GRADE 11 School Magpet NHS Grade Level Grade 11

DAILY LESSON LOG Teacher CLAIRE T. GONZAGA Learning Area EAPP

Teaching Dates and Time August 12 - August 15, 2024 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards The learners acquires knowledge of appropriate reading strategies for a better ubderstanding of academic text
B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read.

At the end of the lesson students should be able

C. Learning to; 1.to
learn how to identify and analyze tha language
Competencies/Objectives features and termonology used in academic text.
(Write LC Code for each)

II. CONTENT Reading Academic Texts

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages CS-EN/12A.EAPP 19-C-5 Pp 4-12

2. Learner's Material pages

3. Textbook's pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or The teacher conduct a quick
NOTE:HOLIDAY NOTE: Modular learning NOTE: Modular learning
presenting the new lesson review about yesterday's lesson
B. Establishing a purpose for the Differentiated Activity:Reading
lesson stories.
The students will write minimum of 3 and
C. Presenting examples/ instances maximum of 5 sentences to tell the plot of
of the new lesson the story.
The students will be grouped into five. Each
D. Discussing new concepts and group will be asked about the role of
practicing new skills #1 English as Lingua franca" or global
language"
E. Discussing new concepts and The students will share their
practicing new skills #2 findings
The students will be asked for research on
F. Developing mastery (Leads to the origin of the Filipino words ( a list will
Formative Assessment 3) be provided by the teacher).
 the origin of the Filipino words ( a list will
Formative Assessment 3) be provided by the teacher).
 Monday Tuesday Wednesday Thursday
Ask learners for example situations where
G. Finding practical applications of they will be able used and discussed the
concepts and skills in daily living critical strategies

H. Making generalizations and Ask the students about the

abstractions to the lesson importance of reading and startegies

Students will asnswer assessment

I. Evaluating learning test 1-5

J. Additional activities for

application and remediation
V. 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 learnes who have caught up
with the lesson
D. No. of learners who need to require
remediation
E. Which of my teaching strategies
worked
F. Whatwell? Why did
difficulties didthese work?
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 to other teachers?
Prepared by: Checked by: Checked by: Noted:

CLAIRE T. GONZAGA LILAC MONICA N. DUSABAN OSCAR G. DAHAN DR. JASPER L. LOBATON
Teacher I Master Teacher 1 Head Teacher III Principal III
 GRADE 11 School Magpet NHS Grade Level Grade 11
DAILY LESSON LOG Teacher CLAIRE T. GONZAGA Learning Area EAPP
Teaching Dates and Time August 19 - August 22, 2024 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards The learners acquires knowledge of appropriate reading strategies for a better ubderstanding of academic text
B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read.

At the end of the lesson students should 2.identify the uses knowledge of 3. Identify the various
C. Learning be able to; 4. States the thesis statemnet of
1.explains the specific ideas text structure to glean the techniques in summarizing
Competencies/Objectives an academic text
contained in various academic text. information he/she needs variety
(Write LC Code for each)

