Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon

School: Canda National High School, Junior High School Dept. Grade Level: 10 Excellence, Commitment, Integrity, Resilience
Daily Lesson Log Teacher: Dr. Jennifer M. Oestar Learning Area: English 10
Quarter: First Teaching Dates and Time: July 22-26, 2019

Session 1 Session 2 Session 3 Session 4 Session 5

1. OBJECTIVES Objective 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 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 WEEK 7 QUIZ LEARNING COMPETENCY NUTRITION MONTH LEARNING COMPETENCY LEARNING COMPETENCY
EN10LT-Ig-3: Explain how a CELEBRATION EN10WC-Ig-12.3: Compose a EN10WC-Ig-12.3: Compose a
Pen and Paper Test selection may be influenced by persuasive text of three persuasive text of three
culture, LEARNING COMPETENCY paragraphs paragraphs
Pointers/ Coverage history, environment, or other EN10LT-Ig-3: Explain how a expressing one ‘s stand on an expressing one ‘s stand on an
1. How Odin Lost His Eye by factors selection may be influenced by issue issue
Catherine Sellew EN10LT-Ii-18: Evaluate literature as culture,
2. Using Modals a way of expressing and resolving history, environment, or other Objectives: Objectives:
3. Movie Adaptation: Life of one‘s personal conflicts factors 1. Explain how the parts of 1. Explain how the parts of
Pi by Yann Martel EN10LT-Ii-18: Evaluate literature as persuasive essay are organized persuasive essay are organized
Objectives: a way of expressing and resolving 2. Critique an essay through EQS 2. Critique an essay through EQS
1. Interpret the meanings of several one‘s personal conflicts (Encourage, Question and (Encourage, Question and
Confucian teachings Suggest) Suggest)
2. Identify biographical information Objectives: 3. Compose a persuasive text of 3. Compose a persuasive text of
about Confucius. 1. Interpret the meanings of several three paragraphs expressing one ‘s three paragraphs expressing one
3. Discuss the importance of filial Confucian teachings stand on an issue ‘s stand on an issue
piety in Chinese culture and how 2. Identify biographical information
traditional Chinese family life is about Confucius.
being challenged by the 3. Discuss the importance of filial
circumstances of piety in Chinese culture and how
migrant workers. traditional Chinese family life is
being challenged by the
circumstances of migrant workers.
1. 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.
MODULE 1_ LESSON 6 TURNING CHALLENGES TO OPPORTUNITIES (pp. 92-108)
Remarks: Lesson and tasks vary depending on the pacing of students (pilot to needing remediation).
þ Pen and Paper Test þ Lesson: From the Analects by Lesson: Writing Persuasive þ Lesson: Writing Persuasive þ Lesson: Writing Persuasive
Confucius translated by Arthur Essay Essay Essay
Waley
þ Lesson: The Thief who Became
a Disciple by Arthur Waley
2. LEARNING PROCESS 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 manipulate
 materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Celebrating Diversity Through World Celebrating Diversity Through World Celebrating Diversity Through World Celebrating Diversity Through Celebrating Diversity Through
Literature Literature Literature World Literature World Literature
English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material
First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015

1. Teacher’s Guide pages

2. Learner’s Materials pages English Learner‘s Material for English Learners‘Material 10, pp. English Learners‘Material 10, pp. English Learners‘Material 10, pp.
Grade 10 pp.92-108 103-107 103-107 103-107
3. Textbook pages
4. Additional Materials from Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz
Learning Resource (LR) Ph.D. Ph.D. Ph.D. Ph.D. Ph.D.
portal
K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide
May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 May 2016 Page 199 of 244
Materials are uploaded at Materials are uploaded at Materials are uploaded at Learning Materials are uploaded at Learning Materials are uploaded
http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. at http://lrmds.deped.gov.ph/.

A. Other Learning Resources Materials Materials: Materials Materials Materials

 Test Paper  Map of the spread of Confucianism • Copy of the reading text • Copy of the reading text • Copy of the reading text
by 200 B.C.E. • Paper and Pen • Paper and Pen • Paper and Pen
 Copy of the reading text
3. PROCEDURES These steps should do across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which
you can infer from the 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 previous lesson or Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/
presenting the new lesson Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of
Attendance/Classroom Management Attendance/Classroom Management Attendance/Classroom Management Attendance/Classroom Attendance/Classroom
Etc. Etc. Etc. Management Etc. Management Etc.

VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT
(PART OF AN ACTION (PART OF AN ACTION (PART OF AN ACTION (PART OF AN ACTION (PART OF AN ACTION
RESEARCH) RESEARCH) RESEARCH) RESEARCH) RESEARCH)

1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY
and students make a sentence and students make a sentence and students make a sentence and students make a sentence and students make a sentence
using the word for today. using the word for today. using the word for today. using the word for today. using the word for today.

3. Checking of Previous Activities 3. Review on the Previous Lesson 3. Review on the Previous Lesson UNFREEZING ACTIVITY UNFREEZING ACTIVITY
To catch students’ attention, the To catch students’ attention, the
UNFREEZING ACTIVITY UNFREEZING ACTIVITY teacher, the teacher plays a video teacher, the teacher plays a video
3.To catch students’ attention, the 3.To catch students’ attention, the clip. clip.
teacher, the teacher plays a video teacher, the teacher plays a video
clip. clip. 1. The teacher gives instruction on 2. The teacher gives instruction
what the students should do during on what the students should do
4. The teacher gives instruction on 4. The teacher gives instruction on the song. during the song.
what the students should do during what the students should do during
the song. the song. The students perform the activity. The students perform the activity.
 The students perform the activity. The students perform the activity.
B. Establishing a purpose for the REVIEW OF THE PREVIOUS REMINDERS. Be reminded that CONTINUATION (ACTIVITIES CAN The teacher will discuss the parts RECAPITULATION ON
lesson LESSON your expected output is to present a BE OPTIONAL, IF TIME PERMITS) of persuasive essay using YESTERDAYS’ DISCUSSION
short but powerful persuasive essay powerpoint presentation.
on turning challenges to Group 1 Meaningful Search
opportunities. The rating of the Analects are literary extracts or RESCHEDULING OF ACTIVITY
persuasive essay should be based selected passages from literary or YESTERDAY DUE TO
on the following criteria: philosophical works especially from NUTRITION MONTH
focus/content, persuasive a published collection. They share a CELEBRATION
techniques used, development/ lot of qualities with other meaningful
organization, clarity of ideas, pieces of writing, so expect to find Introduction:
emphasis, language mechanics, and words which are rich in meaning. A persuasive essay is a piece of
convention. writing that attempts to convince
Look for difficult words from the the readers to agree with author ‘s
Task. Always Connect Game selection. List all of them, and give ideas. In this type of essay, the
(Optional) their denotative (specific, dictionary) writer can use his own ideas,
Form three groups. Think about meaning. Give also the connotative opinions and evoke the emotions in
ways to win over challenges. In ten (suggested idea and feelings or the reader in order to convince
minutes, list all the possible ways overtone) meaning for each word. them to agree to his opinion. A
that you know in order to win over Remember that connotative writer of a persuasive essay needs
challenges. Draw lots to know which meaning is very important in to do research, gather evidence,
group will respond first. Allot ten persuasive writing. Connotation or but a clever writer can create a
seconds for each step. Other groups shades of meaning can be positive successful essay without knowing
may steal if the first try isn’t correct. or negative. Choose at least five much. This is because; a
Give 5 points for each correct words in the selection which have persuasive writing appeals more to
answer. Repeat the process until the strong connotation. reader ‘s emotions rather than
last entry is given. Declare the group On your paper, copy the table as minds. In persuasive writing, the
with the greatest number of points shown below and fill it out with writer should have certain
as the winner. Check the responses appropriate entries. awareness about the audience. For
against the list of ways to win over example, opinions and ideas that
challenges (inside the box). DIFFI DEN CON WOR could appeal to teenagers may not
CULT OTAT OTAT DS have the same effect on adults.
WOR IVE IVE WITH First person narration and Second
Ways to Win Over DS STR person narration (Ex: In my
Challenges ONG opinion, I believe, etc.,) are
Admit mistakes CON commonly used as the writer is
Face the conflict NOT addressing the audience directly.
Emphasize one’s positive ATIO
traits N
Use struggles as
opportunities
Use temporary solutions
Make personal adjustments

