DAILY LESSON LOG

Grade 11 – Senior High School

School Pawa High School Grade 11 GAS/TVL

Teacher MS. JESSIE-MARIE M. MORCOSO Learning READING AND WRITING
Area
Teaching Date NOVEMBER 9, 2017/ TUESDAY Quarter
Time WEEK 1 DAY 3 1st
I. OBJECTIVE
A. Content Standard  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.
C.Learning  At the end of the chapter, the learners:
Competencies/Objectives 1. Describes a written text as a connected discourse.
II. CONTENT CRITICAL THINKING VS. NON CRITICAL THINKING CONTINUATION
III. LEARNING RESOURCES
A. References Academic Reading and Writing for Senior High School by Jessie S.
Barrot, Ph.D.
1. Teacher’s Guide pages -
2. Learner’s Material’s pages -
3. Textbook pages -
4. Additional Materials from -
Learning Resource (LR)
portal
5. Other learning resources
6. Other Materials projector and computer with presentation software, manila paper,
markers
IV. PROCEDURES
A. Reviewing previous lesson or  INTRODUCTION (10 MINUTES)
presenting the new lesson  Review and check the students’ notes and
outputs.
B. Establishing a purpose for the (5 MINUTES)
lesson  Teacher posts a question:
1. What is difference between Critical
Thinking and Non-Critical Thinking
C. Presenting examples/instances of (15 MINUTES)
the new lesson  Powerpoint presentation on Critical
Thinking and the 6 Levels of Thinking
D. Discussing new concepts and  (10 MINUTES)
practicing new skills #1. - Critical thinking is reflective reasoning  Socratic
method is defined as "a about beliefs and
actions. It is a way of prolonged series of
questions and answers deciding whether a
claim is always true, which refutes a moral
assertion by sometimes true, partly true, or
false. leading an opponent to draw a conclusion
Critical thinking can be traced in Western that
contradicts his own viewpoint.” thought to the
Socratic method of Ancient Greece. Socrates
was a Philosopher, born c. 470 BCE…c.399 BCE,
in Athens Greece…The Socratic tradition in
which probing questions were used to
determine whether claims to knowledge based
on authority could be rationally justified with
 clarity and logical consistency…
E. Developing Mastery (Leads to (10 minutes)
Formative Assessment 3) Introduce the 25 Critical Thinking Techniques:
Visual Thinking Activities:
1. Graphic Organizers-sequence chains, casue-eff, main
ideas, sim/diff, story maps, diagram
2. Idea/Concept/Word Sorts-categories into meanings
themes, and patterns
3. Classif/Categorization Schemes, Taxonomies,
Epitomes, Adv. Organ, Compar-Contrast
4. Semantic Feature Analysis (evaluate +, -, ? of that
feature on a grid)
5. Mnemonics-story, link, acronyms, acrostic, bizarre,
mnemonomies

Writing Activities:
6. Summing Up: Critiques, Summaries, Reviews, Index
Cards, Abstracts, Outlines, Nutshell
7. Guided or Focused Learning/Journal Logs
8. Think Sheets or Cards, Reflection Questions,
Procedural/Substantive Facilitators
9. Goal Concretization; e.g., providing Story Ending,
Moral, Fable, Joke, Tale, or Riddle
10. Other Writing to Think Activities; e.g.,
Conferencing, Peer Review, Revising

Idea Listing Activities:

11. Force Field Analysis, Plus-Minus-Interesting (PMI)
12. Other Points of View (OPV) (if ____ became the
president of ____)
13. K-W-L (What do you know?, What want to know?,
What did you learn?)
14. Alternative, Possibilities, and Choices (APC)
15. Considering All Factors and Consequences,
Examining Both Sides of an Argument

Group Interaction Activities:

16. Chkg for Compreh/Understanding-literal
knowledge, comprehension, interpret, applic
Bloom's Taxonomy, 3 Level Q'ing/Guides,
Preview Qs, Guided Rdg, QARs, DR-TA
17. Debates, Trials, Focused Dialogues, Structured
Controversy
18. Identifying Main Pts: Previewing, PreP, Predictions,
Expectation Outlines
19. Cost-Benefit Analyses
20. Pruning the Tree-20 q's, Means-Ends Analysis,
Working Forward, Working Backward

Teaching/Process-Product Oriented Activities:

21. Socratic/Inquiry Questioning
22. Think Alouds/Nlodeling/Self-Verbahzations of
Process
23. Case-Based Reasoning/Learning, Rule-Eg, Eg-Rule,
Case-and-Commentaries
24. Cooperative Learning-ReQuest, Reciprocal
Teaching, Jigsaw, Coop. Scripts
25. Anchored Instruction, Shared Events/Meanings,
Knowledge Building Communities
F. Finding practical applications of What Constitutes Good Thinking?
concepts and skills in daily living
G. Making generalizations
abstractions about the lesson
A good thinker can be characterized in terms of
knowledge, abilities, attitudes & habitual ways of
behaving. A Critical Thinker.
• uses evidence skillfully & impartially
• organizes thoughts & articulates them concisely
& coherently
• distinguishes between logically valid & invalid
inferences
• suspends judgement in the absence of
sufficient evidence
• attempts to anticipate the probable
consequences of alternative actions before choosing
among them
• sees similarities & analogies that are not
superficially apparent
• can learn independently & at least equally
importantly, has an abiding interest in doing so
• applies problem solving techniques
appropriately in domains other than those in which
they were learned
• listens carefully to other people's ideas
• understands the difference between winning
an argument & being right
• can strip a verbal argument of irrelevancies &
phrase it in terms of essentials
• understands the difference among conclusions,
assumptions & hypotheses
• is sensitive to the difference between the
validity of a belief & the intensity with which it is held
• can represent differing viewpoints without
distortion. exaggeration, or caricaturization
• recognizes the fallibility of one's own opinions,
the probability of bias in those opinions & the danger of
differentially weighing evidence according to personal
preferences
and  (5 minutes)
1. What is the importance of Critical Thinking in
your daily lives? Please cite examples.
2.
 H. Evaluative learning ( 15 MINUTES)

I. Additional Activities for Compose think sheets:

application or remediation
Explain why...
Explain how...
What is the main idea of
How would you use … to …?
What is a new example of …?
What do you think would happen if ...?
What is the difference between ... and …?
How are ... and ... similar?
What conclusions can you draw from …?
How does .. affect...?
What are the strengths & weaknesses of …?
What is the best ... and why?
How is .. related to …?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
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 work
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?