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GRADE 1 to 12 School ESTEBAN S.

JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL


DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates October 29 – November 2, 2018 Quarter THIRD/WEEK

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 October 29 GAS 11 12:30 – 1:30 October 30 GAS 11 12:30 – 1:30 October 31 GAS 11 12:30 – 1:30 November 1
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Describe a EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives written text as connected discourse between and among techniques in between and among techniques in
Write the LC code for each. selecting and organizing information selecting and organizing information
a. brainstorming list – EN11/12RWS-IIIa-2.1 b. graphic organizer - EN11/12RWS-IIIa-2.2
II. CONTENT 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 tackled in a week or two.
RWS11.1. Reading and Thinking
Strategies Across Text Types B. Techniques in Selecting and B. Techniques in Selecting and
A. Text as Connected Discourse Organizing Information Organizing Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing by Andrew Rey Reading and Writing Skills by Tiongson
S. Peña and Ali G. Anudin, pp. 1-5 and Rodriguez, pp. 36 - 41
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.google.com www.google.com www.google.com

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or  Ask question: What is a text?  The students give a recap of the  Review the previous lesson
presenting the new lesson  Present the lesson outcome previous lesson
 Benjamin Franklin once said, “Those
who fail to plan, plan to fail.” What do
you think of this quote in relation to
writing?
B. Establishing a purpose for the Present examples of literary works  What is the role of pre-writing in the What is a graphic organizer?
lesson and let the students identify the writing process? How does it help us in selecting and
genres of the texts.  How do audience, purpose, subject, organizing information?
and context each shape writing?
C. Presenting examples/Instances of Group the students into two groups Techniques help make writing more Present samples of graphic organizer and
the new lesson and let them answer the activity. manageable and effective. Give some let the students identify each type.
Read the title of the texts and examples of techniques that help you
determine if the text is a literary text select and organize ideas before writing?
or an informational text. Write also
the specific genre of the text.
D. Discussing new concepts and  Discuss genre and genre forms of Discuss pre-writing and determining the Discuss graphic organizers
practicing new skills # 1 texts. writing situation.
 Discuss literary text and
informational texts and give
examples.
E. Discussing new concepts and  Discuss text features and Discuss brainstorming/brainstorming list
practicing new skills # 2 structures.
F. Developing mastery (Leads to Select a book in the library and Try to list down all your ideas, browse Make a graphic organizer using your
Formative Assessment 3) identify the text features of the book. through them and pick the one that chosen topic.
Present your findings orally in a class. appeals to you or the one that you know
best. Try also to connect your ideas and
see the meaning you can create.
Afterward, assume a purpose, audience,
tone and point-of-view.
G. Finding practical application of Let the students identify the How does brainstorming list help us in our How does graphic organizer help you in
concepts and skills in daily living importance of a text in our daily living daily activities? your daily activities in school or at home?
When do we use a graphic organizer?
H. Making generalizations and Let the students describe text as a Let the students describe what is What is a graphic organizer? How does it
abstractions about the lesson discourse brainstorming and how it help us in help us in organizing our ideas?
discovering ideas.
I. Evaluating learning Answer the questions: Select one of the following general
1. What is a written text? subjects below that you find the most
2. What is it characteristics? interesting. Use brainstorming list or
graphic organizer to narrow it down to
several topics. Then, write a paragraph
consists of 5 – 10 sentences about your
chosen topic.
1. Summer vacation 3. Pop music
2. Social media 4. Love
J. Additional activities for application Research on other techniques in selecting Research on topic outline and sentence
or remediation and organizing information outline.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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


worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 5 – 9, 2018 Quarter THIRD/WEEK 1

