School: Bendita Integrated High School Grade Level: 10

GRADES 1 to 12 Teacher: Joymie D. Mojica Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: June 30-July 04, 2025 Quarter: Q1 WEEK 2

I. Objectives Day 1 Day 2 Day 3 Day 4 Day 5

Content Standards The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation
of World Literature, including Philippine Literature.
Performance Standards The learner transfers learning by composing short persuasive texts using a variety of techniques/ devices and words and expressions that
emphasize a point, particularly modals and reflexive and intensive pronouns.
Learning Competencies Determine the effect of textual aids like advance organizers, titles, nonlinear illustrations, etc. on the understanding of a text EN10RC-Ia2.15.2
Lesson Objectives 1. Identify and describe 1. Identify and describe 1. Identify and describe 1. Identify and describe
various textual aids various textual aids various textual aids various textual aids
such as advance such as advance such as advance such as advance
organizers, titles, organizers, titles, organizers, titles, organizers, titles,
graphs, diagrams, and graphs, diagrams, and graphs, diagrams, and graphs, diagrams, and
other nonlinear other nonlinear other nonlinear other nonlinear
illustrations used in illustrations used in illustrations used in illustrations used in
informational texts. informational texts. informational texts. informational texts.
2. Express appreciation for 2. Express appreciation 2. Express appreciation for 2. Express appreciation
the role of textual aids for the role of textual the role of textual aids for the role of textual
by sharing personal aids by sharing by sharing personal aids by sharing
insights on how these personal insights on insights on how these personal insights on
tools helped in better how these tools tools helped in better how these tools helped
understanding and helped in better understanding and in better understanding
engaging with a reading understanding and engaging with a reading and engaging with a
selection. engaging with a selection. reading selection.
3. Construct a visual reading selection. 3. Construct a visual 3. Construct a visual
organizer (e.g., concept 3. Construct a visual organizer (e.g., concept organizer (e.g.,
map, timeline, organizer (e.g., map, timeline, concept map, timeline,
flowchart) based on a concept map, timeline, flowchart) based on a flowchart) based on a
given informational text flowchart) based on a given informational text given informational
to show how textual given informational to show how textual text to show how
aids support text to show how aids support textual aids support
comprehension. textual aids support comprehension. comprehension.
 comprehension.

II. Content Determining the Effect of

Textual Aids on the
Understanding of a Text
III. Learning Resources Lists of the materials to be used on 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.
References

Teacher’s Guide Pages

Learner’s Materials Pages

Textbook Pages

Additional Materials from https://znnhs.zdnorte.net/

Learning Resource (LR) wpcontent/uploads/
2021/09/
ADM_Eng10_Q1_M2_dete
rminingtheeffectoftextualai
ds_final.pdf
Merriam Webster
Other Learning Resources Laptop, TV Monitor, Slides Deck, Video Presentations

IV. Procedures
Collaborative Teaching Method
Before the Lessons

Daily Routine  Prayer  Prayer  Prayer  Prayer

 Greetings  Greetings  Greetings  Greetings
 Checking  Checking  Checking  Checking
Attendance Attendance Attendance Attendance
 Observing &  Observing &  Observing &  Observing &
checking of checking of checking of checking of
cleanliness and cleanliness and cleanliness and cleanliness and
orderliness in the orderliness in the orderliness in the orderliness in the
classroom classroom classroom classroom

Reviewing Previous Lesson Activity 1: Multiple RECALL THE RECALL THE PREVIOUS
Choice: Choose the letter PREVIOUS LESSON LESSON
of the best answer. Write
the chosen letter on your
answer sheet.
1. What do we call the tools
that come in different
forms and their main
objective is to help readers
have a clearer meaning of
the given text?
a. textual aids
b. guide questions
c. textual explanations
d. reader’s interpretations
2. Which of the following
does NOT belong to the
tools that can help readers
have a clearer meaning?
a. graphs c. animations
b. diagrams d. illustrations
3. If the sensory images
help readers understand
literary texts such as poems
and short stories, then
which type of texts do
textual aids help readers
understand?
i. fictional texts
ii. scientific texts
iii. nonfiction texts
iv. journalistic texts
a. i and ii
b. iii and iv
c. ii, iii and iv
d. i, ii, iii and iv.
4. If the text has the
following lines: “From
Session Road, head south
on Upper
Session Road, slight right
onto Kalaw Street…”, what
kind of textual aid will
be best fitted to match the
text?
a. title c. graph
b. map d. illustration
5. Why do writers include
titles, subtitles, graphs,
maps, images and tables in
their articles?
a. to serve as a guide for
the readers’ eyes in reading
the text
b. to help readers better
understand the content
c. to provide an
interpretation of the text
d. to fill the spaces of the
paper
6. What type of textual aid
is used when data are
presented in rows and
columns of words and
numbers?
a. title and illustration c.
table
b. subtitle and graph d. map
7. Which is the main use of
a table as a textual aid?
a. show trends or patterns
b. show relationships of
data
c. for interpreting
numerical data
d. for comparison of
characteristics
8. What type of textual aid
is used if data is presented
through dots, lines and
curves?
a. illustration c. table
b. graph d. map
9. What do we want to
show when we use graphs?
a. get a better idea on
trends and patterns
b. show more detailed
information
c. compare and contrast
qualities
d. record precise data
10.Which is NOT an
example of a graph?
a. pie c. line
b. bar d. cycle
11.Which textual aid is a
visual representation of
selected characteristics of a
place, usually drawn on a
flat surface?
a. compass c. globe
b. direction d. map
12.What type of map shows
water and land formations
in a specific area?
a. political map c.
geographical map
b. physical map d.
demographical map

