Legit DLL Quarter 3

School: GSCNSSAT-EXTENSION Grade Level: 10
GRADES 1 to 12 Teacher: MICHAEL L. CLAMOHOY Learning Area: English

DAILY LESSON LOG Teaching Dates and OCTOBER 28-30, 2019
Time: 8:30AM - 4:30 PM Quarter: 3
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 followed and if needed,
I. OBJECTIVES 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 sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10VC-IIIa-12: Raise EN10V-IIIa13.9: Give EN10LT-IIIa2.2: Explain EN10G-IIIa-31: Use Remedial/Enhancement
Competencies/Objectives: questions to clarify issues expanded definitions of how the elements specific pronouns effectively Reading Schedule/ICL
Write the LC Code for each covered in the material words to a genre contribute to
viewed the theme of a particular
literary selection
EN10LC-IIIa-16: Listen to
simplify, reorganize,
synthesize, and evaluate
information to expand,
review, or update
knowledge
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
RECOGNIZING THE GIFT OF NATURE
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
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P231-232 P233 P236-237 P237-238
2. Learner’s Materials Pages P274-275 P277-279 P279-287 P288-289
3. Textbook Pages P274-275 P277-279 P279-287 P288-289
E. Other Learning Resources Pictures, mp3 of “What a textbook textbook textbook

Wonderful Word”, mp3
player
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
IV. PROCEDURES 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 Previous Lesson Ask the students to go Create a word web Share some of the new Ask the students to read Remedial/Enhancement
or Presenting the New outside of the room and words you had in your an excerpt of the story, “A Reading Schedule/ICL
Lesson let them discover nature’s additional activity. Day in A Country”
gift.
B. Establishing a Purpose for Remind them that the Explain to the students Recall the elements of a Discuss the table on
the Lesson point of view is the way the importance of short story cases of Pronoun on
the author allows them to vocabulary bank. page 288 on your LM.
“see” and “hear” what’s
going on.
C. Presenting After ten minutes, ask Form 5 groups and follow Fill out the table on page
Examples/Instances of the them to compare the instructions on Task 4 Group activity: 288 of your LM
Lesson answers with their on your page 277 in your
classmates LM. (Group 1 – Write five words that
Vocabulary Rock and appeal to their senses as
Roll; G2 – A Tricky Word; indicated in the drawing
G3 – Magical Word; G4 – on page 286.
Trash Can Thesaurus;
G5-Shades of Meaning)
D. Discussing New Concepts Instruct them to complete Have the students Answer Test Yourself on
and Practicing New Skills #1 the statements on Task discuss in their respective Let students highlight the page 289
1A on page 274 of your groups their answers imagery of the text.
LM.
IV. ROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
E. Discussing New Concepts Provide additional Remedial/Enhancement
and Practicing New Skills #2 Ask them to share their Ask a representative of Ask students to share examples and exercises Reading Schedule/ICL
point of view. the group to report to the their answers to the class on personal pronouns
class their answers after and different cases
20 minutes.
F. Developing Mastery Lead the students to

(Leads to Formative appreciate a song related Have the students Group Activity: Facilitate the conduct of
Assessment 3) to nature by completing interact with classmates Task 8 on page 289-290
Task 2A and B on pages during the reporting. Have the students group in the LM.
274-275 of your LM. themselves and answer
Task 6 on page 287 while
rereading the story ”A
Day in A Country”
G. Finding Practical
Applications of Concepts How can we preserve Why do we need to How can you recognize Why do we have to use
and Skills in Daily Living and protect nature? expand our vocabulary? the gift of nature? pronouns?
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Why do we need to What is the importance of Explain the message of Discuss the significance Reading Schedule/ICL
Lesson protect nature? vocabulary? the story. of the use of the different
cases of pronoun
I. Evaluating Learning Task 2A and B will serve Completion of Task 4 will Group activity on Task 6
as evaluation. serve as evaluation will serve as evaluation Task 8 output will serve
as evaluation and may be
passed a week after.
J. Additional Activities for Do Task 3 on pages 276- Give another set of 3 new
Application or Remediation 277 of your LM. words that you found in Review on the different Completion of Task 8 will
the selection and do the cases of pronoun serve as additional
Task 4 again on your activity
own.
V. REMARKS
VI. REFLECTION
DAILY LESSON LOG Teaching Dates and NOVEMBER 4-8, 2019

B. Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10WC-IIIa14.1.1: EN10VC-IIIb-23: Share EN10V-IIIb13.9: Give EN10WC-IIIb14.1.2: Use Remedial/Enhancement
Competencies/Objectives: Expand ideas using viewpoints based on the expanded definitions of a variety of informative, Reading Schedule/ICL
Write the LC Code for each principles of cohesion ideas presented in the words persuasive, and
and coherence materials viewed argumentative writing
EN10LT-IIIb2.2: Explain technique
EN10LC-IIIb-16.1: how the elements specific
Distinguish the important to a genre contribute to
points from less important the theme of a particular
ones in a text listened to literary selection
II. CONTENT
COHERENCE / COHESION / THE STORY OF KEESH
D. References
1. Teacher’s Guide Pages P239-241 P249-250 P250-251 P255
2. Learner’s Materials Pages P291-293 P298 P299-307 P311-312
3. Textbook Pages P291-293 P298 P299-307 P311-312
E. Other Learning Resources textbook Videoclip, texbook textbook Textbook, video clip of
goodwill speech,
PowerPoint of reminders
on writing a speech of
goodwill
A. Reviewing Previous Remedial/Enhancement
Lesson or Presenting the How do we make Tell the students that Group activity: (1 word Recall what happened Reading Schedule/ICL
New Lesson connections? they are going to watch per group) to Keesh
a short documentary
film entitled, “Save our Do Task 4 on page 299
Planet”. in 5 mins
B.Establishing a Purpose
for the Lesson Emphasize: Instruct students to Read the introduction Ask:
To be able to write distinguish important about the author.
effective speeches, the points from the less What will you do if you
logical links between important ones by are Keesh in the story
and various points completing the Task 1 and was held as the
made must be clear to Chart on page 298 of chief of the tribe?
the readers. their LM
C.Presenting Let the students read Allow ample time for Show a sample video
Examples/Instances of the the text inside the the students to read Present to the students of a goodwill speech.
Lesson boxes in Task 9 on and understand what the motive questions
page 291 of your LM. they are going to do. found on page 299
D.Discussing New Concepts Explain to the class the Ask students to give
and Practicing New Skills difference between reasons why it is Think-Pair-Share: Introduce to the
#1 cohesion and important or less students that goodwill
coherence important. Get a partner, DO Task speeches are based on
5 on page 305 while creation / cultivation of
reading the story, The modesty, tolerance,
Story of Keesh on page and good humor.
299-304 in your LM
E. Discussing New Concepts Give the students more Share the class their Discuss with the class Remedial/Enhancement
and Practicing New Skills examples of Cohesive output after 15 minutes their possible answers Take note and explain Reading Schedule/ICL
#2 words found on page for Task 5. the building
240-241 of your TG conventions of a
goodwill speech found
on page 311 of the LM
F. Developing Mastery Ask the students to Let the students begin Discuss the story Point out the reminders
(Leads to Formative pick some cohesive to watching the video further by using the when writing a goodwill
Assessment 3) words and use them in clip on Natural Hazards questions found on speech found on page
a sentence. on Human. Inform Task 6 on page 306 in 255 of your TG.
them to complete Task your LM.
2 and Task 3 on page
298 of their LM
Applications of Concepts When can we make Identify the three main How did the characters Recall the prosodic
and Skills in Daily Living use of cohesion and points, two datable face the conflicts features of speech as
coherence? ideas and one question through the words they aids to speech delivery.
they have about the said, actions and
documentary viewed. motives?
Abstractions about the What is the importance of What have you realized Based on your analysis, What is the significance Reading Schedule/ICL
Lesson learning cohesion and after watching the video who is more effective in of goodwill speeches?
coherence? clip? responding to the
people’s need?
I. Evaluating Learning Ask the students to Task 2 and Task 3 will

choose a partner and serve as evaluation Do Task 7 on page 306 Paired activity:
study the 4 pictures on
page 291 of their LM and With a partner, write a
write a dialogue about the goodwill speech for
pictures within 20 Keesh.
minutes.
J. Additional Activities for Write a speech with Write down 3 ways to Do Task 8 on page 307
Application or Remediation appropriate cohesion and Save our Planet. with the same group Practice to deliver the
coherence based on the members. good will speech in front
list of speech topics you of the class. Divide the
are to choose from on parts with your partner.
page 293.
V. REMARKS
VI. REFLECTION

