GRADE 11 School: BARAS PINUGAY INTEGRATED HIGH SCHOOL Grade Level: 11 LYRA, VELA

DAILY LESSON LOG Teacher: LALAINE L. AMONCIO READING WRITING

Teaching Dates
FOURTH
and Time: APRIL 8,10-12, 2024 QUARTER

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must
be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
I. OBJECTIVES
competencies and enable children to find significance and joy in learning the lessons. We Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards
The learner understands the relationship of a written text and the context in which it was developed.

B. Performance Standards The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.

C. Learning 1. Determines textual evidence to validate assertions and counterclaims made about a text read
Competencies/Objectives

Determining Textual Determining Textual Determining Determining Textual

II. CONTENT / TOPIC Evidence Evidence Textual Evidence Evidence

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials MELC PIVOT 4A BUDGET MELC PIVOT 4A BUDGET OF MELC PIVOT 4A BUDGET OF MELC PIVOT 4A BUDGET
pages OF WORK | READING WORK | READING AND WORK | READING AND OF WORK | READING
AND WRITING SKILLS WRITING SKILLS MODULES WRITING SKILLS MODULES AND WRITING SKILLS
MODULES MODULES
3. Textbook pages
4. Additional materials
from LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose
for the Lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and
practicing new skills #2
F. Developing master (leads
to formative assessment)
G. Finding practical
applications of concepts and
skills in daily living
Laptop, Television, PPT Laptop, Television, PPT Laptop, Television, PPT Laptop, Television, PPT
Critical Reading as Critical Reading as Critical Reading as Critical Reading as
Reasoning Reasoning Reasoning Reasoning
Determine textual Determine textual evidence Determine textual evidence Determine textual
evidence to validate to validate assertions and to validate assertions and evidence to validate
assertions and counterclaims made about a counterclaims made about a assertions and
counterclaims made about text read. text read. counterclaims made about
a text read. a text read.
What are the common What are the common types What are the common types What are the common
types of assertion? of assertion? of assertion? types of assertion?
How to formulate How to formulate counter How to formulate counter How to formulate counter
counter claims? claims? claims? claims?
Determining the points to Determining the points to Determining the points to Determining the points to
remember when making a remember when making a remember when making a remember when making a
counterclaim. counterclaim. counterclaim. counterclaim.
Guided Practice on Guided Practice on Guided Practice on Guided Practice on
formulating own formulating own formulating own formulating own
counterclaims. counterclaims. counterclaims. counterclaims.
Encourage to identify Encourage to identify the Encourage to identify the Encourage to identify
the textual evidences. textual evidences. textual evidences. the textual evidences.
H. Making generalization and Differentiate assertion Differentiate assertion versus Differentiate assertion versus Differentiate assertion
abstraction about the lesson versus counterclaims. counterclaims. counterclaims. versus counterclaims.

I. Evaluating learning Critique the given Critique the given paragraph Critique the given paragraph Critique the given
paragraph through the use through the use of the given through the use of the given paragraph through the use
of the given guide. guide. guide. of the given guide.

J. Additional activities for

application / remediation
N/A N/A N/A N/A
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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 worked well ? Why
did this work ?

F. What difficulties did 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: Checked by: Noted by:

LALAINE L. AMONCIO ANTHONY C. MANOTA MARVIN B. SE, PhD.

Subject Teacher, Reading and Writing Skills Subject Group Head, Language Department School Head