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School SAN BARTOLOME HIGH SCHOOL Grade Level Grade 11

DAILY LESSON LOG Teacher ROSSANO C. DAVID Learning Area DISS
Teaching Date June 10 - 14, 2019 Grading Period First Semester

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard

B. Performance Standard

Learners will be able to: 1. present a list of

Learners will be able to: 1. discuss a topic of
Learners will be able to: 1. enumerate questions and proposals on how to answer
interest with a group; 2. explain what he/she
graphic organizers and study strategies that Learners will be able to: use the appropriate the questions; 2. accommodate comments
Learning Competencies / knows about a topic using graphic
C. they know; 2. classify graphic organizers and graphic organizers to illustrate background and/or suggestions from their classmates; 3.
Objectives organizers; 3. list questions on a topic; and
study strategies according to purpose; and 3. knowledge on specific topics; provide feedback to their classmates’
4. enumerate possible ways to get answers
accomplish a KWL chart. presentations; and 4. revise their
to questions on a topic.
presentation as needed.

KWL Chart and how other graphic organizers

II. CONTENT Graphic organizers can be used to fill up the What I Know KWL Chart: What I Want To Know Column What I Want to Know and How I Want to
column Know about them…

III. LEARNING RESOURCES

A. References
1 . Teacher's Guide pages
2 . Learner's Material pages
3 . Textbook pages
Additional Materials from
4.
Learning Resources portal
B. Other Learning Resources
IV. PROCEDURES (30 minutes) Review all graphic organizers
and study skills that learners
know.
Classify organizers and study skills
according to purpose. Teacher elicits
background knowledge from learners.
Teacher asks: What are the graphic
organizers that you know which can be used
to do the following (Analysis, Writing,
Reading Comprehension, etc?) Class
discusses each and its purpose. Sample Review of KWL Chart: 1. Its Purporse 2. Its
matrix: (10 minutes) Review of KWL (What I Know, Parts 3. Purpose of Each Part
(5 minutes) Short recap Class discusses
Reviewing previous lesson or Purpose: Analysis Writing Reading What I Want to Know, What I Learned) Chart (2 minutes) Learners take out their list
A. steps that have been done and output per
presenting the new lesson comprehension 1.Its Purpose 2. Its Parts of topics of interest and review them. They
day.
Add columns as needed to reflect other 3. Purpose of Each Part are then asked to choose the topic they are
purposes most interested in.
Graphic organizers/ study strategies
Venn (comparison)
Prewriting tasks
SQ3R
Flow chart (process)
Outline KWL (What I Know, What I Want to Page 1
Know, What I Learned) Chart
 according to purpose. Teacher elicits
background knowledge from learners.
Teacher asks: What are the graphic
organizers that you know which can be used
to do the following (Analysis, Writing,
Reading Comprehension, etc?) Class
discusses each and its purpose. Sample
matrix: (10 minutes) Review of KWL (What I Know,
Reviewing previous lesson or Purpose: Analysis Writing Reading What I Want to Know, What I Learned) Chart
A.
presenting the new lesson comprehension
Add columns as needed to reflect other
purposes
Graphic organizers/ study strategies
Venn (comparison)
Prewriting tasks
SQ3R
Flow chart (process)
Outline KWL (What I Know, What I Want to
Know, What I Learned) Chart
Add rows as needed for other graphic
organizers
(10 minutes) Class focuses on the KWL
Chart.
Establishing a purpose for
B. Teacher asks: 1. How is the KWL Chart
the lesson
used? 2. When have you used the KWL chart
before? How was it used? 3. What are its
parts? 4. What are the uses of its parts?
(20 minutes) Teacher gives a topic and class
Presenting examples /
C. fills up a KWL chart. Class discusses steps
instances of the new lesson
as they fill up the chart.
Discussing new concepts
D.
and practicing new skills # 1
Discussing new concepts
E.
and practicing new skills # 2
Developing mastery (leads fo
F.
Formative Assessment)
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Review of KWL Chart: 1. Its Purporse 2. Its
Parts 3. Purpose of Each Part
(5 minutes) Short recap Class discusses
(2 minutes) Learners take out their list
steps that have been done and output per
1.Its Purpose 2. Its Parts of topics of interest and review them. They
day.
3. Purpose of Each Part are then asked to choose the topic they are
most interested in.
(5 minutes) Learners that chose the same
topic are grouped together. They are asked
to sit together. Groups should only have a
maximum of five members. Learners who (10 minutes) Review the questions your
(10 minutes) 1. Teacher presents a list of
find themselves alone may choose another group has formulated.
topics for the subject. 2. Learner selects
topic/sit with a group with a related topic.
topics of interest and writes them in their
Groups discuss: How will your questions
notebook.
(15 minutes) Groups discuss what they know benefit your class?
about their topic of interest. They show each
other the graphic organizers they made the
previous session and explain its content.
Each of the groups will present their outputs
(questions and ways on how to find answers)
to the class.
(What I Want to Know) With their groups,
During presentation, members of other
(What I Know) Using the graphic organizers learners answer the following: 1. What
groups try to write down possible comments
learned, learners illustrate what they know questions do you have about the topic? 2. In
or suggestions to the presenting group.
about the topics. They can use as many what ways can you find answers to these
applicable graphic organizers possible for questions? The group lists and discusses
Peers can give feedback during presentation.
Page 2 every topic. their questions and design ways/steps to
The presenting group can then revise their
answer them.
output based on the class feedback.
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Each of the groups will present their outputs