C. Learning EN10V-IIIc13.9: Give EN10LT-IIIc2.2.3: EN10SS-IIIc1.6.4: Use EN10G-IIIc-31: Use Remedial/Enhancement
Competencies/Objectives: expanded definitions of Determine tone, mood, writing conventions to pronouns appropriately Reading Schedule/ICL
Write the LC Code for each words technique, and purpose acknowledge sources
of the author
EN10VC-IIIc-10:
Evaluate the information EN10V-IIIc13.9: Give
contained in the material expanded definitions of
viewed in terms of words
accuracy and
effectiveness
II. CONTENT
WORKING WITH NATURE’S LIMITS
D. References
1. Teacher’s Guide Pages P264-265 P266-267 P271 P271-275
E. Other Learning Resources Pictures of nature that Copy of the text, textbook Strips of paper containing Handout and PowerPoint
are similar to what is students’ perceived on the Pronoun-
found in the book (p314) nature’s limits and Antecedent rules
positive responses to be
used on the collage,
textbook
A. Reviewing Previous Post the pictures on How do Filipinos view Discuss the over-all Conduct a diagnostic Remedial/Enhancement
Lesson or Presenting the the board and ask the nature’s condition at theme of the poem, test to evaluate if the Reading Schedule/ICL
New Lesson students what idea the present based on the Song of Autumn and students have an idea
pictures suggest. video shown relate their answers to about the correct use
yesterday? the theme of life. of pronouns, in
particular, in making
pronouns agree with its
antecedents. It is found
on page 323
B.Establishing a Purpose After eliciting the Let students share their Let the students do the
for the Lesson correct answer, deepen insights about the shape collage having in Present the pronoun-
the concept by asking: importance of nature mind that it should antecedent rules and
as depicted in the show how they give examples.
Why is it called Mother music video. perceive nature’s limits
Earth? and respond to it
positively.
What makes earth a
mother?
C.Presenting Let the students Give out the words for Group work: Check their answers in
Examples/Instances of the enumerate other study. Let the students the previous activity
Lesson feminine qualities that read the poem twice Divide the class into 7 and discuss the rules
the Earth have. and highlight the groups and give each related to it.
words. group a rule on using
quotation marks
D.Discussing New Concepts Let someone read the Let the students Have each group Do practice exercises
and Practicing New Skills excerpt from the understand the discuss the rule in Task 9 on pages
#1 Preamble of the meaning through assigned to them. 328-329 of the LM.
Proposal for Universal context clues
Declaration of the
Rights of Mother Earth
as the whole class
listens and take notes
different rights.
E. Discussing New Concepts Let the class complete Discuss how to give an Let them observe the Check and discuss the Remedial/Enhancement
and Practicing New Skills the Venn Diagram expanded definition of correct use of quotation answers. Reading Schedule/ICL
#2 found on page 315 a word by studying the marks in the story
example found on page found on page 322
318.
F. Developing Mastery Class discussion of the Pair work: Let them highlight the Provide more exercises
(Leads to Formative Venn Diagram sentences containing and drills.
Assessment 3) Use the dictionary to quotation marks and
find the meanings of identify the different
the word found in Task rules shown therein.
4 on page 318 of the
LM.
G. Finding Practical Share some pertinent Illustrate an example of When do we use Let students defend
Applications of Concepts experience/s when you giving an extended quotation marks? their answers
and Skills in Daily Living realized that nature is definition and let
like a mother to you. students finish the task.
H. Making Generalizations and What can you say to the What is the role of Why do we need to know Summarize the rules as Remedial/Enhancement
Abstractions about the youth of the new expanding the meaning the rules of using seen in the examples. Reading Schedule/ICL
Lesson generation in connection of a word in quotation marks?
with your realization? understanding poetry?
I. Evaluating Learning Play the music video Pair work on Task 4 will Present a report on the Do Task 10 on page 329
Paraiso by Smokey serve as evaluation. rules of quotation mark
Mountain and express assigned with examples
their insights of the song from the story read.
on the freedom board.
J. Additional Activities for Output of the evaluating Group work: Evaluation, if not Do Task 11 found on
Application or Remediation learning can be an completed can be an page 330
extended activity Do Task 5 on page 318- extended activity.
319.
V. REMARKS
REFLECTION

C. Learning EN10G-IIIc-31: Use EN10LC-IIId-3.2: Raise EN10LT-IIId14.2: Explain EN10SS-IIId1.6: Show Remedial/Enhancement
Competencies/Objectives: pronouns appropriately questions and seek how the elements specific respect for intellectual Reading Schedule/ICL
Write the LC Code for each clarifications on issues to a selection build its property rights by
discussed in the text theme acknowledging citations
listened to. made in the critique
EN10VC-IIId-28: EN10SS-IIId1.6.6: Use
EN10LC-IIId-3.18: Get Disclose the personal quotation marks or
different viewpoints on significance of a material hanging indentations for
various local or global viewed direct quotes
issues
II. CONTENT
EXPERIENCING THE POWER OF NATURE
D. References
1. Teacher’s Guide Pages P271-275 P285-286 P287-290 P292-293
2. Learner’s Materials Pages P323-332 P335-336 P338-341 P343
3. Textbook Pages P323-332 P335-336 P338-341 P343
E. Other Learning Resources Handout and PowerPoint Pictures, textbook, video Copy of text, picture Sample news articles,
on the Pronoun- clip clippings
Antecedent rules
A. Reviewing Previous Lesson Give a diagnostic test to Show pictures of Show the picture in the Sharing of output of the Remedial/Enhancement
or Presenting the New evaluate if the students alternative sources of LM and let the students additional activity given. Reading Schedule/ICL
Lesson understood correct use of energy like wind power, describe what they see.
pronouns, in particular, in hydro-electric power,
making pronouns agree fossil fuels, geothermal
with its antecedents. power, tidal power, etc.
Let the students identify
these sources and give
more examples
B. Establishing a Purpose for Review on the rules of Try to list down at least Ask the students to Divide the students into
the Lesson discussed pronoun- five benefits that we get explain in their own 10 groups with five
antecedent rules. from these sources of words naturalism and members each. Give
energy. realism them clippings about
environmental and social
conditions of the country.
C. Presenting Discuss remaining rules Ask the following Ask students to present Let the students compare
Examples/Instances of the which are not tackled in questions: social conditions in our the environmental and
Lesson the previous lesson society at present e.g. social issues in the past
What do you think will poverty, social injustice, and the present
happen if some of these etc.
energy sources were not
available?
What would you do and