C. Presenting examples/instances Rank the ways to win over Group 2 Theme Connection Persuasive Essay Outline WRITTEN OUTPUT NO. 1
of the new lesson challenges in their order of 1. Try this: Are there key Introduction: Write a persuasive essay of three
 importance before answering these phrases/sentences from “The  Get the readers ‘attention paragraphs about any of the
questions. Analects” of Confucius that say by using a "hook." topics below (Choose only 1
something about people’s  Give some background topic). Use the rubric as your
Which of the enumerated ways of challenges and opportunities? information if necessary. guide. (short bond paper).
winning over challenges have you 2. On your paper, copy the figures  Thesis or focus
practiced already? as shown below and list these statement. 1. Oplan Tokhang (drug
Were you successful in doing so? words/ groups of words that campaign of our government)
Prove your point. suggest challenges and Body (reasons to support your 2. Suicide Cases Among
opportunities. position) Teachers
• Share your responses with your  Topic sentence 3. Fake News
classmates. explaining your point and 4. Dengvaxia Vaccine
reason 5. Amnesty Revocation of
 Possible concession Senator Trillanes
toward opposing 6. TRAIN Law
OPPOR argument
TUNITY  Elaboration to back your
YES point.
 Clincher

Conclusion:
 Summary of main points
or reasons
CHALLENGES  Restate thesis statement.
 Personal comment or a
call to action.

D. Discussing new concepts and Task. VIEW AND MAKE Group 3 Taking a Stand - For or SAMPLE PERSUASIVE ESSAY CONTINUATION OF WRITING
practicing new skills #1 GENERALIZATION Against Practice and Uphold the Positive ACTIVITY
• Consider the argument presented Attitude by Lee Em
View the drawing, or the video clip in the selection “From the Analects” I strongly believe that we
of “One-Armed Young Lady and a by must come together to practice and
One- Legged Young Man” (a very Confucius. uphold positive attitudes toward
unique and unequalled ballet • Use the following questions as work, life, and challenges. This
performance) and see how it relates your guide: should be done from initial impulse
to challenges and opportunities. 1. What is the selection trying to to completion like what we observe
• Use the details of the drawing and persuade you to think or do? in a myth. From the presentation of
the video clip’s clues to get an idea 2. What evidence does Confucius the target, problem, test, and
on how one can turn challenges to use to support his position? stakes up to conclusion, the
opportunities. (page 93) 3. Which passages argue for or character in a myth displays and
against the use of challenges as exemplifies these positive
 Look closely at the drawing and opportunities? attitudes. Remember the saying,
reflect on what it implies by ―The best measure of a man is
answering these questions: Does it Write these passages in the not what he says he can do but
remind you of something or following table: what he does. This is absolutely
someone you’ve heard or met in real true.
life? FOR AGAINST Let us recall what
 What does this drawing suggest happened between the Master and
about challenges and opportunities? the thief in ―Zen Parables. The
  Which details in the drawing show thief who was then a man who
the importance of turning challenges followed a crooked path in life
to opportunities? Can they be used effectively as turned otherwise because he
 What questions about turning supports or examples in a learned from the Master what it
challenges to opportunities do you persuasive speech? Remember that takes to be a man. He was treated
still have in mind? a persuasive speech presents with respect and trust by the
evidences or examples as supports Master so he opted to follow the
THREE IN CONTROL in order to move people to action or Master ‘s path. Again, this
• Form triads, and list down at least to make them agree/disagree with exemplifies the maxim, ―Respect
three questions about challenges your stand or belief. bets respect.
and opportunities that you hope to He decided to be
be answered in this lesson. Play the role of a speaker Shichiri‘s disciple. He was inspired
• Take turns in sharing these persuading others to agree with you. by Shichiri who lived a life a truth
questions, and find out what these and a life full of positivism. He had
questions have in common. Be open to comments and practiced it in dealing with other
• Check them against this essential suggestions on how to enhance a people without discrimination. The
question: How do I turn challenges persuasive speech. Master was able to model what it
to opportunities? takes to respect, trust, and show
love to other people. This is a
positive attitude that we must put
into action whoever we are,
wherever we are, and whenever
necessary.
Doubtlessly, this will
make our lives better. There is a
strong possibility that this can
make this world a better place to
live in after all. This is an
opportune time for us to practice it.
Don ‘t think otherwise, come on!
So what are we waiting for? Let ‘s
give it a try!

