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 22, 2016/ TUESDAY Quarter
Time WEEK 2 DAY 2 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 6 LEVELS OF THINKING
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  Introduce Benjamin Bloom (Bloom’s Taxonomy
of the Cognitive Domain)
B. Establishing a purpose for the (5 MINUTES)
lesson  Teacher posts a question:
1. What are the 6 levels of thinking
introduced by Bloom?
C. Presenting examples/instances of (15 MINUTES)
the new lesson  Powerpoint presentation on the 6 Levels of
Thinking (The Old and New Version)
D. Discussing new concepts and  (10 MINUTES)
practicing new skills #1.
E. Developing Mastery (Leads to
Formative Assessment 3)

F. Finding practical applications of

concepts and skills in daily living
 G. Making generalizations and
abstractions about the lesson

H. Evaluative learning ( 15 MINUTES)

Short quiz on: Critical Thinking vs Non-Critical Thinking
& 6 Levels of High Thinking
I. Additional Activities for (2 minutes) Teacher shall group the class into groups
application or remediation with 5 members each. Each of the group must identify
and discuss one common problem in the communities
they live in. Using critical thinking and the following
problem-solving framework, propose best solution for
the problem.
1. Identify the problem
2. Describe the problem by analyzing it.
3. Give possible alternatives.
4. Explain each alternative and give its advantages
and disadvantages.
5. Choose the best solution. Justify your choice.
6. Evaluate the possible effectiveness of the
chosen solution.
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?