(questions and ways on how to find answers)
to the class.
(What I Want to Know) With their groups,
During presentation, members of other
(What I Know) Using the graphic organizers learners answer the following: 1. What
groups try to write down possible comments
learned, learners illustrate what they know questions do you have about the topic? 2. In
Developing mastery (leads fo or suggestions to the presenting group.
F. about the topics. They can use as many what ways can you find answers to these
Formative Assessment)
applicable graphic organizers possible for questions? The group lists and discusses
Peers can give feedback during presentation.
every topic. their questions and design ways/steps to
The presenting group can then revise their
answer them.
output based on the class feedback.

Teachers can use the input from the class to

further plan for the 1st Quarter’s Performance
Task or Class Project and its timeline.

Finding practical application

G. of concepts and skills in daily
living

Making generalizations and

H.
abstractions about the lesson

I. Evaluating learning

Additional activities for

J.
application or remediation

V. REMARKS

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VI. REFLECTION Students are seen to be having fun and enjoyment in the learning process as can be seen in their positive and happy facial expressions.

No. of learners who earned 39 out of 49 students earned 80% on 44 out of 49 students earned 80% on 44 out of 49 students earned 80% on 44 out of 49 students earned 80% on
A.
80% in the evaluation formative assessment formative assessment formative assessment formative assessment

No. of learners requiring

additional activities for
B. 10 learners need activities for remediation 5 learners need activities for remediation 5 learners need activities for remediation 5 learners need activities for remediation
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who yes, 10 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the
C.
have caught up with the remedial remedial remedial remedial
lesson

No. of learners who continue

D. n/a n/a n/a n/a
require remediation

Which of my teaching
I related the topic/concept with student's I related the topic/concept with student's I related the topic/concept with student's I related the topic/concept with student's
E. strategies worked well? Why
personal experiences personal experiences personal experiences personal experiences
did these work?

What difficulties did I

encounter which my principal dealing with absenteeism of slow learners dealing with absenteeism of slow learners dealing with absenteeism of slow learners dealing with absenteeism of slow learners
F.
or supervisor can help me which affects the time for their remedial which affects the time for their remedial which affects the time for their remedial which affects the time for their remedial
solve?

What innovations or localized

materials dis I use/discover
G. Relating concepts with student's experiences Relating concepts with student's experiences Relating concepts with student's experiences Relating concepts with student's experiences
which I wish to share with
other teachers?

Prepeared by: Noted by:

ROSSANO C. DAVID HELEN R. BUENO
Subject Teacher Principal I

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