GRADES 11- 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code for each)
*Most Essential Learning
Competencies (Coding)
II. CONTENT
1. References
1. Teacher’s Guide pages
3. Learner’s Materials pages
4. Textbook pages
5. Additional Materials from
Learning Resource (LR) portal
2. Other Learning Resources
II. PROCEDURES
*Pedagogical Approach Used:
CONSTRUCTIVISM
*Teaching Approach Used:
BLENDED and FLIPPED
LEARNING
School Masbate National Grade Level 11
Comprehensive High School
Teacher Mrs. Carla Villamor Bernaldez Learning Area Reading and Writing Skills
Teaching Dates and Time March 17, 2021 Quarter 1- Midterm
LAC SESSION- 1:00- 3:00PM
#4 Demonstration Teaching
Session 1
On the successful completion of this lesson, 80% or more of the students must:
a. understand that text is always developed by a certain context;
b. define, explain and/or differentiate hypertext and intertext;
c. identify the context in which a text was developed.
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Identify the context in which a text was developed EN11/12RWS-IVac-7;
a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2
Integration: (21st Century Literature) MELC 3: Discuss how different context enhance the text’s meaning and enrich the reader’s
understanding.
2. Context of Text Development
Integration: 21st Century Literature from the Philippines and the World Quarter 1 Module 3: Lesson 1 Literary Contexts
1. Reading and Writing Skills Curriculum Guide
2. 21st Century Literature Curriculum Guide
1. 21st Century Literature from the Philippines and the World Quarter 1 Module 3: Lesson 1 Literary Contexts
2. Reading and Writing Module 1 - Lesson 1: Hypertext: A Click to Discovery
3. Reading and Writing Module 1 – Lesson 2: Intertextuality as a Form of Text Development
1. Reading and Writing Skills by Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez (2016)
2. Critical Reading and Writing for the Senior High School by Filomena T. Dayagbil, Ed.D., et.at. (2016)
1. College Freshman English Book 2 by Urbano F. Agalabia, Ma. Rosario Rabe- Aranda, and Virginia Alde-Sembrano (2004, pp.58-71)
2. https://www.elcomblus.com/
These steps should be done across the week. Spread out the activities appropriately so that 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, 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.
*Differentiation Applied:
PROCESS and PRODUCT (based
on readiness and interest)
A. Reviewing previous lesson or
presenting the new lesson
ELICIT
B. Establishing a purpose for the
lesson ENGAGE
C. Presenting examples/instances
of the new lesson ENGAGE
(8 mins)
Preliminaries: Prayer, health protocols reminders, attendance checking and preparation of learning materials
Teacher says, “In your modules, you have learned that there is always an inspiration behind the writing of a text, and often, it leaves clues
about the situation or the reality that served as the backdrop of the text. This backdrop, this situation, this reality is known as the context of
the text.” (Teacher already gave students access to the learning material ahead of time through Messenger and have them accomplish the
activities.)
Motivation: Teacher cold calls students to give Author-Work-Proof/Inspiration
(2 mins)
Teacher goes over the Learning Objectives for the lesson.
(20 mins)
Teacher: Being a critical reader also involves understanding that texts are always developed with a certain context. What is context?
Expected Response: Defined as the social, cultural, political, historical, and other related circumstances that surround the text and form the
terms from which it can be better understood and evaluated.
Teacher: What are the two (2) types of context development? Can you say something about them (i.e. define, explain, give examples)?
Expected Response: Hypertext and Intertext. *defined/explained
Teacher: And how does it affect the text’s meaning as well as your understanding of the text?
Expected Response: Knowledge of the text’s context helps in appreciating the text’s message more deeply.
Teacher gives a lecture-discussion on hypertext and intertext to supplement students’ learnings from their SLMs. Then, proceeds to a
discussion of context in literature to integrate learnings in another subject/area.
Teacher: A text shall always be interpreted in its context. That’s why critical readers always look into the development of the text to identify
its context. Do you know that studying literary text through its biographical, linguistic and sociocultural context can enhance your
understanding of a text? Consider the poem: “Wish” by ERIKA FINE from Brookline, Mass.
Teacher reads the poem to the class then asks them to read aloud: (*PPT presentation)
Wish
The weeks go by, the fourth, the fifth,
And normalcy’s become a myth.
I want to hug, I want to hold,
I want this deadly scourge controlled.
I want to walk amidst a crowd.
I want to lift this morbid shroud.
