Republic of the Philippines

Department of Education
REGION XII-SOCCSKSARGEN
SCHOOLS DIVISION OF GENERAL SANTOS CITY
GENERAL SANTOS CITY NATIONAL SECONDARY SCHOOL OF ARTS AND
TRADES
TIONGSON STREET, BARANGAY LAGAO, GENERAL SANTOS CITY

School GSCNSSAT Grade Level 10

10-
Grades 1 to 12 Teacher EICESS KIM S. MEDEL Section BUBUN
DAILY N
LESSON LOG Teaching Dates JANUARY 24, 2025 Learning Area ENGLIS
Time 3:30-4:15 PM Quarter 3

I. OBJECTIVES
Content Standards:

The learner demonstrates communicative competence through

his/her understanding of literature and other texts types for a
deeper appreciation of World Literature, including Philippine
Literature

A. Grade Level Standard Performance Standards:

The learner demonstrates the ability to analyze, critique, and

communicate their understanding of various literary texts and
effectively presenting a well-structured critique. Additionally, the
learner should engage in meaningful discussions, using clear and
precise language to support their analyses.

B. Most Essential Learning Compose an independent critique of a chosen

Competencies (MELC) selection (EN10WC-IIIg-14)
At the end of the lesson, the students will be able to:
a. Identify the ways on how to compose a closing paragraph in the
Objectives text;
b. Write an independent critique of a chosen selection

II. CONTENT
III. LEARNING RESOURCES
A. References
K to 12 Basic Education Curriculum Junior High School
1. Teacher’s Guide pages 3rd quarter
Title: Critiquing Selection
2. Learner’s Materials pages Pages: 385-389
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
PPT, graphs, charts, pictures, illustration board, hand-outs
B. Other Learning Resources
You can include the source from the internet
V. PROCEDURES
Preliminaries
a. Prayer
b. Greetings
c. Checking of Attendance
d. Classroom Rules

A. Reviewing previous lesson or Questions:

presenting the new lesson 1. What are three main ways on how to compose an independent
critique?
2. What are the three components of introductory paragraph?
3. What are the nine points to consider in writing development
B. Establishing a purpose for paragraph?
the lesson. 4. How to write a closing paragraph?

Motivation part: Activity 1: “Paragraph Puzzle”

 Instructions: Arrange jumbled sentences to form a

coherent closing paragraph.

Jumbled Sentences:

1. With determination and perseverance, every challenge can

be transformed into an opportunity.
2. In this journey, you will discover that success is not merely
about reaching the destination but enjoying the process.
3. Always remember, no goal is too big or too far to achieve.
4. Believe in yourself, and the possibilities are limitless.

Closing Paragraph:

Always remember, no goal is too big or too far to achieve. With

determination and perseverance, every challenge can be
transformed into an opportunity. Believe in yourself, and the
possibilities are limitless. In this journey, you will discover that
success is not merely about reaching the destination but enjoying
the process.

Question:
What steps should you consider when crafting a closing
paragraph to leave a lasting impression on your readers?

- Reading of the objective

A
C. Presenting Activity 2: Identify Me!
examples/instances of the new
lesson. Instructions: Kindly refer to the first activity “Paragraph Puzzle”.
Show a closing paragraph and instruct them to identify the ways
on how to write a coherent closing paragraph.

Identify the ways:

1. restatement of main idea
2. insight
3. strong statement

A closing paragraph typically consists of 3 to 5 sentences. The

number of sentences can vary depending on the length and
complexity of the writing, but a well-crafted closing paragraph
should include:

To make an effective closing paragraph, follow these ways:

1. Restate the Main Idea

Summarize the key points or thesis statement without repeating

the exact words. Emphasize the central idea or purpose of the
writing.

2. Provide Insight or Reflection

Add a final thought, reflection, or a new perspective that ties the

discussion together and leaves an impact on the reader.

3. End with a Strong Statement

Conclude with a powerful sentence, such as a call to action, a

memorable quote, or a thought-provoking idea that resonates with
the reader.

Example:

"Perseverance is the key to overcoming obstacles and achieving

long-term goals. Even in the face of failure, persistence fuels
growth and transforms challenges into opportunities. So, embrace
perseverance, and you’ll unlock the doors to success you never
thought possible.

Legend:
 Yellow: Restatement of the Main Idea

Green: Insight

Light Blue: Strong Statement

Activity Proper 1: Let’s Critique – “Debate”

D. Discussing new concepts
and practicing new skills #1 Directions: To assess students’ understanding of the short story
“Love and Time”, divide the class into two groups. Group 1 will
represent the Government side, and Group 2 will represent the
Opposition side. Each group will defend their stand on the
assigned topic.

Topic: Was it fair for Love to depend on Time to heal their

pain and find happiness?

Guidelines:
 Government Side Stand: The Government side argues that
it was fair for Love to depend on Time because… (Provide
your evidence)
 Opposition Side Stand: The Opposition side argues that it
was not fair for Love to depend on Time because…
(Provide your evidence)
 Each group should provide evidence and examples from
the story to support their arguments.
 Rebuttals are encouraged to challenge the opposing
group’s points.
 Be respectful and concise in presenting ideas.

