School BAYAMBANG NHS Grade Level GRADE 10

Teacher Mrs. Elma M. Campo Learning Area ENGLISH

Teaching Dates and Time October 15 -19, 2018 Quarter SECOND

GRAD Grade 10
10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx
DAILY LESSON LOG

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as vehicles of 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 Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

C. Learning Use juncture correctly in a sentence

Competencies/
Objectives Know how to put primary stress in a words At least 75% of the students must At least 75% of the students
(Write the LC for each.) pass the periodical exam must pass the periodical exam
Differentiate rising and falling of the voice
correctly

II. CONTENT Module2 Establishing

Solidarity
First Periodical First Periodical
Long Test for the Second Quarter Examination Examination
Review 1st Day 22nd Day

Stress, Intonation, and Juncture

III. LEARNING RESOURCES

A. References LM

1. Teacher’s Guide
pages

2. Learner’s Materials 136

pages Test papers Test papers Test papers
 1. Additional Materials from
the Learning Resource
Portal

B. Other Learning Resources https://www.learning-english-

online.net/pronunciation/stress-and-
intonation/

https://www.uv.es/anglotic/phonology/supr
asegmental_phonology/juncture_exercise

IV. PROCEDURES

A. Reviewing previous Review Stress Prayer Praying Praying

lesson or presenting a new Intonation Checking of attendance
lesson Juncture Checking of attendance Checking of attendance

B. Establishing a purpose for
the lesson ( Motivation )
The teacher will tell the students that they are
going to review for the preparation of their
periodical exam.
Tell the students that they are going
to take their long test exam.
Tell the students that
periodical examination is
20% of their grades instruct
them to read carefully before
writing their answers.
Tell the students that periodical
examination is 20% of their grades
instruct them to read carefully
before writing their answers.

C. Presenting examples/ Give them some words Checking of attendance

instances of the new Giving and reading
lesson And let them put proper stress Giving and reading directions. directions.
Condolence

Elementary

Juncture: Let them read and choose the correct

answer

1. a. It sprays so be careful

b. It’s praise s be careful

2. a. He said I stink. b. He said “ iced ink’’

3. a. Well own a lot b. We loan a lot.

1.
 2.

D. Discussing new concepts Intonation

and practicing new skills
#1 Give examples and let the students Test proper Test proper Test proper
determine whether the intonation is rising or
falling

E. Discussing new concepts Please refer to the visual aids

and practicing new skills
#2

F. Developing mastery

G. Finding practical
applications of concepts and
skills in daily living

H. Making generalizations and Intonation- rising and falling of the voice Giving long test before the periodical Giving periodical exam measures Giving periodical exam measures the
abstractions about the exam boast the confidence of the the retention of the students it retention of the students it also help the
lesson Stress- where the accent should be emphasize students to have a good result of the also help the teachers to measure teachers to measure the mastery of each
exam. the mastery of each students to students to the competencies intended for
Juncture-the manner by witch voice come together the competencies intended for the the second quarter.
second quarter.

I. Evaluating learning
Please refer to the visual aids prepare for the review. Checking the long test exam.

( Assignment )

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who earned 80% in
the evaluation

C. No. of learners who require

additional activities for remediation

D. Did the remedial lessons

work? No. of learners who have
caught up with the lesson

E. No. of learners who

continue to require
remediation

F. Which of my teaching
strategies work well?

G. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

H. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I
 School BAYAMBANG NHS Grade Level GRADE 104

Teacher Mrs. Elma M. Campo Learning Area ENGLISH

Teaching Dates and Time September 3-7, 2018 Quarter SECOND

GRAD Grade 10
9:45-10:45 7-Aquino 10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx
DAILY LESSON LOG

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

II. OBJECTIVES

I. Content Standards The learner demonstrates understanding of how world literature and other text types serve as vehicles of 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.

J. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
III. LEARNING
RESOURCES

2. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Additional Materials from

the Learning Resource
Portal

4. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson 1.

or presenting a new lesson

B. Establishing a purpose for

the lesson ( Motivation )

5. Presenting examples/
instances of the new
lesson

6. Discussing new concepts 1.

and practicing new skills
#1
 7. Discussing new concepts
and practicing new skills
#2

8. Developing mastery

9. Finding practical
applications of concepts and
skills in daily living

10. Making generalizations and

abstractions about the
lesson

11. Evaluating learning

12. Additional activities for 1.

application of
remediation
( Assignment )

V. REMARKS

VII. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who earned 80% in

the evaluation

C. No. of learners who require

additional activities for remediation

K. Did the remedial lessons

work? No. of learners who have
caught up with the lesson
L. No. of learners who
continue to require
remediation

M. Which of my teaching
strategies work well?

N. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

O. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I

School BAYAMBANG NHS Grade Level GRADE 10

 GRAD Grade Teacher Mrs. Elma M. Campo Learning Area ENGLISH
10 Teaching Dates and Time August 13-17 , 2018 Quarter FIRST
DAILY LESSON LOG 9:45-10:45 7-Aquino 10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

P. OBJECTIVES

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 more or less in persuasive texts, different forms of modals,
reflexive and intensive pronouns

A. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards

B. Learning
Competencies/
Check and review the long test given in first At least 75% of the students At least 75% of the students must
Objectives Used Modals correctly
quarter must pass the periodical exam pass the periodical exam
(Write the LC for
each.)

II. CONTENT Module 1 Overcoming Challenges

Lesson 3 Capitalizing on Strengths and Recognizing our

Weaknesses
First Periodical
Reviewing and Checking the Long Test First Periodical
Reviewing Modals and their Uses Examination
Examination 2nd Day
1st Day
prepared

IV. LEARNING Test papers

Test papers Test papers
RESOURCES

A. Reference
s
 1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Additional
Materials from the
Learning Resource
Portal

B. Other Learning https://www.englishpage.com/modals/

Resources interactivemodal8.htm

IV. PROCEDURES

A. Reviewing previous Ask the students about the test given last Let the students use the following Praying Praying
lesson or presenting a Friday especially their assessment to it modal verbs in a sentence
new lesson Checking of attendance Checking of attendance
may/might shall/should

can/could must

B. Establishing a purpose Tell them that they are going to check at the Tell the students that they are going to Tell the students that Tell the students that periodical
for the lesson ( same time review the test for their have a further review about modals periodical examination is examination is 20% of their grades
Motivation ) preparation to the periodical exam. 20% of their grades instruct instruct them to read carefully
them to read carefully before writing their answers.
before writing their
answers.

C. Presenting examples/ . Distribution of test paper Let them answer the exercises given below
instances of the Giving and reading
1. Ted's flight from Amsterdam took more Giving and reading directions.
new lesson . Checking and review proper directions.
than 11 hours. He must be exhausted after
such a long flight.

2. The book is optional. My professor said

we could read it if we needed extra credit.
But we don't have to read it if we don't want
to.

3. Susan couldn't hear the speaker

 because the crowd was cheering so loudly.

4. The television isn't working. It must have

been damaged during the move.

5. Kate: Can you hold your breath for more

than a minute?

C. Discussing new
concepts and
Test proper Test proper
practicing new
skills #1

D. Discussing new 1. 1
concepts and .
practicing new
skills #2

E. Developing More exercises in modals

mastery

F. Finding practical
applications of
concepts and skills in
daily living

G. Making Reviewing before periodical exam prepares the Giving periodical exam
generalizations and learners to have enough knowledge during the measures the retention of the
abstractions about exam. students it also help the teachers
the lesson to recognize the mastery of each
students to the competencies
intended for the first quarter.
Giving periodical exam measures the
retention of the students it also help the
teachers to recognize the mastery of each
students to the competencies intended for
the first quarter.

H. Evaluating learning Give modals and their uses

I. Additional activities Review modals and their uses

for application of
remediation
( Assignment )

V. REMARKS

VI. REFLECTION
 A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who earned

80% in the evaluation

C. No. of learners who require

additional activities for
remediation

D. D. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. No. of learners who

continue to require
remediation

F. Which of my teaching
strategies work well?

G. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

H. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I

GRAD Grade 10 School BAYAMBANG NHS Grade Level GRADE 10

 DAILY LESSON LOG Teacher Mrs. Elma M. Campo Learning Area ENGLISH

Teaching Dates and Time August 20-24 , 2018 Quarter FIRST

9:45-10:45 7-Aquino 10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

I. OBJECTIVES

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 more or less in persuasive texts, different forms of modals, reflexive and intensive pronouns

B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards

C. Learning
Competencies/ To get the frequency of correct
At least 75% of the students must pass the
Objectives response and score of the first Give a remedial test
periodical exam Check the periodical correctly
(Write the LC for periodical exam
each.)

