Detailed Lesson Plan (DLP) Format: Class Rules and Importance of Pre-Test Objectives: Knowledge

Instructional Planning
(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
Grade
DLP No.: Quarter: Duration: Date:
Level:
Reading and Writing 11/12/2018
1 11 3 60 mins.
Skills
Sections: TVL 11A (07:45-08:45), HUMSS 11A (09:45-10:45), STEM 11 (01:00-02:00), ABM 11 (03:00-04:00),
HUMSS 11B (04:00-05:00)
The learners will be subjected to a pre-test to
Learning Competency/ies: test their prior knowledge on the academic Code:
course they are about to undertake.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Class Rules and Importance of Pre-test
Developed Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
Knowledge 2015)
The fact or Remembering
condition of knowing
something with
familiarity gained Understanding understand the dignificance of pre-test;
through experience or
association
Skills
The Applying
ability and capacity acquired
through deliberate,
systematic, and sustained
Analyzing
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability,
coming from one's
knowledge, practice, Creating suggest additional classroom rules for better learning experience;
aptitude, etc., to do
something
Attitude Receiving
Phenomena
Values Valuing value responsible, independent, and collaborative learning.
2. Content Reading and Writing Pre-test and Class Rules
Book:
3. Learning Resources Dayagbil, Filomena, et al. (2016). Critical reading and writing for the
senior high school. Lorimar Publishing, Inc. Quezon City.
4. Procedures
The teacher will first introduce herself. Then, class rules will be set. Students will
4.1 Introductory be asked to give their opinion on the rules and to give other rules they can
Activity suggest. Rules should tackle but is not limited to the following: attendance,
submission of outputs, cover up and late outputs.
It is important that students take notes of the rules agreed upon.
5 minutes
A. The teacher will briefly introduce the importance of pre-test in monitoring students'
4.2 Activity progress. After the brief introduction, the distribution of the test papers will follow.The
students will be given 30 minutes to answer the 30-item test questionnaire.
35 minutes
4.3 Analysis B. After the alloted time, the students will be asked to exchange papers with their
seatmates. The entire class will then check their answers with guidance and explanation
15 minutes of the answers from the teacher.
4.4 Abstraction
minutes
4.5 Application
minutes
4.6 Assessment
Anlysis of Learners'
Products
Products
minutes
4.7 Assignment The students will asked to prepare an index card for the entire
semester. They will be asked to write down their scores for
Reinforcing / strengthening every major quiz in their index card and let their parents sign it.
3 minutes the day’s lesson
4.8 Concluding Activity

Students will be reminded of their present grade level. At this level, they should be able to
develop independent learning. The teacher will provide a copy of their curriculum guide for
2 minutes them to be guided of the different topics for the entire semester. Also, the teacher will
inform the class where to download the material.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked

well? Why did these work?
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?
Prepared by:
Name: School:
JOHANNIE L. ESTRERA CAMOTES NHS
Position/ Division:
Designation: TEACHER-1 CEBU PROVINCE
Contact Email
Number: 09094608305 address: joyestrera1997@gmail.com
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:

2 11 3 60 mins.
Skills
HUMSS 11B (04:00-05:00)
Learning Competency/ies: The learners will: Code:

describe a written text as connected discourse .
(Taken from the Curriculum Guide) EN11/12RWS-IIIa-1
Key Concepts / Importance of Developing Reading and Writing Skills, Written Text,
Understandings to be
Developed Connected Discourse
Adapted Cognitive Process
2015)
Knowledge
something with
familiarity gained Understanding
through experience or compare sentences from text;
association
Skills Applying discover what a written text is through given examples;

The
through deliberate,
Analyzing
adaptively carryout complex
activities or the ability, Evaluating draw connection between given sentences to make a meaningful text;
coming from one's
knowledge, practice,
something Creating
Attitude Receiving understand the importance of conncected discourse in effective

Phenomena communication; and
Values Valuing appreciate the value understanding written texts.
2. Content Describing Written Text as Connected Discourse
Book:
3. Learning Resources Dayagbil, Filomena, et al. (2016). Critical reading and writing for the
senior high school. Lorimar Publishing, Inc. Quezon City. pp. 1-11.
4. Procedures
4.1 Introductory The teacher will start with the review of the course details and its importance. The
Activity teacher will use the question from the essay part in the pre-test for review of the
significance of the course. The teacher will ask the question the second time for
class discussion purposes.
What is the importance of developing reading and writing skills for
TVL/HUMSS/STEM/ABM students?
Students will be given time to analyze and reflect. Then, volunteers will be
encouraged to share their answers. The teacher will guide the students to arrive at
the thought on the ultimate significance of the course to students and how it can
affect their life beyond the educational institution. In this discussion, students
should be freed from apprehensions towards using the English language. It is of
paramount importance that they should feel interested in this course and not
forced.
The teacher will start with the review of the course details and its importance. The
teacher will use the question from the essay part in the pre-test for review of the
significance of the course. The teacher will ask the question the second time for
class discussion purposes.
What is the importance of developing reading and writing skills for
TVL/HUMSS/STEM/ABM students?
Students will be given time to analyze and reflect. Then, volunteers will be
encouraged to share their answers. The teacher will guide the students to arrive at
5 minutes the thought on the ultimate significance of the course to students and how it can
affect their life beyond the educational institution. In this discussion, students
should be freed from apprehensions towards using the English language. It is of
paramount importance that they should feel interested in this course and not
forced.
4.2 Activity A. The teacher will give 12 strips of papers to students. Students who received strips will
stand in front of the class and hold it for the entire class to see. The following are the
content of the paper strips.
-Are you ready to order?
-Yes. I’ll have an egg salad sandwich.
-Anything to drink?
-Just a glass of water.
-Would you like any dessert?
-Cherry pie, please.
-How would you like your hamburger?
-Medium, please.
-What would you like?
-I’ll have a bowl of soup.
-What kind of ice cream do you have?
10 minutes -Vanilla, chocolate, and strawberry.
B. The rest of the class will then answer the following guide questions:
Where and when can we usually hear these lines?
Which of the following questions and answers match?
Students will be given chance to correct each other in arriving at the right answers.
4.3 Analysis B. The teacher will guide the students in arriving at the conclusion that all the lines
presented are grammatically correct but not all can be put together when they want to.
Examples in daily conversation maybe used such as "Nikaon naka?" and "Busog pa ko."
C. In elementary, we are repeatedly asked with the simple question, "What is your name?"
We usually start our answers with "My name is . . ." or "I am . . ." However, in Senior High
School, we are now asked to tell something about ourselves. Both have the same goal but
of varying complexity. Our answer in the second question may be composed of 3 or more
sentences. These sentences are related making it a connected discourse or text.
8 minutes However, should one of the sentences fail to answer the question, then, it is no longer a
text but simply a combination of sentences.
D. Sequential implicativeness makes our answer related. Due to the connection

between these sentences, surface text and deep text are formed. Surface text refers to
the information laid out in a spoken or written discourse. Deep text, on the other hand,
4.4 Abstraction can only be formed when sentences make sense together. It is the central message or the
deductions that one can make out form reading or listening a discourse.
7 minutes
4.5 Application E. The teacher will read the story entitled The Mountain and let the students identify the
surface text and deep text. The teacher should only read the short story once to develop
careful listening among students. Then, students will be asked to share their insights.
10 minutes
F. In pairs, the students will create a short conversation showing

