School: SAMBOANG- NGLIAY HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: JEANMAR S DE LOS REYES Area: English
Teaching Dates
and Time: August 5-9 2024 Quarter: 1

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
I. OBJECTIVES 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. Grade Level The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature,
Standards including Philippine Literature.
B.Learning Determine the effects of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding
Competencies/ of a text.
Objectives: (EN10 RC - 1a-2-15.2)
Write the LC
Code for each
C. Objectives: At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson,
will be able to: students will be able to: students will be able to: students will be able to: the students will be able
1. determine the effect of advance 1. determine the effect of 1. Determine the effect of 1. Determine the effect of to:
organizers on the understanding of a advance organizers on the textual aids like concept map in textual aids like nonlinear 1. define technical and
text; understanding of a text; understanding a text; illustrations on operational definition;
2. illustrate concepts and ideas from 2. illustrate concepts and 2. Illustrate concepts and ideas understanding a text. 2. differentiate technical
a text using advance ideas from a text using using a concept map; and 2. Illustrate concepts and and operational
Organizers like Venn Diagram and advance organizers - 3. Appreciate the importance of ideas from a reading text definition;
Cause & Effect Diagram; and Timeline textual aids in understanding a through textual aids. and
3. appreciate the importance of 3. appreciate the importance text. 3. Appreciate the 3. follow the guidelines in
graphic organizers in understanding of graphic organizers in importance of textual aids in writing technical and
a text. understanding a text. understanding a text. operational definition of
terms.
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 Advance Organizers-Venn Advance Organizers – Advance Organizers –Concept Non-linear Technical and
Diagram & Cause and Effect Timeline Map Illustrations Operational Definitions
Diagram
III. LEARNIN
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
G there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A.References
1. Teacher’s Self-Learning Module Self – Learning Self – Learning Module Self – Learning Self – Learning
Guide Pages Grade 10 English MELC- Module English English Quarter 1- Module English Module English
Based Quarter 1- Module 2 Module 2 Quarter 1- Module 2 Quarter 1- Module
 Curriculum Guide (May 2
2016) pp. 221
English Learner‘s Material
for Grade 10 pp. 13-15
2. Learner’s Self – Learning Module Self – Learning Self – Learning Module Self – Learning
Materials English Quarter 1- Module Module English English Quarter 1- Module English
Pages 2 Quarter 1- Module 2 Module 2 Quarter 1- Module
2
3. Textbook
Pages

4. Additional Source: https://

Materials https://youtu.be/EIiz www.google.com/search?
from 8Say0qg?t=8) q=creative%20concept
Learning (www.southcotabato %20map%20template
Resource
.gov.ph)
(LR) portal
B.Other Learning PowerPoint Presentation PowerPoint Laptop, PowerPoint, Laptop, PowerPoint, Laptop,
Resources Activity Sheets Presentation Television Television PowerPoint,
Pictures YouTube Video Television
Activity Sheet
Pictures
 School: SAMBOANG- NGLIAY HIGH SCHOOL Grade Level: 10
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: JEANMAR S DE LOS REYES Area: English
Teaching Dates
and Time: August 5-9 2024 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCE 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
DURES 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. Preliminaries Performing Routinary Performing Routinary Activities Performing Routinary Performing Routinary Activities Performing Routinary
Activities a. Prayer Activities a. Prayer Activities
a. Prayer b. Greetings a. Prayer b. Greetings a. Prayer
b. Greetings c. Checking of Attendance b. Greetings c. Checking of Attendance b. Greetings
c. Checking of Attendance d. Lesson Recap c. Checking of Attendance d. Lesson Recap c. Checking of
d. Lesson Recap d. Lesson Recap Attendance
d. Lesson Recap
B. Reviewing What sources of information •What are the graphic organizers 1. What is timeline? 1. What is concept map? Memory Bank:
Previous Lesson did you learn that also guide that was discussed in the previous 2. What is the important of using 2. What is the significance of 1. What have you saved
or Presenting the you in your everyday life? lesson? it? using concept maps? in your memory bank?
New Lesson 2. What did we do
Reading long text about history, a yesterday?
long process or even a story needs 3. What are non- linear
time for you to figure out everything illustrations?
you have read. 4. What is the
•In this lesson, students are going to significance of these?
learn about the use of another
graphic organizer which will help
them understand what they are
reading. Before going into the
details of this graphic organizer.

