School: Bendita Integrated High School Grade Level: 10
GRADES 1 to 12 Teacher: Joymie D. Mojica Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: July 21-25, 2025 Quarter: Q1 WEEK 5
I. Objectives Day 1 Day 2 Day 3 Day 4 Day 5
Content Standards 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.
Performance Standards The learner transfers learning by composing short persuasive texts using a variety of techniques/ devices and words and expressions that
emphasize a point, particularly modals and reflexive and intensive pronouns.
Learning Competencies Employ analytical listening in problem solving EN10LC-IIe-13.2
Lesson Objectives 1. Recognize the 1. Recognize the importance of 1. Recognize the
1. Listen analytically to importance of analytical analytical listening and problem importance of analytical
messages from audio listening and problem solving listening and problem
materials. solving 2. Describe analytical listening and solving
2. Evaluate a song through 2. Describe analytical problem solving 2. Describe analytical
analytical listening in terms listening and problem 3. Use analytical listening to solve listening and problem
of accuracy and validity. solving various problems effectively solving
3. Use analytical listening in 3. Use analytical listening 3. Use analytical listening
problem solving. to solve various problems to solve various problems
effectively effectively
II. Content Analytical Listening in
Problem Solving
III. Learning Resources Lists of the materials to be used on 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 manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
References
Teacher’s Guide Pages [Link] [Link] https://
wpcontent/uploads/ https:// v=ayO9EfT07yU&t=520s [Link]/watch?
2021/10/ [Link]/watch? [Link] v=ayO9EfT07yU&t=520s
ADM_Eng10_Q1_M6_anal v=ayO9EfT07yU&t=520s v=J0brxU8tg2I&t=3s https://
yticallisteninginproblemsolv https:// [Link] [Link]/watch?
ing_final.pdf [Link]/watch? v=arFGdviw_ys&t=18s v=J0brxU8tg2I&t=3s
v=J0brxU8tg2I&t=3s https://
[Link] https:// [Link]/watch?
watch?v=-D_Np-3dVBQ [Link]/watch? v=arFGdviw_ys&t=18s
v=arFGdviw_ys&t=18s
Learner’s Materials Pages
Textbook Pages
Additional Materials from
Merriam Webster
Learning Resource (LR)
Other Learning Resources Laptop, TV Monitor, Slides Deck, Video Presentations
IV. Procedures Collaborative
Before the Lessons
Daily Routine Prayer Prayer Prayer Prayer
Greetings Greetings Greetings Greetings
Checking Checking Checking Attendance Checking
Attendance Attendance Observing & checking of Attendance
Observing & Observing & cleanliness and orderliness Observing &
checking of checking of in the classroom checking of
cleanliness and cleanliness and cleanliness and
orderliness in the orderliness in the orderliness in the
classroom classroom classroom
Reviewing Previous Lesson RECALL THE PREVIOUS RECALL THE RECALL THE PREVIOUS RECALL THE
LESSON PREVIOUS LESSON LESSON PREVIOUS LESSON
Establishing purpose for Students will guess the The class will play a game
the lesson/ Motivation sounds presented and called "Simon Says." The
answer what kind of person, teacher will be "Simon,"
things, or animals produces and give the students a
the sounds. Discuss what command to follow. They
students discover in this must Listen carefully!
kind of game. Directions: Simon Says is
a fun game where one
person, 'Simon,' gives
commands like 'Simon
says touch your nose,' and
if 'Simon' doesn't say
'Simon says' before the
command, don't do it - the
last person/ people
following the correct
commands wins. If you
make a mistake, you can
just watch and cheer
everyone else on.
Guide Questions:
1. What were some of the
instructions that Simon
gave during the game?
2. How did you determine
which actions to follow
during the game?
3. What happened when a
command was given
without "Simon says" at
the beginning?
4. Why was it important to
listen attentively and not
just act quickly in Simon
Says?
5. How does this game
demonstrate the
significance of paying
attention and thinking
before acting in problem-
solving situations?
B. Lesson Proper Vocabulary (HORN METHOD) Vocabulary
(Monday- introduction of words, (HORN
Wednesday- definition of words, METHOD)
Vocabulary (HORN
Friday- sentence construction) (Monday-
METHOD) (Monday-
introduction of
introduction of words,
words,
Wednesday- definition of
Wednesday-
words, Friday- sentence
definition of
construction)
words, Friday-
sentence
construction)
Discussing new concepts The topic introduced by Teacher Discussion
presenting the meaning of
analytical listening and
elaborate its sequential DIRECTIONS: LISTEN
process. ONLY as the video plays.
Then, answer the
Describe the stages of questions that follow.
listening and the importance
of analytical listening.
1. What did you listen to?
2. How do we usually feel
when others disagree with
us?
3. Give the 4 steps on how
we could resolve conflicts
recommended in the
video.
4. Do you agree with the
steps he presented in
resolving conflict? Why or
why not?
5. How can a youth like
you benefit from the
message presented in the
video?
Continuation of the You Do It! The class will be
discussion of new concepts Illustrate the four steps in divided into three (2) groups
solving the problem: according to their preference
1. Define the problem (Group
2. Generate alternative Dynamics)
solutions Be guided with the ground rules.
3. Evaluate and select
an alternative
4. Implement and
follow up on the
solution.
Discuss the types of
listening:
1. Appreciative
listening
2. Emphatic listening
3. Comprehensive
Listening
Group 1. Mathematicians
4. Analytical Listening DIRECTIONS: The leader will read
the scenario aloud to the group.