4.6 Assessment
connected discourse base on common scenarios related to their
strand. For example:
-TVL students – a conversation between a front desk officer and
a tourist inquiring for a room in a beach resort;
-STEM students – a conversation between an engineer and a
client.
Anlysis of Learners' -ABM students – a conversation between a bank teller and a
Products
client applying for a loan.
-HUMSS students – a conversation between a police officer and
a concerned citizen reporting an incident.
F. In pairs, the students will create a short conversation showing
connected discourse base on common scenarios related to their
strand. For example:
-TVL students – a conversation between a front desk officer and
a tourist inquiring for a room in a beach resort;
-STEM students – a conversation between an engineer and a
client.
Anlysis of Learners' -ABM students – a conversation between a bank teller and a
Products
10 minutes client applying for a loan.
-HUMSS students – a conversation between a police officer and
a concerned citizen reporting an incident.
4.7 Assignment The students will assess their classmates' work. Using a simple
rating sheet, they will grade each other's written output. The
Reinforcing / strengthening rating sheets will be submitted on the following day.
the day’s lesson
5 minutes

With the advancement of technology and unlimited access to knowledge, 21st century
learners should be able to spot connected discourse from those sentences that take form
of a text but are simply combination of unrelated sentences. It is important that they
5 minutes become literate not only in reading but in critical reading. In order to become proficient in
this skill, they should read different reading materials.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:

3 11 3 60 mins.
Skills
HUMSS 11B (04:00-05:00)
The learners will distinguish between and among

Learning Competency/ies: techniques in selecting and organizing information Code:
(Taken from the Curriculum Guide) a. brainstorming list EN11/12RWS-IIIa-2.1

b. graphic organizer EN11/12RWS-IIIa-2.2
Key Concepts /
Understandings to be Selecting and Organizing Information
Developed
2015)
Knowledge
something with
through experience or infer why we have to select and organize information;
association
Applying familiarize the mechanism behind different graphic organizers;

Skills
The
ability and capacity acquired Analyzing
through deliberate,
adaptively carryout complex Evaluating evaluate the importance of graphic organizers in their student lives and
coming from one's
in their future profession;
something Creating select and organize information from Benigno Aquino Jr.'s The Filipino
is Worth Dying For using any of the graphic organizers;
Receiving
Attitude Phenomena
Values Valuing value independent learning and ability to follow instructions.
2. Content Selecting and Organizing Information through Brainstorming List and

Graphic Organizer
Book:
Dayagbil, Filomena, et al. (2016). Critical reading and writing for the
3. Learning Resources senior high school. Lorimar Publishing, Inc. Quezon City.
Sialongo, E. et al. (2007). Literatures of the world. Manila, Philippines:
Rex Bookstore, Inc. pp. 56-57.
4. Procedures
4.1 Introductory Due to the absence of the teacher, the mayor or anyone assigned by the teacher
Activity will check the attendance and read to the class the handout prepared by the
teacher. The handout includes the definition and uses of a brainstorming list and
5 minutes the different graphic organizers.
4.2 Activity A. The students will jot down the different graphic organizers for the succeeding activities.
It is important that students will discuss among themselves how these graphic organizers
work.
15 minutes
4.3 Analysis B. The assigned student will then facilitate the sharing of the importance of brainstorming
list and graphic organizers in selecting and organizing information.
5 minutes
4.4 Abstraction C. In brainstorming list, it is not necessary that all answer should be correct. The idea is to
gather and solicit ideas from all the group members. The facilitator's task is to pick which
are useful and discard those that are not. Graphic organizers, on the other hand, provide
a more comprehendable and easily access to most important information or gist of a long
5 minutes reading material.
4.5 Application D. Students may cite different learning situations across learning areas that employ
brainstorming list and graphic organizers.
5 minutes
4.6 Assessment In a one-half crosswise sheet of paper, the students will select
and organize information from Benigno Aquino Jr.'s The Filipino
is Worth Dying For using any of the graphic organizers. A copy
Anlysis of Learners' of the speech will be posted in the Facebook group for everyone
20 minutes Products
to access.
4.7 Assignment Reinforcing / strengthening The class will be asked to study outlines in advance.
3 minutes the day’s lesson

The class will be reminded to keep all their outputs to avoid losses before its submission.
2 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
4 11 3 60 mins. 11/15/2018
Skills
HUMSS 11B (04:00-05:00)
Learning Competency/ies: techniques in selecting and organizing Code:
information
c. topic outline
d. sentence outline EN11/12RWS-IIIa-2.3
EN11/12RWS-IIIa-2.4
Key Concepts /
Understandings to be Topic Outline aand Sentence Outline
Knowledge 2015)
something with
familiarity gained Understanding differentiate sentence outline from topic outline using given examples;
association
Skills Applying
The
through deliberate, Analyzing
coming from one's
aptitude, etc., to do Creating create a sentence outline using any of the four short stories provided;
something
Receiving
Attitude Phenomena
Values Valuing value teamwork and collaboration to accomplish given task.
2. Content Outlines: Sentence and Topic
Book:
3. Learning Resources senior high school. Lorimar Publishing, Inc. Quezon City. pp. 24-32.
Internet:
English Short Stories Facebook Page
4. Procedures
4.1 Introductory Due to the absence of the teacher, the mayor or anyone assigned by the teacher
Activity will check the attendance and read to the class the handout prepared by the
teacher. The handout emphasizes on both sentence and topic outlines.
5 minutes
4.2 Activity The students will differentiate the given samples (a sentence outline of a story and a
10 minutes course syllabus) to draw the difference between the two types.
4.3 Analysis The students will then critique if the given samples follow the correct alphanumeric
outlining format. In this way, they will be able to measure the effectiveness of the outlines
8 minutes in giving a clear message.
4.4 Abstraction It is important that the students understand the importance of outlines. Sentence and topic
outlines both set the path or direction of a story, a plan, or any lengthy written discourse.
5 minutes
4.5 Application In groups, the students will read four short stories, then choose one story and decide
which of the two outlines will showcase their chosen short story best.
5 minutes
They will then create a sentence outline using any of the four
4.6 Assessment
short stories provided. All members of the group should take
Products part in making the outline.
17 minutes
4.7 Assignment For the remaining time, the students will continue with their
Reinforcing / strengthening
assigned task.
the day’s lesson
5 minutes

