GRADE LEVEL GRADE 11

TEACHER MS. KAREN R. ROYO

LEARNING AREA READING AND WRITING SKILLS
February 27-28- March 1-3, 2023
DAILY LESSON LOG
TEACHING 11- A (1:00- 2:00- MTTh, 2:00-3:00- F)
DATES AND 11-B (2:00-3:00- MTWTh) QUARTER 3
TIME 11- C (8:30-9:30- TWTh, 7:30-8:30- F)
11-D (8:30-9:30- MF, 7:30-8:30- T, 9:30-10:30, W)

Objectives must be the 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
I. OBJECTIVES
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 Standards The learner... realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standards The learner... critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Compare and contrast patterns of written texts across disciplines
Define definition and Compare each writing pattern Contrast each writing pattern Compare and contrast each
C. Learning exemplification/classification as (definition and (definition and writing pattern (definition and
Competencies/Objectives patterns of development in exemplification/classification) exemplification/classification) exemplification/classification)
Write the LC code for each writing. (CONTINUATION) based on its aim/purpose and its based on its aim/purpose and its based on its aim/purpose and
feature through sample feature through sample feature through Venn Diagrams
paragraphs. paragraphs.
II. CONTENT PATTERNS OF DEVELOPMENT IN WRITING
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
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages NONE NONE NONE
2. Learner’s Materials
NONE NONE NONE
pages
3. Textbook pages NONE NONE NONE
4. Additional Materials
from Learning Resource NONE
(LR) portal
Anger retrieved from:
Organically Speaking Reading and Writing Skills PIVOT-
https://www.sinclair.edu/center
http://www.alloypersonaltrainin Learner’s Material- Department of
B. Other Learning Resources s/tlc/pub/handouts_worksheets
gcenter.com/organically- Education – Region IV-A
/English/075sample_paragraph_
speaking/ CALABARZON
definition.pdf

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(Drill/Review/Unlocking of Difficulties)
B. Establishing a purpose for
the lesson (Motivation)
C. Presenting
examples/instances of the
new lesson (Presentation)
D. Discussing new concepts and
practicing new skills #1
(Modeling)
The Geography of English 102
Ima Ersatz
http://guidetogrammar.org/gra
mmar/composition/classification
.htm
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.
Teacher will ask:
What do you encounter every
day that you can define in a
more interesting way by looking
at its meaning from another
point of view?
Activity (15 minutes)
The teacher will group
the class into five (5).
Each group will be given
one (1) reading text with
guided activity in it to be
analyzed.
By group, students will fill
in and organize the
information they’ve
gathered by answering
the guide questions from
the reading material to
the graphic organizer
given to them.
http://english120.pbworks.com/w
/page/19006850/definition%20pa
ragraphs
http://english120.pbworks.com/w
/page/19006816/classification%20
paragraphs
What is definition as
pattern of development
in writing?
What is classification as
pattern of development
in writing?
Reading Text 1- Individual (2 Reading Text 1- By- pair (2 •
minutes) minutes)
Courage is being able to face fear,
pain, difficulties and other
challenges. It is not necessarily the
absence of fear, but it is the choice
and willingness to face it. It is
universally admired attribute and
comes in many forms. For
example, a soldier who willingly
fights for his country may be
courageous as someone who
Comprehension Questions (3 speaks up for the rights of others.
minutes)
 After 15 minutes, each
group will present their
analysis in front of the
class.
Guide Questions:
1. Have you heard of the word
organic?
2. What do you already know
about the word organic?
3. What do you think are the
synonyms of the word “organic”?
4. How does the author define
the word organic?
5. Define the word organic based
on the information in the text you
have read.
Processing Question:
What pattern of
development in writing do you
think the writer used in the
reading text?
(From this point, teacher
will then elicit from learners the
meaning of definition as pattern
of development in writing.)
What is the topic
sentence of the
paragraph?
Analyze how the one-
sentence definition is
expanded into a Analyze how the one-
paragraph.
What are the supporting
details?
Reading Text 2- Individual (2
minutes)
The Armed Forces of the
Philippines (AFP) are composed
of the Philippine Army, the
Philippine Air Force, the
Philippine Navy, and the
Philippine Marine Corps. The
Philippine Army, the main and
largest branch, is responsible for
ground warfare. It was
established on December 21,
1935, and it has 86,000 active
personnel. The Philippine Air
Force is the aerial warfare
service branch. It has 15,000
active personnel and a total of
126 aircraft. It has been active
since July 1, 1947. The Philippine
Navy is the naval service branch.
It was founded on May 20, 1898
and has a total of 101 ships and
24,000 active personnel. The
Philippine Marine Corps
conducts amphibious and
expeditionary warfare as well as
special operation missions. It
was established on November 2,
1950, and it has 8,300 active
personnel.
Comprehension Questions (3
minutes)- By pair they will fill in
the graphic organizer.
What is the topic sentence
of the paragraph?
sentence definition is
expanded into a
paragraph.
What are the supporting
details?
Term)
(
DEFINITION
Reading Text 2- By- pair (3
minutes)
Humans are often harmed by
pollution. The presence of the
hazardous substances brought
about by these three major types
of pollution: land, air and water
gravely affect our health. For
instance, a person may acquire
skin problems and other
deformities from the toxic wastes
present in the land that we live in
such as garbage, pesticides, heavy
metals and other chemicals. Air
pollution caused by toxic gases,
solid and liquid particles or
aerosols, and other hazardous air
pollutants adversely contaminate
the air that we breathe. Long-term
exposure to air pollutants has been
linked with diseases of the heart
Comprehension Questions (3 and lungs, cancers and other
minutes) health problems. Lastly, water
What is the topic of the pollution observed in our primary
paragraph? water sources like oceans, rivers,
and lakes is caused by the presence
Analyze how the main of industrial wastes, sewage and
topic is divided into waste waters, chemical fertilizers
categories. and pesticides to be specific.
What are the supporting Infectious diseases can be acquired
details provided for each through contaminated water and
category? can cause cholera, jaundice, liver
damage and stomach illness in
people.
• Read the passage
carefully. Once finished, by pair
they will fill in the table with the
appropriate words that match the
headings below (5 minutes)

E. Discussing new concepts and
practicing new skills #2
(Guided Practice)
F. Developing mastery
(Leads to Formative
Assessment 3)
(Independent Practice)
G. Finding practical applications
of concepts and skills in daily
living (Application/Valuing)
“Fit Me Right”- By pair (10) Based from the previous activity, Based from the previous activity,
✓ Teacher will ask the teacher will ask inciting teacher will ask inciting questions
students to look for a questions that will enable the that will enable the learners to
pair. learners to foresee how foresee how
✓ Teacher instructs the exemplification/classification exemplification/classification and
students to use their own and definition are alike in terms definition are different in terms of
ideas and try to divide of aim/purpose and features. aim/purpose and features.
each of the topics below
into 3 categories Inciting Questions: Inciting Questions:
(students will just select • What is the aim of the • What is the aim of the
one topic) using an authors in writing the authors in writing the
appropriate graphic above paragraphs? above paragraphs?
organizer. • How do the two • How do the two
✓ Then, they will write paragraphs share the paragraphs differ in terms
sentences under each same purpose in of purpose in developing
category to express their developing the the paragraphs?
classifications.
paragraphs? • How do the two
✓ Classifying Friends
• How do the two paragraphs differ in
✓ Classifying Classmates
✓ Classifying Students paragraphs share feature/structuring the
commonalities in paragraphs?
• What pattern of feature/structuring the
development in writing paragraphs?
do you think the writer
used in the reading text?
(From this point, teacher will then
elicit from learners the definition
of classification as pattern of
development in writing.)
Reading Text: (25 minutes) The
Geography of English 102
Ima Ersatz
• Students working on the
same groups will read the
given text.
 • By group, they will
generate the main idea
and the supporting
details from the text
using the gathered
information from the
reading material by filling
in the graphic organizer.

Processing Questions:
Why do you think the
writer present the
categories in this order?
Does this essay seem
aimed toward a specific
audience? If so, what
kind?
Do or did you fit into any
of these categories in the
classroom? Does the
essay inspire you to try
sitting elsewhere in the
classroom the next time
you begin a class?
H. Making generalizations and
abstractions about the
lesson (Generalization)

Directions: Read and analyze the Directions: Read and analyze Directions: Read and analyze the Using Venn Diagram write the
I. Evaluating learning given paragraphs and answer the the given paragraphs and given paragraphs and answer the
guide questions that follow. guide questions that follow. similar features and differences