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 November 5 GAS 11 12:30 – 1:30 November 6 GAS 11 12:30 – 1:30 November 7 GAS 11 12:30 – 1:30 November 8
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Describe a EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives written text as connected discourse between and among techniques in between and among techniques in between and among techniques in
Write the LC code for each. selecting and organizing information selecting and organizing information selecting and organizing information
a. brainstorming list – EN11/12RWS-IIIa-2.1 b. graphic organizer - EN11/12RWS-IIIa-2.2 c. topic outline - EN11/12RWS-IIIa-2.3
d. sentence outline - EN11/12RWS-IIIa-2.4
II. CONTENT 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 tackled in a week or two.
RWS11.1. Reading and Thinking
Strategies Across Text Types B. Techniques in Selecting and B. Techniques in Selecting and B. Techniques in Selecting and
A. Text as Connected Discourse Organizing Information Organizing Information Organizing Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing by Andrew Rey Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson
S. Peña and Ali G. Anudin, pp. 1-5 and Rodriguez, pp. 36 - 41 and Rodriguez, pp. 50 - 56
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.google.com www.google.com www.google.com www.google.com

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or  Ask question: What is a text?  The students give a recap of the  Review the previous lesson  Review the previous lesson
presenting the new lesson  Present the lesson outcome previous lesson
 Benjamin Franklin once said, “Those  What is an outline? What is the
who fail to plan, plan to fail.” What do difference between a reading outline
you think of this quote in relation to and writing outline?
writing?
B. Establishing a purpose for the Present examples of literary works  What is the role of pre-writing in the What is a graphic organizer? How does outlining make your writing
lesson and let the students identify the writing process? How does it help us in selecting and more efficient?
genres of the texts.  How do audience, purpose, subject, organizing information?
and context each shape writing?
C. Presenting examples/Instances of Group the students into two groups Techniques help make writing more Present samples of graphic organizer and To better familiarize you with the concept
the new lesson and let them answer the activity. manageable and effective. Give some let the students identify each type. of an outline, think of other things you can
Read the title of the texts and examples of techniques that help you compare an outline’s purpose to. Write
determine if the text is a literary text select and organize ideas before writing? your answers beside the lines in the
or an informational text. Write also image.
the specific genre of the text.

OUTLINE

D. Discussing new concepts and  Discuss genre and genre forms of Discuss pre-writing and determining the Discuss graphic organizers Discuss creating a reading outline
practicing new skills # 1 texts. writing situation.
 Discuss literary text and
informational texts and give
examples.
E. Discussing new concepts and  Discuss text features and Discuss brainstorming/brainstorming list Discuss creating a writing outline
practicing new skills # 2 structures.
F. Developing mastery (Leads to Select a book in the library and Try to list down all your ideas, browse Make a graphic organizer using your Exercise:
Formative Assessment 3) identify the text features of the book. through them and pick the one that chosen topic.  There are lists of words which form
Present your findings orally in a class. appeals to you or the one that you know parts of main ideas. Provide each group
best. Try also to connect your ideas and with a main idea/general topic that
see the meaning you can create. includes all the terms in the set as
Afterward, assume a purpose, audience, subtopics (pp.55).
tone and point-of-view.
G. Finding practical application of Let the students identify the How does brainstorming list help us in our How does graphic organizer help you in A writer uses an outline for an essay the
concepts and skills in daily living importance of a text in our daily living daily activities? your daily activities in school or at home? way an architect uses a blueprint for a
When do we use a graphic organizer? building. In what other things you can
apply outlining in your daily living?
H. Making generalizations and Let the students describe text as a Let the students describe what is What is a graphic organizer? How does it  What is the difference between the
abstractions about the lesson discourse brainstorming and how it help us in help us in organizing our ideas? topic outline and sentence outline?
discovering ideas.  How does outlining your essay improve
the organization of your thoughts?
I. Evaluating learning Answer the questions: Select one of the following general Given, is a group of jumbled topics that
1. What is a written text? subjects below that you find the most are parts of a complete three-level
2. What is it characteristics? interesting. Use brainstorming list or outlines, including a title, main ideas, and
graphic organizer to narrow it down to subordinate ideas. Rewrite the entire
several topics. Then, write a paragraph outline by sorting out these items, taking
consists of 5 – 10 sentences about your care that you classify all pertinent
chosen topic. subtopics under their proper main
1. Summer vacation 3. Pop music headings and arranging the entire outline
2. Social media 4. Love in the best order (pp.55).
J. Additional activities for application Research on other techniques in selecting Research on topic outline and sentence Research on examples of topic and
or remediation and organizing information outline. sentence outline
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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


worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 12 – 16, 2018 Quarter THIRD/WEEK 2

