GRADES 1-12 School (Division of Bulacan) Grade Level 11

DAILY LESSON LOG

Teacher: Michelle L. Cambri Learning Area Reading & Writing Skills
Teaching dates and time Semester Second

I. Objectives
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 EN11/12RWS-IIIa-2.2
Competency(ies)/Objective(s) Distinguishes between and among techniques in selecting and organizing information
A. Graphic Organizer (Venn Diagram)
At the end of the session(s), students will be able to:
1. Practice analysis by comparing fiction and nonfiction texts and classifying the latter into autobiographies, biographies, and informative
books
2. Apply their analysis by creating class charts and Venn diagrams that list the information they have compiled about these different texts
3. Demonstrate comprehension by discussing their findings in small groups and with the class
II. Content Lesson(s)/Topic(s):
Reading and Thinking Strategies across Text types

III. Learning Resources

A. References

B. Teacher’s Guides pages N/A

C. Learner’s Materials pages N/A
D. Textbook pages N/A
E. Additional Materials from Learning
source (LR)
F. Other Learning Resources
IV. Procedures:  Prayer
 Greetings
 Checking of Attendance
 Checking of Classroom Management
Motivation
Part I
1. Gather students in the designated group meeting area. Tell them that you will be discussing fiction books.
A. Reviewing previous lessons or
2. Hold up the fiction books you have set aside. Flip through the pages of some of them and then read one aloud.
presenting the new lessons
3. Ask students to list some of the things that they noticed about the story. Questions you might use as prompts include: What do you
notice about the pictures? Who is this story about? Could this really happen? Record the students' responses on the sheet of chart paper with
the heading "Fiction." After you have written down a few responses, you might invite students to help fill in the chart.

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
F. Developing mastery (leads to formative
assessment #3
G. Finding practical applications of
concepts and skills in daily living.
4. Explain to students that they have just described a category of books called fiction. Tell them that a fictional book tells a story that is
made up. Some parts may be true, but the story did not really happen.
Part II
1. Read aloud the nonfiction book you have selected.
You do not have to read the entire book. You want to illustrate the difference between fiction and nonfiction texts; reading part of the book
may accomplish this goal.
3. Ask students to list some of the things that they noticed about the book. Questions you might use include: What do you notice
about the illustrations? Who or what is this story about? Could this really happen? Record students' responses on the sheet of chart paper
with the heading "Nonfiction." After you have written down a few responses, you might invite students to help fill in the chart.
4. Explain to students that they have just described a category of books called nonfiction. Tell them that nonfiction books contain real
or true information.
1. Review the charts you created with the students. Tell students that it would be easier to compare fiction and nonfiction if the
information appeared together in one place.
2. Show students the blank Venn Diagram you prepared on chart paper. Explain that all of the information about fiction texts will go
into the first circle and the information about nonfiction texts will go into the second circle. Ask them what information they think might
go into the center section. Look for answers such as "stuff that's the same" or "things that are about both of them."
3. Go through all of the information that appears on the nonfiction and fiction charts and place it in the correct place on the Venn
Diagram. After you have started to fill in the diagram, you may want students to practice filling in the information themselves.
Using the diagram, talk to students about the differences and similarities between fiction and nonfiction. What do they see that is different
about fiction and nonfiction? What appears in the intersecting area in the middle? Why would they choose to read a fictional book? Why
would they choose to read a nonfiction book? What type seems most interesting to them and why?
(Observe students during class discussions and their presentations. Do they understand the distinction between fiction and nonfiction? Are
they able to identify the characteristics of different nonfiction texts?)
Inform:
1. Tell students that not all nonfiction is the same. Ask them if they have any ideas about what different kinds of nonfiction books
there are. Talk about the different things nonfiction books try to do; for example, some of them are stories about people and some of them
give facts about history or math.
2. Tell students that there are three types of nonfiction that you will be discussing: informative books, which are books that give
information about something of interest, for example, skeletons or frogs; biographies, which are books that an author has written about
someone else; and autobiographies, which are books about a person written by the person.
3. Hold up the informative book you have selected to read aloud. Read through different parts of the book. Flip through some of the
other informative books you have picked out.
Ask students to tell what things they notice about the informative books. Questions you might use include: What kinds of information are in
 this book? How is it different from a story? Use your T-chart to record the students' responses. After you have written down a few
responses, you might invite students to help fill in the T-chart.

Go over the responses and ask students why they might read an informative nonfiction book. What could they learn from a book like this?
H. Making abstractions and
What kinds of topics do they think a book like this could cover? Have they ever read any books like this? Did they like them? Why or why
generalizations about the lesson
not? What topics would they like to read about?
I. Evaluating Learning
J. Additional activities for application or
remediation
REMARKS

VI. Reflection
A .No .of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for remediation
C. 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?