School CABALITIAN NATIONAL HIGH SCHOOL Grade Level 11

*GRADES 1 to 12
Teacher LORIELE P. LANTION Learning Area Reading and Writing Skills
DAILY LESSON LOG
Teaching Dates and Time February 12-16 8:30-9:30 (MTWTh) Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
1. The learner understands the
B. Performance Standards
importance of developing study or
academic skills tosucceed in Senior
High School (SHS)
2. The learner demonstrates
understanding of different note-taking
methods
3. The learner understands the
importance of time-management in
studying
1. The learner understands the importance of developing study or academic skills to succeed in Senior High School (SHS)
2. The learner demonstrates an understanding of different note-taking methods
3. The learner understands the importance of time management in studying

1. The learner applies note-taking methods

2. The learner produces a sample weekly study schedule
C. Learning Competencies / 1. Identify the steps of the Cornell Notetaking Method
Objectives 2. Identify the Five (5) Rs of Note Taking 3. Create a weekly study schedule
(Write the LC code for each) 3. Define critical reading
4. Identify and describe different critical reading strategies
5. Distinguish between original work and plagiarized text
6. Quote, paraphrase, and/or summarize an original text

II. CONTENT

III. LEARNING RESOURCES

A. References 1.https://www.stephencovey.com/7habits/7h abits.php
2.http://www.studyskills.soton.ac.uk/studytip s/why_here.htm
3.https://www.bcps.org/offices/lis/research
1.http://www.criticalreading.com/critical_reading.htm
2.http://www.uefap.com/reading/r eadfram.htm
3.http://writing.colostate.edu/guide
1.http://www.criticalreading.com/ critical_reading.htm
2.http://www.uefap.com/reading/r eadfram.htm
3.http://writing.colostate.edu/guide
1.http://www.blinn.edu/brazos/pa rallelstud/development/Annotationsummary.pdf
2.http://writing.wisc.edu/Handboo k/QPA_paraphrase2.html

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Module
learning resources (LR) portal Internet
B. OTHER LEARNING
RESOURCES Powerpoint Presentation

