School CADUANG TETE NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teacher MRS.MIGUELA T. FLORES Learning Area READING AND WRITING SKILLS

DAILY LESSON LOG Teaching Dates and Time SEPTEMBER 11-15, ,2017 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 which enable students to find
significance and excitement in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.

A. Content Standard Develop Critical Reading through TEXT and CINTEXT connection
B. Performance Standard Utilize a Modular centered-approach by text and context development in both explicit and implicit way
C. Learning Competency/Objectives Day 1 Day 2 Day 3 Day 4
THE PROCESS OF READING
Enhance critical reading by TEXT and I. The Process of Reading I. CLAIMING WRITTEN I. CLAIMING I .Reading as REASONING
CONTEXT connection. A. LANGUAGE - BASED TEXT BY EXPLICIT AND WRITTEN TEXT BY
B. SYMBOL IMPLICIT WAY EXPLICIT AND A. Content and
Explain Critical Reading as looking for ways of C. SENSE A. How written text works? IMPLICIT WAY Properties of TEXT
thinking. D. KEY NOTE FROM MUSIC B. How you learn to read text a. Claim of FACT read
E. PICTOGRAMS/ GRAPHS that works? b. Claim of POLICY B. Counter claims in
1.EXPLICIT and IMPLICIT claims in a text C. .How the reading process c. Claim of VALUE response to claim
2.Context of TEXT DEVELOPMENT works? made in a text read

As REASONING:
3. Formulate Evaluative Statement
4.Determine Textual Evidence
II, CONTENT Written text and its context connection EXPLICIT and IMPLICIT manner

Critical Reading TEXT and CONTEXT Critical Reading TEXT and CONTEXT Critical Reading TEXT and Critical Reading TEXT and
connection: Explicitly and Explicitly connection: Explicitly and Explicitly CONTEXT connection: Explicitly CONTEXT connection:
and Explicitly Explicitly and Explicitly

III..LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like
in the form of hand-outs and the likes. However, hands-on learning promotes concept development on the part of the learners.

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A. References Contemporary Technical English: by
Magpayo, E.. et. al. (2000)
Effective Writing: by Go, M. et. al. (2003)
Reading and Writing Skills: by Tiongson
M. A and Rodriguez, M. C. (2016)
Integrated Approach to reading and
Writing: by Sebastian, E (1995)
Critical Thinking and Writing: by Cavina K. Critical Thinking and Writing: by Cavina
(1996)
Writing the Paragraph and Short
Composition by: Sullivan, K. E. (1992)
Technical Writing by Gordon and Mill
(1990)
Writing in Action;Handbook Edition
(2001)
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
1. Teacher’s Guide pages CG
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Lapel, audio speaker, DLP, chalkboard
Resource (LR) portal and whiteboard marker AND THE
TEACHER HERSELF
B. Other Learning Resources
Contemporary Technical English: by Contemporary Technical
Magpayo, E.. et. al. (2000) English: by Magpayo, E.. et.
al. (2000)
Effective Writing: by Go, M. et. al. (2003)
Effective Writing: by Go, M.
Reading and Writing Skills: by Tiongson et. al. (2003)
M. A and Rodriguez, M. C. (2016)
Reading and Writing Skills:
Integrated Approach to reading and by Tiongson M. A and
Writing: by Sebastian, E (1995) Rodriguez, M. C. (2016)
Integrated Approach to
K. (1996) reading and Writing: by
Writing the Paragraph and Short Sebastian, E (1995)
Composition by: Sullivan, K. E. (1992) Critical Thinking and
Technical Writing by Gordon and Mill Writing: by Cavina K. (1996)
(1990) Writing the Paragraph and
Writing in Action;Handbook Edition Short Composition by:
Sullivan, K. E. (1992)
(2001)
DOWNLOADED FEATURES FOR
DOWNLOADED FEATURES
READING AND WRITING SKILLS
FOR READING AND
WRITING SKILLS
Refer to CG Refer to CG
-------------------- --------------------
Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP,
and whiteboard marker AND THE chalkboard and whiteboard
TEACHER HERSELF marker AND THE TEACHER
HERSELF
Contemporary Technical
English: by Magpayo, E.. et. al.
(2000)
Effective Writing: by Go, M. et. al.
(2009)
Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M.
C. (2016)
Integrated Approach to reading
and Writing: by Sebastian, E
(1995)
Critical Thinking and Writing: by
Cavina K. (1996)
Writing the Paragraph and Short
Composition by: Sullivan, K. E.
(1992)
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
Refer to CG
-------------------------
Lapel, audio speaker, DLP,
chalkboard and whiteboard
marker AND THE TEACHER
HERSELF
2
 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 presenting Refer to the READING SELECTION Refer to the READING Refer to the READING SELECTION Refer to the READING
the new lesson SELECTION SELECTION.

