This document contains a daily lesson log for an English class at the 10th grade level. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to world literature, persuasive writing, and language skills. Content covered includes discovering personal challenges, building defenses against discrimination, and analyzing myths. A variety of activities are planned each day such as reading assignments, discussions, worksheets, and presentations to help students meet the learning objectives. The teacher reflects on what teaching strategies were effective and how student learning can be further supported.

1. GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: June ___________, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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
Competencies/Objectives:
Answer a pre-test EN10RC-Ia-2.15.2:
Determine the effects of
textual aids like advance
organizers, tiles, non-linear
illustrations, etc. on the
understanding of a text
EN10LC-Ia-11.1: Get
information that can be
used in everyday life from
news reports, speeches,
informative talks, panel
discussions, etc.
EN10VC—Ia-1.4/2.4:
Determine how connected
events contribute to the
totality of the material
viewed
EN10V-Ia-13.9:
Differentiate formal from
informal definitions of
words
EN10LT-Ia-14.2: Explain how
the elements specific to a
selection build its theme
EN10WC-Ia-12.1: Identify
features of persuasive texts
Remedial Reading or
Instruction/ICL
II. CONTENT
DISCOVERING PERSONAL CHALLENGES
N/A
Effects of Textual Aids, and
Getting Information
Contribution of Connected
Events to Material’s
Totality, and Difference
between Formal and
Informal Definitions of
Words
Literary Elements of the
Selection: Daedalus &
Icarus, and Features of
Persuasive Texts
Remedial Reading or
Instruction/ICL

2. III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages N/A P3-4 P5-7 P7-9 None
2. Learner’s Materials Pages N/A P6-8 P9-12 P13-18 None
3. Textbook Pages N/A P6-8 P9-12 P13-18 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources N/A A short speech of your
choice for the listening
comprehension; a non-
linear text or any text in a
graphic organizer
Video Clip from YouTube:
Inspiration to Life; Self-
constructed Spinning
Wheel for the Vocabulary
Spinner Task; Image of Nick
Vujicic; Dice
Sample Persuasive Text/s None
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Previous Lesson or
Presenting the New Lesson
Let the students take a pre-
test
Review the enduring
question about life
Ask the students to give all
the words they can connect
with the word, myth. Inform
them that the text they are
about to read is a myth
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Distribute test papers to
learners
Have the students mull
over the quotation by
Echkart Tolle and the
enduring question which
can be found in the LM,
Your Journey on page 6
Present a picture of Nick
Vujicic and ask the students
of their prior knowledge
about him
Ask the students to look for
the answer to the following
question:
1. How does Icarus get
himself into a difficult
situation?
Remedial Reading or
Instruction/ICL

3. C. Presenting
Examples/Instances of the
Lesson
Let the students identify
the saying or well-known
phrase that represents
each block in Task 1 found
on page 7 in the LM
Let the students watch the
video about Nick Vujicic
Have the students answer
the following questions:
1. What are some myths
that you have read?
2. What makes these stories
a myth?
D. Discussing New Concepts and
Practicing New Skills #1
N/A Explain the following
processing questions
relevant to Task 1:
1. What is your overall
impression about the
phrases above?
2. How do they reflect
realities in life?
Have the students answer
the questions for
processing on page 5 of the
TG through small group
discussion
Interactive Reading of the
Selection entitled Daedalus
and Icarus
Have the students answer the
questions in Task 8 – 10 on
page 16 of the LM on their
notebooks
Remedial Reading or
Instruction/ICL
E. Discussing New Concepts and
Practicing New Skills #2
N/A Have the students
accomplish Task 2 You’ve
Got a Friend on page 8 of
the LM
Discuss the difference
between formal and
informal definitions and
have the students give
both the formal and
informal definitions of the
following:
1. comfortable
2. overlapping
3. plunged
4. hurtled
5. vengeful
Discuss shortly the different
features of a persuasive text,
then have the students
identify the features of a
persuasive text present in the
sample text
Remedial Reading or
Instruction/ICL
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.

4. F. Developing Mastery
(Leads to Formative
Assessment 3)
N/A Let the students listen to a
speech and have them
share the information that
can be used in everyday life
through Think-Pair-Share
method
Let the students play the
vocabulary spinner on Task
6, page 12 of the LM
Have the students accomplish
Task 12 Agree or Disagree on
pages 16 and 17 of the LM
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
N/A Ask students to cite any
information from news
reports, speeches, etc.
where they have learned
something to be used in
everyday life
Ask students to cite
instances in life where the
insights from the material
viewed are applicable
Cite instances in life where
people discover their personal
challenges when they get
themselves into difficult
situations
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
N/A Have the students answer
the following question:
1. Recall your experience in
answering the Blocks that
Block in Task 1. What is the
effect of the blocks as
textual aids in identifying
the saying or well-known
phrase that each block
represents?
Have the students answer
the following question:
1. What is the difference
between formal and
informal definitions?
Have the students answer the
following questions:
1. How do personal challenges
make you a better person?
2. What are the different
features of a persuasive text?
Remedial Reading or
Instruction/ICL
I. Evaluating Learning N/A Have the students answer a
self-constructed evaluation
that involves any non-linear
text or any textual aids to
meet objective 1
Vocabulary Rock-in-Roll
using a dice to meet
objective 2 for this session
Let the students accomplish
Task 13 on page 17 of the LM
Integrate/encourage
persuasion in the output
Remedial Reading or
Instruction/ICL
J. Additional Activities for
Application or Remediation
N/A Recall a news report they
have heard or watched
before and cite instances
or information they have
used in real-life
Recall any material viewed
before and share how the
events contribute to its
totality through small
group discussion
Let the students write a short
persuasive text about
cyberbullying in preparation
for the Final Task
Remedial Reading or
Instruction/ICL

5. IV. REMARKS
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 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?

6. GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: June 12 – 16, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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
Competencies/Objectives:
Regular Holiday:
Independence Day
EN10OL-Ia-3.14: Identify
the factors of public
speaking
EN10G-Ia-27: Use reflexive
and intensive pronouns
EN10RC-Ib-2.15.2:
Determine the effect of
textual aids like advance
organizers, tiles, non-linear
illustrations, etc. on the
understanding of a text
EN10LC-Ib-4: Determine
the implicit and explicit
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points
EN10VC-Ib-1.4/2.4:
Determine how connected
events contribute to the
EN10V-Ib-13.9: Differentiate
formal from informal
definitions of words
EN10LT-Ib-2.2: Explain how
the elements specific to a
genre contribute to the theme
of a particular literary
selection
EN10LT-Ib-2.2.1: Express
appreciation for sensory
images used
Remedial Reading or
Instruction/ICL

7. totality of a material
viewed
II. CONTENT
DISCOVERING PERSONAL
CHALLENGES:
BUILDING UP DEFENSES:
Factors of Public Speaking,
and Reflexive & Intensive
Pronouns
Effect of Textual Aids;
Implicit & Explicit Signals,
Verbal & Non-Verbal Used
by Speaker; and
Contribution of Events to
Material’s Totality
Formal and Informal
Definitions of Words;
Elements Specific to a Genre;
and Sensory Images
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P10 -17 P20-23 P24-28 None
2. Learner’s Materials Pages P18-30 P32-33 P35-44 None
3. Textbook Pages P18-30 P32-33 P35-44 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None
E. Other Learning Resources None Audio-video file of the
song, Reflection
None None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Review the features of a
persuasive text
Have the students read the
introduction under Your
Journey on page 31 of the
LM
Let the students set their
expectations on the lesson by
accomplishing Task 6 on page
35 of the LM
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Since the final output of
Lesson 1 is oral reporting
about cyberbullying, have
the students give their
Remind students of the
expected output of the
lesson: brochure on
Let the students read the text
on page 35 of the LM and let
the information be a guide in
reading the text
Remedial Reading or
Instruction/ICL

8. prior knowledge on the
factors of public speaking
building defenses against
discrimination
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
C. Discussing New Concepts and
Practicing New Skills #1
Have the students read the
text about bullying on
pages 27 & 28 in the LM
Have the students
accomplish a word web
activity on the word,
Discrimination
Have the students accomplish
the Story Anticipation Guide
on page 36 of the LM
Remedial Reading or
Instruction/ICL
D. Discussing New Concepts and
Practicing New Skills #2
Discuss the factors of
public speaking & have the
students examine the Oral
Presentation Rubric on
page 29 of the LM as a
reference for the final task
Have the students
accomplish Task 1 on page
32 of the LM
Have the students recall their
knowledge on formal &
informal definitions of words;
then let the students
accomplish Task 8 on page 36
of the LM
Remedial Reading or
Instruction/ICL
E. Developing Mastery
(Leads to Formative
Assessment 3)
Have the students
accomplish Task 16
Grammarian for a Day on
pages 18 – 19 in the LM
Have the students view or
listen to the song
“Reflection” from the
movie Mulan and answer
the processing questions
Interactive Reading of the
selection, The Gorgon’s Head;
then have the students
answer Task 9 on their
notebooks (p. 42)
Remedial Reading or
Instruction/ICL
F. Finding Practical Applications
of Concepts and Skills in Daily
Living
Facilitate the students in
accomplishing Task 30 A
Day in a Life on page 29 of
the LM
Let the students
accomplish Task 3 Mirror,
Mirror on page 33 of the
LM
Facilitate students’ group
work: Visualizing the Text on
page 42 of the LM
Remedial Reading or
Instruction/ICL
G. Making Generalizations and
Abstractions about the
Lesson
Have the students answer
the following:
1. In what instances in life
where you can use the
insights you’ve learned on
the factors of public
speaking?
Let the students recall the
textual aid on Task 1 and
ask them its effect in
deciphering the riddle
Let the students answer the
following:
“What events in the myth
could happen in real life?”
Remedial Reading or
Instruction/ICL
H. Evaluating Learning Have the students answer
the following:
Have the students answer
the following:
Facilitate students’
abstraction from the lesson by
answering the following:
Remedial Reading or
Instruction/ICL

9. “Why do we need to know
the factors in public
speaking?”
“What are being used in
the song viewed to
highlight its significant
points?”
“What are the insights you’ve
learned from the selection?”
I. Additional Activities for
Application or Remediation
Oral Presentation about
Cyberbullying
Think-Write-Share:
Discrimination Check (page
32 of the LM)
Makes Sense To Me
(page 44)
Remedial Reading or
Instruction/ICL
REMARKS
Accomplish the My
Treasure on page 30 of the
LM on their Activity
Notebook
Using the exit cards
provided or any piece of
paper, answer the enduring
question of the lesson
Accomplish Task 12 My Coat
of Arms on pages 43-44 of the
LM
Remedial Reading or
Instruction/ICL
VI. 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 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

