DAILY LESSON LOG

Learning Area ENGLISH 10 Quarter One

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 10
August 5, 2024
August 6, 2024
Date/s Section RESPONSIBILITY
August 7, 2024
August 8, 2024

Week 3
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
I. OBJECTIVES competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

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
Content Standards strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
EN10WC-Ib-12.1: Identify EN10RC-Ic-2.15.2: EN10VC-Ic1.4/2.4: EN10LT-Ic-2.2: Explain how
features of persuasive texts Determine the effect of Determine how connected the elements specific to a
textual aids like advance events contribute to the genre contribute to the
EN10OL-Ib-3.15: Describe organizers, titles, non- totality of a material theme of a particular
and interpret the ethics of linear illustrations, etc. on Viewed literary selection
public speaking the understanding of a text
Learning Competencies EN10V-Ic13.9: Differentiate EN10LT-Ic2.2.2: Explain the
EN10G-Ib-27: Use reflexive EN10LC-Ic-4: Determine formal from informal literary devices used
and intensive pronouns the implicit and explicit definitions of words
signals, verbal, as well as
non-verbal, used by the
speaker to highlight
significant points
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 I can identify and explain I can analyze the role of textual I can analyze how connected I can identify and
the key features of aids in enhancing the events in a narrative explain the
persuasive texts. comprehension of a text. contribute to its overall literary elements
message and impact. and devices in the
I can describe and I can identify and differentiate story of "Orpheus"
interpret the ethics between implicit and explicit I can differentiate between and describe how
involved in public signals, both verbal and non- formal and informal these elements
Learning Targets speaking. verbal, used by a speaker to definitions of words and use contribute to the
emphasize key points. them appropriately in overall theme.
I can correctly use
context.
reflexive and intensive I can apply their understanding
pronouns in sentences. by analyzing a provided text and
a speech, focusing on the use of
textual aids and signals.

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.
Effect of Textual Aids; and Implicit & Contribution of Events to a Literary Elements/Theme in
Features of Persuasive Explicit Signals, Verbal & Non-Verbal Material’s Totality; and Difference the Selection, Orpheus; and
II. CONTENT Texts; Ethics of Public Used by the Speaker Between Formal & Informal Literary Devices Used
Speaking; and Reflexive & Definitions of Words
Intensive Pronouns
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Learner’s Material/Textbook pages
Link to a TED Talk video: Orpheus:
https://youtu.be/eIho2S0ZahI? https://www.greekmythology
feature=shared .com/Myths/Mortals/Orpheu
s/orpheus.html
Additional Materials from Learning
Resources (LR) portal and other National Geographic articles:
Supplementary Materials https://www.nationalgeographic.
com/

IV. PROCEDURES 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, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

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 Monday Tuesday Wednesday Thursday Friday
A. Engage Objective: Capture students’ · Activity: Show students  Activity: Begin by Objective: Capture
To capture students’ interest and
stimulate their curiosity. Teachers interest by connecting the lesson to two versions of a text: one showing a brief, students’ interest and
present a scenario, question, or problem
to connect with students' prior knowledge
their prior knowledge and with textual aids (titles, thought-provoking stimulate curiosity.
and experiences. experiences. bullet points, images) and clip from The Present.
one without. Ask students: Scenario Presentation:
 1. "What
· Discussion: Ask students Begin with a short, engaging
emotions did
Activity: to quickly scan both video clip or image related to
the clip evoke
Present a persuasive versions and share which the myth of Orpheus. Use the
in you?"
advertisement (e.g., a short one they found easier to resource from YouTube for a
understand and why.
2. "What do you
video commercial) and ask brief overview of the myth.
think is the
students to identify the
· Guiding Questions: significance
elements that make it Ask the question: “How do
persuasive. Discuss what of the events
 How did the you think a hero’s journey
makes the advertisement shown?"
presence or can reflect deep themes in
convincing or appealing.  Discussion: Lead a
absence of textual literature? What elements
brief discussion on
aids affect your might make their story
Guiding Questions: how the clip made
understanding? impactful?”
them feel and what
  What are some they believe the film
o What did you notice challenges you is trying to convey.
about the way the faced when reading Emphasize the role of
advertisement tried to the text without events in building a
persuade you? aids? narrative.
o What emotions or
thoughts did it evoke?

