School CADUANG TETE NATIONAL HIGH SCHOOL
GRADE 11 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Understand/ Develop a written
text among the Patterns of
Paragraph Development
particularly PROBLEM AND
SOLUTION/ PARTITION AND
CLASSIFICATION/PERSUASION
ENII/12RWS-111bf-3.8
II, CONTENT
III..LEARNING RESOURCES
Grade Level 11
Teacher MRS.MIGUELA T. FLORES Learning Area READING AND WRITING SKILLS
Teaching Dates and Time SEPTEMBER 01-08, ,2017 Quarter FIRST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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 remedial 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 which enable students to find significance and
excitement in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
Develop Communicative task through meaningful skills in writing short composition using Patterns of Paragraph Development
Utilize a Modular centered-approach of sentence expansion through Approaches in solving problem. Paragraph Development particularly/PARTITION AND
CLASSIFICATION/ PERSUASION
Day 1 Day 2 Day 3 Day 4
. I. PARTITION OR I. PERSUASION
I. PARTITION OR ANALYSIS AND TYPES OF
I. PROBLEM AND SOLUTION ANALYSIS AND CLASSIFICATION PERSUASION
A. Several Approaches in solving PROBLEM CLASSIFICATION A, Editorial Writing
1. PROBLEM/S A. Analysis by Division B. Political Speeches
2. OBJECTIVES A. Analysis by Division B. Analysis by Dissection C. Public =service
3. AREAS OF CONSIDERATION B. Analysis by Dissection C. Ruling Principle for announcement
4. ALTERNATIVE COURSES OF ACTION C. Ruling Principle for classification to avoid
5. RECOMMENDATION classification to avoid overlapping.
6. PLAN OF ACTION overlapping.
7. POTENTIAL PROBLEM
8. CONTINGENT PLAN OF
Modes of Paragraph Development by PROBLEM AND SOLUTION/ PARTITION AND CLASSIFICATION/ PERSUASION
Approaches in solving PROBLEM PARAGRAPH BY PARTITION AND PARAGRAPH BY PARTITION PERSUASION/ TYPES OF
CLSSIFICATION AND CLSSIFICATION PERSUASION
List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like in the
form of hand-outs and the likes. However, hands-on learning promotes concept development on the part of the learners.
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A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Contemporary Technical English: by Magpayo, E.. et. Contemporary Technical English: by Contemporary Technical Contemporary Technical English:
al. (2000) Magpayo, E.. et. al. (2000) English: by Magpayo, E.. et. by Magpayo, E.. et. al. (2000)
Effective Writing: by Go, M. et. al. (2003) Effective Writing: by Go, M. et. al. (2003) al. (2000) Effective Writing: by Go, M. et. al.
Reading and Writing Skills: by Tiongson M. A and Reading and Writing Skills: by Tiongson M. Effective Writing: by Go, M. (2009)
Rodriguez, M. C. (2016) A and Rodriguez, M. C. (2016) et. al. (2003) Reading and Writing Skills: by
Integrated Approach to reading and Writing: by Integrated Approach to reading and Writing: Reading and Writing Skills: by Tiongson M. A and Rodriguez, M.
Sebastian, E (1995) by Sebastian, E (1995) Tiongson M. A and Rodriguez, C. (2016)
Critical Thinking and Writing: by Cavina K. (1996) Critical Thinking and Writing: by Cavina K. M. C. (2016) Integrated Approach to reading
Writing the Paragraph and Short Composition by: (1996) Integrated Approach to and Writing: by Sebastian, E
Sullivan, K. E. (1992) Writing the Paragraph and Short reading and Writing: by (1995)
Technical Writing by Gordon and Mill (1990) Composition by: Sullivan, K. E. (1992) Sebastian, E (1995) Critical Thinking and Writing: by
Writing in Action;Handbook Edition (2001) Technical Writing by Gordon and Mill (1990) Critical Thinking and Writing: Cavina K. (1996)
DOWNLOADED FEATURES FOR Writing in Action;Handbook Edition (2001) by Cavina K. (1996) Writing the Paragraph and Short
READING AND WRITING SKILLS DOWNLOADED FEATURES FOR Writing the Paragraph and Composition by: Sullivan, K. E.
