School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10

GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 7-11, 2022 Quarter: 2 (Week 1)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10VC-IIa-3.8: EN10RC-IIa-11: Transcode EN10V-IIa-13.9: Give EN10G-IIa-29: Observe EN10RC-IIa-11: Transcode
Write the LC Code for each Assess the effectiveness of the information from linear to non- technical and operational correct grammar in making information from linear to non-
ideas presented in the material linear texts and vice-versa definitions definitions linear texts and vice-versa
viewed taking into account its EN10V-IIa-13.9: Give EN10LT-IIa-14.2: Explain (For reading remediation and
purpose technical and operational how the elements specific to a enhancement)
EN10LC-IIa-11: definitions selection build its theme
Switch from one listening
strategy to another to extract
meaning from the listening
text

Finding Common Ground Finding Common Ground Finding Common Ground Finding Common Ground Finding Common Ground
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P120 P122 P122 P122
2. Learner’s Materials Pages P117-118 P119-121 P121-122 P122
3. Textbook Pages P117-118 P119-121 P121-122 P122
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Mp3 player, picture, copy of Copy of the reading text None – textbook only None – textbook only
the song
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Showing of picture Share your realizations Share your answer on the Share reflection on the Remedial/Enhancement
the New Lesson (based on the Additional additional task given of the additional activity given. Reading Schedule/ICL
activities given) previous lesson
B. Establishing a Purpose for the Lesson Sharing of observations Question: Brainstorm on the different
and discussion of the Can you recall one conflict situations that arise Ask:
picture unforgettable among teenagers Can conflict be prevented?
misunderstanding that
 happened in your family?
C. Presenting Examples/Instances of the Sharing of experiences Call a volunteer to share his Share experiences of the Share experiences on
Lesson related to the / her experience. different conflict situations conflicts that were resolved
D. Discussing New Concepts and Practicing While listening to the song, Read the text. Group activity: Complete the organizer
New Skills #1 students predict words or Conduct a survey about the found in the LM on page 122
phrases that they expect to common conflict situations
hear from the song through in your group.
its title
E. Discussing New Concepts and Practicing Ask students to sketch an Discuss the reading text From the responses, let the Discuss in the class Remedial/Enhancement
New Skills #2 object that they visualize in given students rank the conflict common causes of conflict Reading Schedule/ICL
the song from the most number of situations as given in the
persons to the least that LM.
experienced it.
F. Developing Mastery Small group sharing Fill in the diagram with Graph the results on the Discuss in the class ways to
(Leads to Formative Assessment 3) causes of family conflicts survey. prevent common conflict
with short description. situations as given in the
LM.
G. Finding Practical Applications of Concepts Ask: Ask: In their respective groups, Write answers on a Manila
and Skills in Daily Living 1. What advice is From the given conflicts, students discuss the Paper
given in the song? which have you interpretation of their graph
Do you agree with experienced with your results.
it or not? Why? family? Why?
Would you follow the advice
given? Why or why not?
H. Making Generalizations and Abstractions Explain what is emphasized Ask: Write the interpretation of Complete the phrase: Remedial/Enhancement
about the Lesson in the song What do you think could be the graph. Reading Schedule/ICL
done to resolve this conflict I can prevent conflict by….
in your family?
I. Evaluating Learning Present a news report Presentation of the graph Ask a representative of the Presentation of the group
group to present their activity
output.
J. Additional Activities for Application or Journal writing: Ask: Reflect: Assign students to research
Remediation Complete the sentence: What do you think could be How to prevent conflict on background of Dante
Today, I realized that…. done to resolve this conflict situations? Alighieri and read in
in your family? advance Canto III of the
Inferno on pages123-128 in
their LM.
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14-18, 2022 Quarter: 2 (Week 2)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10RC-IIb-11.2: Explain EN10RC-IIb-11.2: Explain EN10RC-IIb-11.2: Explain EN10RC-IIb-11.2: Explain EN10RC-IIb-11.2: Explain
Write the LC Code for each illustrations from linear to non- illustrations from linear to non- illustrations from linear to non- illustrations from linear to non- illustrations from linear to non-
linear texts and vice versa linear texts and vice versa linear texts and vice versa linear texts and vice versa linear texts and vice versa

