A Young Boy

1. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Daily Lesson Log
School: Canda National High School, Junior High School Dept. Grade Level: 10 Excellence, Commitment, Integrity, Resilience
Teacher: Dr. Jennifer M. Oestar Learning Area: English 10
Quarter: First Teaching Dates and Time: June 3-7, 2019
Session 1 Session 2 Session 3 Session 4 Session 5
1. OBJECTIVES Objective 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 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 a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Competencies/ Objectives At the end of the session,
learners are expected to:
EN10RC-Ia-2.15.2: Determine the
effect of textual aids like advance
organizers, titles, non-linear
illustrations, etc. on the
understanding of a text
EN10LC-Ia-11.1: Get information
that can be used in everyday life
from news reports, speeches,
informative talks, panel discussions,
etc.
At the end of the session,
learners are expected to:
EN10VC-Ia-1.4/2.4: Determine how
connected events contribute to the
totality of a material viewed
EN10LT-Ia-14.2: Explain how the
elements specific to a selection build
its theme
INDEPENDENCE DAY
Non-Working Holiday
At the end of the session,
learners are expected to:
EN10V-Ia-13.9:Differentiate formal
from informal definitions of words
EN10WC-Ia-12.1: Identify features
of persuasive texts
1. CONTENT
 Answering of Module 1:
Pre-Assessment
 Inspiration to Life - Motivational
video of a young boy, an
inspiration to millions.
 Icarus and Daedalus
2. LEARNING PROCESS 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 manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References Celebrating Diversity Through World
Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through World
Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
1. Teacher’s Guide pages
2. Learner’s Materials
pages
Pages 2-5 Pages 6-11 Pages 11-16
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
Literature in K12, Isagani R. Cruz
Ph.D.
Literature in K12, Isagani R. Cruz
Ph.D.
Literature in K12, Isagani R. Cruz
Ph.D.

2. K to 12 English Curriculum Guide
May 2016 Page 199 of 244 Learning
Materials are uploaded at
http://lrmds.deped.gov.ph/.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244 Learning
Materials are uploaded at
http://lrmds.deped.gov.ph/.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
A. Other Learning Resources Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape
and Marker
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and
Marker
D. Copy of the Material
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape
and Marker
3. PROCEDURES These steps should do across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the 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 presenting the new lesson
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
3. Checking of Previous Activities
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
3. Review on the Previous Lesson
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher, the teacher plays a video
clip of the WALKING SONG.
4. The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
UNFREEZING ACTIVITY
To catch students’ attention, the
teacher, the teacher plays a video
clip of the STRETCHING SONG.
1. The teacher gives intruction on
what the students should do during
the song.
The students perform the
activity.
B. Establishing a purpose for
the lesson
REVIEW OF THE PREVIOUS
LESSON
Discovering Personal Challenges
YOUR JOURNEY
Echkart Tolle once said, “When you
lose touch with inner stillness, you
lose touch with yourself. When you
lose touch with yourself, you lose
yourself in the world. Your innermost
sense of self, of who you are, is
Task 6 VOCABULARY SPINNER
Your teacher will give you
instructions on how to play the
vocabulary spinner.

3. inseparable from stillness. I am that
is deeper than your name and form.”
In your previous journeys, you have
been provided with a lot of
opportunities to explore and improve
yourself. Now that you are in the final
stage of your junior high school
years, what this lesson promises is to
teach you how to increase your
effectiveness in responding to
problems which challenge your
innermost sense of self, your “I am
that is deeper than your name and
form.”
In this lesson, you’ll answer one
enduring question about life, that is,
“How does discovering personal
challenge create a deeper
understanding of your innermost
sense of self?”
How do personal challenges
make you a better person?
Task 7 OF FLIGHT AND LIGHT
Discussion of Icarus and
Daedalus
By Nick Pontikis
C. Presenting
examples/instances of the new
lesson
PRETEST-MODULE 1
General Directions: Read each
item carefully and follow directions.
Write the letter of the most
appropriate answer on your answer
sheet.
See pages 2-5.
YOUR INITIAL TASKS
Task 1 BLOCKS THAT BLOCK
Each block represents a saying or
well-known phrase. Identify the
phrase or idiom graphically
presented in each square. Write your
answers on the space provided
below.
Answers:
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
Task 8 FACTS AND DETAILS
1. Who hires Daedalus?
2. What does Daedalus design
to hold the Minotaur?
3. What does Daedalus invent to
help him and Icarus escape
from the Labyrinth?
4. What does he warn Icarus not
to do?
5. What happens to Icarus?

