Communit SCIS, SMEIS, Program Accreditation and

y Learning DALAYAP ES, Equivalency (A&E)

Center PATAQUID ES
Learning Rebecca L. Dela Cruz Literacy Level Advanced Elementary
ALTERNATIVE Facilitator
LEARNING SYSTEM
Quarter Learning LS 1 Communication
DAILY LESSON LOG Strand Skills English

I. OBJECTIVES
A. Content Standard IN OTHER WORDS (RESTATING INFORMATION)
B. Performance Standards
C. Learning Competencies/
Objectives the LC code for each.
1. paraphrase information
2. restate sentences in one’s own words
3. express reactions and opinions to an issue

II. CONTENT(Subject Matter)

IN MY OWN WORDS
III. LEARNING RESOURCES Communication Skills in English Module 2
A. References
1. Session Guides pages Page 12-19
2. Module pages Page 22-33
B. Other Learning Resources Bond paper
IV. PROCEDURES
A. Springboard/Motivation Test the learners’ understanding of paraphrasing or “rewording” in a
(Establishing a purpose for
the lesson) statement by letting them answer the exercises given below:

Directions: Identify which of the statements below does not

pertain to paraphrasing.

1. It is restating original statements or ideas using a different

set of words.
2. It means rewording an original statement or idea into
your own words.
3. It is changing the meaning of the original statement.
4. It means fully understanding the original text.
5. It means retaining the original idea of a text.
Directions: Identify which of the following statements is
not considered a polite way to disagree.

1. I’m sorry but I don’t agree.

2. You have a point there, but …
3. I understand where you’re coming from, however …
4. No way man, I totally disagree!
5. I’m afraid I have to disagree.

Record the results of the test to determine the learners’ readiness

to proceed to the new lesson.

B. Activity (Review of
previous lesson/s or
2. A. Begin the lesson by saying this statement: When we
Presenting the new lesson) hear news stories and watch television shows, we want
to tell our families and friends about what, how, and why
something happened. In fact, we recount the story, its
main characters, and events in our own words. This
technique is called paraphrasing.

A. Discuss this: “To paraphrase is to express an idea or

 somebody’s message in our own words,” but the
meaning of the original material should be
maintained. To paraphrase is to “say or express” a
statement in words different from the original text.
It involves taking a passage—either spoken or
written—and rewording it. When paraphrasing, it is
important to keep the original meaning so that the
facts remain intact.

B. Explain to the learners to express important ideas in

their own writing style and focus on the
information that is most useful in making their
point.

C. Analysis (Presenting
examples/instances of the A. Enumerate the steps involved in paraphrasing:
new lesson)
1.Read the original text; (2) Note down key concepts; (3)
Write down their version of the text; and (4) Make sure the
original meaning is retained.
Cite examples so that the learners will be guided in correct
paraphrasing.
Original: She gave a few remarks about the speaker so that
the audience will become familiar with him/her.

Paraphrase :She introduced the speaker.

Original: He is not feeling well. There’s a throbbing pain in his head.
Paraphrase : He has a headache.

Original: Snakes shed their skin as part of regrowth.

Paraphrase : In order to continue growing, snakes have to discard
their outer skin.
D. Discussing new concepts Paraphrase the following:
and practicing new skills (sub-
activity #1)
1. The top layer of a snake’s skin doesn’t grow, but its body
does. Paraphrase: A snake’s body continues growing unlike its
top skin layer.
2. They scrape their bodies against rocks, trees, the ground,
and many other things, until they can slither out of their old
skin. Paraphrase: They rub their bodies against many things
such as rocks, trees, etc., so they can crawl out of their
former skin.
3. The snake repeats this process of skin shedding until it
has stopped growing.
Paraphrase: The snake keeps doing this process until it
has reached its maximum growth.

E. Discussing new concepts Paraphrase the following statements. Write your answers on a
and practicing new skills (sub-
activity #2) separate sheet of paper.
1. The top layer of a snake’s skin doesn’t grow but its body does.
2. They scrape their bodies against rocks, trees, the
ground, and many other things until they can slither
out of their old skin.
3. The snake repeats this process of skin shedding
 until it has stopped growing.

