School Grade Level Grade 10

Learning
DAILY Teacher English
Area
LESSON LOG Teaching Dates and Time Quarter First

Monday Tuesday Wednesday Thursday Friday

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
I. OBJECTIVES 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.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also
A. Content Standards 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.
Enabling Objectives: Enabling Objectives: Enabling Objectives: Enabling Objectives: Enabling Objectives:
1. Assess the students' 1. Use information from 1. Use information from 1. Use information 1. Use information from
prior knowledge. news reports that can speeches that can be from informative panel discussions that
2. Identify the student’s be used in everyday used in everyday life. talks that can be can be used in
strengths and life. 2. Promote the interest used in everyday everyday life.
weaknesses on certain 2. Promote the interest and sense of life. 2. Promote the interest
topics; and and sense of responsibility in 2. Promote the and sense of
responsibility of the validating the quality of interest and sense responsibility in
3. Recognize the least
learners in validating information needed in of responsibility in validating the quality
and most mastered items
the quality of academic and personal validating the of information needed
of the test.
information needed in use by identifying the quality of in academic and
C. Learning Competencies /
academic and types of speech information personal use by
Objectives
Write the LC code for each personal use by according to purpose. needed in managing a panel
writing news. 3. Develop the abilities to academic and discussion.
3. Develop the abilities organize information personal use by 3. Develop the abilities
to organize and construct it into a composing a to organize
information and text. descriptive information and
construct it into a speech. construct it into a
text. 3. Develop the text.
abilities to
organize
information and
construct it into a
text.
Recognizing Information Organizing Panel
Constructing Personal
II. CONTENT English 10 Pre-test Writing New Report from Contextualized Discussion in Making
Informative Speech
Speech Decisions
III. LEARNING 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

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RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1.Teacher’s Guide pages English MELCS page 192 English MELCS page 192 English MELCS page 192 English MELCS page 192 English MELCS page 192
2.Learner Material’s pages
Celebrating Diversity Celebrating Diversity Celebrating Diversity Celebrating Diversity
through World Literature through World Literature through World Literature through World Literature
3.Textbook pages
4.Additional Materials
from Learning Resource Grade 10 SLM Grade 10 SLM Grade 10 SLM Grade 10 SLM
(LR) portal
Copies of Test Papers,
B. Other Learning Resources PPT PPT PPT
Pen, and Paper
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
IV. PROCEDURES 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.
The teacher discusses (ELICIT) (ELICIT) (ELICIT) (ELICIT)
the reminders while  The teacher asks the  The class will have a  The class will have a  The class will have a
taking the test. students to recall recap about the recap about the recap about the
their favorite news previous lesson, News previous lesson, previous lesson,
reporter or anchor. Writing. Recognizing Constructing Personal
A. Reviewing yesterday’s Then, asks the Information from Speech.
lesson or presenting following questions: Contextualized
the new lesson 1. How did he/she Speech.
(ELICIT) craft the content
of his/her report?
2. Is the information
he/she reported
reliable and/or
credible?
B. Establishing a purpose Distribution of test (ENGAGE) (ENGAGE) (ENGAGE) (ENGAGE)
for the lesson papers  The teacher will let  The teacher will start by  The students will read Task #1
(ENGAGE) the students to saying: “We have the speech, Excerpt  The students will be
imagine that they are different strengths and from Marie Curie’s grouped into 5.
the said reporter ask weaknesses. speech on the  They will collect
the following Sometimes, those discovery of radium. information from
questions: weaknesses can make They will take down group members on
1. How will you begin us feel worthless. But important notes as the issue of students’
your news report? rediscovering and they go along and capability in modular
2. Which information recreating yourself can answer the questions – distance learning.
will you include in transform you into an that follow.
the middle extraordinary
section? individual.”

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3. How will you end
your report?
4. What do you need
to remember
about using
paragraphs in
news reports?
Reading of general (ENGAGE) (ENGAGE) (ENGAGE) (ENGAGE)
instructions.  After which, the  The student will read  Students will share
teacher will lead the the speech that will what they have
C. Presenting examples/ students to Task #1. help them reflect on collected to the class.
instances of the new
(Refer to attachment) their self-worth by Eden
lesson (ENGAGE)
Grace C. Yungco,
“Overcoming Personal
Challenges”, 2020.
Test proper (EXPLORE) (EXPLORE) (EXPLORE) (EXPLORE)
 The students, after Task #1: After reading the Task #1:  After the interview
they have gone speech, the students Comprehension and sharing, students
through the process answer the following Questions: Based on will answer the
of developing ideas questions. Marie Curie’s speech, following questions:
and collecting and 1. What type of speech answer the following 1. How was your
organizing was used by the author? questions below. experience in
information, will use Why do you say so? 1. What did Marie Curie interviewing your
the information they 2. What is its purpose? discover? group members?
D. Discussing new have gathered in 3. How does this 2. What did she find out 2. Did you find it
concepts and composing a news information lead you to about uranium difficult to gather
practicing new skills report to go with the your conclusion? compound? their answers?
#1 (Leads to
headline. They will 3. How old was radium 3. Have you come up
Formative Assessment
1) (EXPLORE) use the questions that when she discovered it? with a unifying
they crafted out of 4. When did she engage idea to discuss the
each answer to herself in working on certain issue?
decide what order uranium rays?
they will put the 5. Who discovered the
information in. uranium rays?
 The teacher will lead
the students to Task
#2. (Refer to
attachment)
E. Discussing new Checking (Dictation of (EXPLORE) (EXPLORE) (EXPLORE) (EXPLORE)
concepts and answers) Task #2: Based on the
practicing new skills speech, answer the