how would you deal with
the problem?
D. Discussing New Concepts Do teacher-made drills. Let the students watch Divide the class to come Let the students predict
and Practicing New Skills #1 the video of Man- up with their own concept what might happen in the
Evolution and Pollution . of Naturalism and future given such
Realism using these conditions
social conditions
E. Discussing New Concepts Check answers and let Divide the class into two Stress out reality and Present points of writing Remedial/Enhancement
and Practicing New Skills #2 students defend their and share their views survival as the main news article Reading Schedule/ICL
answers. about what was viewed. concepts and have the
groups share to the class
their respective concepts.
F. Developing Mastery Do another set of drills Have interactive Divide the class into 4 Write a news article
(Leads to Formative discussion on how could small groups and explain comparing the
Assessment 3) students bring about to them to prepare a plot environmental social
change in this present analysis of the story they conditions of the country
condition. are about to read. The in the past and in the
plot analysis will be present.
based on the diagram as
shown on page 341.
G. Finding Practical Complete a teacher- Let students arrive to the Relate in the story with During writing, let
Applications of Concepts made dialog drill on solutions like Reduce, culture, history, students acknowledge
and Skills in Daily Living pronoun-antecedent Reuse, Recycle. environment, and other sources used in their
rules. factors. articles.
H. Making Generalizations and Summarize the rules of Let them give a short but Let the students give Ask: Remedial/Enhancement
Abstractions about the pronoun-antecedent. sound generalization present-day examples of Reading Schedule/ICL
Lesson about what they have what’s really happening Why is it important to
gained from the are related to their show respect to
discussion. observation: Ex. Hunger, intellectual property
poverty, justice rights?
I. Evaluating Learning Conduct a summative Presentation of views on Plot analysis on page 341 Writing the comparative
test on pronoun- the topic: will serve as evaluation. news article will serve as
antecedent rules evaluation
Humans are solely
responsible for the
destruction of the Earth
and there is nothing we
could do to solve the
problem. It is irreversible.
J. Additional Activities for Do the Task 12 on page Research about realism Do Task 8 on page 343 Evaluation if not
Application or Remediation 331 and naturalism in history, of the LM completed, may become
particularly in American an extended activity.
Literature and read in
advance Your Text on
pages 338-341.
V. REMARKS
REFLECTION

C. Learning EN10VC-IIIe-12: Raise EN10V-IIIf13.9: Give EN10G-IIIe-30: Use EN10LT-IIIe-3: Explain Remedial/Enhancement
Competencies/Objectives: questions to clarify issues expanded definitions of structures of modification how a selection may be Reading Schedule/ICL
Write the LC Code for each covered in the material word influenced by culture,
viewed history, environment, or
EN10LT-IIIe-3: Explain other factors
how a selection may be
influenced by culture,
history, environment, or
other factors
II. CONTENT
HARNESSING NATURE’S POTENTIALS
D. References
1. Teacher’s Guide Pages P303-304 P304-305 P307 P311
4. Additional Materials from

Learning Resource (LR)
portal
E. Other Learning Resources Video clip, laptop, textbook Textbook, textbook
projector, copy of the picture/artwork, dictionary
song
A. Reviewing Previous Group the students to Solicit from the Present a picture or an Ask: Remedial/Enhancement
Lesson or Presenting the maximize students ideas from the artwork (It can be from Reading Schedule/ICL
New Lesson acquaintances and words listed on page the previous activity or How do you react to
assign a name based 355 any picture of your something
on the terms stream, choice) extraordinary?
grass, music, sun, and
mountain
B.Establishing a Purpose Recall on how words Let the students Tell the students to
for the Lesson Let the students view a are defined and describe what they read the selection on
video clip to be expanded. see. page 363-366 and ask
downloaded from them to take note on
YouTube as indicated how its conflict is
in the TG page 303 parallel to human’s
disposition to nature
C.Presenting Let the students Let the students give Discuss further the Remind the class about
Examples/Instances of the identify which among the synonyms of the inputs on structures of everybody’s
Lesson the five terms given words. modification specifically responsibility of taking
mentioned above can about adjectives and care of the nature.
heal people from their adverbs found on
illness pages 359-360.
D.Discussing New Concepts Formulate 5 questions Discuss their answers Provide examples per Let the students
and Practicing New Skills pertaining to them and let them use it in structure mention some
#1 sentences programs and projects
pertaining to the
recovery of damages
natural resources and
sustainable
development.
E. Discussing New Concepts Ask: Have the students read Give drills in identifying Encourage them to find Remedial/Enhancement
and Practicing New Skills the text. structures of out how they can Reading Schedule/ICL
#2 Does music literally Modification. contribute in the
heal physical implementation of
weakness? How? these programs.
F. Developing Mastery Set aside the questions In dyads, let the Group students by 4. Discuss the answers to
(Leads to Formative and play the video students discuss their the questions on Task
Assessment 3) again and take note of answers to the Let the students 11 found on page 366
the questions raised by questions found in the complete the Task 8 of the LM.
the speaker LM. table on page 361 of
the LM
G. Finding Practical Complete the table on Ask: Choose 3-5 words on Suggest ways on how
Applications of Concepts Task 3 page 354 in the word list of the humans can possibly
and Skills in Daily Living your LM How can you relate to Table found on Task 8 resolve its conflict with
the story to your and use them in nature.
everyday experience? creating a dialogue.
H. Making Generalizations and Ask: Remedial/Enhancement
Abstractions about the What have you realized What have you learned in Remind the class about Reading Schedule/ICL
Lesson in the activity? What event in the story the activity? the significance of the
do you find most government’s programs
significant? and projects
I. Evaluating Learning Complete the table on Group activity: Presenting a dialogue Complete the table of
Task 3 page 354 in your Task 12 on page 366.
LM Do Task 6 on page 358
J. Additional Activities for Read in advance The Task 6 will be considered Group activity: Evaluation will be an
Application or Remediation Voice of the Mountain on as an extended activity. extended activity since
pages 355-358 Outputs will be posted on Do Task 10 on page 362 students need to
the class wall depending of the LM. research about the
on what was agreed by government programs
the class. and projects
V. REMARKS
REFLECTION

