Republic of the Philippines

Department of Education
Caraga Administration Region
Surigao del Sur Division
LIANGA I DISTRICT
LIANGA NATIONAL COMPREHENSIVE HIGHSCHOOL
_______________________________________

Grade 1 to 12 School Lianga National Comprehensive High Grade Level 11

School
DAILY LESSON LOG (DLL)
Teacher Christine P. Escudero Learning Area Reading and Writing Skills

Teaching Date and Time Week 1 Session 1-4 Quarter 3rd

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives

A. Content Standard The learner realizes that information in a written test may be selected and organized to achieve a particcular purpose.

B. Performance Standard The learner critiques a choosen sample of each pattern of development focusing on information selection, organization, and development.

C. Learning Competencies/ EN11/12RWS-IIIa1 EN11/12RWS-IIIa1 EN11/12RWS-IIIa1 EN11/12RWS-IIIa1

Objectives The learner describes a written text The learner describes a written text The learner describes a written text The learner describes a written text
as conneted discourse. as conneted discourse. as conneted discourse. as conneted discourse.

*Subject Orientation The learners shall be able to: The learner shall be able to: The learnr shall be able to:

a. Demonstrate understanding a. Identify transitional devices a. Use appropriate

of text read; used in a text; and transitional devices in
b. Identify the features of a categorize the transitional writing.
text; and devices based on their use.
c. Explain how ideas in a
 written text can be
connected one another

II. Content Written Text as Connected Discourse: Written Text as Connected Written Text as Connected
Connecting Ideas Discourse: Transitional Devices Discourse: Transitional Devices

III. Learning Resources

A. References https://linkquipper.com/en/ Sentones A,.M. et. Al 2016. Tiongson, M. & Rodriguez, M. 2016. Tiongson, M. & Rodriguez, M. 2016.
classes/ Integrated English for Effective Reading & Writing Skills. Manila: Reading & Writing Skills. Manila:
5827fld7a182ac041500004e/ Communication. Phoenix Publishing Rex Book Store, Inc. Rex Book Store, Inc.
courses House Inc. Manila

Sentones A,.M. et. Al 2016.

Integrated English for Effective
English Linguistics Project (ELP)
Communication. Phoenix Publishing
Manual by Jonathan Malicsi
House Inc. Manila

B. Materials Comic strips Sample text (newspaper, articles)

Sample recipe

IV. Procedures

A. Warm-up/Review Review previous lesson. Give a 5 – item quiz about the uses
of collective devices.
Ask: Why do we need to ensure the
connection of ideas in a text?

B. Introduction/Motivation Divide the class into 6 groups. Give
each group a disarranged comic strip.
Ask the students to arrange the
comic strip in correct sequence of
event.
Show a text that does not have
cohesive devices and a text that
has cohesive devices.
Ask the students to compare the
two texts.

Let the students present their

answers.

C. Establishing the purpose of Pose the question: How do you Ask the students: What do you call
the Learners connect ideas when writing? those words that were added in the
second text?
 Define the words “discourse” (use fo Tell the studentrs that cohesive
words to exchange thoughts and devices as important in a writing.
ideas in an orderly and organized
manner), “text’ 9data or ideas
presented in printed form), and
“writing” (formation of visible letters
or characters to express one’s
thoughts).

D. Presentation of the Lesson
Delivery
Distribute copies of a sample recipe:
Ask:
1. What kind of text is the one
you have read?
2. Whta makes it a recipe?
3. What are the features of the
text?
Ask the students: Based on the Show to the students a categorized
text, hwo do you define cohesive list of transitional expression.
device?
Differentiate cohesion and
coherence.
Give the students a text, and let
them identfiy as many cohesive
devices as they can.

Provide a list of the different uses

of cohesive devices.

a. Addition
b. Contrast
c. Comparison
d. Sequence
e. Exmaples
f. Consequence
g. Emphasis certainty
h. Condition
i. Summary
j. Reason
k. Concession
(accepting/acknowledging
something as true).

E. Practice Evaluation Let the students categorize thet

cohesive devices they have
 identified based on their uses.

F. Making Generalization Let the students answer the question

posed at the beginning of the lesson.

V. Assessment Ask the students to write an essaty

narrating what they would do if
they saw their favorite celebrity.

Rubric:

a. Correct usage of cohesive

devicessmooth flow of
ideas correc grammar and
mechanics.

VI. Remarks

A. No. of Learners within

Mastery Level (80%)

B. No. of Learners Needing

Remediation

C. Other Remarks

Prepared by:

CHRISTINE P. ESCUDERO

Subject Teacher

Checked by:

NOEMI AIREEN M. ABRAHAM

School Principal