GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 10

DAILY LESSON LOG Teacher Mrs. Faith C. Morales Learning Area English
Teaching Dates and Time June 5 – 9, 2017 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed 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 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/Objectives EN10LC-Ib-4 EN10VC-Ia-1.4/2.4 EN10LT-Ib-2.2.1 EN10LT-Ib-2.2

Write the LC code for each
Determine the implicit and
explicit signals, verbal, as well as
non-verbal, used by the speaker
to highlight significant points
Determine how connected
events contribute to the totality
of material viewed
EN10V-Ia-13.9
Differentiate formal from
informal definitions of words
Express appreciation for Explain how the elements
sensory images used specific to a genre contribute
EN10RC-Ia-2.15.2 to the theme of a particular
Determine the effect of textual literary selection VACANT
aids like advance organizers,
titles, non-linear illustrations,
etc. on understanding of a text

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 The Gorgon’s Head by Anne Terry White

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
List 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.
pp. 21 - 23 pp. 24 - 27 pp. 26 – 28 pp. 27 - 28
pp. 31 – 33 pp. 35-42 pp. 37 – 42 pp. 37 – 43
pp. 31 – 33 pp. 35-42 pp. 37 – 42 pp. 37 – 43
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.
Ask the student to identify what Allow the students to read the Provide students with a short Review the story “ The
is suggested by each statement succeeding text carefully. description of the Gorgon’s Head”
in the LM gods/goddesses/Greek
mythology characters they are
going to encounter in the story
Put all the answer together in Highlight the background of the Introduced a brief background Ask about their reflection of

C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
the first task to come up with
the answer to the riddle in the
LM
Ask the students if they have
already experienced
discrimination at home, in
school, or among their peers.
Have them prepare a list of all
their responses using the table
(refer to LM)
Monday
Allow the students to share
strategies on how they have
combated discrimination.
Ask them to pair up and reflect
on these questions:
1. Who do you consider
as a person who
inspires you because
he/she has successfully
combated
discrimination?
2. What do you think are
the defences he/she
built to overcome
discrimination?
Allow students to share answers
with their classmates
Let the students watch the
video or listen to the song
“Reflection” and answer the
Processing questions found in
the LM
author and provide inputs on
oral tradition.
Instruct the students that as
they read the myth, ask them to
look for the heroic qualities of
Perseus and the personal
challenges he has to overcome
to acquire the Gorgon’s head
Tuesday
Let the students accomplish the
Story Anticipation Guide in the
LM
After accomplishing the tasks,
ask the following questions for
processing:
1. Where you correct? If
not, what have you
learned?
Ask the students to unscramble
the letters to form the correct
word in each item found in the
LM.
Allow them to write their own
sentences using the
unscrambled words
of Greek Mythology
Introduced the myth that they
are about to read
Wednesday
Allow students to read the text
Let the students answers the
breakers (questions in between
text) to enrich their
understanding of the text
Test the students’
comprehension of the text by
asking them to answer the
questions in their LM
Remind them that to be able to
kill the Gorgon, Perseus built an
intelligent line of defences.
Then ask the students to
identify what these defences are
using the coat of arm diagram
the story
Group the students into five
(5), each group will be given a
specific task to work on
Thursday Friday
Tell the students to work on
their given task by group
Process the activity using the
following questions:
1. How did you feel
about the activity?
2. What diagram is
assigned to you?
3. Do you find
diagramming difficult?
Why or why not?
4. What help would
these textual aids
provide?
Give students time to respond
to the questions and interact
with their classmates
Ask the students what are the
other used of diagramming in
their daily living?

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
for remediation
V. REMARKS
Ask the enduring question:
1. How do you build the
best defences against
challenges to acquire
the best quality of life
possible for you?
Ask the students to list logical
and temporary answers to the
enduring question. Use the table
found in LM for this purpose.
Ask students to write their
targets on what they
expect/need/hope to learn in
this lesson.
Ask the students to reflect on
the question before reading the
text:
“How do I build the best
defences against challenges to
acquire the best quality of life
possible for me?
Write a short essay on the
challenges that they have
successfully defeated
List the significant events in the
story
found in the LM
Have them pick out at least ten
sentences from the myth that
shows sensory images.
Let them identify the senses to
which these statements appeal.
Draw the defences used by
Perseus to kill the gorgons
Instruct each group to examine
each group’s output as they
present their work in class and
write their observation
Group presentation
Write a character sketch about
Perseus

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the 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
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?