GRADE 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School Atimonan National Comprehensive HS Grade Level 11
Teacher Lovely E. Fererras Learning Area Oral Communication
Teaching Dates and Time July 17, 2017- July 21, 2017 Quarter First Quarter
Monday Tuesday Wednesday Thursday Friday
The learner...
understands the nature and
elements of oral
communication in context.
The learner… The learner… The learner… The learner… The learner…
designs and performs effective designs and performs effective designs and performs effective designs and performs designs and performs effective
controlled and uncontrolled controlled and uncontrolled controlled and uncontrolled oral effective controlled and controlled and uncontrolled
oral communication activities oral communication activities communication activities based on uncontrolled oral oral communication activities
based on context. based on context. based on context.
context. communication activities
based on context.
Explains why there is a Uses various strategies in Demonstrates sensitivity to the socio- cultural
dimension of communication situation with focus
breakdown of communication. order to avoid communication
on
breakdown. a. culture
b. gender
c. age
d. social status
e. religion
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Effective Communication Effective Communication Exploring The Function of Exploring The Function of Exploring The Function of
Skills Skills Communication Communication Communication
List the 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 development.
pp. 18-22 p. 29-33
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.
Each member of the class will partner
with a classmate and converse with
each other. The teacher will instruct
the partner classmate to respond only
by using words that cannot be

B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
understood by the other. After the
exercise, analyze the difficulty of
communicating when verbally
misunderstood.
The students will recall a After the exercise, analyze the difficulty
misunderstanding, a quarrel, of communicating when verbally
or a fight between them and misunderstood.
another person. Analyze why it
happened and what caused it
by looking at the dimensions of
communication that was not
properly misunderstood. Then
recall how the problem was
resolved.
The Class will be divided into Answering the 10 item activity
on page 31.
groups and each group will act
out a scenario to show a
Comm. Act. that highlights one
or a pair f dimensions of
communication. Freeze the
frame. The rest of the class will
identify the dimensions that
they see. The group will then
inform the class if their answer
is correct or not.
Using the class list of Discussion
Communication Activities,
identify the Dimensions of
communication that apply to
each activity.
Class Discussion
Enact a communication activity Answer the activity on page
where there is no Nonverbal 33.
Communication. Try to get the
message across just by using
words.
The class will be divided into
pairs. Each member of the pair
will take turns interviewing the
other. Then each member of
the pair will compose a short
 speech to introduce the partner
to the class. The rest of the
class will also note the verbal
clues used by the speakers to
complete the introduction.
H. Making generalizations and List the instances of
abstractions about the lesson
communication that the
student engaged in using the
Social Interaction Function.
I. Evaluating learning Quiz Quiz

J. Additional activities for application

for remediation
V. REMARKS
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% in
the evaluation.

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
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?

PREPARED BY:

LOVELY E. FERERRAS
Teacher II
 GRADE 12 School Atimonan National Comprehensive HS Grade Level 12
DAILY LESSON LOG Teacher Lovely E. Fererras Learning Area Creative Nonfiction
Teaching Dates and Time July 17, 2017- July 21, 2017 Quarter First Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards

B. Performance Standards The learner clearly and

coherently uses a chosen
element conventionally
identified with a genre for a
written output

C. Learning Competencies/Objectives Write a draft of a short piece Peer-edit each other’s draft based on Revise the draft of a short
Write the LC code for each
using any of the literary a. clarity of idea piece using any of the literary
conventions of genre following b. appropriate choice of literary conventions of a genre (e.g.
these pointers: element plot for narrative piece)
a. Choosing a topic c. appropriate use of the element
b. Formulating a thesis d. effective combination of the idea and
statement the chosen literary element
c. Organizing and developing
ideas
d. Using any literary
conventions of a genre
e. Ensuring that theme and
technique are effectively
developed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

II. CONTENT Using Elements as a Using Elements as a Using Elements as a Techniques to Using Elements as a Using Elements as a
Techniques to develop Techniques to develop develop Themes Techniques to develop Techniques to develop
Themes Themes Themes Themes
III. LEARNING RESOURCES List the 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 development.
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
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

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
for remediation
V. REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Stating the question about the
difference between the subject and
the theme
Stating the numerous purposes
as to why someone writes.
Discussion about identifying the
theme and the steps in defining a
theme
Studying Genre and its
Classification
The students will a write a
draft using the literary
conventions of genre
The students do the peer
editing of their draft based on
the clarity of idea,
appropriate choice of literary
element, appropriate use of
the element and effective
combination of the idea and
the chosen literary element
The students will revise their
draft of a short piece using any
of the literary conventions of a
genre
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.
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?

PREPARED BY:

LOVELY E. FERERRAS
Teacher II