School: Dr. Santiago Dakudao Sr.

NHS Grade Level: 10

Teacher: RAZEL JOY R. TOMENIO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Monday-Friday (7:30-3:10) November 04-08, 2024 (WEEK 06) Quarter: 2ND

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, 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 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.
Standards:

B. Performance The learner transfers learning by composing and delivering news reports, speeches, informative talks, or panel discussions based on Evaluate spoken texts using given criteria (fluency, tone, cohesion,
Standards: correctness).

C. Learning EN10WC-IIb-13.2 EN10WC-IIb-13.2 EN10WC-IIb-13.2 EN10WC-IIb-13.2 EN10WC-IIb-13.2

Competencies/Obj
Identify key structural elements that Identify key structural elements that link Identify key structural elements that link Identify key structural elements that link Identify key structural elements
ectives:
shows probability (modal verbs: should, ideas (Conjunction: should, must, might) ideas (Conjunction: should, must, ideas (Conjunction: should, must, that link ideas (Conjunction:
Write the LC Code must, might) might) might) should, must, might)
for each Objectives:
Objectives: Objectives: Objectives: Objectives:
1. Identify the types of conjunctions
1. Determine the modals in the (Coordinating & Subordinating). 1. Identify the types of conjunctions 1. Identify the active and passive voices 1. Practice answering the PISA
sentence. (Correlative & Conjunctive Adverb). in the sentence liked test.
2. Improve reading
comprehension.

II. CONTENT 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.

Modals Types of Conjunction (Coordinating Types of Conjunction (Correlative & Active and Passive Voices LIBRARY MAP (READING
& Subordinating) Conjunctive Adverb) COMPREHENSION ACTIVITY-
PISA REVIEW)

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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
RESOURCES
A. References

1. Teacher’s Guide K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May
Pages 2016)

2. Learner’s Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating Grade 10 English Book (Celebrating Grade 10 English Book
Materials Pages Diversity through World Literature) Diversity through World Literature) Diversity through World Literature) Diversity through World Literature) (Celebrating Diversity through
World Literature)
3. Textbook Pages

4. Additional
 Materials from Grade 10 MELCS Grade 10 MELCS Grade 10 MELCS Grade 10 MELCS Grade 10 MELCS
Learning
Resource (LR)
portal
B. Other Learning PPT/ WORD BANKS PPT/PICTURES/WORD BANKS PPT/ WORD BANKS PPT/ WORD BANKS PPT/ WORD BANKS
Resources
IV. PROCEDURES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

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 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 Introduction: Introduction: Introduction: Introduction: Introduction:

Previous Lesson
The teacher will lead the class to The teacher will review about the modals The teacher will review about the first The teacher will review about the The teacher will review about the
or Presenting the
review their lessons about the types of two conjunction (Coordinating & conjunctions. active and passive voices of
New Lesson
claims. Subordinating). verbs.

B. Establishing a Preliminary Activity: Preliminary Activity: Preliminary Activity: Preliminary Activity: Preliminary Activity:
Purpose for the
The learners will share to the class their The teacher asks the learners to answer The teacher asks the learners to The teacher asks the learners to The teacher asks the learners to
Lesson opinion about the word... the activity. answer the activity. answer the activity. analyze the given image.

TASK 1: WHICH ONE? TASK 1: MAKE ME WHOLE! TASK 1: SPOT THE DIFFERENCE!
PROBABILITY Direction: Refer to the two images
below. Answer the questions that
follow.

PROCESS QUESTIONS:
1. What do you think is it all about?
2. Can you spot the difference of each
scenario?

SENTENCES:

