School: RAMON NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
DAILY LESSON LOG Teacher: MARK JAYSON F. BACLIG Learning Area: English
Teaching Dates and
Time: March 27-31,2023 Quarter: 3

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,
I. OBJECTIVES 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 vehicles of expressing and resolving
conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.

B. Performance Standards: The learner proficiency delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
C. Learning Recognize gender Critique a film based on Critique a film based on Critique a film based on Draw conclusion on how
Competencies/Objectives: relationships of formalist (EN10RC-IIIa- formalist (EN10RC-IIIa- formalist (EN10RC-IIIa- effective is the treatment
Write the LC Code for each characters (feminist) 22.1), Marxist 22.1), Marxist 22.1),Marxist (EN10RC- of the underlying or
(EN10RC-IIId- 22.4), (EN10RC-IIIc-22.3); and (EN10RC-IIIc-22.3); and IIIc-22.3); and feminist overarching issue
and; feminist approaches feminist approaches approaches concerning human
(EN10RC-IIId- 22.4). (EN10RC-IIId- 22.4). (EN10RC-IIId- 22.4). experience (moralist)
 Define and  Review the  Review the  Review the (EN10RC- IIIb-22.2);
explain feminist background, background, background,  Define and
literary criticism characters and characters and characters and explain moralist
history of the film history of the film history of the film approach;
 Appreciate the
 Give importance  Give importance  Give importance  Relate one’s life
feminist side of on the issues on the issues on the issues experience in
literature tackled in the tackled in the tackled in the the lenses of
Analyze the film; film; film; moralism
piece a through  Critique the film  Critique the film  Critique the film  Critique a literary
feminist literary using the given using the given using the given piece using
approach literary literary literary moralist
approaches. approaches. approaches. approach.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

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A. References
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 Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
and Learner’s Module and Learner’s Module and Learner’s Module and Learner’s Module and Learner’s Module

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
IV.PROCEDURES 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 Review that Part! HISTORICAL FACTS! REVIEW! REVIEW! SAY WHAT YOU SEE
Presenting the New Lesson Review the story Present a brief Present a brief Present a brief Share your viewpoints on
“Wedding Dance” background of the film. background of the film. background of the film. the following pictures.
through random calling. Relate your perspective
on today’s events.

B. Establishing a Purpose for the Present the learning Present the learning Present the learning Present the learning Present the learning
Lesson competency and lesson competency and lesson competency and lesson competency and lesson competency and lesson
objectives of the day. objectives of the day. objectives of the day. objectives of the day. objectives of the day.

C. Presenting Examples/Instances Guide Question: Let ethe students have a Let ethe students have a Let ethe students have a READ BETWEEN THE
of the Lesson What is the theme of the specified format for the specified format for the specified format for the LINES
story? Explain. film analysis. It will be film analysis. It will be film analysis. It will be Read the poem entitled,
given ahead of time. given ahead of time. given ahead of time. “God’s Grandeur” by
Gerard Manley Hopkins
and try to infer the
overall message of the
poem.

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D. Discussing New Concepts and Discuss the second Watch the given film Watch the given film Watch the given film
Practicing New Skills #1 part of the story “The attentively. attentively. attentively.
Necklace.”

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
IV.PROCEDURES 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.
E. Discussing New Concepts and Collaboratively discuss Watch the given film Watch the given film Watch the given film MORAL LESSON
Practicing New Skills #2 the given story: attentively. attentively. attentively. Define and explain
Process Questions: moralist approach
1. What are the cooperatively.
qualities of nature? Of a
mother?
2. How are the
words, Mother and
Nature, similar/different?
3. Why is nature
compared to a mother?
Cite concrete examples.

F. Developing Mastery Cooperatively analyze the Write down the issues, Write down the issues, Write down the issues, Questions/Points to
(Leads to Formative story given. topics and elements topics and elements topics and elements Consider:
Assessment 3) Process Questions: presented in the movie. presented in the movie. presented in the movie. Answer the given
4. Share some questions
experience/s when you
collaboratively.
realized that nature is like
a mother to you.
5. What can you say
to the youth of the new
generation in connection
with this realization?
6. How does

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 feminism used in the
selection?
G. Finding Practical Guide Question: Take note of the social Take note of the social Take note of the social EFFECTIVE OR NOT
Applications of Concepts and What is the resolution in issues discuss and explain issues discuss and issues discuss and Complete the table
Skills in Daily Living the story? the critique paper. explain the critique paper. explain the critique below to make sense of
paper. how effective or
ineffective the treatment
is of the underlying or
overarching issue
concerning human
experience using the
lines from the poem
“God’s Grandeur”.

V. PROCEDURES
H. Generalizing and Guide Questions: Analyze the overall plot of Analyze the overall plot of Analyze the overall plot Guide Questions:
Abstractions about the Lesson How do we apply the the film and provide an the film and provide an of the film and provide How is moralist
elements of a story in explanation using. explanation using. an explanation using. approach being applied
formalist literary formalist approach formalist approach formalist approach in analyzing a literary
approach? piece?

I. Evaluating Learning Directions: Complete the Present a critique paper Present a critique Present a critique MY REFLECTION
box below by briefly discussing formalist, paper discussing paper discussing Accomplish the
explaining the nature of Marxist and feminist as formalist, Marxist and formalist, Marxist and graphic organizer to
the characters based described from the film. feminist as described feminist as described share your thoughts.
from the first part of the
from the film. from the film. Use a separate sheet
story.
of paper for this task.
Elements Explanation
Theme
Point of
View
J. Additional Activities for
Application or Remediation

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VI.REMARKS

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
VII. REFLECTION 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?

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Prepared by: Checked by: Approved by: Noted by:

MARK JAYSON F. BACLIG VIRGINIA P. BALOT GLORIA V. BULATAO, EdD MARILYN V. RAMOS,
Teacher I Master Teacher I Head Teacher III Head Teacher III, OIC- Office of the School Principal