E. Discussing new concepts and CHECKING OF OUTPUT Task. MAPPING THE TARGETS Group 4 Thinking It Through CONTINUATION
practicing new skills #2 Using the essential question as a • Use the following questions as
1.Have the students exchange focal point, make a map by listing your guide:
papers for the checking of their what you expect and hope to learn 1. What kind of conflict / challenge is
work. in this lesson. reflected in the statement below?
“In the presence of a good man,
The teacher will discuss on ho they MAP OF MY TARGETS think all the time how you may learn
arrive to those answers. What I want to learn? to
equal him. In the presence of a bad
Expect Hope man, turn your gaze within!”
2. Does a good man only think of
himself or other people?
3. What other values are highlighted
Perhaps you have experienced in the selection?
facing a problem which seemed to 4. Why is it important to learn how to
have no solution at all. How did you practice them?
 resolve the problem? Did someone 5. Consider the stand of the Master
give you helpful advice? regarding practicing moral values.
Do
Read, “From The Analects” by they serve as opportunities for us to
Confucius, as translated by Arthur prove we can really face and
Waley for you to find out how these overcome
questions are to be answered. our challenges?
6. Do you think humility would help
in solving today’s problems? Explain
how it can be an effective solution to
each problem.

• Assign one member of the group

to pose as a speaker persuading
others to agree with your ideas.
• Be open to comments and
suggestions on how to enhance a
persuasive
speech.
F. Developing mastery From the Analects by Confucius Group 5 Taking Challenges as TASK. LINE BY LINE Read the TASK. Constructive Criticism
(Leads for Formative translated by Arthur Waley Opportunities following essay, and answer the See teacher’s guide for details.
Assessment 3) Look for interesting words or group questions that follow. (LM, pp. 103-
The Master said, “To learn and at of words that express the possibility 104)
due times to repeat what one has of turning challenges to
learnt, is that not after all a opportunities. PAPER AND PEN
pleasure? Those friends should Divide the class into six groups.
come to one from afar, is this not Use the following questions as your Using a marker and a manila
after all delightful? To remain guide. Which passages reveal paper, answer the following
unsoured even though one’s merits something about turning challenges questions. Then, assign two
are unrecognized by others is that to opportunities? representatives from your
not after all what is expected of a group to discuss your answers in
gentleman?” The Master said, “A class.
young man’s duty is to behave well Which of the passages provide the
to his parents at home and to his most valuable insight? Group 1 – Questions 1 & 2
elders abroad, to be cautious in Group 2 – Questions 3 & 4
giving promises and punctual in How do you feel about these Group 3 – Questions 5 & 6
giving them, to have kindly feelings passages? Group 4 – Questions 7 & 8
towards everyone, but seek the Group 5 – Questions 9 & 10
intimacy of good. If, when all that is Considering today’s context, what Group 6 – Questions 11 – 13
done, he has any energy to spare, can we possibly do to turn these
and then let him study the polite challenges to opportunities? 1. What three basic parts are
arts.” The Master said, “The good clearly presented in the essay?
man does not grieve that other Cite a true-to-life situation that 2. How are these parts organized?
people do not recognize his merits. exemplifies the possibility of turning 3. What does each part contain?
His only anxiety is lest he should fail a challenge to an opportunity. Plot 4. Does the essay try to influence
to recognize theirs.” The Master your responses in the table. Assign you to accept an idea, adopt a
said, “He who rules by moral force is one member of the group to pose as point of view, or perform an action?
like the Pole star, which remains in a speaker persuading others to 5. What is the writer trying to
its place where all the lesser stars agree with your ideas. persuade you to think or do? 6.
do homage to it.” The Master said, Be open to comments and Does the writer use strong and
“If out of three hundred songs I had suggestions on how to enhance a relevant evidence to support
to take one phrase to cover all my persuasive speech. claim? Prove your point.
teaching, I would say, Let there be 7. Is the purpose stated clearly?
no evil in your thoughts.” Passages from the analects reveal. Defend your insights. 8. Is
The Master said, “Govern the persuasive language used? Cite
people by regulations, keep order Tur Feel The Feel Tur parts to support your contention.
among them by chastisements, and ning ings Mos ings ning 9. Which kind of appeal (emotion,
Cha evo t Evo a
they will flee from you, and lose all llen ked Val ked Cha reason, morale) does the writer
self-respect. Govern them by moral ges uabl llen use? Prove your point.
force, keep order among them by to e ge 10. Is her argument logical?
ritual, they will keep their self- opp Insi into Explain.
ortu ght an
respect and nite Opp 11. Does she convince you to
come to you of their own accord.” s ortu accept her position?
Meng Wu Po asked about the nity 12. What evidence does the writer
treatment of parents. The Master use to support her opinion?
said, “Behave in such a way that 13. What kind of essay is this?
your father and mother have no
anxiety about you, except
concerning
your health.” The Master said, “A
gentleman can see a question from
all sides without bias. The small
Group 6 Enduring Experiences
man is biased and can see a
Discuss your answer to these
question only from one side.” The
questions.
Master said, “You, shall I teach you
1. What have you learned
what knowledge is? When you know
from Confucius’ “The Analects” that
a thing, to recognize that you know
made you see yourself in another
it, and when you do not know a
light?
thing, to recognize that you do not
2. How would you react to
know it. That is knowledge.” The
the situation described by the
Master said, “High office filled by
Master if you were one of these
men of narrow views, ritual
persons (gentleman, young man,
performed without reverence, the
good man, worrier, ruler)?
forms of mourning observed without
3. Assign one member of the
grief—these are things I cannot bear
group to play the role of a speaker
to see!” The Master said, “In the
persuading others to agree with your
presence of a good man, think all
ideas.
the time how you may learn to equal
4. Be open to comments and
him. In the presence of a bad man,
suggestions on how to enhance a
turn your gaze within!” The Master
persuasive speech.
said, “In old days, a man kept hold
on his words, fearing the disgrace
Group 7 Making Personal
that would ensue should he himself
Adjustments
fail to keep pace with them.”
Focus on the entries in the box, and
The Master said, “A gentleman
discuss the answer to the questions
covets the reputation of being slow
after it.
in word but prompt in deed.”The
Master said, “In old days, men
 maintain flexibility
 studied for the sake of self-  take stock of oneself
improvement; nowadays men study periodically
to impress other people.” The  discuss yourself with a friend
Master said, “A gentleman is  confide to an older person
ashamed to let his words outrun his  view yourself objectively
deeds.” The Master said, “He who  make an inventory of yourself
will not worry about what is far off (positive, negative
will soon find something worse than  emotional traits and habits)
worry close at hand.” The Master
 understand your basic skills
said, “To demand much from
 capitalize on your strengths or
oneself and little from others is the
good points.
way (for a ruler) to banish
discontent.”
1. Which of the suggested ways
to turn challenges to
opportunities in the box are
found in the selection?
2. Do all of these ways stay the
same over a period of time?