II.CONTENT INFERNO INFERNO INFERNO INFERNO INFERNO

III.LEARNING RESOURCES
A. References
5. Teacher’s Guide Pages P123-124 P123-124 P124 P125
6. Learner’s Materials Pages P123-128 P124-129 P129-130 P130-131
7. Textbook Pages P123-128 P124-129 P129-130 P130-131
8. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Task sheet None – textbook only None- textbook only PowerPoint presentation
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Ask: Ask: Present the sense chart Share your explanation to Remedial/Enhancement
the New Lesson Have you seen a horror What are the things that that the class did the the additional task given Reading Schedule/ICL
movie? frightened you? previous day.

B. Establishing a Purpose for the Lesson Show a picture of Inferno Ask: Share the experience while Ask students how they
on page 123 What comes to your mind making the chart define terms
when you hear the word
Ask: inferno?
What have you found out
about Dante Alighieri?
C. Presenting Examples/Instances of the Discuss the background of Ask: Discuss what has been find Make a word web
Lesson Dante Alighieri Why do you think the text is out in the chart
entitled Inferno?
D. Discussing New Concepts and Practicing Answer the Task 5 on page Discuss: Group Activity: Presentation of the
New Skills #1 123 guidelines to follow when
What is Virgil’s advice to Do Use your senses on writing a definition
Dante as spoken at the page129 of the LM
Gate of Hell?
E. Discussing New Concepts and Practicing Students use the word in Discuss: Group Activity: Discussion of the guidelines Remedial/Enhancement
New Skills #2 the sentence to follow when writing a Reading Schedule/ICL
Who are the souls tortured Do Use your senses on definition
in this Canto? page129 of the LM
F. Developing Mastery Read the text by pair. Discuss: Group Activity: Do Define Me activity on
(Leads to Formative Assessment 3) What is Charon’s reaction page 131
to Dante’s attempt to cross Do Use your senses on
the river of Acharon? page129 of the LM
G. Finding Practical Applications of Concepts Instruct them to highlight Discuss: Group Activity: Ask:
and Skills in Daily Living important points and take How does Virgil silence
note of the different senses Charon? Do Use your senses on Give situations where you
they discovered while page129 of the LM need to give definition of
reading the text terms.
H. Making Generalizations and Abstractions Share to their partner the Relate how Dante Answer: Ask: Remedial/Enhancement
about the Lesson important points that they described inferno as Reading Schedule/ICL
discovered in the text. compared to how our Is hope necessary in Why is it important to define
religion teaches us. resolving conflicts?* terms?

*To be asked after the

presentation of the group
activity
I. Evaluating Learning Write down what they think Complete the sense chart Presentation of the group Check the Define Me Activity
is the most important point on page 129 activity on Page 131
of the text read.
J. Additional Activities for Application or Read the Inferno again and Prepare for the activity B on Explain: Do another Define Me
Remediation try to answer Thinking page 129 activity of 5 new words you
about the text. Is hope necessary in learned from Inferno
resolving conflicts?*

V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2022 Quarter: 2 (Week 3)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10LC-IIc-15.2: EN10RC-IIc-5.4: Present EN10WC-IIc-13.3: Use EN10OL-IIc-3.11: Remedial/Enhancement

Write the LC Code for each Assess whether the speaker’s information using tables, patterns and techniques of Use the correct sound of Reading Schedule/ICL
purpose is achieved or not graphs, and maps developing an argumentative English when communicating
claim

II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P125 P125 P126 P130
2. Learner’s Materials Pages P131-132 P133 P133-134 P136-138
3. Textbook Pages P131-132 P133 P133-134 P136-138
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation on
Public Speaking
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Ask: Ask: Present the best output on Show a sample video on Remedial/Enhancement
the New Lesson Have you ever taken a ride Why is it important to drive signage to the class public speaking Reading Schedule/ICL
in a public transportation safely?
with an aggressive driver?