C. Learning EN10RC-IIIf-2.18: EN10V-IIIf13.9: Give EN10LT-IIIf-3: Explain EN10LT-IIIg20: Evaluate Remedial/Enhancement
Competencies/Objectives: Personal significance of expanded definitions of how a selection may be literature as a source of Reading Schedule/ICL
Write the LC Code for each the selection to the words influenced by culture, wisdom in expressing
reader (reader response) history, environment, or and resolving conflicts
other factors between individuals or
groups and nature
II. CONTENT
BEING ONE WITH NATURE
D. References
1. Teacher’s Guide Pages P317-319 P321-322 P322-324 P326
2. Learner’s Materials Pages P373-374 P375-376 P376-380 P382
3. Textbook Pages P373-374 P375-376 P376-380 P382

portal
E. Other Learning Resources Music video of There textbook Textbook textbook
You Will Be by Faith Hill
A. Reviewing Previous Let the students write Recall ways of Present the Call volunteers to Remedial/Enhancement
Lesson or Presenting the on a piece of paper expanding the meaning background of the share their output from Reading Schedule/ICL
New Lesson what they want to of a word author of the selection the previous activity.
become The Last Leaf
B.Establishing a Purpose Have the students Present the 3 ways of

for the Lesson present their output to expanding a definition What symbolizes your Tell the students that
the class into a paragraph life? as a proof of their
desire to change for
the better, they are to
draft a letter of intent to
their adviser pertaining
to their involvement in
their efforts to resolve
conflict in the school
brought about by
natural calamity.
C.Presenting Watch the music video Discuss the 3 ways of Let the students read Let the students read
Examples/Instances of the of “There You’ll Be by expanding a definition and discover the the example on page
Lesson faith Hill into a paragraph interesting twist in the 382-383 of the LM
story.
D.Discussing New Concepts Ask: Provide additional Process the reading Review the parts of a
and Practicing New Skills examples in expanding text based on the letter
#1 What did you feel after a definition into a questions no. 1-3 on
hearing the song? paragraph page 380 in the LM
E. Discussing New Concepts Let the students fill-out Pair work: Process the reading Discuss how each part Remedial/Enhancement
and Practicing New Skills the though balloons on text based on the of the letter was written Reading Schedule/ICL
#2 page 374 and select Let the students skim questions no. 4-6 on in the example given in
students to share their the selection and fill- page 380 in the LM the book
answers to the class out in the table with the
data needed on
page376 of the LM
F. Developing Mastery On a piece of bond Discuss the students Complete the diagram Draft the letter they are
(Leads to Formative paper, draw the answers and let them of Task 6 on page 381 to write
Assessment 3) symbolic icon of your explain it. of the LM.
inspiration. Explain n 3
sentences your output.
Write them below your
drawing.
Applications of Concepts Relate the message of Cite an instance where Ask: Why do we need to
and Skills in Daily Living the song to an we can make use of take part in resolving
experience expanding meaning a How did the story conflicts with nature?
definition into a helped you realize the
paragraph complexity and
complication of life and
its connectivity with
nature?
Abstractions about the Lesson What message can we What significant learnings Complete the phrases What is our role in Reading Schedule/ICL
get from the song? did you get out of the given in the LM in Task resolving conflicts with
activity? 7A page 381. nature?
I. Evaluating Learning
Developing Mastery Completion of the table Completion of Task 6 will Written letter will serve as
activity will serve as on page 376 will serve as serve as evaluation evaluation
evaluation. evaluation
J. Additional Activities for

Application or Remediation If the activity is not If the activity is not If the activity is not Encode the letter.
completed, let the completed, let the completed, let the
students finish it at home. students finish it at home. students finish it at home.
V. REMARKS
REFLECTION
DAILY LESSON LOG Teaching Dates and DECEMBER 2-6, 2019

C. Learning EN10V-IIIg13.9: Give EN10LT-IIIg20: Evaluate EN10VC-IIIg-10: EN10VC-IIIg-10: Remedial/Enhancement
Competencies/Objectives: expanded definitions of literature as a source of Evaluate the information Evaluate the information Reading Schedule/ICL
Write the LC Code for each words wisdom in expressing contained in the material contained in the material
and resolving conflicts viewed in terms of viewed in terms of
between individuals or accuracy and accuracy and
groups and nature effectiveness effectiveness
EN10WC-IIIg14: EN10WC-IIIg14:
Compose an independent Compose an independent
critique of a chosen critique of a chosen
selection selection
II. CONTENT
A. References
1. Teacher’s Guide Pages P327-328 P330 P331 P331
B. Other Learning Resources Textbook, teacher-made textbook Textbook Textbook