Guide
A. Successful paraphrasing requires the use of multiple
techniques. There is the order in which information is
presented, then there is the use of different word
forms, and finally, there is the use of synonyms.
B. Just remember it is not simply sufficient to replace key
words with similar words. In fact it is a common mistake
among students who are learning to paraphrase.
C. Changing the structure of a sentence is also important
in making a sentence fit a paragraph effectively.

· Continue the lesson by teaching the students to

express their opinions using the following:

I think …

I believe …

I feel …

In my opinion …

I would say …

· Have the learners practice asking others’ opinions

by using the following:

What do you think of …?

What are your thoughts on …?

How do you feel about …?

What’s your opinion on …?
Explain to the learners that in expressing their
agreement with someone’s opinion, they may use a
number of short and clear
statements. For example, to a friend who says, “I think
swimming in the river is more fun than mountain hiking!”
they might want to give one of these possible responses:

· So do I.
· Me too.
· Definitely.
· I agree.
Discuss also with the learners that in expressing their
disagreement with another person’s opinion, they can use
the following:

· I disagree!
· I don’t agree.
· Yes, but …
Explain further that there are ways to disagree politely,
which is another way of telling another person that you
respect his/her opinion but that you have a different opinion.
 The polite expressions are as follows:
. I see what you’re saying, but …
. You have a point there, but …
‘ understand where you’re coming from, but …

F. Abstraction (Making
generalizations about the · · To paraphrase is to restate an original idea in one’s own words.
lesson)

· To express one’s own opinion is to share one’s personal

viewpoint.

G. Application 1. I’m sorry but I don’t agree. We’ll be working faster

when we work in groups.
2. Let’s reset our meeting for next week.
I see your point in resetting the meeting, but this is a matter of
utmost importance.

Guide

A. Disagreeing politely can be a tricky situation.

B. A strong argument is one that uses facts over
opinions.
A. A respectful—not to mention compelling—
disagreement is one that prioritizes logic
over one’s emotions about the situation.
B. Do not forget to place emphasis on the
logic and factual information to
support your disagreement.
C. Not only will the use of facts and logic
make you much more convincing, but
it will also clarify that your
disagreement is not personal.
D. Getting personal, it is something that
you want to avoid at all cost when
disagreeing with someone.
E. You should not put down the other
person, or attack his or her ideas and
beliefs.
F. Learn to accept the fact that people
have opposing viewpoints. Getting
personal is not helpful or productive.

H. Valuing
To paraphrase just keep in mind to retain the meaning and the
sense of the original source.

I. Evaluation (Assessing More Paraphrasing.

learning) Restate the following: (Suggested answers)

Directions: Read an editorial from a

newspaper. Write your answers to the
following on a piece of paper.

1. Paraphrase the lead/introduction.

 2. Give your opinion about the issue discussed in
the editorial.
3. Do you agree or disagree with
the author’s view of the issue?
Justify your answer.

Supporting Viewpoints.
Write down your viewpoint on a certain
social issue and present them in class.

· First, make sure your viewpoint is supported by

a fact or two.

· Then combine it with your belief—your

personal, emotional take
on the issue.

· For example, your viewpoint is that

social media can be harmful. Support
this viewpoint with data.

· Then, write down how you feel to

support your claim that social media
can indeed be harmful.

· You can cite your own personal experiences in

supporting your
viewpoint.

Guides
A. Social media, and the internet as a
whole, have provided people with
more and quicker access to information
than they have ever had before.
B. Anyone with a mobile device can search
for virtually any information they need,
at any time.
C. So, is social media basically good, or
does it have a negative impact on
society?
D. We all basically already know the answer:
social media is what you make of it.
E. Like so many other things in life, both
online and off, you get what you put
into it.
F. Let us take this chance to hear the
students air their opposing
viewpoints.

J. Agreement (Additional
activities for application or
remediation)
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
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:
REBECCA L. DELA CRUZ
Teacher I/ALS Teacher

Checked by:

EMILY N. HIDALGO, PhD

Principal IV/School Head In-Charge of ALS

Noted by:

JOVITA I. PADUA, EdD

Education Program Specialist II – ALS

Approved by:

CORNELIO R. AQUINO, EdD

Chief Education Supervisor, CID