a. Establishing a purpose for the lesson
MODEL DIAGRAM FOR
READING
PRIOR KNOWLEDGE
↓ had.
INTELLECTUAL ABILITY
↓
Strategies in
Processing information
b. Presenting examples/Instances of the Tell the importance of reading
new lesson Does READING influence the way
people think?
Develop the lesson by example
through text and context
connection
Establish the lesson by citing
an example for reading they
Give more example to gain
better understanding
Develop the lesson by the example of I. .Reading as
EXPLICIT AND IMPLICIT REASONING
Manner of reading
A. Content and Properties of
Establish the lesson by citing an TEXT read
example for the reading they had B. Counter claims in response
made. to claim made in a text
Give more example to gain better Present positive points when someone
understanding is engaged in reading

1. Discussing new concepts and
practicing new skills # 1
1. Discussing new concepts and
practicing new skills # 2
2. Developing mastery
(leads to Formative Assessment)
Discuss on how reading is learned. and
developed.
Develop understanding on how the
TEXT works
Develop their understanding through
learners context
Share the information they know
about showing interest in
READING
INTERACT to the lesson
tackled
Elaborate through concrete
examples using TEXT and
CONTEXT connection
Develop their understanding
through learners context
Share the information they know about
showing interest in READING
Elaborate through concrete examples
using TEXT and CONTEXT connection
Develop their understanding through
learners context
Share the information they know about
showing interest in READING
. Elaborate through concrete examples
using TEXT and CONTEXT connection
Develop their understanding through
learners context

3. Finding practical application of concepts Interact to the given lesson Look around the classroom and Look around the classroom and encourage Look around the classroom and encourage
and skills in daily living encourage them to read the thongs them to read the thongs around them to read the thongs around
around
4. Making generalizations and abstractions Recap what has been discussed/learned by Discuss briefly the whole lesson in Discuss briefly the whole lesson in a brief Recap for the Lesson.
about the lesson the students a brief manner manner

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 5. Evaluating learning Give further discussion SEATWORK SEATWORK Continuous interaction

6. Additional activities for application or Enhance the lesson through giving Re-enforcement Activity through projects /
remediation assignment/project assignments

V. REMARKS Gain an idea from them on hoe they value READING in their schooling
Concretize the samples through classroom interaction
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 15

evaluation
B. No. of learners who require additional In a totality of 200 learners 185 0f them got the passing required average for the subject
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of Yes
learners who have caught up with the lesson
10

D. No. of learners who continue to require 6

remediation
E. Which of my teaching strategies worked well? Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
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:
SPEAKING THE LANGUAGE is still a difficulty of the students.
Inconsistency in using the language because they used TAGALOG AND ENGLISH OR TAGLISH/ PAMPANGO AND TAGALOG OR PAMTAG
Consistency of using the LANGUAGE must applied for them to be practiced.
I used Lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
Checked By:

MIGUELA T. FLORES ELIZA D. CUNANAN

Senior High School Teacher Principal II