10. which I wish to share with
other teachers?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: Venice E. Genita Learning Area: English
Teaching Dates and Time: June 19 – 23, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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
Competencies/Objectives:
EN10WC-Ib-12.1: Identify
features of persuasive texts
EN10OL-Ib-3.15: Describe
and interpret the ethics of
public speaking
EN10G-Ib-27: Use reflexive
and intensive pronouns
EN10RC-Ic-2.15.2:
Determine the effect of
textual aids like advance
organizers, titles, non-
linear illustrations, etc. on
the understanding of a text
EN10LC-Ic-4: Determine
the implicit and explicit
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points
EN10VC-Ic1.4/2.4:
Determine how connected
events contribute to the
totality of a material
viewed
EN10V-Ic13.9: Differentiate
formal from informal
definitions of words
EN10LT-Ic-2.2: Explain how
the elements specific to a
genre contribute to the
theme of a particular
literary selection
EN10LT-Ic2.2.2: Explain the
literary devices used
Remedial Reading or
Instruction/ICL
BUILDING UP DEFENSES: CAPITALIZING ON STRENGTHS AND RECOGNIZING WEAKNESSES:

11. II. CONTENT
Features of Persuasive
Texts; Ethics of Public
Speaking; and Reflexive &
Intensive Pronouns
Effect of Textual Aids; and
Implicit & Explicit Signals,
Verbal & Non-Verbal Used
by the Speaker
Contribution of Events to a
Material’s Totality; and
Difference Between Formal
& Informal Definitions of
Words
Literary Elements/Theme in
the Selection, Orpheus; and
Literary Devices Used
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P29-33 P P P None
2. Learner’s Materials Pages P45-51 P52-53 P53-54 P55-58 None
3. Textbook Pages P45-51 P52-53 P53-54 P55-58 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources Self-constructed worksheet
on describing/interpreting
ethics of public speaking;
caps
Audio-video file on “Let it
Go” song; printed copy of a
song of your choice
Copy of the film or a
summary/movie review of
“Life of Pi” movie
Dice None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Review the features of
persuasive texts and
reflexive & intensive
pronouns
Have the students read the
text under Your Journey on
page 52 of the LM
Present the necessary
information about the
movie, “Life of Pi”
Have the students read the
text about myths in a box on
page 55 of the LM, then
deliberate its key thought/s
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Have the students mull
over the following key
thought:
“Pronouns are used so that
you do not keep using
nouns all throughout a
text.”
Inform students of the
expected output in Lesson
3: Information Ad
(TV, radio, or print)
Have the students mull
over the following
question: “How did the
connected events
contribute to the totality of
the movie?”
Have the students mull over
the following motive
question: “To what extent
would you use your strength
to save the person you
love?”
Remedial Reading or
Instruction/ICL

12. C. Presenting
Examples/Instances of the
Lesson
Have the students compare
and contrast reflexive &
intensive pronouns using a
Venn Diagram
Present samples of explicit
and implicit signals and
have the students
differentiate implicit and
explicit signals
Optional: Viewing of the
movie, “Life of Pi”
(time-consuming)
Present the summary or
the movie review of the
film, “Life of Pi”
Interactive Reading of the
Selection entitled, Orpheus
Remedial Reading or
Instruction/ICL
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
D. Discussing New Concepts and
Practicing New Skills #1
Have the students
accomplish Task A & B on
page 45 of the LM
Have the students listen to
the song, “Let it Go” & let
them determine implicit
and explicit signals from
the lyrics
Have the students discuss
their answers to the
processing questions on
pages 59-60 of the LM in a
small group
Have the students answer
the processing questions on
page 57. Optional: Pass the
Dice Activity in designating
questions to students
Remedial Reading or
Instruction/ICL
E. Discussing New Concepts and
Practicing New Skills #2
Discuss the ethics of public
speaking and have them
accomplish the provided
worksheet
Let the students
accomplish Task 1 Boy-Girl
Power on page 53 of the
LM
Let the students
accomplish Task 4 Mystery
Words on pages 54-55 of
the LM
Discuss shortly what is
exposition, falling action,
climax, rising action, and
resolution, then facilitate
students’ responses on Task
6 Element-Array on page 58
of the LM
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let the students
accomplish Task 18 Caps
Locked on page 48
Facilitate students’
responses on the
processing questions on
page 54 of the LM
Elaborate/explain the
answers on the processing
questions on page 55 of
the LM
Have the students orally
discuss their answers to the
processing questions on
Task 6 (page 58)
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Have the students answer
the following through
Think-Pair-Share:
“What are the instances in
life where you can use the
ethics in public speaking?”
Let the students cite real-
life situations that make
use of implicit and explicit
signals
Have the students
correlate the events and
totality of the movie to
their own experiences and
their contribution to life
Cite instances where people
risk so much for the sake of
their loved ones
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
Facilitate the students’
responses on the following:
Facilitate students’
responses on the following:
Let the students answer
the following:
Have the students answer
the following:
Remedial Reading or
Instruction/ICL

13. “Describe an ethical public
speaking.”
“How are explicit and
implicit signals used by the
speaker to highlight
significant points?”
“What insights have you
learned from the movie
adaptation/summary?”
“Why should you capitalize
on strengths and recognize
your weaknesses?”
I. Evaluating Learning Travel Brochure (page 50) Using the printed copy of a
song, have the students
determine the implicit and
explicit signals used in the
lyrics to highlight points
Using the words in the
mystery words, have the
students take a short quiz
on the formal and informal
definition of the words
Accomplish Task 7 Alice Low
on page 58 of the LM
Remedial Reading or
Instruction/ICL
J. Additional Activities for
Application or Remediation
Accomplish My Treasure on
page 51 of the LM and
write your answers on a
journal
Have the students
accomplish Task 3 What
are You Made of?
Encourage students to
watch the film, “Life of Pi”
with their family at their
own leisure time
Research: How to Make an
Effective Information Ad
Remedial Reading or
Instruction/ICL
VII.REMARKS
VIII. 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 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?