B. Explore Objective: Provide hands-on  Activity: Divide · Activity: Divide students · Activity:
To provide students with hands-on
experiences to investigate and explore experiences to investigate and students into small into small groups and provide
the concept. Students engage in activities explore the concepts of persuasive groups and assign them with a short text (e.g., a  Divide students into
that allow them to observe, question, and
experiment. texts, public speaking ethics, and each group a story or article). Ask them to small groups and
pronouns. different text with identify key events and have them read a
various textual aids discuss how each event short excerpt from
 (e.g., Venn contributes to the overall the myth of Orpheus.
diagrams,  Assign each group a
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 flowcharts, and meaning of the text. different literary
Activity: titles). Have them element to focus on
Break students into small · Guiding Questions:
analyze how these (e.g., setting,
groups and provide them aids help or hinder character, plot) and a
with different persuasive understanding.
1. What are the key literary device (e.g.,
texts (e.g., opinion articles, events in the text?
 Online Resource: metaphor,
speeches, or essays). Each Provide a link to an 2. How does each event symbolism).
group will identify the online interactive influence the
features of persuasive texts article that uses message or theme of
such as ethos, pathos, and multiple textual the material?
logos, as well as any ethical
aids (e.g., National
considerations evident in the · Online Exploration: Use
Geographic articles
text. Additionally, students the Formal vs. Informal
or other
will highlight any reflexive Definitions article. Students
and intensive pronouns educational
resources). will look up the formal and
used. informal definitions of select
 Task: Each group
will prepare a brief words and discuss their usage
Guiding Questions: in different contexts.
presentation on
o How does the how the textual
author/speaker appeal aids in their
to the audience’s assigned text
emotions, credibility, impacted their
or logic? understanding of
o Are there any ethical the material.
issues presented in
the text?
o Can you find examples
of reflexive or
intensive pronouns?

C. Explain Objective: Encourage students to · Activity: After the group · Discussion: Bring the class Group Presentations:
To encourage students to articulate their
understanding and to introduce formal articulate their understanding and presentations, facilitate a together and ask
definitions and concepts. Teachers introduce formal definitions and discussion on the role of representatives from each 1.Each group
facilitate discussions, provide
explanations, and guide students to textual aids in enhancing group to share their findings presents their
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connect their exploration to scientific comprehension. Introduce on the key events. Facilitate a
concepts.
concepts.
formal concepts and discussion on how these findings on the
 definitions related to events contribute to the literary elements
textual aids and their totality of the material and devices they
Activity: effects on reader viewed. explored.
Facilitate a class discussion comprehension.
where each group shares · Mini-Lecture: Introduce 2.Facilitate a
their findings. Summarize · Key Points: the concepts of formal and discussion about
the key features of informal definitions. Explain how these
persuasive texts, the  Textual aids guide how formal definitions are elements and
importance of ethics in readers in typically found in dictionaries devices
public speaking, and the navigating through and are used in academic or contribute to the
correct usage of reflexive a text. professional settings, while theme of the
and intensive pronouns.  They can clarify, informal definitions are more myth. Use a
organize, or conversational. graphic
highlight important
· Examples: Provide organizer, like a
information.
examples of words that have Concept Map to
Concepts to Highlight:  Examples include
both formal and informal visually map out
titles, headings,
o Persuasive Texts: definitions. (e.g., “child” vs. how each
illustrations,
Emphasize the use of “kid,” “automobile” vs. “car”). element
graphs, and
ethos (credibility), Discuss when and why one connects to the
advance organizers.
pathos (emotion), and might be preferred over the theme.
logos (logic) in other.
· Follow-Up: Transition
persuasive writing. Formal Definitions:
into a discussion on
o Ethics in Public communication, focusing
Speaking: Discuss the
1. Provide
on verbal and non-verbal
formal
importance of signals.
definitions of
honesty, respect, and
key literary
integrity when
elements and
addressing an
devices. Use
audience.
resources like
o Reflexive and
Shmoop for
Intensive Pronouns:
explanations.
Explain their
definitions and uses, 2. Discuss how
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 with examples. these
elements are
used
specifically in
the Orpheus
myth to
enhance its
theme.

D. Elaborate Objective: Allow students to apply · Activity: Play a video of · Activity: Assign students Objective: Apply
To allow students to apply their
understanding to new situations and their understanding to new a speech or presentation to write a brief analysis of understanding to new
deepen their knowledge. Students
engage in activities that extend their
situations and deepen their where the speaker uses The Present focusing on how situations and deepen
learning and challenge them to use their knowledge. both verbal and non-verbal connected events contribute knowledge.
new knowledge in different contexts.
signals to emphasize points to its totality. They should
 (e.g., a TED Talk). Ask also use at least three words Creative Writing
students to take notes on in their analysis, applying
Activity: the implicit and explicit both their formal and Have students write a short
Students will write a short signals they observe. informal definitions where myth or story incorporating
persuasive speech on a topic appropriate. the literary elements and
of their choice. They must · Task: After viewing, devices studied. They should
incorporate persuasive students will discuss in · Application: Have students focus on how these elements
techniques (ethos, pathos, pairs the signals they rewrite a formal sentence contribute to their story’s
logos), reflect on ethical identified and how these using informal language, and theme.
considerations, and correctly signals helped to convey vice versa, to demonstrate
use reflexive and intensive the speaker's message their understanding of word Peer Review:
pronouns in their writing. effectively. choice and context.
Pair students to exchange
Guiding Task: and review each other’s
stories. They should use a
o Draft a persuasive
checklist to identify and
speech where you
comment on the use of
convince your
literary elements and
classmates about a
devices.
school-related issue
(e.g., the importance
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 of school uniforms,
extending lunch
breaks).
o Include at least three
reflexive or intensive
pronouns and ensure
your speech aligns
with