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 November 12 GAS 11 12:30 – 1:30 November 13 GAS 11 12:30 – 1:30 November 14 GAS 11 12:30 – 1:30 November 15
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives between and among techniques in between and among patterns of between and among patterns of between and among patterns of
Write the LC code for each. selecting and organizing information development in writing across disciplines development in writing across development in writing across disciplines
c. topic outline - EN11/12RWS-IIIa-2.3 a. narration - EN11/12RWS-IIIbf-3.1 disciplines a. narration - EN11/12RWS-IIIbf-3.1
d. sentence outline - EN11/12RWS-IIIa-2.4 a. narration - EN11/12RWS-IIIbf-3.1

II. CONTENT 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 tackled in a week or two.
B. Techniques in Selecting and C. Patterns of Development C. Patterns of Development C. Patterns of Development
Organizing Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson  Reading and Writing Skills by Tiongson  Reading and Writing Skills by Reading and Writing by Andrew Rey S.
and Rodriguez, pp. 50 - 56 and Rodriguez, pp. 86 – 99 Tiongson and Rodriguez, pp. 86 – 99 Peña and Ali G. Anudin, pp. 32 - 40
 Reading and Writing by Andrew Rey S.  Reading and Writing by Andrew Rey
Peña and Ali G. Anudin, pp. 16 - 18 S. Peña and Ali G. Anudin, pp. 16 -18
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.google.com

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or  Review the previous lesson about What was the last remarkable event that  Review the previous lesson  Review the previous lesson
presenting the new lesson outlining. happened to you today? Tell it in the  What is a narrative writing?  What is a personal essay? What is its
 What’s the difference between topic class.  What are the forms of narrative characteristics?
outline and sentence outline? writing?

B. Establishing a purpose for the Outlining well involves knowing how to Telling a story, whether real or fictional, is  What are the characteristics of an  What are the strategies in reading a
lesson distinguish ideas according to their what you do in narrative writing. You use effective narrative essay? personal essay?
level of importance in the text. your memory and imagination to not just  How to write a personal essay?
Simplicity is the key in outlining create stories, but also to interpret them.
because you must strip your reading What is a narrative essay?
and writing down to the bare
essentials.
C. Presenting examples/Instances of What is your favorite story? Give at least Here are examples of a fiction Reading a Personal Essay entitled
the new lesson three reasons why you consider that story narratives. Which of these narratives are “Coming to an Awareness of Language”
your favorite? Retell it as if you are the you familiar with? Identify the type of by Malcom X and answer the questions
author him/herself. fiction narrative each one is (pp. 17) that follow.
D. Discussing new concepts and Pre-reading: Vocabulary Check Discuss narrative writing and its forms Discuss how to write a personal essay
practicing new skills # 1  Try to find out what the following words
mean to help you understand the story
“The Day the Dancers Came by
Buenvenido N. Santos:
a. Tiniaflava d. Bejo
b. Tatching e. Leprosy
c. Muchacho f. Kundiman
E. Discussing new concepts and Discuss creating a writing outline  Read an excerpt of the narrative essay Discuss the characteristics of an Discuss the rubrics to be used in rating
practicing new skills # 2 entitled “The Day the Dancers Came” effective narrative and narrative devices the personal essay.
by Buenvenido N. Santos.
 Answer the questions (pp.94)
F. Developing mastery (Leads to Exercise:  Post-reading: Vocabulary Check Based on the narrative that you have
Formative Assessment 3)  There are lists of topics that could The sentences were taken from the read, analyze the author’s craft and
serve as main ideas. Provide each sample text you read. What do the important lines that contributed to the
main idea with three possible underlined words in the sentences mean? overall meaning and significance of the
subtopics that relate to the main idea Use the words in your own sentence story.
as examples, stages or steps, or parts (pp. 93).
(pp.55).
G. Finding practical application of A writer uses an outline for an essay the Why narration is important? How does it
concepts and skills in daily living way an architect uses a blueprint for a help us in our daily activities?
building. In what other things you can
apply outlining in your daily living?
H. Making generalizations and  What is the difference between the Let the students describe what is
abstractions about the lesson topic outline and sentence outline? narrative writing and its characteristics.
 How does outlining your essay
improve the organization of your
thoughts?
I. Evaluating learning Make an outline out of given group of Here are some statements that Think about a significant event or moment
jumbled topics that are parts of a synthesize our lesson on narrative in your life which shaped you into what
complete three-level outlines, including a writing. Write “A” before the letter if you you are now. Write your personal essay
title, main ideas, and subordinate ideas. agree with the statement, or “D” if you about it. Use any of the narrative devices.
Rewrite the entire outline by sorting out disagree. Explain your answers.
these items, taking care that you classify
all pertinent subtopics under their proper
main headings and arranging the entire
outline in the best order.
J. Additional activities for application Research on examples of descriptive
or remediation essays
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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


worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal I
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 19 – 23, 2018 Quarter THIRD/WEEK 3

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 November 19 GAS 11 12:30 – 1:30 November 20 GAS 11 12:30 – 1:30 November 21 GAS 11 12:30 – 1:30 November 22
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives between and among patterns of between and among patterns of between and among patterns of between and among patterns of
Write the LC code for each. development in writing across development in writing across disciplines development in writing across development in writing across disciplines
disciplines b. description - EN11/12RWS-IIIbf-3.2 disciplines c. definition - EN11/12RWS-IIIbf-3.3
b. description - EN11/12RWS-IIIbf-3.2 c. definition - EN11/12RWS-IIIbf-3.3

II. CONTENT 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 tackled in a week or two.
C. Patterns of Development C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing by Andrew Rey Reading and Writing by Andrew Rey S. Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson
S. Peña and Ali G. Anudin, pp. 18 Peña and Ali G. Anudin, pp. 92 - 100 and Rodriguez, pp. 100 - 108 and Rodriguez, pp. 100 - 108
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or  Review the previous lesson about  Review the previous lesson  Review of the previous lesson.  Let the students recap the previous
presenting the new lesson narration  What is the characteristics of a  Ask questions: lesson
descriptive essay?
 What is descriptive writing? What When was the last time you consulted  What is definition? What are the two
are the forms of descriptive a dictionary? What word did you try to types of definition?
writing? find? When you found the meaning of
the word in the dictionary, did you
understand its definition? Do other
people understand the meaning of a
word the same way you do?
B. Establishing a purpose for the  Differentiate descriptive writing  What are the strategies in reading a Say you are writing an essay on the Why is defining essential? What is the
lesson from narrative writing. descriptive essay? concept of “love”. Would you consult the main purpose of definition?
 What are the characteristics of an  How to write a descriptive essay? dictionary for its denotation? Ow would
effective descriptive essay? you define it based on what you know of
it, without consulting any resource
material? Would you consider including
a connotation, or what other things other
people associate with “love” that are not
easily defined by a dictionary? Do you
think people would have the same
understanding of “love”? If not, why do
you say so?
C. Presenting examples/Instances of Identify what forms of descriptive  Read a descriptive essay entitled Activity:  Identify whether the definition of words
the new lesson essays each given example is. “Some African Birds” by Isak Dinesen One of the most complicated is denotation or connotation.
and answer the questions that follow. concepts to explain in words is  Give examples of denotation and
 Guessing Game: Pinoy Henyo - Birds emotions. There are seven emotions connotation
listed in the table (pp.101). Enumerate
the things or events that make you feel
the following emotions.
D. Discussing new concepts and Discuss descriptive writing and its Discuss the steps on how to write a Read an essay entitled “Appassionato” Discuss definition and two types of
practicing new skills # 1 forms descriptive essay. by Barbara C. Gonzalez and discuss the definition
questions that follow
E. Discussing new concepts and Discuss the characteristics of an Post-reading: Vocabulary Check Discuss the different techniques used in
practicing new skills # 2 effective descriptive essay The underlined words are lifted from writing a definition essay.
Appassionato by Barbara C. Gonzalez.
Try to figure out what the words mean
with the help of context clues.
F. Developing mastery (Leads to Write a paragraph of no more than 10 Analyzing the author’s craft based on the
Formative Assessment 3) sentences about a real or imagined essay Appassionato by Barbara C.
people, things, ideas or events interesting Gonzalez
to you. Do this activity in 10 minutes.
G. Finding practical application of What is the importance of Why do we write descriptive essays? When do both denotation and  How is definition applied in regular or
concepts and skills in daily living description in our daily living? Cite How does it help us? connotation become essential in everyday activities?
some things or activities wherein understanding the world we move in?  How does one apply definition in trying
we use description. to understand human emotions?
H. Making generalizations and Describe descriptive writing. How Let the students sum up the lesson about Based on the essay that you have read, Based on our lesson, what have you
abstractions about the lesson does it differ from other types of descriptive essay and steps on how to analyze what mode of paragraph learned about definition essay? How does
writing? write a descriptive essay. development is used. How does the it differ from other modes of paragraph
author define the word passion? development? What are the different
strategies that can be used in writing a
definition essay?
I. Evaluating learning Using any technique in defining, write your
own perception of love in a paragraph of
no more than 10 sentences. You may use
as many techniques of defining as you
want.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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


worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 26 – 30, 2018 Quarter THIRD/WEEK 4

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 November 26 GAS 11 12:30 – 1:30 November 27 GAS 11 12:30 – 1:30 November 28 GAS 11 12:30 – 1:30 November 29
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives between and among patterns of between and among patterns of between and among patterns of between and among patterns of
Write the LC code for each. development in writing across disciplines development in writing across disciplines development in writing across disciplines development in writing across disciplines
c. exemplification - EN11/12RWS-IIIbf-3.4 c. exemplification - EN11/12RWS-IIIbf-3.4 c. classification - EN11/12RWS-IIIbf-3.4 c. classification - EN11/12RWS-IIIbf-3.4
II. CONTENT 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 tackled in a week or two.
C. Patterns of Development C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson
and Rodriguez, pp. 128 - 135 and Rodriguez, pp. 128 - 135 and Rodriguez, pp. 109 - 118 and Rodriguez, pp. 109 - 118
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson or  Review of the previous lesson  The students recap the previous lesson  Review of the previous lesson on  Review the previous lesson
presenting the new lesson  In the Philippines, fiestas are very much  What is exemplification? How is it exemplification
anticipated by all walks of life. Why? different from illustration?  How do you review for a quiz, a test, or
an exam? Do you recall all your notes?
Do you borrow your classmates’ notes
as well? Do you consult resource
materials?
B. Establishing a purpose for the Suppose there is a fiesta at your place. In the essay “Lenten Specialty Dishes” by Whatever and however you prepare What is division and classification as a
lesson Which kind of food do you and your family Micky Fenix, exemplification or the yourself for an impending examination, mode of paragraph development?
prepare for everyone to enjoy? process of enumerating or giving you will unconsciously perform division,
Whatever your answers might be, you examples was used to elaborate the breaking down a concept into its
may find yourself enumerating these food topic. How does exemplification help in constituent parts, and classification,
items to show just how much enthusiasm defining a concept? categorizing similar ideas together, to
and effort Filipinos exert in preparing for somehow make the process of reviewing
the fiesta. tons and tons of info. Acquired
throughout the entire term a lot more
organized and orderly.
C. Presenting examples/Instances of  As opposed to the abundance of food Based on the essay, give examples of Activity: The Geek Mythology  Give me situations wherein you use
the new lesson and drinks associated with fiestas, let different dishes Filipinos from other parts What is a geek? What do they look like? division and classification.
us tackle Filipino events that do not of the country prepare during the Lenten Who do you consider a geek? Are you a  When do we use classification? Give
entail a lavish preparation of food. What season. Describe each food items geek? How do you feel about geeks or some examples.
are some events in Filipino culture in mentioned in the text. What are the being one?
which we are enjoined not to eat meat? ingredients? How are they prepared?
Why we are enjoined to do so? If you Here is a table (pp.110) in which you can
observe this fasting, what are the write (or draw) your perception of who
dishes you eat as an alternative? If you and what a geek is. Don’t explain
do not observe this no-meat-rule, which anything. Just jot down what you
dishes can you suggest be eaten? personally think of this person we call a
Enumerate your answers and write geek.
them in the table (pp.129).
D. Discussing new concepts and Pre-reading: Vocabulary Check Discuss exemplification and the Pre-reading: Vocabulary Check Discuss division and classification
practicing new skills # 1 Before reading the essay, acquaint techniques that can be used in a. Ballast
yourself with the food items below. exemplification b. Marooned
a. Binallay con laro e. Pil pil c. Klutz
b. Suman f. Daing na laba d. Colonial
c. Biko labahita e. Cleaver
d. Bacalao g. Pancit sotanghon f. Fortitude
E. Discussing new concepts and Read the text entitled “Lenten Specialty Exercise:  Read an excerpt of an essay “A Exercise: Analyzing the author’s craft and
practicing new skills # 2 Dishes” by Micky Fenix Analyzing the author’s craft History of Geek Civilization” by Analysis of important lines in the essay.
Jessica Zafra
 Answer the discussion questions
F. Developing mastery (Leads to  Post-reading: Vocabulary Check Post-Reading Journal Entry What are you passionate about? What Make a division and classification of your
Formative Assessment 3) What do the terms mean? Whip out your Write a short essay on the are you exactly a geek of? What is your daily activities.
dictionary and try to look for these words aforementioned topic (pp.134) in 500 fandom? For 15 mins. free write on this
(pp.131) words, using exemplification as the mode thing that has gotten you hooked upon
 Answer the discussion questions of paragraph development. (pp. 111)
G. Finding practical application of By using exemplification, Fenix was able Aside from writing academic essays, in What do we divide and classify in our
concepts and skills in daily living to concretize and make perceptible how which contexts do you use daily lives? Why do we do it?
Filipinos observe Christian event like exemplification?
Lent. How does it help us in valuing our
culture and traditions?
H. Making generalizations and Looking at the Lenten Season and a The learners sum up what exemplification The learners sum up the nature of
abstractions about the lesson fiesta in the Philippines can help you is and how it is used as a mode of division and classification in academic
understand how Filipinos go all out and paragraph development. writing.
restrain themselves in terms of food.
How does the author elaborate the topic?
What mode of paragraph development he
used?
I. Evaluating learning To synthesize our lesson on Based on the given jumbled
exemplification, ponder the following information/topics, divide and classify it
statements. Write “A’ before the number if accordingly
you agree with the statement; otherwise,
write “D”. If you answered “D”, explain
your answer.
J. Additional activities for application Do the Post-Reading: Vocabulary Check
or remediation (pp.113)
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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
worked well? Why did these work?
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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates December 3 – 7, 2018 Quarter THIRD/WEEK 5

