==]] School PORAC MODEL COMMUNITY HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teacher MILCAH ROSELLE C. CANDA Learning Area READING AND WRITING SKILLS
DAILY LESSON LOG Teaching Dates and Time JANUARY 06-10, 2020 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 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 and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
A. Content Standard Realizes that information in a written text maybe selected and organized using different techniques and ideas
B. Performance Standard Critiques a chosen sample of each pattern of paragraph development focusing on Organization and Selecting information
C. Learning Competency/Objectives Definition of terms in that subject Qualities of an efficient reader Different techniques in Generating ideas Different techniques in Generating ideas
Describe a written Text as connected Vocabulary Check up Significance quotation for reading 1. Brainstorming
Discourse ENII/12RWS-111a-I Short Skit Presentation Continuation of short skit if needed 2. Listing, drafting and talking 1. Brainstorming
Importance of reading 3. Journalistic questions 2. Listing, drafting and talking
General overview for reading 4. Nested circle 3. Journalistic questions
5. Drafting 4. Nested circle
6. Story board telling 5. Drafting
7. Outlining 6. Story board telling
8. Free-writing 7. Outlining
8. Free-writing

II. CONTENT Reading and Thinking Strategies across Text types and techniques in Organizing and Selecting information.
Reading and writing Rules as to govern to the Importance and General Overview for Reading Techniques in Organizing information Techniques in Organizing information
content presented)
IV. LEARNING RESOURCES 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.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Hand-outs Hand-outs Hand-outs

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

V. PROCEDURES
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.

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A. Reviewing previous lesson or Sections of Composition The teacher will ask the students: The teacher will cite an example: The teacher will cite an example:
presenting the new lesson Stages of Writing For the ff: For the ff:
ABC;s Qualities of writing “What are the qualities of an efficient readers?”
Principles of Writing 1. Brainstorming 1. Brainstorming
Introducing Reading Process in Reading * What reading strategies can help you increasing 2. Listing, drafting and talking 2. Listing, drafting and talking
Strategies your comprehension? 3. Journalistic questions 3. Journalistic questions
The teacher will ask the students: 4. Nested circle 4. Nested circle
About the presented words vocabulary e.g. *Can you read between the lines? 5. Drafting 5. Drafting
6. Story board telling 6. Story board telling
decipher, scarce, fancy etc. 7. Outlining 7. Outlining
8. Free-writing 8. Free-writing

B. Presenting a short skit about the importance
of reading to them
Why making reading a daily habit?
C. Presenting examples/Instances of Presenting a short skit about the importance of
the new lesson reading to them
 To be presented in group as part of
their performance task in the class
The teacher will ask the students:
“Read a text and apply the reading strategies”
Expounded through interaction
The teacher will ask the students:
1. How the text responses to the
audience?
2. Does the text adhere the ABC;s
Qualities of writing? Explain.
3. How do they judge a good text?
The teacher will ask the students:
“ To pick out one any of the techniques given
and show/give an e.g. as the teacher did
The students will share their answers in front of
their classmates.
1. Show a demo in front of the class if
needed.
The teacher will ask the students:
An activity is going to be given
The teacher will give the students:
1. A topic will be assigned and apply the
techniques for selecting and organizing
information.

D. Discussing new concepts and What benefit will they get if they will Make The teacher will ask the students: The students will share the information they The students will share the information they know about
practicing new skills # 1 reading a daily habit? know about the different techniques in selecting the different techniques in selecting and organizing
“Which part of the text that is intended for Intro, and organizing information information
body and conclusion?

Applying reading techniques to improve reading

understanding

What are the things must be avoided and must be

adapted in reading?

E. Discussing new concepts and Expound skills and knowledge about the words . Expound skills and knowledge about the Disseminate information about the subject matter
practicing new skills # 2 they encountered from the text. words they encountered from the text through interaction.

F. Developing mastery Possible expectation if you are a bookworm The students will give their understanding through The students will give their understanding The students will give their understanding through
(leads to Formative Assessment) learners context through learners context learners context

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 G. Finding practical application of Cite an example that by reading, they became Going over to the text given Associating content of the text to their lives Associating life experiences to the present
concepts and skills in daily living successful in their being

H. Making generalizations and Generalize the lesson Generalize the lesson Generalize the lesson Generalize the lesson
abstractions about the lesson

I. Evaluating learning Make a summary of what is being taught to Interaction about the message of the Associating content of the text to their lives Interaction about the story
them for the day. story/ role play

J. Additional activities for application

or remediation
1. REMARKS SHORT SKIT PRESENTATION- made and led the students to work in team with cooperation
Concretizing the samples by performing the activities.

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 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 Speaking 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 There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
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?