THEME: What study skills do I need to succeed in Senior High School (SHS)?

School
Teacher

GRADES 1 to 12
DAILY LESSON LOG

Teaching Dates and Time

All Senior High Schools (SHSs)

Grade Level
Learning Area

Week 2 Sessions 1-4 (with optional Session 5)

Quarter

11
May be used in any learning area
1st

Ds

Session 1

I.

OBJECTIVES

1.

A. Content Standards

2.
3.
1.

B. Performance Standards

2.
1.

C. Learning Competencies /
Objectives
Write the LC code for each

Session 2

Session 3

Session 4

Session 5 (optional)

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
competencies and enable children to find significance a n d j o y inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

2.
3.

The learner understands the

importance of developing study or
academic skills tosucceed in Senior
High School (SHS)
The learner demonstrates
understanding of different note-taking
methods
The learner understands the
importance of time-management in
studying
The learner applies note-taking
methods
The learner produces a sample
weekly study schedule
Identify the steps of the Cornell Notetaking Method
Identify the Five (5) Rs of Note Taking
Create a weekly study schedule

1.
2.

The learner demonstrates

understanding of critical
reading strategies
The learner recognizes the
importance of critical
reading in academic
success

1.
2.

The learner demonstrates

understanding of critical
reading strategies
The learner recognizes the
importance of critical
reading in academic
success

The learner applies critical

reading strategies

The learner applies critical

reading strategies using SQ3R

1.
2.

1.

Define critical reading

Identify and describe
different critical reading
strategies

2.

Identify the different parts of

the SQ3R
Read a selectiong using
SQ3R

1.

2.
3.

The learner understands

the importance of academic
integrity and intellectual
honesty
The learner demonstrates
respect for another
individuals work in
academic writing

The learner applies academic

writing skills using strategies
such as quoting, summarizing,
and paraphrasing
1. Distinguish between
original work and
plagiarized text
2. Quote, paraphrase, and/or
summarize an original text

1.
2.

The learner understands

the importance of preparing
for a test
The learner demonstrates
understanding of different
strategies to improve
memory

The learner applies memory

strategies using acrostics and
acronyms
Create acrostics and acronyms
for frequently used formulae,
terminologies, and concepts

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II.

CONTENT

III.

LEARNING
RESOURCES

Study Skills: Overview of Study Skills

Note taking and time management

Study Skills: Critical Reading

Study Skills: Critical Reading

Study Skills: Avoiding Plagiarism

in Academic Writing

Study Skills: Improving Memory

and Test-taking Skills

1.https://www.stephencovey.com/7habits/7h
abits.php
2.http://www.studyskills.soton.ac.uk/studytip
s/why_here.htm
3.https://www.bcps.org/offices/lis/researchc

1.http://www.criticalreading.com/c
ritical_reading.htm
2.http://www.uefap.com/reading/r
eadfram.htm
3.http://writing.colostate.edu/guid

1.http://www.criticalreading.com/
critical_reading.htm
2.http://www.uefap.com/reading/r
eadfram.htm
3.http://writing.colostate.edu/guid

1.http://www.blinn.edu/brazos/pa
rallelstud/development/Annotatio
nsummary.pdf
2.http://writing.wisc.edu/Handboo
k/QPA_paraphrase2.html

1.http://www.coedu.usf.edu/zalaq
uett/Help_Screens/study_skillsM
HS.htm
2.http://www.jmu.edu/valleyschol
ars/files/improvemyhighschoolstu

A. References
1. TeachersGuide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

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THEME: What study skills do I need to succeed in Senior High School (SHS)?
Session 1

IV.

A.

