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Reflexive and Intensive Pronoun

This document is a daily lesson log from an English class for 10th grade students. The lesson objectives are to understand how literature expresses personal conflicts and to use persuasive techniques in writing. Students review parts of speech and form sentences using initials. They compare and contrast intensive and reflexive pronouns based on examples and complete a 10-sentence paragraph using 5 of each. The teacher reflects on student performance and additional learning needs.

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Marinelle Ponce de Leon
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6K views2 pages

Reflexive and Intensive Pronoun

This document is a daily lesson log from an English class for 10th grade students. The lesson objectives are to understand how literature expresses personal conflicts and to use persuasive techniques in writing. Students review parts of speech and form sentences using initials. They compare and contrast intensive and reflexive pronouns based on examples and complete a 10-sentence paragraph using 5 of each. The teacher reflects on student performance and additional learning needs.

Uploaded by

Marinelle Ponce de Leon
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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School BAGONG NAYON II NATIONAL HIGH SCHOOL Grade Level GRADE 10

Teacher MS. MARINELLE A. PONCE DE LEON Learning Area ENGLISH


Teaching June 21, 2019 (Friday)
Date and 1:30 - 2:30 Justice 4:50-5:50 Hope Quarter First
GRADE 10 DAILY
Time 4:50 - 5:50 Harmony
LESSON LOG
I. OBJECTIVES
The learner demonstrates understanding of how world literature and other text types serve as ways of
A. Content expressing and resolving personal conflicts, also how to use strategies in linking textual information,
Standards repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms
of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
Standards devices.
EN10G-Ib-27: Use reflexive and intensive pronouns
a. Explain the difference between Intensive and Reflexive
C. Learning Competencies / Objectives (Write the
Pronouns.
LC code for each)
b. Employ intensive and reflexive pronouns in a sentence.
c. Participate actively in the activities.
II. CONTENT Intensive and Reflexive Pronouns
III. LEARNING RESOURCES
Curriculum Guide (May 2016) pp. 220 - 221
A. Reference/s
English Learner‘s Material for Grade 10, pp. 45 – 46
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
Review of the 8 parts of speech.

A. Reviewing previous lesson or presenting the


new lesson (MOTIVATION/REVIEW)

B. Establishing a purpose for the lesson Form a sentence using the initials of the parts of speech (in any order).
(MOTIVE QUESTION) Share your work in class.

C. Presenting examples / instances of the new


lesson (ACTIVITY)

Let the students complete the following based on the notes above:
MY FINDINGS:
D. Discussing new concepts and practicing new _________________________________________________________
skills #1 (ANALYSIS) _________________________________________________________
_________________________________________________________

E. Developing Mastery/Making generalizations COMPARE AND CONTRAST


and abstractions about the lesson. Using the previous examples of reflexive and intensive pronouns and
(ABSTRACTION) your findings, compare and contrast the two kinds of pronouns.
F. Finding practical applications of concepts and The students will be asked to write a 10- sentence paragraph about
skills in daily living/Evaluating Learning. resolving personal conflicts. The paragraph should contain 5 reflexive
(APPLICATION) pronoun and 5 intensive pronoun.

G. Additional Activities for application or


remediation (HOMEWORK)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.

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