DepEd Order No. 42, s.

2016

K TO 12 School ALAD NATIONAL HIGH SCHOOL Level Grade 10 Checked:

DAILY LESSON LOG Teacher VIRGIE M. MAGO Subjec English
t
Dates & Time Oct. 10-14, 2022 Quarte 1st quarter
r

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES
A. Content Standards The learner demonstrates understanding of how 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 Compare and contrast the contents of the material viewed with outside sources Employ analytical Spell the words
of information in terms of accessibility and effectiveness. (EN10VC-IVa-15) listening in problem correctly
solving (EN10LC-IIe-
13.2)
II. CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT
Sources of Movies Vs. Texts Print vs. Web Analytical Listening Spelling bee and
Information in Problem Solving other Reading drills
III. LEARNING RESOURCES LEARNING RESOURCES LEARNING RESOURCES LEARNING RESOURCES LEARNING RESOURCES LEARNING RESOURCES
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 English 10 Learner’s English 10 Learner’s English 10 Learner’s English 10 Learner’s 4th Grade Spelling
Module 4, Quarter I, Module 4, Quarter I, Module 5, Quarter I Module 6, Quarter I Words
from MIMAROPA from Cordillera from Cordillera from Cordillera 5th Grade Spelling
Region Administrative Administrative Administrative Words
Region Region Region - spellquiz.com
IV. PROCEDURES PROCEDURES PROCEDURES PROCEDURES PROCEDURES PROCEDURES
A. Preliminary Activities
1. Prayer The group assigned The group assigned The group assigned The group assigned The group assigned
2. Greetings will lead the will lead the will lead the will lead the will lead the
3. Energizer preliminary activities preliminary activities preliminary activities preliminary activities preliminary activities
4. Checking of (morning routine) (morning routine) (morning routine) (morning routine) (morning routine)
Attendance
B. Lesson Proper
1. Activity Activity 1: Activity 1: Facial Activity 1: Picture Activity 1: Music
Activating Prior Expression Says Puzzle The teacher will play
Knowledge The teacher will The students will a music. Then, the
The teacher will present pictures of bring together the cut students will draw on
present examples of cinema goers. The pictures in order to the coupon with their
information sources; students will identify
come up with an eyes closed
15- item Spelling
then the students the genre or film image of the anything that comes
Bee
will identify whether they are watching example of to their mind while
they are Primary, thru the facial information sources. the music is playing.
Secondary or expression of the (dictionaries,
Tertiary. viewers. encyclopedia,
newspaper, google,
chrome, etc.)
2. Analysis Discussion of the - Discussion of the - Discussion of the - Discussion of the -Check the spelling
Sources of word meaning of print different types of test and pronounce
information thru the Accessibility and source and its listening. each word
video lesson of Effectiveness examples - the focus is on the -Drill about the parts
Teacher Karla Mae - - Discussion of the Analytical type of of speech
Castro from You Activity 2: Heads Web sources and listening
Tube-DepEd TV. or Tails? its examples
Using the graphic - Utilization of the
organizer, the device CRAAP
students will test in analyzing
compare the movie the print and web
“Clash of Titans” source.
 and the story
adaptation, “The
Gorgon’s Head”.
3. Abstraction The students will be The students will be The students will Activity 2: Questions about the
asked to share the asked to define answer the following Acrostics learning gains in the
importance of accessibility and questions orally: Complete the day.
having knowledge effectiveness and 1. Why is it acrostics of the word
and awareness how these criteria essential to check “ANALYTICAL” by
about the sources of helped them in the reliability and writing important
information. finding information. accessibility of a points about the
certain topic. The answers
information? should be in
2. Why is it sentence form.
necessary to
know the
author/authority
of a certain
source of
information?
4. Application Activity 2: Activity 3: I am a Activity 2: Activity 3: Armed -Accomplishment of
Familiarizing Hero/Heroine Reliability Check with Optimism the Word Bank by
Sources The students will The teacher will The teacher will read constructing
The students will be think of the most provide each group the speech of Jack sentences using the
given situations difficult problem they samples of article. Ma, a Chinese words presented in
wherein they need have faced. Then, Then the students billionaire and co- the whole week.
to identify what they will draw a will analyze the founder of
information source symbol of who/what information source Alibaba.com.
will they use to inspired them to using the CRAAP Then, the students
answer the issue in overcome that test. will answer the
each scenario. problem. questions about the
speech.
C. Evaluation Quiz about Oral Assessment Paper and Pencil 15-item test: -Check their self-
determining the type test: 5 items Multiple made sentences
 of information 5 items Identification Choice
sources consists of 5 items True or False 5 items True or
10 items. False
D. Additional activities for The students will be
application or remediation given a copy of the
story The Gorgon’s
Head. They will also
watch the movie
“Clash of Titans”
(This is for the
lesson the following
day.)
V. REMARKS REMARKS REMARKS REMARKS REMARKS REMARKS

VI. REFLECTION REFLECTION REFLECTION REFLECTION REFLECTION 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 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
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?