Session 2

Session 3

Session 4

Session 5 (optional)

ourse/images/Lesson%20Plan%20for%20N
ote%20Taking1.pdf
4.http://www.cls.utk.edu/pdf/ls/Week2_Less
on14.pdf
5.https://www2.usgs.gov/humancapital/docu
ments/TimeManagementGrid.pdf
6.http://successcenter.tamu.edu/getattachm
ent/Student-Resources/Handouts/LectureNote-Taking.pdf.aspx
7.http://www.admin.cam.ac.uk/univ/plagiaris
m/students/skills/notes.html
8.http://www.educationcorner.com/cornellnote-taking-system.html
9.http://www.educationcorner.com/habitsof-successful-students.html

es/guide.cfm?guideid=31
4.https://www.csuohio.edu/writing
-center/critical-reading-whatcritical-reading-and-why-do-ineed-do-it
5.http://www.skillsyouneed.com/le
arn/critical-reading.html
6.http://www.educationcorner.co
m/sq3r-textbook-strategy.html

es/guide.cfm?guideid=31
4.https://www.csuohio.edu/writin
g-center/critical-reading-whatcritical-reading-and-why-do-ineed-do-it
5.http://www.skillsyouneed.com/l
earn/critical-reading.html
6.http://www.educationcorner.co
m/sq3r-textbook-strategy.html

3.http://writing.wisc.edu/Handboo
k/AnnBib_content.html
4.https://www.mesacc.edu/~paoi
h30491/ArgumentsQuoteSumma
rizeParaphr.html
3.http://www.indiana.edu/~wts/pa
mphlets/plagiarism.pdf
4.https://www.princeton.edu/pr/p
ub/integrity/pages/plagiarism/
5.https://www.indiana.edu/~istd/e
xamples.html
6.http://www.ucalgary.ca/pubs/ca
lendar/current/k-1.html
7.https://www.indiana.edu/~plag/
practice.html
8.http://www.stevendkrause.com/
tprw/Chapter%203.pdf

dyskills.pdf
3.http://www.educationcorner.co
m/test-anxiety.html
4.http://www.lynchburg.edu/acad
emics/tutoring-academicsupport/top-10-study-skills/

Present the Seven (7) Habits of Highly

Effective People by Stephen Covey. (5
minutes)

Say/Ask: Yesterday, we learned

how to organize our tasks and
notes. Do you think that we can
also organize the way we read?
Do you have a specific way or
strategy in reading a text? If yes,
what strategies do you use? (4
minutes)

Say/Ask: Yesterday, we learned

about different ways to read
more critically. What were the 6
strategies we discussed
yesterday? (5 minutes)

1. Present a quote with proper

citation. Ask the learners to
memorize the quote.
Remove the quote posted,
and ask the learners to
recite the quote.
2. Ask: Who among you had
difficulty in remembering the
quote word for word? (2
minutes)

1. After a brief discussion of the 7 Habits,

return to Habit 2: Begin with the end in
mind.
2. Ask: What does this statetement mean?
Why do you think are you in Senior High
School (SHS)? What will you do after
SHS? (5 minutes)
1. Before discussion, remind the class to
take down notes.
2. Discuss study or academic skills.
3. Provide a definition and examples of

Say: Today, we will learn how to

improve our understanding of a
reading material through critical
reading. Take down notes using
the CNTM. (1 minute)

Say: Today we will learn about

another reading strategy that
some of you may be familiar
with already: SQ3R. What do
you think these letters stand
for? (5 minutes)

1. Discuss critical reading.

2. Provide a definition of critical
reading and the ways to do
critical reading.
3. Discuss the ways to read more

1. Introduce and discuss the

SQ3R strategy.
2. Discuss the different
elements of SQ3R: Survey,

1. Present two very brief texts

(original text and plagiarized
text)
2. Say: Can you read the texts
using SQ3R?
3. Wait for the learners to
realize that there is
something wrong. Once a
learner points out the
similarity, cut the activity. Use
prompts (i.e., Do you notice
something wrong with the two
texts?) if the activity goes
beyond 5 minutes. (5
minutes)
Ask: What is intellectual honesty?
Why is it important to
acknowledge the work of other
individuals in your work? In what
ways can we ensure intellectual
honesty in our written work? (5
minutes)
1. Say/Ask: When we use
someone elses work without
giving proper credit, we commit
plagiarism. How can we avoid

PROCEDURES

Reviewing previous lesson

or presenting the new
lesson

B.

Establishing a purpose for

the lesson

C.

