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 (12:10-6:25) September 18-22, 2023 (WEEK 04) Quarter: 1st

I. OBJECTIVES
SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 EN10VC-IVc-29 EN10VC-IVc-29 EN10VC-IVa-15 EN10VC-IVa-15

Competencies/Obj
Appraise the unity of plot, setting and Appraise the unity of plot, setting and Compare and contrast the contents of the Compare and contrast the contents of the
ectives:
characterization in a material viewed to characterization in a material viewed to materials viewed with outside sources of materials viewed with outside sources of
Write the LC Code achieve the writer’s purpose. achieve the writer’s purpose. information in terms of accessibility and information in terms of accessibility and
for each effectiveness effectiveness
Objectives: Objective:
Objective:
Objective:
1. Determine the author’s purpose. 1. Analyze the material viewed.
2. Determine the importance of learning 1. Express insights based on the ideas
1. Differentiate compare and contrast.
elements of short story presented in the material viewed
2. Appreciate the value of knowing the
similarities and differences to come up with
wise decision making
3. Compare and contrast the viewed materials.

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.

Plot, Setting, and Characterization in a Material Viewed Compare and Contrast the Contents of Materials Viewed

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

4. Additional
Materials from Grade 10 MELCS Grade 10 MELCS Grade 10 MELCS
Learning Grade 10 MELCS
Resource (LR)
portal
B. Other Learning pictures pictures pictures/graphs/charts Pictures/graphs/charts
Resources
IV. PROCEDURES SESSION 1 SESSION 2 SESSION 3 SESSION 4

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:

Previous Lesson
The teacher will review the lesson of The teacher will review about how to The teacher will review about the importance of The teacher will review on how to determine
or Presenting the
the story Orpheus and Eurydice determine the author’s purpose. learning the elements of short story. the relevance and truthfulness of ideas
New Lesson
B. Establishing a PRELIMINARY ACTIVITY: PRELIMINARY ACTIVITY: PRELIMINARY ACTIVITY: PRELIMINARY ACTIVITY:
Purpose for the
The teacher will show different images The learners will participate to a word game, The teacher will ask the learners their insights The teacher will show to the class the different
Lesson
and asks the learners their observation. wherein the teacher will show scrambled about the famous quotes of Mother Teresa of pictures and ask the students to differentiate
letters and the learners will arrange these Calcutta the two.
scrambled letters to form meaningful words.
“If you judge people, you have no time to
love them.”
1. PROTAGONIST

2. CHARACTERIZATION

3. RESOLUTION

4. FALLINGACTION

C. Presenting The learners will share their idea about The learners will share their idea about the The learners will share their ideas about the Some of the learners will share their insight
the given images. given activity. given quotes/message. about the activity above.
Examples/Instance
s of the Lesson
D. Discussing New Discussion of the lesson Discussion of the lesson Discussion of the lesson Discussion of the lesson
Concepts and
Identifying the author’s purpose is How to Analyze a Short Story Step-by- How express insights based on the ideas We COMPARE when we look for the
Practicing New presented in the material viewed?
an important comprehension Step similarities between two persons, objects,
Skills #1 characters, ideas, and places.
strategy for all readers to master.
First, we should identify how to determine the
Luckily, it’s an easy strategy to relevance and truthfulness of ideas? We CONTRAST when we look for the
teach. That’s because identifying the differences between two persons, objects,
author’s purpose is pretty intuitive. 1. Read and summarize If you will try to determine and examine the characters, ideas, and places.
relevance and truthfulness of the ideas
2. Brainstorm and take notes presented in any form of literature, we need to: There are special expressions we need to
Most students learn to use the following
consider in comparing and contrasting. Check
acronym when thinking about the 3. Identify crucial concepts 1. Analyze the ideas presented in the material below.
author’s purpose: viewed.
4. Include examples and evidence 2. Evaluate the ideas presented in the material COMPARE CONTRAST
P is for Persuade - the author shares viewed. (To talk about (To talk about
their opinion with the reader 3. Assess the ideas presented in the material similar things) opposing things)
viewed.
in the same way although
4. Review the ideas presented in the material
I is for Inform - the author presents as well as whereas
viewed
facts to the reader both but
each of however
E is for Entertain - the author amuses just as conversely
the reader similarly on the other hand
like in contrast
The PIE acronym is a helpful tool to too while
use when introducing readers to the the same yet
concept of the author’s purpose. also unlike

E. Discussing New The learners will accomplish the given The learners will read the selection and The learners will watch a short video clip. ACTIVITY: GIRLFRIENDS VS. BOYFRIENDS!
Concepts and activity. answer the questions that follows.
https://www.youtube.com/watch? The teacher will show a picture of two different
Practicing New
Instruction: Look closely at the picture Narcissus and Echo v=JVP5Qe50wLo scenario and asks learners the following
Skills #2
below and answer the questions that questions.
follow. Echo falls in love with Narcissus, but
Narcissus isn't into it. Echo proceeds to
pine over Narcissus until her body
withers away and only her voice is left.
Meanwhile, Narcissus stops for a drink
at a small pond. When Narcissus sees
his reflection in the water of the pool he
falls hopelessly in love—with himself.