The class will be reminded to keep all their outputs to avoid losses before its submission.
5 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email

learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
5 11 3 60 mins. 11/16/2018
Skills
HUMSS 11B (04:00-05:00)
Learning Competency/ies: techniques in selecting and organizing Code:
information.
(Taken from the Curriculum Guide) EN11/12RWS-IIIa-2
Key Concepts /
Understandings to be Selecting and Organizing Information
Knowledge 2015)
The fact or
Remembering identify carefully selected and well-organized information using graphic
something with organizers;
familiarity gained
through experience or Understanding
association
Skills
The Applying
activities or the ability, Evaluating evaluate the works of their peers through peer-critiquing;
coming from one's
aptitude, etc., to do Creating
something
Receiving
Attitude accept differences in opinion and point of view;
Phenomena
Values Valuing value other people's criticism to improve output.
2. Content
Book:
senior high school. Lorimar Publishing, Inc. Quezon City.
3. Learning Resources Sialongo, E. et al. (2007). Literatures of the world. Manila, Philippines:
Rex Bookstore, Inc. pp. 56-57.
Internet:
English Short Stories Facebook Page
4. Procedures
4.1 Introductory The student assigned by the teacher to facilitate will follow-up on the different
Activity outputs that they are expected to submit the following week. It is expected that
some are not yet through with their tasks.
5 minutes
4.2 Activity The students will be goruped in pairs. They will help their peers acoomplish the asisgned
activities if they are not yet done, and then critique each other's work. They must make
sure that corrections are only written in pencil so the owner may erase them neatly.
10 minutes
4.3 Analysis The students will analyze if their peers' output uses graphic organizer or applied sentence
8 minutes outline effectively.
Peer-critiquing allows students to improve their work through working on less rigid
4.4 Abstraction
feedbacks. They also learn best when they learn together. However, it should not just end
at giving comments. Changes whould be made if deemed necessary.
5 minutes
4.5 Application They will then evaluate the comments given by their partner and make alterations to their
output necessary for a better quality.
5 minutes
4.6 Assessment
Products
17 minutes
4.7 Assignment The students will ask their parents how they met, or their love
story for the activity the following week. In the event that they no
Reinforcing / strengthening longer have parents, they may ask their elder siblings, relatives,
the day’s lesson or grandparents.
5 minutes

Though the teacher is not in the classroom, 21st century adult learners should be able to
carry out given tasks. With the aid of technology, the teacher may provide tasks to ensure
5 minutes
that learning will still happen even in her absence. In this way, students are molded not
only into technologically-savvy individuals but independent and collaborative learners.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
6 11 3 60 mins.
Skills
HUMSS 11B (04:00-05:00)
Learning Competency/ies: The learners will distinguish between and among Code:
patterns of development in writing across
disciplines
a. narration EN11/12RWS-IIIbf-3
EN11/12RWS-IIIbf-3.1
Key Concepts /
Understandings to be Patterns of Development, Narration
Domain
Knowledge Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
The fact or
condition of knowing Remembering
something with
familiarity gained Understanding decontextualize patterns of development in daily activities;
Skills Applying
The
through deliberate,
Analyzing distinguish the key features of narration among other patterns of
effort to smoothly and development;
coming from one's Evaluating evaluate effective narration techniques;
aptitude, etc., to do Creating write a narrative composition of how their parents' met;
something
Receiving
Attitude Phenomena
Values Valuing appreciate significance of narration in written and spoken literature.
2. Content Narration
Book:
Dayagbil, Filomena, et al. (2016). Critical reading and writing for the senior
3. Learning Resources high school. Lorimar Publishing, Inc. Quezon City.
Internet:
http://www.academia.edu/31585690/I._Patterns_of_Development_in_Writing_
A._Narration
4. Procedures
4.1 Introductory
Activity The teacher will start the class with a follow-up of the students’ outputs from the previous
week. The students will be given feedback of the teacher’s whereabouts in the preceding
week (Municipal Disaster Risk Reduction Management Office’s 1st Inter-secondary
School Rescue Olympics).
Then, students will be asked of the following questions as a springboard for the day’s
lesson.
-What do you and your friends usually do when you come to school after a long vacation?
-What do you do when you get home from travelling a tourist spot whether in San
5 minutes Francisco or in other places for the first time?
-What do you do when one of your friends missed an episode of Ang Probisyano, or
What’s Wrong with Secretary Kim?
Their answers should point to one thing - narrate what happened to their peers.
4.2 Activity A. The teacher will group the students into 6. Each group will be given a printed of the
following excerpts for critiquing:
Olikoye
by Chimamanda Ngozi Adichie
An Excerpt
It was 1985. My father was working as a driver at the Ministry of Health. He was in the
general pool, a lowly position. One day, he picked up a visiting dignitary from the airport,
dropped him at his hotel, and then discovered, lodged in the back seat of the car, a thick
envelope of cash that had slid out of the man’s bag. He returned it immediately. The
man was so pleased — and surprised—that he told the new Minister of Health about it.
Two days later, the new Minister asked for my father. “I want you to be my driver,” The
Minister said. “I value honesty.”
Dear Lover
by Yi Ming
An Excerpt
Lover, there will be nights when I will try to warn you to never fall in love with me for I
have seen love at its worst. I have seen it starts wars, burns cities down and obliterates
everything in its path. My instinct to survive will tell me to cast shadows of doubt upon
10 minutes you and build an impenetrable fortress with walls so thick and so tall that none could
ever scale.
These are the nights where I will forget that I have also seen love at its best. It is when I
will forget that I have felt it like the ocean waves kissing the shoreline, gone for a
moment but always coming back. I have seen it bloom in the face of adversity. I have
known how its warm caress can shield me from the bitter cold of loneliness. My
subconscious is a flurry of childhood dreams about a white picket fence and a rose
garden — although these dreams will fall faster than a house of cards on nights when I
forget how I have seen love at its best.
4.3 Analysis B. The students will carefully critique both excerpts, brainstorm, and finally agree which of
the two uses narration.
C. The teacher will then call someone from the class to give justification why Olikoye by
Adichie is the correct answer.
10 minutes D. The rest of the class will affirm or negate the answer. If the justification does not satisfy
the class, another volunteer will be encouraged to share.
4.4 Abstraction E. Narration is a pattern of development which describes what, when, and where
something happened. It is simply telling a story, usually from the viewpoint of one person.
It can also be recounting of events that occurred.
5 minutes
4.5 Application F. The students will cite other situations where narration is used. Then, through sharing,
the teacher will guide the students to arrive at the conclusion that a good narration may
involve paraphrasing or plain statement of events or qouting verbatim to give
10 minutes emphasis to the lines delivered.
Before giving the activity, the teacher will ask who among the
4.6 Assessment
class do not have parents or living alone to avoid adverse
emotions.
In a one-half sheet of paper (crosswise), the students will
Anlysis of Learners' recount the story of how their parents met (grandparents for
Products those who are not with their parents). The students will be
10 minutes
informed of the rubric to be followed. Their narration, though
simple, must follow basic rules in writing.
4.7 Assignment The students will continue with their task and ask details from
Reinforcing / strengthening their parents if needed. Their outputs will be submitted the next
the day’s lesson day.
5 minutes