IV. PROCEDURES
A. reviewing previous lesson/s or Present the Seven (7) Say/Ask: Yesterday, we Say/Ask: Yesterday, we 1. Present two very brief texts
presenting the new lesson Habits of Highly learned how to organize our learned about different ways to (original text and plagiarized
Effective People by tasks and notes. Do you think read more critically. What text) 2. Say: Can you read the
Stephen Covey. (5 that we can also organize the were the 6 strategies we texts using SQ3R? 3. Wait for
minutes) way we read? Do you have a discussed yesterday? (5 the learners to realize that there
specific way or strategy in minutes) is something wrong. Once a
reading a text? If yes, what learner points out the similarity,
strategies do you use? (4 cut the activity. Use prompts
minutes) (i.e., Do you notice something
wrong with the two texts?) if the
 activity goes beyond 5 minutes.
(5 minutes)
B. Establishing a purpose for the 1. After a brief 1 Say: Today, we will learn improve our understanding of Ask: What is intellectual
lesson discussion of the 7 how to improve our a reading material through honesty? Why is it important to
Habits, understanding of a reading critical reading. Take down acknowledge the work of other
return to Habit 2: material through critical notes using the CNTM. (1 individuals in your work? In
<Begin with the end in reading. Take down notes minute) Say: Today we will what ways can we ensure
mind.= using the CNTM. (1 minute) learn about another reading intellectual honesty in ou
2. Ask: What does this strategy that some of you may
statetement mean? be familiar with already:
Why do you think are SQ3R. What do you think
you in Senior High these letters stand for? (5
School (SHS)? What minutes)
will you do after
SHS? (5 minutes)
C. Presenting examples/instances of 1. Before discussion, 1. Discuss critical reading. 2. 1. Introduce and discuss the 1. Say/Ask: When we use
the new lesson remind the class to take Provide a definition of SQ3R strategy. 2. Discuss the someone else’s work without
down notes. 2. Discuss critical reading and the ways different elements of SQ3R: giving proper credit, we commit
study or academic skills. to do critical reading. 3. Survey, Question, Read, plagiarism. How can we avoid
3. Provide a definition Discuss the ways to read Recall, and Review.(15 committing plagiarism? 2.
and examples of study more critically: Previewing, minutes) Introduce and provide
or academic skills. 4. Annotating, Summarizing, definitions for: quotations,
Talk about why they are Analyzing, Re-reading, and paraphrases, and summaries 3.
important to develop. 5. Responding. (30 minutes) Provide and discuss examples
End the discussion by for each (20 minutes)
asking a number of
students to summarize
what they learned based
on their notes. (10
minutes)
D. Discussing new concepts and 1. Ask: How did you
practicing new skills #1 take down notes during
our discussion? Did you
take down everything
that was said? How did
you decide which ones
to take note of? 2.
Introduce the Cornell
Note-taking Method
(CNTM) as one way of
note taking. Present and
discuss the CNTM
 template to the class. 3.
After discussion, ask
learners to transfer their
notes using the CNTM
template.Select students
to present their work. 4.
Discuss the Five R’s in
note taking: Record,
Reduce, Recite, Reflect,
Review. 5. Discuss other
techniques in note-
taking such as using
mind maps, tabular
notes, flow charts, index
cards, and highlighting
and annotating.
Emphasize that there are
different ways to take
down notes and learners
should find out which
technique works best for
each of them. (15
minutes)
E. Discussing new concepts and 1. Present the 10 Habits
practicing new skills #2 of Highly Effective
Students. 2. Ask: Write
a list of things that you
need to do for the week.
3. Ask: Which among
these things will you do
first? How will you
prioritze each item on
your list? Ask the class
what the following
statement by Benjamin
Franklin means to them:
"By failing to prepare,
you are preparing to
fail." 4. Show the class
Covey’s Time
Management Grid, and
coach learners on how
 to prioritize their tasks
based on importance and
urgency. Ask the class
to categorize their
activities using Covey’s
Time Management Grid.
F. Developing mastery
(Leads to formative assessment 3)
G. Finding practical applications of 1. Say/Ask: Identify 1. Distribute a text to the Post a short selection in front Show 3 original texts with a
concepts and skills in daily living different note-taking class. The text can be any of the class. Using this, guide paraphrased/quoted/
methods. 2. Describe the opinion piece such as an the learners into reading the summarized text and a
CNTM. 3. What are the edtorial. 2. Ask the class to text using SQ3R. (10 minutes) plagiarized text. Ask the
Five R’s in note-taking? apply the following critical learners to identify the text that
(5 minutes) reading strategies: was correctly quoted,
Previewing, Annotating, paraphrased, and/or
Summarizing, Analyzing, summarized. (5 minutes)
Re-reading, and Responding.
(15 minutes)
H. Making generalizations and Ask: In your opinion, Ask: In your opinion, what Ask: What are the advantages Ask: Apart from schools, in
abstractions about the lesson what are the are the benefits of critical of using a strategy like SQ3R what other settings is intellectual
characteristics of highly reading? (5 minutes) in reading texts? (5 minutes) honesty important? Why do you
effective students. (3 say so? (5 minutes)
minutes)
I. Evaluating learning 1. Read a short passage Activity: Give copies of a Activity: Present a short
to the class and ask them short selection (that includes selection to the learners. Ask
to take notes using the chapter and section headings) them how they would include
CNTM. 2. Ask the class to the learners. Ask them to the selection in their academic
to prepare a study read the selection, and to use papers by quoting, paraphrasing,
schedule for the week the SQ3R strategy. They may and/or summarizing. Output
based on their class write directly on their copies may be done in notebooks or a
schedule. The study of the selection to show that sheet of paper. (20 minutes)
schedule should indicate they have followed the SQ3R
at which times of the strategy. (20 minutes)
day they will study and
prepare for their daily
classes. (5 minutes)
J. 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
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 Tutorial
worked well? Why did these work? Experiential

F. What difficulties did I encounter

that 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:

LORIELE P. LANTION MANNY A. COSTALES

SHS Teacher II OIC Principal