worksheets
A. Reviewing Previous Ask the students to fill- Give the background of Watch a video about Give a feedback on the Remedial/Enhancement
Lesson or Presenting the in the grid Task 8 on the author the keynote speech/es speech critiquing done Reading Schedule/ICL
New Lesson page 384 of the LM of famous personalities in the previous lesson
with what is asked in (ex. Speech of Duterte,
each column Robredo, etc.)
B.Establishing a Purpose Discuss the student’s Ask: Present points on how Present difficulties in
for the Lesson answers to critique a speech critiquing a speech
What would it be like to
live in a space colony?
C.Presenting Present the structures Instruct students to Give an example of a Share to the class
Examples/Instances of the of modification as they read the given text critique speech group practices on how
Lesson vary in nature and silently. they manage to critique
function the speech
D.Discussing New Concepts Provide examples and Have the students Discuss with the Guide again the
and Practicing New Skills discuss complete the phrases students how the students in how to
#1 on Task 10 of page sample critique speech critique a speech
388 in your LM. is being done.
E. Discussing New Concepts Add adjective, adverb, Discuss their answers Provide the students Provide the students Remedial/Enhancement
and Practicing New Skills or qualifier to intensify with a transcript of the with a transcript of the Reading Schedule/ICL
#2 the meaning of the viewed speech and let viewed speech and let
given words them compare the them compare the
speech and the speech and the
delivery. delivery.
F. Developing Mastery Let the students In a group, let the In a group, let the
(Leads to Formative Let them answer the expound their answers students critique the students critique the
Assessment 3) rest if the given words given speech. given speech.
found in the LM on
page 384
G. Finding Practical What are the What are the strong What are the strong
Applications of Concepts When can we make consequences of points of the speech points of the speech
and Skills in Daily Living use of the knowledge today’s technological delivered by the delivered by the
of expanding meaning advances if nature is personality in the personality in the
of words? not being sustained video? video?
and protected?
H. Making Generalizations Remedial/Enhancement
and Abstractions about Why is it important to Share insights on the What have you learned What have you learned Reading Schedule/ICL
the Lesson expand meaning of significance of nature, from the activity? from the activity?
words? the circumstances that
pose likelihood of other
living things to human
being.
Task 8 will serve as Draw or present a Output on the speech Output on the speech
evaluation picture of the possible critiquing will be the critiquing will be the
consequences if the evaluation evaluation
environment is being
neglected or abused.
J. Additional Activities for Use the given words in If activity is not Make the task an Make the task an
Application or Task 9A on page 384 completed give it as an extended activity for extended activity for
Remediation of your LM in a extended activity. the class. the class.
sentence
V. REMARKS
REFLECTION
DAILY LESSON LOG Teaching Dates and DECEMBER 9-13, 2019

C. Learning EN10VC-IIIg-10: EN10VC-IIIg-10: EN10VC-IIIg-10:
Competencies/Objectives: Evaluate the information Evaluate the information Evaluate the information
Write the LC Code for each contained in the material contained in the material contained in the material
viewed in terms of viewed in terms of viewed in terms of
accuracy and accuracy and accuracy and
effectiveness effectiveness effectiveness
EN10WC-IIIg14:
Compose an independent
critique of a chosen
selection
II. CONTENT
A. References
1. Teacher’s Guide Pages P331 P331 P331
2. Learner’s Materials Pages P389-393 P389-393 P389-393
3. Textbook Pages P389-393 P389-393 P389-393
B. Other Learning Resources Textbook Textbook Textbook

A. Reviewing Previous Give a feedback on the Give a feedback on the Give a feedback on the
Lesson or Presenting the speech critiquing done speech critiquing done speech critiquing done
New Lesson in the previous lesson in the previous lesson in the previous lesson
B.Establishing a Purpose for Present difficulties in Present difficulties in Present difficulties in

the Lesson critiquing a speech critiquing a speech critiquing a speech
C.Presenting Share to the class Share to the class Share to the class
Examples/Instances of the group practices on how group practices on how group practices on how
Lesson they manage to critique they manage to critique they manage to critique
the speech the speech the speech
D.Discussing New Concepts Guide again the Guide again the Guide again the
and Practicing New Skills students in how to students in how to students in how to
#1 critique a speech critique a speech critique a speech
E. Discussing New Concepts Provide the students Provide the students Provide the students
and Practicing New Skills with a transcript of the with a transcript of the with a transcript of the
#2 viewed speech and let viewed speech and let viewed speech and let
them compare the them compare the them compare the
speech and the speech and the speech and the
delivery. delivery. delivery.
F. Developing Mastery In a group, let the In a group, let the In a group, let the
(Leads to Formative students critique the students critique the students critique the
Assessment 3) given speech. given speech. given speech.
G. Finding Practical What are the strong What are the strong What are the strong
Applications of Concepts points of the speech points of the speech points of the speech
and Skills in Daily Living delivered by the delivered by the delivered by the
personality in the personality in the personality in the
video? video? video?
H. Making Generalizations
and Abstractions about What have you learned What have you learned What have you learned
the Lesson from the activity? from the activity? from the activity?
Output on the speech Output on the speech Output on the speech
critiquing will be the critiquing will be the critiquing will be the
evaluation evaluation evaluation
J. Additional Activities for Make the task an Make the task an Make the task an
Application or extended activity for extended activity for extended activity for
Remediation the class. the class. the class.
V. REMARKS
REFLECTION
DAILY LESSON LOG Teaching Dates and JANUARY 6-10, 2020

