School: VIGAN NATIONAL HIGH SCHOOL WEST Grade Level: 10

GRADES 1 to 12 Teacher: JEFFERSON R. ANCHETA Learning Area: ENGLISH 10

DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 5-9,2024 | 8:30-9:30 AM | G10 ACACIA Quarter: THIRD
MELC BASED

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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.
Perfomance Standards The learner skilfully delivers a The learner skilfully delivers a speech The learner skilfully delivers a The learner skilfully delivers a speech for a
speech for a special occasion for a special occasion through utilizing speech for a special occasion special occasion through utilizing effective
through utilizing effective verbal and effective verbal and non-verbal through utilizing effective verbal verbal and non-verbal strategies and ICT
non-verbal strategies and ICT strategies and ICT resources. and non-verbal strategies and resources.
resources. ICT resources.
Learning Competencies Use a variety of informative, Use a variety of informative, Use a variety of informative, Use a variety of informative, persuasive, and
persuasive, and argumentative persuasive, and argumentative writing persuasive, and argumentative argumentative writing techniques
writing techniques techniques writing techniques

Lesson Objective

At the end of the lesson, the At the end of the lesson, the students should
At the end of the lesson, the At the end of the lesson, the students
students should be able to: be able to:
students should be able to: should be able to:
a. raise thoughtful questions to a. raise thoughtful questions to clarify issues;
a. raise thoughtful questions to a. raise thoughtful questions to clarify
clarify issues;
clarify issues; issues;
b. share viewpoints and opinions based on the
b. share viewpoints and opinions ideas presented;and
b. share viewpoints and opinions b. share viewpoints and opinions
based on the ideas
based on the ideas presented;and based on the ideas presented;and
presented;and c. evaluate information critically from viewed
materials.
c. evaluate information critically from c. evaluate information critically from
c. evaluate information critically
viewed materials. viewed materials.
from viewed materials

Subject Matter Lesson Plan 1: Clarifying Issues Lesson Plan: Sharing Viewpoints Lesson Plan: Evaluating Information for
Covered in Viewed Material Lesson Plan 2: Clarifying Issues Based on the Ideas Presented in Accuracy and Effectiveness
Covered in Viewed Material (Using Viewed Materials
 Literature)

Learning Resources
Materials: Materials: Materials:
Materials:
1. Projector or screen 1. Projector or screen 1. Projector or screen
1. Projector or screen
2. Short story, play, or excerpt 2. Video or audio material 2. Video or audio material (selected to
2. Video or audio material
from a novel (related to the (related to the social showcase different types of
(relevant to the curriculum)
curriculum) studies curriculum) information sources)
3. Whiteboard and markers
3. Whiteboard and markers 3. Whiteboard and markers 3. Whiteboard and markers
4. Handout with
4. Handout with discussion 4. Handout with discussion 4. Handout with evaluation criteria
comprehension questions
questions questions

Pamamaraan
(Procedure)
a. Reviewing Previous
Lesson or Presenting
the New Lesson

b. Establishing purpose
for the lesson Introduction (10 minutes): Introduction (10 minutes): Introduction (10 minutes):

Introduction (10 minutes): 1. Begin the lesson by asking 1. Begin the lesson by 1. Begin the lesson by discussing the
students about their favorite asking students about importance of critical evaluation of
1. Begin the lesson by asking books or stories they have their experiences with information in today's digital age.
students if they have ever read before. discussing current Explain to the students that they will learn how
watched a documentary, Discuss the significance of asking events or issues in to assess the accuracy and effectiveness of
video, or listened to an questions while reading literature and society. the information they encounter in various
audio recording related to how it can deepen their understanding Emphasize the importance of materials
the course material. of the material. sharing viewpoints respectfully
2. Discuss the importance of and constructively, as it
understanding the material promotes critical thinking and
 thoroughly and how raising understanding different
questions can help clarify perspectives
any doubts or issues.

c. Presenting
example/instances of Viewing the Material (15 minutes): Viewing the Material (15 Viewing the Material (15 minutes):
the new lesson minutes):
1. Show the chosen video or Viewing the Material (Reading or 1. Present two different video or audio
play the audio material, Viewing) (15 minutes): 1. Present the chosen materials, each from a different source
ensuring that it relates to video or audio material (e.g., one from a reputable news outlet
the current topic in the that aligns with the and one from an online blog or social
1. Present the chosen literary
curriculum. social studies media).
text through the projector or
2. Instruct students to pay curriculum. 2. Instruct students to watch or listen to
distribute printed copies to the
close attention to the 2. Instruct students to pay both materials carefully.
students.
content and jot down any close attention to the
2. Instruct them to read the text
questions or uncertainties content and take notes
carefully or view it attentively,
they have while viewing or on the key ideas and
focusing on understanding the
listening. arguments presented.
content.