II. CONTENT Item Analysis

Giving Remedial
First Periodical First
Test to Those Students
Examination 2nd Day Checking of Periodical Examination Periodical
who Scored Very Low
Examinati

III. LEARNING Test papers

Test papers Test papers Test papers
RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Additional Materials
from the Learning
Resource Portal
 B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous Praying Ask the students about the periodical exam Ask the students if they are familiar
lesson or presenting a new with the term item analysis.
lesson Checking of attendance e.g. 1. the easiest and the most difficult

2. some factors that affect their

concentration while taking the test

B. Establishing a purpose for Tell the students that periodical examination is 20% of Tell the students that they are going to Tell the students that they are Tell the students that they are going to take
the lesson ( Motivation their grades instruct them to read carefully before check their papers and instruct them also going to analyze each item of the the same test for the remedial, the score will
) writing their answers. to be honest in checking. test if how hard or easy the items be added to their quizzes.
are.

C. Presenting examples/
instances of the new Giving and reading directions.
lesson
D. Discussing new
concepts and practicing Test proper Test proper
new skills #1

E. Discussing new 1. 1
concepts and practicing .
new skills #2

F. Developing mastery

G. Finding practical
applications of concepts
and skills in daily living

H. Making Giving periodical exam measures the retention of the Giving remedial exam help the students to have
generalizations and students it also help the teachers to recognize the scores to their quizzes or test which are very
abstractions about the mastery of each students to the competencies intended low.
lesson for the first quarter.

I. Evaluating learning Announcing the score to the class Checking

J. Additional activities for

application of
remediation
 ( Assignment )

V. REMARKS

VII. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

earned 80% in the
evaluation

C. No. of learners who

require additional activities
for remediation

V. D. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

J. No. of learners who

continue to require
remediation

K. Which of my teaching
strategies work well?

L. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

M. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I
 School BAYAMBANG NHS Grade Level GRADE 10

Teacher Mrs. Elma M. Campo Learning Area ENGLISH

Teaching Dates and Time September 10 -14, 2018 Quarter SECOND

GRAD Grade 10
10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx
DAILY LESSON LOG

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

VI. OBJECTIVES

Q. Content Standards The learner demonstrates understanding of how world literature and other text types serve as vehicles of 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.

R. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

S. Learning EN10WC-IIa- 13.1:

Competencies/
EN10V-IIa- 13.9 EN10V-IIa- 13.9 Identify parts and
Objectives
Give technical and operational EN10WC-IIa- 13.1: features of
(Write the LC for each.) Give technical and
definitions operational definitions argumentative essays
Identify parts
and features of
 argumentative
essays

II. CONTENT Module 2 Establishing Module 2 Establishing Solidarity

Module 2 Establishing Solidarity
Module 2 Establishing Solidarity Solidarity Lesson 1 Finding Common
Lesson 1 Finding Ground
Lesson 1 Finding Common Ground Lesson 1 Finding Common Common Ground
Ground
2nd Day Follow-up
Making Definitions Characteristics of
2nd Day Follow-up Activity Activity on Argumentative
Argumentative
on Definition of Terms Essay
Essay

VII. LEARNING
RESOURCES

13. References LM LM LM LM

1. Teacher’s Guide pages

2. Learner’s Materials pages 130-132 131-132 134

14. Additional
Materials from the Learning
Resource Portal

15. Other Learning Resources Manila paper https://ph.search.yahoo.com/yhs/sear https://study.com/academy/less http://custom-argumentative

ch?hspart=definition&param2=5a8c4 on/argumentative-essay- essays.org/samples/Good_and_Bad_T
definition-format-examples.html eachers.html