B. Establishing a Purpose for the Lesson Ask: Ask: Do you think these signage is Ask:
What happens when drivers enough to convince drivers to
How did you feel? drive aggressively? drive safely? Why? What makes a good speaker?
C. Presenting Examples/Instances of the Ask: Cite examples on effects of Go back to the reading text Discuss Intonation, Juncture,
Lesson aggressive driving. “Aggressive driving should be stress and pitch
What did you do? or What did avoided” and assign a slogan
others do? to argue safe driving.
D. Discussing New Concepts and Practicing Tell the class on what are their Ask the class what are the Discuss Characteristics of an Give practical examples of
New Skills #1 ideas on arguments. common signage the see Argumentative Essay phrases or sentences that
along the road. would differ in meaning when
said differently
E. Discussing New Concepts and Practicing Tell them that they are going to Ask a student to write his/her Group Activity: Do drills. Remedial/Enhancement
New Skills #2 read an example of answer on the board Reading Schedule/ICL
argumentative essay Do Task 11 on page 134 of
your LM
F. Developing Mastery Read the text by pair. Group activity: make a signage Group Activity: Form groups and do the activity
(Leads to Formative Assessment 3) on avoiding aggressive driving on page 137 of your LM
Do Task 11 on page 134 of
your LM
G. Finding Practical Applications of Concepts Give 3 reasons why When do we make use of Group Activity: Form groups and do the activity
and Skills in Daily Living aggressive driving should be signages? on page 137 of your LM.
avoided Do Task 11 on page 134 of
your LM
H. Making Generalizations and Abstractions Ask: What is the importance of Presentation of the group Why are intonation, juncture, Remedial/Enhancement
about the Lesson signages? activity stress, and pitch important? Reading Schedule/ICL
Why is it important to drive
safely?
I. Evaluating Learning Fill in and check the activity The group slogan will be Presentation of the group Presentation of group activity
Reason out! On page 132 in posted along the road. activity
your LM
J. Additional Activities for Application or Prepare a slogan on safe What are the characteristics of Do Task 12 on page 134 of
Remediation driving an argumentative essay? your LM

V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28-December 2, 2022 Quarter: 2 (Week 4)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10LC-IId-3.15:Evaluate EN10LT-IId-2.2: Explain EN10OL-IId-3.11:Use the EN10OL-IId-3.11:Use the Remedial/Enhancement
Write the LC Code for each listening texts in terms of how the elements specific to a correct sound of English when correct sound of English when Reading Schedule/ICL
accuracy, validity, adequacy, genre contribute to the theme delivering impromptu and delivering impromptu and
and relevance of a particular literary selection extemporaneous speech extemporaneous speech
EN10SS-IId-1.5.2: Scan for EN10LT-IId-2.2.2: Explain
needed information the literary devices used

II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P133 P138 P142 P142
2. Learner’s Materials Pages P145-146 P152-156 P159 P159
3. Textbook Pages P145-146 P152-156 P159 P159
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Copy of the text, mp3 Copy of the selection Video clip, PowerPoint Video clip, PowerPoint
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Ask: Have the class give the Show a video clip on Show a video clip on Remedial/Enhancement
the New Lesson Are you a dreamer? So you qualities of a hero. impromptu or impromptu or Reading Schedule/ICL
keep your dreams only to extemporaneous speeches extemporaneous speeches
yourself or you share your
dreams with others?
B. Establishing a Purpose for the Lesson Do Task 2A on page 145 of Emphasize to the class that What have you observed What have you observed on
your LM. while they read, they will on how the speakers how the speakers deliver the
take note of the elements of deliver the speeches? speeches?
a story.
C. Presenting Examples/Instances of the Play the song to the class Read the text. Discuss tips on impromptu Discuss tips on impromptu
Lesson and try to check if Task 2A and extemporaneous and extemporaneous
answers match the song speeches. speeches.
 lyrics
D. Discussing New Concepts and Practicing Play again and try to Describe the characters as Guide them in Guide them in demonstrating
New Skills #1 understand the message asked on Task 6 on page demonstrating and making and making independent
156 of your LM independent applications of applications of their
their understanding of the understanding of the target
target concepts, language concepts, language
communication through communication through
delivering an delivering an
extemporaneous as extemporaneous as
evidence of their transfer of evidence of their transfer of
learning. learning.
E. Discussing New Concepts and Practicing Answer questions found on Think-pair-and share of the Present the Present the Remedial/Enhancement
New Skills #2 page 147 of your LM. activity above. Extemporaneous rubric Extemporaneous rubric Reading Schedule/ICL