Narration is one of the most common of the patterns of development which is used both in
writing and speaking. It can be performed even by toddlers because it simply recounts
5 minutes
what happened to whom and where. It plays a big role in the development of innumerable
number of literary works.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
7 11 3 60 mins. 11/20/2018
Skills
HUMSS 11B (04:00-05:00)
Learning Competency/ies: patterns of development in writing across Code:
disciplines
a. description
(Taken from the Curriculum Guide) EN11/12RWS-IIIbf-3.2
Key Concepts /
Understandings to be Description - A Pattern of Development in Writing
Developed
2015)
Knowledge
The fact or
condition of knowing Remembering describe realias based on how it appeals to the human senses;
something with
familiarity gained
through experience or Understanding differentiate "telling" from "showing";
association
Skills Applying
The
effort to smoothly and Evaluating
coming from one's
knowledge, practice, Creating write a description of their assigned objects using figurative language;
something
Receiving
Attitude Phenomena
Values Valuing appreciate the significance of description in poetry.
2. Content Description
Book:
Internet:
http://franklycurious.com
http://www.academia.edu/31585690/I._Patterns_of_Development_in_Writing
4. Procedures
4.1 Introductory The teacher will start the class with the collection their narrative composition. Then, the
Activity students will be asked of the following review questions:
-What is the main focus of narration?

-What are the two ways of narrating events?
-Were you able to apply these two in your composition?
5 minutes The teacher will affirm the correctness of the students’ answers in the first two questions
based on the previous discussion.
4.2 Activity A. The teacher will divide the class into 5 groups. Each group will be assigned with the
following learning materials.
Group 1 – printed picture of a kid running towards his father

Group 2 – bottle of perfume
Group 3 – a piano instrumental music in a cellular phone
Group 4 – chocolates
Group 5 – foundation sponge
10 minutes
B. Each group will gather ideas and come up with a short description of their assigned
object. The teacher will randomly call someone form the group to share the description to
the entire class.
4.3 Analysis C. The students will be asked with the following guide questions to advance the lesson:
- What were you doing just now with those objects?

- How do we describe objects?
- What do you think is the meaning of this famous line in writing, “Show, don’t tell”.
8 minutes D. The teacher will encourage the students to answer voluntarily to create a learning
environment free from too much external pressure.
4.4 Abstraction E. The following basic concepts in description as a pattern of development will be
discussed.
Descriptive writing uses sensory writing and includes vivid and rich details. It portrays
certain events, people, or objects in a way that the reader can visualize what the writer is
describing. The writer uses figurative language to enhance the sensory experience. In
7 minutes descriptive writing, the author does not tell the readers what was seen, felt, tasted or
smelled. Rather, he describes something through his choice of words. It makes a vivid,
colorful, and detailed image of the object described.
4.5 Application F. The teacher will give copies of an excerpt of Maya Angelou's I Know Why the Caged
Bird Sings . The students will evaluate the text and identify which senses they do appeal.
The dirt of the girls’ cotton dresses continued on their legs, feet, arms, and faces to make
them all of a piece. Their greasy uncolored hair hung down, uncombed, with a grim
finality. I knelt to see them better, to remember them for all time. The tears that had
slipped down my dress left unsurprising dark spots, and made the front yard blurry and
10 minutes even more unreal. The world had taken a deep breath and was having doubts about
continuing to revolve.
The students, still seated with their groups, will describe their
4.6 Assessment
assigned objects applying figurative and descriptive language.
Group members will share the same object but should have
Products different ways of describing it. They will write their answers in a
10 minutes 1/4 sheet of paper.
4.7 Assignment The students will be asked to study in advance definition as a

pattern of development.
the day’s lesson
5 minutes

Description is very important in literature especially in poetry. Without it, literary texts will
never look the same, smell the same, taste the same, sound the same, and feel the same.
It is through the appropriate use of words that we are able to describe things or events
5 minutes while creating a sensory image. Effective description draws an image in the readers' mind
- an image that appeal to the five human senses.
5. Remarks SUSPENSION OF CLASSES DUE TO TYPHOON SAMUEL
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
8 11 3 60 mins. 11/21/2018
Skills
HUMSS 11B (04:00-05:00)
disciplines
a. description
Key Concepts /
Developed
2015)
Knowledge
The fact or
something with
familiarity gained
association
Skills Applying
The
coming from one's
something
Receiving
Attitude Phenomena
2. Content Description
Book:
Internet:
4. Procedures


10 minutes
the entire class.

discussed.
Descriptive writing uses sensory writing and includes vivid and rich details. It portrays
certain events, people, or objects in a way that the reader can visualize what the writer is
describing. The writer uses figurative language to enhance the sensory experience. In
7 minutes descriptive writing, the author does not tell the readers what was seen, felt, tasted or
smelled. Rather, he describes something through his choice of words. It makes a vivid,
colorful, and detailed image of the object described.
4.6 Assessment

the day’s lesson
5 minutes
5. Remarks SUSPENSION OF CLASSES DUE TO TYPHOON SAMUEL
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
9 11 3 60 mins. 11/22/2018
Skills
HUMSS 11B (04:00-05:00)
disciplines
a. description
Key Concepts /
Developed
2015)
Knowledge
The fact or
something with
familiarity gained
association
Skills Applying
The
coming from one's
something
Receiving
Attitude Phenomena
2. Content Description - subjective and objective
Book:
Internet:
4. Procedures


10 minutes
the entire class.

discussed.
Descriptive writing can be objective or subjective. It uses sensory writing and includes
vivid and rich details. It portrays certain events, people, or objects in a way that the reader
can visualize what the writer is describing. The writer uses figurative language to enhance
the sensory experience. In descriptive writing, the author does not tell the readers what
7 minutes
was seen, felt, tasted or smelled. Rather, he describes something through his choice of
words. It makes a vivid, colorful, and detailed image of the object described.
4.6 Assessment

the day’s lesson
5 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
10 11 3 60 mins. 11/23/2018
Skills
HUMSS 11B (04:00-05:00)
disciplines
c. definition
Key Concepts /
Understandings to be Definition - A Pattern of Development in Writing
Developed
Knowledge 2015)
The fact or
condition of knowing Remembering recognize different methods in defining terms;
something with
familiarity gained Understanding discuss methods to groupmates;
association
Skills demonstrate mastery in identifying methods of definition in a moving
The Applying
through deliberate,
exam;
effort to smoothly and Analyzing
coming from one's Evaluating
something
Creating
Receiving
Attitude share understanding to other learners;
Phenomena
Values Valuing value collaboration in order to maximize learning in given short period
2. Content Definition
Book:
high school. Lorimar Publishing, Inc. Quezon City.
Internet:
3. Learning Resources http://franklycurious.com
http://srjcwritingcenter.com
http://www.americanheart.com
http://www.newyorker.com
4. Procedures
4.1 Introductory The teacher will start the class with a facilitated review. The students will be asked of the
Activity following review questions:
-What are the two patterns of development we've already discussed?

