GRADE 1 to 12 School TUNGAWAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher RUJIA J. DOH Learning Area Reading and Writing Skills
Teaching Dates and Time December 04 – 08, 2017/ Time varies base on class Semester/Term Second/ Midterm
schedules.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners will realize that
information in a written text may be
selected and organized to achieve a
particular purpose.
B. Performance The learners will write 1000-word
Standard critique of a selected text on the basis
of its claim/s, context, and properties
as a written material.
C. Learning The learners will explain critical
Competency/ reading as reasoning.
Objectives
The learners will understand the
relationship of a written text and the
context in which it was developed.
The learners will write 1000-word
critique of a selected text on the basis
of its claim/s, context, and properties
as a written material.
The learners will formulate evaluative
statements about a text read.
a. Formulate assertions about the
content and properties of a text read.
b. Formulates meaningful
counterclaims in response to claims
made in a text read.
The learners will understand the
requirements of composing academic
writing and professional
correspondence.
The learners will produce each type
of academic writing and professional
correspondence following the
properties of well-written texts and
process approach to writing.
The learners will explain how one’s
purpose is a crucial consideration in
academic and professional writing.
The learners will understand the
requirements of composing
academic writing and professional
correspondence.
The learners will produce each type
of academic writing and
professional correspondence
following the properties of well-
written texts and process approach
to writing.
The learners will identify the unique
features of and requirements in
composing texts that are useful
across disciplines.
a. BOOK REVIEW or ARTICLE
CRITIQUE

II. Content Critical Reading as Reasoning Formulating Evaluative Statements ACADEMIC AND PROFESSIONAL BOOK REVIEW or ARTICLE CRITIQUE
WRITING

III. Learning
Resources
A. Reference
1. Teacher’s Guide None None None
Pages
2. Learner’s Material None None None
 Pages
3. Textbook Pages
4. Additional Materials None None None
from Learning
Resource (LR) portal
B. Other Learning None www. slideshare.net
Resource
IV. PROCEDURES
A. Reviewing previous Review students on the different Review the learners about critical Review on the textual evidence to Have them recall the pre-writing
lesson or presenting helpful strategies in getting an reading as reasoning. validate assertions and strategies.
the new lesson overview of the text. counterclaims.
B. Establishing a Introduce to the learners the text by Introduce to the learners the; Introduce to the learners how one’s Let the learners define Book Review
purpose for the thinking about its meaning and a. Formulating assertions about the purpose is a crucial consideration in or Article Critique in their own
lesson significance. content and properties of a text read. writing academic and professional words.
writing.
b. Formulating meaningful
counterclaims in response to claims
made in a text read.

C. Presenting *Direct students to picture this: Ask the learners about how they usually Brainstorm the students of the The teacher groups the class into 5,
examples/instances Your phone vibrates, signaling a deal with questions and situations of quote’s relation to writing “Those presents magazines, and lets them
of the new lesson new message. You open the message. discourse. who fail to plan, plan to fail” by skim the pages.
It is from unknown number, but what Benjamin Franklin.
catches your attention is its content.
The only thing you need to do to
claim your prize is to provide your
personal information, along with
some credit card details.
*Ask: Would you do it? Why or why
not?
*Accept varied answers form the
students and tell students that such
instance requires critical thinking.
D. Discussing new *Incite students to give and share five Discuss to the learners the; 1. Provide articles of academic writing With the given guide question, the
concepts and personal traits, which they think a a. Formulating assertions about the and professional writing. learners
practicing new skills # critical reader should embody. content and properties of a text read. 2. Have them do the following A. Brainstorm what they’ve
1 A. Explain what is academic read and identify the
b. Formulating meaningful writing and professional writing. features from Article 1.
counterclaims in response to claims B. Give the article’s purpose and a. specific topic

E. Discussing new Discuss about the definition of critical
concepts and reading, the reasons why reading
practicing new skills # critically is important and some
2 techniques to help develop critical
reading skills.
F. Developing mastery *Direct students to read the following Let the learners to perform a scenario
(leads to Formative excerpt from the presidential address about discourse and counterclaims.
Assessment 3) of Manuel L. Quezon delivered to
students and teachers on August 19,
1938.
*Have them read the excerpt critically
and be able to answer the following
questions:
1. What type of audience is
addressed?
2. What are the writer’s assumptions?
3. What are the writer’s intentions?
4. How well does the writer
accomplish these?
5. How convincing is the evidence
presented?
6. How reliable are the sources? Are
they based on personal experience,
made in a text read.
Discuss how they are going to deal
with the different scenario.
its importance.
Group Work:
Group 1: Formulate questions that
would elicit the first things to be
considered before writing.
Group 2. Write questions about the
target readers.
Group 3. Cite instances how will a
writer choose the topic.
Group 4: Explain how to manifest the
tone.
Group 5: Share pre - writing
strategies.
1. Have each group share their work
in class.
2. Process their answers.
b. overall purpose
c. To whom the article is
intended?
(see Reading and Writing
Skills textbook)
Ex: Unit ___, page ____
B. Develop a group checklist.
C. Present the group output.
Assess the discussion that was done
earlier.
Ask the learners the following:
1. What are the features of the
article?
2. What kind of material does the
article present?
3. Does the article contribute to the
overall topic? Explain.
4. How did you formulate your
checklist of the requirements in
composing a text? Is your checklist
valid and realistic?
(The teacher checks and validates
the checklist made by the students.)
3. Does open-mindedness and
critical thinking lead you to come up
with your output?
 scientific data or outside authorities?
7. Did the writer address opposing
views on the issue?
8. Is the writer persuasive in his/her
perspective?
*Process students’ responses.
G. Finding practical *Have students give some instances
application of that require critical thinking.
concepts and skills in *Process their answers.
daily living
*Have students give some instances Pair Work The teacher posts scrambled
that require evidences and Have them discuss how to modify sentences on the board and the
counterclaims. the purpose and tone to match the students identify the feature being
audience specified in the parenthesis. used.
1. The benefits of having a pet (These features are provided and
(children, parents, people who prefer are ready for the activity.)
cleanliness).
Point of view plot
2. The advantages of commuting
(people who drive cars, government setting
officials, regular commuters).
Lead
Character’s problem theme

Main character genre

H. Making Ask: Why do you need to read Ask the learners; Teacher’s Input: 1. Have them do the following
generalization and critically or to be an active and critical What is formulating evaluative Explain the importance of one’s a. define a book review or an
abstractions about reader? Explain. statements? Let them explain it purpose in writing and the pre - article critique
the lesson further. writing strategies. b. cite the features of a book
review or article review
Teacher’s Input:
Discuss book/article review and
its features and requirements
needed when writing.
I. Evaluating learning Answer the following questions: Answer the following questions: Directions: Directions: Article will be provided.
1. Explain critical reading as looking 1. How are you going to formulate Explain briefly the importance of Write an article critique of the
for ways of thinking. evaluative statements? one’s purpose in academic and articles given to you.
2. What are the benefits of becoming 2. How are you going to formulate professional writing.
a critical reader? meaningful counterclaims in response
3. How does critical reading improve to claims made in a text read?
your writing?

J. Additional activities
for application or
remediation