F. Developing Mastery Group activity: Interpret the Group activity: Do Task 7 Paired Activity: Paired Activity:
(Leads to Formative Assessment 3) message of the song on page 157 of your LM
through a painting or Give a topic to brainstorm, Give a topic to brainstorm,
drawing prepare and practice prepare and practice
G. Finding Practical Applications of Concepts Explain the drawing. Group activity: Do Task 7 Paired Activity: Paired Activity:
and Skills in Daily Living on page 157 of your LM
Give a topic to brainstorm, Give a topic to brainstorm,
prepare and practice prepare and practice
H. Making Generalizations and Abstractions Explain the theme of the What is the lesson of the What is the significance of What is the significance of Remedial/Enhancement
about the Lesson song. story? learning how to deliver learning how to deliver Reading Schedule/ICL
impromptu and impromptu and
extemporaneous extemporaneous speeches?
speeches?
I. Evaluating Learning Presentation of the output Presentation of the group Delivering an Delivering an
activity extemporaneous or extemporaneous or
impromptu speech. impromptu speech.

Note: use the rubric found Note: use the rubric found
on page 191-193 in rating on page 191-193 in rating
the speech the speech
J. Additional Activities for Application or Read in advance “The Read Techniques on Continue the activity the Continue the activity the next
Remediation Song of Roland” Appealing to your Readers next day. day.
on page 158 and do Task 8
on page 159 with your
group.
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5-9, 2022 Quarter: 2 (Week 5)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or
groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous
speeches.

B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10SS-IId-1.5.2: Scan for EN10LT-IIe2.2: Explain how EN10LT-IIe2.2: Explain how EN10SS-IIe1.6.4: Use writing Remedial/Enhancement
Write the LC Code for each needed information the elements specific to a the elements specific to a conventions to indicate Reading Schedule/ICL
EN10VC-IIe-26: Detect bias genre contribute to the theme genre contribute to the theme acknowledgement of resources
and prejudice in the material of a particular literary selection of a particular literary selection
viewed EN10LT-IIe2.2.3: Determine EN10LT-IIe2.2.3: Determine
tone, mood, technique, and tone, mood, technique, and
purpose of the author purpose of the author

II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142
2. Learner’s Materials Pages P169-170 P170-173 P174-175 P183-185
3. Textbook Pages P169-170 P170-173 P174-175 P183-185
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Copy of the text, PowerPoint Copy of the selection, Video Copy of the selection Handout on APA and MLA,
Presentation clip of Petrarch’s life PowerPoint videoclip on Plagiarism
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Ask: Have the class watch the video Recall the different elements Show a video clip on Plagiarism Remedial/Enhancement
the New Lesson What is your favorite romantic clip. poetry Reading Schedule/ICL
film? Why?

B. Establishing a Purpose for the Lesson Whose love story do you Discuss the life of Petrarch Read the poem The White Doe Why is it not good to cheat?
consider special and worth based on the video clip.
emulating?
C. Presenting Examples/Instances of the Show pictures of romantic Read the three poems by Guide the students in finding Distribute the handouts on
Lesson films Petrarch out the structure / rhyme Citing sources using APA and
 scheme of the poem MLA
D. Discussing New Concepts and Practicing List down what you dream of in How would you describe Discuss Petrarchan sonnet Discuss important points on
New Skills #1 a courtship someone whom you are MLA and APA
passionately in love with?
E. Discussing New Concepts and Practicing Read about the courtship Group activity: Present an example of a Paired activity: Remedial/Enhancement
New Skills #2 during middle ages Shakespearean sonnet. Reading Schedule/ICL
Do Task 6 on page 173 of the Do Letter C activity on page 186
LM of your LM

