Teacher CARYN A.

Grade Level 10
MORATA
GHRENIEL V.
BENECITO
ENGLISH 10 Daily Teaching Dates October 16-20, Learning Area English-10
Lesson Log 2023
Teaching Time 7:00-8:00am/8:00- Quarter 1st
9:00am/9:10-
10:10am/10:10-
11:10am/11:10-
12:10pm
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/ Specific
Objectives
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 Competencies/ Compose a persuasive text of three paragraphs expressing one’s stand on an issue (EN10WC-Ie12.3)
Objectives (L.C. Code)
1: Listen analytically to distinguish facts from opinions.
2. Identify the role of discourse markers in signaling the functions of statement,
3. Show courtesy while listening to the ideas and feelings of others.
At the end of the 1-hour session, At the end of the 1- At the end of the 1- At the end of the 1-hour
the learners with at least 80% hour session, the hour session, the session, the learners
Specific (Daily Objectives) proficiency level are able to: learners with at least learners with at least with at least 80%
80% proficiency 80% proficiency level proficiency level are
level are able to: are able to: able to:
At the
1. 1. identify methods 1. define discourse 1. distinguish between
appropriate for markers and identify fact and opinion
end of the solving problems
2. create own steps
their different types. 2. evaluate statements
for bias and reliability
in solving problems 2. explain the 3. share the importance
3. apply methods of functions of discourse of identifying fact vs.
 problem solving in markers in spoken and opinion.
lesson, the real life context written discourse.
3. use discourse
markers effectively in
student is their own
communication.

able to:
1. describe
analytical
listening
and
problem-
solving;
2.
determine
the
importanc
e of
Analytical
Listening;
and
3. employ
Analytical
Listening
to solve
existing
problems
At the end
of the
lesson, the
student is
able to:
1. describe
analytical
listening
and
problem-
solving;
2.
determine
the
importanc
e of
Analytical
Listening;
and
3. employ
Analytical
Listening
to solve
existing
problems
At the end
of the
lesson, the
student is
able to:
1. describe
analytical
listening
and
problem-
solving;
2.
determine
the
importanc
e of
Analytical
 Listening;
and
3. employ
Analytical
Listening
to solve
existing
problems
1. describe analytical listening
and problem solving
2. determine the importance of
Analytical Listening; and
3. employ Analytical Listening
to solve existing problem
II. Learning Content Analytical Listening Problem Solving Discourse Markers Facr vs. Opinion
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pp.
4. Additional Materials from
LR Portal
B. Other Learning Resources Powerpoint Presentation Powerpoint Powerpoint Powerpoint
Presentation Presentation Presentation
IV. PROCEDURE
Activating Prior Knowledge: Direction: With FACT OR BLUFF? Direction: Watch a
your group, write video about fact vs.
A. Reviewing Elicit: down the steps in The class will be opinion. In your group,
(The activities in
Previous this section will
solving a problem. divided into four supply a Venn diagram
lesson or evoke or draw groups showing their
presenting out prior Directions: Read the similarities and
the new experiences from statements carefully and differences.
the students) distinguish whether it is a
lesson Direction: Look at the fact or an opinion. On a
illustration. Give three separate sheet of paper, Video:
functions/purpose of the write F if the statement is a
illustration give. fact and O if the statement
is an opinion. Write your
answer in a separate sheet
1. _________ of paper.
2. _________ Venn diagram:
3. _________ 1. The world has become a
harsh place to live in. (O)
2. According to the World
Health Organization, mild
to moderate
respiratory illness can be
symptoms of most people
infected with
COVID-19. (F)
3. It’s always easier to
believe opinion than facts.
(O)
4. It’s really hard studying
Math and English in high
school. (O)
5. Ella can’t play chess but
she can play football. (F)
 Unlocking of difficulties: Direction: Identify Before You Listen Begin by asking
Identify the vocabulary words the significant Direction: students to share their
B. Establishing defined in each number. information Read the paragraph understanding of the
a purpose required from the and identify the terms "fact" and
for the 1. Tradesman given phrase. discourse markers "opinion." Write their
lesson Engage: 2. Tapestries used. Collaborate with responses on the board.
(The activities in 3. Berated your group. Two
this section will 4. Defame points each for every
stimulate their
thinking and help
5. Tremendous correct answer.
them across and
connect a. a piece of thick textile
prior knowledge fabric with pictures or Activity:
as a jumpstart to designs formed Provide a few
the present
C. Presenting by weaving colored weft statements, both factual
lesson)
examples/ threads or and opinion-based, and
Answers:
instances of by embroidering on ask students to
the new canvas, used as a wall categorize them.
lesson hanging or furniture Discuss their choices as
covering a class.
b. To attack or injure the
reputation or honor of by Statements:
false and malicious Factual Statements:
statements; malign,
slander, or libel. •The sun rises in the
c. To rebuke or scold east and sets in the
angrily and at length. west.
•Water boils at 100
d. very great in amount, degrees Celsius at sea
scale, or intensity level.
e. a person engaged in •The Philippines is
trading or a trade, composed of 7,641
typically on a relatively islands.
small scale. •The speed of light in a
vacuum is
approximately
299,792,458 meters per
second.
•A triangle has three
sides.
 Opinion-Based
Statements:

•Chocolate ice cream is

the best flavor.
•The Beatles are the
greatest band of all
time.
•Basketball is a more
exciting sport than
soccer.
•Pineapple on pizza is
delicious.
The movie •"Titanic" is
the most romantic film
ever made.

