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GRADE 11 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Describe a written Text as
connected Discourse
ENII/12RWS-111a-I
II. CONTENT
III. LEARNING RESOURCES
A. References
School FILAMER CHRISTIAN UNIVERSITY Grade Level 11
Teacher PAUL P. PORRAS Learning Area READING AND WRITING SKILLS
Teaching Dates and Time JUNE 12– 16, 2017 Quarter FIRST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives must be met over the 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 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.
Realizes that information in a written text maybe selected and organized to achieve a particular purpose
Critiques a chosen sample of each pattern of paragraph development focusing on information organization and development
Day 1 Independence Day Day 2 2nd week classes for new lesson Day 3 Day 4
or continuation “Knowing how text
INDEPENDENCE DAY works” Continuation of the lesson Definition of terms in that subject
(Special Holiday)
Sections of Composition Creating a concrete examples for the Vocabulary Check up
Stages of Writing lesson as given in the text
ABC;s Qualities of writing
Principles of Writing
A kind of Text showing connected Discourse to the subject given/ How composition is being completed and what are the common rules and points to be considered…
INDEPENDENCE DAY Reading and writing Rules as to govern to Reading and writing Rules as to govern Reading and writing Rules as to govern to the
(Special Holiday) the content presented to the content presented content presented
List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover,paper-based materialsisintegrated like in the form of hand-outs
and the likes. However, hands-on learning promotes concept development on the part of the learners.
HEADWAY: READ, THINK, AND Sections of Composition Importance of reading Importance of reading
WRITE by: Leah Marie R. Ibona, et Stages of Writing
al. ABC;s Qualities of writing General overview for reading General overview for reading
EFFECTIVE WRITING: by Alcantara Principles of Writing
R.D. and Cabanilla, J. Q.
1
 Give the example for : Give the example for :

Introducing Reading Process in Reading Previewing Previewing

Strategies Skimming Skimming
Scanning Scanning

1. Teacher’s Guide pages

2. Learner’s Materials pages Hand-outs Hand-outs Hand-outs

3. Textbook pages

4. Additional Materials from HEADWAY: READ, THINK, AND
Learning Resource (LR) WRITE by: Leah Marie R. Ibona, et
portal al.
EFFECTIVE WRITING: by Alcantara
R.D. and Cabanilla, J. Q.
HEADWAY: READ, THINK, AND WRITE
by: Leah Marie R. Ibona, et al.
EFFECTIVE WRITING: by Alcantara
R.D. and Cabanilla, J. Q.
HEADWAY: READ, THINK, AND
WRITE by: Leah Marie R. Ibona, et
al.
EFFECTIVE WRITING: by Alcantara
R.D. and Cabanilla, J. Q.
HEADWAY: READ, THINK, AND WRITE
by: Leah Marie R. Ibona, et al.
EFFECTIVE WRITING: by Alcantara R.D.
and Cabanilla, J. Q.

B. Other Learning Resource Downloaded Features for Reading/ Downloaded Features for Reading/ Downloaded Features for Reading/ Downloaded Features for Reading/ Writing
Writing Skills Writing Skills Writing Skills Skills

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 learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.

2
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
The teacher will ask the students about
The previous lesson
1. How true that learning to write well
takes time and much effort, but it can be
done?
The teacher will ask the students:
“Read a text and apply the reading and
writing rules”
Expounded through interaction
The teacher will ask the students:
1. How the text responses to the
audience?
2. Does the text adhere the ABC;s
Qualities of writing? Explain.
The teacher will ask the students:
“Which part of the text that is intended for
Intro, body and conclusion?
Expound skills and knowledge about the
words they encountered from the text.
The teacher will ask the students:
About the presented words
vocabulary e.g.
decipher, scarce, fancy etc.
The teacher will ask the students:
“What are the qualities of an efficient
readers?”
* What reading strategies can help
you increasing your comprehension?
The students will share their answers
in front of their classmates.
Significance of sharing prior
knowledge about reading
The teacher will ask the students:
“What are the things must be avoided
and must be adapted in reading?
Applying reading techniques to
improve reading understanding.
The teacher will discuss the word and get
further info from the students perspectives
Searching meanings through MERRIAM-WEB
in order to widen vocabulary
The teacher will ask the students:
Why read?
What to read?
How to read?
The teacher will ask the students:
Why read?
What to read?
How to read?
The students will share the information they
know about READING AND WRITING
SKILLS.
Disseminate information about the subject
matter through interaction.
3
F. Developing mastery . The students will give their understanding The students will give their The students will give their understanding
(leads to Formative through learners context understanding through learners through learners context
Assessment) context

G. Finding practical application of Going over to the text given Associating content of the text to their Associating life experiences to the present
concepts and skills in daily living lives

H. Making generalizations and -do- -do- -do-

abstractions about the lesson

I. Evaluating learning Interaction about the message Associating content of the text to their Interaction about the story
of the story lives

J. Additional activities for

application or 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?

A. No. of learners who earned 80%

in the evaluation

4
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: Checked By:

PAUL P. PORRAS MRS. SHEILA C. SURESCA

Senior High School Teacher SHS Coordinator