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 AUGUST7—AUGUST 11 , 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 Communicative task through meaningful skills in writing short composition using Patterns of Paragraph Development
B. Performance Standard Utilize a Modular centered-approach of sentence expansion through Paragraph Development particularly CAUSE AND EFFECT/ REVIEW/ EXAMINATION
C. Learning Day 1 Day 2 Day 3 Day 4
Competency/Objectives .
Understand/ Develop a written I. Paragraph by CAUSE Review for the FIRST Review for the FIRST QUARTERLY I. EXAMINATION PROPER.
text among the Patterns of AND EFFECT QUARTERLY EXAINATION A. Arrange the chairs one
Paragraph Development Cohesive devices EXAINATION sit apart
particularly DEFINITION AND INTENDED for it B. Distribute the
CAUSE AND EFFECT BECAUSE, IN AS MUCH AS, questionnaire
ENII/12RWS-111bf-3 SINCE , HENCE, THUS, THEN, C. Supervise the on going
Review for the first Quarterly SO, FOR THIS REASON, test
Examination THEREFORE, CONSEQUENTLY, D. Consume the allotted
WHEREFORE, FIRST, SECOND, time for the
Examination Proper for First THIRD. ACCORDINGLY. examination
Quarter

II, CONTENT Modes of Paragraph Development Definition and exemplification/Violation in Defining Term/Cause and effect/REVIEW/EXAMINATION

CAUSE AND EFFECT Review for the FIRST QUARTERLY Review for the FIRST QUARTERLY EXAMINATION PROPER.
PARAGRAPH BY CAUSE AND EXAINATION EXAINATION
EFFECT
AND COHESIVE DEVICES

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
1

A. References
1. Teacher’s Guide pages
2. Textbook pages
3. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
form of hand-outs and the likes. However, hands-on learning promotes concept development on the part of the learners.
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. (1996)
Writing the Paragraph and Short
Composition by: Sullivan, K. E.
(1992)
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
Lapel, audio speaker, DLP,
chalkboard and whiteboard marker
AND THE TEACHER HERSELF
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. (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
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. (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
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)
Technical Writing by Gordon and Mill
(1990)
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
A. Reviewing previous lesson or
presenting the new lesson
I. Establishing a purpose for
the lesson
J. Presenting
examples/Instances of the
new lesson
1. Discussing new concepts
and practicing new skills # 1
2. Discussing new concepts
and practicing new skills # 2
3. Developing mastery
(leads to Formative Assessment)
4. Finding practical application
of concepts and skills in
daily living
5. Making generalizations and
abstractions about the
lesson
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.
B. Cohesive devices INTENDED Recall all the lessons tackled for the Recall all the lessons tackled for the READY AND conditioned oneself for the
for CAUSE AND EFFECT course course exam proper.
BECAUSE, IN AS MUCH
AS, SINCE , HENCE, THUS,
THEN, SO, FOR THIS
REASON, THEREFORE,
CONSEQUENTLY,
WHEREFORE, FIRST,
SECOND, THIRD.
ACCORDINGLY
Establish the lesson by citing an Be reminded and understand all those Be reminded and understand all those DO’s and DON’T’’s for the examination
example for each COHESIVE lesson tackled for the course in having lesson tackled for the course in having proper
DEVICES for CAUSE AND EFFECT FIRST QUARTERLY EXAMINATION FIRST QUARTERLY EXAMINATION
Complete the sentence with a missing Present the POINTERS TO REVIEW Present the POINTERS TO REVIEW Instructions and RULES to be followed
cause and effect during the exam.
Talk about CHAIN OF EVENTS
THROUGH THE DEVICES APPLIED
Talk about CHAIN OF EVENTS Discuss the POINTERS Discuss the POINTERS Clarify instructions if needed
THROUGH THE DEVICES APPLIED
Elaborate CAUSAL CONNECTION _______________________________ _______________________________ _________________________________
through
CAUSE and EFFECT
Develop their understanding through _______________________________ _______________________________ _________________________________
learners context
Look around the classroom and _______________________________ _____________________________ ADMINISTER AND SUPERVISE the on
encourage them to describe and going exam
define things
Discuss briefly the whole lesson in a _____________________________ _____________________________
brief manner
3
 6. Evaluating learning SEATWORK

7. Additional activities for

application or remediation
V. REMARKS Give a short ACTIVITY based from the lesson discussed.
Concretize the samples through classroom interaction like what they see around: CAUSE ANF EFFECT/REVIEW/EXAMINATION
NOTE: PART OF THE LESSON WAS NOT CCOMPLISHED IN OTHER SECTION DUE TO TYPHOON GORIO AND HEAVY MONSOON
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% 24

in the evaluation
B. No. of learners who require Out of 32 learners 24 0f them got the passing required average for the subject
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work? Yes
No. of learners who have caught
up with the lesson 8

D. No. of learners who continue to 4

require remediation
E. Which of my teaching strategies Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
F. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor Inconsistency in using the language because they used TAGLISH
can help me solve?
G. What innovation or localized I used Lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Checked By:

MIGUELA T. FLORES ELIZA D. CUNANAN

Senior High School Teacher Principal II