1.
DAILY LESSON LOG
Date of Demo:
November 26, 2019
9:20-10:15
Canda National High School,
Junior High School Department
English-Celebrating Diversity
through World Literature
JENNIFER M. OESTAR, Ph.D. 10- Excellence, Resilience,
Commitment, Integrity
Canda National High School,
Junior High School Department
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.
Program Standard The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard 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.
A.Content Standards The learner demonstrates understanding of how world literature and other text
types serve as sources of wisdom in expressing and resolving conflicts among
individuals, groups and nature; also, how to use evaluative reading, listening and
viewing strategies, special speeches for occasion, pronouns and structures of
modification.
B. Performance Standards The learner skillfully delivers a speech for a special occasion through utilizing
effective verbal and non-verbal strategies and ICT resources.
C. Learning Competencies/
Objectives
RC -Reading Comprehension
LC -Listening Comprehension
VC -Viewing Comprehension
V-Vocabulary Development
LT-Literature
WC -Writing and Composition
F -Oral Language and Fluency
G -Grammar Awareness
LEARNING COMPETENCY
 EN10LC-IIIg-14.3:Showappreciationforsongs,poems,playslistenedto.
 EN10VC-IIIb-23: Share viewpoints based on the ideas presented in the material
viewed.
 EN10RC-IIIb-22.2: Treatment of underlying or overarching issue concerning human
experience(moralist).
 EN10LT-IIIa-2.2.1:Expressappreciationforsensoryimagesused.
 EN10LT–IVc2.2.3:Determinetone,mood,technique,andpurposeofthe author.
OBJECTIVES
At the end of the session, at least 85% of the students achieved the following:
1.Expresstheirpointofviewortheirpositionaboutthetopic presented.
2. Explain the embedded meaning in a song relevant to the topic.
3.Determine the tone, mood and purpose of the author in the material
viewed.
4.Identify and create sensory images on the video being watched.
5.Recognize their role as stewards of Mother Nature by performing
a differentiated task.
6. Create prayer or pledge of commitment to protect Mother Earth using
ICT integration.
1. CONTENT 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.
Module: Three
Theme: Establishing Solidarity
Sub-Theme: Empathizing with Others
Lesson: Paraiso by Smokey Mountain/ Sensory Images/Applying Pronouns
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 10)
1. Teacher’s Guide pages Curriculum Guide (May 2016) pp. 223-225, Teacher’s Manual pp. 181-186
2. Learner’s Materials pages Celebrating Diversity Through World Literature pp. 313-316.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Youtube: https://www.youtube.com/watch?v=6ttsyqaeTFA
A. Other Learning Resources Materials
A. Laptop and Television
B. Strips of Colored Paper/ Manila Paper, Tape and Marker
C. Video Clip of the Song
D. Graphic Organizers
D. Interactive Power Point Presentation
3. PROCEDURES These steps should be done 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.

2.
A. Reviewing previous
lesson or presenting the new
lesson
DAILY ROUTINE – Within the span of the first five minutes of the class, the
teacher should be able to:
 greet the students a good morning/ good afternoon;
 call students to lead an Opening Prayer
 ask the students to pick up the “eyesores and litter” that are in the classroom;
 instruct the students to align their chairs in a neat position before sitting; and
 ask for the list of absentees and latecomers on the attendance sheet from the
class secretary.
As the class progresses the teacher makes sure that classroom management is
applied in every parts of the lesson.
RECAPITULATION (2 minutes)
1.Checking of Previous Activities / Review of the Previous Lesson
2.Small sheets of paper were previously provided by the students. Examples of
pronounsbelonging toeachtype will beposted on theboard. Then each student will
getoneandpostitonthetablesimilartotheone given below.
3.With assistance from her, the teacher lets her students recheck their previous
activity.
Persona
l
Relative Intensiv
e
Reflexiv
e
Demons
trative
Interrog
ative
Indefinit
e
Recipro
cal
B.Establishing a purpose for
the lesson
1.At the beginning of the lesson, the teacher must mention the expected
outcomes for the lesson.
As you realize for each lesson, we shall be discussing literary works and will be
accomplishingtasks to help us realize and to express our advocacies in reconciling
withnature.
BRIDGING THE LESSON
2.The teacher hints the students regarding the topic of the story by activating their
schema and engaging them in higher order thinking skills.
FOUR-PICS AND ONE WORLD
(Environmental Science Integration)
3.We and the environment are connected. As we protect the environment, we

