Annex 1C to DepEd Order N. 42, s.

2016
IRINEO L. SANTIAGO NATIONAL HIGH SCHOOL
School Grade Level 11
OF METRO DADIANGAS
GRADES 1 to 12 Teacher CHRISTINE JOY B. GALINGAN Section STEM , SMAW
DAILY LESSON LOG Teaching Dates November 4 - 8, 2019 Learning Area Reading and Writing Skills
Time 10:50 – 11:50, 1:00 – 2:00 Quarter 3rd

Monday/ Session 1
1. Diagnose and measure the
prerequisite skills and
I. OBJECTIVES knowledge needed for the
semester.
Tuesday/ Session 2
1. Identify the competencies.
2. Define text and discourse
3. Differentiate text and
discourse
4. Describe text as a connected
discourse.
Wednesday/ Session 3 Thursday/ Session 4 Friday/ Session 5
1. Identify the devices for analyzing a
written Text as a Connected
Discourse 1. Identify the forms of discourse.
2. Enumerate transitional devices.
READING DAY
3. Write sentences using transitional
words

A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

B. Performance Standards The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competencies/Objectives The learner describes text as connected discourse EN11/12RWS-IIIa-1
(Write the LC code for each)
II. CONTENT Reading and Thinking Strategies across Text types
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
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Reading and Writing Skills
(Basilan, M. 2017) Reading and Writing Skills
A. References (Menoy, J. and Constantino, G. 2016)
Reading and Writing Skills
(Menoy, J. and Constantino, G. 2016)
1. Teacher's Guide pages
2. Learner's Manual pages
3. Textbook pages pp.5 pp. 4 - 5 pp. 2 - 3
4. Add’l Materials from Learning Resource portal
http://www.scribd.com/document
B. Other Learning Resources /366039513/daily-lesson-plan
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
IV. PROCEDURES 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 on their life experiences and previous knowledge indicate the time allotment for each step.
A.1 ACTIVITIES Preliminaries: Preliminaries: Preliminaries: Preliminaries:
1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Checking of Attendance 3. Checking of Attendance 3. Checking of Attendance 3. Checking of Attendance
A. Reviewing previous lesson or 4. Review of the Lesson 4. Review of the Lesson 4. Review of the Lesson 4. Review of the Lesson through
presenting the new lesson game.
Motivation: “Interview” Motivation: “Write and Motivation: “How do you do it?”
Read” Motivation: “What do you think of
Teacher randomly asks a Directions: Divide the class into six Me?”
series of questions about Directions: Let the students (6) groups and let them present
 students’ background in write their expectations in the the process of cooking different Directions: Divide the class into six
EAPP. subject. egg dish. (6) groups and let them identify the
forms of discourse presented.

Presentation of the Task 1: “What type am I?”

Task 1: “Lesson Diagnostic
Test”
Directions: Choose the word
SPRINGBOARD/MOTIVATION that is being described in
B. Establishing a purpose for the lesson each item. Write the letter of
C. Presenting examples/ instances of the the correct answer on the
new lesson space provided before each
number.
competencies
Task 1: “How do we connect?” Directions: Read the text given and
Task 1: “Picture it out” Directions: Let the students identify discuss it with your group mates what
Directions: Write an essay the discourse markers used in the type of discourse is presented.
that has two paragraphs and previous activity. Choose your leader, scribe and
a dialogue for each scenario: reporters, then report your output to
Discussion of the transitional class.
1. A ride at the theme words.
2. park.
3. Your dream house.
4. Your comfort food.
5. Your rules in own
house for your future
family.
6. Earthquake drill
7. Eating in a fancy
restaurant.

A.2 ANALYSIS
Task 1 Task 1 Task 1
1. What are the things you
1. What are the devices for 1. What is the structure of the
considered in writing
analyzing a written Text as a paragraph?
the essay?
Connected Discourse? 2. What is the aim of the paragraph?
2. What kind of words did How does it serve its purpose?
D. Discussing new concepts and you use in conveying 2. What are the transitional
practicing new skills #1
the message you devices used?
E. Discussing new concepts and
wanted to express.
practicing new skills #2
Task 2
1. Why do you think it’s not
a text as connected
discourse?
2. What makes a text a
connected discourse?

A.3 ABSTRACTION
1. What is text? A
discourse? Their
F. Making generalizations and difference?
abstractions about the lesson 2. What is a text with
connected discourse?
A.4 APPLICATION
G. Developing mastery Task 2: “Figure it out”
(Leads to Formative Assessment) Directions: Identify if the
The devices for analyzing a written
Text as a Connected Discourse
are:
1. What are the forms of discourse?
1. Cohesion
2. Cohesive Devices
3. Coherence
4. Parallelism
Task 2: “Missing Connectives” Task 2: “Use Me”
Directions: Complete the summary Directions: Call a student to recite on
 paragraph an example of a by filling in the blanks with missing example of forms of discourse.
text with connected connectives.
discourse.
We use different types of
VALUING discourse depending on the
Write two-sentence description of the
H. Finding practical applications of situation to relay our
waterfalls in the picture.
concepts and skills in daily living message effectively.

EVALUATION Underline the connectives found in Short quiz on forms of discourse.

Checking of test papers
I. Evaluating learning the selection below. (Pls. see test plan)
V. AGREEMENT
Write a five-sentence paragraph
J. Additional activities for application or
on how you value education.
remediation

VI. REMARKS

REFLECTION

A. No. of learners who earned 80% in

evaluation
B. No. of learners who require remedial lessons
(below 80% in the evaluation)
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 teachings 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 which I wish to share with other teachers?

Prepared by: CHRISTINE JOY B. GALINGAN Checked by: ESTHER D. VINSON Monitored by: ESTRELIETA A. TENIZO, EdD
Subject Teacher Subject Group Head Principal III