LET US SING As You Listen Definition Discussion:

THE SONG: Direction: Refer to the Explain the difference
WHERE IS THE table below and look between facts
LOVE for these words to be (verifiable information)
D. Discussing mentioned in the and opinions (personal
new excerpt of the speech beliefs or feelings).
concepts and presented, PBBM Provide examples and
practicing Explore: SONA 2023. clarify any doubts.
new skills (In this section,
#1 students will be Facts:
given time to
think, plan,
Watch and listen carefully The
investigate, and Myth of Arachne. Facts are statements
organize that can be verified and
collected proven to be true or
information; or false. They are
the performance
of the
objective pieces of
planned/prepared information that are not
activities from influenced by personal
the students’ beliefs or emotions.
manual with data Facts are based on
gathering with
evidence and can be
 Guide Questions) independently
confirmed.

Comprehension Questions: Comprehension For example:

E. Discussing Question:
new 1. Who was Arachne, and The Philippines is
concepts and why was she famous? 1. What social or located in Southeast
practicing 2. How did Arachne global issues are Asia.
new skills challenge the goddess, highlighted in the The capital of the
#2 Athena? song's lyrics? Activity: Philippines is Manila.
3. What was the result of 2. How does the Confidence and Fun Water boils at 100
the weaving contest song make you feel? Direction: In each degrees Celsius at sea
between Arachne and What emotions do group, choose one level.
Athena? you think the artists representative to read
4. What punishment did are trying to convey? the example lines Opinions:
Athena impose on 3. In the song, the given with
Arachne? artists ask, "What's confidence. The group Opinions, on the other
wrong with the with the best delivery hand, are personal
world, mama?" What will get two points, beliefs, feelings, or
do you think they and will have the judgments that may not
mean by this chance to identify the necessarily be based on
question? discourse markers verifiable evidence.
used for an additional They are subjective and
three points. can vary from person to
person. Opinions can be
influenced by our
preferences,
experiences, and
emotions. For example:

Chocolate ice cream is

the best flavor.
The Beatles are the
greatest band of all
time.
Basketball is a more
exciting sport than
soccer
 Speech:

ANALYTICAL LISTENING PROBLEM- Bias:

SOLVING
Bias refers to a
Explain: tendency to favor one
(In this section, point of view or group
students will be of people over others,
involved in an
F. Developing analysis of their
often without objective,
mystery exploration. fair, or neutral
Their consideration. It can
understanding is significantly influence
clarified and opinions by presenting
modified because
of reflective
information or
activities, arguments in a way that
analysis of the favors a particular
gathered data and perspective or agenda.
results and be Bias can be found in
able to answer
the Guide
various forms,
Questions including political bias,
leading to the cultural bias, or
focus concept or personal bias.
topic for the day)
Examples of Biased
Statements and Their
Impact:

Media Bias: In a news

article, a statement
might be biased if it
presents information in
a way that favors one
political party. For
instance, a headline that
reads, "Government's
Bold Economic Plan
Sparks Economic
Growth" might be
biased if it omits
potential criticisms or
challenges. The impact
of such bias is that it
can shape readers'
opinions by not
providing a complete,
balanced view of the
issue.

Confirmation Bias:
People tend to seek out
information that
confirms their existing
beliefs. For example,
someone who believes
in a particular
conspiracy theory might
ignore or dismiss
evidence that
contradicts that theory.
contrary.
Personal Bias: An
individual's personal
experiences, beliefs, or
emotions can also lead
to biased statements.
For instance, someone
might say, "I hate rainy
weather; it always ruins
my plans." This
statement reflects a
personal bias. The
impact is that it may not
consider the benefits of
 rain or the experiences
of others who might
enjoy it.

LET US CONNECT! Direction: With Speak Yourself Real-World Analysis:

DIRECTION: your group, try to Direction: Write a Provide students with a
In the myth of Arachne, identify think of a problem speech as if you are news article, blog post, or
the problem that you think is that you all have the SK Chairman social media post. Ask
very significant nowadays.
G. Finding experienced and try (Sangguniang them to identify facts and
Reflect and make an essay on the
practical possible solution to this problem.
to make your own Kabataan) in your opinions within the text.
applications of solution about it. barangay. You Discuss how identifying
concepts and Elaborate: Please be guided of should talk about these can help in critical
skills in daily (This section will the rubrics below. your platform for thinking.
living give students the sustainability,
opportunity to
expand and
environmental
solidify/ concretize preservation plans,
their understanding and tourism
of the concept activities.
and/or apply it to a Incorporate
real-world
situation)
discourse markers on
your speech, and
underline those. You
have 2-3 minutes to
deliver your speech
presentation in front.

The teacher will sum-up the The teacher will Rubrics: The teacher will sum-up
discussion. sum-up the the discussion.
H. Making discussion.
 generalizations
and
abstraction

Evaluation The teacher will give a quiz. The teacher will give The teacher will give The teacher will give
a quiz. a quiz. quiz.
:
(This section will
I. Evaluating provide
Learning opportunities for
concept check test
items and answer
key which are
aligned to the
learning
objectives, content
and performance
standards and
address
misconceptions- if
any)
Extend: LET’S CONNECT! Direction: Research
(This section gives Direction: Why do you think the steps on how to
situation that analytical listening is Using the song as a identify facts.
J. Additional explains the topic important in problem solving? springboard story,
activities for in a new content, identify one
or integrate it to
application another
problem, reflect and
and discipline/societal make an essay on the
remediation concern) possible solutions to
this problem. Also,
indicate the
significant
information needed.
(5Ws and 1H)
V. Remarks

VI. Reflection
A. No. of learners who earned 80%
 on the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have cope up
with the lesson
D. No. of learners who continue to
require remediation
E. Which od my strategies worked
well? Why did this 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?

Prepared by:
CARYN A. MORATA GHRENIEL V. BENECITO
Field Study Student Field Study Student

Reviewed and Checked by:

RIA JOY R. MANLIGOY
Resource Teacher