3.
protect ourselves; as we destroy it, we ruin none but ourselves. Today, we
shall begin our journey towards becoming stewards of our Mother Earth.
C. Presenting
examples/instances of the new
lesson
SKETCH RELAY: ARTS INTEGRATION
Do you have any idea about the topic that we will be
having for today?
1.The teacher ask the students to make a drawing of their
own version of world they dreamed of. She lets chosen
students to continue the drawing of the last student being
called.
2. Students perform the activity.
D. Discussing new concepts
and practicing new skills #1
LESSON PROPER. Learner’s Material on page 316.
1.VOCABULARY ENRICHMENT (Part of the Action Research Entitled “Five-
Minute WFT Habit in Increasing the Vocabulary Competence of Grade 10 Students
of Canda NHS”). The class is given five minutes daily to construct their own
sentence out of the Word for Today. They receive tickets with additional points for
every word they utilized.
Giving of the WORD for TODAY and students make a sentence using the word for
today. (3 minutes)
2.To activate the curiosity of the learners, the teacher gives guide
question before presenting the video clip.
Guide Questions:
1. What is the song all about?
2. Who could be talking in the song?
3. What is the stand of the speaker?
4. Why does the land expect some truth, hope and respect from the
rest of us?
5. What does this tell about the condition of Mother Nature?
6. What did you feel after listening to the song?
3.The teacher plays the music video of the song “Paraiso” by Smokey
Mountain.
Return to a land called paraiso,
A place where a dying river ends.
No birds there fly over paraiso,
No space allows them to endure.
The smoke that screens the air,
The grass that's never there.
And if i could see a single bird, what a joy.
I try to write some words and create
A simple song to be heard
By the rest of the world.
I live in this land called paraiso,
In a house made of cardboard floors and walls.

4.
I learned to be free in paraiso,
Free to claim anything i see.
Matching rags for my clothes,
Plastic bags for the cold.
And if empty cans were all i have, what a joy.
I never fight to take someone
Else's coins and live with fear
Like the rest of the boys.
Paraiso, help me make a stand.
Paraiso, take me by the hand
Paraiso, make the world understand
That if i could see a single bird, what a joy.
This tired and hungry land could expect
Some truth and hope and respect
From the rest of the world.
4.SEMANTIC WEBBING
The teacher facilitates the discussion of the important features of the topic.
Suggested template for webbing is given below.
E. Discussing new concepts
and practicing new skills #2
SENSORY IMAGERY
1. Based from the story song “Paraiso” by Smokey Mountain, let us revisit
the concept of Sensory Imagery.
IMAGERY- it refers to the mental pictures that readers/listeners have when
engaged with literary materials. It occurs when the author uses the five senses to
vividly describe the scene.
• Sight—visual imagery
• Sound—auditory imagery
• Touch—tactile imagery
• Smell—olfactory imagery
• Taste—gustatory imagery
EXAMPLES
Sight- Full moon in black sky
Sound-Faint buzz of voices
Touch-Prickly wool jacket
Smell-Freshly mowed grasses
Taste-Sweet tart taste of apple juice
3. The teacher gives oral task to determine whether the students can apply
the concept of imagery.

5.
ORAL TASK. Use sensory images to describe the following words mentioned in
the lyrics of the son “Paraiso.”
1. House
2. Smoke
3. Birds
4. Song
5. Paraiso
F. Developing mastery
(Leads for Formative
Assessment 3)
DIFFERENTIATED TASKS
1. The teacher presents the instructions and rubrics for differentiated tasks.
Groupings are predetermined earlier based on students’ multiple intelligences,
learning styles, interests and capabilities. They will be given five (5) minutes to
prepare and will apply their learned concepts through performance-based tasks.
2. The teacher makes sure that students clearly understand the instruction,
rubrics and condition before proceeding with their respected groups.
Group 1. LIP GROUP (Musical/Verbal-Linguistic Intelligence)
Jingle/Song Task. This group will present a jingle/song on how Mother Earth
could be protected by human. This task should be under two (2) minutes.
Group 2. EYE GROUP (Spatial Intelligence)
Drawing/Sketch Task. Students will create a simple poster showing their ideal
Paraiso. They will explain the drawing in front of the class. This task should be
under two (2) minutes.
Group 3. HAND GROUP (Bodily-Kinesthetic/Musical Intelligence)
Interpretative Dance Task. Students will have an interpretative dance showing
the negative effects/ consequences that could happen if we will not take care and
protect the Paraiso we are in. This task should be under two (2) minutes.
Group 4. NOSE GROUP (Spatial Intelligence/ Verbal-Linguistic Intelligence))
Short Skit/Role Play Task. The students will create a short skit/role play showing
problems of garbage disposal and/or air pollution happening in the
community/neighborhood. Present it through a skit. Task should not be more than
two (2) minutes.
Group 5. EAR GROUP (Verbal-Linguistic Intelligence)
Beatbox/ Mimic. Students will create sound effects of plants, animals and things
that can be found in their ideal Paraiso. Task should not be more than two (2)
minutes.
2. While the students are having their tasks, the teacher plays a five-minute
background music to serve as a timer for their preparation. When the music
stops, the students must be ready for the presentation.

6.
3. If students are ready for the presentation, they will give their own group
claps introducing their group names.
G. Finding practical
applications of concepts and
skills in daily living
SAY IT ALOUD (3 minutes)
1. The teacher gives incidental questioning based on the differentiated
tasks students have performed.
Did you realize that even nature has its own limits? How do you deal with this?
Relate it to real-life situations by sharing your own, personal experience/s.
2. The teacher gives pictures of environmental problems that can be experienced
by anybody and students make possible solutions for the said problems.
DISASTER-RISK REDUCTION AND MANAGEMENT INTEGRATION
2. Let students discuss their answer to his/her seatmate.
3. Call on a few pairs to share their small discussion.
H. Making generalizations
and abstractions about the
lesson
GENERALIZATION
In a nutshell, have the students summarized what they have learned for today’s
lesson.

7.
MY LEARNING, MY ANALYSIS, MY REALIZATIONS
After having the lesson, complete the following sentences.
2. The teacher may give necessary corrections/additional insight regarding
the lesson.
I. Evaluating learning CHECKING, RECORDING, SUGGESTING ( 2 minutes)
POINTING SYSTEM FOR THE DIFFERENTIATED TASK
1. The teacher makes necessary comments or suggestions on the
students’ output.
2. Teacher announces the students’ obtained scores and make some
comments and suggestions on what they have presented.
Students’ performance tasks will be evaluated using the following rubrics.
GROUP 1
CRITERIA 5PTS 3PTS 1PT
Content Lyrics of the song
was well connected
to the plot or theme
of the story
Lyrics of the song
had a connection
with the plot or
theme of the
story; but it was
hard to identify at
first glance.
There was no
connection
between the song
lyrics and the plot
or theme of the
story.
Rhyme There were rhymes
throughout the rap
song. It is truly a
rap song.
There were
occasional
rhymes
throughout the
song.
There were no
rhyming words in
the song. It is not a
rap song.
Performance Performance was
well done. Effort
was put into it.
Performance was
done well. There
was not much
effort put into it.
Performance was
butchered. They
did not take the
task seriously.
+1 point if it falls within two (2) minutes time limit.
GROUP 2
CRITERIA 5PTS 3PTS 1PT
Afterlistening to the song, learnedthat
After listening to the song, realizedthat