C. Motivation Mind Mapping" Activity 2.1 Picture Perfect (Name the Activity 1: Love vs Time Activity 1: Word Game Discovery Learning
A technique for organizing Picture) Encircle words that you can find Group Activity:
thoughts and ideas visually. The students will guess the name of Illustrates the similarities and in the puzzle below. They are UNSCRAMBLE
Explain that it is a way to a person and place as shown in the differences between two ideas. arranged vertically and JUMBLE!
explore connections and picture. horizontally. (Working as a team
relationships between Processing questions: (CLG) students will read
different concepts. Mystery Word (Unfamiliar Word 1. What are the ideas can be the
 1. A simple mind map was Encounter) associated with love and time? definition and arrange
shown, placing one of the 2. How does love change the the jumbled letters to
chosen concepts in one circle time? How does time affect reveal the
on the left and the other love? word and choose the
concept in a circle on the 3. Why is time more important word associated with it.
right. in love and vice versa? A. A kind of animal that
2. Encourage students to can fly; it has feathers
brainstorm and contribute and wings,
ideas related to each concept. and it can lay eggs
Ask questions like: (BRID - Freedom)
●What do you already know B. A mechanical
about each concept? machine that is use for
●How are these concepts measuring time;
similar or different? it indicates hours,
●Can you think of any words minutes, and sometimes
or phrases associated with seconds
each concept? (LOCKC - Time)
C. A fist-size organ that
pumps blood throughout
your
body (HEART - Love)
D. Activity Read the text and answer the Pre-reading of the Text Activity 2: Activity 2: Present the What is our word of the
questions that follow. Guide Questions: Directions: Read the article information below using a Table, day?
Activity 2.2 1. How is "Sungka," a traditional entitled “Love and Time” by Pie Graph, or a Bar Graph “Nostalgic”
Filipino game, played? Angelo Clemen. Take note of (a student will read the
1. What are the article all
What is its purpose? the different keywords, ideas, example sentence and
about? 2. Could you please describe the and/or concepts you encounter in will receive
2. What do you think is the cultural relevance of the "Sungka" the selection. Then follow the “Tatlong pataas clap”)
purpose of the article? game and its historical background? given steps to complete the “I feel nostalgic
3. What are the similarities 3. How does "Sungka" contribute to activity. whenever I see this
and differences among a cognitive development and picture of us on the
cabeza, a datu and a sultan? strategic thinking? Are there any beach.”
variations of the a game that What exactly does
●To Compare and Contrast
enhances its complexity? nostalgic mean?
the Spanish barangay to the 4. What effects do the "Sungka"
balangay during the pre- board's layout and design have on
Spanish era. the gaming, and what tactics may
4. Which graphic organizer players use to their advantage?
would be most useful?
 School: SAMBOANG- NGLIAY HIGH SCHOOL Grade Level: 10
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: JEANMAR S DE LOS REYES Area: English
Teaching Dates
and Time: August 5-9 2024 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCED 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
URES 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.
E. Analysis Venn Diagram Illustrate the steps on how to play The teacher will asks the The teacher will asks the Read aloud:
●is commonly used in comparing Sungka through the help of a graphic following questions: following questions: Examples
and contrasting two or more ideas, organizer specifically the FLOW 1. Who helped Love in the 1. Describe the process of Sentence A: The
concepts, characters, places or CHART. “Love and Time? creating a bar graph from cranes Samantha
things. This is useful in showing (See Work Sheet 2.1) 2. Who passed by in a a given set of data. What observed along the
similarities and differences between luxurious boat? steps do you need to river fascinated her.
or among ideas or concepts 3. What should be written in follow? What does the crane
presented. the middle circle of the 2. How do you interpret a in this statement
●It uses circles where the concept map? bar graph? What insights mean? (a bird)
overlapping portion contains the 4. What emotion/feeling, do can you gain from looking Sentence B: A crane
similarities while those outside the you like the most from the at the heights of the bars? will be required to
overlapping section are the article? 3. What is the primary raise the cargo
differences. 5. In what situation time is purpose of using a table in containers.
●The similarities and differences of more important than love and presentation? What does the crane
Facebook and Twitter vice versa? 4. What is the difference in this statement
6. How do you show your between a table and a mean? (A machine
love to yourself, family, and chart in terms of data used for lifting and
friends and even in our representation? moving heavy
country? 5. How does non-linear objects)
illustration contribute to Can you provide
enhancing the viewer's more instances of
engagement and terms that are similar