Debate Rubric:

Criteria 5 4 3 Score:
Content and Strong, relevant Relevant Arguments lack
Evidence arguments with arguments with clarity, relevance,
clear examples some examples, or adequate
from the story though not always support from the
that fully support fully developed. story.
the group’s stand.
Rebuttals Logical, well- Counterargument Counterargument
constructed s are valid but lack s are weak or fail
counterargument depth or fully to address the
s that effectively addressing the opposing side
challenge the opposing side’s effectively.
opposing side’s points.
points.
Delivery and Ideas are Presentation is Presentation is
Clarity presented clear but may lack unclear,
confidently and consistent disorganized, or
clearly, engaging confidence or lacks confidence.
the audience with engagement.
a strong tone and
language.
 Respect and Professional and Mostly respectful Disrespectful or
Decorum respectful interactions with unprofessional
interactions minor lapses in behavior detracts
between groups, tone or from the debate.
with constructive professionalism.
criticism delivered
tactfully.

Total points: 20 points

E. Discussing new concepts and Activity Proper 2: Let’s critique: “Love and Time”
practicing new skills #2
Directions: Divide the students into six. Teacher provides a
sample of an independent critique each group and students will
collaborate share ideas on how to do it. Then, for individual
activity, they will write an independent critique about “Love and
Time” applying the steps in composing a well-structured
independent critique. Write your critique on 1 whole sheet of
paper.

F. Developing mastery (Leads Refer to Activity Proper 1 and 2:

to Formative Assessment) Teacher check their output through the given rubric in activity
proper 1 Let’s Critique – “Debate”.
Rubric for Independent Critique Writing (Total: 20 points)

Criteria Excellent (5) Proficient (4) Developing (3) Needs

Improvement (2)
Introduction Provides a Provides an Introduction is Introduction
compelling introduction with a present but vague missing or unclea
introduction with a thesis, but lacks or incomplete.
clear thesis strong
summarizing the engagement or
critique. clarity.
Analysis of Thoroughly Analyzes most Limited analysis Little to n
Components analyzes key story story elements with minimal or analysis, wi
elements (e.g., with some generalized unsupported
characters, setting, supporting details supporting details. unrelated points.
theme, conflict, but lacks depth in
resolution) with certain areas.
strong support
from the text or
film.
Critical Thinking Demonstrates Demonstrates Some attempt at Lacks critic
excellent insight good insight but critical thinking but thought
and evaluates the may lack depth or ideas are basic or evaluation; idea
story’s deeper connections to the surface-level. are unclear or o
meaning, themes, story’s deeper topic.
or relevance themes.
effectively.
Organization and Well-organized Organized but may Some organization Disorganized wi
Structure critique with logical have minor issues but lacks clear unclear structu
flow, clear with flow or transitions or or lack
paragraphs, and paragraph logical transitions.
transitions. structure. progression.
Application of Fully applies all Applies most steps Attempts to apply Fails to apply th
Lesson Steps the steps learned from the lesson lesson steps but steps or show
in the lesson to but may miss omits several key minimal effort
create a polished minor elements. elements. following th
critique. lesson guidelines
Mechanics Nearly error-free; Few errors that do Several errors that Frequent erro
(Grammar, polished writing. not interfere with may interfere with that hind
Spelling, and understanding. clarity. comprehension.
Punctuation)
 Scoring Guidelines:

 Excellent: 18–20 points

 Proficient: 15–17 points
 Developing: 10–14 points
 Needs Improvement: Below 10 points

G. Finding practical applications Directions. The application is based on their output in activity
of concepts and skills. proper 2: Let’s Critique: Love and Time. Student will also answer
the following question:

Guide Question: "How does the interaction between Love and

Time in the story highlight the deeper connection between
patience and personal growth, and in what ways can you apply
this understanding to a real-life challenge or relationship you are
currently facing?"

H. Making generalizations and Question:

abstractions about the lesson How does the way a closing paragraph is composed impact the
overall effectiveness of a critique, and how can you apply this
understanding to improve your own ability to analyze and
conclude your thoughts in writing?

I. Evaluating Learning

Assessment based on the results of Activity Proper 2: 'Let’s

Critique: ‘Love and Time’'.

1J. Additional activities for Activity 2: Pair Review Session

application or remediation
Directions: Exchange your critique from Activity Proper 2 with
your pair. Read their critique carefully and provide constructive
feedback on:

 The clarity of their arguments.

 The effectiveness of their analysis.
 The use of specific examples from the text or film to
support their critique.
 Any areas where they could further improve their critique
writing.

After receiving feedback, revise your critique based on your pair's

suggestions.

V. REMARKS
V1 REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored blow
80%
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 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 used/discover
which I wish to share with other
teachers?

Prepared by:

EICESS KIM S. MEDEL

Pre-Service Teacher

Checked by:

HERMIE C. AKIATAN
Cooperating Teacher

Concurred by:

FEBELYN M. ERAMIS
MT-I/Supervising Teacher