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School Campalanas National High Grade: 11- Titanium

Daily School
Lesson Log Teacher Ms. Jeralyn B. Patay Learning Reading & Writing
Date / November 7, 2016/ 7:30-9:30 A.M. Quarter: 3

A. Content Standard The learner understands the relationship of a written text and the context
in which it was developed.
B. Performance Standard The learner writes a 1000-word critique of a selected text on the basis of
its claim/s, context and properties as a written material.
C. Learning Competencies/Objectives EN11/12RWS-IIIij-5
Explains critical reading as looking for ways of thinking
II. CONTENT Critical Reading as Looking for Ways of Thnking
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages pp.14-20
3. Curriculum Guide: p.2
4. Additional Materials from Learning Resources
B. Other Learning Resources
A. Reviewing previous lesson or presenting the Review students on the different helpful strategies in getting an overview of the
new lesson text.
B. Establishing a purpose for the lesson The students will be able to dig deeper into the text by thinking about its meaning
and significance.
C. Presenting Examples/instances of new lesson *Direct students to picture this:
Your phone vibrates, signaling a new message. You open the message. It is
from unknown number, but what catches your attention is its content. The only
thing you need to do to claim your prize is to provide your personal information,
along with some credit card details.
*Ask: Would you do it? Why or why not?
*Accept varied answers form the students and tell students that such instance
requires critical thinking.
D. Discussing new concepts and practicing new *Incite students to give and share five personal traits, which they think a critical
skills #1 reader should embody.
E. Discussing new concepts and practicing new Discuss about the definition of critical reading, the reasons why reading critically
skills #2 is important and some techniques to help develop critical reading skills.
F. Developing mastery *Direct students to read the following excerpt from the presidential address of
(Leads to Formative Assessment) Manuel L. Quezon delivered to students and teachers on August 19, 1938.
*Have them read the excerpt critically and be able to answer the following
1. What type of audience is addressed?
2. What are the writer’s assumptions?
3. What are the writer’s intentions?
4. How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they based on personal experience, scientific
data or outside authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
*Process students’ responses.
G. Finding Practical applications of concepts *Have students give some instances that require critical thinking.
and skills *Process their answers.
H. Making generalizations and abstractions Ask: Why do you need to read critically or to be an active and critical reader?
about the lesson Explain.
I. Evaluating Learning Answer the following questions:
1. Explain critical reading as looking for ways of thinking.
2. What are the benefits of becoming a critical reader?
3. How does critical reading improve your writing?
J. Additional activities for application or Research Activity:
remediation 1. What is a claim?
2. What are the characteristics of a good claim?
A. No. of learners who earned 80% on the
formative assessment
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
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
Inspected by:


School Head