F. Developing Mastery Group work: Group activity: Compare and Contrast the two Do Task 16 on page 188 of your
(Leads to Formative Assessment 3) sonnets LM.
List down biases and Do Task 6 on page 173 of the
differences between the LM
middle-ages courtship and
their ideal courtship
G. Finding Practical Applications of Concepts Group sharing: Group activity: Group work: Do Task 16 on page 188 of your
and Skills in Daily Living LM.
Name an incident when you Do Task 6 on page 173 of the Do Task 10 on page 177 of
did something in the name of LM your LM
love
H. Making Generalizations and Abstractions React: Answer questions found on Draw insights from the class Ask: Remedial/Enhancement
about the Lesson Task 7 on page 174 of your on the important learning they Reading Schedule/ICL
When one is in love, one has LM got about sonnets. Why do we need to
the tendency to be biased. acknowledge sources used?
I. Evaluating Learning Presentation of the Group Presentation of the group Presentation of Group Activity Task 16 will serve as
activity activity evaluation.
J. Additional Activities for Application or Read in advance about Review the elements of a Write your own sonnet Add more activities on writing
Remediation Francisco Petrarch. poem particularly the rhyme bibliography.
scheme
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
 EUGENE C. SAYSON
Secondary Principal I
School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2022 Quarter: 2 (Week 6)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10VC-IIf-26: Detect bias EN10LT-IIf2.2: Explain how EN10RC-IIf-13.1: Read closely EN10G-IIf-28: Use words Remedial/Enhancement
Write the LC Code for each and prejudice in the material the elements specific to a to get explicitly and implicitly and expressions that affirm Reading Schedule/ICL
viewed genre contribute to the theme stated information
or negate
of a particular literary selection
EN10LT-IIf2.2.3: Determine
tone, mood, technique, and
purpose of the author
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189
2. Learner’s Materials Pages P198-199 P200-209 P210-217 P217-221
3. Textbook Pages P198-199 P200-209 P210-217 P217-221
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Copy of the text, Prepared timeline of the Copy of the selection textbook
story, textbook textbook
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Ask: Show a timeline of events Ask: Ask: Remedial/Enhancement
the New Lesson Have you experienced when the story was written Reading Schedule/ICL
fighting for something or What is the purpose of the Do you agree on what
defending yourself against author in writing The Jessie Robredo said in his
other people’s biases? How Decameron? speech?
did you react?

B. Establishing a Purpose for the Lesson Do you think it is right to Guide the class in Ask: List down possible
have biases? answering the questions on expression of affirmation and
 page 201 in the LM So all authors have negation
purpose for writing?
C. Presenting Examples/Instances of the Guide your students in Read the story and answer Inform the students that Tell the class to read all the
Lesson answering the items the questions found in they will read a 12 suggestions and after
emphasizing that even in between. commencement speech. reading ask the class what
articles that we read there the purpose of Atty. Lacson
could be biases. is in writing the book
D. Discussing New Concepts and Practicing Do the Task 3 on page 198 Read the story and answer While reading the speech, Ask the class to give their
New Skills #1 on your LM the questions found in remind them to take note answers orally on the first
between. on the purpose of the five items in the 12 Little
author in writing the Things
speech.
E. Discussing New Concepts and Practicing Highlight the common Answer the questions in the Once all the first 5 items Remedial/Enhancement
New Skills #2 forms of bias based on Read the story and answer LM found on page 215 have been discussed, draw Reading Schedule/ICL
what was read the questions found in out insights from the class.
between.
F. Developing Mastery Discuss the common forms Group activity: Do Task 10 on pages 215- Prepare the class to work
(Leads to Formative Assessment 3) highlighted 217 in your LM. individually on the last 7
Do Task 6 on page 207 of items
the LM