For items 1-2: Paragraph 1.
Hindu population in India is
grouped according to their caste
or social class. Hindu’s social class
are composed of the Brahmins,
Kshatriyas, Vaishyas, and the
Shudras. The highest of these
castes is the Brahmans or priests.
The next is the Kshatriyas
(warriors), or the Rajput caste.
Below this, follows the Vaishyas
or merchant caste and the lowest
caste is the Shudras. And the
most deplorable group are those
persons that do not belong to any
group—those that are
disparagingly called as “outcasts”
or “untouchables.” Also known as
Dalits, they are highly ostracized
in society.
1. What is the text all about?
a. It is about how the caste
system of the Hindus in India are
performing their duties.
b. It is about the classification of
the Hindu population in India.
c. It is all about how the caste
system of the Hindus in India
started.
d. It is all about how Hindus way
living started.
2. What do you think is the
pattern of development in
writing used to develop the given
paragraph? c. By giving examples on how
a. Narration, it narrates how people embraces the new Paragraph 2. TYPES OF FRIENDS
Hindus are performing their normal.
duties.
answer the guide questions that of Definition and Classification
follow. Paragraph 1. DEJA VU
Deja vu is a French word meaning Pattern.
For items 1-2: Paragraph 1. "already seen", it has also been
Due to the global pandemic, described as a feeling or
specifically COVID-19, the world experience that one has seen or
embraces the new normal. done something before. For
People have become more example, you are waiting in line to
conscious about sanitation and check out at the grocery store and
hygiene. They now learn physical the lady behind you asks you to
distancing in public places. And, hand her a pack of gum. Suddenly
most of the people stay at home you get an overwhelming feeling
either working or developing that you have been there in that
new hobbies and exploring new exact same spot, talking to the
things. same lady, even the same brand of
1. What is the purpose of the gum. Even though everything
author in developing the given seems so familiar you know there
paragraph? is no way that could have
a. To explain the effect of “global happened before. There are many
pandemic”. theories as to why and how this
b. To explain what is meant by phenomenon happens. One theory
“new normal”. is that deja vu is connected with
c. To sort out what are the ways temporal-lobe epilepsy, but people
on how people deal with the without a history of epilepsy have
“global pandemic”. also experienced deja vu.
d. To arrange the different ways Psychiatrists believe it is something
on how people perceive “new in your brain that confuses an
normal”. event that happened in the past
with the present. Another theory is
2. How did the author develop parapsychologist think it is
the ideas in the text to achieve connected with past life
its purpose? experiences. Whether deja vu is an
a. By stating the effect of the experience of the paranormal or
global pandemic to the world. simply some confusion in the brain,
b. By stating the effect of new it is a perplexing feeling of having
normal to the world. "already seen."
Friends can be classified according
to their honesty, loyalty, the type
that fits you into their schedule, or
b. Description, it describes the
classification of the population of
Hindus in India.
c. Definition, it defines how
Hindus are performing their
duties.
d. Classification, it categorizes the
population of Hindus in India.
For items 3-4: Paragraph 2.
Courage is being able to face fear,
pain, difficulties and other
challenges. It is not necessarily
the absence of fear, but it is the
choice and willingness to face it. It
is universally admired attribute
and comes in many forms. For
example, a soldier who willingly
fights for his country may be
courageous as someone who
speaks up for the rights of others.
3. What is text all about?
a. It is all about fear, pain,
difficulties and other challenges.
b. It is all about being a soldier
who is brave.
c. It is all about fighting willingly
for our country.
d. It is all about the aspects of
being courageous.
4. What do you think is the
pattern of development in
writing used to develop the given
paragraph?
a. Narration, it narrates how a
soldier bravely fights for his
country.
b. Description, it describes the
characteristics of a soldier.
d. By giving examples on the the type that finds time for you
different ways of the new when they need something. An
normal. honest friend tells you the truth
even if it’s not always what you
For items 3-4: Paragraph 2. want to hear. In the long run, that
Two of the most popular types of honest friend may have saved you
movies are action adventure from embarrassment or possibly
movies and romantic comedies. rejection. They give you
An action adventure movie is constructive criticism overall. The
exciting and has a story that loyal friend is the type of friend
focuses on a hero that has to do that will be there for you through
something difficult or dangerous. the thick and the thin. They don’t
Some action adventure movies care how good or bad you may look
are about superheroes, while one day; they are sensitive to your
others tell stories based on real feelings, they respect you and the
experiences from history. other people in your life, and most
Romantic comedy movies are of all they will never let you down
another type of movie. These when times are hard. They may be
movies tell a story about love what you call a best friend. The
and introduce us to interesting third group, the person that fits
characters. These movies make you into their schedule, is the type
the problems in a relationship of person that is always on the go.
