Seminario De San Jose

Tiniguiban, Puerto Princesa City

5300 Palawan, Philippines P.O. Box 34
S.Y. 2023-2024

DAILY LEARNING PLAN

Teacher: Ian John G. San Juan Topic/title IMMORTAL HEROES

Grade Level: 10 Quarter: 1

Time Allotment: 1 hour Learning Area: ENGLISH

Teaching Dates and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of African and Asian literature as a means of exploring forces that human beings
contend with; various reading styles vis-à-vis purposes of reading; prosodic features that serve as carrier of meaning; ways by
which information may be organized, related, and delivered orally; and pararell structures and cohesive devices in presenting
information.

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

C. Learning 1.) Determine how

Competencies connected events contribute
to the totality of a material
viewed
1.) Determine the effect of textual
1.) Show appreciation for songs,
2.) Differentiate formal from aids like advance organizers and
poems, and other listening texts
informal definitions of titles on the understanding of a text
words: formal versus 2.) Identify the factors of Public 1.) Use reflexive and Intensive pronouns
2.) Explain how the elements
informal language Speaking
specific to a selection builds its
3.) Determine the effect of theme: epic hero characteristics 3.) Identify features of a
textual aids like advance persuasive text
organizers and titles on the
understanding of a text
D. Objectives

II. SUBJECT MATTER AND

REFERENCES

A. References

1. Teacher’s Guide ILLUMINATE English for the Mind and Heart Teacher’s Resource Material Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

2. Learner’s Material ILLUMINATE English for the Mind and Heart by Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

3. Textbook Pages Pgs. 2-5

4. Additional Materials

B. Other Learning Resources

IV. PROCEDURE

A. Engagement PRAYER PRAYER PRAYER PRAYER

GREETINGS GREETINGS GREETINGS GREETINGS
CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT
The teacher open the lesson by RECAP RECAP RECAP
asking them “What does it mean to
be a hero?”

Then to finally close the

engagement, the teacher ask the
students to define the word “hero”
and the definition of the phrase
“epic hero”

B. Presentation of the The Epic of Gilgamesh The teacher presents this history of The teacher present one of the The teacher presents the use of Reflexive
Lesson the Epic of Gilgamesh famous Filipino epics; Biag ni and Intensive pronouns
Discuss the origin of the epic,
Lam-ang
characters, and plot. 1.) Sumerian civilizations Intensive pronouns are used to emphasize
Preliminaries; their antecedents.
1.) Gilgamesh was a very cruel and 2.) Cuneiform
a very brutal king before he became 1.) Philippine Epics Myself, yourself, himself, herself
a epic hero. 3.) Author/translator 2.) Pedro Bucaneg
2.) Gilgamesh, a god-man, was so The student reads an excerpt of The 3.) Biag ni Lam-ang Reflexive pronouns are used a direct object
ruthless that the god Anu, created a epic of Gilgamesh when the object of a sentence is the same as
The students are to read the
beast-man Enkidu to kill its object.
excerpt of the epic, Biag ni Lam
Gilgamesh.
Ang Itself, ourselves, ourselves
The teacher discusses what Epic
3.) Instead of killing Gilgamesh,
stories are and its conventions.
Enkidu taught him the sanctity of
human life. The teacher then presents Public 1.) Reflexive pronouns are used as direct
speaking and its factors; objects
Students must answer Activity 1: The teacher discusses about graphic
Heroic Connections pgs. 2-3 and advanced organizers 1.) Communicator Ex. Teresita herself painted herself through
a mirror
Formal definition- is a denovative, 1.) Venn Diagram 2.) Message
exact, explicit. Or literal meaning of
a word. Formal definitions use 2.) line, bar, pie graph 3.) Audience
formal language. 2.) Intensive pronouns are used foe
3.) mind mapping 4.) Medium
emphasis
4.) Flow/organizational chart 5.) Effect
Ex. Teresita herself painted the mirror
Informal definitions is a connotative
meaning of a word. Informal
definitions always use informal The teacher presents the features
language. of persuasive texts;

The students must answer Activity 1.) A statement of position -

2: Pinay power pg. 4 author’s main message
2.) At least three arguments that
support the main theme or author’s
message
3.) A reiteration of a original
statement of position - a
reinstatement of the main theme
and a symmary of the arguments
that support it.

1.) Use of powerful verbs.

2.) Use words that evoke strong
emotions.
3.) Use facts and statistics to
bolster arguments.
4.) Use personal pronouns
 5.) Repeat words, phrases, or ideas
for emphasis.
6.) Present one idea per
paragraph/verse.