-What are is the focus of narration?
-What is the focus of description?
The teacher will affirm the correctness of the students’ answers in the first two questions
based on the previous discussion and provide feedback of their previous compositions to
make sure that the same errors will not be committed in the next writing activities. Then,
the new pattern of development in writing will be introduced.
The teacher will start the class with a facilitated review. The students will be asked of the
following review questions:
-What are the two patterns of development we've already discussed?

-What are is the focus of narration?
-What is the focus of description?
The teacher will affirm the correctness of the students’ answers in the first two questions
7 minutes based on the previous discussion and provide feedback of their previous compositions to
make sure that the same errors will not be committed in the next writing activities. Then,
the new pattern of development in writing will be introduced.
4.2 Activity The teacher will write the word 'definition' on the board and elicit ideas to construct its
meaning. Students will then be asked to identify the term being defined, the general class,
10 minutes and the specific definition.
4.3 Analysis The following are guide questions to be used in this lesson.
What is the focus of definition?
What are the different methods of definition and its examples?
6 minutes What are the two main significance of definition?
4.4 Abstraction The following are the key concepts emphasized in this lesson and the values/attitudes
needed to maximize learning.
-Definition identifies a term and sets it apart from all other terms that may be related to it.
It starts with the general class then the particulars.
Methods of Definition
-by characteristics or features, function, what it is not, what it is similar to, example, its
origins, and its effect
7 minutes
Goals of Definition
-to help readers understand new terms or concepts
-to come to new understanding of terms they may be familiar with
4.5 Application Using the jigsaw technique, the students will discuss in small groups the different methods
of definition. They will be given definitions and discuss among themselves its meaning.
They will also come up with examples to support their constructed meanings.
10 minutes
4.6 Assessment Students will identify the following sentences according to the
method of definition used.
1. A hippopotamus is a mammal that is born under water but
cannot breathe under water. It can open its mouth up to four
feet. Its skin is more than an inch thick and so, bullets cannot
penetrate it. (by characteristics)
2. Orrery is a device that illustrates the movement of planets.
(by function)
3. Meteorology is not a branch of science that studies about
meteors and other heavenly bodies. (by what it is not to)
4. Justice is a flowing river that prominent people try to build a
dam somewhere in between. (by what it is similar to)
5. Opulence such as pieces of jewelry, luxurious cars, and
mansion have become the new gauge of success. (by example)
6. Bridegroom is first used in 14th century to refer a man who is
Anlysis of Learners' about to be married. (by origin)
15 minutes Products 7. Coral reef bleaching affects both the marine life and man. It
leads to the decrease of the marine life population because
corals no longer serve as good breeding ground. (by effect)
4.7 Assignment Preparing for the new Study in advance exemplification as a pattern of development
2 minutes lesson for next meeting's discussion.

Definition is a bridge between what the writers want to convey and what the readers know.
This allows even a seven-year old kid to understand highly scientific terms and develop
an understanding of concepts in a more personalized way. Definition is the way to make
people understand and be understood.
Definition is a bridge between what the writers want to convey and what the readers know.
This allows even a seven-year old kid to understand highly scientific terms and develop
3 minutes
an understanding of concepts in a more personalized way. Definition is the way to make
people understand and be understood.
5. Remarks THE TIME WAS SPENT FOR REVISION OF WRITTEN COMPOSITIONS
6. Reflections Reteach this lesson and give enough time when giving writing tasks for a better written outputs.



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
25 11 4 60 mins.
Skills
Sections: Steam 11- Pythagoras
The learners will identify the unique features of

Learning Competency/ies: and requirements in composing/ preparing a Code:
resume.
(Taken from the Curriculum Guide) EN11/12RWS-IVhj-13
Key Concepts /
Understandings to be Preparing a Resume
Developed
2015)
Knowledge Remembering Recognize the different types of the Resume.
The fact or
something with
familiarity gained Understanding Discuss its description, advantage and disadvantage of every parts.
association
Skills
The Applying
through deliberate,
Analyzing
activities or the ability, Evaluating
coming from one's
aptitude, etc., to do Creating Making a marketing document visually attractive.
something
Receiving
Attitude Sharing of ideas how to prepare a Resume.
Phenomena
Values Valuing Giving importance of honesty.
2. Content Purposeful Writing in the Desciplines and for Professions
Book:
3. Learning Resources Dayagbil, Filomena, et al. (2016). Critical reading and writing for the senior
high school. Lorimar Publishing, Inc. Quezon City.
4. Procedures
4.1 Introductory The teacher will start the class with an eulogizing the giver of everything, then followed by,
Activity the students will be asked of the following questions:
-Have you ever see a Resume?
-if yes, What have you observed?
-How did you do it?
7 minutes
- Was your resume effective?
4.2 Activity From the resume sample given, let them identify and state of what have their observation
and how does such different types of resume being introduced. And let them analyze what
7 minutes is a resume and its importance.
4.3 Analysis The following are guide questions to be used in this lesson.
What is Resume?
What are the types of resume?
6 minutes What are the purposes and importances of having Resume?
How are we going to make a resume?
4.4 Abstraction The following are the key concepts emphasized in this lesson and the values/attitudes
needed to maximize learning.
- Resume - is a marketing document that captures your skills and capability.
Types of Resume
-Chronological - lists your work history in reverse order. -
Functional - focuses on skills and strengths important to emplyers. -
Combination - blends the flexibility and strength of the other two types of resumes.
Guidelines in Resume Writing
- Mention specific accomplishments not general statement
10 minutes
- Use action verbs
- Include important information
- Make your resume visually attractive
- Adopt your resume for specific industry
- Include complete and correct contact information
4.5 Application Divide the group into three responsible groups. Each group has to make a sample of
each type of resume being assigned with different scenario.
10 minutes
4.6 Assessment Students will analyze why do we need to make a resume.

Students will answer the following. .
Anlysis of Learners' 1.) Why is a resume important? 2.)
15 minutes Products
When can you say that a resume is well- written?
4.7 Assignment Preparing for the new Make your own resume on the job you wanted to work in the
2 minutes lesson future.
Resume is the thing that will tell your future employer that you are the most qualified and
3 minutes
you have what it takes for the job.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
SHANNEN R. GONZALES CAMOTES NHS
Position/ Division:
Designation: TEACHER-II CEBU PROVINCE
Contact Email
Number: 09100810538 address: gonzsha2@gmail.com
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Learning Area:
Grade
Level:
Reading and Writing
12 11 3 60 mins. 11/27/2018
Skills
Sections: TVL 11A (07:45-08:45), HUMSS 11A (09:45-10:45), STEM 11 (01:00-02:00), ABM 11 (03:00-
04:00), HUMSS 11B (04:00-05:00)
The learners will distinguish between and
Learning Competency/ies: among patterns of development in writing Code:
across disciplines
d. exemplification
Key Concepts / Exemplification - A Pattern of Development in Writing, Abstract Ideas,

