School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: Grade 10 - Atropos
GRADE 10
Teacher: CHARITY JOY D. PALEYAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: June 11-15. 2018 @ 7:50-8:50 Quarter: Quarter 1
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10V-Ia-13.9 EN10LC-If- EN10LC-Ib-4 EN10LT-Ie-2.2.3
Competencies/Objectives: EN10V-Ib-13.9 14.2 EN10LC-Ic-4 EN10LT-If-2.2.3
Write the LC Code for each EN10V-Ic-13.9
EN10V-Id-13.9
EN10V-Ie-13.9
EN10V-If-13.9
EN10V-Ig-13.9
EN10V-Ih-13.9
EN10V-Ii-13.9
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 Formal and informal definitions Roles of Persuasive: Features Persuasive writing: How to
Independence Day— discourse of persuasive Write a persuasive essay
No Classes! markers
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages English Expressways IV. 2007. pp 35- English English Expressways III. 2007. 1. *English Expressways III. 2007. pp
36, 56, 196, 209, 224, 244, 259, 277. Expressways IV. pp 36, 37. 9, 10, 11.
2007. pp 133-135, English Expressways IV. 2007. 2. *English Expressways IV. 2007. pp
230-232. ; English pp 102-103. 66-73, 104-107, 288-293
Expressways II.
2007. pp 118-119.;
A. Other Learning Resources Quipper School; Quipper School; Quipper School; Quipper School;
Essential English Worktext in Essential English Essential English Worktext Essential English Worktext in
Worktext in Literature
Literature and Language and Language
in Literature and Language Literature and Language
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Reviewing Previous Lesson or Let students ponder and Let a student fix the scrambled Form 4 letter words and What is persuasive Ed’l Adha
Presenting the New Lesson answer the question: words: I myself did a pair of above out of these words: text?
What diagram are we tweezers and pliers. 1. Conjunctions
going to use when we 2. Gambit
want to compare and Let him paste his final sentence 3. Adverbs
contrast two ideas? on the board. 4. Transitions
Ask him or her the function of 5. Discourse
the word myself in the 6. Markers
sentence.
B. Establishing a Purpose for the Let students know the Ask the ff. questions: Define the ff. words using What is the purpose of
Lesson purpose of the lesson the formal definition of persuasive text?
What are tweezers? words.
How about pliers?
Can you define them even
without using the dictionary?
C. Presenting Examples/Instances Present some sentences Show examples. A. I came, I saw, I
of the Lesson to students and let them Write them on the board. conquered. I died.
note if they are Explain what a formal definition
erroneously constructed is. B. First, I came, then,
or correctly formed. I saw and lastly, I
Explain what an informal conquered.
definition is. However, I died.
Compare the sentences.
Give more examples Which is clearer?
D. Discussing New Concepts and Let students tell the Give words to students. Brief discussion about the The features and
Practicing New Skills #1 different kinds of the Let them define the words discourse markers and nature of persuasive
pronouns and let them formally. their functions. text will be discussed.
give examples of each Let them provide the informal
pronoun. definition of the words.
Makes use of a chart/table in
presenting their answers.
E. Discussing New Concepts and Give them an article to read. Let Students will write on what
Practicing New Skills #2 them pick out the used discourse topic they will write about.
markers. Let them identify its role.
F. Developing Mastery Group task: Let each Let them choose at least 10 Students will craft their own persuasive essay.
(Leads to Formative group assign actions to discourse markers and use it in
Assessment 3) their pronouns and then creating their own sentences. The
let them present these case scenario would be: They are a
ones in random. Students sales agent. They are to convince
are given 5 minutes only people to buy their product.
for this task.
5 person per product.
G. Finding Practical Applications Let students tell the The 5 persons having the same team
of Concepts and Skills in Daily relevance of distinguishing will read his/her work then let the
Living between female and male rest of the class decide on whose
most especially in comfort output convinced them the most.
rooms.
H. Making Generalizations and Da-ing. Let students summarize What then is the importance
Abstractions about the Lesson the lesson learned through the of discourse markers?
“da-ing” way.
I. Evaluating Learning The battle of pronouns. Let
students present their practiced
actions.
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation
b. No. of learners who require additional activities for remediation
c. Did the remedial 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?
PREPARED BY: NOTED:
CHARITY JOY D. PALEYAN SOLEDAD L. ALIGO
Teacher I Principal I
