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GRADE 10 DLL Week 1 Quarter 1

This document is a daily lesson log for an English class at Bagnen National High School. It outlines the objectives, content standards, and learning competencies for each day of the week. The lessons focus on non-linear texts, pronouns, and getting information from news articles. Materials used include articles, summaries, charts and group activities. Formative assessments are conducted to evaluate student learning. The teacher reflects on teaching strategies, difficulties, and innovations to improve lessons.

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Aristotle Tomas
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5K views3 pages

GRADE 10 DLL Week 1 Quarter 1

This document is a daily lesson log for an English class at Bagnen National High School. It outlines the objectives, content standards, and learning competencies for each day of the week. The lessons focus on non-linear texts, pronouns, and getting information from news articles. Materials used include articles, summaries, charts and group activities. Formative assessments are conducted to evaluate student learning. The teacher reflects on teaching strategies, difficulties, and innovations to improve lessons.

Uploaded by

Aristotle Tomas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: Grade 10 - Atropos

GRADE 10
Teacher: CHARITY JOY D. PALEYAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week 1 (June 4-8, 2018) 7:50-8:50 Quarter: Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
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 EN10RC-Ia-2.15.2 EN10LC-Ia-11.1 EN10LC-Ib-11.1 EN10V-Ia-13.9 ; EN10V-Ib-13.9 ;
Competencies/Objectives: EN10RC-Ib-2.15.2 EN10G-Ia-27: EN10G-Ib-27: EN10V-Ic-13.9 ; EN10V-Id-13.9 ;
Write the LC Code for each EN10RC-Ic-2.15.2 EN10V-Ie-13.9
EN10RC-Id-2.15.2 EN10V-If-13.9 ; EN10V-Ig-13.9
EN10RC-Ie-2.15.2 EN10V-Ih-13.9 ; EN10V-Ii-13.9
EN10WC-Ic-12.2; EN10WC-Id-
12.2; EN10WC-Ie-12.2

Advance organizer , Kinds of pronouns Reflexive and Getting information to


II. CONTENT pretest non – linear text versus linear intensive pronouns be used in everyday life
text

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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages Celebrating ... Celebrating ... Celebrating ... Celebrating ...

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV. PROCEDURES
A. Reviewing Previous Lesson or Ask the student this motive Let students ponder and answer
Presenting the New Lesson question: What is an advance the question: What diagram are
organizer? we going to use when we want
to compare and contrast two
ideas?
B. Establishing a Purpose for the Present to students long article, Let students know the purpose of Let students know the Share what you know task.
Lesson let them read then let students the lesson goals of the lesson Can we learn anything from
view a summary of the article watching/reading news?
using an advance organizer.
C. Presenting Ask students to compare the Present some sentences to Let students give Tell me what you think task.
Examples/Instances of the long article and the summary students and let them note if examples of an Are news important? Are they
Lesson with a chart. Ask them if which they are erroneously constructed intensive and helpful? Give instances when
one is easier to understand. or correctly formed. extensive pronoun. you had used your awareness

D. Discussing New Concepts and Discuss the advance organizer, Let students tell the different Let students tell the What can we get from the
Practicing New Skills #1 non-linear texts and their kind. kinds of the pronouns and let difference between articles that you have read?
them give examples of each the two pronouns
Getting the main ideas session.
pronoun. basing on the given
examples.
E. Developing Mastery QUARTET TASK: Let students Group task: Let each group assign Let students compose
(Leads to Formative read an informative text and actions to their pronouns and then their own sentences
Assessment 3) then summarize its content let them present these ones in using reflexive and
random. Students are given 5 intensive pronoun
using any of the discussed
minutes only for this task.
advance organizer
F. Finding Practical Applications Let students imagine this one: Let students tell the relevance of Let students
of Concepts and Skills in Suppose you are in a hurry and distinguishing between female and
Daily Living you have one minute only to read male most especially in comfort
a certain article, would it be easier rooms.
to read the 5 paragraphs than
looking at its graphic organizer?
G. Making Generalizations and Let students generalize the lesson Da-ing. Let students summarize the
Abstractions about the Lesson for the day with an English lesson learned through the “da-ing”
“hugot” line. way.
H. Evaluating Learning Let students present the graphic The battle of pronouns. Let students
organizers they have made. present their practiced actions.

IV. REMARKS

V. REFLECTION
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?

PREPARED BY: NOTED:

CHARITY JOY D. PALEYAN SOLEDAD L. ALIGO


Teacher I Principal I

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