14. 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?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: June 26 – 30, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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
Competencies/Objectives:
Regular Holiday: Eid’l Fitr
EN10WC-Ic12.2: Formulate
a statement of opinion or
assertion
EN10OL-Ic-3.16: Describe
the techniques in effective
public speaking
EN10G-Ic-26: Using words
and expressions that
emphasize a point
EN10RC-Id-2.15.2:
Determine the effect of
textual aids like advance
organizers, titles, non-
linear illustrations, etc. on
the understanding of a text
EN10LC-Id-4.1: Single out
direct and indirect signals
used by a speaker
EN10VC-Id25: Express
insights based on the ideas
presented in the material
viewed
EN10V-Id13.9: Differentiate
formal from informal
definitions of words
Remedial Reading or
Instruction/ICL

15. II. CONTENT
CAPITALIZING ON
STRENGTHS AND
RECOGNIZING
WEAKNESSES:
DEALING WITH PERSONAL CHALLENGES:
Statement of Opinion or
Assertion; Techniques in
Effective Public Speaking;
and Words & Expressions
that Emphasize a Point
Effect of Textual Aids; and
Direct & Indirect Signals
Used by a Speaker
Insights based on Ideas; and
Difference between Formal
& Informal Definitions of
Words
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P None
2. Learner’s Materials Pages P59-66 P67-68 P69 & 71 None
3. Textbook Pages P59-66 P67-68 P69 & 71 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None
E. Other Learning Resources None Sample Impressive Photo
Essay
Dictionaries; and “Never
Give Up in Life” (an
inspirational video)
None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Have the students give
words or group of words to
associate with the words:
Opinion and Assertion
Have the students read the
text under Your Journey on
page 67 of the LM and
deliberate its key thought/s
Have the students share
their expectations set last
meeting
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Ask students to deliberate
the relevance between
giving insights, opinions or
assertions, and expressions
to emphasize a point or to
effectively communicate in
public
Inform the students of the
expected output of the
lesson: Impressive Photo
Essay
Ask students: “How do
human desires, intuitions, &
motives lead to dealing with
personal challenges?”
Remedial Reading or
Instruction/ICL

16. C. Presenting
Examples/Instances of the
Lesson
Interactive Discussion:
Techniques in Effective
Public Speaking and Words
& Expressions to
emphasize a point
Have the students mull
over the quotation by an
anonymous writer on page
68 of the LM
Have the students mull over
the following:
“You are what you are and
where you are because of
what has gone into your
mind. You can change what
you are and where you are
by changing what goes into
your mind.” – Zig Ziglar
Remedial Reading or
Instruction/ICL
V. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
D. Discussing New Concepts and
Practicing New Skills #1
Have the students
accomplish Task 8.2 A
Quote on Quote on page
61 of the LM
Let the students answer
the questions on Task 1
(page 68)
Let the students find
difficult or unfamiliar words
in the selection and look up
the meaning of each
through the use of a
dictionary or context clues
Remedial Reading or
Instruction/ICL
E. Discussing New Concepts and
Practicing New Skills #2
Let the students answer
Task 9 Modal Modes on
pages 61 & 62 of the LM
Have the students
accomplish Task 2 A
Puzzling Trial on page 68 of
the LM
Let the students view “Never
Give Up in Life” and have
them share or express their
insights through Think-Pair-
Share
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Have the students answer
Task 9.1 and Task 9.2 on
page 62 of the LM
Let the students
accomplish Task 3 Three
Controls on page 68 of the
LM
Have the students give the
formal and informal
definitions of the words
they found difficult in the
text
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Cite instances where
people need to express
themselves clearly when
giving opinion or assertion,
or when emphasizing a
point
Cite instances in life where
speakers use direct and
indirect signals
Ask the students to give
instances where they can
express themselves based
on any idea presented
Remedial Reading or
Instruction/ICL

17. H. Making Generalizations and
Abstractions about the
Lesson
Facilitate the students in
making generalizations on
the use of modals in
emphasizing a particular
point
Have the students answer
the following:
“In what way a textual aid
like a drawing or picture
help you to understand a
text or message?”
Facilitate students’
responses on the following:
“Why is it important to
express insights based on
ideas and not on feelings?”
Remedial Reading or
Instruction/ICL
I. Evaluating Learning Make your own
Information Ad. Let the
students be guided by the
rubric on page 66 of the LM
Let the students write their
answers to the essential
question in a graphic
organizer of their choice
Let the students write their
insights on a certain quote &
let them define a word from
it formally & informally
Remedial Reading or
Instruction/ICL
J. Additional Activities for
Application or Remediation
Let the students answer
My Treasure on page 66 of
the LM. Write the answers
on the journal or notebook
Have the students
accomplish Task 4 (p. 69)
Read the story, Arachne Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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 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?

18. 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?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: July 03 – 07, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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
Competencies/Objectives:
EN10LT-Id2.2: Explain how
the elements specific to a
genre contribute to the
theme of a particular
literary selection
EN10LT-Id2.2.2: Explain the
literary devices used
EN10WC-Id12.2: Formulate
a statement of opinion or
assertion
EN10OL-Id3.16.1: Employ
the techniques in public
speaking in a sample public
speaking situation
EN10RC-If-21: Compare
new insights with previous
learnings
EN10LC-Ih-14.3: Show
appreciation for songs,
poems, and other listening
texts
EN10VC-Ig1.5/2.5: Draw
generalizations and
conclusions based on the
materials viewed
EN10V-Ig13.9: Use formal
and informal definitions of
words
Remedial Reading or
Instruction/ICL