-.
d. Discussing new
concepts Class Discussion (10 minutes): Class Discussion (10 minutes): Class Discussion (10 minutes):

1. Facilitate a class 1. Facilitate a class 1. Facilitate a class discussion where

discussion, allowing Class Discussion (10 minutes): discussion where students share their initial impressions
students to share the students share their of the two materials.
questions they wrote down 1. Lead a class discussion where initial reactions and 2. Ask them to identify any potential
during the viewing process. students share their initial thoughts about the differences in accuracy and
2. Encourage other students to thoughts, questions, and material they just effectiveness between the two
provide their insights and observations about the literary viewed. sources.
attempt to answer some of text. Encourage them to raise
the questions raised. 2. Encourage students to raise questions or points of interest
questions they have about the that they would like to explore
characters, plot, themes, or further
any other aspects of the text.

e. Continuation of the
discussion of new Activity 1: Character Analysis (10 Activity 1: Think-Pair-Share (5 Activity 1: Fact-Checking (5 minutes):
concepts Activity 1: Pair Share (5 minutes): minutes): minutes):
1. Provide a list of factual claims
1. Divide the class into pairs. 1. Divide the class into small 1. Pose a thought- presented in the materials.
2. Instruct each pair to share groups and assign each group provoking question 2. In pairs, ask students to conduct quick
their questions and attempt a character from the text. related to the material fact-checking research to determine
to provide answers or 2. Instruct the groups to create a viewed. the accuracy of the claims.
explanations to each other. set of questions to better 2. Ask students to take a 3. Discuss their findings as a class and
understand their assigned moment to think about highlight the importance of verifying
character's motivations, their response information from reliable sources.
conflicts, and personality traits. individually.
3. Allow groups to share their 3. Pair them up and allow
questions and discuss them to share their
possible answers. viewpoints with each
other.
4. Finally, invite a few pairs
to share their thoughts
with the entire class.
f. Developing Mastery
Activity 2: Credibility Assessment (10 minutes):
Activity 2: Four Corners (10
minutes): 1. Divide the class into small groups.
Activity 2: Scene Recreation (10 2. Provide each group with a set of
Activity 2: Group Brainstorming (10 minutes): 1. Set up four corners of evaluation criteria (e.g., author's
minutes): the classroom, each credentials, publication date,
1. Divide the class into pairs. labeled with a different references, bias, etc.).
1. Form small groups of 4-5 2. Ask each pair to select a statement or viewpoint 3. Assign each group one of the viewed
students. significant scene from the text related to the material. materials to evaluate based on the
2. Provide each group with a and recreate it in a modern- 2. Read out a series of given criteria.
list of guiding questions day setting. statements or questions, 4. Groups present their evaluations and
related to the material 3. After the performance, and students must move explain their reasoning.
viewed. encourage the class to ask to the corner that
3. Instruct the groups to questions to the pairs about represents their
brainstorm and come up their creative choices and how viewpoint.
with additional questions not they related the scene to the 3. In each corner, students
covered in the list. present time. discuss their reasons for
choosing that particular
viewpoint.

g. Finding practical
applications of Activity 3: Question and Answer Activity 3: Group Debate (5 minutes): Activity 3: Constructive Debate . Activity 3: Information Effectiveness Analysis
concepts and skills in Session (5 minutes): (5 minutes): (5 minutes):
daily living 1. Form two groups, and assign
1. Invite a few students to ask each group a different theme 1. Divide the class into two 1. Instruct students to consider the
their most interesting or or moral dilemma from the groups, representing intended audience and purpose of
challenging questions to the text. different perspectives on each material.
entire class. 2. Instruct the groups to prepare a controversial issue 2. Ask them to evaluate how effectively
2. Facilitate a question and arguments and from the material the information is presented in each
answer session, counterarguments regarding viewed. material to achieve its purpose.
encouraging students to their assigned theme. 2. Each group prepares
participate and respond to 3. Organize a short debate arguments supporting
the raised questions. between the two groups, their viewpoint.
where students can ask 3. Conduct a structured
questions to challenge each debate, allowing each
 side to present their
other's positions.
arguments respectfully.

