Based on Annex 2B.6 to DepEd Order No. 42, s.
2016
DAILY
LESSON
LOG
SENIOR HIGH SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC Code)
III. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources
V. PROCEDURES
School Sta. Juana National High School Grade Level & Quarter 11/4th
Teacher June Leigh A. Banque SHS Track TVL- Home Economics
Inclusive Dates Learning Area RWS
Scheduled Time Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. differentiate the concept of hypertext and intertext
2. Distinguish examples of hypertext and intertext
3. Appreciate the connections between text and the context
in which text was developed
CONTEXT OF DEVELOPMENT CRITICAL READING AS REASONING
1. Explains critical reading as reasoning
(EN11/12RWS-IVac-8) 1 day
2. Formulate evaluative statements
about a text read (EN11/12RWS-
Identifies the context in which the text has IVac-9)
developed (en11/12rws-ivac7) -2 days a. Formulate assertions about the
A. Hypertext (en11/12rws-ivac-7.1) content and properties of a text
B. Intertext (en11/12rws-ivac-7.2) read (EN11/12RWS-IVac-9.1) 2
days
b. Formulates meaningful
counterclaim in response to
claims made in a text read (E
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled
in a week or two.
List of 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. Hands-on learning promotes concept development.
A. Revising previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
Recalling of the topic.
Task 1: Hypertext!
1. Group the class into 2 groups
2. Research ideas about intertext and
hypertext in the website.
3. Start reading and list down the
highlighted text and its
corresponding URL if you decide to
click on the link.
Name of the link URL (Website)
1.
2.
4. Compare your list with the other
group. How similar or different are
Recalling of the
topic.
You have learned that as a critical reader,
you should be able to use textual evidence
when asked by your teacher to support
analysis of the implicit and explicit
information presented by a writer in a text.
Given the same text to other readers, you
may encounter questions that will really
require your answer. In that case you should
have the skills of reasoning out and giving
analysis and evaluative statements.
WHAT IS REASONING?
-According to Merriam-Webster Dictionary,
reasoning is an act of giving statements for
justification and explanation. It is the ability
of someone to defend something by giving
out reasons.
Task 1: Convince me!
1. The class will be grouped into three.
The goal is to test your reasoning
skill by convincing the judge through
your own reasons based on the
situation and the topic assigned to
you.
2. The teacher will provide three sets of
situations wherein all the groups will
take turns to be the judge and to be
the participant. For example, on the
first situation, group 1 will be the
judge and the remaining two groups
will be the one to give their reasons.
 yours compared to theirs?
5. Explain briefly why you came up with
your sequence of links?
E. Discussing concepts and Task 2: Brainstorming Intertext!
practicing new skills #2 1. Say: Intertextuality is the idea that
the creation of text is influenced by
other texts.
2. The same group discuss the several
ways where intertextuality occurs.
- Retelling -Allusion
- Quotation -Pastiche
F. Developing mastery Give the student an excerpt from “A
(Leads to Formative successful Failure” by Glenn Frank. Read and
Assessment 3) answer the questions that follow:
1. What intertextuality is found in “A
Successful Failure?”
2. What words in the text identify this
kind of intertextuality?
3. For every situation, each group will
only be given two minutes to
brainstorm. After brainstorming, one
to speakers will be allowed to
convince the judges by giving their
own reasons. After all the speakers
have given their reasons, the judge
will give their judgment based on the
materials and the reasons presented
by each group.
Situation 1: Anna wants to have a movie
date with her family, which genre do you
think is better to watch? GROUP 2 –
HORROR MOVIES GROUP 3 – ROMANTIC
MOVIES GROUP 1 will be the judge.
Situation 2: Juan is craving for sweets, which
is better for him to eat? GROUP 1 – FRUITS
GROUP 3 – CHOCOLATES GROUP 2 will be
the judge.
What did you feel while doing the activity?
For the participants: How did you come up
with those kinds of reasons? For the judges:
How were you able to make sound
judgment?
WHAT IS AN EVALUATIVE STATEMENT?
- It is a way of giving a better
explanation to show the strength
and the weaknesses of something
through writing. It presents a
value judgment based on a set of
criteria.
- It is used in giving a sound
judgement – a judgment that can
be backed up or supported by
 valid reasons or proofs.
- It is the writer’s way of explaining
why a strength is a strength and a
weakness a weakness based on
the evidences gathered.

HOW TO FORMULATE AN EVALUATIVE

STATEMENT?
- Evaluative statements about a text are
formulated after having read the text
carefully and critically, grasping the essence
of the text and checking for possible fallacies
in the argument.
- The formulation of the evaluative
statements is done in the same way you do
any other writing except that the statement
is about your judgement of the text’s content
and property.
You may compose your evaluative
statements in two steps:
1. Formulating Assertions about the
Content and the Properties of a text
Read
-In this step, you have to examine which
ideas are facts or opinions, make inferences
or conclusions, and assess the overall quality
of the text. This assertion usually contains
evaluative languages such as useful,
significant, important, insightful, detailed,
up-to date, comprehensive, practical, etc.
2. Formulating a meaningful counterclaim in
response to a claim made in the text read
- Counterclaim is the opposition you make
about the claim of a writer.
- You must recognize the value of hedges
when you state your counterclaims.
 G. Finding practical applications As a student, what is the most usual text
of concepts and skills in daily development have you used?
living
H. Making generalizations and Question: Can you differentiate the concept
abstractions about the lesson of hypertext and intertext?

Video clip on hypertext and intertext as a

summary of the lesson.

I. Evaluating learning Read the article entitled “I have a Dream” by

Martin Luther King Jr. and answer the
questions:
1. What find of intertextuality does the
words, five score years ago,” show this
short section of the speech is? Which
text do you think this section is
imitating?
2. Identify and explain any other kind of
intertextuality found in this text.
J. Additional activities for
application or remediation

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VII. REFLECTION the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned

80% in the evaluation.
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 remediation.
 E. Which of my teaching
strategies worked well? Why
did it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other learners?

Prepared by: Approved by:

JUNE LEIGH A. BANQUE, LPT ANITA L. ZAMORA, LPT, Ph.D.

Subject Teacher Principal I