C. Activity Students must answer Activity 1: The students will create a mind map The students are to watch an The students are to identify the sentence if it
Heroic Connections pgs. 2-3 that shows the qualities and traits of animated version of the story Biag uses a reflexive or intensive pronouns
Gilgamesh as based from the Ni Lam-ang ang later share their
excerpt. insights and appreciation to the
epic

D. Application The students will present their The students must answer The students will create a short story using
graphic organizers to class. Appreciating Lam Ang pg. 11-12 reflexive and intensive pronouns

E. Generalization and The teacher sums up the topic The teacher sums up the topic The teacher sums up the topic The teacher sums up the topic discussed for
Key points discussed for today for clarification discussed for today for clarification discussed for today for today for clarification an generalization
an generalization purposes. an generalization purposes. clarification an generalization purposes.
purposes.

F. Assessment The students must answer Activity The students will answer The students must answer The The students must answer Duck, Duck,
2: Pinay power pg. 4 comprehension questions on pages Factors of Public speaking pg. 13 Goose pg. 16
8-9
And A songin my heart pg. 14

G. Assignment/
Agreement

Prepared by:
MR. IAN JOHN G. SAN JUAN
English Teacher

Recommended by: Attested by:

MS. AIMEE JOY LACAMBRA MR. DARIUS M. YAYEN
Head Teacher Academic Formation Officer

Approved by:

DR. LERNA L. AYCO

Principal
 Seminario De San Jose
Tiniguiban, Puerto Princesa City
5300 Palawan, Philippines P.O. Box 34
S.Y. 2023-2024

DAILY LEARNING PLAN

Teacher: Ian John G. San Juan Topic/title THE GREATEST STORIES EVER TOLD

Grade Level: 10 Quarter: 1

Time Allotment: 1 hour Learning Area: ENGLISH

Teaching Dates and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of African and Asian literature as a means of exploring forces that human beings
contend with; various reading styles vis-à-vis purposes of reading; prosodic features that serve as carrier of meaning; ways by
which information may be organized, related, and delivered orally; and pararell structures and cohesive devices in presenting
information.

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

C. Learning
Competencies 1.) Differentiate formal from
informal definitions of words:
Archaic word and word etymology 1.) Describe and interpret the ethics
of public speaking
2.) Explain how the elements to a
specific genre contribute to the 2.) Formulate a statement of
theme of a particular literary opinion or assertion
selection: Parables, dream visions
3.) Appreciation of sensory images
D. Objectives

II. SUBJECT MATTER AND

REFERENCES

A. References

1. Teacher’s Guide ILLUMINATE English for the Mind and Heart Teacher’s Resource Material Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

2. Learner’s Material ILLUMINATE English for the Mind and Heart by Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

3. Textbook Pages Pgs. 2-5

4. Additional Materials

B. Other Learning Resources

IV. PROCEDURE

A. Engagement PRAYER PRAYER PRAYER PRAYER

GREETINGS GREETINGS GREETINGS GREETINGS
CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT
RECAP RECAP RECAP

B. Presentation of the The teacher explains Archaic words The teacher discusses and explains
Lesson and word etymology within the the following topics from the
book pgs. 19 textbook
Parables and dream visions pgs. 23- Ethics of Public speaking pg. 30
24
Formulation of statements of
opinion and assertion pg. 32-33

C. Activity The students are to give examples The teacher asks the students about
of archaic words used in a sentence the ethics of public speaking to be
applied in different public speaking
The students are to give examples
scenarios
of parables
The teacher are to ask students to
formulate their own statements of
opinion and assertion
 D. Application The students are to explain where The students are to identify the
archaic words and word application of the ethics of public
etymologies are found and used speaking during the SSC Grand
Rally
The students are to identify the
elements of parables and dream The students are also judge if the
visions in a given parable as an statements of the candidates of the
example SSC Grand Rally from opposing
partylists gave either opinions or
assertions

E. Generalization and The teacher goes over the topics The teacher goes over the topics
Key points dicussed about Archaic Words, discussed about Ethics of Public
Word Etymology, Parables and Speaking, and Formulatio of
Dream Visions opinion and assertion

F. Assessment The students are to answer pg. 20. The students are to answer
Activity 2: How Sayeth thou?
Ethics in acceptance speech pg. 31
The students are to break down a
Religiously great pg. 33
parable and identify if the story
exemplify the elements of a parable.

