` GRANJA-KALINAWAN NATIONAL GRADE

SCHOOL 11
DAILY LESSON LOG HIGH SCHOOL LEVEL
LEARNING
TEACHER CHRISTINE ANNE S. MATA READING & WRITING
AREA
TEACHING DATES DECEMBER 5, 2024 3RD Quarter 2nd
QUARTER
AND TIME Semester
 OBJECTIVES
A. Content Standards 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 Competencies/ Describes a written text as connected discourse (EN11/12RWS-IIIa-1)
Objectives Objectives:
1. Identify the stages involved in the writing process;
2. Realize that writing is a recursive process; and
3. Write a 150- 200 word autobiography highlighting the lessons they
learned in their lives
 CONTENT
TEXT AS CONNECTED DISCOURSE
 LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the
Discipline. Quezon City: C & E Publishing, Inc. Grammar and
Composition Handbook, High School 1. (2000). New York: Glencoe McGraw
Hill. Stern, Steven L. (2000). Mastering the MCAS in English Language
Arts. USA: AMSCO Publication
2. Learner’s Materials Pages
3.
Textbook Pages
4.
Additional Materials from
LR portal
B. Other Learning Resources
 PROCEDURE
A. Reviewing previous lesson or The teacher says: Novice writers are often faced with a
presenting the new lesson challenge at the beginning of a writing project. As a student,
you may want to create something you can be proud of. You may hope for
an inspiration so ideas would not cease flowing in your minds.
However, you cannot just always rely on your inspiration. This is
where your writing process comes in. Today let us revisit the various
processes involve in writing to help you generate ideas, turn these
ideas into a paragraph, refine your draft and find the most effective
way to present and share your work with others.
B. Establishing a purpose for The teacher asks the students to explain the quotation,
the lesson “Nobody but a reader ever becomes a writer.” The students are
also encouraged to cite book/journal/magazine titles that they have
read before. (Note: the teacher should lead the students
into realizing the strong connection that exists between reading
and writing.)
C. Presenting examples / The teacher asks the students to prepare a sheet of paper for writing.
instances of the new lesson The teacher gives the students 10 minutes to write a brief
paragraph of 7 – 10 sentences about their chosen photo.
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and After the activity, the class reflects on their responses to form
practicing new skills # 2 abstractions about the lesson. The teacher says, “Writing involves
different stages. These stages are recursive, that is, they do not
necessarily follow one another in correct order. In writing, one can
always go back and forth among the stages, repeating those that you
need to until you end up with the result you want. You can shift from
one stage to another or change the order of stages you follow. Based
on the activities that you did today, let us find out the
processes involved in writing. But let us remember that the
writing process is the recursive series of stages that you
proceed through when developing your ideas and discovering the best
way to express them.
F. Developing Mastery Once finished with the activity, the students are tasked to choose a
partner for the activity. Together each student discusses his or her
writing experience by answering the questions provided by the teacher.
 1. How did you go through the process of writing? (Students can
enumerate the processes they went through while doing the writing
activity.)
2. What are the problems that you encountered while writing?
3. How did you try to solve these problems?
G. Finding practical
applications of concepts and
skills in daily living
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning The teacher says We shall now prepare for an activity by applying what
we have learned. A. FORMATIVE ASSESSMENT
1. The stage of generating ideas; also known as ideation or invention
stage A. prewriting B. publishing C. revising D. editing
2. Nonstop writing for a set period of time; one’s flow of words
never ceases A. drafting B. brainstorming C. free writing D.
idea mapping
3. Allows one to connect the ideas about a topic by thinking
of related ideas through lines and circles
A. brainstorming B. clustering C. topic outlining D. free
writing
4. The stage at which you share your work with others
A. publishing B. proofreading C. prewriting D. drafting
5. During this stage, your goal is to organize the facts
and details you have accumulated into unified paragraph; this stage
involves turning your ideas into paragraph
A. editing B. presenting C. drafting D. proofreading
J. Additional activities for
application or remediation
REMARKS
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 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: Checked by:

MS. CHRISTINE ANNE S. MATA DIVINA GRACIA G. TUALLA