E. Evaluate Objective: Assess students' · Activity: Give students a Assessment: Objective: Assess
To assess students’ understanding and
skills, and to provide feedback. Both understanding and provide short text with and without understanding and provide
formative and summative assessments
are used to measure students' learning
feedback. textual aids. Ask them to 1. Formative: Observe feedback.
and progress. write a brief paragraph group discussions and
 comparing their provide feedback on Formative Assessment:
understanding of both their analysis of the
Activity: versions. material’s events and Use a quick quiz on Quizizz to
Have students present their their understanding assess students'
speeches in pairs, followed · Assessment: Provide an understanding of literary
of word definitions.
by peer evaluation using a online quiz or a worksheet elements and devices and
that includes multiple-
2. Summative: Collect
rubric that focuses on their application in the
choice and short-answer and assess students’
persuasive techniques, Orpheus myth.
ethical considerations, and questions focused on written analyses for
pronoun usage. identifying and evaluating their ability to
Summative Assessment:
textual aids and signals connect events to the
Assessment Tools: used by the speaker (e.g., overall meaning and
Assign a short essay where
Google Forms Quiz). their use of formal
students explain how specific
o Rubric Criteria: and informal
literary elements and devices
Persuasive · Rubric: Use a rubric to definitions in
in Orpheus contribute to its
Techniques, Ethical assess students’ appropriate contexts.
theme.
Considerations, understanding of the
Pronoun Usage, and impact of textual aids and
Overall Delivery. their ability to identify
o Quick Quiz: A short 5- verbal and non-verbal
question quiz on
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 reflexive and intensive signals in communication.
pronouns.

Values Integration Objective: Incorporate ethical and · Discussion Prompt: · Discussion: Engage
Incorporating ethical and moral principles
into the curriculum to help students moral principles to develop Emphasize the importance students in a conversation
develop character and positive attitudes
alongside academic knowledge.
character and positive attitudes. of clarity in communication, about the importance of Discussion on Themes:
both in writing and each event in our lives and
Discussion: speaking. Encourage how, much like in Discuss the moral and ethical
Reflect on the ethical students to reflect on how narratives, our actions and themes in the myth of
responsibilities of a public they can use these choices contribute to the Orpheus, such as
speaker. Emphasize the techniques to express their overall impact we have on perseverance, love, and the
importance of honesty, ideas effectively and others. Discuss how being consequences of
respect for the audience, and respectfully in their daily
mindful of the words we disobedience.
the power of words to use (whether formal or
lives.
influence others. informal) can reflect our Encourage students to reflect
· Activity: As part of their respect for others and can on how these themes can
Guiding Question: evaluation, ask students to either build or harm apply to their own lives and
consider how the proper relationships.
decisions.
o Why is it important to use of textual aids and
consider ethics when communication signals can · Reflection Activity: Ask
students to reflect on a time Character Development:
delivering a speech or lead to better
writing a persuasive understanding and when a small event or a
Emphasize the importance of
text? choice of words had a
empathy in conversations, character traits in shaping
significant impact on them
reducing one’s actions and decisions.
or someone else.
miscommunication and Have students reflect on how
Encourage them to share
fostering positive the choices of characters in
how they can apply this
interactions. understanding in their daily myths can offer lessons for
interactions to foster personal growth and
positive relationships and integrity.
communication.

· Ethical Consideration:
Highlight the importance of
honesty and integrity when
defining and explaining
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 concepts to others.
Emphasize that using the
correct language (formal or
informal) according to the
situation is a sign of respect
and responsibility.

I. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
II. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the No. of learners who require additional Did the remedial lessons work? No. of No. of learners who continue to Which of my teaching strategies What difficulties did I encounter which What innovation or localized materials
evaluation activities for remediation who scored learners who have caught up with the require remediation worked well? Why did these strategies my principal or supervisor can help me did I use or discover which I wish to
below 80% lesson work? solve? share with other teachers?
Prepared by: Checked by: Reviewed by: Approved by:

ROSELLE MAE M. RAGUINDIN. LPT KRISTINE FAITH G. ALEJANDRO, LPT JOHN CLYDE M. RANCHEZ, LPT TESSIE C. PASION, MAEd
Subject Teacher Grade School Coordinator Academic Coordinator School Principal

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