Developed Topic Sentence, Supporting Detail
Knowledge 2015)
The fact or
condition of knowing Remembering recognize the main topic from supporting details;
something with
association
Skills Applying
The underline the topic sentence of given paragraph;
coming from one's
Creating create a list of specific examples used in the paragraph provided;
something
Receiving
Attitude appreciate examples as a way to understand abstract ideas;
Phenomena
Values Valuing value integration of concepts in other learning areas and prior
knowledge.
2. Content Exemplification
Book:
high school. Lorimar Publishing, Inc. Quezon City. pp. 44-47
3. Learning Resources Internet:
http://highered.mheducation.com
http://legacy.owensboro.kctcs.edu
4. Procedures
4.1 Introductory The teacher will ask students to share their personal thoughts and experiences on how
Activity to explain art to a two year-old kid. It is important to note to students that children
below 10 years are still incapable of understanding abstract concepts.
7 minutes
4.2 Activity A. The teacher will then lead the lesson to a short discussion on what exemplification
is all about and its importance. Students should be able to use their prior knowledge
on topic sentence and supporting details in this activity.
10 minutes
B. Then, students will be given time to apply their learning through tasks.
4.3 Analysis The following are guide questions to be used in the development of the lesson.
What is exemplification?
How can we best explain abstract concepts to readers without further complicating its
meaning?
6 minutes Why is there a need for exemplification?
What are the common instances in everyday life that we apply exemplification?
4.4 Abstraction The following are the key concepts given emphasis in this lesson:
Exemplification – or illustration, uses clear and specific examples to explain an
abstract idea and clarify meaning in texts. It includes a topic sentence with one or
more examples. It may be a story, and anecdote, a quotation, or a statistic.
Topic Sentence – the general statement in the paragraph which is supported by
7 minutes details.
Supporting Details – specific examples that add up to the topic sentence.
Abstract Ideas – concepts that cannot be seen. (e.g. music, art, love, hope, sadness)
The students will be grouped into two. Each group will be given a different paragraph
4.5 Application taken from http://highered.mheducation.com and
http://legacy.owensboro.kctcs.edu. Each group will huddle and agree in identifying its
topic sentence and supporting details (examples). After identifying them, the other
group will try to check the other group's work. The teacher will only confirm whether or
10 minutes not their evaluation of their peers' output is correct.
4.6 Assessment Individually, students will identify the topic sentence (idea being
exemplified) and the supporting details (examples) used in the
paragraph presented through the tv monitor or posted in the
Anlysis of Learners' Reading and Writing group page.
15 minutes Products
(Source: Jerry Doyle (student)-http://legacy.owensboro.kctcs.edu)
4.7 Assignment Look for relevant information including statistical data in the
Preparing for the new internet on federalism and democracy for next meeting's
2 minutes lesson discussion. Use only reliable websites.

An abstract concept is something that can seen but only comes in different facets. It
doesn't have a fix image or definition. Its representation is dependent on one's
3 minutes
association. Thus, it is subjective. However, since abstract concepts can be explained
through different examples, it should not be feared nor viewed as confusing.
5. Remarks
6. Reflections



other teachers?
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Learning Area:
Grade
Level:
Reading and Writing
13 11 3 60 mins. 11/28/2018
Skills
04:00), HUMSS 11B (04:00-05:00)
across disciplines
e. comparison and contrast
Key Concepts / Comparison (Similarities) and Contrast (Differences) - A Pattern of

Developed Development in Writing
2015)
Knowledge
The fact or
Remembering identify sentences that show similarities and differences through
something with transitional markers;
familiarity gained
association
Skills use gathered relevant information and statistical data in writing a text
The Applying
through deliberate,
using comparison and contrast;
effort to smoothly and Analyzing compare and contrast given topics
something
Creating write a paragraph using comparison and contrast;
Receiving
Attitude appreciate sharing of ideas to maximize learning;
Phenomena
Values Valuing value keeping abreast to issues in the society with a scholarly basis.
2. Content Comparison and Contrast
Book:
high school. Lorimar Publishing, Inc. Quezon City. pp. 47-49.
http://english120.pbworks.com
http://sml.ycdsb.ca/teachers/Yarow/Paragraph+Rubric+1.pdf
4. Procedures
4.1 Introductory The teacher will ask the students whether they were able to look for relevant
Activity information including statistical data in the internet on federalism and democracy.
Then, the students will form groups of four to share their gathered data to those who
weren’t able to do their assignment or to add new information discovered by their
classmates. The sharing should focus on the similarities and differences of the two
7 minutes government systems.
4.2 Activity A. The teacher will elicit ideas from each group. Ideas which will be affirmed by the
class will be written by a group representative and posted on the board under the
corresponding government system using a Venn diagram.
B. Once all groups are through and the class have substantial information, the teacher
10 minutes will proceed to a short discussion on comparison and contrast as a pattern of
development in writing.
What is comparison and contrast?
How is similarities and differences related to this?
What are the different transitional words used for comparison and for contrast?
6 minutes What are the common instances in everyday life in which we apply comparison and
contrast?
4.4 Abstraction The following are the key concepts given emphasis in this lesson:
Comparison and Contrast – is a pattern of development which examines how given
subjects are either similar or different. Central to this pattern is the use of appropriate
use of transitional words and phrases.
Transition markers – are words or phrases that are attached in the beginning of
sentences to signal comparison or contrast.
For Comparison:
-in the same way, by the same token, similarly, in like manner, likewise, in similar
7 minutes fashion
For Contrast:
-yet, and yet, nevertheless, nonetheless, after all, but, however, though, otherwise, on
the contrary, in contrast, notwithstanding, on the other hand
4.5 Application The teacher will provide a copy of a sample paragraph about guitars taken from
http://english120.pbworks.com to each group. Students will identify which sentences
showed comparison and contrast as well as the transition markers used.
10 minutes The teacher will just affirm their answers after peer correction.
4.6 Assessment Using the data gathered and posted on the board, each student
will write a parargraph showing comparison and contrast of
federalism and democracy. Since data is already provided,
students need only to focus on the appropriate use of transitional
Anlysis of Learners' markers and effective organization of ideas. Rubric is found at
15 minutes Products the back of the distributed copies of the sample paragraph.
4.7 Assignment List down meteorological hazards focusing on its causes and
effects for the next lesson.
Example:
earthquake
Preparing for the new Cause: movement of tectonic plates, volcanic eruption or activity
2 minutes lesson Effects: destruction of buildings, tsunami, death
It is not enough that we are aware of the issues in our society, we, 21st century
learners should back up our stand with scholarly studies or substantial information
from reliable sources and try to compare things, whether it is a comparison of electoral
3 minutes candidates, or a simple comparison of products and apply what we learned today in
our daily lives.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
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Learning Area:
Grade
Level:
Reading and Writing
14 11 3 60 mins. 11/29/2018
Skills
04:00), HUMSS 11B (04:00-05:00)
across disciplines
e. comparison and contrast
Key Concepts /
Understandings to be Review on Capitalization, Tenses of Verb, Indention, and Margins
Developed
Knowledge 2015)
The fact or
condition of knowing Remembering identify conventions in writing;
something with
association
Skills
The Applying
through deliberate,
effort to smoothly and Analyzing differentiate various connventions in different writing settings;
something
Creating
Receiving
Attitude appreciate the importance of these writing conventions;
Phenomena
Values Valuing value agreed rules as a means of unifying meaning.
2. Content Proper Capitalization, Tenses, Indention, and Margins
Book:
3. Learning Resources Dayagbil, Filomena, et al. (2016). Critical reading and writing for the senior
4. Procedures
4.1 Introductory The teacher will give feedback on the common errors committed during the
Activity assessment phase in the previous meeting. The students will be asked to identify the
errors in writing. These indirect feedbacks will serve as a springboard for the
discussion of the different conventions in writing in English.
7 minutes
4.2 Activity The teacher will guide the discussion of the importance of proper capitalization, tenses
of verbs, indention, and margins in writing and when/how to use them appropriately.
10 minutes
When do we use uppercase/capital letters?
What are the different tenses of verbs?
Why is it important to use the correct tense in writing?
Why do is indention important?
6 minutes What is the appropriate margin to be used in writing?
How do these conventions add up to the quality of writing?
4.4 Abstraction Capitalization – is the use of uppercase letters in acronyms, proper nouns, and first
letter of the sentence.
Tenses of verb – creates a clear distinction of when an act happened through specific
structuring of the main verb.
Indentions – are important to signal the beginning of a new paragraph which is a
different and coherent thought.
Margins – is the space left in all sides to provide a better and professional-looking
7 minutes writing outputs.
Conventions – are agreed by majority in order to avoid ambiguity and ensure the
delivery of the right idea to the readers.
4.5 Application The students will identify cases when these conventions in writing are not applicable.
10 minutes
4.6 Assessment The students will be presented with different writing outputs
Anlysis of Learners' showing inadherence to conventions. They will be asked to
15 minutes Products identify the errors committed.
4.7 Assignment List down meteorological hazards focusing on its causes and
effects for the next lesson.
Example:
earthquake
Preparing for the new Cause: movement of tectonic plates, volcanic eruption or activity
2 minutes lesson Effects: destruction of buildings, tsunami, death

