 GRADES 1 TO 12 School Dualing High School Grade Level 10-DE JESUS

DAILY LESSON LOG

Teacher : RONALYN CANDIDIER Learning Area ENGLISH 10

Quarter Third

TEACHING DATES AND January 13, 2025 January 14, 2025 January 15, 2025 January 16, 2025 January 17, 2025
2:10-2:55 P.M 2:10-2:55 P.M 2:10-2:55 P.M 2:10-2:55 P.M 2:10-2:55 P.M
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(Summative Test)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and
resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive
pronouns.
B. Performance Standards The learner composes an argumentative essay

C. Learning  Explain the principles  Explain the  Critique a selection  Critique a selection
Competencies/Objectives Write the of formalist criticism principles of using the formalist using the formalist
LC code for each  Critique a selection formalist criticism approach approach
using the formalist  Critique a
approach selection using the
formalist approach
 Give the
importance of
giving critique in a
literary piece

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

II. CONTENT Critiquing a Literary Critiquing a Literary Critiquing a Literary Compose an

Selection: Formalist Selection: Formalist Selection: Formalist Independent
Approach Approach Approach Critique of a Chosen
Selection

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
 materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages ADM Q3 M4 ADM Q3 M4 ADM Q3 M4 ADM Q3 M4

3. Textbook pages Page 1-26 Page 1-26 Page 1-26 Page 1-26

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources TV, Laptop, Answer sheets, Copies TV, Laptop, Answer sheets, TV, Laptop, Answer sheets, TV, Laptop, Answer sheets,
of Short story Copies of Short story Copies of Short story Copies of Short story

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, 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 What is critique? Continuation of reading a What is a formalist Continuation of yesterday’s
presenting the new lesson story….. approach? activity…..

B. Establishing a purpose for Activity 1: What I know! Activity 1:

the lesson Instruction: Read and Instruction: Read and
answer the questions below analyze the introductory
based on your initial part of the story A Day in
knowledge the Country by Anton
of the topic to be discussed. Chekhov (English 10
Learner’s Material pp.279-
284). Answer the
following questions.

(A dark leaden-colored
mass is creeping over the
sky towards the sun. Red
zigzags of lightning gleam
here and there across it.
There is a sound of far-
away rumbling. A warm
wind frolics over the
grass, bends the trees,
and stirs up the dust. In a
minute there will be a
spurt of May rain and a
 real storm will begin.
Fyokla, a little beggar-girl
of six, is running through
the village, looking for
Terenty, the cobbler. The
white-haired, barefooted
child is pale. Her eyes are
wide-open, her lips are
trembling.)
C.Presenting Discussion about the topic Activity 2: I Finally
Formalism or Formalist Found You!
examples/instances for
Approach……. Instruction: Search for
the 10 literary devices
the new lesson and elements analyzed in
a short story based on the
formalist approach.

D. Discussing new Activity 2: Read and Activity 2: Read and Activity 3: Read and Activity 3: Answer the
Critique! Critique! Critique! following question:
concepts and practicing Instruction: Read the story Instruction: Read the Instruction: Reading of
new skills #1 from Benguet and discover story from Benguet and the story “An Hour Kate
the origin of rice and discover the origin of Chopin (1894)”
small streams. Use the rice and small streams.
E. Discussing new table below to analyze the Use the table below to
concepts and practicing selection “The Origin of Rice analyze the selection
new skills #2 and Streams.” Use the guide “The Origin of Rice and
questions provided in Streams.” Use the guide
answering. questions provided in
answering.

F. Developing mastery Activity 3: Activity 3: Activity 4: Activity 4:

 (Leads to Formative Instruction: Draw a happy Instruction: Draw a happy Instruction: Write 5 Instruction: Write 5
face ( ) if the statement face ( ) if the statement words/phrases that words/phrases that appeal
Assessment 3) appeal to your senses to your senses (sight, smell,
describes a formalist critic. describes a formalist critic.
(sight, smell, hearing, hearing, taste, touch).
Otherwise, draw a sad face ( ). Otherwise, draw a sad face taste, touch).
( ).
G. Finding practical
applications of concepts
and skills in daily living

H. Making  Why do we need to  Why do we need  What have you  What are the
learn Formalism or to learn learned from the things to consider
generalizations and Formalist lesson? in giving critique?
Formalism or
abstractions about the Approach?
Formalist
lesson
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
Approach?
supervisors can provide for you so when you meet them, you can ask them relevant questions.

A.I.No.
Evaluating
of learnerslearning
who earned Evaluation: Read and Evaluation: Read and
80% in the evaluation. answer the questions below answer the questions
based on what you have below based on what you
B. No. of learners who learned. Write the letter that
have learned. Write the
require additional activities corresponds to your answer.
letter that corresponds to
for remediation who scored
your answer.
below 80%.
C.J.Did the remedial
Additional lessons
activities No assignment……… Assignment: Read in
work? No. of learners who advance about The
for application for
have caught up with the Story of An Hour Kate
remediation
lesson. Chopin (1894)
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: Checked by: Noted:

RONALYN V. CANDIDIER, T-I CRISTY S. NERA, MT-I DELFIN C. CANAWAY, SP-I

Subject Teacher Department Head School Head