h. Making generalizations
and abstractions about Activity 4: Gallery Walk (5 Activity 4: Spot the Misinformation (5 minutes):
the lesson minutes):
1. Show a short video or audio clip that
1. Divide the class into contains some misinformation or
smaller groups. misleading content.
Conclusion (5 minutes): 2. Assign each group a 2. Ask students to identify and point out
Conclusion (5 minutes): specific aspect or theme the inaccuracies or manipulative
from the material techniques used.
1. Summarize the importance
1. Recap the importance of viewed.
of raising questions to
asking questions to clarify 3. Give the groups time to Activity 5: Designing Information Evaluation
clarify issues covered in
issues and gain a deeper create visual Guides (5 minutes):
viewed material.
understanding of literary texts. representations (posters
2. Encourage students to
2. Encourage students to or charts) that reflect 1. Divide the class into smaller groups.
continue seeking answers
continue exploring literature their understanding and 2. Instruct each group to create a guide
to their questions and be
with a curious and questioning viewpoints on the or checklist for evaluating information
proactive in their learning
mindset. assigned topic. sources for accuracy and
process.
. 4. Conduct a gallery walk, effectiveness.
where each group 3. Groups present their guides, and the
presents and explains class collaboratively finalizes a
their visual comprehensive evaluation guide.
representations to the
rest of the class.

i. Evaluating learning
Activity 4: Comprehension Assessment: Assessment: Assessment:
Questions (5 minutes):
 Active participation in class  Participation in class 4. Active participation during class
1. Distribute the handout with discussions and activities. discussions and discussions and activities.
comprehension questions  Thoughtful and relevant activities, considering 5. Quality of fact-checking and credibility
related to the viewed questions raised during the the quality and assessment in Activity 1 and Activity 2.
material. activities. thoughtfulness of 6. Demonstrated understanding of
2. Instruct students to work  Creativity and critical thinking contributions. misinformation and manipulation
individually or in pairs to demonstrated during scene  Creativity and depth of techniques in Activity 4.
answer the questions based recreation and group debate. visual representations in 7. Creativity and thoroughness in
 on what they have the Gallery Walk activity. designing the information evaluation
understood.  Respectful and guides in Activity 5.
constructive 8.
Assessment: engagement during the
Constructive Debate
 Students' participation activity.
during the class discussion
and group activities.
 Quality and thoughtfulness
of questions raised during
the lesson.
 Correctness and
thoroughness of answers
provided in the
comprehension questions
handout.

j. Additional activities for Criteria for Credibility Assessment:

application or 1. Author's Credentials: Is the author
remediation qualified to write about the topic? Look for their
expertise, education, and affiliations.
2. Publication Date: Is the information
up-to-date and relevant to the current context?
3. References: Does the material provide
credible sources and citations to support its
claims?
4. Bias: Is the material presenting a
balanced view, or does it seem to have a
specific agenda or bias?
5. Relevance: Is the information directly
related to the topic, or does it veer off into
unrelated areas?
Sample Evaluation Guide:
1. Is the author an expert in the field, and
is their expertise mentioned?
2. When was the material published or
 last updated, and is the information current?
3. Does the material cite reliable sources
to back up its claims?
4. Is there any noticeable bias or agenda
in the material?
5. Does the information address the topic
directly and avoid irrelevant tangents?
REMARKS

REFLECTION

a. Number of learners
who earned 80%
of the evaluation
b. Number of learners
who require
additional activities
for remediation
who scored below
80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught
up with the lesson
e. Number of learners
who continue to
require
remediation
f. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
 teachers?

Prepared by:
Checked by:
JEFFERSON R. ANCHETA
Teacher III REYNARIO T. VILORIA
School Principal