Writing conventions exists in order to ensure the quality of writing by making sure that
the readers fully understand the message that the writer want to convey. Sticking to
3 minutes these established rules will help you become good writers.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email

Learning Area:
Grade
Level:
Reading and Writing
15 11 3 60 mins. 3/12/2018
Skills
04:00), HUMSS 11B (04:00-05:00)
across disciplines
f. cause and effect
Key Concepts /
Understandings to be Cause and Effect - A Pattern of Development in Writing
Developed
2015)
Knowledge
The fact or
Remembering recognize transitional markers used in developing text using cause
something with and effect;
familiarity gained
association
Skills
The Applying name the different markers used in given paragraphs;
through deliberate,
systematic, and sustained Analyzing
coming from one's
knowledge, practice, Creating
aptitude, etc., to do hypothesize different ways of organization of causes and effects;
something
Receiving
Attitude appreciate the importance of identifying cause and effect in real life;
Phenomena
Values Valuing
2. Content Cause and Effect
Book:
3. Learning Resources high school. Lorimar Publishing, Inc. Quezon City. pp. 50-53.
Internet:
Ashley Neill (2005). http://english120.pbworks.com
http://slsuwritersblock.blogspot.com
4. Procedures
4.1 Introductory The teacher will elicit the students' answers in their homework. The teacher will
Activity integrate disaster problems, corruption in the Philippine governance, and changes in
the Philippine Educational System as examples for the identification of cause and
7 minutes
effect in real life societal situations.
4.2 Activity The teacher will use the prior knowledge of the students in the formation of text using
cause and effect as the pattern of development. The teacher will clarify misconceptions
and add new knowlegde to the ones they acquired in the lower years. The students will
be given two samples of paragraph employing this pattern of development which
tackles about global warming (http://slsuwritersblock.blogspot.com) and underage
10 minutes drinking (http://english120.pbworks.com)
They will be asked to identify the different signal words used.
4.3 Analysis What is cause and effect pattern of development in writing?
What is its significance both in writing and in life?
What are the different ways of organization of causes and effects?
6 minutes What are the different transitional markers to be used in this pattern?
4.4 Abstraction Cause and effect is a method of developing a paragraph is used to highlight the
explanation of why something happens. A paragraph emphasizing the “cause” normally
starts with the effect and vice versa.
Types of Organization
7 minutes -multiple causes with single effect
-single effect with multiple effects
-causal chain or domino effect
4.5 Application The students will be asked to formulate examples and let their pairs check their
sentence structure and the use of transitional markers.
10 minutes
4.6 Assessment The teacher will elicit their sentences and let the entire class
identify the cause and effect and the transitional marker used.
Anlysis of Learners' Volunteers will be given the opportunity to share their work first.
15 minutes Products
4.7 Assignment The students will be asked to think of household problems that
Preparing for the new your family is experiencing and their corresponding solutions for
2 minutes lesson the next day's discussions.
4.8 Concluding Activity The knowledge of why something happen and its effects makes a difference. It allows
us to retrospects and do better when we are faced with the same challenges the
3 minutes second time.
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email

Learning Area:
Grade
Level:
Reading and Writing
16 11 3 60 mins. 4/12/2018
Skills
HUMSS 11B (04:00-05:00)
across disciplines
g. problem-solution
Key Concepts /
Understandings to be Problem - Solution - A Pattern of Development in Writing
Developed
2015)
Knowledge identify the problem, offered solution and signal words used in sample
condition of knowing paragraphs;
something with
familiarity gained explain how problem-solution differs from other patterns of development
association ;
Skills
The Applying use real-life issues and provide feasible solutions;
through deliberate,
coming from one's
Creating
something
Receiving
Attitude Phenomena
Values Valuing value critical thinking in providing long term solutions to problems.
2. Content Problem-Solution
Book:
4. Procedures
4.1 Introductory
Activity
7 minutes
4.2 Activity
10 minutes
4.3 Analysis
6 minutes
4.4 Abstraction
7 minutes
4.5 Application
10 minutes
4.6 Assessment
15 minutes Products
4.7 Assignment
Preparing for the new

2 minutes lesson
3 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email

Learning Area:
Grade
Level:
Reading and Writing
17 11 3 60 mins. 5/12/2018
Skills
04:00), HUMSS 11B (04:00-05:00)
across disciplines
h. persuasion
Key Concepts /
Understandings to be Problem - Solution - A Pattern of Development in Writing
Developed
Knowledge 2015)
The fact or
something with
association
Skills
The Applying
through deliberate,
effort to smoothly and Analyzing
something
Creating
Receiving
Attitude Phenomena
Values Valuing
Book:
4. Procedures
4.1 Introductory
Activity
7 minutes
4.2 Activity
10 minutes
4.3 Analysis
6 minutes
4.4 Abstraction
7 minutes
4.5 Application
10 minutes
4.6 Assessment
15 minutes Products
4.7 Assignment

