zGRADE 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. each type of academic writing
and professional
correspondence following the
properties of well-written texts
and process approach to
writing.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School CANDON NATIONAL HIGH SCHOOL Grade Level 12
Teacher MRS. CONNIE ROSE R. RIÑOPA Learning Area Reading and Writing
Teaching Dates August 19-23, 2019 Semester 1st
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
RWS11.3. Purposeful Writing in the Disciplines and for Professions
1 The learner understands the requirements of composing academic writing and professional correspondence.
1 The learner produces each type of academic writing and professional correspondence following the properties of well-written texts and process approach to writing.
Explains how one’s purpose is a Identifies the unique features of Identifies the unique features of produces each type of academic produces each type of academic
crucial consideration in academic and requirements in composing and requirements in composing writing and professional writing and professional
and professional writing texts that are useful across texts that are useful across correspondence following the correspondence following the
disciplines disciplines properties of well-written texts properties of well-written texts
BOOK REVIEW and process approach to writing. and process approach to writing.
BOOK REVIEW Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Cooperative Learning
Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions
PowerPoint Presentation, Teacher’s Guide, Learner Manual
You have learned the basic Review previous lessons Review previous lessons Use cooperative learning time for
concepts of book review. book review writing.
.
A book review is a description, Given the same text , you shall Today, we shall continue with Today, we shall continue with
critical analysis, and an continue reading the book, your book review activity. your book review activity.
evaluation on the quality however if you are done you may
meaning, and significance of a proceed with the book review
book, not a retelling. It should proper.
focus on the book’s purpose,
content, and authority. A critical
1

C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
book review is not a book report
or a summary. Strengths and
weaknesses of the material are
analyzed in a reaction paper. It
should include a statement of
what the author has tried to do,
evaluate how well (in the opinion
of the reviewer) the author has
succeeded, and presents
evidence to support this
evaluation
The following format Step One: (2 Points)
recommends an academic A. Write a statement giving
direction in writing a critical essential information about the
review. book. You must provide the
bibliographic and publication
information. At the top of the
review, include author’s name,
title, and the place of publication,
publisher, and date of
publication. Book titles should be
in italics or underlined.
B. Does the author provide any
revealing information about the
text in the preface /introduction?
What judgments or
preconceptions does the author
provide?
State the theme and the thesis of
the book. 1. Theme: The theme
is the subject or topic. It is not
necessarily the title, and it is
usually not expressed ill a
complete sentence. It expresses
a specific phase of the general
subject matter.
2. Thesis: The thesis is an
author’s generalization about the
theme,
Example Title: We had it Made
General Subject Matter:
Religious Intolerance Theme:
The effects of religious
intolerance on a small town
Thesis: Religious intolerance, a
sickness of individuals,
contaminates an entire social
group.
Step Three: (10 Points)
A. Summarize the main points or
conclusions the author makes to
prove his thesis. Your summary
should contain enough detail to
be informative and do justice to
the author. However, there is no
need to recopy the whole book.
1. How well did the author prove
his thesis? Evaluate this based
on completeness, factual
presentation or documentation,
the logic of his conclusions and
arguments, and style. The most
important element about a book
review to remember is that it is a
commentary, not just a summary.
2.What evidence is cited? Did the
author reveal any bias toward his
topic, per se, or any historical
leader in this book.
B. Explain the significance of this
book. In other words, what
contribution does this book make
to the study of its subject?
Exactly what makes the book
significant? Is its approach,
conclusions or discoveries? How
2

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3) reading of a chose book in
G. Finding practical application of
Step Two: (3 Points) A. State the
author’s purpose in writing the
book. Sometimes authors state
their purpose in the preface or
the first chapter. When they do
not, you may arrive at an
understanding of the book’s
purpose by asking yourself this
question.
1. Why did the author write on
this subject rather than on some
other
subject?
2. From what point of view is the
work written?
3. Was the author trying to give
information, to explain something
technical, to convince the reader
of a belief’s validity by
dramatizing it in action?
The students will do silent
preparation for book review.
3. As you do, you may very well
need to explain how the author
presents
his material. In other words, does
the author organize the book
topically or chronologically?
does the knowledge contained in
this book compare with that
offered in your textbook .
1. How is the book related to the
course? What are your
reactions? Did the book enhance
your understanding of the
issues? Be as direct as possible.
2.What has the author omitted or
what problems, did he leave
unsolved? What specific points
are not convincing? Respond to
the author’s opinions. Which
ones do you agree or disagree
with? Explain.
Step Four: (5 Points) A. Your
review should conclude with your
personal observations. 1. Has
the book challenged you
intellectually, increasing your
Knowledge, raising new
questions, and/or presenting the
material in a novel or provocative
manner? On the other hand,
does the author simply rehash
what everyone already knows? 2.
How did the book affect you?
Were any previous ideas you had
on the subject changed,
abandoned, or reinforced due to
this book? 3. Let the reader know
whether or not the book is worth
reading and why. In other words,
why should anyone read it?
3
 concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Readers sometimes confuse
book reviews with book reports.
However, the two are not
identical. Book reports commonly
describe what happens in a
work~ their focus is primarily on
giving an account of the major
plot, characters, and/or main idea
of the work. Most often, book
reports are a K-12 assignment.
By contrast, book reviews are
most often a college assignment,
but they also appear in many
professional works: magazines,
newspapers, and academic
journals.
The students will continue silent
reading for their book review.
Evaluative statement about a
text is formulated after having
read
the text carefully and critically,
grasping the essence of the text
and
checking for possible fallacies in
the
argument.
Ask the students to identify the
types of assertions given on the
slides
You must remember that book
reviews are not just summaries!
BOOK REVIEW WRITING
Like other forms of writing, book
reviews present an extended
argument (a thesis) that is
effectively organized and
supported by evidence.
Your understanding and critique
are equally (if not more)
important as the basic
information that you convey
about the book.
Just as in a research paper, your
ideas must emerge clearly and
persuasively
BOOK REVIEW WRITING

J. Additional activities for

application or remediation
VI. REMARKS The lesson last week was carried over / Reading and Writing is taken only four times a week, Monday to Friday.

VII. 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%
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

4
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: Submitted to:

CONNIE ROSE R. RIÑOPA PEPITO P. MANZANO, Jr. , EdD
SHS Teacher III Asst. Principal II