Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL LUNA INTEGRATED HIGH SCHOOL
Sitio Bulo, Brgy. Gen Luna, Carranglan, 3123, Nueva Ecija, Philippines

DAILY LESSON LOG

Grade Level
School GENERAL LUNA INTEGRATED SCHOOL 11
Learning
Teacher ROZEN Q. FRANCO Reading and Writing Skills
DAILY LESSON LOG Area
Teaching Dates and Time
Quarter 1st, 2nd Semester

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competencies/ EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
Objectives The learner describes a The learner describes a written text The learner describes a written text The learner describes a written
written text as connected as connected discourse. as connected discourse. text as connected discourse.
discourse.
*Subject Orientation The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. demonstrate understanding a. identify transitional devices a. use appropriate
of a text read; used in a text; and transitional devices in
b. identify the features of a categorize the writing.
text; and transitional devices based
c. explain how ideas in a on their use.
written text can be
connected to one another.

II. Content Written Text as Connected Written Text as Connected Written Text as Connected
 Discourse: Connecting Ideas Discourse: Transitional Devices Discourse: Transitional Devices
III. Learning Resources
A. References https://link.quipper.com/en/ http://esolonline.tki.org.nz/ http://esolonline.tki.org.nz/
classes/5827f1d7a182ac0415 ESOL-Online/Teacher- ESOL-Online/Teacher-
00004e/courses needs/Teaching-and-learning- needs/Teaching-and-learning-
sequences/Marine-mammals- sequences/Marine-mammals-
Tiongson, M. & Rodriguez, M. Writing-information- Writing-information-
2016. Reading & Writing texts/Learning-task-3-Cohesive- texts/Learning-task-3-Cohesive-
Skills. Manila: Rex Book Store, devices devices
Inc.
http://yourieltstutor.com/ http://yourieltstutor.com/
cohesive-devices-transitional- cohesive-devices-transitional-
wordsphrases-for-essay-writing/ wordsphrases-for-essay-writing/

English Linguistics Project English Linguistics Project

(ELP) Manual by Jonathan (ELP) Manual by Jonathan
Malicsi Malicsi
B. Materials Comic strips Sample text (newspaper,
Sample recipe articles)
IV. Procedures
A. Warm-up/Review Review previous lesson. Give a 5-item quiz about the
Ask: Why do we need to ensure uses of cohesive devices.
the connection of ideas in a text?
B. Introduction/ Divide the class into 6 groups. Show a text that does not have
Motivation Give each group a disarranged cohesive devise and a text that
comic strip. has cohesive devices.

Ask the students to arrange the Ask the students to compare the
comic strip in correct sequence of two texts.
event.

Let the students present their

answers.
C. Establishing the Pose the question: How do you Ask the students: What do you
Purpose of the Lesson connect ideas when writing? call those words that were added
in the second text?
Define the words “discourse”
(use of words to exchange Tell the students that cohesive
thoughts and ideas in an orderly devices as important in a
 and organized manner), “text” (data writing.
or ideas presentd in printed form),
and “writing” (formation of visible
letters or characters to
express one’s thoughts).
D. Presentation of the 1. Distribute copies of a sample Ask the students: Based on the Show to the students a
Lesson/Delivery recipe. text, how do you define cohesive categorized list of transitional
devices? expressions.
Ask:
2. What kind of text is the Differentiate cohesion and
one you have read? coherence.
3. What makes it a recipe?
4. What are the features of Give the students a text, and let
the text? them identify as many cohesive
devices as they can.

Provide a list of the different uses

of cohesive devices.
a. addition
b. contrast
c. comparison
d. sequence
e. examples
f. consequence
g. emphasis/certainty
h. condition
i. summary
j. reason
k. concession
(accepting/acknowledgi
ng something as true)
E. Practice/Evaluation Let the students categorize the
cohesive devices they have
identified based on their uses.
F. Making Generalization Let the students answer the
question posed at the beginning
of the lesson.
V. Assessment Ask the students to write an
 essay narrating
what they would
do if they saw
their favorite
celebrity.

Rubric:
a. correct
usage
of
cohesive
devices
b. smooth
flow of ideas
correct grammar
and mechanics

VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by: Noted by:

ROZEN Q. FRANCO SIONY L. CARBONELL

SHS-Teacher School Head