School CADUANG TETE NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teacher MRS.MIGUELA T. FLORES Learning Area READING AND WRITING SKILLS

DAILY LESSON LOG Teaching Dates and Time SEPTEMBER 11-15, ,2017 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 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 which enable students to find
significance and excitement in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.

A. Content Standard Develop Critical Reading through TEXT and CINTEXT connection
B. Performance Standard Utilize a Modular centered-approach by text and context development in both explicit and implicit way
C. Learning Competency/Objectives Day 1 Day 2 Day 3 Day 4
THE PROCESS OF READING
Enhance critical reading by TEXT and I. The Process of Reading I. CLAIMING WRITTEN I. CLAIMING I .Reading as REASONING
CONTEXT connection. A. LANGUAGE - BASED TEXT BY EXPLICIT AND WRITTEN TEXT BY
B. SYMBOL IMPLICIT WAY EXPLICIT AND A. Content and
Explain Critical Reading as looking for ways of C. SENSE A. How written text works? IMPLICIT WAY Properties of TEXT
thinking. D. KEY NOTE FROM MUSIC B. How you learn to read text a. Claim of FACT read
E. PICTOGRAMS/ GRAPHS that works? b. Claim of POLICY B. Counter claims in
1.EXPLICIT and IMPLICIT claims in a text C. .How the reading process c. Claim of VALUE response to claim
2.Context of TEXT DEVELOPMENT works? made in a text read

As REASONING:
3. Formulate Evaluative Statement
4.Determine Textual Evidence
II, CONTENT Written text and its context connection EXPLICIT and IMPLICIT manner

Critical Reading TEXT and CONTEXT Critical Reading TEXT and CONTEXT Critical Reading TEXT and Critical Reading TEXT and
connection: Explicitly and Explicitly connection: Explicitly and Explicitly CONTEXT connection: Explicitly CONTEXT connection:
and Explicitly Explicitly and Explicitly

III..LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like
in the form of hand-outs and the likes. However, hands-on learning promotes concept development on the part of the learners.

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A. References Contemporary Technical English: by Contemporary Technical English: by Contemporary Technical Contemporary Technical
Magpayo, E.. et. al. (2000) Magpayo, E.. et. al. (2000) English: by Magpayo, E.. et. English: by Magpayo, E.. et. al.
al. (2000) (2000)
Effective Writing: by Go, M. et. al. (2003) Effective Writing: by Go, M. et. al. (2003)
Effective Writing: by Go, M. Effective Writing: by Go, M. et. al.
Reading and Writing Skills: by Tiongson Reading and Writing Skills: by Tiongson et. al. (2003) (2009)
M. A and Rodriguez, M. C. (2016) M. A and Rodriguez, M. C. (2016)
Reading and Writing Skills: Reading and Writing Skills: by
Integrated Approach to reading and Integrated Approach to reading and by Tiongson M. A and Tiongson M. A and Rodriguez, M.
Writing: by Sebastian, E (1995) Writing: by Sebastian, E (1995) Rodriguez, M. C. (2016) C. (2016)
Critical Thinking and Writing: by Cavina K. Critical Thinking and Writing: by Cavina Integrated Approach to Integrated Approach to reading
(1996) K. (1996) reading and Writing: by and Writing: by Sebastian, E
Writing the Paragraph and Short Writing the Paragraph and Short Sebastian, E (1995) (1995)
Composition by: Sullivan, K. E. (1992) Composition by: Sullivan, K. E. (1992) Critical Thinking and Critical Thinking and Writing: by
Technical Writing by Gordon and Mill Technical Writing by Gordon and Mill Writing: by Cavina K. (1996) Cavina K. (1996)
(1990) (1990) Writing the Paragraph and Writing the Paragraph and Short
Writing in Action;Handbook Edition Writing in Action;Handbook Edition Short Composition by: Composition by: Sullivan, K. E.
Sullivan, K. E. (1992) (1992)
(2001) (2001)
DOWNLOADED FEATURES FOR
DOWNLOADED FEATURES FOR DOWNLOADED FEATURES FOR
DOWNLOADED FEATURES READING AND WRITING SKILLS
READING AND WRITING SKILLS READING AND WRITING SKILLS
FOR READING AND
WRITING SKILLS
1. Teacher’s Guide pages CG Refer to CG Refer to CG Refer to CG