4. D. Discussing new concepts
and practicing new skills #1
CONTINUATION PROCESSING QUESTIONS
1. What is your overall impression
about the phrases above?
2. How do they reflect realities in
life?
Task 9 WHAT’S GOING ON?
1. Why did Minos imprison
Daedalus in the Labyrinth?
2. Why did Minos think that, if
Daedalus can’t find his way
out, “so much the better”?
3. Minos tells Icarus that the
plan is dangerous. Why does
he want them to take this
risk?
4. Why did Daedalus leave his
wings on the altar of Apollo?
Why wouldn’t he want to fly
some more?
E. Discussing new concepts
and practicing new skills #2
CHECKING OF OUTPUT
1.Have the students exchange
papers for the checking of their work.
The teacher will discuss on ho wthey
arrive to those answers..
Task 2 YOU’VE GOT A FRIEND
Remember the time when you were
weak and low. Fill out the speech
balloons with your experiences in life
that have to do with your responses
in Task 1.
Share your work with your
classmates.
CONTINUATION.. Task 11 FACT OR NOT
Tell whether the statement is a fact
or not. Draw WINGS before each
number if the statement is a fact and
SUN if otherwise.
_______ Daedalus was an inventor.
_______ King Minos wanted to kill
the Minotaur.
_______ It would be easy to find
your way out of the Labyrinth.
_______ Icarus design his own
wings.
_______ The wings were made of
chicken feathers.
F. Developing mastery
(Leads for Formative
Assessment 3)
Task 3 WATCH AND LEARN!
Watch the video carefully and
answer the questions to be asked by
your teacher.
CONTINUATION..

5. Inspiration to Life - Motivational video
of a young boy, an inspiration to
millions.
Source:
https://www.youtube.com/watch?v=
b_N_dYRb4_4
Task 4 “I THINK”
Use the chart to jot down your
answers to the three questions.
G. Finding practical
applications of concepts and
skills in daily living
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
Task 5.2 THE GUIDING PATH
Read carefully the succeeding text.
Let the chart below be your guide in
reading the text.
Processing Questions:
1. What are some myths that you have
read?
2. What makes these stories a myth?
A myth is an ancient story
created to explain natural events. Gods,
goddesses, and heroes are among the
characters in myths. In addition to
explaining events in nature, some myths
also present a lesson on how to live, or
serve as a warning to follow the rules of
the society.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
H. Making generalizations and
abstractions about the lesson
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson
DIGGING DEEPER
1. Have the students summarized
what they have learned for
today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson
I. Evaluating learning CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
CHECKING, RECORDING,
SUGGESTING
1.The teacher checks and records
students work.
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and
records students work.

6. 2. The teacher makes necessary
comments or suggestions on the
students’ output.
2.The teacher makes necessary
comments or suggestions on the
students’ output.
2. The teacher makes necessary
comments or suggestions on the
students’ output.
2. The teacher makes necessary
comments or suggestions on the
students’ output.
J. Additional activities for
application for remediation
AGREEMENT/REMINDERS
Your target output at the end of this
lesson is a concise oral report
about cyberbullying and the criteria
for assessment will be verbal skills,
nonverbal skills, and content of the
presentation.
AGREEMENT/REMINDERS
Task 5.3 ANTICIPATION-
REACTION GUIDE
Accomplish the Story Anticipation-
Reaction Guide below:
1. Before reading – read the
statements in the table on the
next page and check the
column that corresponds to
your response.
2. After reading – review your
answers and write in the last
column whether you were right
or wrong.
Task 10 DIGGING DEEPER
1. In a short paragraph, describe
how Daedalus planned to
escape from the island prison
of Crete.
2. Do you think Daedalus’s plan
is a good one? Explain your
answer.
3. Which events in the myth
could have happened in real
life?
4. If you had access to building
resources and materials, how
would you design a flying
machine to help you escape
from the island prison of
Crete?
4. REMARKS
5. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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.
B. No. of learners who require
additional activities for
remediation.
MODULE 1: Overcoming
Challenges
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require.
E. Which of the teaching strategies
worked well? Why did these work?
F. What difficulties did I
encountered 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?

7. (Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by: Checked by:
DR.JENNIFER M. OESTAR ALODIA A. ALBESTOR
Teacher in English 10 Coordinator in English
Noted by:
ALLAN E. DATA
Principal II
Narrative Reflection