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 December 3 GAS 11 12:30 – 1:30 December 4 GAS 11 12:30 – 1:30 December 5 GAS 11 12:30 – 1:30 December 6
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives between and among patterns of between and among patterns of between and among patterns of between and among patterns of
Write the LC code for each. development in writing across disciplines development in writing across disciplines development in writing across disciplines development in writing across disciplines
e. comparison and contrast - e. comparison and contrast - f. cause and effect - EN11/12RWS-IIIbf-3.6 f. cause and effect - EN11/12RWS-IIIbf-3.6
EN11/12RWS-IIIbf-3.5 EN11/12RWS-IIIbf-3.5
II. CONTENT 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 tackled in a week or two.
C. Patterns of Development C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson
and Rodriguez, pp. 119 - 127 and Rodriguez, pp. 119 - 127 and Rodriguez, pp. 79 - 85 and Rodriguez, pp. 79 - 85
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or  When was the last time you needed  Review previous lesson  Review the previous lesson  The students recap the previous lesson
presenting the new lesson and/or wanted to buy something? What  Do you like travelling? Whether local or  What is causal analysis?
were the choices you were presented abroad? What pushes you to move
with? Say, you want a new phone. from one location to another, or to stay
Would you buy the latest iPhone or a put?
nifty Nokia phone? On which grounds
would you base your decision?

