GRADES 1 to 12 School
DAILY LESSON LOG
SECTION AND DATE OF
LESSON EXECUTION
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 Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Quezon City Science High School
Ms. Zia Denise R. Palomeno
Teachers
Teaching Dates and Time
Day 1
During the session, students will:
1. Be familiar with course content and
requirements, and
2. Agree on house rules.
SUBJECT ORIENTATION
Grade Level
Mrs. Sheryl S. Verdadero
Week 1: June 3-7, 2019
*June 5 – No Classes due to Eid’l Fitr
Day 2
During the session, students will:
1. Be familiar with testing procedure used
followed in class, and
2. Exhibit prior knowledge/current skill
level through the diagnostic test.
DIAGNOSTIC TEST
Eleven
Reading and Writing Skills
Learning Area
Quarter First
Day 3
The learner realizes that information in a
written text may be selected and organized to
achieve a particular purpose.
The learner critiques a chosen sample of each
pattern of development focusing on
information selection, organization, and
development.
Learning Comptency:
EN11/12RWS-IIIa-1 Describes a written text
as connected discourse
During the session, students will:
1. Infer the steps in the reading process;
2. Give examples of effective reading
strategies; and
3. Suggest ways to improve reading
comprehension.
RWS11.1 Reading and Thinking Strategies
across Text Types
Topic A: Text as Connected Discourse
Tiongson, Marella Therese A. and Rodriguez,
Maxine Rafaella C. (2016). Reading and
Writing Skills. Rex Book Store: Manila.
Day 4
The learner realizes that information in a
written text may be selected and organized to
achieve a particular purpose.
The learner critiques a chosen sample of each
pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIa-2.1-2.4 Distinguishes
between and among techniques in selecting
and organizing information (i.e.,
brainstorming list, graphic organizer, topic
outline, sentence outline)
During the session, students will:
1. Use appropriate graphic organizers to
organize information.
2. Explain the importance of being
organized.
RWS11.1 Reading and Thinking Strategies
across Text Types
A. Text as Connected Discourse
B. Techniques in Selecting and Organizing
Information
Tiongson, Marella Therese A. and Rodriguez,
Maxine Rafaella C. (2016). Reading and
Writing Skills. Rex Book Store: Manila.
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
 Divide the class into two, and further
divide the two large groups into
small groups of four. Give the
groups 2 minutes to share with one
another ONE word that describes
READING (one half of the class)
and WRITING (for the other half).
 List the responses of each group
during the sharing.
 What is in store for you in the
Reading and Writing Class?
 Present the course description, topic
guide, grading system, and
requirements.
 Introduce testing system.
 Discuss Class Rules.
 Explain Cooperative Learning
Groups and the tasking strategy.
 Give the following instructions for
the test:
1. Write your name in print.
2. Shade neatly and avoid
erasures.
3. Exercise ACADEMIC
INTEGRITY.
Whole Class Discussion: Whole Class Discussion:
What actions can you associate with the How do you make sure you have
act of READING? understood what you read?
 What does it mean to read? 1. What are the qualities of a well-
written text?
2. How would you know if what you
wrote is a quality write-up?
1. Whole Class Discussion: Whole Class Discussion:
What does the word How does visualizing help a reader
JABBERWOCKY mean to you? understand a text better?
Make as many associations as you
can.
2. Individual:
Read the poem “Jabberwocky” by
Lewis Carroll silently, then a second
time aloud as a class.
3. Group Work (CLG8):
Choose words from the stanza
assigned to your group, then fill out
a chart to determine the part of
speech and meaning. Present your
answers to the class.
4. Individual:
Quick Comprehension Check
Lecture-Workshop: Lecture-Workshop:
1. CONCEPT: Define READING. 1. Identify the different graphic
2. PRACTICE: What reading strategy organizers posted on the
do you use for the following purposes board/flashed overhead.
(i.e., finding the title, identifying main 2. PRACTICE: What are different
points, looking for specific examples of graphic organizers? For
information? which type of information would the
different examples be appropriate to
use?
 CONCEPT: What techniques help us
improve our reading comprehension?
 PRACTICE: Answer brief exercises
on using context clues and
connotation & denotation.
F. Developing mastery Individual Work: Group Work:
(leads to Formative Answer exercises on determining where (CLG 8) Distribute texts for students to
Assessment) specific reading strategies are applicable. read. Instruct students to use the assigned
graphic organizer to make the reading
text visually comprehensible.
G. Finding practical One-minute Paper List techniques you can use to improve Why is ORGANIZATION an important
applications of concepts and What do you expect from the subject and your reading comprehension. life skill?
skills in daily living the teacher?
What can the teacher expect from you?
H. Making generalizations and One-minute Paper How does one select and organize
abstractions about the lesson What are the benefits of enhancing one’s information?
reading skills?
I. Evaluating learning Short Reading Quiz (focusing on Presented Graphic Organizers / Outlines
inferential skills)
Rubric:
- Accuracy 4321
- Neatness 4321
- Organization 4 3 2 1
J. Additional activities for AGREEMENT:
application or remediation Choose a short article on the topic
assigned to your group. Bring copies for
all members of the group, as well as for
the teacher.
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
they 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: Sheryl S. Verdadero (SHS-MT I) Reviewed by: Dolores J. Biñas (OIC, English Department)