G. Finding Practical Applications of Concepts Draw out from the students Group activity: Recall the common Discuss to the class their
and Skills in Daily Living the importance of knowing purposes of the authors answers
how to detect bias like in Do Task 6 on page 207 of
buying products, making the LM
decision or choices or even
electing a public official
H. Making Generalizations and Abstractions Why is detecting biases Process the answers of the Why is it important to have What is the significance of Remedial/Enhancement
about the Lesson important? students a purpose in delivering a using affirmation and Reading Schedule/ICL
speech? negation expressions?
I. Evaluating Learning Check the task 3 answers Presentation of the group Presentation of Group Call one or two students to
activity Activity share their own little ways of
caring for their country.
J. Additional Activities for Application or Read in advance The Read in advance Follow Read in advance the article Prepare a personal
Remediation Decameron on pages 200- your heart: Pursue your on page 218-221 and testimony about a topic that
207. dream on page 210-213 prepare to answer the they are most passionate
questions found in the about and that they have
selection. personally experienced.
(Task 14C) Activity may be
done a week or two after
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 4-6, 2022 Quarter: 2 (Week 7)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: HOLIDAY HOLIDAY EN10RC-IIg-13.1: Read EN10VC-IIg-27: Use previous Remedial/Enhancement
Write the LC Code for each closely to get explicitly and experiences as scaffold to the Reading Schedule/ICL
implicitly stated information message conveyed by a
material viewed

EN10F-IIg-3.7: Demonstrate
confidence and ease of delivery
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P202-203 P205
2. Learner’s Materials Pages P238-239 P243-246
3. Textbook Pages P238-239 P243-246
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Textbook Video clip of a sample
debate, PowerPoint
Presentation
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Present two sentences that Show a video clip sample of Remedial/Enhancement
the New Lesson are implicit and explicit a debate Reading Schedule/ICL
B. Establishing a Purpose for the Lesson Have the students Tell the students to read the
differentiate the two goals of debate.
sentences
C. Presenting Examples/Instances of the Discuss implicit and explicit Lead the students to read
Lesson information and provide the helpful tips to help them
examples. participate competently in a
class debate.
D. Discussing New Concepts and Practicing Ask the students to read Instruct them to study the
New Skills #1 the selection enclosed in Oxford – Oregon Debate
the box by Pres. Ramon Format.
Magsaysay on page 238 of
your LM.
E. Discussing New Concepts and Practicing Explain what information is Enable them to develop Remedial/Enhancement
New Skills #2 conveyed by the underlined confidence and ease as they Reading Schedule/ICL
statements in the selection carry on with the task.
F. Developing Mastery Instructs students to read Group Activity:
(Leads to Formative Assessment 3) the selection about John
Kemp and identify the Debate exercise
explicit and the implicit
information that can be (Students are to be provided
found in the text. with a copy of the rubrics to
guide them in the activity)
G. Finding Practical Applications of Concepts When do we use implicit When do we make use of
and Skills in Daily Living information? Explicit the essentials of a debate?
information.
H. Making Generalizations and Abstractions Why is it important to Engage the students to Remedial/Enhancement
about the Lesson distinguish explicit and summarize and reflection the Reading Schedule/ICL
implicit information essential parts of the lesson
by answering the questions
in the LM
I. Evaluating Learning identify the explicit and the Class Debate based on the
implicit information that can rubric will be the basis of the
be found in the John Kemp evaluation
text found on page 238 of
your LM. (Class Debate may continue
the next day)
J. Additional Activities for Application or Study the Oxford – Oregon Allow the students to think
Remediation Debate Format on pages about the lesson and keep a
244 -245 of your LM. record of their responses in
a journal. Tell them that
they may post/blog/tweet
their responses in their FB
account.

V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9-13, 2022 Quarter: 2 (Week 8)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10VC-IIh-27: Use EN10LT-IIh-3: Explain how a EN10RC-IIh-2.22: Evaluate EN10WC-IIh-13: Compose Remedial/Enhancement
Write the LC Code for each previous experiences as selection may be influenced by text content, elements, an argumentative essay Reading Schedule/ICL
scaffold to the message culture, history, environment, features, and properties using
conveyed by a material viewed or other factors a set of criteria
EN10V-IIh13.9: Give
technical and operational EN10G-II-h-28: Use words and
definitions expressions that affirm or
EN10LT negate

