School STA.

MARIA HIGH SCHOOL (MACABEBE, PAMPANGA) Grade Level 11

GRADES 1 to 12 Teacher MR. REYCAR O. MUSNI Subject READING AND WRITING SKILLS
DAILY LESSON LOG
Teaching Dates and Time November 11-15, 2019 (4 hours per week) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

November 6, 2017 November 7, 2017 November 8, 2017 November 9, 2017 November 10, 2017
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 and enable children to find
II. significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose
B. Performance
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Standard
 Describe a written text as connected discourse.  Distinguish between and among techniques in selecting and
C. Learning organizing information.
Competencies/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
III. CONTENT Overview of Reading and
Text as Connected Discourse Techniques in Selecting and Organizing Information
Writing Skills
IV. LEARNING 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 and manipulative materials as well as paper-based
RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
- - - - -
pages
2. Learner’s Materials
- - - - -
pages
Dayagbil, F.T, Abao, E.L., & Bacus, R.C. (2016) Critical Dayagbil, F.T, Abao, E.L., & Bacus, R.C. (2016) Critical
3. Textbook pages Reading and Writing for the Senior High School. Quezon City: Reading and Writing for the Senior High School. Quezon City:
Lorimar Publishing, Inc. (pp. 1-7) Lorimar Publishing, Inc. (pp. 12-22)
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resource

1
 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
V. PROCEDURES 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.
 Review the five macro
skills in communication
with emphasis in listening
A. Reviewing previous and speaking as the  Review definition and  Review how text can be
lesson or presenting totality of the previous importance of reading and described as connected
the new lesson subject Oral writing. discourse.
Communication.
 Solicit their insights and
reflection.
 Ask: “What could be the
 Ask: "How do you see the  Ask: "How do you feel
B. Establishing a use or function of the
importance of writing and whenever you see a blank
purpose for the remaining macro-skills
lesson
reading skills for everyday piece of paper or a blank
which are reading and
living?" computer screen?"
writing?”
 Present the concepts of
 Present an overview of
C. Presenting reading and writing.  Define text and discuss it
some techniques in
examples/Instances  Let the learners construct further according to its
of the new lesson
selecting and organizing
their own connotations typology.
information.
about the two concepts.
 Enumerate and explain the
D. Discussing new
contact hours as well as  Discuss connected speech,  Discuss brainstorming.
concepts and
practicing new skills
the subject requirements, also known as ‘connected  Present some models/tools
#1
the content and discourse.’ for brainstorming
performance standards.
E. Discussing new  Present the in exhaustive  Discuss graphic
concepts and list of written text by organizers.
 Discuss the short history
practicing new skills Brown (1994). And have  Present examples of
#2
of reading and writing.
learners enumerate other graphic organizers with
than these. their intended uses.
 Give emphasis in
F. Developing mastery explaining how written is
(leads to Formative considered and be
-
Assessment) described as connected
discourse based on
sequential implicativeness.

2
G. Finding practical  Ask: “What role does text
application of  Ask: “Why do we read?” play in engaging oneself in
concepts and skills  Ask: “Why do we write?” the world of reading and
in daily living. writing?”

 Assist the learners in  State: "Connected speech

citing their new insights or connected discourse is
for today’s lesson, as more than just a string of
H. Making
well as in constructing individual target segments
generalizations and
abstractions about
their own generalization joined together in series,
the lesson based on the new since each segment is
concepts learned about liable to influence the
the overview of reading segments that surrounds
and writing. it."

 Administer a pre-test to
diagnose prior knowledge
 Have learners describe text  Have learners develop a
of the learners unto the  Have learners create a
I. Evaluating learning as connected discourse in topic using any graphic
subject and to determine brainstorming list.
a paragraph. organizer.
competencies needed to
focused and strengthened.

 Have learners accomplish

J. Additional activities
a daily journal as a regular
for application or -
remediation
way of improving their
writing skills.
The lesson is to be continued
VI. REMARKS - - - -
on the next session.
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
VII. REFLECTION can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who

earned 80% in the
evaluation

3
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by:

REYCAR O. MUSNI RAUL G. DIMACULANGAN

Teacher I Principal III