government documents, reference ACTIVITY 5
materials and news/magazine articles. LISTEN, LEARN AND LET IT OUT!
Listen to the song entitled "Let it Go"
from the movie Frozen and answer the
questions that follow. Take note of the
implicit and explicit signals used by the
singer to highlight significant points.
Determine the message the singer wants
the listener to learn out from the song
listened to.

1. What is the song all about?

2. hat explicit and implicit signals were
used by the singer to highlight significant
points?
How do these signals add value to the
lyrics and overall meaning of the song?
D. ASSIMILATION In your notebook, write a 5-sentence Directions: Read each questions Write TRUE if the statement is correct and Directions: Identify what is asked in each
essay on your reflection on the carefully and choose the letter of the FALSE if the statement is incorrect. statement. Write your answers in your
importance of understanding the content correct answer. _____1. In emphatic listening, the focus is notebook.
of a particular material in terms of 1. “I want you to go wash the car” is an to the speaker and not the listener. __________1. It deals with one’s ability
accessibility and effectiveness. example of which of the following? _____2. Listening comprises less of the to carefully listen, examine messages
A. Explicit communication percentage in communication than reading. and provide significant feedback or
B. Either explicit or implicit response.
_____3. Withholding one’s judgment about
C. Implicit communication __________2. It deals with the main
someone’s idea is necessary to be a good
D. Phonetic Prompt issue or concern that must be addressed
listener.
2. Verbal cues are those that are in a particular text.
_____4. Listening to evaluate does not need
Page 4 of 6
 __________3. It serves as one’s
conveyed through conveyed through response to the identified problem which
to undergo listening to understand because
which of the following? can be identified by asking the questions
this is a deeper type of listening.
A. Inflection B. Tone of Voice who, what, how, when, where and why.
_____5. Listening is similar to hearing.
C. Written Words D. Spoken Language __________4. This also allows him/her
13. Mother told her children to wash their to record in his/her system the
hands before eating. This is an example information listened to for future access
of and use.
__________.
__________5. This allows the listeners
A. Explicit communication
to provide verbal and/or non-verbal
B. Either explicit or implicit
feedback and responses based on the
C. Implicit communication
listening contexts.
D. Phonetic Prompt
4. _________ __________ information is
often easier to argue about, since the
exact meaning the exact meaning is
open to interpretation.
A. Explicit B. Implicit
C. Either explicit or implicit D. Phonetic
Prompt
5. ____________ information explains
the meaning clearly clearly people can
understand it easily.
A. Explicit B. Implicit
C. Either explicit or implicit D. Phonetic
Prompt

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

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
worked well? Why did these
work?

Page 5 of 6
F. What difficulties did I encounter
which my Principal or Supervisor
can help me solve?

G. What innovation or localized

material did I use/discover which
I wish to share with other
teachers?

PREPARED BY:
JENNELYN I. SULIT
Teacher III
NOTED BY:

NORA R. DAGLE, PhD

Teacher-In-Charge

Page 6 of 6