1. Who are in the picture?

2. What scenario is shown in the
picture? 1. Can you be a good person without self- 1. What do you think is the difference between
3. Does the scenario give you an idea respect or self-esteem? their reactions?
of what the movie is all about?
2. How do you know when a person is self- 2. In what way are they similar?
centered?

F. Developing Some of the learners will share their Some of the learners will share idea to the Some of the learners will share to the class their After the activity each group will present their
output to the class. class. observation about the video. output to the class.
Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical ACTIVITY: WATCH AND LEARN! ACTIVITY: VALUES and VIRTUES! The teacher will ask the learner these questions. The teacher will divide the class into four (4)
Applications of groups and each group will be given different
Directions: Watch a short film entitled Directions: Each learner will be given a 1. What truth about human nature is reflected in task.
Concepts and Piper, then answer the questions that sticky note and on the board is a big Values the videoclip?
Skills in Daily follows. Wall (in human form). Write your own value
Living 2. Does we need reason to help those in need?
in life on your sticky note and bring the sticky
GROUP 1 – Using Chart, compare and contrast
notes to the wall and hang them together in
the generation before to the generation now.
the shape of a human figure.
GROUP 2 – Using Venn Diagram, compare
and contrast the creation of the world according
the bible and according to Greek Mythology.

GROUP 3 – Draw how the world looks like

without human and how the world looks like
with human now.
1. What is the author’s purpose?
Group 4 – Show a difference between a happy
2. How did the setting, characterization family and a problematic family using a simple
and plot help achieve the author’s dramatization.
purpose?

H. Making ABSTRACTION: ABSTRACTION: ABSTRACTION: ABSTRACTION:

Generalizations The teacher will ask the students about The teacher will ask the students about their The teacher will ask the students about their The teacher will ask the students about the
and Abstractions their generalizations towards the topic. generalizations towards the topic. generalizations towards the topic. importance of learning how to compare and
about the Lesson contrast.

I. Evaluating Application/Assessment Application/Assessment Application/Assessment Application/Assessment

Learning
I. Directions: Below are pictures Task 1: What’s Important! Task 1: What’s Important! I. Directions: Complete the following
captured from the short film, In statements about what you have learned on
Sickness, an award winning animated Instruction: Write a 3-5 sentences Instruction: Write a 3-5 sentences paragraph comparing and contrasting contents.
short film directed by Ian Van Heerden, paragraph about the importance of learning about the given picture. 1. ________________shows differences
Benito Kok, Johan Combrink, Chris
the elements of short story. between two persons, objects, characters,
Eloff, Peter Backeberg, South Africa
(2011). Go to the given. Then, answer ideas, and places.
the questions that follow. Write the 2. ________________ shows similarities
letter of the best answer. between two persons, objects, characters,
ideas, and places.
3. __________________are useful learning
devices to organize and simplify complex
CRITERIA: CRITERIA: information and help build understanding by
showing relationships between concepts.
 Grammar - 3 pts  Grammar - 3 pts
 Content - 5 pts  Content - 5 pts II. Directions: Analyze the given information
 Cleanliness - 2 pts  Cleanliness - 2 pts and answer the questions that follows.
TOTAL - 10 pts
TOTAL - 10 pts

1. Why is the man’s bed situated in this

location?
a. The man lost his house.
b. The man is just dreaming.
c. The man is camping outside.
d. The man likes to spend time outside.
2. How do you think does the man feel?
a. sad
4. Which of these is a distinct characteristic of
b. happy
Cockapoo?
c. terrified
a. eats a lot
d. confused
b. is friendly
3. Based on the picture, what is the
c. drools a lot
mood of the story?
d. sheds a little
a. sad
5. How is Saint Bernard similar to Cockapoo?
b. happy
They both _____________.
c. euphoric
a. barks a lot
d. lethargic
b. shed a lot
c. is friendly
d. drools a little
6. Looking at the diagram, what does the list of
information imply?
a. These dogs are sensitive.
b. Having a dog is expensive.
c. Separate dogs that are not of the same
kind.
d. Dogs can be man’s bestfriends because of
their characteristics.
7. What is the difference between Saint
Bernard and Cockapoo?
a. Saint Bernard is friendly but Cockapoo is
not.
4. In the picture above, what does the
b. Saint Bernard is clever but Cockapoo is
black shadow represent?
foolish.
a. God
c. Saint Bernard barks a lot but Cockapoo
b. life
doesn’t.
c. friend
d. Saint Bernard is a big dog but Cockapoo
d. sickness
is small.
5. What can we interpret of the setting
as shown in the picture above?
a. It tells us of a happily ever after kind
of ending. III. Directions: Create a scenario showing the
b. It tells us that the black shadow is similarities and differences to come up with
patiently waiting for the man. your wise decision making in life. Your score
c. It tells us that it’s already morning will be graded according to the criteria given.
when the man and woman saw each
other. CRITERIA:
d. It tells us that there is acceptance
with the man’s situation because of the  Concept - 3 pts
bright color in the background.  Content - 5 pts
 Creativity - 2 pts
TOTAL - 10 pts
J. Additional Bring coloring materials for tomorrow’s
Activities for activity.
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: Checked by: Inspected and Verified by Noted by:

RAZEL JOY R. TOMENIO GRACE L. ALVAR JONAIDAH P. LAMBID JOSEPHINE A. BASILLO

Teacher I Department Head Master Teacher I Principal II