Then, group will collaboratively
answer the provided questions and
present their answers to the class.
The task should be completed
within 5 minutes.
NOTE: LISTEN CAREFULLY as
the leader read the scenario.
Scenario: Budgeting Allowance
Lena received a 300 pesos
allowance, with instructions to
divide it into 50% for snacks/food,
20% for things she wants to buy,
and 30% for savings. When asked,
John said she'd allocate 60 pesos for
food, 90 pesos for the things she
wants to buy, and 150 for savings.
Ana suggested she'd allot 150 pesos
for food, 60 pesos for things she
wants to buy, and 90 pesos for
savings.
Answer the following questions:
1. What is the problem?
2. Who among her friends is
correct? Show your solutions.
Group 2. Detectives
DIRECTIONS: The group will
study the maze given by the
teacher. The leader will read the
scenario
aloud to the group to find the clues
in solving the maze and to answer
the questions. Then, the group
will collaboratively answer the
provided questions and maze and
present their answer to the class.
The task should be completed
within 5 minutes.
NOTE: LISTEN CAREFULLY as
the leader read the scenario.
Scenario: The Mysterious Murder
Background:
Mr. Thompson, a well-known
businessman in the town, was found
dead in his study. The police
investigated and narrowed down the
suspects to three individuals who
were present at the house when the
murder took place.
Suspects:
Laura (Housekeeper): Laura had
been working for Mr. Thompson for
several years. She was in the
kitchen preparing dinner at the time
of the incident.
Tom (Business Partner): Tom was
discussing a new business deal with
Mr. Thompson in the study
when the murder occurred.
Anna (Neighbor): Anna, a neighbor
and a close family friend, dropped
by unexpectedly and was having
coffee in the living room when the
incident happened.
Evidence:
The murder weapon, a letter
opener, was found on the floor near
the study.
Fingerprints were discovered on
the murder weapon, but they were
partially smudged and couldn't be
clearly identified.
Question:
1. Who is the most likely suspect in
Mr. Thompson's murder?
2. Why did you choose him/her to
be the suspect? What are the
evidences or clues did you find as
you listen to the scenario as read by
the leader to support your claim?
1. In your group activity earlier,
why is good listening important
when solving problems? How does
it help make better decisions?
2. Can you think of times when
misunderstandings made solving
problems harder? How can talking
clearly help avoid or fix these
problems?
3. How can we become better at
really listening when talking to
others every day? How could this
help us solve problems more
effectively?
Developing Mastery DRAW IT!
Listen/watch the video clip
DIRECTIONS: Draw a 🙂 on the
“We are the World” and
blank if the statement is true and
answer the questions that
draw a 🙃 if the statement is false.
follow:
____1. Listening is the active
process of receiving and responding
1. What do the singers want
to spoken (and sometimes
to impart?
unspoken) messages.
2. If you are going to rate
____2. Appreciative listening
what you feel while
provides emotional support for the
listening to the song, what
speaker, as when a psychiatrist
will your rating be? Choose
listens to a patient or when we lend
two answers and check your
a sympathetic ear to a friend.
rating that corresponds to
___3. Critical thinking is the act of
what you feel then give your
analyzing facts to understand a
reasons why. (4 points)
problem or topic thoroughly.
___4. Active listening focuses on
evaluating whether a message is
logical and reasonable.
___5. Analytical listening uses
critical thinking skills.
C. After the Lesson
[Link] generalizations Learner’s takeaways . Learner’s takeaways You did a great job today in . Learner’s takeaways
and abstractions about Answer the following in Answer the following in completing our task! Kudos to your Answer the following in
the lesson your notebook: your notebook: hard work! Let us look back from your notebook:
Write three things Write three things where we have started and complete Write three things
you learned from you learned from the sentence prompts below. Let us you learned from
this lesson. this lesson. reflect on your journey in learning this lesson.
List down two List down two about analytical listening in List down two
things you want to things you want to problem solving. things you want to
learn more about. learn more about. I thought learn more about.
Ask one question Ask one question _____________________________ Ask one question
about the lesson about the lesson __________ about the lesson
What were your misconceptions
about the topic prior to taking the
lesson?
I learned that
_____________________________
_____________
What additional learning have
you had after taking up this lesson
in terms of skills and
attitudes?
b. Evaluating learning The students will watch a DIRECTIONS: LISTEN
short video about “Climate ONLY as the video plays.
Change.” After watching Write down notes and
students will identify the answer the questions that
problem and probable follow.
solution to the problem.
A. Read the statements
and write on the space
provided whether the
given description fits a
TOXIC or a GOOD friend.
_______1. Friends who
receive you for their own
personal gain.
_______2. Friends who
protect you when you are
vulnerable.
_______3. Friends who
are trustworthy and accept
you for who you are.
_______4. Friends who
only take demands a lot
and give little back.
_______5. Friends who
are two faced and say only
things that you want to
hear.
B. Be guided by the
criteria in answering these
questions:
1. Did the video you listen
to give a good guide on
recognizing a toxic and a
good friend? Prove your
answer.
2. React to the speaker's
manner of speaking, her
tone and her intonation.
Does it help in making her
message convincing? Why
or why not?
3. Do you agree with the
speaker? Explain.
4. Who do you think will
benefit best from listening
to this guide? Why?
c. Additional activities
for application or
remediation
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: Noted by:
JOYMIE D. MOJICA LEONILA C. MALIGAYA RUBY I. HUGO
Teacher II Head Teacher III Principal II