I sit, sequestered in my home,
And yearn to mingle, travel, roam.

D. Discussing new concepts and
practicing new skills #1
EXPLORE
E. Discussing new concepts and
practicing new skills #2
EXPLORE
F. Developing mastery
(Leads to Formative
Assessment 3)
EXPLAIN
My energy is out of whack —
I want my normal problems back.
Guide Questions:
1. Are you familiar with the author? What do you think of her?
2. How will knowing the author increase your understanding of the poem?
3. What are the words that caught your attention? Why?
4. Did the use of language help in conveying the meaning of the poem? How?
5. What do you think is the setting of the poem?
6. What is the event that the author was talking about in his poem?
7. Can the events in this poem happen in real life? Why do you say so?
8. In what way the incident in the poem similar or differ from your own experience?
9. Can you think of a similar text while reading the poem?
Teacher: Great job! Now you realize that ideas of author/speaker may differ or similar to you due to the various factors such as personal
experiences and beliefs. I hope you can use it in understanding others. I am looking forward to your next adventure.
(10 mins)
ACTIVITY: (Visual Representations of Information) There are pieces of paper under students’ table/chair. Those with
information/concept about hypertext will move to the left and those with intertext will go to the left side of the room. Those who hold
information that fits both hypertext and intertext will stay in the middle. They will not be allowed to talk/communicate with the other students
in the room. This is to see whether learners understand the similarities and differences between hypertext and intertext.
*Proper Health Protocols are to be observed
(5 mins to accomplish activity; 5 minutes to check and synthesize results)
COLLABORATIVE/PAIR ACTIVITY: Teacher distributes LAS to each pair.
A. Put a tick (/) mark on good practice for both reading and writing, or an X mark for something that’s not.
______ 1. Stick to one source of information.
______ 2. Consider other references as invalid.
______ 3. Be open to other ideas.
______ 4. Look at an author’s references and read them, too.
______ 5. Acknowledge your sources.
______ 6. Add as many sources as possible to your work.
B. Write T if the statement is true and F if false.
______ 1. The meaning of a text is dependent on the other texts.
______ 2. Authors tend to build on what previous authors have published or started.
______ 3. We can gain full understanding of a concept by referring to one text.
______ 4. A well-written research paper has several references.
______ 5. If you want to know more about the topic, you need to read references tackling the same thing.
G. Finding practical applications of
concepts and skills in daily living
ELABORATE
H. Making generalizations and
abstractions about the lesson.
ELABORATE
I. Evaluating learning EVALUATE
J. Additional activities for
application or remediation
EXTEND
III. REMARKS
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
*To be continued next session after preliminaries and recall of previous lesson
(5 mins)
Teacher: When was the last time you made use of hypertext in your reading? Can you name a song to which you can also think of a similar
story or another reference?
(5mins) Teacher asks each team to share any specific concepts, ideas or notions they have learned from the lesson. Students give their
feedback
(30 mins)
CREATE A HYPERPRINT LAS
Get ready to start writing a Print Media Hypertext. Select and underline words or phrases in the poem WISH by Erica Fine that you think
need elaboration or explanation. Write down things about these selected phrases and write them just below the paragraph. Use superscripts
(the numbers found above of the ending of the words or phrases) for referencing. Take note of vocabulary enrichment as well as
intertextuality in your elaboration or explanation.
Be guided by the following rubrics:
CRITERIA 5 3 1
At least 5 words or phrases At least 3 words or phrases Only 1- 2 words or phrases
CONTENT
underlined and explained underlined and explained underlined and explained
Underlined words were Underlined words were Underlined words were
explained with proper explained but there are errors in explained but proper referencing
FORMAT
referencing observed. Sources the referencing and citing of and citing of sources were not
were properly cited. sources. observed.
TOTAL
(5 mins)
REMEDIATION: Teacher sends a short video presentation on “Intertextuality” by Aimee Shattock and asks students to accomplish activity in
the video. They are instructed to follow the suggested links in the video to enhance their understanding as well as to practice the use of
hyperlinks/hypertext.
ACCELERATION: You are a blogger who has been hired by Sony Music Philippines to promote a new song and its official video they have
just launched/released. The agreement is for you to create an account on the blog site WordPress.com, and post an entry—complete with
text and graphics about the latest song and video. You also need to use active hyperlinks in order to help the reader go to websites that will
(1) show more information about the artist/s; (2) provide context about the song and the video; and (3) to like, share and subscribe to your
blog.
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 students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
 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?