Reading Academic Texts " Brief Reading academic text "Understanding Reading academic text Reading academic text "The
II. CONTENT History" of Ebglish Calories" "wrigley's Chewing Gum" golden age of comics"
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages CS-EN/12A.EAPP 19-C-4 Pp 10-18 CS-EN/12A.EAPP 19-C-5 Pp 19-25 CS-EN/12A.EAPP 19-C-6 Pp 26-31 CS-EN/12A.EAPP 19-C-7 Pp 31-38
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or The teacher conduct a quick The teacher conduct a quick The teacher conduct a quick The teacher conduct a quick
presenting the new lesson review about yesterday's lesson review about yesterday's lesson review about yesterday's lesson review about yesterday's lesson
The students will be asked if they know the They will be ask to look at the The students will be ask about the The students will be asked if they like
B. Establishing a purpose for the history of some words. They will be given a list of
lesson words they have to consult a dictionary for the Nutrition facts section of their chewing gum, Which brand is their reading comic books and what was the
origin snacks/drinks wrapper favorite, and how often they chew an gum. recent one they have read
The teacher will discuss the time periods of the The teacher will show the sample of a product
C. Presenting examples/ instances history in English. The students will be asked with the information. She will interpret the The teacher will asked the students if they Thes teacher will ask the students wether they
will prefer reading novels to comic bookd and
of the new lesson about the role of english as a lingua franca" global contents together with the class.The teacher will have encounter wrigleys chewing gum
vice versa
language point out the use of the word "calories"
The students will be grouped into five. Each
D. Discussing new concepts and group will be asked about the role of The teacher will distribute handout to the The teacher will be asked to create The students will be asked to identify the
practicing new skills #1 English as Lingua franca" or global students of "Udertsnding Calories" chronological outline in the class statement in the paragraphs.
language"
The will read and identify the function of
E. Discussing new concepts and The students will share their each paragraph and explain the selection The teacher will show some The students will prepare an
practicing new skills #2 findings was about. examples outline of the selection.
The students will be asked for research on The students will share their The students will present their
F. Developing mastery (Leads to the origin of the Filipino words ( a list will
Formative Assessment 3) be provided by the teacher). findings in the class. outline in the class
 Monday Tuesday Wednesday Thursday
The students will share their research in the The students will discuss the
G. Finding practical applications of class. They will will share its relevance in importnace of calories in one's
concepts and skills in daily living their learning. health.
The teacher will ask the students The students will compare the The students will be ask about the chewing gum The students will be asked if
H. Making generalizations and ban in some countries . They will be ask if they
what about what they have learned products with the sugar-label to want the same rule to be applied to the they prefer local comics to
abstractions to the lesson
from the lesson those that do not. Philippines. foreign ones or vise-versa

Choose from the following

Students will be writing an entry
Students will be writing an topics and make an effective
in their journal
entry in their journal thesis statement:
Content 10 The students will be given a
I. Evaluating learning Content 10 1.My favourite Food
Organization 5 worksheet to answer.
Organization 5 2.My family
Mechanics 5
Mechanics 5 3.My failures/Disappointments
4.My hopes and fea

J. Additional activities for

application and remediation
V. 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 learnes who have caught up
with the lesson
D. No. of learners who need to require
remediation
E. Which of my teaching strategies
worked
F. Whatwell? Why did
difficulties didthese work?
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 to other teachers?
Prepared by: Checked by: Checked by: Noted:

CLAIRE T. GONZAGA LILAC MONICA N. DUSABAN OSCAR G. DAHAN JASPER L. LOBATON

Teacher I Master Teacher 1 Head Teacher III Principal III
 GRADE 11 School Magpet NHS Grade Level Grade 11
DAILY LESSON LOG Teacher CLAIRE T. GONZAGA Learning Area EAPP
Teaching Dates and Time August 26 - August 29, 2024 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards The learners acquires knowledge of appropriate reading strategies for a better ubderstanding of academic text
B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read.
At the end of the lesson students AAt the end of the lesson students At the end of the lesson students
should be able to; should be able to; should be able to;
C. Learning 1.apply 2.identify 3.utilize
Competencies/Objectives effective summarization and condense key ideas and main paraphrasing and synthesis for
(Write LC Code for each) points.. concise summarie
techniques for academic text..

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages CS-EN/12A.EAPP 19-C-4 Pp 39-40 CS-EN/12A.EAPP 19-C-4 Pp 41-44 CS-EN/12A.EAPP 19-C-4 Pp 44-48
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Ask students to recall the importance of synthesizing The teacher conduct a quick Remind students about the importance of
NOTE: National Heroes Day information and its application in academic and
concise summaries in academic and
presenting the new lesson professional contexts. review about yesterday's lesson professional contexts.