G. Assignment/
Agreement

Prepared by:
MR. IAN JOHN G. SAN JUAN
English Teacher
Recommended by: Attested by:

MS. AIMEE JOY LACAMBRA MR. DARIUS M. YAYEN

Head Teacher Academic Formation Officer
Approved by:

DR. LERNA L. AYCO

Principal
 Seminario De San Jose
Tiniguiban, Puerto Princesa City
5300 Palawan, Philippines P.O. Box 34
S.Y. 2023-2024

DAILY LEARNING PLAN

ANCIENT ADVICE FOR TODAY’S

Teacher: Ian John G. San Juan Topic/title
TRAILBLAZERS

Grade Level: 10 Quarter: 1

Time Allotment: 1 hour Learning Area: ENGLISH

Teaching Dates and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of African and Asian literature as a means of exploring forces that human beings
contend with; various reading styles vis-à-vis purposes of reading; prosodic features that serve as carrier of meaning; ways by
which information may be organized, related, and delivered orally; and pararell structures and cohesive devices in presenting
information.

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

C. Learning
Competencies 1.) Express insights based on the
ideas presented in the material 3.) Explain literary devices used;
5.) Employ techniques in public
viewed. Alliteration, assonance, and
speaking situation 7.) compose persuasive paragraphs
onomatopoeia
2.) Differentiate formal from 6.) Use modals: can, could, may expressing one’s stand on an issue
informal definitions of words; 4.) Determine role of discourse
might
synonyms, antonyms, and analogies markers eg. conjunctions
D. Objectives

II. SUBJECT MATTER AND

REFERENCES

A. References

1. Teacher’s Guide ILLUMINATE English for the Mind and Heart Teacher’s Resource Material Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

2. Learner’s Material ILLUMINATE English for the Mind and Heart by Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

3. Textbook Pages Pgs. 2-5

4. Additional Materials

B. Other Learning Resources

IV. PROCEDURE

A. Engagement PRAYER PRAYER PRAYER PRAYER

GREETINGS GREETINGS GREETINGS GREETINGS
CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT
RECAP RECAP RECAP

B. Presentation of the The teacher presents the following The teacher presents the following The teacher presents the following The teacher presents the following lesson:
Lesson lesson lessons: lessons:
Composing a persuasive text pg. 48-50
Insights and ideas pgs. 35-36 Alliteration, Assonance, and Techniques in public speaking pg.
Onomatopoeia pgs. 39-43 45-46
Synonyms, antonyms, analogies
pgs. 36-37 Discourse markers (conjunctions) Modals pg. 47
pgs. 44-45

C. Activity The teacher asks students examples The teacher asks what are The teacher asks the students the The teacher asks the students the format of a
of ideas with corresponding insights Alliteration, Assonance, and techniques in public speaking persuasive text
Onomatopoeia and its examples
The teacher asks examples of The teacher asks the students what
definitions, synonyms, antonyms The teacher asks the students what are modals
and analogies. are discourse markers and how are
 they meant to be used.

D. Application The teachers asks the students the The teacher asks why literary The teacher asks the students what The teacher asks the students the contents of
difference and similarities or devices such as Alliteration, techniques in pubic speaking must the format of a persuasive text
insights and ideas. Assonance, and onomatopoeia are be used in different public
( Introduction, body, conclusion paragraph)
important in creative writing speaking situations
The students are to find the
formal/informal definitions, The teacher asks the students to use The teacher asks the students what
synonyms and antonyms, and specific discourse markers in modals to be used in different
analogies of following words given. comparing and contrasting ta topic sentence contexts

E. Generalization and The teacher goes over the topic The teacher goes over the topic The teacher goes over the topic The teacher goes over the topic discussed
Key points discussed about insights and ideas, discussed about Assonance, discussed about Techniques in about composing a persuasive text
formal/informal definitions, alliteration, onomatopoeia and public speaking and modals
synonyms, antonyms, and analogies conjunctions

F. Assessment The students are to answer the The students are to answer the The students are to answer the The students are to answer
following: following: following
Drafting a persuasive speech pg. 50-51
Now I understand pg. 36 Tao Te Remix pg. 43 Ideas worth fighting for pg. 46
Wakarimasuka? Do you A “fan” of boys pg. 44-45 I can if I may pg. 48
Understand? Pg. 37

G. Assignment/
Agreement

Prepared by:
MR. IAN JOHN G. SAN JUAN
English Teacher
Recommended by: Attested by:

