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Daily Lesson Log in Indefinite and Relative Pronoun

This document is a daily lesson log from an English teacher at Highway Hills Integrated School. The lesson covered indefinite and relative pronouns. The objectives were for students to identify and use indefinite and relative pronouns in sentences and acknowledge their role in daily conversation. References and examples were provided. Students participated in activities to demonstrate their understanding and mastery of the new pronouns. The teacher evaluated student learning through a seatwork and reflected on what teaching strategies were most effective and areas needing improvement.

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Ma-Anne Joyce Rodi
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623 views2 pages

Daily Lesson Log in Indefinite and Relative Pronoun

This document is a daily lesson log from an English teacher at Highway Hills Integrated School. The lesson covered indefinite and relative pronouns. The objectives were for students to identify and use indefinite and relative pronouns in sentences and acknowledge their role in daily conversation. References and examples were provided. Students participated in activities to demonstrate their understanding and mastery of the new pronouns. The teacher evaluated student learning through a seatwork and reflected on what teaching strategies were most effective and areas needing improvement.

Uploaded by

Ma-Anne Joyce Rodi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG

School/Division: Highway Hills Integrated School Grade Level: 10


Student Teacher: Mrs. Ma-Anne Joyce C. Rodi Learning Area: English
Teaching Dates and Time: January 1, 2019/Monday/1:10-5:40 Quarter/Lesson #: III-II

I. OBJECTIVES:
Content Standards:
The learner demonstrates understanding of: world literature as source of wisdom in expressing
and resolving conflicts between individuals or groups and nature; strategies in evaluative reading, writing,
listening, and viewing; special speeches for occasions; and effective use of structures of modification and
pronouns.

Performance Standards:
The learner transfers learning by composing an independent critique of a chosen selection and by
delivering special speeches that observe the proper use and acknowledgment of sources and appropriate prosodic
features, stance, and behavior.

Specific Objectives:
A. Identify indefinite and relative pronouns.
B. Use indefinite and relative pronouns in sentences.
C. Acknowledge the role of indefinite and relative pronoun in daily conversation.

II. CONTENT:
Indefinite and Relative Pronouns

III. LEARNING RESOURCES:


A. References:
1. TG p. 156
2. LM p. 308

IV. PROCEDURE:
A. Review
 What pronouns did we discuss last meeting?

B. Purpose of the Lesson


 Identify the indefinite and relative pronouns.

C. Presenting examples/instances of the new lesson


 Let the students identify the pronouns in the following sentences and ask them what kind of
pronoun are they.

D. Discussion of the Lesson


 Discussion on indefinite and relative pronoun.
E. Developing Mastery
 Ask the students to give sentences using indefinite and relative pronouns.
 Let the students answer the short activity orally.

F. Finding practical application


 What is the significance of this lesson to you? Do you use these pronouns in your daily
conversation?

G. Making generalizations and abstractions


 Can you enumerate the kinds of pronouns you have learned from our previous discussion to
this day?

H. Evaluating learning
 Teacher made seatwork on indefinite and relative pronouns.

I. Additional activities for application or remediation

V. REMARKS:

VI. REFELECTION:
A. No. of learners who earned 80% in the evaluation Boyle Mendel
B. No. of learners who require additional activities Boyle Mendel
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require Boyle Mendel
remediation
E. Which of my teaching strategies worked well?
Why did these work?
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?

Checked By:

JAN REA G. DUEÑAS


Critic Teacher

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