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,
C. Learning EN10OL-IIIi1.10: Deliver EN10LC-IIIf-3.13: React EN10VC-IIIf-23: Share
Competencies/Objectives: special speeches like to the falsity or viewpoints based on the
Write the LC Code for each toast and roast speeches, soundness of an ideas presented in the
tributes, welcome and
closing remarks,
argument materials viewed 3RD QUARTER
speeches to introduce EXAMINATION
guest speakers/resource
persons etc. effectively in
varied speech situations
II. CONTENT
A. References
1. Teacher’s Guide Pages P284-285 P290 P292
2. Learner’s Materials Pages P335-336 P338-341 P342-343
3. Textbook Pages P335-336 P338-341 P342-343

3RD QUARTER
EXAMINATION
B. Other Learning Textbook, pictures textbook textbook
Resources
A. Reviewing Previous Ask students about Present pictures of Show a picture similar
Lesson or Presenting the their Christmas Break Nutritional Information to that of page 337
New Lesson or Health Facts of
different products
B.Establishing a Purpose for Let the students Ask the students on Let the students recall
the Lesson highlight one significant what ingredients are some ideas associated
experience during the present in these with the picture shown
break products.
3RD QUARTER
C.Presenting Let students share Let the students Present or draw a
Examples/Instances of the about their most analyze which of the graphic organizer of a
EXAMINATION
Lesson significant experience ingredients can cause fire as shown in the LM
or cure illness? on page 342
D.Discussing New Concepts Ask: Show students pictures Let the students read
and Practicing New Skills of alternative sources the story and observe
#1 What are other things of energy from nature similarities to both the
that you would want to story and the picture
experience in life? inside the fire and
contrasting ideas on
the logs.
E. Discussing New Concepts In dyad, let the Let them list down Let the students read
and Practicing New Skills students share their benefits they can get silently
#2 future plans or their out of these energy
goals in life for the new
year.
F. Developing Mastery Instruct the students to Process students Ask the students write
(Leads to Formative make an individual answers the ideas common to
Assessment 3) Bucket List for the both the story and the 3RD QUARTER
year. picture inside the fire
and the contrasting EXAMINATION
ideas on the logs.
G. Finding Practical Let the students give

Applications of Concepts What do you think will present-day happening
and Skills in Daily Living Why do we need to happen if some of are related to their
have plans in life? these sources were not observation
available?
H. Making Generalizations
and Abstractions about What have you learned What would you do and Ask the students to
the Lesson in class? how would you deal generalize of what they
with the problem have learned,
highlighting the factors
that could have
affected these events.
I. Evaluating Learning Let students share their Let them give a

bucket list to the class statement or two Graphic organizer will 3RD QUARTER
expressing their serve as evaluation
thanksgiving to nature
EXAMINATION
for all its benefits.

Application or Group students ahead
Remediation of time and let them
prepare for Task 7 on
page 342-343.
V. REMARKS
REFLECTION
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9-13, 2016 Quarter: 3

C. Learning EN10SS-IIIf1.6.3: EN10SS-IIIf1.6.3: EN10G-IIIg-30: Use EN10G-IIIg-30: Use Remedial/Enhancement
Competencies/Objectives: Acknowledge sources by Acknowledge sources by structures of modification structures of modification Reading Schedule/ICL
Write the LC Code for each preparing a bibliography preparing a bibliography
II. CONTENT
A. References
1. Teacher’s Guide Pages P293 P293 P294-295 P294-295

portal
B. Other Learning Resources Textbook, handout, Textbook, handout, Textbook, worksheets Textbook, worksheets
worksheet worksheet
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

A. Reviewing Previous Lesson or Recall lesson on citing Recall lesson on citing Present a word and ask Review the past lesson on Remedial/Enhancement
Presenting the New Lesson sources sources students to give other words structures of modification Reading Schedule/ICL
that could describe / modify
it until you come up with a
complete sentence.
B. Establishing a Purpose for the Let the students prepare a Let the students prepare a Provide at least 5 simple Provide another example
Lesson simple bibliography for the simple bibliography for the examples.
given references found on given references found on
page 345 page 345
C. Presenting Examples/Instances Let them differentiate a Let them differentiate a Give the different types of Let students answer the
of the Lesson reference list and a reference list and a modifications through exercises.
bibliography. bibliography. examples and practice
board exercises.
D. Discussing New Concepts and Review the guidelines in Review the guidelines in Let them go back to the text Check the exercises
Practicing New Skills #1 preparing a bibliography preparing a bibliography and identify sentences that answered
contain structures of
modifications

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and

E. Discussing New Concepts and Provide exercises on Provide exercises on Ask them to give their own Provide more drills Remedial/Enhancement
Practicing New Skills #2 making bibliography making bibliography examples using simple Reading Schedule/ICL
words and expanding it to
form sentences
F. Developing Mastery Group the students and Group the students and Group Activity: Give individual drills
(Leads to Formative Assessment have them arrange a list of have them arrange a list of
3) references to be placed in a references to be placed in a Do Task 11 of page 348 in
bibliography bibliography your LM
G. Finding Practical Applications Why do we need to Why do we need to When can we make use When can we make use
of Concepts and Skills in Daily acknowledge sources? acknowledge sources? of the different structures of the different structures
Living of modifications? of modifications?
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

Abstractions about the Lesson What is the purpose of What is the purpose of What is the importance of What is the importance of Reading Schedule/ICL
Bibliography? Bibliography? the different structures of the different structures of
modifications? modifications?
Group activity will serve as Group activity will serve as Group activity will serve as Individual drill will serve as
evaluation. evaluation. evaluation. evaluation.