understanding of complex yet have distinct
ideas? meanings?
F. Abstraction Visual representation A TIMELINE is a type of graphic Concept Map Non-linear Illustration What is technical
is a powerful means to analyse and organizer that shows specific events in •It is a visual representation Most people consider definition? Who
comprehend complex concepts and sequence, usually with dates, in a linear of knowledge and shows texts with visuals or wants to read?
 relationships. fashion. concepts and ideas and the graphs along with it as
Venn diagrams and Cause-and- They are particularly useful for relationships among them are examples for nonlinear Technical Definition
Effect diagrams are two essential studying or reviewing history, because usually connected by arrows. texts. Some examples A technical definition
visual tools that serve distinct the timeline will display major events •It was developed by Joseph include flowcharts, charts, states or describes
purposes in various fields. over a period. D. Novak and his research and graphs (ex: pie chart, exactly the
This abstraction delves into the core A Quick Trip of the Past team in the 1970’s as a means bar graphs), graphic nature, scope, or
characteristics of these diagrams, of representing the emerging organizers such as meaning of
highlighting their applications, science knowledge of knowledge maps and story something.
benefits, and limitations students. maps. Technical definition
•Helps visual learners grasp refers to the aspect of
the material. It helps you to explaining or
see relationships between describing technical
ideas and concepts. It also terms or terminology
helps you doing memory that has a
recall, clarify and structure particular meaning in
ideas. a specific field.
•It is created by writing key
words enclosed in shapes An operational
such as circles, boxes, definition gives an
triangles, etc. and drawing obvious, precise and
arrows between the ideas that communicable
are related then adding short meaning to a concept
explanation to concepts that that is used to
are related. ensure comprehensive
knowledge of the idea
by specifying how the
idea is measured and
applied within a
particular set of
circumstances.
G. Valuing The following questions will be The following questions will be asked: 1. What is a concept map, and 1. What is non-linear The students will be
Finding practical asked: 1. How does utilizing a graphic how does it differ from other illustration, and why is it asked to give the
applications of organizer, such as a timeline, enhance visual representational tools important in the realm of importance of
concepts and skills in 1. "How does utilizing the graphic the relevance and value of expressing used in education? visual communication? technical and
daily living organizer Cause and Effect' historical events? 2. What are the essential 2. How does nonlinear operational
enhance the comprehension of elements of a well-made idea illustration improve user definitions of terms
complex articles? 2. What specific benefits does it offer map, and how do they help engagement with digital not only in research
2. "How does the utilization of a in terms of comprehension and with information media? but also
Venn Diagram as a graphic retention of historical information? organization? 3. In what ways do in our daily lives.
organizer enhance the 3. How might concept maps nonlinear illustrations
comprehension and analysis of 3. In what ways does representing help in idea generation and contribute to fostering
complex articles?" history through a graphic organizer like brainstorming? creative and critical
3. What are the key benefits it a timeline contribute to a deeper 4. How concept maps can be thinking among learners,
offers in terms of dissecting and understanding of the chronological used to show the links and and how do they
grasping the interrelationships order of events? interactions between difficult encourage individuals to
within the content?" topics in a particular field of explore alternative paths
 study. of understanding and
5. How can concept maps interpretation?
encourage students to use
active learning and critical
thinking skills?
F. Application Cause and Effect in Daily Life Using the TIMELINE- Activity 3: Group activities Activity 3: Collaborative Gamification
Developing mastery There are many examples of cause INFOGRAPHICS: Group Activity using concept maps Concept Mapping: EXPLICIT
(Leads to Formative and effect in daily life. You can Generate the bar graph, LEARNING: WE
Assessment 3 probably relate to some of the Group 1: Topic Exploration pie chart and table based DO!
following examples. Concept Mapping on the given data. Complete the
Create a concept map that sentences by filling in
Illustrate it using the Cause-and- explores various ideas, and the blanks with the
Effect Diagram: connections related to the technical terms of the
topic. words in the
“What is healthy parentheses. The
lifestyle” learners who
answered correctly
will receive
Group 2: Collaborative additional
Learning Concept Mapping points on the next
Contribute ideas, concepts, activity and
and connections to build a “Magaling clap”
comprehensive map that
captures various aspects of
one of the problem in the
Philippines.

