School LAIYA NATIONAL HIGH SCHOOL Grade Level 11 TVL Regular

Generosity
Teacher Mr. Jojo Alvin S. Bontile Learning Reading and
DAILY LESSON Area Writing
Teaching Date July 4, 2019(Thursday) Quarter First
LOG
and Time 12:00- 1:00

MONDAY
I. OBJECTIVES 1. The learners should be able to define what a discourse is.
2. The learners should be able to identify the purposes of a discourse.
3. The learners should be able to role play the purposes of a discourse.
A. Content Standard The learners demonstrate an understanding of the purposes of a discourse.

B. Performance Standard The learners shall be able to write a 100-word essay of his/her objective
observation and evaluation of the various purposes of a discourse.

C. Learning Competencies/Code

EN11/12RWS-
IIIa-1

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from LR
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
Writing materials( notebook, pen)
Slide deck
Collaborative Approach- students get
- The students will be asked their previous lesson which is the process of a to perform and learn with one
discourse. another.
- The students will be grouped into four.
Directions: Gather three things you have with you and present this to class in
three different ways.
1. Convince us that we need to like it.
2. Tell us of the uses.
3. Create humour.
- The teacher then reveals several examples and discusses why people
 the new lesson communicate. In doing so, the students start to discover the purposes of a Integration to Empowerment Technology
discourse.
through the use of Slide Deck.
D. Discussing new concepts and - The teacher then starts discussing the purposes of a discourse..
practicing new skills #1 -Slide deck presentation
E. Discussing new concepts and - The teacher continues to discuss the purposes of a discourse.
practicing new skills #2 -Slide deck presentation
G. Developing Mastery (Leads to The teacher calls 5 or more students to explain/ act up the purposes of a
ACT ME- This is another collaborative approach
formative assessment) discourse. wherein students act what they learnt.
H. Finding practical applications of -The teacher groups the class into 3 and each group is assigned to role play
concepts and skills in daily living the 3 purposes of a discourse.
I. Making generalizations and - The teacher asks the other 4 groups if the other group’s presentation is
abstraction about the lesson correct and ask them to explain why. Rubric is attached at the last page.
J. Evaluating Learning - The students are asked to write a 100 essay about their objective feedback
about the presentations of the 3 purposes of a discourse..
K. Additional activities for application - The students are given assignment to do/ perform. The assignment will be
or remediation discussed on Day 2.
V. REMARKS
VI. REFLECTION
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 this work?
F. What difficulties did I encounter
which my principal or supervisor
can helped me solve?
G. What innovation or localized
materials did I discover which I
wish to share with other teachers?
Rubric for evaluation
10. The essay is complete. All information provided is accurate. Content demonstrates a deep understanding of, and engagement with the text. No
major grammatical errors.

8. The essay is missing slight details. All information provided is accurate.

6. The essay is missing multiple details. Most information provided is accurate. Minor grammatical errors are made.

4. Content suggests lack of preparation or comprehension. Most information provided is not accurate. Major grammar mistakes are done.

2. Content only marginally related to the question/ prompt. Major grammar mistakes are done.

0. Content fails to meet the basic requirements of the task.