19. EN10G-Id-26: Using words
and expressions that
emphasize a point
II. CONTENT
DEALING WITH PERSONAL CHALLENGES: WINNING OVER INDIVIDUAL CHALLENGES:
Elements Specific to a
Genre and their
Contribution to the Theme;
and Literary Devices
Statement of Opinion or
Assertion; Techniques in
Public Speaking; &
Emphasis Words &
Expressions
Comparison of Insights;
and Appreciation for a
Song
Drawing Generalization &
Conclusions; and Formal &
Informal Definitions of
Words
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P69 – 72 P73-78 P79-81 P82-84 None
3. Textbook Pages P69 – 72 P73-78 P79-81 P82-84 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources None None Comparing Insights Tips Download a worksheet on
drawing generalizations
None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Have the students correlate
the science term Arachnid
and the story’s title,
Arachne
Have student volunteers to
share their quote made
from the previous meeting
Have an interactive reading
on the text under Your
Journey on page 79 of the
LM
Have student volunteers
share their answers to the
essential question
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Let the students read the
text under Your Text on
page 69 of the LM
Answer the following:
“How do you formulate a
statement of opinion?”
“Why do you need employ
techniques in public
speaking?”
“When do you use words &
expressions that emphasize
a point?”
Inform students of the
expected output of the
lesson which is to
participate in a short but
meaningful panel
discussion on winning over
personal challenges
Have the students mull over
the following:
“Is it important to draw
generalizations and
conclusions based on
something? Why?”
Remedial Reading or
Instruction/ICL

20. C. Presenting
Examples/Instances of the
Lesson
Interactive Reading of the
Selection entitled Arachne
Present instances how to
formulate a statement of
opinion, where speakers
employ techniques in
public speaking & when
writers use emphasis
markers
Show and tell: Comparison
of insights
Let the students give their
following situation:
“If it is cloudy and it starts to
be windy, then the sky gets
dark, what may happen
next?”
Remedial Reading or
Instruction/ICL
D. Discussing New Concepts and
Practicing New Skills #1
Discuss the answers to the
questions on Image Makers
(page 72)
Discuss the differences
between conjunction,
parenthetical expression, &
adverb/conjunctive adverb;
then let the students
accomplish Which is Which
Activity (page 73)
Facilitate the students’ task
in Task 1 Connect to the
Cap on page 80 of the LM
Let the students accomplish
Task 2 Outlook Turn Up on
page 81 of the LM
Remedial Reading or
Instruction/ICL
E. Discussing New Concepts and
Practicing New Skills #2
Discuss the answers to the
questions on Justifiers
(page 72)
Reinforce learning on the
techniques of public
speaking; then discuss how
to formulate a statement
of opinion, and have the
students accomplish Fact +
Opinion Activity (page 75)
Have the students listen to
the song, “Roar” by Katy
Perry and let them list the
words and expressions that
relate to ways we deal with
challenges
Discuss the difference
between connotative and
denotative meaning; then
let the students accomplish
Vocabulary Hunt on page 84
of the LM
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Discuss the answers to the
questions on Theme
Builders (page 72)
Facilitate students’
responses on Giving
Emphasis Activity on page
73 of the LM
Have the students decipher
the message of the song
and let them share it with a
partner
Let the students give the
formal and informal
definitions of the word
hunted in the previous task
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Cite instances in life where
pride becomes destructive
Cite instances where
statements of opinion and
emphasis markers are used
in practical life
Let the students cite
instances where they were
able to deal with
challenges
Have the students give
situations in practical life
where they draw
generalizations/conclusions
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
Let the students make
abstractions from the story
read and discussed
Finalize answers:
“How do you formulate a
statement of opinion?”
Let the students make
abstractions from the
message of the song in
relation to winning over
challenges
Let the students share their
learning in drawing
generalizations and
conclusions
Remedial Reading or
Instruction/ICL

21. “Why do you need employ
techniques in public
speaking?”
“When do you use words &
expressions that emphasize
a point?”
I. Evaluating Learning Have the students create a
quote that is relevant to
the theme of the story
Make an impressive photo
essay. Be guided with the
directions on pages 75 – 77
of the LM.
Let the students make a
short essay comparing the
insights learned from
previous learning on
dealing with personal
challenges and the new
insights learned in this
lesson
Worksheet on drawing
generalizations and
conclusions
Remedial Reading or
Instruction/ICL
Additional Activities for
Application or Remediation
Research about emphasis
markers
Answer My Treasure
(page 78)
Give tentative answers to
the essential question
(page 81)
Let the students accomplish
Task 4 Looking Forward
(page 81)
Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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 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

22. 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?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VVENICE E. GENITA Learning Area: English
Teaching Dates and Time: July 10 – 14, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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
Competencies/Objectives:
EN10LT-If-2.2: Explain how
the elements specific to a
genre contribute to the
EN10WC-Ie12.2: Formulate
a statement of opinion or
assertion
EN10OL-Ie3.16.1: Employ
the techniques in public
EN10OL-If3.16.1: Employ
the techniques in public
Remedial Reading or
Instruction/ICL

23. theme of a particular
literary selection.
EN10LT-If2.2.3: Determine
tone, mood, technique,
and purpose of the author
EN10WC-Ie12.3: Identify
the techniques in a
persuasive text
speaking in a sample public
speaking situation
speaking in a sample public
speaking situation
II. CONTENT
WINNING OVER INDIVIDUAL CHALLENGES:
Literary Elements: Theme,
Tone, Mood, Technique, &
Purpose of the Author
Formulating a Statement of
Opinion or Assertion; &
Techniques in a Persuasive
Text
Employing Techniques in
Public Speaking
Employing Techniques in
Public Speaking
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P82-85 P86 & 89 P90-91 P90-91 None
3. Textbook Pages P82-85 P86 & 89 P90-91 P90-91 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources None None Optional: video sample of
panel discussion
Optional: video sample of
panel discussion
None
IV. PROCEDURES
J. Reviewing Previous Lesson or
Presenting the New Lesson
Ask the students:
“Which details in the
drawing presented
yesterday showed winning
over individual
challenges?”
Recall the difference
between opinion and
assertion
Review the different
techniques to be utilized in
a persuasive text
Review the different
techniques to be utilized in a
persuasive text
Remedial Reading or
Instruction/ICL
K. Establishing a Purpose for the
Lesson
Let the students ponder on
the question:
“How important is your
eye/s to you?”
Allow students to express
their opinion or assertion
over the following:
“How will you convince
others to agree with you
that it is important to read
Have the students share
their prior knowledge on
what is a panel discussion
Have the students share
their prior knowledge on
what is a panel discussion
Remedial Reading or
Instruction/ICL

