School: Dr. Santiago Dakudao Sr.

NHS Grade Level: 10

Teacher: RAZEL JOY R. TOMENIO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Monday-Friday (12:10-6:25) October 02-06, 2023 (WEEK 06) Quarter: 1st

I. OBJECTIVES
SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 EN10LC-IIe-13.2 EN10LC-IIe-13.2 EN10LC-IIe-13.2 EN10LC-IIe-13.2

Competencies/Obj
Employ analytical listening in problem Employ analytical listening in problem Employ analytical listening in problem Evaluate and make judgements about a range
ectives:
solving. solving. solving. of texts using a set of criteria e.g. comparing
Write the LC Code
arguments on the same topic, critiquing a
for each Objectives: Objective: Objective: short story

1. Identify steps to use analytical listening in 1. Determine the difference between 1. Identify the verbal and nonverbal signals. Objective:
problem solving. implicit and explicit signals.
1. Define an argumentative text.
2. share your self-reaction to different
situations.

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.

Analytical Listening Evaluating and Making Judgement

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) K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016)
Pages
2. Learner’s Grade 10 English Book (Celebrating Diversity Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating Diversity Grade 10 English Book (Celebrating Diversity
Materials Pages through World Literature) Diversity through World Literature) through World Literature) through World Literature)

3. Textbook Pages

4. Additional
Materials from
 Learning Grade 10 MELCS Grade 10 MELCS Grade 10 MELCS Grade 10 MELCS
Resource (LR)
portal
B. Other Learning pictures/graphs/charts/visuals/story pictures/graphs/charts/visuals Visuals/pictures pictures/visuals
Resources
IV. PROCEDURES SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 their The teacher will review about the The teacher will review about the analytical The teacher will review about the importance
or Presenting the
past lesson. techniques of analytical listening. listening. of learning verbal and non-verbal
New Lesson
communication.

B. Establishing a Preliminary Activity: PRELIMINARY ACTIVITY: PRELIMINARY ACTIVITY: PRELIMINARY ACTIVITY:

Purpose for the
DRAW WHAT YOU FEEL! The teacher will write the following words The teacher will show images and asks The teacher will ask the students to answer
Lesson
on the board and asks the learners to learners to name them. the given activity.
The learners will draw any emoticon that best define those words.
describes their feeling at the very moment. Task: DIFFICULTY UNLOCKED!
1. FACT
Instruction: Match each unfamiliar word to its
The teacher will call names of the learners meaning by writing the letter of the best
randomly to share their drawing to the class. 2. OPINION answer. You will encounter these unfamiliar
words in the article that you are about to read.
3. FALSE FACT

4. IMPLICIT

5. EXPLICIT

C. Presenting Task 1: DEALING WITH PERSONAL Some of the learners will share their The teacher will ask this question to the Some of the learners will share their insight on
CHALLENGE answer to the class. class. how they define the words without using
Examples/Instance dictionary.
s of the Lesson Instruction: Below are some personal 1. With the images presented a while ago,
challenges that one’s might encounter. How how can you understand with just looking at
would you deal with these challenges if you the signages?
encounter them?
* Foolishness * Pride
* Lack of Contentment * Boastfulness
 * Aggressiveness * Egocentricity
* Hard-headedness * Procrastination
* Impetuousness * Envy

D. Discussing New Discussion of the lesson Discussion of the lesson Discussion of the lesson Discussion of the lesson
Concepts and
Techniques of Using Analytical Listening What is the difference between explicit What is an argumentative text?
Practicing New
in problem solving: and implicit?
Skills #1 An argumentative text is one of the most
1. Listen - Listening is actually hearing what Explicit – clearly stated so there is no room common types of text and is characterized by
the other is saying. This means full for confusion or questions. trying to persuade the reader of an idea by
providing arguments. Writing such a text is a
concentration on the other’s story is needed, Implicit – implied or suggested, but not common task in language-learning and is
as well as a thorough sinking in of the clearly stated. widely used as an assessment tool in official
information. exams. Normally, specific guidelines must be
2. Know the issue - Distinguishing the main To help remember, EXPLICIT things are followed, although these may change
problems from partial ones helps which angle explained, IMPLICIT things are implied. according to the context. The general features
to focus in collecting information. of an argumentative text are:
3. Paraphrase - Restating the same
information in mind using different words 1. It champions a specific position.
helps to more concisely reflect what the
2. It offers data and arguments to defend that
speaker said.
position.
4. Summarize - Identifying, connecting and
integrating key ideas and feelings to what the 3. It takes opposing arguments into account
speaker said gives the listeners time to let the and discusses these.
information sink in and understand what they
just heard. 4. It can deal with a wide variety of topics.
5. Dig deeper - It is a process of getting down
to the core. It is the stage where you make
logical connections, detect the actual cause,
and think of fitting solutions.

