GRADES 1 to 12 School TUDNACOHS Grade 11

DAILY LESSON LOG Teacher Mrs. Lilani B. Elmedulan Learning Area READING AND WRITING SKILLS
Teaching Dates and Time week a Quarter First

Monday Tuesday Wednesday Thursday Frida

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, exercis
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Standards
The learner The learner The learner The learner
Describes a written text as Distinguishes between and Distinguishes between and Distinguishes between and among
connected discourse. among techniques in selecting among techniques in selecting techniques in selecting and organizing
and organizing information and organizing information information
EN11/12RWS-IIIa-1 a. Brainstorming list a. Brainstorming list
C. Learning b. Graphic organizer b. Graphic organizer
a. Brainstorming list
Competencies / c. Topic outline c. Topic outline
d. Sentence outline b. Graphic organizer
Objectives d. Sentence outline
EN11/12RWS-IIIa-2 EN11/12RWS-IIIa-2.1 c. Topic outline
(Write the LC code for each)
EN11/12RWS-IIIa-2.2 d. Sentence outline

EN11/12RWS-IIIa-2.3
EN11/12RWS-IIIa-2.4

Reading and Thinking Strategies across Text Types

A. Text as Connected Discourse
II. CONTENT
B. Techniques in Selecting and Organizing Information

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 as
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development
A. References
1. Teacher’s Guide pages NA NA NA NA
2. Learner’s Materials pages NA NA NA NA
 3. Textbooks pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing 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
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
NA NA NA NA
NA NA NA NA
http://en.wikipedia.org/wiki/Connected_discourse
http://elc.polyu.edu.hk/elsc/material/Writing/coherenc.htm
http://www.inspiration.com
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which yo
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Definition of text Description / definition
And context paragraph
Understanding of text as
connected discourse may Using Brainstorming list
help readers see how a can make one a better
certain text is organized. writer
Comparison between a Read the given paragraphs
written text and oral Group Presentations Conduct a long quiz
discourse
Components of a Written In groups, trace the
Text meaning of the difficult
term in the paragraph
through a Brainstorming
list
Text types and their writing Discuss Word Storm, Mind
styles Map, Word Banks, Visual
Association
Reading Paragraphs & More Practice Activities
Identifying their
elements/components
Questions: Cite activities when you
Describe the text we use in need to do brainstorming.
communicating with our
School Principal, friends, etc.
H. Making generalizations and What situations in life Brainstorming is helpful State the importance of
abstractions about the wherein connected text/ for a writer in deciding or Information Selection
lesson. discourse is considered selecting information. Techniques
important?
Conduct a quiz. Describe Conduct a short quiz
I. Evaluating learning
what is written text.
J. Additional activities for Simple Text Analysis
application or remediation.
V. 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 the students learn? Identify what
VI. REFLECTION instructional supervisors can provide for 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 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 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?
H. What difficulties did I encounter
which my principal or supervisor
can help me solve?
I. What Innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Annex 1B to DepEd Order No. 42, s. 2016