READING AND WRITING SKILLS Short Composition by: (1992)
Sullivan, K. E. (1992) DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
DOWNLOADED FEATURES
FOR READING AND
WRITING SKILLS
Refer to CG Refer to CG Refer to CG
-------------------- -------------------- -------------------------
Lapel, audio speaker, DLP, chalkboard and whiteboard Lapel, audio speaker, DLP, chalkboard and Lapel, audio speaker, DLP, Lapel, audio speaker, DLP,
marker AND THE TEACHER HERSELF whiteboard marker AND THE TEACHER chalkboard and whiteboard chalkboard and whiteboard marker
HERSELF marker AND THE TEACHER AND THE TEACHER HERSELF
HERSELF
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 you can infer from formative assessment activities. Sustain learning systematically by providing students with 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.
Refer back to the VIDEO CLIPPINGS presented in .
the other day
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a. Establishing a purpose for
the lesson
b. Presenting
examples/Instances of the
new lesson
1. Discussing new concepts
and practicing new skills #
1 2. BODY
4. Discussing new concepts
and practicing new skills #
2 using Partition and Classification
5. Developing mastery
(leads to Formative
Assessment)
6. Finding practical application of
concepts and skills in daily
living
7. Making generalizations and
abstractions about the lesson
8. Evaluating learning
9. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Develop the lesson by example through Develop the lesson by example through II. PERSUASION
I. PROBLEM AND SOLUTION Partition and Classification Partition and Classification TYPES OF PERSUASION
A. Several Approaches in solving PROBLEM A. Editorial Writing
1. PROBLEM/S Establish the lesson by citing an Establish the lesson by citing an B. Political Speeches
2. OBJECTIVES example for each COHESIVE DEVICES example for each COHESIVE DEVICES C. Public =service
3. AREAS OF CONSIDERATION for Partition and Classification for Partition and Classification announcement
4. ALTERNATIVE COURSES OF ACTION
5. RECOMMENDATION
6. PLAN OF ACTION
7. POTENTIAL PROBLEM
8. CONTINGENT PLAN OF ACTION
Present a problem that is visible to their place Give more example to gain better Give more example to gain better Present a Logical Arguments
understanding understanding
Identify the problem of the presented background Share the information they know about Share the information they know about Pointing the opposition in the
of study showing Partition and classification showing Partition and classification 1. INTRODUCTION
3. CONCLUSION
Interact to the given background of study INTERACT to the lesson tackled INTERACT to the lesson tackled Identify possible supports for
Elaborate through concrete examples Elaborate through concrete examples Argumentation.
using Partition and Classification
Develop their understanding through learners Develop their understanding through Develop their understanding through Define these support.
context learners context learners context
Solve the problem with Several Approaches Look around the classroom and encourage Look around the classroom and encourage Apply the support in Paragraph
them to CLASSIFY AND ANALYZE things them to CLASSIFY AND ANALYZE things 1. Logical Arguments
around around 2. Statistics
3. Experts Opinion
4. Personal Observation
. Recap what has been discussed/learned by the Discuss briefly the whole lesson in a brief Discuss briefly the whole lesson in a brief Recap for the Lesson.
students manner manner
Interact to the given situation SEATWORK SEATWORK Continuous interaction
Enhance the lesson through giving assignment/project Re-enforcement Activity
through projects / assignments
Give a short ACTIVITY based from the lesson discussed.
Concretize the samples through classroom interaction like what they use to do.: PROBLEM SOLVING/PARTITION AND CLASSIFICATION/PERSUASION
NOTE: Lessons were not accomplished in other sections because of NCET EXAMS
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
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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A. No. of learners who earned 80% in 35
the evaluation
B. No. of learners who require In a totality of 200 learners 165 0f them got the passing required average for the subject
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. Yes
of learners who have caught up 8
with the lesson
D. No. of learners who continue to 6
require remediation
E. Which of my teaching strategies Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these work?
F. What difficulties did I encounter SPEAKING THE LANGUAGE is still a difficulty of the students
which my principal or supervisor Inconsistency in using the language because they used TAGALOG AND ENGLISH OR TAGLISH/ PAMPANGO AND TAGALOG OR PAMTAG
can help me solve?
G. What innovation or localized I used Lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked By:

MIGUELA T. FLORES ELIZA D. CUNANAN

Senior High School Teacher Principal II