look funny instead of dramatic. They barely have time for
Both action adventure and themselves let alone another
romantic comedy movies are person. More than likely they will
popular because they are not be there for you when you
entertaining and interesting for need them most, because they are
the audience. so wrapped up in their busy, hectic
3. What is the purpose of the life. Then you have the self-
author in developing the given absorbent type of “friend” that
paragraph? finds time for you only when they
a. It intends to classify the types need something. This type of
of movies. person isn’t what you would call a
b. It aims to define movies. friend. This person may always be
c. It intends to inform readers extremely nice to you because they
regarding the most popular know that if are nice to you then
movies. they will more than likely get what
d. It aims to establish a clear they want. They will call you every
distinction on the term “movies”. once in a while, when it is almost
time for them to use that person
again. It may be for a ride to work,
c. Definition, it explains what it
takes to become courageous.
d. Exemplification, it gives series
of examples of being courageous.
5. What do you think is BEST the
pattern of development in
writing to use if you want to sort
out or arrange subjects to groups
or categories based on their
common and shared
characteristics?
a. Narration
b. Description
c. Definition
d. Classification
4. How did the author develop
the ideas in the text to achieve
its purpose?
a. By establishing the different
types of movies and its specific
characteristics.
b. By establishing the definition
of movies and its specific
examples.
c. By identifying the different
types of movies and giving
specific titles of movies.
d. By identifying the different
types of movies and the famous
actors and actresses in it.
5. Do paragraphs 1 and 2 share
similarities in their purpose in
writing?
a. Yes, because they both aim to
clarify the term or subject
identified in the paragraphs.
b. No, because they differ in the
term or subject identified in the
paragraphs.
c. Yes, because they both give
examples to explain the subject
or topic.
d. No, because both paragraphs
are contradicting with each
other.
home, or they just want somebody
to hang out with because they
have no other friends. If the person
that is being used is smart they will
eventually realize that they are
getting used and will stop being
there for that person.
1. How do the two paragraphs
differ in terms of purpose in
developing the paragraphs?
a. Paragraph 1 intends to define
what is “déjà vu” by stating its
origin and giving an instance that
will clearly explain what it is like
while Paragraph 2 intends to
classify friends in terms of
identified traits.
b. Paragraph 1 intends to describe
what is “déjà vu” by stating words
that can appeal to the senses of the
readers to clearly explain what it is
like while Paragraph 2 intends to
narrate how to find new friends in
terms of identified traits.
c. Paragraph 1 intends to narrate
what is “déjà vu” by stating words
that can appeal to the senses of the
readers to clearly explain what it is
like while Paragraph 2 intends to
describe how to find new friends in
terms of identified traits.
d. Paragraph 1 intends to classify
what is “déjà vu” by stating words
that can appeal to the senses of the
readers to clearly explain what it is
like while Paragraph 2 intends to
define the ways on how to find
new friends in terms of identified
traits.
2. How do the two
paragraphs differ in
feature/structuring the
paragraphs?
a. Paragraph 1 is developed
following the structure “term-
etymology-specific example, while
Paragraph 2 is developed
identifying the categories that will
be the basis for sorting out the
topic.
b. Paragraph 1 is developed
through series of events that starts
from beginning to end, while
Paragraph 2 is developed through
a series of examples.
c. Paragraph 1 is developed by
identifying the categories that will
be the basis for sorting out the
topic while Paragraph 2 is
developed following the structure
“term-etymology-specific
example.
d. Paragraph 1 is developed
identifying the categories that will
be the basis for sorting out the
topic, while Paragraph 2 is
developed following the structure
“term-etymology-specific
example.
3. Is the author effective in
developing the paragraph to
achieve its purpose in paragraph
1?
a. No, because there is no clear
distinction between the term and
its specific example.
b. Yes, because the author was
able to effectively create a
distinction on the term being
defined and its specific example.
c. No, because the author fails to
elaborate the term and example
given is not relevant.
d. Yes, because the term is well-
explained based on the etymology
of the word.

4. Is the author effective in

developing the paragraph to
achieve its purpose in paragraph
2?
a. Yes, because the author
immediately identifies the shared
characteristics of the subject being
sorted.
b. No, because the author fails to
identify the shared characteristics
of the subject being sorted.
c. Yes, because the term being
defined is stated at the beginning
of the paragraph.
 d. No, because the term being
defined is not established.

5. Which do you think is the most

appropriate pattern of
development in writing if you
want to explain a concept, term,
or subject?
a. Narration
b. Description
c. Definition
d. Classification
J. Additional activities for
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
VI. REFLECTION
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 worked well? Why
did these works?
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?

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