Grades 11 / 12 School JAMINDAN NATIONAL HIGH SCHOOL Grade Level GRADE 11 – Gonzales & Jaspe/Daza

DAILY LESSON PLAN Teacher CAMILLE V. VESTIDAS Learning Area Reading and Writing Skills
Teaching Dates and Time November 05 - 09, 2018 Semester Second Semester

Day 1 Day 2 Day 3 Day 4

Objectives must be met over a 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
I. OBJECTIVES 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 Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standards The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development
C. Learning Competencies/ Objectives. Write The students should be able to answer the test EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-2 :Distinguishes between and
the LC code for each questions correctly and independently. Describes a written text as connected discourse among techniques in selecting and organizing
ORIENTATION OF THE SUBJECT information
EN11/12RWS-IIIa-2.1 :a. brainstorming list
EN11/12RWS-IIIa-2.2 :b. graphic organizer
II. CONTENT PRE-TEST
A. Text as Connected Discourse B. Techniques in selecting and organizing
information.
List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
III. LEARNING RESOURCES development.

A. References Reading and Writing Skills by Menoy, J. Z.

Reading and Writing Skills by Sandagan, L. D.
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
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
IV. PROCEDURES 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.

A. Reviewing previous lesson or presenting Distribution of test papers. If you can remember your first lesson when you
the new lesson were in grade 1, what is the first sound that is
introduced to you?
B. Establishing a purpose for the lesson Giving of instructions The teacher will show a jumbled letter structured
as a sentence but has now exact word. The
students will give their opinion about the sentence.
C. Presenting examples/instances of the new What do the images represent? Decide whether
lesson they constitute a text or not. Justify your answer.
When you’ve asked to write a paragraph by your
teacher or research paper on a particular topic,
how would you select the information before you
start to write? How do you organize the information
gathered?
Write as many words or phrases that will best
explain the meaning of the following terms.
a. Graphic organizer b.Brainstorm
Refer to the answers given by the students on
activity B.

1. 2.
D. Discussing new concepts and practicing Test Proper Define the term and give 2 examples for each. Discuss the picture shown.
new skills #1 Phrase word lexemes Discuss what is brainstorming.
Morphemes syllables phonemes or phones
E. Discussing new concepts and practicing Discussion of: Based on responses/ideas/answers on
new skills #2 Phonemes Phonology brainstorming, make a graphic organizer.
 Morphemes Connected Discourse
Features of Connected Discourse Elaborate other types of graphic organizer.
F. Developing mastery (leads to Formative Role Play: Group Activity.
Assessment 3) The class will be grouped to 4. Each group will Group the class into 5 groups, using the team Idea
represent each of the Features of Connected Mapping Method, individually brainstorm on the
Discourse. They will be given a scenario and think following topics and list them down. Then come up
Checking of papers
of an ending scenario according to their with one group brainstorming list.
understanding of the situation that connects to their a. Drugs d. Depression
assigned Feature of Connected Discourse. b. Gadgets e. Social Networking sites
c. Millennials
G. Finding practical applications of What is the importance of understanding With the same group, make a graphic organizer
concepts and skills in daily living connected discourse? from the given topic.
a. Drugs- Cause and effect Web
Recording of Scores b. Depression – Problem –Solution Map
c. Gadgets – timeline
d. Social networking sites – Spider Map
e. Millennials – Venn Diagram
H. Making generalizations and Define the following words: Ask a volunteer student to the main points
abstractions about the lesson Phonemes Phonology discussed in the lesson.
Morphemes Connected Discourse
I. Evaluating learning Each group will give their opinion and rate to the Presentation of output.
other group and tell whether they showed the right
Pre-test
ending that connects of the Features of Connected
Discourse.
J. Additional activities for application or
remediation
V. REMARKS Session 1 Session 2
Jaspe/Daza
Gonzales

VI. REFLECTION Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else 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
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?