IV. PROCEDURES

A. Reviewing previous lesson Let the students define the following words for a Ask the students if what e
or presenting a new lesson review they usually do if they
Review basic guidelines in writing want a favor to their Review Argumentative Essay
1.Noun definition parents
1. Definition
2. Pronoun 2. Parts
 3. Science 3. Features/ Characteristics

B. Establishing a purpose for This morning we are going to add what you This morning you are going to define This morning we are going to This morning we are going to enhance
the lesson ( Motivation ) know about making definitions some words base on what you discuss Argumentative essay. your knowledge about argumentative
discussed in your lower years. Do you have an idea about it? essay

16. Presenting examples/ Introduce Task 9 Making Definitions

instances of the new
lesson Let the students define the following Introduce Argumentative Essay Give Example
words before their quiz.
1. Parts Good and Bad Teachers essay
1. Biology 2. Features
2. Mathematics 3. Characteristics Let them read and identify the parts and
3. Chemistry features of argumentative essay

17. Discussing new concepts 1.

and practicing new skills
#1 Let them read and answer
Let them read and analyze some basic page 132 A. Reason out!
guidelines to follow when writing a definition.
Why Aggressive Driving Should
Be Avoided

18. Discussing new concepts Quiz on Definition of Terms

and practicing new skills
#2 Define the following words using
dictionary or stock knowledge

Geography
YouTube
Facebook
Phonology

19. Developing mastery Let the students answer page Let the students read again the
133 B argumentative essay on page 131 LM
Aggressive Driving Should Be
Avoided
 Let them answer page 134 Task 11
Identify and Classify

20. Finding practical Students must enhanced their

applications of concepts and knowledge in some familiar words
skills in daily living specially their meaning

21. Making generalizations and
abstractions about the
lesson
22. Evaluating learning
Making definition help the students to clarify
meaning easily.
Checking the activity given Task 10
Making definition help the students to
clarify meaning easily.
Checking of the quiz prepared
An argumentative essay uses Making definition help the students to
evidence and facts to prove clarify meaning easily.
whether or not a thesis is true. It
presents two sides of a single
issue, and covers the most
important arguments for and
against.
What are the parts and features
Checking Task 11 Identify and Classify
of argumentative essay?

23. Additional activities for Define the following words using the basic Research one example of
application of guidelines on page 130 argumentative essay
remediation
( Assignment ) 2. Linguistics
3. Literature

V. REMARKS

VIII. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who earned 80% in

the evaluation

C. No. of learners who require

additional activities for remediation

T. Did the remedial lessons

work? No. of learners who have
caught up with the lesson
 U. No. of learners who
continue to require
remediation

V. Which of my teaching
strategies work well?

W. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

X. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I

School BAYAMBANG NHS Grade Level GRADE 10

Teacher Mrs. Elma M. Campo Learning Area ENGLISH

Teaching Dates and Time September 17 -21, 2018 Quarter SECOND

GRAD Grade 10
10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx
DAILY LESSON LOG

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

VIII. OBJECTIVES

Y. Content Standards The learner demonstrates understanding of how world literature and other text types serve as vehicles of 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.

Z. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

AA. Learning EN10LC-IIb-15.1:

Competencies/ Interpret the message of the song
Objectives
EN10WC-IIa- 13.1: Assess the effectiveness
of a material listened to
 (Write the LC for each.) Identify parts and taking into account the
features of speaker’s purpose
argumentative essays

II. CONTENT Module 2 Establishing Module 2 Module 2 Establishing

Solidarity Establishing Solidarity
Solidarity
Lesson 1 Finding Common Lesson 2 Building Ties
Classes suspended Ground Lesson 2 Building
Ties
2nd Day Follow-up Activity on Interpreting the Message of a Song
Argumentative Essay “Imagine” by John Lennon Through Drawing

IX. LEARNING
RESOURCES

24. References LM LM LM

1. Teacher’s Guide pages

2. Learner’s Materials pages 134 144-146 147

25. Additional
Materials from the Learning
Resource Portal

26. Other Learning Resources http://custom-argumentative Lap top, speaker

essays.org/samples/Good_and_Bad_
Teachers.html

IV. PROCEDURES

A. Reviewing previous lesson e

Drill: Define the following e
or presenting a new lesson term
Review Argumentative Essay Review Lesson 2 Building Ties
1. Teacher
 4. Definition
5. Parts
6. Features/ Characteristics
B. Establishing a purpose for This morning we are going to
the lesson ( Motivation ) enhance your knowledge about
argumentative essay
27. Presenting examples/
instances of the new
lesson Give Example
Good and Bad Teachers essay
Let them read and identify the parts
and features of argumentative essay
28. Discussing new concepts
and practicing new skills
#1
29. Discussing new concepts
and practicing new skills
#2
30. Developing mastery Let the students read again the
argumentative essay on page 131 LM
Aggressive Driving Should Be
Avoided
2. Internet The song Imagine by John Lennon
Introduce Lesson 2 Building This morning we are going to enhance
Ties your knowledge about the song Imagine
by interpreting that through drawing
Let them give some words
which they can connect to the
words building and ties
Let them read Your Journey
Give emphasis to the quotation Checking of assignment
of Herman Melville
1.
Instruct the student to read again the
song Imagine to have a better
Let them observe Task
interpretation
1What Do You Perceive? Page
145 Let them do page 147 E Interpret the
message of the song through
drawing. Make your output colorful
and creative.
A. Instruct the students to listen
attentively to the song
Imagine by John Lennon
B. Let them complete its lyrics
by filling out the lines with
the correct word using the
pictures on page 145 A
Let them again listen to the song
and let them try to understand
the message.
 Let them answer page 134 Task 11
Identify and Classify

31. Finding practical

applications of concepts and
skills in daily living

32. Making generalizations and
abstractions about the
lesson
33. Evaluating learning
Making definition help the students to The song teach as to be Interpreting a song through drawing help
clarify meaning easily. dreamer not for our self but to the students develop their inner talent,
the whole world that we must they can also express what they cannot
live as one. say through drawing.
1. What does the title mean?
Checking Task 11 Identify and Let the students interpret their output to
Classify 2. Is your vision of peace the the class
same as the author?

34. Additional activities for Answer the following questions

application of
remediation 1. What do you wish for?
( Assignment ) 2. What are you afraid of?
3. What kind of world will it
be if we all live in
peace?

V. REMARKS

IX. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who earned 80% in

the evaluation

C. No. of learners who require

additional activities for remediation

BB. Did the remedial lessons

work? No. of learners who have
caught up with the lesson
CC. No. of learners who
continue to require
remediation

DD. Which of my teaching

strategies work well?

EE. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

FF. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I
 School BAYAMBANG NHS Grade Level GRADE 10

GRAD Grade 10 Teacher Mrs. Elma M. Campo Learning Area ENGLISH

DAILY LESSON LOG Teaching Dates and Time October 8 -12, 2018 Quarter SECOND
 10:45-11:45 Zircon 12:45-1:45 Quartz 1:45-2:45 Onyx

FIRST DAY SECOND DAY THIRD DAY FOURTH DAY

X. OBJECTIVES

GG. Content Standards The learner demonstrates understanding of how world literature and other text types serve as vehicles of 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.

HH. Performance Standards The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

II. Learning
Competencies/
Objectives EN10LT-Ib-
(Write the LC for each.) Use conjunctive adverb correctly Use conjunctive adverb in writing Read closely to get author’s 2.2:
an argument purpose

Explain how the elements specific to a genre contribute

particular literary selection
II. CONTENT Module2 Establishing
Module2 Establishing Solidarity
Solidarity Follow-up Activity on 2nd Day
“Federigo’s Falcon” from The
Lesson 2 Building Ties Decameron Giovavanni; “Federigo’s Falcon” from The
Lesson 2 Building Ties
Bocaccio translated by G. H. Decameron Giovavanni; Bocaccio
Mc Millan translated by G. H. Mc Millan
Conjunctive Adverb
2nd Day Follow- up Actiity on
Conjunctive Adverb