E. Discussing New The learners will read the story Daedalus and ACTIVITY: CREATE & JUSTIFY! ACTIVITY: GUESS ME! ACTIVITY: DEFINE ME!
Concepts and Icarus to answer the given activity.
The teacher will show some images and The teacher will divide the class into four (4) Directions: Put a check mark on the item/s
Practicing New
asks learners some questions. groups. which best describes an argumentative text
Skills #2
based on own understanding.
RULES

1. Place on a table (or put in a box) a packet

of cards, each of which has a particular
emotion typed on it.
3. Have a participant from Group A take the
top card from the table and act out
(pantomime) the emotion for his/her group.
Label or list the EXPLICIT information on This is to be done in a fixed time limit (such
each of these images. as a minute or two).
4. If the emotion is guessed correctly by
Group A, they receive ten points.
5. Now have a participant from Group B act
out an emotion; award points as appropriate.
6. Rotate the acting opportunities between
 the two groups.
7. the winning team based on its point total.

F. Developing The learners will recite the steps of analytical Some of the learners will share their output Each group will share their realization about Some of the learners will share their answer
listening in solving problems. to the class. the activity. to the class.
Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical ACTIVITY: FLIGHT & LIGHT! ACTIVITY: CREATE & JUSTIFY! The teacher will ask the students to watch a ACTIVITY: WORLD MAP!
Applications of short video about communication.
The teacher asks the students an application The teacher will show some images and Instruction: Complete the word map below
Concepts and question. ask learners some questions. by choosing your answers from the pool of
Skills in Daily
words inside the box. Then, discuss each
Living 1. How do personal challenges/problems
word by explaining it or citing examples from
make you a better person?
the text.

Identify the IMPLICT information (use the

questions to help).

https://www.youtube.com/watch?v=-
72P_EFphSc

H. Making ABSTRACTION: ABSTRACTION: ABSTRACTION: ABSTRACTION:

Generalizations The teacher will ask the students about the The teacher will ask the students about The teacher will ask the students about their The teacher will ask some of the learners to
and Abstractions moral of the story. their generalizations towards the topic. generalizations towards the topic. share their output to the class.
about the Lesson
I. Evaluating Application/Assessment Application/Assessment Application/Assessment Application/Assessment
Learning
Task: THE WORRY SHEET The learners will choose their partner to be ACTIVITY: What’s Important! Direction: Study the dialogue below; then,
Instruction: Things that worry us could be interviewed. answer the questions that follow.
great challenges. What worries you at this Instruction: Write a 3-5 sentences
moment? What can you do about it? QUESTIONS: paragraph about the importance of verbal
Accomplish the chart below: and non-verbal communication.
— What are your favorite free-time
activities? Why?
I worry about What I should do about it
— Where do you spend? How was it?

— Was it hard for you to?

— I think you should/can try 1. Between Covi and Viru, who is more
convincing?
 ____________________________________
CRITERIA: 2. Do you consider several things before
making your judgment?
 Grammar - 3 pts
____________________________________
 Content - 5 pts
 Cleanliness - 2 pts 3. How do you make your decisions?
____________________________________
TOTAL - 10 pts
4. When you read a short story or watch an
informative television show, how do make
your evaluation and judgment? How do you
know if it’s good or not?
___________________________________

J. Additional Bring short bond paper tomorrow

Activities for for our activity.
Application or
Remediation

IV. REMARKS
V. 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 this 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: Checked by: Inspected and Verified by Noted by:

RAZEL JOY R. TOMENIO GRACE L. ALVAR JONAIDAH P. LAMBID JOSEPHINE A. BASILLO

Teacher I Department Head Master Teacher I Principal II