Talk about how these can help solve

today’s problems. Assign one
member of the group to play the role
of a speaker persuading others.
Give comments and suggestions on
how to enhance a persuasive
speech.

G. Finding practical applications INSIGHTS SHARING Task. SMALL GROUP INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING
of concepts and skills in daily 1.Have each student discuss his/her DIFFERENTIATED ACTIVITIES 1.Have each student discuss his/her 1.Have each student discuss 1.Have each student discuss
living ideas with a partner. FOR THE STAKES ideas with a partner. his/her ideas with a partner. his/her ideas with a partner.

2.Have each pair join another pair to Form small groups of eight (8), and 2.Have each pair join another pair to 2.Have each pair join another pair 2.Have each pair join another pair
expand their sharing. work on your assigned task. expand their sharing. to expand their sharing. to expand their sharing.
Remember to share your ideas,
3. Call on a few students to share thoughts, and experiences with the 3. Call on a few students to share 3. Call on a few students to share 3. Call on a few students to share
their small group discussion. class. their small group discussion. their small group discussion. their small group discussion.

4. Synthesize the lesson. INSIGHTS SHARING 4. Synthesize the lesson. 4. Synthesize the lesson. 4. Synthesize the lesson.
1.Have each student discuss his/her
ideas with a partner.

2.Have each pair join another pair to

expand their sharing.

3. Call on a few students to share

their small group discussion.

4. Synthesize the lesson.

H. Making generalizations and DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
abstractions about the lesson
1. Have the students summarized 1. Have the students summarized 1. Have the students summarized 1. Have the students summarized 1. Have the students summarized
what they have learned for today’s what they have learned for today’s what they have learned for today’s what they have learned for today’s what they have learned for
lesson. lesson. lesson. lesson. today’s lesson.

