School: Dr. Santiago Dakudao Sr.

NHS Grade Level: 10

Teacher: RAZEL JOY N. RAMIREZ-TOMENIO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Monday-Friday (6:00-12:10) October 17-21, 2022 (WEEK 9) Quarter: 1st

I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet 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 The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine Literature.
Standards:

B. Performance The learner transfers learning by composing and delivering news reports, speeches, informative talks, or panel discussions based on Evaluate spoken texts using given criteria (fluency, tone, cohesion,
Standards: correctness).

C. Learning EN10RC-Ia-2.15.2 EN10RC-Ia-2.15.2 EN10RC-Ia-2.15.2 EN10LC-IIe-13.2

Competencies/Obj
Determine the effect of textual aids like Determine the effect of textual aids like Determine the effect of textual aids like advance Evaluate and make judgements
ectives:
advance organizers, titles, non-linear advance organizers, titles, non-linear organizers, titles, non-linear illustrations, etc. on about a range of texts using a set of
Write the LC Code illustrations, etc. on the understanding of a illustrations, etc. on the understanding the understanding of a text. criteria e.g. comparing arguments on
for each text. of a text. the same topic, critiquing a short
Objectives: story
Objectives: Objectives:
1. Make an organization Map of your section. Objectives:
1. Identify the different textual aids. 1. Create a recipe chart of own
specialty
1. Participate in a group activity.
2. Determine the effect of textual aids on
the understanding of a text.

II. CONTENT 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.

Textual Aids Graphic Organizers Graphic Organizers Oral Tradition

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 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 Guide K to 12 Curriculum Guide (May 2016) p. K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016) p. 140 K to 12 Curriculum Guide (May
Pages 140 p. 140 2016) p. 140

2. Learner’s Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating Diversity Grade 10 English Book (Celebrating
Materials Pages Diversity through World Literature) pages Diversity through World Literature) through World Literature) pages 31-33 Diversity through World Literature)
31-33 pages 31-33 pages 35
 3. Textbook Pages

4. Additional
Materials from
Grade 10 MELCS Grade 10 MELCS
Learning Grade 10 MELCS Grade 10 MELCS
Resource (LR)
portal
B. Other Learning Pictures
Resources
IV. PROCEDURES SESSION 1 SESSION 2 SESSION 3 SESSION

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. Reviewing Introduction: Introduction: Introduction: Introduction:

Previous Lesson
The teacher will lead the class to review The teacher will lead the class to The teacher will lead the class to review their The teacher will lead the class to
or Presenting the
their past lesson. review their past lesson. past lesson. review their past lesson.
New Lesson
B. Establishing a Preliminary Activity: Preliminary Activity: Preliminary Activity: Preliminary Activity:
Purpose for the The learners will participate to a group
TASK 1: YOU COMPLETE ME! The teacher will ask the learners if they have The learners will participate to the
Lesson activity. classroom officers. class for group activity
The learners will form the jumbled letter to
TASK 1: YOU MADE ME WHOLE! TASK 1: YOU COMPLETE ME!
form the new word.
Instruction: Form the cut-out Instruction: Use the jumbled
* DIAGRAM * ILLUSTRATION
pieces to form the picture of the letters to form a new word. Clue:
different figures. Literary Treasures of Philippine
* ORGANIZER * PICTURES
Literature.
* CONCEPT * GRAPHS 1. RIDDLES

2. FOLKLORES

3. MYTHS

4. LEGENDS

5. PROVERBS

6. RHYMES

C. Presenting The teacher will ask the learners some The learners will share their The learners will share to the class their ideas The learners will share to the class
questions: observations about the given figures. about the hierarchy of a particular position. their observation about the given
Examples/Instance words used during the last activity.
s of the Lesson 1. What will you use if you wanted to visit
an unfamiliar place?
2. What will you do if you wanted
someone to know the steps of a particular
recipe?
D. Discussing New ACTIVITY: ACTIVITY: ACTIVITY: ACTIVITY:
Concepts and
 Practicing New Discussion of the lesson Discussion of the lesson Discussion of the lesson Discussion of the lesson
Skills #1
The learners will accomplish various The learners will accomplish the given The learners will accomplish the given activity. Introduction of the ORAL Tradition.
activities activity.
The learners will create an organizational Chart The learners will participate to a
Task 1: FILL ME IN! Task 1: LENS ON PRINT of their section. group game.
Instruction: Differentiate the
Instruction: Using the Venn Diagram, uniqueness of each Graphic TASK 1: GUESS WHAT!
write your personal challenges in life and Organizers given.
the challenges of Daedalus and Icarus ADVISER Instruction: Girls VS Boys. The first
encountered. group will give riddle question and
the other group will try to guess the
answer.