B. Establishing a purpose for the Whenever you make a choice, you’re What is comparison and contrast as a Answering the questions above puts you Is causal analysis an effective method to
lesson actually doing some sort of a comparison mode of paragraph development? in a situation where you are understand human experiences especially
and contrast. What is comparison and unconsciously doing causal analysis. when dealing with issues and problems?
contrast? Answering the question “What pushes
you to move from one location to
another, or to stay put?” is analyzing the
causes of your decision to travel. What
you do after choosing to travel or to stay
put, on the other hand, is analyzing the
effects or consequences of your decision
C. Presenting examples/Instances of  Do the activity on page 120. Fill in the Give me some instances or situation Do the activity on page 80. Cite examples of cause and effects in the
the new lesson table with what you already know, what wherein we use comparison and Try to remember the last remarkable text that you have read yesterday.
you still want to know them, and what contrast. event of yours in which you have to go
you will eventually know after reading outside the confines of your house. Fill in
the text. the table on page 80.
D. Discussing new concepts and Vocabulary Activity: Try to find out what Discuss comparison and contrast Vocabulary Activity: Discuss causal analysis
practicing new skills # 1 the following underlined words mean. What do the following expressions
Then, use the words in your own mean?
sentences. 1. Balikbayan 4. Kitsch
2. Benighted 5. Romanticizing
3. Thomasites
E. Discussing new concepts and Read an excerpt of the text “The Filipino Activity: Analyzing the Author’s Craft Read the text “Bracing for Balikbayans
practicing new skills # 2 Woman: Cory and Leonor, Gabriela and Answer the questions based on the text by Conrado De Quiros and answer the
Imelda by Carmen Guerero Nakpil and “The Filipino Woman: Cory and questions that follow
answer the questions. Leonor, Gabriela and Imelda by
Carmen Guerero Nakpil
F. Developing mastery (leads to Writing Exercise: Answer the Post-Reading: Vocabulary Answer the exercise on page 84 based on
Formative Assessment 3) Do you have a female role model whom Check page 82. the text.
you look up to with much praise and
adoration? For 10 mins, free write as
much as you can on your role model.
G. Finding practical application of Based on the text, what have you  How comparison and contrast applied What does the text wants the reader to How is causal analysis applied in
concepts and skills in daily living realize? Does Filipino heroines also exist beyond the context of essay-writing? realize? analyzing problems and solution?
among us today? How can you make a  When do we apply comparison and
difference in your life? contrast in everyday activities?
H. Making generalizations and What is the significance of comparing Sum up what is comparison and contrast What are the cause and effects of The students sum up what causal analysis
abstractions about the lesson and contrasting Leonor Rivera, Gabriela and its nature as a mode of paragraph colonial mentality and Filipino migration? is and why causal analysis is an essential
Silang, Cory Aquino, and Imelda development. mode of paragraph development.
Marcos?
I. Evaluating learning Write “yes” before the letter if you agree Answer the evaluation on page 85 about
with the statement, or “no” if you don’t. causal analysis.
Explain your answers in every statement
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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


worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates December 10 – 14, 2018 Quarter THIRD/WEEK 6

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 December 10 GAS 11 12:30 – 1:30 December 11 GAS 11 12:30 – 1:30 December GAS 11 12:30 – 1:30 December 13
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 12 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Distinguishes between EN11/12RWS-IIIa-2 – Distinguishes
Objectives and among patterns of development in between and among patterns of
Write the LC code for each. writing across disciplines development in writing across disciplines
g. problem-solution - EN11/12RWS-IIIbf-3.7 g. problem-solution - EN11/12RWS-IIIbf-3.7
II. CONTENT 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 tackled in a week or two.
C. Patterns of Development C. Patterns of Development
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
B. Other Learning Resource http://faculty.washington.edu/ezent/impo.htm http://faculty.washington.edu/ezent/impo.h
https://www.thoughtco.com/problem-solution- tm
composition-1691539 https://www.thoughtco.com/problem-
http://xxiseaweedsymposium.org/fighting- solution-composition-1691539
poverty-a-problem-solution-essay-example/ http://xxiseaweedsymposium.org/fighting-
poverty-a-problem-solution-essay-
example/
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson or  Review previous lesson  Review previous lesson
presenting the new lesson
B. Establishing a purpose for the Have you encountered problems in your life? How a problem-solution is organized?
lesson What are those problems? How did cope or
overcome those problems?

