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 AUGUST 28- SEPTEMBER 01,2017 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 Approaches in solving problem. Paragraph Development particularly/PARTITION AND
CLASSIFICATION
C. Learning Day 1 Day 2 Day 3 Day 4
Competency/Objectives .
Understand/ Develop a written SPECIAL HOLIDAY I. PROBLEM AND SOLUTION I. PARTITION OR ANALYSIS AND SPECIAL HOLIDAY
text among the Patterns of NATIONAL HEROES DAY A. Several Approaches in solving CLASSIFICATION EIDL ADHIR
Paragraph Development PROBLEM
particularly PROBLEM AND 1. PROBLEM/S A. Analysis by Division
SOLUTION/ PARTITION AND 2. OBJECTIVES B. Analysis by Dissection
CLASSIFICATION 3. AREAS OF CONSIDERATION C. Ruling Principle for
ENII/12RWS-111bf-3.8 4. ALTERNATIVE COURSES OF classification to avoid
ACTION overlapping.
5. RECOMMENDATION
6. PLAN OF ACTION
7. POTENTIAL PROBLEM
CONTINGENT PLAN OF ACTION

II, CONTENT Modes of Paragraph Development by PROBLEM AND SOLUTION/ PARTITION AND CLASSIFICATION

Approaches in solving PROBLEM PARAGRAPH BY PARTITION AND

CLSSIFICATION

1
III..LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
List the materials to be used in different days. Varied sources of materials sustain students 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.
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, Contemporary Technical English: by
E.. et. al. (2000) Magpayo, E.. et. al. (2000)
Effective Writing: by Go, M. et. al. (2003) Effective Writing: by Go, M. et. al.
(2003)
Reading and Writing Skills: by Tiongson M. A and
Rodriguez, M. C. (2016) Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M. C.
Integrated Approach to reading and Writing: by (2016)
Sebastian, E (1995)
Integrated Approach to reading and
Critical Thinking and Writing: by Cavina K. (1996) Writing: by Sebastian, E (1995)
Writing the Paragraph and Short Composition
Critical Thinking and Writing: by
by: Sullivan, K. E. (1992) Cavina K. (1996)
DOWNLOADED FEATURES FOR Writing the Paragraph and Short
READING AND WRITING SKILLS
Composition by: Sullivan, K. E. (1992)
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
Refer to CG Refer to CG
-------------------- --------------------
Lapel, audio speaker, DLP, chalkboard and Lapel, audio speaker, DLP,
whiteboard marker AND THE TEACHER chalkboard and whiteboard marker
HERSELF 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
B. Other Learning Resources

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 Refer back to the VIDEO CLIPPINGS presented in the other .
presenting the new lesson day

a. Establishing a purpose for I. PROBLEM AND SOLUTION Develop the lesson by example through
the lesson A. Several Approaches in solving PROBLEM Partition and Classification
1. PROBLEM/S
2. OBJECTIVES Establish the lesson by citing an
example for each COHESIVE DEVICES
3. AREAS OF CONSIDERATION
for Partition and Classification
4. ALTERNATIVE COURSES OF ACTION
5. RECOMMENDATION
6. PLAN OF ACTION
7. POTENTIAL PROBLEM
8. CONTINGENT PLAN OF ACTION
b. Presenting Present a problem that is visible to their place/ Give more example to gain better
examples/Instances of the understanding
new lesson

1. Discussing new concepts Identify the problem of the presented background of study Share the information they know about
and practicing new skills # showing Partition and classification
1

2. Discussing new concepts Interact to the given background of study INTERACT to the lesson tackled
and practicing new skills # Elaborate through concrete examples
2 using Partition and Classification

3. Developing mastery Develop their understanding through learners context Develop their understanding through
(leads to Formative learners context
Assessment)

4. Finding practical Solve the problem with Several Approaches Look around the classroom and
application of concepts encourage them to CLASSIFY AND
and skills in daily living ANALYZE things arothemund
3
 5. Making generalizations . Recap what has been discussed/learned by the students Discuss briefly the whole lesson in a
and abstractions about the brief manner
lesson
6. Evaluating learning Interact to the given situation SEATWORK

7. Additional activities for Enhance the lesson through giving assignment/project

application or remediation
V. REMARKS Give a short ACTIVITY based from the lesson discussed.
Concretize the samples through classroom interaction like what they use to do.: PROBLEM SOLVING/PARTITION AND CLASSIFICATION
NOTE: Lessons were not accomplished because of try-outs and holding INTRAMURFAL PROPER FOR 2017-2018 (AUGUST 24-25, 2017)
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 35

80% in the evaluation
B. No. of learners who require In a totality of 200 learners 165 0f them got the passing required average for the subject
additional activities for
remediation who scored below
80%
C. Did the remedial lessons Yes
work? No. of learners who
have caught up with the lesson 8

D. No. of learners who continue to 6

require remediation
E. Which of my teaching Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
strategies worked well? Why
did these work?
F. What difficulties did I SPEAKING THE LANGUAGE is still a difficulty of the students
encounter which my principal Inconsistency in using the language because they used TAGALOG AND ENGLISH OR TAGLISH/ PAMPANGO AND TAGALOG OR PAMTAG
or supervisor 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