C. Presenting The learners will share to the class their The learners will take turn in answering The learners will take turn in completing The learners will take turn in answering The learners will be given five (5)
definition to the written word. the questions. each sentence. the questions. minutes to read the given
Examples/Instance passage.
s of the Lesson
D. Discussing New DISCUSSION OF THE LESSON DISCUSSION OF THE LESSON DISCUSSION OF THE LESSON DISCUSSION OF THE LESSON The learners will answer the
Concepts and question that follow.
MODALS are helping verbs (meaning CONJUNCTION - are words that join CONJUNCTION - are words that join In writing or speaking, you may hear
Practicing New they precede other verbs) used to together other words or groups of words. together other words or groups of terms used such as active and passive 6. For school you need to read a
Skills #1 indicate permission, possibility, words. voice. You may find yourself asking. novel in French. On the map
obligation, advice, ability, prohibition, TYPES OF CONJUNCTION: Why is it so vital and more importantly, draw a circle around the section
requests, and preference. 1. COORDINATING CONJUNCTION - TYPES OF CONJUNCTION: how can you use it? where you would be most likely
This type of conjunction is used to to find a suitable book to borrow.
Common modal verbs: connect items that are grammatically VOICES OF VERBS:
equal: two words, two phrases, or two 3. CORRELATIVE CONJUNCTION -
Can Ought to independent clauses. There are seven This type of conjunction always comes
coordinating conjunctions in English, and in a pair and is used to join
Could Shall you can remember them using the grammatically equal elements in a
May Should mnemonic device FANBOYS: for, and, sentence. Common pairs include either
Might Will nor, but, or, yet, so. … or, neither … nor, not only … but
Must Would also, and both … and. In most cases,
FOR WORD… no comma should be used between the Only transitive verbs have voice. Voice
A conjunction of this type is placed two elements. means that the action is acted or acted
between the items that it links upon. Verb forms vary depending on
together. Example: She planned to collect data the voice. Subject role differs as well,
Coordinating conjunctions can join by either using an online survey or either as doer or receiver of the action.
two nouns, verbs, adjectives, or other conducting phone interviews.
types of word. 1. Active Voice: In the active voice, the
4. CONJUNCTIVE ADVERB - A subject is the doer of the action.
Example: The data was gathered conjunctive adverb is a part of speech Example 1 - Gizelle sings a song.
through questionnaires and interviews. that is an adverb by design but has the Explanation: Gizelle, the subject is the
characteristic of a conjunction. It can be doer of the action, sings, and song is
FOR PHRASES... used to link different clauses or the direct object. Here, the action of
They can also join different types of sentences, to show cause and effect, singing is being done by the subject i.e.
phrases. sequence, and contrast between the Gizelle.
two clauses or sentences.
Example: She usually studies in the 2. Passive Voice: In the passive voice,
library or at a cafe. Example: Aaron went to many the subject is the receiver of the action.
stationery stores in that area; however, The verb is formed by adding the past
2. SUBORDINATING CONJUNCTION - he did not find what he was looking for. participle of the verb to the appropriate
This type of conjunction includes words form of to be. The be verb carries the
like because, if, although, since, until, tense of the main verb.
and while. A subordinating conjunction is Example 1 - A song is sung by Gizelle.
used to introduce a dependent clause. Explanation: The song, which is the
In contrast to an independent clause, a receiver of the action, now becomes the
dependent clause (also known as a subject of the sentence while Gizelle,
subordinate clause) is a group of words doer of the action, is now part of the
that contains a subject and a verb but predicate of the sentence.
cannot stand as a complete sentence on
its own. A dependent clause does not Below is a diagram for a better
express a complete idea, so it must understanding of the difference of
always be attached to an independent active and passive
clause. voice.
The subordinating conjunction defines
the relationship between the clauses.

Example: I went to school without

eating breakfast because I woke up late
this morning.

General rules of converting active voice

to passive voice:
The active voice focuses on the person
who does the action that means the
subject performs the action.
1. In active voice, the doer of the action
 or subject becomes the receiver which
is now part of the predicate in the
passive voice.
2. Use is/ am/ are/ was/ were/ been/
being + past participle according to
the tense.
3. Put ‘by’ before the direct object in the
passive voice.

E. Discussing New The learners will participate to the ACTIVITY 2: COMPLETE ME! ACTIVITY 2: WHAT’S IN ME! ACTIVITY 2: REMEMBER ME THIS
group game. Direction: Read the following WAY!
Concepts and
Direction: Use the correct coordinating sentences. Identify the correlative
Practicing New GAME: TRUTH and LIE conjunctions used in
conjunction inside the box. Write your Direction: draw the Venn diagram
Skills #2 each sentence by writing them on your
answers on your answer sheet. below and differentiate how statements
The teacher will throw five (5) questions answer sheet.
to students, and they will answer either are formed for both active and passive
1. Whether I say something to him or
the statement is a TRUTH or LIE. not, he still could not hear me. voice. Please refer to the examples
2. Arnel is not only deaf, but he is also below for your easy reference.
Example: mute.
1. Our teacher always scolds us ____ 3. When his parents knew of his
1. I can make homemade ham. disability, they felt both unhappy and
she loves us. disappointed.
2. I can run for a really long time 2. She is not biased ______ unfair. 4. Neither his father nor his mother was
without stopping. 3. She is our Science teacher _____ our glad to have him.
class adviser, too. 5. Either it’s because of the drugs his
3. I can study for 6 hours without taking 4. We are afraid of her _____ we admire mother took while she was pregnant
a break. her. of him or it’s in their genes which made
5. Having her as our teacher _____ as him deaf and mute.
second mother is a blessing.
5. Having her as our teacher _____ a
second mother is a blessing.