24. and discuss myths, tales,
legends and other stories?”
L. Presenting
Examples/Instances of the
Lesson
Facilitate students in the
reading of the text, “How
Odin Lost His Eye” on page
82 of the LM.
Present the different
persuasive techniques that
are usually used in a
persuasive text
Have the students view a
sample panel discussion
Have the students view a
sample panel discussion
Remedial Reading or
Instruction/ICL
M. Discussing New Concepts
and Practicing New Skills #1
Discuss shortly about types
of conflicts; and have them
accomplish The Power of C
Activity on page 84 of the
LM
Facilitate students in
answering the Winning
Appeal on page 86 of the
LM
Think-Pair-Share:
Deliberate on the insights
learned from the sample
panel discussion
Think-Pair-Share: Deliberate
on the insights learned from
the sample panel discussion
Remedial Reading or
Instruction/ICL
N. Discussing New Concepts and
Practicing New Skills #2
Discuss the following
Literary Elements: Theme,
Tone, Mood, Technique, &
Purpose of the Author;
then let the students
identify such elements in
the selection read
Have the students
accomplish Task 8 Life Skills
Connection and let them
share their opinion on the
text entitled Koran
Facilitate students as they
go over the ideas for a
panel discussion on page
90 of the LM
Facilitate students as they
go over the ideas for a panel
discussion on page 90 of the
LM
Remedial Reading or
Instruction/ICL
O. Developing Mastery
(Leads to Formative
Assessment 3)
Have the students
accomplish Lasting Virtue
Activity on page 85 of the
LM
Let the students
accomplish What Always
Worked Activity on page 88
of the LM
Group the students and
have them designate roles:
chairman, and panelists or
discussants
Group the students and
have them designate roles:
chairman, and panelists or
discussants
Remedial Reading or
Instruction/ICL
P. Finding Practical Applications
of Concepts and Skills in Daily
Living
Let the students give
instances in their life where
they have sacrificed
something for others
Have the students cite
instances where they were
able to successfully
persuade someone
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Remedial Reading or
Instruction/ICL
Q. Making Generalizations and
Abstractions about the
Lesson
Have the students answer
the following:
“What are the insights or
lessons have you learned
from the story?”
Let the students answer
the following:
“What techniques should
you employ or use to be
able to convince or
persuade someone?”
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Remedial Reading or
Instruction/ICL

25. R. Evaluating Learning Let the students answer
the questions in Thinking it
Through on page 85 of the
LM
Accomplish The Power of
the Song (page 88)
Panel Discussion Panel Discussion
(Continuation)
Remedial Reading or
Instruction/ICL
Additional Activities for
Application or Remediation
Answer the following:
“How will you convince
others to agree with you
that it is important to read
and discuss myths, tales,
legends and other stories?”
Let the students
accomplish Thought for
Today Activity on pages 88-
89 of the LM
Conduct research
(if possible), and take notes
on the possible questions
to be used in the panel
discussion
Peer Evaluation of Other
Group’s Discussion
Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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 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?

26. G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: July 17 – 21, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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.

27. C. Learning
Competencies/Objectives:
EN10OL-Ig3.16.1: Employ
the techniques in public
speaking in a sample public
speaking situation
EN10OL-Ih3.16.1: Employ
the techniques in public
speaking in a sample public
speaking situation
EN10G-If-3.6/ EN10G-Ig-
3.6/ EN10G-Ih-3.6/EN10G-
Ii-3.6: Use modals
EN10RC-Ii-21: Compare new
insights with previous
learnings
EN10V-1h-13.9 Use
denotation and connotation
to clarify meanings of words
Remedial Reading or
Instruction/ICL
II. CONTENT
WINNING OVER INDIVIDUAL CHALLENGES:
TURNING CHALLENGES TO
OPPORTUNITIES:
Employing Techniques in
Public Speaking
Employing Techniques in
Public Speaking
Modals
Comparing Insights; and
Denotation and Connotation
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
3. Textbook Pages P90-91 P90-91 P86-87, and 100-101 P92 – 93 & 96 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None
E. Other Learning Resources Optional: video sample of
panel discussion
Optional: video sample of
panel discussion
Downloaded worksheets on
Modals; Modal Bank
Worksheet (Connotation vs.
Denotation)
None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Review the different
techniques to be utilized in
a persuasive text
Review the different
techniques to be utilized in
a persuasive text
Give/share feedbacks on
the panel discussion done
Have the students read the
text under Your Journey on
page 92 of the LM
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Have the students share
their prior knowledge on
what is a panel discussion
Have the students share
their prior knowledge on
what is a panel discussion
Have the students mull
over the following:
“You should eat to live, and
not live to eat.”
Inform students that the
expected output of the
lesson is to present a short
persuasive essay
Remedial Reading or
Instruction/ICL
C. Presenting
Examples/Instances of the
Lesson
Have the students view a
sample panel discussion
Have the students view a
sample panel discussion
Present a modal bank and
have the students guess
what words are they
Remedial Reading or
Instruction/ICL
D. Discussing New Concepts
and Practicing New Skills #1
Think-Pair-Share:
Deliberate on the insights
Think-Pair-Share:
Deliberate on the insights
Facilitate students in
answering Sense of Value
Facilitate students in
answering Task 1 I Always
Remedial Reading or
Instruction/ICL

