GRADES 1 to 12 DAILY School TIBAGAN NATIONAL HIGH SCHOOL Grade Level 11

LESSON LOG Teacher JUVELYN A. LOPEZ Learning Area READING AND WRITING SKILLS
Section DEL PILAR, PONCE, TECSON, VIOLA Quarter MIDTERM- 2ND SEMESTER

Monday Tuesday Wednesday Thursday Friday

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 remedies activities may be done for developing
I. OBJECTIVES 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 significance and joy to learning the lesson.
Weekly objectives shall be derived from the curriculum guides.

The learner realizes that The learner realizes that The learner realizes that The learner realizes that
A. Content Standards information in a written text information in a written text information in a written text information in a written text
may be selected and organized may be selected and organized may be selected and organized may be selected and organized
to achieve a particular purpose to achieve a particular purpose to achieve a particular purpose to achieve a particular purpose
The learner critiques a chosen The learner critiques a chosen The learner critiques a chosen The learner critiques a chosen
sample of each pattern of sample of each pattern of sample of each pattern of sample of each pattern of
development focusing on development focusing on development focusing on development focusing on
B. Performance Standards
information selection, information selection, information selection, information selection,
organization, and development organization, and development organization, and development organization, and development
C. Learning Competencies/Objectives
Write the LC code for each EN11/12RWS-IIIa-2.3-2.4 EN11/12RWS-IIIa-2.3-2.4 EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3.1
Content is what the lesson is all about, it pertains to subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

II.CONTENT
Read: Unemployment, ‘Visible’ The Day the Dancers Came
and ‘Invisible’ How Philippines Can reverse Pattern Development:
(excerpt)
Underemployment, and “Brain Drain Narration
Poverty
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Learning Resource (LR) portal
B. Other Learning Resources Reading and Writing Skills p.40- Reading and Writing Skills p. Reading and Writing Skills p. 70- Reading and Writing Skills p. 70-
45 46-50 71 71

IV. PROCEDURES
 What are the techniques in What is the difference between Relate the text read last
A. Reviewing previous lesson or What is brain drain?
selecting and organizing underemployment and meeting.
presenting new lesson
information? unemployment?
What is free writing? Web Mapping: Start by
What is your favorite story? List
B. Establishing a purpose for the brainstorming ideas for the Have you ever experienced to
at least three reasons why you
lesson topic cause and effect of brain be in other place far from your
consider that story your
drain. List all the words you family? Even a family member
favorite.
know to create a web map. that is far from you?
How can free writing help in What are the relationships of Have you ever spent a
C. Presenting examples / instances How are you going to tell that
organizing your thoughts? the following graphic significant amount of time far
of the new lesson story to someone?
organizers to the topic? from your family? Did you enjoy
it? Or you find yourself wishing
you could go back home?

Read: Unemployment, ‘Visible’ Read the Text: How Philippine Read: The day the Dancers Discuss: Narrative Writing
D. Discussing new concepts and and ‘Invisible’ Can Reverse “Brain Drain” Came (excerpt)
practicing new skills # 1 Underemployment, and
Poverty
Let the learners explain their
E. Discussing new concepts and What have you understood in Form triads: Compare the sets
Ask questions related to the understanding with the
practicing new skills # 2 underemployment and of ideas you have your list.
story narrative devices.
unemployment? Then complete the multiple
Venn diagram.

F. Developing Mastery (Leads to Compare your mind map, pair Vocabulary Check. Analyzing of the Author’s Craft
Organize your ideas to create a
Formative and Assessment 3) discussion, and free writing
fish bone chart.
output from the text. What Let the learners identify the
have you found out? unfamiliar words
Why do you need to identify Why do you need to know the Can you relate story in some How will narrative writing help
G. Finding practical applications of the difference between the brain drain issues in the instances that we are having in you in daily living?
concepts and skills in daily living unemployment and Philippines? the society?
underemployment?

H. Making generalizations and At the end of the day each of us What is narrative writing? And
Writer’s block is a struggle that What is brain drain? Why do
abstraction about the lesson wanted to stay near in our how will it help you in
a writer faces. you need to be aware of brain
family. developing a paragraph?
drain?
Use the organizer on page. 42
I. Evaluating Learning Present the fish bone organizer Discussion Questions Writing exercise: Try to
to organizer the ideas you have
gotten to the mind map, free in the class. remember a friend and describe
writing and underscored ideas Let the learners express their that person. Use any narrative
form the text. understanding to the text devices to illustrate how your
relationship was back then, now
 and how you still want it to be?
What is brain drain? What are
J. Additional Activities for application the causes and effects of brain
or remediation drain?

V. REMARKS

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 helps your instructional supervisors can provide for you so
when you meet them, you can ask relevant questions.
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

C. Did the remedial lessons worked? No. of learners

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I use,