Grades 1 to 12 School URDANETA CITY NATIONAL HIGH SCHOOL Grade Level 12

Teacher FEDIE T. DORONIO Learning ENGLISH FOR ACADEMIC AND

DAILY LESSON LOG
Area PROFESSIONAL PURPOSES
Teaching July 8 to July 12, 2019 Quarter I
Dates & Time Smith – Tue to Fri – 7:30 -8:30
Gantt – M (9:30 – 10:30) T (3:00 – 4:00) W (9:30 – 10:30)
Th (3:00 – 4:00)
Maslow – Tue to Fri (10:30 – 11:30)
Mc Gregor – Mon to Thu (2:00 – 3:00)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Students should be able to Students should be able to use Students should be able to apply the Students should be able to write an
raise legitimate, contrary appropriate critical approaches in principles of writing effective objective/balanced review or critique of a
views in appropriate manner writing a critique such as formalism, reviews and critiques work of art, an event or a program
feminism, etc.

A. Content Standards The learner understands the principles and uses of a reaction paper/review/critique

B. Performance The learner produces an objective assessment of an event, a person, a place or a thing. Writes comprehensive review /reaction paper *performance arts, play, dance sports etc.; film;
Standards participation in a religious or community festival; art exhibit. Critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria. Critiques
graphic design communication materials such as posters, billboards, commercials, digital and other media

C. Learning CS_EN11/12A-EAPP-Id-f-15 CS_EN11/12A-EAPP-Id-f-16 CS_EN11/12A-EAPP-Id-f-17 CS_EN11/12A-EAPP-Id-f-18

Competencies/Objective
s

II. CONTENT Raising legitimate & contrary Critical approaches in writing a Principles of writing an effective Writing a Review
views critique review/critique

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide 56 - 64
Pages

2. Learner’s Material 58 - 60
Pages
 3. Textbook Pages

4. Additional Materials Handouts Handouts Handouts, PPT, pdf

from Learning
Resources

B. Other Learning https://www.mesacc.edu/~p https://owl.english.purdue.edu/owl/r https://www.scribophile.com/acade https://www.scribophile.com/academy/

Resources aohi30491/Refutationpgphs.h esource/722/1/ my/how-to-write--a-great-critique how-to-write--a-great-critique
tml

IV. PROCEDURES

A. Reviewing previous Let the students recall the Ask learners regarding the Ask learners to recall the Allow the students to recall the different
lesson or presenting the lesson jargons and layman’s importance of knowing varied views in approaches in writing a critique types of claims and the basic parts of a
new lesson terms by asking relevant writing text
questions

B. Establishing a Introduce the movie “Heneral If writing something means reflecting How does a writer convey his/her Flash the summary of the tips in Writing a
purpose for the lesson Luna” by giving an overview/ about your thoughts, how would you ideas into a written text? great critique
synopsis about it construct and improve your style?

C. Presenting Group the students into three Present an author who is known as a The basic parts of a text Provide the scoring rubrics for the
examples/instances of and assign each group to one feminist and some of her know works student’s output (Annex A)
1.Introduction
the new lesson review article
2. Body
3. Conclusion
D. Discussing new Discussing Refutation The Critical Approaches to Literature The Value of including claims in
concepts and practicing paragraphs and Criticism writing
new skill #1

E. Discussing new Allow each group to analyze Providing examples of critical Tips in Writing a great critique
concepts and practicing the content of each review approaches Writing a Critique about the short film
new skill #2 “The School Bag”

F. Developing Mastery Let the students brainstorm Let the students define each approach Provide short examples of known
about the context and in their own understanding critique and ask the students to
structure of their assigned identify the claims used by the
article author
G. Finding practical Allow each group to Ask the learners about their From the given examples, let the
applications of concepts present/discuss briefly their preferred approach in writing students identify the structure and
& skills in daily living analysis theme, purpose of the text

H. Making How did each review differ How do these critical approaches How important is it in writing to
generalizations & from each other by means of shape and improve one’s writing? include claims and focus on the
abstractions about the context and content? structure of a text’s purpose?
lesson

I. Evaluating Learning Output & Presentation will be A 10 – item short quiz. 10 –item short quiz( dictation) in
scored: identifying the type of claim used in
the given statement
Organization of ideas-20%
Content Structure-15%
Presentation/Explanation15%

J. Additional activities Homework:

for application or
remediation Assign a short film (YouTube) “The
School Bag” for the students to
watch in preparation for next
meeting’s activity
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
lesson work? No. of
learners who 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?

Checked by:
JONALD M. VALEÑA, DBA
SGH, ABM