2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight corrections/additional insight corrections/additional insight corrections/additional insight corrections/additional insight
regarding the lesson regarding the lesson regarding the lesson regarding the lesson regarding the lesson
I. Evaluating learning CHECKING, RECORDING, CHECKING, RECORDING, CHECKING, RECORDING, CHECKING, RECORDING, CHECKING, RECORDING,
SUGGESTING SUGGESTING SUGGESTING SUGGESTING SUGGESTING
1. The teacher checks and records 1.The teacher checks and records 1. The teacher checks and records 1. The teacher checks and records 1. The teacher checks and
students work. students work. students work. students work. records students work.
2. The teacher makes necessary 2.The teacher makes necessary 2. The teacher makes necessary 2. The teacher makes necessary 2. The teacher makes necessary
comments or suggestions on the comments or suggestions on the comments or suggestions on the comments or suggestions on the comments or suggestions on the
students’ output. students’ output. students’ output. students’ output. students’ output.

J. Additional activities for TASK. LANGUAGE PATROL TASK.GRAMMAR

application for remediation A. Like a Disciple INTEGRATION

Read this short parable and Remember that modals are used
answer the questions after as auxiliary or helping verbs with
it. special functions.
1. Who faced the challenge? Shall indicates simple futurity and
2. What was the challenge? obligation.
3. How did the character win Should expresses past obligation.
over his challenge? Will expresses simple futurity and
4. How is poetic justice willingness.
(good triumphs over evil ) used in Would expresses invitation or past
the selection? possibility.
5. What did the thief learn Might is used in reported speech for
from the experience? past time.
6. What do you find May expresses future possibilities
surprising in these two responses of mixed with doubt and uncertainty.
Shichiri to the thief? a. “Do not
disturb me. You may find the money Pair up and take turns in answering
in that drawer.” these questions. Remember to use
7. b. “Don’t take it all. I will modals.
need some to pay the taxes with
tomorrow.” 1. Which passages from
8. “The Analects” and from “Zen
9. Do they exemplify the Parables: The Thief Who Became a
importance of taking challenges as Disciple” respond to the needs of
opportunities? Explain. our time?
2. Which passages show
B. Looking Ahead. Reread the that they hold peoples’ heritage or
following statements lifted from “The
Analects” and “Zen Parables: The bedrock of enduring virtues like the
Thief Who Became a Disciple,” then propaganda (promotion,
consider how the underlined words advertising)?
are used. 3. Which details from the
1. “Don’t take it all. I will passages make a powerful
need some to pay the taxes with impression on you?
tomorrow.” 4. What connections can you
2. “His only anxiety is lest he make between the selections and
should fail to recognize theirs.” your world?
3. I would say, “Let there be
no evil in your thoughts.”
4. “They will keep their self-
respect and come to you of their
own accord.”
5. “You, shall I teach you
what knowledge is?”

From Zen Parables: The Thief Who

Became a Disciple translated by
Paul Reps

One evening as Shichiri Kojun was

reciting sutras, a thief with a sharp
sword entered, demanding either his
money or his life.

Shichiri told him, “Do not disturb me.

You may find the money in that
drawer.” Then he resumed his
recitation.

A little while afterward, he stopped

and called: “Don’t take it all. I will
need some to pay the taxes with
tomorrow.”

The intruder gathered up most of the

money and started to leave. “Thank
a person when you receive a gift,”
Shichiri added. The man thanked
him and made off.

A few days afterward, the fellow was

caught and confessed, among
others, the offense against Shichiri.
When Shichiri was called as a
witness, he said, “This man is no
thief, at least as far as I’m
concerned. I gave him the money
 and he thanked me for it.”

After he had finished his prison

term, the man went to Shichiri and
became his disciple.
4. REMARKS
5. REFLECTION 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.
A. No. of learners who earned EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
80% on the formative assessment INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
B. No. of learners who require EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
additional activities for INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
remediation. RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
C. Did the remedial lessons EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
work? No. of learners who have INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
caught up with the lesson. RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
D. No. of learners who continue to EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
require. INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
E. Which of the teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encountered which my principal
or supervisor can help me solve?
G. What innovation or localized
materials did I used/ discover
which I wish to share with other
teachers?
Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)

Prepared by: Checked by:

DR. JENNIFER M. OESTAR ALODIA A. ALBESTOR

Teacher in English 10 Coordinator in English
Noted by:

ALLAN E. DATA
Principal II