School TAAL HIGH SCHOOL Grade Level GRADE 11

Teacher ROLANDO N. JAVIER, JR. Learning English for Academic

Area and Professional
GRADES 1 to 12 Purposes
DAILY Teaching Dates October 16, 2019 Quarter SECOND
LESSON LOG and Time 1:30 P.M. to 2:30 P.M.
THURSDAY
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 remedies 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 significance and joy
to learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content The learner understands the principles and uses of surveys, experiments, and
Standards scientific observations.

B.Performance The learner produces a well-written report for various disciplines.

Standards

C. Learning The learner designs and revises survey questionnaires.

Competencies (CS_EN11/12A-EAPP-IIe-j-7)
/ Objectives
(Write the LC
code for each)
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 Types of Scales
III. 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 materials.
RESOURCES Hands - on learning promotes concept development.
A. References

1. Teacher's
Guide pages
2. Learner's
Material pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Learning
Resources
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided of demonstration of learning by the students which you can infer from formative assessment
PROCEDURES activities. Sustain learning systematically by providing students 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.
A. Reviewing The teacher recalls with the class the previous discussion through Socratic Method.
previous
lesson or
presenting
new lesson
B. Establishing The class does “FAST TALK”- a popular segment from the Tonight with Boy Abunda.
a purpose for Instructions:
the lesson
 1. The class is divided into four groups with which the students will be staying
for the rest of the period.
2. Each group sends a representative to participate in the Fast Talk.
3. One-by-one, representatives will answer the Fast Talk.
C. Presenting The teacher asks the class to analyse the pictures shown on the screen which are
examples / relevant to the class lesson. The pictures are the following:
instances of
the new lesson

D. Discussing The students defines what a Scale is based on the pictures previously analysed.
new concepts The teacher further explains Scales as follows.
and practicing 1. Measurement
new skills # 1 2. Ordered set of standards used to gauge a degree.
INTEGRATION
Scales are widely used across disciplines.
1. Research
2. Medicine
3. Engineering
4. Education
E. Discussing The class tackles the four types of scales namely:
new concepts 1. Binary Scale
and practicing 2. Likert Scale
new skills #2 3. Semantic Differential Scale
4. Guttman Scale
The teacher shows examples of the focused scales for the stduents’ maximized grasp
of the lesson.
F. Developing The teacher flashes back on the screen the questions on the FAST TALK.
Mastery The students are tasked to identify which among the given questions fall under
(Leads to Binary, Likert, Semantic Differential, and Guttman Scales.
Formative and Below are the questions from the Fast Talk.
Assessment 3) 1. Malambot o Matigas
2. Madilim, Malilim, o Maliwanag
3. Makinis o Magaspang
4. Masikip o Maluwang
5. Papasok o Lalabas
6. Maputi, Morena, o Maitim
7. Kalbo, Semi-Kalbo, o Panot
8. Saan ka mas malapit, sa Tatay o Nanay?
9. Anong mas nararamdaman mo sa ex- mo ngayon, Galit o Pasasalamat?
10. Are you okay with same sex relationship?
11. Is it okay if your friend enters a same sex relationship?
12. Will you allow your future child to marry someone of his/her same sex?
G. Finding POST TEST:
practical The students take a five-item post test to gauge their grasp of the concepts
applications of discussed. The items on the post test are as follows.
concepts and 1. This is the type of scale in which the questions are arranged in increasing
skills in daily order of intensity.
living 2. This is the type of scale that includes two options only.
3. This is the type of scale that reveals the respondents’ extent of agreement
and disagreement.
4. This is the type of scale that makes use of polar opposite adjectives.
5. Which “M” is the simplest meaning of scale?
H. Making The teacher asks the students of what they have learned from the day’s lesson
generalizations through Socratic Method.
and
abstraction
about the
lesson

I. Evaluating GROUP WORK:

Learning Instructions
1. The class remains with their groups.
2. Each group is given a Technical Report Title.
3. From the title, the group shall select a Scale and think of appropriate scaling
to be placed in the scale.
4. The Scales will be written on Manila Papers for presentation.
5. Every group selects one or two members to explain the work in front.
6. The students are given 10 minutes to finish the task.

REPORT TITLES
1. Degree Of Political Activism Of Bulacan State University Students
2. Workplace Esteem Of Taal Senior High School Teachers
3. Satisfaction Of Taal Senior High School Grade 11 Students On Their Teachers
4. Perception Of Taal Senior High School Grade 12 Students On Ex-Convicts

RUBRICS:
 Relevance of Scale Chosen – 60
 Presentation – 30
 Quality of Scale Sketch – 10
TOTAL: 100
J. Additional
Activities for
application or
remediation

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess your self 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 instructiuonal supervisors can
provide for you so when you meet them, you can ask them relevant questions.
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
worked? 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?

MR. JEFFREY DC. BASILIO

Principal I

Prepared by:

ROLANDO N. JAVIER, JR.

Teacher II

Observed by:

MELINDA G. MANATO

Master Teacher II

Date of Observation: Time of Observation: Class:

October 16, 2019 1:30 P.M. to 2:30 P.M. 11-HUMSS1