ENG-10-Q2 Nov 14-2024

DAILY LESSON LOG MARINDUQUE NATIONAL Gr.
-10 Aluminum
School: Grade Level:
HIGH SCHOOL Silver, Tin, & Iron
Learning
Teacher: JERRY MARK L. LOGDAT English
Area:
November 14, 2024
Teaching Dates 7:30-8:15/10:00-10:45/ Quarter: 2
and Time: 10:45-11:30/ 11:30-12:15
I. OBJECTIVES
A. Grade Level Standards: The learner demonstrates communicative competence through his/ her
understanding of literature and other text types for a deeper appreciation of
World /Literature, including Philippine Literature.
B. Content Standards: The learner demonstrates an understanding of how world literature and other text
types serve as vehicles for expressing and resolving conflicts among individuals or
groups; also how to use strategies in critical reading, listening, and viewing, and
affirmation and negation markers to deliver impromptu and extemporaneous
speeches.
B. Performance Standard The learner proficiently delivers an argumentative speech emphasizing how to
resolve conflicts among individuals or groups.
C. Most Essential Learning Apply the language features in an exposition
Competency (MELC)/ Learning
Competencies
II. CONTENT Applying the language features in an exposition
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages N/A
2. Learner’s Materials English: Quarter 2 - Module 2: Structures and Language Features of An Exposition |
Pages PDF | Traffic Collision | Traffic (scribd.com)
3. Textbook Pages N/A
4. Additional Materials N/A
from Learning Resource
(LR) portal
B. Other Learning Resources Instructional Materials, Laptop, Chalk, and Blackboard
III. PROCEDURES
Before the Lesson
A. Prayers
A. Preliminary Activities B. Greetings
C. Checking of Attendance
D. Drill/ Energizer
B. Reviewing Previous Lesson Directions: Look at the concept map below and put words, phrases or sentences you
or Presenting the New Lesson can associate with it.
EXPOSITION
C. Establishing a Purpose for

the Lesson
During the Lesson
D. Presenting Examples/ Activity: Dig Deep
Instances of the Lesson Children and Social Media
Like it or not, social media is putting children at risk of crimes, bullying or even
radical views. The Indonesian Child Protection Commission (KPAI) has detected a
rise in the number of crimes perpetrated against children that take advantage of
social media activities, from 100 cases in 2011 to 322 in 2014. The real figure could
be higher, as many cases might have gone unreported or have been swept under
the carpet.
Parents, schools and the state alike are aware of the danger facing children when
they access social media, but there is no consensus yet as to how to work together
to protect kids from harm in the cyber world.
Authorities can block or even ban websites that are deemed to be endangering
children, but information technology has advanced so quickly that such an approach
is ineffective. A thousand websites may be shut down today, but 10,000 sites
carrying the same content will arise tomorrow.
Parents and schools should play the key role in protecting children against adverse
impacts of social media. Either party, however, cannot do it all alone; only if the two
trust and help each other can they fulfill their bid to keep children safe and sound.
Information technology does lead children to new knowledge that will expand their
horizon, but parental and school guidance is crucial.
Source: "Editorial:Children and Social Media," The Jakarta Post,last modified July 25,
2017, https://www.thejakartapost.com/academia
/2017/07/25/editorial-children-and-social-media.html)
Guide Questions:
1. What is the exposition about?
2. What do you feel about the writer’s negative stand about children using social
media?
3. What do you call the underlined words in the text? How about the italicized
ones?
4. Has the article presented only one side of the issue or the other way around?
Prove your answer
5. What do we call a text that presents only one side of an issue?
E. Discussing New Concepts What are the language features of an exposition?
and Practicing New Skills #1 An exposition or argument includes particular language features. Aim to include
some of these features in your exposition.
1. The use of material process. State what happened.
2. The use of relational process. State what is or should be.
3. The use of simple present tense. State the point using simple present tense.
4. The use of transitional signals to show contrast.
5. The use of mental process. State what you think or feel about the issue.
6. The use of connecting words. Connective words link ideas in an argument.
7. The use of emotive words. These are words that causes emotional reaction from
the readers.
8. The use of modal verbs. Modal verbs express the writer’s attitude to the topic. 9.
The use of evaluative language. Evaluative language suggests the degree of approval
or helps compare ideas (e. g. important, best, most, truth, largest, more popular)
10. The use of thinking verbs. Verbs used to express what the writer thinks about
the issue.
11. The use of conjunctions. Conjunctions (or joining words) join one part of a
sentence to another. They link the flow of the argument.
F. Discussing New Concepts Directions: Compose at least three-paragraph exposition article observing the
and Practicing New Skills #2 structures and language features. Be guided by the rubric.
Exposition Writing Rubric
G. Developing Mastery Writing Proper

(Leads to Formative
Assessment 3)
After the Lesson
H. Finding Practical Is writing an essay important to you? How do you say so?
Applications of Concepts &
Skills in Daily Living
I. Making Generalizations and Summary- Today, I have encountered difficulty in answering….
Abstractions about the Lesson Meaning- Based on this, I realized…
Action- From now on, I will...
J. Evaluating Learning The activity is part of the evaluation.
K. Additional Activities for N/A
Application or Remediation
IV. REMARKS
V. REFLECTION
Grade Level/ Number. of Number of Index of Mastery
Section Students Present Passers
A. No. of learners who earned ALUMINUM
80% in the evaluation SILVER
TIN
IRON
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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?
JOJO A. MATRE
Prepared by:
Master Teacher II
JERRY MARK L. LOGDAT
Teacher I
ELENOR M. MALIMATA
MT-II/ OIC-Head, English Dep’t

ENG-10-Q2 Nov 14-2024

Uploaded by

Copyright:

Available Formats

ENG-10-Q2 Nov 14-2024

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ENG-10-Q2 Nov 14-2024

Uploaded by

Copyright:

Available Formats

DAILY LESSON LOG MARINDUQUE NATIONAL Gr.

C. Establishing a Purpose for

G. Developing Mastery Writing Proper

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.