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#2 (Leads to following questions. Write
Formative the letter of the correct
Assessment 2) answer. (Refer to
(EXPLORE) attachment)
F. Developing mastery Assessment of the test (EXPLAIN) (EXPLAIN) (EXPLAIN) (EXPLAIN)
(Leads to Formative results.  The teacher presents  The teacher leads the  The teacher leads the  The teacher leads the
Assessment 3) the guidelines and discussion on the 4 discussion on discussion on Panel
(EXPLAIN) parts of a news types of speech Informative Speech Discussion.
report. according to purpose. and its types.
G. Finding practical Perform Item Analysis (ELABORATE) (ELABORATE) (ELABORATE) (ELABORATE)
applications of  The teacher leads the  The teacher leads the Task #2: Task #2:
concepts and skills in students to Task #3. students to Task #3.  The students are  Imagine you are one
daily living (Refer to attachment) (Refer to attachment) tasked to think of a of the classroom
(ELABORATE)
person, place, or officers and you need
thing that they would to address the issue
like to describe for of imposing fines for
their descriptive not wearing school
essay. They will come uniform and ID.
up with words or  Construct three-five
phrases that best (3-5) statements
describe their chosen about the problem
person, place, or about how you will
thing. They have to help manage the
make sure to be session regarding the
specific and detailed certain issue.
with their description.
Be guided by the
following criteria.

H. Making Identify the HS, LS, (ELABORATE) (ELABORATE) (ELABORATE) (ELABORATE)

generalizations and MEAN, and PL of the  Students answer Task
abstractions about diagnostic test. #5:
the lesson Directions: Fill in the
(ELABORATE blanks with the
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appropriate word that
best completes the
statement.
1. The _______ informs the
reader of the most
important aspects of the
story as soon as possible.
2. The ______ contains the
less important
information which is
often omitted by the
newspaper editor if there
is not enough space left
in the newspaper.
3. A/an ______ is the
structure of the news
report.
4. The _____ gives more
details and provides
more information about
the WHY and HOW of the
story.
5. ___ a heading at the
top of an article or page
in a newspaper or
magazine.
I. Evaluating learning Use the result of the item (EVALUATE) (EVALUATE) (EVALUATE) (EVALUATE)
(EVALUATE) analysis for proper lesson  Read the following Identify the following Complete the paragraph Fill in the blanks with the
planning. part of the news examples according to text below by giving correct answer to
story. Identify what types. Write I for appropriate answers to complete the sentence.
part it is. Informative, P for what you have learned 1. A ___________ is like a
1. “The million-to- Persuasive, E for from the lesson. meeting or
one shot came in. Entertainment, and D for convention that
Hell froze over. Demonstrative. In this lesson, I have addresses certain
The month of _____1. College professor learned that informative issues or problems
Sundays hit the lecturing on a specific talks or speeches have with a group of
calendar. Don topic during a class. different types. It may be people.
Larsen today _____2. A lawyer giving a __________, __________, 2. A ____________ needs
pitched a no-hit, closing argument a _________, or __________. to have a broad
no-run, no-man- court, arguing about This will help me in perspective and point
reach first game whether the defendant _________________________. of view to discuss a

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in a World Series.” is innocent or guilty of certain issue.
2. Dead Body Found the crime. 3. A panel should be
at the Museum: _____3. Chefs describing small and ___________
Curator Suspected how to prepare a recipe. so that it would be
For items 3-5, briefly _____4. Tutors explaining easy to manage.
describe the factual how to solve 4. It is much better to
content of the story: mathematical plan the _____________
3. Who (is involved)? equations. ahead of time to
4. What (took _____5.Speeches given by prepare for
place)? maids of honor or best unexpected topics
5. When (did it take men at weddings. that may arise during
place)? the discussion.
5. A good panel member
prepares ____________
phrases to avoid the
long-winded and
lengthy topics.
J. Additional activities For absent students: (EXEND/EXPAND) (EXTEND/EXPAND) (EXTEND/EXPAND) (EXTEND/EXPAND)
for application or Diagnostic test will be ASSIGNMENT: ASSIGNMENT: ASSIGNMENT: ASSIGNMENT:
remediation given once present in Select one from the Below is an excerpt of Compose a three- Imagine you are the
(EXTEND/EXPAND) class. categories that might be speech entitled “Dreams moderator of a panel
paragraph descriptive
created using the Do Come True” delivered speech. Be guided by discussion. Based on the
newspaper, such as by Sen. Manny Pacquiao at the following criteria. activity above, (Task #2),
Countries, Weather Oxford University”. assume you have heard
Events, Sports Events, Create five (5) sentences and gathered the point of
Fashion Trends, Movies from the speech below that views of your members.
and Science and show how the speaker Make a solution or
Technology Updates. persuades his/her resolution of at least five
Search the newspaper for audience. (5) sentences as the
information related to the basis of your decision-
category that you have making.
chosen and write a report
for the radio or TV about
the said information.
Don’t forget to validate
your news report. Make
sure it’s truthful, fair,
balanced, and A copy of the speech will be
interesting. Write your provided to the students.
News Report on another
sheet of paper. Be guided

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by the following criteria.

V. 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?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative assessment
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
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: Reviewed by: Checked by: Noted: