==]] School FILAMER CHRISTIAN UNIVERSITY Grade Level 11

GRADE 11 to 12 Teacher PAUL P. PORRAS Learning Area READING AND WRITING SKILLS

DAILY LESSON LOG Teaching Dates and Time JUNE 19– 23, 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 and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum
Guides.

A. Content Standard Realizes that information in a written text maybe selected and organized using different techniques and ideas
B. Performance Standard Critiques a chosen sample of each pattern of paragraph development focusing on Organization and Selecting information
C. Learning
Competency/Objectives
Describe a written Text as Day 1 Day 2 Day 3 Day 4
connected Discourse
Definition of terms in that subject Qualities of an efficient reader Different techniques in Generating Different techniques in Generating ideas
ENII/12RWS-111a-I
Vocabulary Check up Significance quotation for reading ideas
Short Skit Presentation Continuation of short skit if needed
Importance of reading 1. Brainstorming 1. Brainstorming
General overview for reading 2. Listing, drafting and talking 2. Listing, drafting and talking
3. Journalistic questions 3. Journalistic questions
4. Drafting 4. Drafting
5. Outlining 5. Outlining
6. Free-writing 6. Free-writing

II. CONTENT Reading and Thinking Strategies across Text typesand techniques in Organizing and Selecting information.

Reading and writing Rules as to Importance and General Overview for Techniques in Organizing Techniques in Organizing information
govern to the content presented) Reading information

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

A. References HEADWAY: READ, THINK, AND HEADWAY: READ, THINK, AND WRITE HEADWAY: READ, THINK, AND HEADWAY: READ, THINK, AND WRITE by:

1

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
WRITE by: Leah Marie R. Ibona, et al by: Leah Marie R. Ibona, et al WRITE by: Leah Marie R. Ibona, et al Leah Marie R. Ibona, et al
Hand-outs Hand-outs Hand-outs
Lapel, audio speaker, DLP, Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, Lapel, audio speaker, DLP, chalkboard
chalkboard and whiteboard marker and whiteboard marker chalkboard and whiteboard marker and whiteboard marker
Downloaded Features for Reading/ Downloaded Features for Reading/ Downloaded Features for Reading/ Downloaded Features for Reading/ Writing
Writing Skills (PowerPoint) Writing Skills(PowerPoint) Writing Skills(PowerPoint) Skills(PowerPoint)
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.
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A. Reviewing previous lesson or
presenting the new lesson
B.
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
Sections of Composition
Stages of Writing
ABC;s Qualities of writing
Principles of Writing
Introducing Reading Process in
Reading Strategies
The teacher will ask the students:
About the presented words
vocabulary e.g.
decipher, scarce, fancy etc.
Presenting a short skit about the
importance of reading to them
Why making reading a daily habit?
Presenting a short skit about the
importance of reading to them
 To be presented in group as
part of their performance
task in the class
What benefit will they get if they will
Make reading a daily habit?
The teacher will ask the students: The teacher will cite an example: The teacher will cite an example:
For the ff: For the ff:
“What are the qualities of an efficient
reader?” 1. Brainstorming 1. Brainstorming
2. Listing, drafting and talking 2. Listing, drafting and talking
* What reading strategies can help you 3. Journalistic questions 3. Journalistic questions
increasing your comprehension? 4. Drafting 4. Drafting
5. Outlining 5. Outlining
*Can you read between the lines?
6. Free-writing 6. Free-writing
The teacher will ask the students: The teacher will ask the students: The teacher will ask the students:
“Read a text and apply the reading
strategies” “ To pick out one any of the An activity is going to be given
techniques given and show/give an
e.g. as the teacher did
Expounded through interaction
The teacher will ask the students: The students will share their answers The teacher will give the students:
in front of their classmates.
1. How the text responses to the 1. Show a demo in front of the 1. A topic will be assigned and apply
audience? class if needed. the techniques for selecting and
2. Does the text adhere the ABC;s organizing information.
Qualities of writing? Explain.
3. How do they judge a good text?
The teacher will ask the students: The students will share the information The students will share the information they
they know about the different know about the different techniques in
“Which part of the text that is intended for techniques in selecting and organizing selecting and organizing information
Intro, body and conclusion? information
Applying reading techniques to improve
reading understanding
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 What are the things must be avoided and
must be adapted in reading?

E. Discussing new concepts and Expound skills and knowledge about the .Expound skills and knowledge about Disseminate information about the subject
practicing new skills # 2 words they encountered from the text. the words they encountered from the matter through interaction.
text

F. Developing mastery Possible expectation if you are a The students will give their understanding The students will give their The students will give their understanding
(leads to Formative bookworm through learners context understanding through learners through learners context
Assessment) context

G. Finding practical application of Cite an example that by reading, they Going over to the text given Associating content of the text to their Associating life experiences to the present
concepts and skills in daily living became successful in their being lives

H. Making generalizations and -do- -do- -do-

abstractions about the lesson

I. Evaluating learning Make a summary of what is being Interaction about the message Associating content of the text to their Interaction about the story
taught to them for the day. of the story/ role play lives

J. Additional activities for

application or remediation
1. REMARKS

2. 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

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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 Speaking 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
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:

PAUL P. PORRAS MRS. SHEILA C. SURESCA

Senior High School Teacher SHS Coordinator