C. Presenting examples/Instances of Activity: My Problem, My Solution! Present a sample of a problem-solution


the new lesson Read and identify whether the given outline and let the students analyze how it
information is a problem or a solution. Sort was organized
out the problem from the solution. Then
match the solution in each problem.

D. Discussing new concepts and Discuss problem-solution pattern of Read and analyze a sample of a problem-
practicing new skills # 1 paragraph development solution essay

E. Discussing new concepts and


practicing new skills # 2
F. Developing mastery (leads to Write at least three problems and give
Formative Assessment 3) solutions to it.

G. Finding practical application of How do you handle your problems in life? How do you handle your problems in life?
concepts and skills in daily living What did you do to surpass those problems? What did you do to surpass those
problems?
H. Making generalizations and The students describe problem-solution The students generalize the lesson about
abstractions about the lesson mode of paragraph development. problem-solution mode of paragraph
development
I. Evaluating learning Give a true or false test about problem-
solution pattern of development
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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
who scored below 80%
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


worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II
GRADE 1 to 12 School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
DAILY LESSON LOG Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates January 1 – 4, 2019 Quarter THIRD/WEEK 7

Session 1 Session 2 Session 3 Session 4


Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11 12:30 – 1:30 January 1 GAS 11 12:30 – 1:30 January 2 GAS 11 12:30 – 1:30 January 3 GAS 11 12:30 – 1:30 January 4
TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30 TVL 11 3:30 – 4:30
(Monday) (Tuesday) (Wednesday) (Thursday)

I. OBJECTIVES 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 competencies. These are assessed 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.

A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/ EN11/12RWS-IIIa-2 – Distinguishes EN11/12RWS-IIIa-2 – Distinguishes
Objectives between and among patterns of between and among patterns of
Write the LC code for each. development in writing across development in writing across disciplines
disciplines h. persuasion - EN11/12RWS-IIIbf-3.8
h. persuasion - EN11/12RWS-IIIbf-3.8
II. CONTENT 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 tackled in a week or two.
C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson Reading and Writing Skills by Tiongson
and Rodriguez, pp. 136 -143 and Rodriguez, pp. 136 -143
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous lesson or The students will be group into 5. Each  Review previous lesson
presenting the new lesson group will be given situations wherein
they are going to act out. They will be
given 5 minutes to do their assigned
task.
B. Establishing a purpose for the lesson Based on the situations given, how did What is persuasion? How is it different
you convinced people to believe on your from argumentation?
views? Did you use persuasion or
argumentation?
C. Presenting examples/Instances of the  What are your means of transportation Cite some examples of persuasion
new lesson when traveling by land here in the
Philippines? Here is a table (pp.137)
containing a list of possible vehicles
one can use in the Metro to move
from one point to another. Fill in what
is asked in the table.
D. Discussing new concepts and  Vocabulary Activity, p.138 Discuss persuasion
practicing new skills # 1
E. Discussing new concepts and Read the text “Phase Out the Obsolete Activity: Analyzing the Author’s Craft
practicing new skills # 2 Jeepney” by Neal H. Cruz and answer
the questions.
F. Developing mastery (leads to Post-reading Activity: Outlining (pp.142)
Formative Assessment 3) Write a breakdown of Phase Out the
Obsolete Jeepney by Neal H. Cruz with
the use of a 2-level sentence outline.
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning On page 143, there are statements that
you can either agree or disagree with. Put
an “A” before the statement if you agree
with, or a “D” if you don’t. Explain your
answers.
J. Additional activities for application or Do activity in page 140. Post-reading: Write a persuasive essay composed of a
remediation Vocabulary Check: Research on the paragraph no more than 10 sentences
concepts mentioned in the article. about physical activities like running,
playing a sport, dancing, etc.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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 who scored
below 80%
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
worked well? Why did these work?

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: Noted: Approved:

JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D


Teacher II Head Teacher I Principal II

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