Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY School CASISANG SENIOR HIGH SCHOOL Grade Level & Grade 12- Quarter 1
LESSON Quarter
LOG Teacher DEBBIE JOY CAMBEL-PANIAMBA-AN SHS Track HUMSS
SENIOR HIGH SCHOOL Inclusive Dates September 26-30, 2022 Learning Area English for Academic and
Professional Purposes
Scheduled M-Th, 7:30-11:45 AM Topic Writing the Reaction
Time Paper/Review/Critique
(Week 4 to 6)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the Curriculum Guides.
The learner The learner The learner The learner The learner understands
understands the understands the understands the understands the the principles and uses of a
principles and uses principles and principles and uses of principles and uses of reaction paper/review/
of a reaction uses of a reaction a reaction a reaction critique
paper/review/ paper/review/ paper/review/ paper/review/
critique critique critique critique
The learner The learner The learner critiques The learner critiques The learner critiques
critique designs critiques graphic graphic design graphic design graphic design
such as industrial design communication communication communication materials
design objects or communication materials such as materials such as such as posters, billboards,
craft objects, materials such as posters, billboards, posters, billboards, commercials, digital and
furniture, fashion posters, commercials, digital commercials, digital media
designs based on a billboards, and media and media
set criteria commercials,
digital and media
The learner raises The learner raises The learner uses The learner uses The learner uses
legitimate, contrary legitimate, appropriate critical appropriate critical appropriate critical
views in an contrary views in approaches * in approaches * in approaches * in writing a
appropriate an appropriate writing a critique writing a critique such critique such as formalism,
manner manner such as formalism, as formalism, feminism, etc.
CS_EN11/12A- CS_EN11/12A- feminism, etc. feminism, etc. CS_EN11/12A- EAPP-Ia-c-
EAPP-Ia-c-15 EAPP-Ia-c-15 CS_EN11/12A- EAPP- CS_EN11/12A- EAPP- 16
Ia-c-16 Ia-c-16
 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week
III. CONTENT or two.
List of 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
IV. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pages 37-39 pages 37-39 pages 40-43 pages 40-43 pages 40-43
2. Learners’ Materials pages 62-63 pages 64-65 pages 66-68 pages 69-71 pages 69-71
pages
3. Textbook pages N/A N/A N/A N/A N/A
4. Additional Materials N/A N/A N/A N/A N/A
from Learning
Resources Portals
B. Other Learning English for English for English for English for Globalized English for Globalized
Resources Globalized Globalized Globalized Classroom Classroom Series – Classroom Series –EAPP
Classroom Series – Classroom Series – Series –EAPP EAPP by Paulo Niñ o M. Valdez,
EAPP EAPP by Paulo Niñ o M. by Paulo Niñ o M. PhD
by Paulo Niñ o M. by Paulo Niñ o M. Valdez, PhD Valdez, PhD
Valdez, PhD Valdez, PhD
These steps should be done across the week. Spread out the activities appropriately so the 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,
V. PROCEDURES 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.
A. Revising previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson

C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing concepts and
practicing new skills #2

F. Developing mastery
(Leads to Formative
Assessment 3)
 G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning

J. Additional activities for

application or
remediation

VI. 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
VII. REFLECTION students 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
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared: Checked: Noted:

DEBBIE JOY C. PANIAMBA-AN EDITH C. RAMOS JOHN P. RAROGAL

Teacher II HUMSS Strand Coordinator Secondary School Principal II