PRESIDEN 1. What must be broken before you

V. PRES
T
can use it?

egg

CLASS 2. I am tall when I’m young, and

OFFICERS
MONITOR short when I’m old. What am I?

candle

3. What is full of holes but still holds

water?

sponge

E. Discussing The learners will share to the class their The learners will share to the class The learners will share to how to use the The learners will share to the class
New Concepts opinion about the importance of using how to use the graphic organizers. graphic organizers. the oral tradition they like and why.
and Practicing textual aids.
New Skills #2
F. Developing The learners will recite the different types The learners will recite the different The learners will recite the different types of The learners will recite the different
of textual aids types of graphic organizers. graphic organizers. kinds of oral tradition.
Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Analysis: Analysis: Analysis: Analysis:
Applications of
The learners will share to the class the The learners will share to the class the The learners will share to the class the The learners will share to the class
Concepts and importance of textual aids. importance of graphic organizers. importance of graphic organizers. the importance of learning the Oral
Skills in Daily Tradition.
Living Textual Aids are tools or materials that Graphic Organizers helps visualize Graphic Organizers helps visualize and
provide support and facilitate and construct ideas, organize and/or construct ideas, organize and/or sequence Oral Tradition used to pass on
understanding texts. sequence information, plan what to information, plan what to write, increase reading knowledge, cultural and social
write, increase reading comprehension, comprehension, brainstorm, organize problems values and collective memory. It
brainstorm, organize problems and and solutions, compare and construct ideas, plays a crucial part in keeping
solutions, compare and construct show cause and effect, and more. cultures alive.
ideas, show cause and effect, and
more.
H. Making Abstraction: Abstraction: Abstraction: Abstraction:
Learning how to use textual aids enables Learning the importance of graphic Learning the importance of graphic organizer Learning the importance of learning
Generalizations us to focus our attention on specific parts organizer enhances reading enhances reading comprehension and helps the Oral Tradition enables us to
and Abstractions of text and helps us identify important comprehension and helps students students categorize information and show the share their stories in their own
about the Lesson ideas in reading text. categorize information and show the relationships among important concepts. words, with their own voices through
relationships among important their own understanding of what
concepts. happened and why.

I. Evaluating Application/Assessment Application/Assessment Application/Assessment Application/Assessment

Learning
A. Directions: Identify the different textual Task 1: STEP BY STEP! Instruction: Make your own Family Tree Instruction: Create a slogan
aids. Choose the letter of your answer. encouraging your fellow students to
Instruction: Write the recipe of your preserve our Oral Tradition.
1. What graphic organizer is marked by specialty using Flow Chart. Your task
overlapping circles use to compare and will be graded according to the criteria
contrast. given.

A. Venn Diagram
B. Flow Chart
C. Story Map
D. Pie Graph
2. What graphic organizer is commonly
used to remember stories in logical
sequence?

A. Pie Graph
B. Story Map CRITERIA: CRITERIA:
C. Pictures
D. Concept Map
CRITERIA:  Concept - 3 pts  Concept - 3 pts
3. What diagram is an effective tool to
 Content - 5 pts  Content - 5 pts
identify prior knowledge and set own  Concept - 3 pts  Cleanliness - 2 pts  Cleanliness - 2 pts
targets and means of learning?  Content - 5 pts TOTAL - 10 pts TOTAL - 10 pts
 Cleanliness - 2 pts
A. Concept Map TOTAL - 10 pts
B. KWL Chart
C. Cause and Effect
D. Vocabulary Map

B. Directions: Make a 2-3 sentences

paragraph that tells the effect/importance
of textual aids on the understanding of a
text.

__________________________________
__________________________________
__________________________________
__________________________________
 J. Additional
Activities for
Application or
Remediation
IV. REMARKS The learners attentively listened to the whole duration of the lesson and actively participated in the class and activities.

V. REFLECTION 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?

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 50 students got 80% in the evaluation out of 58 students.
the evaluation

B. No. of learners who require 8 students have given additional activities for remediation.
additional activities for remediation

C. Did the remedial lessons work? No. Yes. The 8 students have caught up with the lesson.
of learners who have caught up
with the lesson
D. No. of learners who continue to None
require remediation

E. Which of my teaching strategies I think the teaching strategies that worked well in my lesson are knowing my students by name and develop their respect. Another one is reinforcing effort and providing recognition where it help students make a link between putting effort
work well? Why did these work?
into a task and receiving recognition in which it develops a classroom environment that fosters active learning.

F. What difficulties did I encounter The difficulties that I encountered which my principal or supervisor can help me solve is incorporating teaching strategies that are responsive to learners with disabilities, giftedness and talents.
which my principal or supervisor
can help me solve?
G. What innovations or localized Innovations or localized materials did I used/discover which I wish to share with other teachers is that the personal experienced that students have encountered specially in their conversation everyday.
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked by: Inspected and Verified by Noted by:

RAZEL JOY N. RAMIREZ-TOMENIO GRACE L. ALVAR JONAIDAH P. LAMBID JOSEPHINE A. BASILLO

Teacher I Department Head Master Teacher I Principal II