School West Palale National High School
Teacher Ms. Rodchiel O. Gensaya
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency/
Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
Grade Level 11
Learning Area EAPP
Teaching Dates February 13-17 Quarter 3RD
and Time
Day 1 Day 2 Day 3 Day 4
The learner will be able to acquire knowledge of appropriate reading strategies for a better understanding of academic texts
The learner will be able to produce a detailed abstract of information gathered from the various academic texts read
MELC 1: Differentiates language used in academic texts from various disciplines
MELC 2: Uses knowledge of text structure to glean the information he/she needs
MELC 3: Uses various techniques in summarizing a variety of academic texts
At the end of the lesson the students will be able to:
1. Categorize the various 1. Translate slang gen z terms 1. Identify the basic rules and 1. Recall various techniques
written text as to academic text into formal words used in techniques in summarizing; in summary;
or non-academic text; academic text; 2. Write a summary of the assigned 2. Write a summary of the
2. Evaluate the language of 2. Present the chosen topic story using summarizing assigned academic texts.
the academic text from various with Love as a theme using techniques; and
discipline by using criteria; and graphic organizers; and 3. Relate from the activity about
3. Relate writing academic text 3. Integrate their concept of love using their personal
to building a house love to academic writing. experience.
Academic Language used Text Structure Techniques in Summarizing Variety Techniques in Summarizing
from Various Disciplines of Academic Texts Variety of Academic Texts
English for Academic and Professional Purposes Quarter 1 - Module 1: Reading Academic Texts (pp.7-8)
English for Academic and Professional Purposes Quarter 1 - Module 1: Reading Academic Texts (pp.9-15)
IV. PROCEDURES
A. Reviewing previous Beat the Clock Gen Z Enters the Acad What’s Your Love Status
lesson or presenting the new The students list down World The teacher present Note: Review of yesterday’s
lesson
all writing activities they have The teacher presents different situations and the Continuation of yesterday’s
made various subjects in one Gen Z’s terms and let the students will guess the love status unaccomplished activity
minute. students give its equivalent being described. For each answer
formal words there is a highlighted letters which
bridge to the main topic.
Example: 1. My valentine’s day is as cold as
Jinx- bad luck Christmas day. SINGLE
Flex- to show off 2. I love my best friend for almost
Lit- really awesome seven years but she doesn’t feel
Sheesh- annoyance, surprise the same way. UNREQUITED
Periodt- full stop LOVE
3. I walked down the aisle and
expressed my vows. MARRIED
4. My father doesn’t approve my
relationship with him because his
my near cousin. COMPLICATED
5. Lee Bag my classmate in F&B
class gives me roses every day
and sends me sweet messages.
DATING
6. We are celebrating our
monthsary every 24th of the moth.
IN A RELATIONSHIP
7. We are in the middle of “kami na
parang hindi”. NOT YET
OFFICIAL/ NO LABEL
B. Establishing a purpose for The teacher The teacher presents the The teacher presents the
the lesson enumerates the lesson The teacher presents objective for the day’s lesson. objective for the day’s
objectives. the objective for the day’s activities.
lesson.
C. Presenting The teacher asks The students classify The teacher assigns story
examples/Instances of the several students to write in the the signal words given below per group.
new lesson
board what they have listed on based on how they are used. Group 1: Little Red Riding Hood
their paper and let them Group 2: The Tortoise and the
categorize it as to academic Hare
text or non-academic text. Group 3: The Three Little Pigs
 Group 4: Goldilocks and the Three
Bears
Group 5: The Ant and the
Grasshopper

D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
The teacher proceeds The teacher proceeds The teacher proceeds to the The teacher explains
to the following lessons: to the lessons: lessons: the activities to accomplish.
o Nature and o Common Text Techniques in Summarizing
Characteristics of an Structures Academic Texts
Academic Text o Why is Text Structure o Basic Rules
o Features of Academic Important? o Techniques
Texts
o Purposes in Reading an
Academic Text
o Factors to Consider in
Writing Academic Text
o Academic Language vs.
Social Language
o Characteristics of
Academic Language

F. Finding practical
application of concepts and
skills in daily living
Academic Writing Metaphor
The students explain the
comparison of academic
writing and building a house
Academic
Writing
Integration to Thesis Writing Reading Time! Activity 1:
The teacher presents From the assigned story for Directions: Read the text
and gives examples for the each group they will be given time about “Understanding
two common structures of to read it. Calories”. Write a 3-5
academic text: sentence summary of the
3 part-essay structure following text using any of the
IMRaD techniques discussed.

G. Making generalizations
and abstractions about the
lesson
Evaluate It to Check It! Love is in the Graph To Sum Up… What I have Learned
In a group of five, each In a group of six the Directions: Each group will
group will be given assigned students talk about love and choose summary technique that
text to evaluate the language choose one topic about it (i.e. they will apply in summarizing the

H. Evaluating learning
I. Additional activities for
application or remediation
REMARKS
used by using the checklist courting, dating, marriage, story assigned to them and present
then present it in front of the lovers’ quarrel, unrequited it in front.
class. love, and etc.) then present it Criteria:
through graphic organizers Relevance- 5
Criteria: used in various text structures: Summary- 10
Correctness:5 Group 1: Narration Presentation-5
Delivery: 5 Group 2: Chronological, Total: 20
Total: 10 Process, or Sequence
Group 3: Cause and Effect
Group 4: Problem/ Solution
Group 5: Compare and
Contrast
Group 6: Definition or
Description
Criteria:
Organization- 10
Key Concepts and
Relationships-10
Delivery- 5
Total: 25
Taken vs. Single What Am I? Choose Right! Assessment
Directions: Read the Directions: Read the Directions: Read the statements Directions: Read the text
statements about academic passages and determine what and identify what summarizing entitled “From the Autopsy
writing. Write Taken if the sentence structure is used. technique is being described. Surgeon’s Report” and
answer is Yes and Single if Choose your answer from the answer the questions that
the answer is No. discussed sentence follow. From the same reading
structures. text above, titled “From the
Autopsy Surgeon’s Report”,
write a 2-3 sentences
summary using any technique
of your choice
Venn Diagram
Directions: Using the Venn
diagram, compare and
contrast the characteristics of
academic texts from non-
academic texts.
V. REFLECTION

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 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: Noted by:

RODCHIEL O. GENSAYA JOHNCENT ROY C. TIBORDO MARY GRACE M. CABILI

Subject Teacher SHS Coordinator/ MT I Principal II