THE THREE THE THREE THE THREE THE THREE THE THREE
II.CONTENT MUSKETEERS , THE MUSKETEERS , THE MUSKETEERS , THE MUSKETEERS , THE MUSKETEERS , THE
PLAGUE, PLAGUE, PLAGUE, PLAGUE, PLAGUE,
ARGUMENTATIVE ESSAY ARGUMENTATIVE ESSAY ARGUMENTATIVE ESSAY ARGUMENTATIVE ESSAY ARGUMENTATIVE ESSAY
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P209 P210 P213 P215
2. Learner’s Materials Pages P248-249 P236-238 P254-257 P258-260
3. Textbook Pages P248-249 P236-238 P254-257 P258-260
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Video clip Textbook, picture of the Textbook Textbook
three musketeers
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Video clip showing on Discuss the additional Describe the relationship of Ask the students to share an Remedial/Enhancement
the New Lesson disasters Activity the three musketeers with incident where they Reading Schedule/ICL
one another. experience an argument.
B. Establishing a Purpose for the Lesson Ask: Ask: Present the characteristics What are the points we need
of a great literature to your to remember in making an
How would you extend help How would you embody students argument?
to your fellowmen in times harmony in times of
of calamities struggles and conflicts?
C. Presenting Examples/Instances of the Have you experienced Show a picture of The Have the students read Invite the students to read
Lesson being devastated by a Three Musketeers and thoroughly the selection the and evaluate the text with
string typhoon? An have them react on it. Plague and analyze your help.
earthquake? Or a tsunami? whether it has these
How did you feel then? characteristics.
D. Discussing New Concepts and Practicing How did you cope with the Instruct the students to read Answer Task 8 questions Process the questions
New Skills #1 situation? the introduction of the story on page 256 un your LM afterwards. Make sure that
with the class the students have a full
analysis od the text
presented as you go through
the processing questions.
E. Discussing New Concepts and Practicing Ask: Seek their answers on the Differentiate The Three Make some note son the Remedial/Enhancement
New Skills #2 essential question and Musketeers and The board of their most Reading Schedule/ICL
How did the people in your relate their answers to the Plague based on their significant responses.
community help one theme of the story. characteristics.
another during those trying
times?
F. Developing Mastery Individual Task: Complete the table on Answer Task 9 on page Have an in-depth discussion
(Leads to Formative Assessment 3) question no. 6 of Task 6 on 257 in your LM. of the pointers enclosed in
Do Task 3 on page 249 of page 253 of your LM the box. Remember! And
your LM The techniques in
Argumentation on pages
259-260 on your LM
G. Finding Practical Applications of Concepts Answer: Do Task 7 on page 253 – Let the students answer: If possible, provide the
and Skills in Daily Living 254 in your LM students with more
What inherent traits or Does the message of the examples on the techniques
values among our work have meaning for of argumentation then you
fellowmen had been me? Will I remember it a may solicit their own
evident in times of year from now? examples.
calamity? List them down.

Do these traits and values

embody solidarity? Why?
How?

H. Making Generalizations and Abstractions Ask: Explain the motto: Ask: Walk the students through in Remedial/Enhancement
about the Lesson their composition of an Reading Schedule/ICL
Can you tell the message “All for one, one for all” What have you learned argumentative essay with
conveyed by the video from the story? emphasis on resolution of
 shown. conflicts among individuals
or groups.
I. Evaluating Learning Task 3 on page 149 will Answers on the completion Task 9 activity will serve as Writing their own
serve as evaluation of the table on question no. evaluation. argumentative essay.
6 of Task 6 on page 253 of (Tell them that their essay is
your LM will serve as a sure way for them to
evaluation accomplish their biggest
task at the end of this
module)
J. Additional Activities for Application or Define terms found in Task Read ahead The Plague on Group Activity: Make them revisit the
Remediation 4 on page 249 of your LM page 254-256 of your LM process of writing they
Do Task 10 on page 257 - learned from Module 1
258 of your LM. (Culminating Activity) to
review and proofread their
Activity may be presented essay.
next week.