Emphasize the importance of Emphasize the importance of this skill in

significance of effective paraphrasing and
B. Establishing a purpose for the academic and professional settings for
lesson
summarizing information to efficient comprehension and effective
synthesis in conveying information
condense lengthy texts accurately & concisely.
communication.
Display and distribute a sample academic text
C. Presenting examples/ instances The teacher will asked the students if they Diplay and sitribute a sample academic text or
that is relevant to the students' field of study or excerpt that contains complex information and
of the new lesson interest. have encounter wrigleys chewing gum multiple ideas.
Introduce the concept of effective
D. Discussing new concepts and summarization techniques, such as identifying
Display and distribute a sample academic text The students will be asked to identify the
main ideas, omitting irrelevant details, and using
practicing new skills #1 or excerpt that contains multiple paragraphs. statement in the paragraphs.
concise language.
paraphrase a sentence or paragraph from the
E. Discussing new concepts and Discuss strategies for selecting and organizing Introduce the concept of identifying key ideas and sample text, emphasizing the use of synonyms,
key information while maintaining coherence main points by explaining that these are the most changing sentence structure, and rephrasing
practicing new skills #2 and accuracy in the summary. important concepts or arguments in a text. ideas.
Encourage students to share their summaries and Encourage them to take notes or highlight the Discuss their syntheses as a class,
F. Developing mastery (Leads to discuss the challenges they faced in condensing identified key ideas or main points. evaluating their ability to integrate
Formative Assessment 3) the information. ideas effectively.
 Monday Tuesday Wednesday Thursday
Encourage students to share their pairs or small groups.
G. Finding practical applications of Encourage students to share real-life situations
experiences where summarization has where they have encountered the need to
Provide each group with different academic
concepts and skills in daily living helped them in their daily lives. identify and condense key information.
texts or articles on related topics.
The students will compare the Engage students in a class discussion about the
class discussion about the overall importance of
H. Making generalizations and overall importance of identifying and
abstractions to the lesson
products with the sugar-label to condensing key ideas and main points in
utilizing paraphrasing and synthesis for concise
summaries
those that do not. academic and professional texts.
Provide a longer academic text
excerpt and ask students to
Provide a longer academic text or excerpt and ask students to
individually identify and
and ask students to individually individually create a concise
condense the key ideas and
summarize it within a given summary using paraphrasing
main points.
time limit. and synthesis techniques.
I. Evaluating learning Review their summaries as a
Review their summaries as a Review their summaries as a
class, evaluating their
class, evaluating their class, evaluating their
effectiveness in capturing the
effectiveness in capturing the effectiveness in capturing the
essence of the text and
main ideas and key points. key ideas and main points while
condensing the information
maintaining conciseness
J. Additional activities for
application and remediation
V. 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 learnes who have caught up
with the lesson
D. No. of learners who need to require
remediation
E. Which of my teaching strategies
worked
F. Whatwell? Why did
difficulties didthese work?
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 to other teachers?
Prepared by: Checked by: Checked by: Noted:

CLAIRE T. GONZAGA LILAC MONICA N. DUSABAN OSCAR G. DAHAN JASPER L. LOBATON

Teacher I Master Teacher 1 Head Teacher III Principal III
 GRADE 11 School Magpet NHS Grade Level Grade 11
DAILY LESSON LOG Teacher CLAIRE T. GONZAGA Learning Area EAPP
Teaching Dates and Time SEPTEMBER 2, 2024 - SEPTEMBER 5,2024 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards The learners acquires knowledge of appropriate reading strategies for a better ubderstanding of academic text
B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read.
States the thesis statement of an academic text (CS_EN11/12A-EAPP-Iac-6):
a.identify and state the thesis statement in academic texts.
C. Learning b. extract and articulate the central idea as the thesis statement.
Competencies/Objectives c. differentiate between supporting ideas and the main thesis.
(Write LC Code for each) d. interpret and summarize the main thesis accurately.

II. CONTENT THESIS STATEMENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages (CS_EN11/12A-EAPP-Iac-6): (CS_EN11/12A-EAPP-Iac-7): (CS_EN11/12A-EAPP-Iac-8): (CS_EN11/12A-EAPP-Iac-10):
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Provide a brief recap of the previous lesson's
Recap the importance of effective summarization Greet the students and briefly recap the previous lesson Greet the students and briefly recap the previous lesson
on extracting and articulating the central idea as a key points related to thesis statements.
presenting the new lesson techniques in academic and professional contexts. on identifying main ideas in a text.
thesis statement.