13.Which type of map

shows the cities, towns,
provinces and bodies of
water?
a. political map c.
geographical map
b. physical map d.
demographical map
14.Which of the following
statements is true about
maps as textual aids?
i. Maps show specific
directions to a destination.
ii. Maps can show
 landmarks that may be in a
place.
iii. Maps can provide an
image of the place being
discussed.
iv. Maps can give a clearer
picture of where the
boundaries of each
town, city, province and
country lies.
a. i and ii c. i, ii and iii
b. iii and iv d. i, ii, iii and iv
15.Which of the following
is NOT a function of
textual aids?
a. They help catch the
readers’ attention.
b. They can provide clarity
to the textual element.
c. They are also useful
tools in summarizing
information.
d. They are used to make
the paper lighter by
breaking the texts.
Establishing purpose for Activity 2: A Puzzle is
the lesson/ Motivation Worth a Word
“A REBUS is a picture
representation of a name,
work, or phrase”
(National Institute of
Environmental Health
Sciences, 2017). Each
rebus puzzle below
represents a word and your
task is to guess what each
word is.
 What helped you to answer
these puzzles?
B. Lesson Proper Vocabulary (HORN Vocabulary (HORN Vocabulary (HORN
METHOD) (Monday- METHOD) (Monday- METHOD) (Monday-
introduction of words, introduction of words, introduction of words,
Wednesday- definition of Wednesday- definition of Wednesday- definition of
words, Friday- sentence words, Friday- sentence words, Friday- sentence
construction) construction) construction)

Discussing new concepts The class will play a

mystery box that will lead
into discussion of the
lesson.

The class will be divided

into two groups (boys vs.
girls). They will choose
their team leader.

Continuation of the What are Textual Aids?

discussion of new concepts Textual aids are visual
and structural elements
added to a text to help
readers understand,
organize, and retain
information better.
These tools support
comprehension by
making complex
information more
accessible and engaging.

Developing Mastery Activity 1: In 4, 3, 2, ICT Integration: The

and 1… students will create a
Below are examples and creative presentation to be
or templates of the textual presented in class.
aids previously learned.
Above each 🧩 Differentiated Group
sample/template, give Tasks:
words that best 🔹 Group A: The
summarize/encapsulate Navigators
that textual aid. Task: Analyze real maps
Challenge: the number of (local barangay map, mall
words you can write is map, or Google Maps
limited to 4 words, 3 screenshot).
words, 2 Output: Present how map
words and 1 word. Since features (legends, symbols,
there are already four directions) help users
textual aids learned, you understand routes and
can locations.
only choose one textual Application: How do
aid to use the number of delivery riders, commuters,
words indicated. or tourists use maps in real
For example, you will life?
give four (4) words that 🔹 Group B: The
summarize the textual aid Schedulers
Titles and Task: Analyze bus/train
Subtitles, one (1) word schedules, class schedules,
for Illustration, three (3) or TV program guides.
words for Graphs and two Output: Create a table
(2) words for Table showing how to use
schedules to plan a day.
Application: How do people
use tables or timelines to
manage time efficiently?
🔹 Group C: The Smart
Shoppers
Task: Analyze product
labels, food nutrition facts,
or price comparison tables.
Output: Simulate a grocery
shopping experience using
textual aids like tables,
charts, and infographics.
Application: How do
textual aids help consumers
make healthier, smarter, or
budget-wise choices?
🔹 Group D: The Health
Aiders
Task: Study medicine
labels, infographics on
MPOX prevention, or
health posters.
Output: Identify how icons,
charts, and bold titles
contribute to better health
awareness.
Application: How do
doctors, pharmacists, or
parents use these aids to
ensure safety?
Group E: The News
Trackers
Task: Analyze newspaper
articles, online news pages,
or TV news segments that
include headlines,
subheadings, sidebars, and
data charts.
Output: Create a short news
digest highlighting how
textual aids like headlines,
bullet points, and charts
improve understanding of
current events.
Application: How do
journalists and readers use
textual aids to quickly grasp
important information
during emergencies or major
news updates?

📝 Instructions for All

Groups:
1. Read and analyze
 your assigned
materials.
2. Identify which
textual aids are
used (e.g., title,
table, map, graph,
etc.).
3. Answer:
o What is the function of
each textual aid?
o How does it help in
understanding the
information faster or
better?
o How is this useful in
real life?
4. Present your
findings via poster,
role play, or a short
video skit (students
choose based on
learning
style/strength).

C. After the Lesson

a. Making generalizations  . Learner’s  Learner’s  Learner’s
and abstractions about the  Learner’s takeaways takeaways takeaways
lesson takeaways Answer the following in Answer the following in Answer the following in
Answer the following in your notebook: your notebook: your notebook:
your notebook:  Write three  Write three things  Write three things
 Write three things things you you learned from you learned from
you learned from learned from this this lesson. this lesson.
this lesson. lesson.  List down two  List down two
 List down two  List down two things you want to things you want to
things you want to things you want learn more about. learn more about.
learn more about. to learn more  Ask one question  Ask one question
 Ask one question about. about the lesson. about the lesson.
about the lesson.  Ask one question
about the lesson.
b. Evaluating learning Integration across
 curriculum. The given
situation in this activity
integrate in Science
subject.
Directions: Read the
situation carefully and
answer the question that
follows in at least 5–8
sentences. Support your
answer with explanations
and examples.

c. Additional activities for

application or remediation
REMARKS

REFLECTION

a. Number of learners who

earned 80% of the
evaluation
b. Number of learners who
require additional
activities for
remediation who scored
below 80%
c. Did the remedial lesson
work?
d. Number of learners who
have caught up with the
lesson
e. Number of learners who
continue to require
remediation
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
 use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

JOYMIE D. MOJICA LEONILA C. MALIGAYA RUBY I. HUGO

Teacher II Head Teacher III Principal II