MS. AIMEE JOY LACAMBRA MR. DARIUS M. YAYEN

Head Teacher Academic Formation Officer

Approved by:

DR. LERNA L. AYCO

 Principal

Seminario De San Jose

Tiniguiban, Puerto Princesa City
5300 Palawan, Philippines P.O. Box 34
S.Y. 2023-2024

DAILY LEARNING PLAN

Teacher: Ian John G. San Juan Topic/title THE WISDOM OF THE RICE PADDIES

Grade Level: 10 Quarter: 1

Time Allotment: 1 hour Learning Area: ENGLISH

Teaching Dates and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of African and Asian literature as a means of exploring forces that human beings
contend with; various reading styles vis-à-vis purposes of reading; prosodic features that serve as carrier of meaning; ways by
which information may be organized, related, and delivered orally; and pararell structures and cohesive devices in presenting
information.

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

C. Learning 1.) Draw generalizations and

Competencies conclusions based on the 5.) Point out the effectiveness of
3.) Determine tone, mood, and
materials viewed the devices used by the speaker to
purpose of the author 7.) Compose a persuasive texts of three
attract and hold the attention of the
2.) Differentiate formal from 4.) Influence of Culture, History, listener paragraphs expression one’s stand on an
informal definitions of words Environment, or other factors in a issue
6.) Use modals: Will/would, shall
selection
should

D. Objectives
II. SUBJECT MATTER AND
REFERENCES

A. References

1. Teacher’s Guide ILLUMINATE English for the Mind and Heart Teacher’s Resource Material Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

2. Learner’s Material ILLUMINATE English for the Mind and Heart by Evylouh H. Bonquin, Ph.D et al. Rex Publushing 2021 Edition

3. Textbook Pages Pgs. 2-5

4. Additional Materials

B. Other Learning Resources

IV. PROCEDURE

A. Engagement PRAYER PRAYER PRAYER PRAYER

GREETINGS GREETINGS GREETINGS GREETINGS
CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT
RECAP RECAP RECAP

B. Presentation of the The teacher presents the following The teacher presents the following: The teacher presents the The teacher presents the following:
Lesson topics following:
Determing the mood, tone, Composing a persuasive text pg. 67-69
Drawing generalization (History of technique, and purpose of the Effectiveness of devices used by
Taiwan) pg.53-54 author (Tale of Kieu) pg. 56-60 the speaker to hold out the
attention of the listener pg. 61-64
Differentiating formal and informal Influence of Culture, History,
definitions of words pg. 55 Environment, or other factors on a Modals: will/would , shall/should
selection pg. 60-64 pg. 65-66

C. Activity The teacher asks the brief history of The teacher asks comprehensive The teacher asks the effective The teacher asks the paragraphs of a
Vietnam question from the tale of Kieu devices to hold the attention of the persuasive text
listener
The teacher asks the students what The teacher asks the possible
are formal and informal definitions factors of the recent literatures Epic The teacher asks the use of modals
of Gilgamesh, in future tense
 D. Application The teacher asks why it is important The teacher asks the tone, mood, The teacher asks appropriate The teacher asks the contents of each
to know the history of other technique, and purpose of the effective techniques to hold the paragraph of a persuasive text
countries author in the tale of Kieu attention of the listener
The teacher asks the students to The teacher asks the possible The teacher asks the students to
give examples of formal and factors that made the Tale of Kieu give examples of sentences that
informal definitions uses the future tense modals.

E. Generalization and The teacher goes over the topic The teacher goes over the topic The teacher goes over the topic The teacher goes over the topic about the
Key points about the history of Vietnam and about the tone, mood, technique, about the effective devices to hold process and contents of composing a
informal and formal definitions and pupose of an author in a literary out the attention of the listener and persuasive text.
selection and the contextual factors the modals in future tenses
of a literary piece

F. Assessment The students will answer: The students will answer: The students will answer: The students will answer:
Good morning, Philippines and [Link].P Anyone? Pg. 59 This is what I heard pg. 64 Rice, Now, or Never pg. pg 68
Vietnam pg. 54
Kieu and Maria Clara pg. 61 Yes, I will pg. 66 Meaning generator unlimited pg. 67
Banh Mi! pg. 55

G. Assignment/
Agreement

Prepared by:
MR. IAN JOHN G. SAN JUAN
English Teacher

Recommended by: Attested by:

MS. AIMEE JOY LACAMBRA MR. DARIUS M. YAYEN

Head Teacher Academic Formation Officer

Approved by:

DR. LERNA L. AYCO

Principal