2. Learner’s Materials pages

3. Textbook pages -------------------- -------------------- -------------------------

4. Additional Materials from Learning Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, Lapel, audio speaker, DLP,
Resource (LR) portal and whiteboard marker AND THE and whiteboard marker AND THE chalkboard and whiteboard chalkboard and whiteboard
TEACHER HERSELF TEACHER HERSELF marker AND THE TEACHER marker AND THE TEACHER
HERSELF HERSELF

B. Other Learning Resources

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 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.

A. Reviewing previous lesson or presenting Refer to the READING SELECTION Refer to the READING Refer to the READING SELECTION Refer to the READING
the new lesson SELECTION SELECTION.

a. Establishing a purpose for the lesson Develop the lesson by example Develop the lesson by the example of I. .Reading as
MODEL DIAGRAM FOR through text and context EXPLICIT AND IMPLICIT REASONING
READING connection Manner of reading
A. Content and Properties of
Establish the lesson by citing Establish the lesson by citing an TEXT read
PRIOR KNOWLEDGE an example for reading they example for the reading they had B. Counter claims in response
↓ had. made. to claim made in a text
INTELLECTUAL ABILITY
↓
Strategies in
Processing information
b. Presenting examples/Instances of the Tell the importance of reading Give more example to gain Give more example to gain better Present positive points when someone
new lesson Does READING influence the way better understanding understanding is engaged in reading
people think?

1. Discussing new concepts and Discuss on how reading is learned. and Share the information they know Share the information they know about Share the information they know about
practicing new skills # 1 developed. about showing interest in showing interest in READING showing interest in READING
READING
1. Discussing new concepts and Develop understanding on how the INTERACT to the lesson Elaborate through concrete examples . Elaborate through concrete examples
practicing new skills # 2 TEXT works tackled using TEXT and CONTEXT connection using TEXT and CONTEXT connection
Elaborate through concrete
examples using TEXT and
CONTEXT connection
2. Developing mastery Develop their understanding through Develop their understanding Develop their understanding through Develop their understanding through
(leads to Formative Assessment) learners context through learners context learners context learners context

3. Finding practical application of concepts Interact to the given lesson Look around the classroom and Look around the classroom and encourage Look around the classroom and encourage
and skills in daily living encourage them to read the thongs them to read the thongs around them to read the thongs around
around
4. Making generalizations and abstractions Recap what has been discussed/learned by Discuss briefly the whole lesson in Discuss briefly the whole lesson in a brief Recap for the Lesson.
about the lesson the students a brief manner manner

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 5. Evaluating learning Give further discussion SEATWORK SEATWORK Continuous interaction

6. Additional activities for application or Enhance the lesson through giving Re-enforcement Activity through projects /
remediation assignment/project assignments

V. REMARKS Gain an idea from them on hoe they value READING in their schooling
Concretize the samples through classroom interaction
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the 15

evaluation
B. No. of learners who require additional In a totality of 200 learners 185 0f them got the passing required average for the subject
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of Yes
learners who have caught up with the lesson
10

D. No. of learners who continue to require 6

remediation
E. Which of my teaching strategies worked well? Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
Why did these work?

F. What difficulties did I encounter which my SPEAKING THE LANGUAGE is still a difficulty of the students.
principal or supervisor can help me solve? Inconsistency in using the language because they used TAGALOG AND ENGLISH OR TAGLISH/ PAMPANGO AND TAGALOG OR PAMTAG
Consistency of using the LANGUAGE must applied for them to be practiced.
G. What innovation or localized materials did I I used Lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
use/discover which I wish to share with other
teachers?
Prepared by: Checked By:

MIGUELA T. FLORES ELIZA D. CUNANAN

Senior High School Teacher Principal II