Application or Remediation Give students additional Study in advance structures Give additional drills Give additional drills
exercises on making a of modification on
bibliography pages345-347 in the LM
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
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
VI. REFLECTION 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 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?


C. Learning EN10VC-IIIh-28: Disclose EN10OL-IIIh3.11: Produce EN10OL-IIIh3.11: Produce Remedial/Enhancement
Competencies/Objectives: the personal significance of the sounds of English the sounds of English What have you learned from Reading Schedule/ICL
Write the LC Code for each a material viewed correctly and effectively correctly and effectively the activity?
II. CONTENT

A. References
1. Teacher’s Guide Pages P332 P332 P332 P332

portal
B. Other Learning Resources Textbook, videoclip Textbook, videoclip Textbook, videoclip Textbook, videoclip


A. Reviewing Previous Lesson or Present a short Review on the points in Review on the points in Review on the points in Remedial/Enhancement
Presenting the New Lesson documentary video clip conducting a symposium conducting a symposium conducting a symposium Reading Schedule/ICL
about Mother Nature to the
students
B. Establishing a Purpose for the Elicit from the students Follow up the class on how Follow up the class on how Follow up the class on how
Lesson views about what they have are they in preparation of are they in preparation of are they in preparation of
seen the symposium the symposium the symposium
C. Presenting Examples/Instances Ask: Let the students share on Let the students present Let the students present
of the Lesson their progress of the their symposium their symposium
How does the documentary symposium preparations
presented?
D. Discussing New Concepts and Present to the class the Let the students meet their Let the students meet their Let the students meet their
Practicing New Skills #1 mechanics of a symposium group and prepare for the group and prepare for the group and prepare for the
symposium symposium symposium

GRADES 1 to 12

E. Discussing New Concepts and Discuss how to plan and Let students discuss their Let students discuss their Let students discuss their Remedial/Enhancement
Practicing New Skills #2 organize a symposium symposium with their symposium with their symposium with their Reading Schedule/ICL
classmates classmates classmates
F. Developing Mastery Divide the class into groups Practice the presentations Present their symposium Present their symposium
(Leads to Formative Assessment and then give each topics to for the symposium
3) be discussed in a mini
symposium
G. Finding Practical Applications When do we usually When do we usually When do we usually When do we usually
of Concepts and Skills in Daily make use of a make use of a make use of a make use of a
Living symposium? symposium? symposium? symposium?
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

H. Making Generalizations and Let students discuss their Remedial/Enhancement
Abstractions about the Lesson What are the significant What are the significant What are the significant symposium with their Reading Schedule/ICL
learnings you get from the learnings you get from the learnings you get from the classmates
lesson lesson lesson
I. Evaluating Learning Draft of the mini-symposium Practice the presentations Practice the presentations Present their symposium
script by group will be the for the symposium for the symposium
evaluation
J. Additional Activities for Preparation of speeches Preparation of speeches Preparation of speeches When do we usually
Application or Remediation and presentation for the and presentation for the and presentation for the make use of a
symposium. symposium symposium symposium?
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
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
VI. REFLECTION 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 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?

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School: GSCNSSAT-EXTENSION Grade Level: 10

GRADES 1 to 12 Teacher: MICHAEL L. CLAMOHOY Learning Area: English

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P274-275 P277-279 P279-287 P288-289

3. Textbook Pages P274-275 P277-279 P279-287 P288-289

E. Other Learning Resources Pictures, mp3 of “What a textbook textbook textbook

F. Developing Mastery Lead the students to

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P291-293 P298 P299-307 P311-312

3. Textbook Pages P291-293 P298 P299-307 P311-312

I. Evaluating Learning Ask the students to Task 2 and Task 3 will

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3. Textbook Pages P314-315 P317-319 P320-322 P323-332

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P323-332 P335-336 P338-341 P343

3. Textbook Pages P323-332 P335-336 P338-341 P343

What would you do and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P353-354 P354-359 P359-361 P363-367

3. Textbook Pages P353-354 P354-359 P359-361 P363-367

4. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P373-374 P375-376 P376-380 P382

3. Textbook Pages P373-374 P375-376 P376-380 P382

4. Additional Materials from

B.Establishing a Purpose Have the students Present the 3 ways of

J. Additional Activities for

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P383-384 P385-388 P389-393 P389-393

3. Textbook Pages P383-384 P385-388 P389-393 P389-393

B. Other Learning Resources Textbook, teacher-made textbook Textbook Textbook

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P389-393 P389-393 P389-393

3. Textbook Pages P389-393 P389-393 P389-393

B. Other Learning Resources Textbook Textbook Textbook

B.Establishing a Purpose for Present difficulties in Present difficulties in Present difficulties in

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P335-336 P338-341 P342-343

3. Textbook Pages P335-336 P338-341 P342-343

G. Finding Practical Let the students give

I. Evaluating Learning Let students share their Let them give a

J. Additional Activities for

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P343-345 P343-345 P345-348 P345-348

3. Textbook Pages P343-345 P343-345 P345-348 P345-348

4. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional Activities for

School: Grade Level: 10

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized