Connecting ideas using conjunctions in an Argumentative Text

1. DAILY LESSON LOG
School: NARRA INTEGRATED SCHOOL Grade Level: 10
Teacher: ROSENDA N. GULANE Learning Area: English
Dates and Time: Week 5, January 8-12 , 2024 Quarter: 2
I. OBJECTIVES
The learner demonstrates communicative competence through his/ her understanding of literature and other texts
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 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:
Write the LC Code for each
Identify the key structural
elements of an
argumentative text
 determine the different
kinds of conjunctions
and their uses;
Identify the key structural
elements of an argumentative
text
 Identify conjunctions in an
argumentative text.
 Use conjunctions in
composing argumentative
text
Identify the key structural
elements of an
argumentative text
 identify and recognize
a rhetorical question;
 explain the
importance of the
rhetorical question
Identify the key structural
elements of an argumentative
text
 identify the structure of a
passive voice;
 construct sentences in the
passive voice;
Remediation
teaching/activities
II. CONTENT
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Connecting Ideas using
Conjunctions in
Argumentative Text
Connecting Ideas using
Conjunctions in Argumentative
Text
Rhetoricsl Questions Passive Voice
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
Self-learning Modules Self-learning Modules Self-learning Modules Self-learning Modules

2. B. Other Learning Resources Slide presentation
Video clip
Slide presentation
Video clip
1. Worksheets
2. Video clip
1. Worksheets
2. Video clip
I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Reviewing Previous
Lesson or Presenting
the New Lesson
 Test learners’ knowledge in
advance regarding their
lesson about conjunctions.
 Recall their previous lesson
by writing sentences using at
least three modal verbs and
adverbs that they’ve learned
 Review the previous lesson  Have a memory check by
reviewing the previous
topic .
Review the previous
lesson
B. Establishing a Purpose
for the Lesson
 Ask them to look for the words
in the maze. Let them find
twelve (12) words related to
the lesson
 Present the objectives for
today’s lesson
 Unscramble the words to
form the correct word. Fill in
the boxes.
 Present the objectives
 Show sentences, phrases,
and questions to the
class. Ask them if they are
to be considered as a
Rhetorical Question.
 Present the objectives
 Present the
objectives
C. Presenting
Examples/Instances of
the Lesson
 Presents sample sentences
using some words from the
maze.
 Read and analyze the
quotation observing the use
of highlighted words
 Ask the learners to share
their thoughts about
rhetorical questions based
on the given examples.
 Identify the verb or
verbs used in each
sentence from the
given passage
D. Discussing New
Concepts and
Practicing New Skills #1
 Let them identify the function
of those words and define
conjunctions based on the
given sentences.
 Inform the learners that there
are three types of Conjunctions
 Ask them to read the article
and look for the conjunctions.
 Discuss the concepts
about rhetorical questions
 Study the following
sentences then take
note of the doer –
action -receiver
patterns to show the
difference between
the active or passive
voice.
E. Discussing New
Concepts and
Practicing New Skills
#2
 Present sentences in the class
and ask the learners how these
words are being used in
 Discuss the concepts
about passive voice

3. sentences.
 Discuss the three types of
conjunctions
 Provide more exercises
F. Developing Mastery  Give exercises to be done by
the learners
 Ask the learners to construct
their own sentences using
conjunctions
Writing task:
 Ask the learners to compose
an argumentative text. Use
conjunctions to emphasize
their points.
 Study the excerpt from a
persuasive speech
about the civil rights
movement and answer
the questions.
 Read and decide which
the following is a simple
question and which is the
rhetorical question
Decide whether the
sentences are written in
the passive voice or
not. Write passive if the
sentence has the
passive voice of the
verb and not if the
sentence has no
passive voice of the
verb.
G. Finding Practical
Applications of
Concepts and Skills in
Daily Living
Differentiated activity Continuation of the above
activity
 Fill in the blanks to form a
rhetorical question.
Choose your answer from
the words inside the box.
Change the active voice
to the passive voice form
by using the preposition
by emphasizing the
doer.
H. Making Generalizations
and Abstractions about
the Lesson
 Ask the learners to sum-up
today’s lesson by asking the
following questions:
 What is conjunction? What are
the three kinds of conjunction?
Give the commonly used
coordinating, correlative and
subordinating conjunctions.
Continuation of the above
activity
 Choose the appropriate
word from the key list to
complete the best idea of
a given sentence.
Differentiate passive
voice from active voice
I. Evaluating Learning  Use the correct conjunctions to
complete the paragraph from
the argumentative essay.
Instruct them to write their
answers on 1/2 crosswise.
Continuation of the above
activity
 Write your own rhetorical
questions about the given
school issues. Imagine
that you are trying to
engage your audience.
Construct sentences
in a passive form of a
verb using each of
the following.
1. present
2. conduct
3. describe
4. explain
5. find out

4. V. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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 used/discover which
I wish to share with other teachers?
Developed by:
ROSENDA N. GULANE
Teacher III
Noted by:
TRINIDAD B. BAYOT
Master Teacher II/OIC- English Department
IV. REMARKS