2 minutes lesson
3 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email

Learning Area:
Grade
Level:
Reading and Writing
18 11 3 60 mins. 6/12/2018
Skills
04:00), HUMSS 11B (04:00-05:00)
across disciplines
(Taken from the Curriculum Guide) EN11/12RWS-IIIbf-3
Key Concepts / Drawing Connection Between Patterns of Development in Writing
Developed and Real-Life Scenarios
Knowledge 2015)
The fact or
something with
Skills
association
The Applying
through deliberate,
coming from one's
something
Receiving
Attitude Phenomena
Values Valuing
Book:
4. Procedures
4.1 Introductory
Activity
7 minutes
4.2 Activity
10 minutes
4.3 Analysis
6 minutes
4.4 Abstraction
7 minutes
4.5 Application
10 minutes
4.6 Assessment
15 minutes Products
4.7 Assignment

2 minutes lesson
3 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email

Learning Area:
Grade
Level:
Reading and Writing
19 11 3 60 mins. 7/12/2018
Skills
04:00), HUMSS 11B (04:00-05:00)
across disciplines
(Taken from the Curriculum Guide) EN11/12RWS-IIIbf-3
Key Concepts /
Understandings to be Creative Presentation of Different Patterns of Development in Writing
Developed
Knowledge 2015)
The fact or
something with
Skills
association
The Applying
through deliberate,
coming from one's
something
Receiving
Attitude Phenomena
Values Valuing
Book:
4. Procedures
4.1 Introductory
Activity
7 minutes
4.2 Activity
10 minutes
4.3 Analysis
6 minutes
4.4 Abstraction
7 minutes
4.5 Application
10 minutes
4.6 Assessment
15 minutes Products
4.7 Assignment

2 minutes lesson
3 minutes
5. Remarks
6. Reflections



other teachers?
Prepared by:
Name: School:
Position/ Division:
Contact Email
Learning Area:
Grade Quarter: Duration:
Level:
Sections: TVL 11A (07:45-08:45), HUMSS 11A (09:45-10:45), TVL 11B (01:45-02:45), ABM 11 (02:45-03:45), HUMSS
Reading and Writing 11B (03:45-04:45)
11 3 60 mins.
Skills
Date: Dec. 10, 2018 (Monday) Dec. 11, 2018 (Tuesday) Dec. 12, 2018 (Wednesday) Dec. 13, 2018 (Thursday) Dec. 14, 2018 (Friday)
DLP No.: 20 21 22 23 24
Learning
Competency/ies:
Code:
Key Concepts /
Understandings to
be Developed
1. OBJECTIVES
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Receiving
Phenomena
Valuing
2. Content
3. Learning
Resources
4. Procedures
4.1 Introductory
Activity
4.2 Activity
4.3 Analysis
4.4 Abstraction
4.5 Application
4.6 Assessment
4.7 Assignment
4.8 Concluding
Activity
5. Remarks
6. Reflections
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require

additional activities for
remediation.
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 learning
strategies worked well? Why did
these work?
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?
Prepared by: Checked by:

Name: School:
JOHANNIE L. ESTRERA CAMOTES NHS MELIA E. CUYACOT
Position/ MT-2
Division:
Contact Email
Number: 09094608305 address: joyestrera1997@gmail.com Date:
Learning Area:
Grade Quarter: Duration:
Level:
Sections: TVL 11A (07:45-08:45), HUMSS 11A (09:45-10:45), TVL 11B (01:45-02:45), ABM 11 (02:45-03:45), HUMSS
Reading and Writing 11B (03:45-04:45)
11 3 60 mins.
Skills
Date: Jan. 2, 2019 (Wednesday) Jan. 3, 2019 (Thursday) Jan. 3, 2019 (Friday)
DLP No.: 25 26 27
Learning
Competency/ies:
Code:
Key Concepts /
Understandings to
be Developed
1. OBJECTIVES
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Receiving
Phenomena
Valuing
2. Content
3. Learning
Resources
4. Procedures
4.1 Introductory
Activity
7 minutes
4.2 Activity
10 minutes
4.3 Analysis
6 minutes
4.4 Abstraction
7 minutes
4.5 Application
10 minutes
4.6 Assessment
15 minutes
4.7 Assignment
2 minutes
4.8 Concluding
Activity
3 minutes
5. Remarks
6. Reflections
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require

additional activities for
remediation.
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 learning
strategies worked well? Why did
these work?
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?
Prepared by: Checked by:

Name: School:
JOHANNIE L. ESTRERA CAMOTES NHS MELIA E. CUYACOT
Position/ MT-2
Division:
Contact Email
Number: 09094608305 address: joyestrera1997@gmail.com Date:

Detailed Lesson Plan (DLP) Format: Class Rules and Importance of Pre-Test Objectives: Knowledge

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Detailed Lesson Plan (DLP) Format: Class Rules and Importance of Pre-Test Objectives: Knowledge

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Instructional Planning

(The process of systematically planning, developing, evaluating and

Detailed Lesson Plan (DLP) Format

2. Content Reading and Writing Pre-test and Class Rules

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which

Detailed Lesson Plan (DLP) Format

Reading and Writing 11/13/2018

Learning Competency/ies: The learners will: Code:

Skills Applying discover what a written text is through given examples;

Attitude Receiving understand the importance of conncected discourse in effective

2. Content Describing Written Text as Connected Discourse

D. Sequential implicativeness makes our answer related. Due to the connection

F. In pairs, the students will create a short conversation showing

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

Detailed Lesson Plan (DLP) Format

Reading and Writing 11/14/2018

The learners will distinguish between and among

(Taken from the Curriculum Guide) a. brainstorming list EN11/12RWS-IIIa-2.1

Applying familiarize the mechanism behind different graphic organizers;

Values Valuing value independent learning and ability to follow instructions.

2. Content Selecting and Organizing Information through Brainstorming List and

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

Detailed Lesson Plan (DLP) Format

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

(The process of systematically planning, developing, evaluating and

Detailed Lesson Plan (DLP) Format

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

Detailed Lesson Plan (DLP) Format

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

Detailed Lesson Plan (DLP) Format

-What is the main focus of narration?

Group 1 – printed picture of a kid running towards his father

- What were you doing just now with those objects?

4.7 Assignment The students will be asked to study in advance definition as a

4.8 Concluding Activity

5. Remarks SUSPENSION OF CLASSES DUE TO TYPHOON SAMUEL

E. Which of my learning strategies worked

F. What difficulties did I encounter which

G. What innovation or localized materials

Detailed Lesson Plan (DLP) Format

-What is the main focus of narration?

Group 1 – printed picture of a kid running towards his father

- What were you doing just now with those objects?

4.7 Assignment The students will be asked to study in advance definition as a

5. Remarks SUSPENSION OF CLASSES DUE TO TYPHOON SAMUEL

E. Which of my learning strategies worked