SCHOOL
TEACHER
TEACHING DATE AND TIME
GRADE 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Page
2. Learner's Material Page
3. Textbook Pages
4. Additional Materials From
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
Ilocos Sur National High School GRADE LEVEL 7
Joy Jean Marie L. Rapada LEARNING AREA English
Oct. 9-13, 2023 QUARTER First
6:00- 6:50 Maayos 11:00-12:00 Armstrong
8:30-9:30 Apollonius 1:00-2:00 Aristotle
10:00-11:00 Andrade
DAY 1 DAY 2 DAY 3 DAY 4
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.
The learners are able to use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming, close
reading, etc.)
Use phrases, clauses, and sentences Use appropriate reading Use appropriate reading Use appropriate reading
appropriately and meaningfully strategies to meet one’s purpose strategies to meet one’s purpose strategies to meet one’s purpose
(e.g. scanning, skimming, close (e.g. scanning, skimming, close (e.g. scanning, skimming, close
reading, etc.) reading, etc.) reading, etc.)
Phrases, Clauses and Sentences Reading strategies: scanning, Close reading as an advanced Definition of reading strategies
skimming, close reading reading strategy (scanning, skimming, close
-Quiz The process of making inferences reading)
in reading How to determine the purpose of
reading a text
Practice in using scanning and
skimming techniques
Reading passages, graphic Reading passages, graphic Reading passages, graphic
organizers, question prompts organizers, annotation tools organizers, annotation tools
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A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lessonA
D. Discussing new concepts and practicing
new skills #1
Review previous lesson before giving Introduce the new reading
the quiz strategies of predicting,
questioning, and making
connections. Explain how these
strategies contribute to building
anticipation, critical thinking, and
engaging with the text.
Give the quiz. Remind them to follow Provide examples of texts where
instructions. predicting, questioning, and
Distribute the test questions making connections are relevant.
Model the process of making
predictions, generating questions,
and making connections. Guide
students in identifying the key
elements of each strategy.
Focus on scanning as a reading
Sample questions: strategy. Explain how readers can
quickly locate specific information
by scanning the text for keywords,
A. Classify each sentence as either "S" for
simple, "C" for compound, or "CX" for complex.
headings, and visual cues. Model
the process of scanning and ask
students to practice scanning
1. The sun was shining brightly, and the techniques using provided
birds were singing.
reading passages or selected
2. Although she studied all night, she
texts.
still failed the test.
3. I enjoy reading, but I don't like math.
4. Maria went to the store to buy some
groceries.
5. After the rain stopped, we went
outside to play.
Give the class enough time to finish Shift the focus to skimming as a
the quiz reading strategy. Explain how
readers can quickly get a general
sense of the main ideas and
structure by skimming the text,
focusing on headings,
subheadings, and highlighted or
emphasized information. Model
the skimming process and ask
students to practice skimming
techniques using different reading
materials.
Revisit the scanning, skimming,
and close reading strategies and
explain how these strategies help
readers locate specific
information, gain a general
understanding, and analyze texts
in-depth.
Provide examples of texts where
scanning, skimming, and close
reading are necessary. Model the
process of scanning for specific
information, skimming for main
ideas and structure, and close
reading for analysis and
interpretation. Guide students in
identifying the key elements of
each strategy.
Explain close reading as an
approach to analyze the nuances
and complexities of a text.
Model close reading by selecting
a passage and guiding students
through a step-by-step analysis of
its elements (e.g., diction,
imagery, tone).
Provide guided practice by giving
students another passage to
conduct a close reading.
Explain the process of making
inferences in reading, where
students draw logical conclusions
based on textual evidence and
prior knowledge.
Model making inferences by
presenting a short passage and
demonstrating how to infer
implied meanings or motivations
of characters.
Provide guided practice by giving
students challenging texts and
Explain the objective of the
lesson: to equip students with
effective reading strategies
based on their purpose for
reading.
Show examples of different
types of texts and discuss the
possible purposes for reading
each one (e.g., a news article for
information, a poem for
enjoyment).
Introduce the concept of
scanning, skimming, and close
reading as strategies to fulfill
different reading purposes.
Explain scanning as a strategy
to quickly find specific
information in a text.
Model scanning technique by
demonstrating how to scan a
short passage to locate key
details or answers to specific
questions.
Provide guided practice by
giving students a text and
specific questions to find
answers through scanning.
Explain skimming as a strategy
to get a general understanding
of a text's main idea and
structure.
Model skimming technique by
demonstrating how to quickly
read through a longer text to
identify main points and
headings.
Provide guided practice by
giving students a longer
passage and asking them to
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E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery (Leads to
Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions About the Lesson
Check their answers then ask if there
are queries or points for clarification.
Quiz Proper
Expressing valuing on the
significance of the various topics in
our lives
Ask them about their learning of the
previous lesson
Provide opportunities for students
to apply scanning, skimming, and
close reading strategies through
guided practice activities and
discussions. Assign reading tasks
where students need to scan for
specific information, skim for main
ideas and structure, and engage
in close reading to analyze and
interpret a given text.
Engage the students in real-world
reading tasks where they can
apply the scanning, skimming,
and close reading strategies.
Provide relevant articles or
passages and assign tasks that
require scanning for specific
information, skimming for main
ideas and structure, and close
reading for analysis and
interpretation.
Summarize the key points about
scanning, skimming, and close
reading as effective strategies for
efficient information retrieval,
gaining a general understanding,
and analyzing texts in-depth.
Discuss how these strategies
enhance reading comprehension
and support different reading
purposes.
Section 1: Scanning
Which of the following scenarios
is best suited for using the
scanning reading strategy?
a) Reading a novel to
asking them to make inferences
based on evidence from the text.
Assign students to read a longer
narrative or literary text.
Instruct them to engage in close
reading and make inferences
about character motivations,
themes, or author's purpose.
Encourage them to take notes
and support their inferences with
evidence from the text.
Discuss the relevance of close
reading and inferential thinking
beyond literature, such as in
analyzing complex news articles
or academic texts.
Summarize the significance of
using reading strategies to meet
various reading purposes,
including close reading and
making inferences for more
profound comprehension.
Section 3: Close Reading
What is the primary goal of close
reading?
a) To quickly grasp the main
idea of the text
identify the main idea through
skimming.
Divide students into pairs or
small groups.
Provide each group with a
different text and a specific
purpose for reading (e.g., to find
facts, to summarize the main
points, to analyze the author's
argument).
Students will use appropriate
reading strategies (scanning,
skimming, or close reading) to
accomplish their reading
purpose.
Monitor and assist groups as
needed.
Engage students in a discussion
about real-life situations where
specific reading strategies are
useful (e.g., scanning job
advertisements, skimming travel
brochures).
Encourage students to share
their experiences in applying
these reading strategies.
Summarize the importance of
choosing appropriate reading
strategies based on the purpose
of reading a text.
Discuss how these strategies
contribute to improved
comprehension and efficiency in
reading.
Section 5: Applying Strategies
Imagine you need to quickly find
information about the population
of a city from an article. Which
reading strategy would you
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 understand the character's
emotions and motivations
b) Searching for a specific
date in a historical timeline
c) Analyzing a poem to
identify literary devices
and themes
d) Examining a scientific
research paper for detailed
findings
Section 2: Skimming
When would you most likely use
skimming as a reading strategy?
a) When reading a detailed
report to find statistical data
b) When analyzing a complex
literary work for its deeper
meanings
c) When studying a textbook
chapter to understand key
concepts
d) When comparing multiple
sources to evaluate d
iffering perspectives
b) To analyze the text in detail, use?
focusing on language use a) Skimming
and b) Close reading
literary devices c) Analytical reading
c) To summarize the text's d) Inferential reading
content in a few sentences
d) To evaluate the credibility of
the author's argument
Section 4: Choosing Appropriate
Strategies
When might you use skimming
instead of scanning to meet your
purpose for reading?
a) When you need to quickly
locate specific information
in
a long article
b) When you want to
understand
the main idea and structure
of
a text
c) When you need to analyze
the
author's argument in detail
d) When you want to identify
literary devices used in a
poem

I. Finding Practical Applications of Allow time for reflection and
Concepts and Skills in Daily Living discussion on the effectiveness of
these strategies in enhancing
reading comprehension.
Provide additional practice or
remediation for students who
need further reinforcement in
close reading and inferential
skills.
Provide additional practice or
remediation for students who
need further reinforcement in
using the reading strategies.

J. Additional Activities for Application or Have them research about the

Remediation different reading strategies to meet
one’s purpose (e.g. scanning,
skimming, close reading, etc.)
V. REMARKS
VI. REFLECTION
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 A. No. of learners who earned 80% in the Maayos Armstrong Apollonius
evaluation Aristotle Andrade
B. No. of learners who require additional
activities for remediation who scored 80%
C. Did the remedial lesson 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: CORRECTED BY:

JOY JEAN MARIE L. RAPADA AILEEN JOY R. MANZANO

Master Teacher II NOTED BY: HT VI- English Department

REYNARIO T. VILORIA
Asst. Principal II, JHS

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