The teacher will Explain that the purpose of Explain to students that the purpose of the
Introduce the objective of the lesson: to Introduce the objective of the lesson: to
B. Establishing a purpose for the today's lesson is to develop students' ability to
develop the ability to extract and articulate differentiate between supporting ideas and
lesson is to enhance their skills in
lesson identify and state the thesis statement in academic understanding, interpreting, and
texts. the central idea as a thesis statement. the main thesis.
summarizing the main thesis of a text.
Display a short text or paragraph on the board or Display a short text or paragraph on the board Display several short academic or professional
C. Presenting examples/ instances Display and distribute a variety of academic texts, such projector.Read the text aloud, and ask the students to
or projector.Read the text aloud, and ask the texts on a topic relevant to the students'
as research articles, essays, and scholarly papers. identify the central idea or main point of the passage.
of the new lesson students to identify the main thesis. interests or curriculum.
Define what a thesis statement is and its purpose in Define the main thesis as the central claim or
D. Discussing new concepts and academic writing.Explain the different ways thesis Provide a definition and explanation of a thesis
Define a thesis statement as a concise summary argument of a text.Define supporting ideas as
statements can be presented in academic texts, such as statement, highlighting its purpose and
practicing new skills #1 explicitly stated in the introduction or implied throughout of the main idea or argument of a text. pieces of evidence or reasoning that bolster the
structure.
the text. main thesis.
Discuss the specific challenges and coIntroduce strategies Distribute a worksheet containing several short Distribute a worksheet containing several paragraphs Divide the class into pairs or small groups and
E. Discussing new concepts and for identifying thesis statements in academic texts, such paragraphs or texts. or texts.
assign each group a different text to read and
as locating introductory paragraphs, topic sentences, and In pairs or small groups, ask students to read each text In pairs or small groups, ask students to read each text
practicing new skills #2 recurring statements throughout the texts and extract the central idea. and identify the main thesis summarize.
F. Developing mastery (Leads to Instruct students to read the passages individually and
identify the thesis statements within each passage.
Divide the class into pairs or small groups.Provide each group
Encourage teams to use creative methods, such as
visual aids or role plays, to engage the class during
with a longer text or article related to a specific topic.
Formative Assessment 3) their presentations.
 Monday Tuesday Wednesday Thursday
Engage students in a discussion about the Divide the class into groups of three or four Facilitate a brief class discussion on the importance of Facilitate a class discussion about how
G. Finding practical applications of relevance of identifying thesis statements in students.Provide each group with a longer and differentiating between supporting ideas and the main interpreting and summarizing the main thesis
concepts and skills in daily living their academic and professional lives. more complex text (such as a newspaper article thesis in various contexts, such as academic writing, accurately can be useful outside the classroom.
or essay). persuasive speeches, or professional reports.
Discuss the common characteristics and
strategies for identifying thesis Summarize the key points covered in the lesson, Encourage them to identify strategies or
H. Making generalizations and Facilitate a brief class discussion on the
emphasizing the distinction between the main techniques they found effective during the
statements, emphasizing their role in importance of identifying and articulating the
thesis and supporting ideas. lesson and how they can apply these in future
abstractions to the lesson guiding readers' understanding of a text. central idea in everyday situations.
reading and writing tasks
types

Distribute a short quiz or

Assign a short written task where students worksheet to assess students'
read a provided academic text and write a Distribute a short quiz or Assign a short written exercise
understanding of the central idea
concise thesis statement that captures the worksheet to assess students' in which students are given a
main argument or claim of the text. and thesis statements.
I. Evaluating learning understanding of differentiating text and asked to identify and
Collect the written tasks and evaluate between main theses and summarize the main thesis
students' ability to identify and state the Review the answers together as
supporting ideas. accurately
thesis statement accurately and concisely a class to provide immediate
feedback.

J. Additional activities for

application and remediation
V. 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 learnes who have caught up
with the lesson
D. No. of learners who need to require
remediation
E. Which of my teaching strategies
worked
F. Whatwell? Why did
difficulties didthese work?
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 to other teachers?
Prepared by: Checked by: Checked by: Noted:

CLAIRE T. GONZAGA LILAC MONICA N. DUSABAN OSCAR G. DAHAN JASPER L. LOBATON

Teacher I Master Teacher 1 Head Teacher III Principal III