Unemployment and
Economic Recession

Group 3: Historical Event

Analysis Concept Mapping
Depict the purpose, key
figures, and relevant details
of Celebrating Tuna Festival
in General Santos City.

Processing questions:
1. What cognitive advantages
does concept mapping
provide to those
learning and developing
ideas?
2. In what ways does
collaborative concept
mapping contribute to more
 comprehensive and diverse
topic exploration?
3. What are the key steps
involved in creating a concept
map for the analysis of a
historical event?

School: SAMBOANG- NGLIAY HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: JEANMAR S DE LOS REYES Area: English
Teaching Dates
and Time: August 5-9, 2024 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. PROCE 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
DURES 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.
H. Evaluation Analyzing Movie Preferences using Paper and Pen Test: Activity 4: Read each question Activity 4: Read the passage that Explicit Learning: You
Additional Venn Diagrams Multiple Choice carefully and write the correct represent the distribution of survey Do!
activities for Group Activity: Questions (MCQs) answer on your answer sheet. respondents' favorite genres of books. Differentiated Activity.
application or In this activity, students will use Venn Select the most Then, present the data into three; table, Provide the technical and
remediation diagrams to analyse the movie appropriate answer from B. Make a simple article about pie chart and bar graph. operational definition of
preferences of the class and identify the given options by a given concept map A recent survey was conducted to the bold term in each
commonalities and differences in their circling the determine the favorite genres of books statement. Do this with
choices. corresponding letter. This among a group of avid readers. The your collaborative
is to gauge the students' survey collected responses from 200 learning group and write
understanding of the text participants, and the results are as the answer on a
using the Graphic follows manila paper and post it
Organizer-Timeline. on the board
I. AGREEMENT GET IN TOUCH WITH Create a concept map that You are conducting a survey to
Additional THE LOCALITY! demonstrates the essential determine people's preferred methods
activities for Look for various graphic elements, connections, and of transportation to work in a
application or organizers that can be interactions of an ecosystem. particular city. Create a bar graph that
used in recording illustrates the frequency of each
remediation
events/history. transportation method based on the
(HISTORY OF survey responses.
BATOMELONG)

J. REMARKS
 K. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored blow 80%
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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with
other teachers?

Prepared by: Reviewed by: Checked by:

JEANMAR S. DE LOS REYES GERYRNIO S. ANGGA NORMAN M. NORBERTE

Teacher I Academic Head Principal I