XI. LEARNING
RESOURCES

J. References LM LM

1. Teacher’s Guide pages

2. Learner’s Materials pages 202-207 207

35. Additional https://ph.search.yahoo.com/yhs/search? https://www.k12reader.com/term/conj

Materials from the Learning hspart=adk&hsimp=yhs- unctive-adverbs
Resource Portal adk_sbyhp&p=conjunctive+adverbs
K. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson
Let the students analyze the following
or presenting a new lesson
sentences, especially the italicize words
1. Jeremy kept talking in class; therefore, he
got in trouble.
2. She went into the store; however, she didn’t
find anything she wanted to buy.
3. I like you a lot; in fact, I think we should be
best friends.
Drill on Conjunctive Adverb
Write the correct conjunctive
adverb in the following sentences
1. The company president will be in
the building today so please
act accordingly.
2. I didn’t go shopping today. I didn’t
have the money and I have plenty of
clothes anyhow.
3. The city was unprepared for the big
snowstorm. Consequently, all major
highways were closed.
4. I’ve finished my work. Finally, I can
go home.
Ask the students if what Review the Story
extent a mother shows her
love to her children. Let them PLOT
give some concrete
examples
Ask them also on a person
that they really love what are
the things that they can do in
order to show their love

B. Establishing a purpose for
the lesson ( Motivation )
This morning we are going to discuss conjunctive Yesterday we discuss some rules on
adverb how to use conjunctive adverb, this
time we are going to add more ideas
on how to use conjunctive adverb in
writing an argument.
This morning we are going to Yesterday we read and discuss the story
read a very inspiring story of a of Federigo, this time we are going to share
man to a woman and a mother ideas on some questions but we are going
to her child. to do it by group.

L. Presenting examples/ Go back to the given sentences above. Review Conjunctive Adverb and Give the background of the story
instances of the new basic rules in writing argument
lesson Ask the students if they have idea about Unlock some difficult words
conjunctive adverb, if what makes it different from Give Examples
conjunctions Instruct the students to read the
story silently
Let them in a sentences

M. Discussing new concepts

Instruct the students to have a group
and practicing new skills
of 5
#1
N. Discussing new concepts
and practicing new skills
#2
O. Developing mastery
P. Finding practical applications
of concepts and skills in daily
living
Q. Making generalizations and
abstractions about the lesson
Discuss key points Process the questions on pages Let them answer page 207
202-207
Give examples Task 6 Think Tank
1. Your dog got into my yard; in addition, he
dug up my petunias.
2. You’re my friend; nonetheless, I feel like
you’re taking advantage of me.
3. My car payments are high; on the other
hand, I really enjoy driving such a nice
vehicle.
Use the following conjunctive adverbs in a Writing proper Sharing of ideas about the
sentence questions
1 instead 3. furthermore
2 nonetheless 4. otherwise
The story help us on how should
we show love to persons at the
same time respect.
Conjunctive adverbs are parts of speech that are used Writing argument using conjunctive The story of Federigo’s Falcon The activity help the students to think and
to connect one clause to another. They are also used adverb help the reader to clearly help the students on how to share their ideas as well as how are they
to show sequence, contrast, cause and effect, and going to interpret it to the reality of life.
other relationships
understand the ideas that wrier wants value love.
to emphasize.
 R. Evaluating learning

Circle the correct answer

1.You need to put more effort into your work;

________________, you won’t get a passing

grade. What is the authors purpose in

Ask some of the students to read their writing the story? Presentation of Group Output
output.
a. Moreover

b. Otherwise

c. Unless

d. Instead

36. Additional activities for 1. Choose 5 Conjunctive Adverbs Give the meaning of the following words
application of
2. Use each in a sentence 1.largesse 3. fascinated
remediation
( Assignment ) 2. repertoire 4. befell

V. REMARKS

X. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who earned 80% in

the evaluation

C. No. of learners who require

additional activities for remediation
JJ. Did the remedial lessons
work? No. of learners who have
caught up with the lesson

KK. No. of learners who

continue to require
remediation

LL. Which of my teaching

strategies work well?

MM. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

NN. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepare by: Elma M. Campo Checked: LIZA M. MAGALONG Noted by: Catherine D Ferrer, Ed.D
SECONDARY SCHOOL TEACHER I SSHT VI English Department PSDS Cluster I