28. learned from the sample
panel discussion
learned from the sample
panel discussion
Activity on page 86 of the
LM
Connect Game on page 93
of the LM
E. Discussing New Concepts and
Practicing New Skills #2
Facilitate students as they
go over the ideas for a
panel discussion on page
90 of the LM
Facilitate students as they
go over the ideas for a
panel discussion on page
90 of the LM
Discuss the different
modals such as must,
should, etc.; and let the
students answer Rewarding
Activity (page 87)
Discuss how to give
denotative and connotative
meaning to words; and have
the students undergo some
drills
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Group the students and
have them designate roles:
chairman, and panelists or
discussants
Group the students and
have them designate roles:
chairman, and panelists or
discussants
Have the students
accomplish Looking Ahead
Activity on page 100 of the
LM
Let the students answer the
downloaded worksheet
(connotation & denotation)
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Let the students give real-
life situations where panel
discussions are used
(e.g. SS Lesson Discussions)
Cite instances in life where
people get to use modals in
daily conversations
Cite instances in life wherein
they can apply their
knowledge on denotation
and connotation
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Have the students answer
the following:
“How will you conduct a
panel discussion?”
Let the students answer
the following:
“What are modals?”
“When do we use modals?”
Let the students answer the
following:
“What is the difference
between connotation and
denotation?”
Remedial Reading or
Instruction/ICL
I. Evaluating Learning Panel Discussion
(Continuation)
Panel Discussion
(Continuation)
Self-constructed Long Quiz
/downloaded worksheet
(Modals)
Accomplish Meaningful
Search (page 96)
Remedial Reading or
Instruction/ICL
Additional Activities for
Application or Remediation
Peer Evaluation of Other
Group’s Discussion
Peer Evaluation of Other
Group’s Discussion
Make a success plan using
modals
Read in advance the text
From the Analects by
Confucius
Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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.

29. 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?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: VENICE E. GENITA Learning Area: English
Teaching Dates and Time: July 24 – 28, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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.

30. C. Learning
Competencies/Objectives:
EN10LC-Ig-8.7: Make
generalizations
EN10VC-Ig1.5/2.5:Draw
generalizations and
conclusions based on the
materials viewed
EN10LC-Ii-14: Examine how
spoken communication
may be repaired or
enhanced
EN10LT-Ig-3: Explain how a
selection may be
influenced by culture,
history, environment, or
other factors
EN10LT-Ih2.3: Draw
similarities and differences
of the featured selections in
relation to the theme
Remedial Reading or
Instruction/ICL
II. CONTENT
TURNING CHALLENGES TO OPPORTUNITIES:
Making Generalizations
and Conclusions
Repairing or Enhancing
Spoken Communication
Literary Analysis
Similarities and Differences
of Selections
Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
3. Textbook Pages P93-94 P97-98 & 101 P95-97 P100, & 103-104 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources Video Clip of One Arm
Young Lady & a One Legged
Young Man; Pictures
Handouts in repairing or
enhancing spoken
communication; speeches
None None None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Review the key thoughts on
denotation and
connotation
Review the key thoughts in
making generalizations
Have the students share
their Map of Targets in
Task 4 (page94)
Review the insights from the
selection discussed
previously
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Have the students answer
the following:
“How do you turn your
challenges into
opportunities?”
Have the students share
their answers to the
following:
“Do spoken communication
need to be repaired or
enhanced? Why?”
Have the students mull
over the short text under
Your Text on page 94 of the
LM
Ask the students the ways to
draw similarities and
differences
Remedial Reading or
Instruction/ICL

31. C. Presenting
Examples/Instances of the
Lesson
Have the students view the
video clip of “One arm
young Lady and a One
legged Young Man”
Have the students view a
short speech
Interactive Reading of the
text From the Analects
(pages 95-96)
Interactive Reading: Zen
Parables (p. 100) & Practice
and Uphold Positive
Attitude (p. 103)
Remedial Reading or
Instruction/ICL
D. Discussing New Concepts
and Practicing New Skills #1
Think-Pair-Share:
Generalizations from the
video clip viewed
Think-Pair-Share: Have the
students identify the parts
in the speech that needs to
be repaired or enhanced
Have the students
accomplish Theme
Connection on pages 96-97
Have the students discuss
their answers to the
questions on page 100 of
the LM
Remedial Reading or
Instruction/ICL
E. Discussing New Concepts and
Practicing New Skills #2
Picture Analysis: Make
generalizations based on
the picture posted
Have the students
accomplish Taking a Stand
for or against (pages 97-98)
Explain how the selection
From the Analects may be
influenced by culture,
history, environment, or
other factors
Let the students discuss
their answers to the
questions on page 104 of
the LM
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Post a picture and answer
the following:
“What does the picture
suggest about challenges &
opportunities?”
Give a sample speech and
have the students examine
it and identify the parts to
be repaired or enhanced
Think-Pair-Share: Let the
students share their
insights from the ideas
conveyed by the selection
Have the students
accomplish A Call Up for
Order Box on page 104 of
the LM
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Let the students give real-
life situations where people
are able to turn challenges
to opportunities
Ask students to give
instances in their life where
they wish to repair or
enhance their spoken
communication
Cite instances in life where
people are able to resolve
problems due to helpful
advices from others
Cite instances in life where
they get to give similarities
and differences of things
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
Have the students make
generalizations on the tips
in making generalizations
Let the students answer
the following:
“Why is there a need to
repair or enhance spoken
communication?”
Have the students answer
the following:
“What is the importance of
turning challenges into
opportunities?”
Have the students answer
the following:
“How do you draw
similarities and differences
of two certain things?”
Remedial Reading or
Instruction/ICL
I. Evaluating Learning Make short essay on
turning challenges to
opportunities
Alter Ego (page 101) Let the students identify
the parts in the selection
that are influenced by
culture, history,
environment, or other
factors
Let the students draw
similarities and differences
between the two selections
read and discussed
Remedial Reading or
Instruction/ICL

32. J. Additional Activities for
Application or Remediation
Accomplish Task 4 Mapping
the Targets
Find a speech that needs to
be repaired or enhanced
Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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 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?

33. GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: Venice E. Genita Learning Area: English
Teaching Dates and Time: July 31 – August 4, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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.

34. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning
Competencies/Objectives:
EN10WC-If12.3: Compose a
persuasive text of three
paragraphs expressing
one’s stand on an issue
EN10WC-Ig12.3: Compose
a persuasive text of three
paragraphs expressing
one’s stand on an issue
EN10WC-Ih12.3: Compose
a persuasive text of three
paragraphs expressing
one’s stand on an issue
EN10WC-Ii-12: Compose
short persuasive texts using
a variety of persuasive
techniques and devices
Remedial Reading or
Instruction/ICL
II. CONTENT Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages P P P P None
2. Learner’s Materials Pages P105-108 P105-108 P105-108 P105-108 None
3. Textbook Pages P105-108 P105-108 P105-108 P105-108 None
4. Additional Materials from
Learning Resource (LR)
portal
None None None None None
E. Other Learning Resources None None None None None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Review the techniques in
writing a persuasive text
Review the techniques in
writing a persuasive text
Review the techniques in
writing a persuasive text
Review the techniques in
writing a persuasive text
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Ask the students to answer
the following:
“How will you persuade
someone through writing?”
Remedial Reading or
Instruction/ICL
C. Presenting
Examples/Instances of the
Lesson
Ask the students when they
have experienced
persuading someone
through writing
Ask the students when they
have experienced
persuading someone
through writing
Ask the students when they
have experienced
persuading someone
through writing
Ask the students when they
have experienced
persuading someone
through writing
Remedial Reading or
Instruction/ICL
D. Discussing New Concepts
and Practicing New Skills #1
Discuss the steps in writing
a persuasive essay (page
105); let the students
Discuss the steps in writing
a persuasive essay (page
105); let the students
Discuss the steps in writing
a persuasive essay (page
105); let the students
Discuss the steps in writing a
persuasive essay (page 105);
Remedial Reading or
Instruction/ICL

35. choose a subject of their
choice
choose a subject of their
choice
choose a subject of their
choice
let the students choose a
subject of their choice
E. Discussing New Concepts and
Practicing New Skills #2
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Have the students go over
the drafting guidelines and
let them start drafting their
own essay
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Let the students go over
the sharing through the
EQS (page 106), and have
them undergo it
Let the students go over the
sharing through the EQS
(page 106), and have them
undergo it
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Cite instances where
people become effective in
persuading others through
writing
Cite instances where
people become effective in
persuading others through
writing
Cite instances where
people become effective in
persuading others through
writing
Cite instances where people
become effective in
persuading others through
writing
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Have the students answer
the following:
“What are the steps in
writing a persuasive text?”
Remedial Reading or
Instruction/ICL
I. Evaluating Learning Persuasive Essay following
the criteria on pages 106-
107 of the LM
Persuasive Essay following
the criteria on pages 106-
107 of the LM
Persuasive Essay following
the criteria on pages 106-
107 of the LM
Persuasive Essay following
the criteria on pages 106-
107 of the LM
Remedial Reading or
Instruction/ICL
Additional Activities for
Application or Remediation
Accomplish My Treasure
(pages 107-108)
Accomplish My Treasure
(pages 107-108)
Accomplish My Treasure
(pages 107-108)
Accomplish My Treasure
(pages 107-108)
Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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.

36. 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?
GRADES 10
DAILY LESSON LOG
School: CANDAPING NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: Venice E. Genita Learning Area: English
Teaching Dates and Time: August 7-11, 2017 Quarter: 1
I. OBJECTIVES
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, 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 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.

37. B. Performance Standards: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning
Competencies/Objectives: Review Review First Quarter Examination First Quarter Examination
Remedial Reading or
Instruction/ICL
II. CONTENT Remedial Reading or
Instruction/ICL
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages None
2. Learner’s Materials Pages None
3. Textbook Pages None
4. Additional Materials from
Learning Resource (LR)
portal
None
E. Other Learning Resources None
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Remedial Reading or
Instruction/ICL
B. Establishing a Purpose for the
Lesson
Remedial Reading or
Instruction/ICL
C. Presenting
Examples/Instances of the
Lesson
Remedial Reading or
Instruction/ICL
D. Discussing New Concepts
and Practicing New Skills #1
Remedial Reading or
Instruction/ICL

38. E. Discussing New Concepts and
Practicing New Skills #2
Remedial Reading or
Instruction/ICL
F. Developing Mastery
(Leads to Formative
Assessment 3)
Remedial Reading or
Instruction/ICL
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Remedial Reading or
Instruction/ICL
H. Making Generalizations and
Abstractions about the
Lesson
Remedial Reading or
Instruction/ICL
I. Evaluating Learning Remedial Reading or
Instruction/ICL
Additional Activities for
Application or Remediation
Remedial Reading or
Instruction/ICL
V. REMARKS
VI. 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.

39. 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?