F. Developing The learners will share their answers to The learners will share their answers to The learners will share their answers to The learners will share their answers to
the class. the class. the class. the class.
Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical The learners will participate to a group ACTIVITY: FILL ME! The learners will participate to a group ACTIVITY: CLASSIFY ME!
Applications of game. game. (BOARDWORK)
Instruction: Fill in the blanks with the Instruction: Classify each sentences
Concepts and
ACTIVITY: MUSIC! SINETCH ITEY! correct subordinating conjunctions. Write ACTIVITY: WHAT’S IN ME! into ACTIVE or PASSIVE.
Skills in Daily your answers on your answer sheet.
Living Instruction: Meet with your groups, Instruction: Underline the conjunctive
the teacher will let each group hear the (while, because) 1. I want to visit my adverb in each sentence.
grandparents in the province_____ I
music, and the group will guess the
already miss them.
appearance of the singer from their 1. Alvin overslept; hence, he missed his
(Although, But) 2. _____ my parents did
voice and the type of song/title of the bus.
not want me to go, I really insisted.
song the group that can guess and (However, Since) 3. _____ I knew how to 2. You can everything that is on your pl
answer correctly will have 1 point. The go to my grandparents’ house; I just took ate; otherwise, you can’t have any dess
group that can accumulate 10 points the bus to reach their place. ert after dinner.
first will be the winner. (even though, because) 4. I was happy 3. Jerry and Harriet are coming with us;
 to see them ____ they did not recognize also, Kevin said that he would catch up
me at first. with us later.
(Because, Although) 5. _____ I was so 4. I shop here all the time because this
tired; I was already sleepy during dinner. store has the best deals; still, I don’t like
the woman that works at the cash regist
er.
5. You start cleaning in the kitchen; me
anwhile, I will clean the bedroom.

H. Making ABSTRACTION: ABSTRACTION: ABSTRACTION: ABSTRACTION:

Generalizations The teacher will ask the students about The teacher will ask the students about The teacher will ask the students about The teacher will ask the students about
and Abstractions the importance of learning the topic. the importance of learning the topic. the importance of learning the topic. the importance of learning the topic.
about the Lesson
I. Evaluating Application/Assessment Application/Assessment Application/Assessment Application/Assessment
Learning
Instruction: Use must, might, may Instruction: Make clear and coherent Instruction: Read the short selection Instruction: write X if the statement is
could, or can’t plus the correct form of sentences by using any of the below. Pick out the conjunctions used. in active voice and Y if it is
the verb to complete the sentence. conjunctions found below. Write them on your answer sheet. passive voice.
Write your answers on your answer
1. Where is Daniel? He _______ (be) at sheet. Answer the following questions. Write _____1. He has been teaching English
school. Classes begin at 8 am, and your answer on your answer sheet. for ten years.
he’s never late. _____2. A cake was made by my
BUT AND BECAUSE SINCE
mother yesterday.
2. She _____ (think) that it is a good EVEN THOUGH My teachers in English and Filipino are _____3. A lot of crops were damaged
idea. It’s crazy! both kind and understanding. They by the heavy rain in Davao City.
1. Jerome and Jasmine are excited to are not only firm in disciplining but _____4. She has written a novel.
3. I’m absolutely sure! They ______ put a Christmas tree _____ holiday also fair in dealing with us. Whether _____5. You should do your homework.
(arrive) yesterday. Kim showed me his season is fast approaching. we are inside our classroom or not, _____6. Have you finished the report?
plane ticket. 2. Mrs. Lee _____ her Grade VI class we always give our respect to them. _____7. This experience will never be
planned to have a “Visita Yglesia” all Neither my classmates nor I am rude forgotten by me.
4. Courses ______ (begin) on Dec. 5, over the Diocese of Antique. _____8. I am being helped by Alex to
to them. Either our principal or our
but I’m not really sure. 3. They are worried ______ their father solve the active and passive voice quiz.
teachers could testify to that.
finds out that some of the decors are _____9. “Sungka” was being played
5. Students ______ (get) sick and tired damaged. yesterday by me.
of grammar. I know it’s kind of boring. 4. Most of the parents agreed to it, _____ _____ 10. A poem will have been
1. Who are the teachers that are both
non-Catholic parents were against it. written by me by the time you call me.
kind and understanding?
5. At last, a beautiful Christmas tree has
2. What do the children give their
been installed ______ some of the
teacher whether they are inside the
decors were not fixed very well.
classroom or not?
3. Who are not rude to their teachers?
4. Who could testify to their attitude
towards their teachers?
5. Do you have teachers like them?
How do they discipline you as their
students?
 J. Additional
Activities for
Application or
Remediation
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 this 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: Inspected and Verified by Checked by: Noted by:

RAZEL JOY R. TOMENIO CLEMICA D. PEÑAFLORIDA GRACE L. ALVAR JOSEPHINE A. BASILLO

Teacher I Master Head I Department Head/Head Teacher II Principal II