8.
Illustration
Content
Illustrations were
well connected.
Illustrations had a
connection; but it
was hard to
identify at first
glance.
There was no
connection
between the
Illustrations and the
topic.
Creativity There was
creativity
throughout.
There was
occasional
creativity.
The work was done
in abstract.
Explanation Performance was
well done. Effort
was put into it.
Performance was
done well. There
was not much
effort put into it.
Performance was
butchered. They
did not take the
task seriously.
+1 point if it falls within two (2) minutes time limit.
GROUP 3
CRITERIA 5PTS 3PTS 1PT
Steps The dance steps
used were well-
thought. All
members could
follow along.
The dance steps
used were okay;
some of the
members could
not follow along.
The dance steps
were not well-
thought out. All of
them had a hard
time following
along.
Message The message of
the dance is
exactly what the
instructions are
looking for.
The message of
the dance is
close to what the
instructions are
looking for.
The message of
the dance was
very far to what
the instructions
are looking for.
Performance Performance was
well done. Effort
was put into it.
Performance
was done well.
There was not
much effort put
into it.
Performance was
butchered. They
did not take the
task seriously.
+1 point if it falls within two (2) minutes time limit.
GROUP 4
CRITERIA 5PTS 3PTS 1PT
Dialogue The
conversation of
the actors/
actresses is
well-delivered.
The conversation
of the actors/
actresses is
delivered with
minimal mastery.
There is no
conversation
presented on the
skit.
Acting The acting of the
students had
emotions. Lines
were
memorized/impr
omptu.
The acting had
little emotions.
However, lines
were
memorized/impro
mptu.
OR
The acting had
emotions.
However, lines
were written and
read.
The acting had no
emotions. Lines
were written and
read.
Performance Performance
was well done.
Effort was put
into it.
Performance was
done well. There
was not much
effort put into it.
Performance was
butchered. They
did not take the
task seriously.
+1 point if it falls within two (2) minutes time limit.

9.
GROUP 5
CRITERIA 5PTS 3PTS 1PT
Timing Sounds produced
were well
connected to the
topic assigned
Sounds produced
were connected to
the topic
assigned; but it
was hard to
identify at first
glance.
There was no
connection
between the
sounds produced
and the topic
assigned.
Creativity There was
creativity
throughout.
There was
occasional
creativity.
The work was done
in abstract.
Performance Performance was
well done. Effort
was put into it.
Performance was
done well. There
was not much
effort put into it.
Performance was
butchered. They
did not take the
task seriously.
+1 point if it falls within two (2) minutes time limit.
STUDENTS' APPLY NUMERACY/LITERACY SKILLS IN COMPUTING FOR
THEIR SCORES
J. Additional activities for
application for remediation
1.The teacher gives instructions for the extended task. With the same
groupings, apply what have you learned in a form of prayer or pledge. Recite
and record your created prayer or pledge using your gadgets. Upload your
output on social media to make others realize the need to take care of our
Mother Earth.
Example:
Father in Heaven, You are the source of our
bountiful nature. Itscolors,itslifeisinourhands.
RemindusalwaysthatweandMamaEarth
areone; Ifshedies,we,too,willperish.
Amen.
The following rubrics will be used in the application as an assessment of learning.
Good (33pts.) Fair (25 pts) Poor (20 pts.)
Content The group gives 3
promises to Mother
Earth;Clear plans
how to fulfil the
promises
The group gives 2
promises to Mother
Earth;Clear plan show
to fulfil the promises
The group gives 1
promise to Mother
Earth;Clear plan show
to fulfil the promise
Use of
Vocabul
ary
Appropriate word
choice in making
prayer/pledge.
Onlyafewwordsare
inappropriate
Most words
are
inappropriate
Spelling
and
grammar
The prayer/pledge has
a few spelling and
grammatical errors
The prayer/pledge has
more than a few
spelling and
grammatical errors
The prayer/pledge
has many spelling and
grammatical errors
SCORE
4. REMARKS
5. REFLECTION 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? Identify what help your instructional
supervisor 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.

10.
D. No. of learners who
continue to require.
E. Which of the teaching
strategies worked well? Why
did this 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?
REMARKS/REFLECTION
(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by:
JENNIFER M. OESTAR, Ph.D
Secondary School Teacher III
Checked by:
ARLENE M. DIAMANTE
ARLENE M. DIAMANTE
Master Teacher II, Canda NHS
Observer