V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I
 School: MATTI NATIONAL HIGH SCHOOL Grade Level: 10
GRADE 10
Teacher: ANGEL ROSE L. TIMTIM Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 16-20, 2022 Quarter: 2 (Week 9)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives: EN10WC-IIi-13: Compose EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and Remedial/Enhancement
Write the LC Code for each an argumentative essay deliver impromptu and deliver impromptu and deliver impromptu and Reading Schedule/ICL
extemporaneous speeches extemporaneous speeches extemporaneous speeches with
with ease and confidence with ease and confidence ease and confidence

DELIVERING A SPEECH DELIVERING A SPEECH DELIVERING A SPEECH DELIVERING A SPEECH DELIVERING A SPEECH
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P215 P216-217 P217 p217 P217
2. Learner’s Materials Pages P258-260 P261-262 P261-262 P261-262 P261-262
3. Textbook Pages P258-260 P261-262 P261-262 P261-262 P261-262
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Video clip, textbook, copy Video clip, textbook, copy Sound system Sound system Sound system
of speech of speech
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Present a video of an Show again the video of an Share insights on the Share insights on the Remedial/Enhancement
the New Lesson argumentative speech. argumentative speech. speech witnessed from the speech witnessed from the Reading Schedule/ICL
class the previous day class the previous day
B. Establishing a Purpose for the Lesson Ask the students on what Walk the students through Walk the students through Walk the students through in
are the techniques in in the preparation of in the preparation of the preparation of delivering
argumentation used in the delivering their speech. delivering their speech. their speech.
speech.
C. Presenting Examples/Instances of the Walk the students through Make sure that all pointers Start the delivery of Start the delivery of
Lesson in the preparation of to deliver an argumentative speeches speeches
preparing their speech. speech have been
comprehensively discussed
with students leaving them
with no gray areas.
D. Discussing New Concepts and Practicing Help the students clarify the Aid the students clarify the Speech delivery Speech delivery
New Skills #1 steps for planning and steps for planning and
drafting their speech. (If drafting their speech. (If
possible they can use the possible they can use the
argumentative essay that argumentative essay that
they accomplished in the they accomplished in the
previous lesson) previous lesson)
E. Discussing New Concepts and Practicing Speech delivery Speech delivery
New Skills #2 Help the students clarify the Have an in-depth
steps for planning and discussion on how to
drafting their speech. (If deliver an argumentative
possible they can use the speech
argumentative essay that
they accomplished in the
previous lesson)
F. Developing Mastery Guide them in the points of Guide them in the delivery Speech delivery Speech delivery
(Leads to Formative Assessment 3) editing their speech of their speech
G. Finding Practical Applications of Concepts Ask the students to point out
and Skills in Daily Living Pair work: Pair work: Ask the students to point their strengths and
out their strengths and weaknesses in delivering
Let them read through each Let them practice their weaknesses in delivering their speech.
other’s speeches and speeches with their partner. their speech.
proofread their work. Have the partners critic
their performance
H. Making Generalizations and Abstractions
about the Lesson Why is it important to learn Why is it important to learn Invite students to Invite students to summarize
how to write an how to deliver an summarize and think the and think the essential
argumentative speech argumentative speech essential points that they points that they enjoyed that
properly? properly? enjoyed that have made have made them realized
them realized worthy of worthy of emulation and
emulation and practice practice
I. Evaluating Learning Rewrite your argumentative Delivering an Delivering an Delivering an argumentative
essay argumentative speech argumentative speech speech based on the criteria
based on the criteria found based on the criteria found found in the rubric on page
in the rubric on page 217 of in the rubric on page 217 of 217 of your TG
your TG your TG
J. Additional Activities for Application or Encode your argumentative Practice your speech. Have them write their Have them write their
Remediation essay Evaluation will continue the responses of Procedure G responses of Procedure G
next day. and H in their journal to and H in their journal to keep
keep a record of all their a record of all their essential
essential learnings. learnings.
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION 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
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:
ANGEL ROSE L. TIMTIM
ENGLISH Teacher Checked by:
EUGENE C. SAYSON
Secondary Principal I