Grades 1 to 12 School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level GRADE 10

Daily Lesson Plan Teacher MS. SWEET JUSTINE A. QUIJANO Learning Area English
Teaching Dates and
September 12-14, 2024 Quarter/Week 1st Quarter /Week 6
Time

Objectives 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
I. OBJECTIVES competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
A. Content Standard 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 Standard The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning 1. EN10RC-Ic-2.15.2: determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
Competencies/Objectives
understanding of a text
Note: Write the LC code for 2. EN10LC-Ic-4: determine the implicit and explicit signals, verbal, as well as non-verbal, used by the speaker to highlight significant
each.
points
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
II. CONTENT tackled in a week or two.
IMPLICIT AND EXPLICIT SIGNALS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages pp. 53-54
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resource
IV. PROCEDURES
Teacher’s Activities Students’ Responses
A. Reviewing Previous Have the students read the text under Your Journey on page 52 of the
Lesson or Presenting the
LM
New Lesson

Good morning/afternoon, class! Good morning/afternoon, ma’am!

Are you ready for today’s lesson? Yes, ma’am!

B. Establishing a Purpose for Very good! First, I want to inform you that at the end our lesson, you
the Lesson are to come up with a quality Information Ad (TV, Radio, Print) that
would campaign for capitalizing strengths and dealing with
weaknesses. The criteria for assessment are: concept, design, and
visuals and copy quality.

Is that clear? Yes, ma’am!

Now, I want you to look at these sentences and tell me the difference Answers may vary. *
between the two:

Sentence 1: Tom felt sad. He could not go on the picnic because it The difference is that, sentence 1 stated directly while sentence 2
C. Presenting was raining. indirectly states the meaning of the sentence. They both have the
Examples/Instances of the
same implication/meaning, however.
New Lesson
Sentence 2: Tom looked at the grey, tearful sky; his face crumbled.
He put the salmon sandwiches back beside the chilled bottle of a
wine in the fridge, and then sighed at the empty basket.

Exactly! Let us talk about implicit and explicit signals.

D. Discussing New Concepts  Explicit – is information clearly stated; it is plain to see

and Practicing New Skills  Implicit – is not stated directly; it is merely hinted at or
1 suggested
This image can best represent explicit and implicit signals, where the
tip of the iceberg is the explicit while the bottom is the implicit.
E. Discussing New Concepts
and Practicing New Skills 2

Explicit: The Grasshopper laughed at the Ant.

 It is stated in the excerpt
Implicit: The Grasshopper is lazy.

Clues:
 The Grasshopper calls the Ant’s work silly.
 The Grasshopper asks the Ant why he needs to worry.

I want you to listen to the song, “Let it Go” and answer the following
questions:

1. What is the song all about?

F. Developing Mastery
2. What explicit and implicit signals were used by the singer to
highlight significant points?
3. How do these signals add value to the lyrics and overall
meaning of the song?

G. Finding Practical
 At this point, I want you to cite real-life situations that make use of Answers may vary. *
Applications of Concepts implicit and explicit signals.
and Skills in Daily Living

H.Making Generalizations Facilitate students’ responses on the following: Answers may vary. *
and Abstraction about the “How are explicit and implicit signals used by the speaker to
Lesson highlight significant points?”

I. Evaluating Learning Pen and Paper. 10-item quiz.

See attached hand-out.

J. Additional Activities for
Application or Remediation Have the students accomplish Task 3 What are You Made of?

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
V. REFLECTION to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?
Prepared by Noted by

SWEET JUSTINE A. QUIJANO JOVIE N. FRANCISCO EDWINA T. GALO

Teacher I Head Teacher I Principal I

Checked by

GEODY P. BUSTAMANTE
Master Teacher I/
Language Coordinator