Presenting examples/
instances of the new
lesson

Ask: In what ways do you

prepare for a test? Do you use
materials other than your notes
and textbooks? What do you
think can help you study and
improve your memory for a test?
(2 minutes)
Discuss the following strategies
to study for a test: the use of
acronyms, acrostics, narratives,
rhymes, imagery, visualization,

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THEME: What study skills do I need to succeed in Senior High School (SHS)?
Session 1

study or academic skills.

4. Talk about why they are important to
develop.
5. End the discussion by asking a number
of students to summarize what they
learned based on their notes. (10
minutes)

D.

Discussing new concepts

and practicing new skills #1

E.

Discussing new concepts and

practicing new skills #2

1. Ask: How did you take down notes

during our discussion? Did you take
down everything that was said? How did
you decide which ones to take note of?
2. Introduce the Cornell Note-taking
Method (CNTM) as one way of note
taking. Present and discuss the CNTM
template to the class.
3. After discussion, ask learners to transfer
their notes using the CNTM
template.Select students to present their
work.
4. Discuss the Five Rs in note taking:
Record, Reduce, Recite, Reflect,
Review.
5. Discuss other techniques in note-taking
such as using mind maps, tabular notes,
flow charts, index cards, and highlighting
and annotating. Emphasize that there
are different ways to take down notes
and learners should find out which
technique works best for each of them.
(15 minutes)
1. Present the 10 Habits of Highly
Effective Students.
2. Ask: Write a list of things that you need
to do for the week.
3. Ask: Which among these things will you
do first? How will you prioritze each
item on your list? Ask the class what the
following statement by Benjamin
Franklin means to them: "By failing to
prepare, you are preparing to fail."
4. Show the class Coveys Time
Management Grid, and coach learners
on how to prioritize their tasks based on
importance and urgency. Ask the class
to categorize their activities using
Coveys Time Management Grid.

Session 2

critically: Previewing,
Annotating, Summarizing,
Analyzing, Re-reading, and
Responding. (30 minutes)

Session 3

Question, Read, Recall, and

Review.(15 minutes)

Session 4

committing plagiarism?
2. Introduce and provide
defintions for: quotations,
paraphrases, and summaries
3. Provide and discuss examples
for each
(20 minutes)

Session 5 (optional)

and flash cards. (20 minutes)

Discuss test-taking tips.(10

minutes)

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THEME: What study skills do I need to succeed in Senior High School (SHS)?
Session 1

F. Developing mastery
(Leads to Formative Assessment 3)

5. Ask: Why is it important to organize

ones tasks?
(10 minutes)
1. Say/Ask: Identify different note-taking
methods.
2. Describe the CNTM.
3. What are the Five Rs in note-taking?
(5 minutes)

G. Finding practical applications

of concepts and skills in daily
living

1. Ask: Apart from attending classes, in

which other activities can note taking be
a useful skill?
2. Outside school, in what ways can you
apply time management?
(2 minutes)

H. Making generalizations and

abstractions about the lesson

Ask: In your opinion, what are the

characteristics of highly effective students.
(3 minutes)

I. Evaluating learning

1. Read a short passage to the class and

ask them to take notes using the
CNTM.
2. Ask the class to prepare a study
schedule for the week based on their
class schedule. The study schedule
should indicate at which times of the
day they will study and prepare for their
daily classes.
(5 minutes)

Session 2

Session 3

1. Distribute a text to the class.

The text can be any opinion
piece such as an edtorial.
2. Ask the class to apply the
following critical reading
strategies: Previewing,
Annotating, Summarizing,
Analyzing, Re-reading, and
Responding.
(15 minutes)
Ask: Apart from reading in school
in which other activities can critical
reading be a useful skill? (5
minutes)

Post a short selection in front of

the class. Using this, guide the
learners into reading the text
using SQ3R. (10 minutes)

Ask: In your opinion, what are the

benefits of critical reading? (5
minutes)

Ask: What are the advantages

of using a strategy like SQ3R in
reading texts? (5 minutes)
Activity: Give copies of a short
selection (that includes chapter
and section headings) to the
learners. Ask them to read the
selection, and to use the SQ3R
strategy. They may write
directly on their copies of the
selection to show that they have
followed the SQ3R strategy. (20
minutes)

Session 4

Show 3 original texts with a

paraphrased/quoted/ summarized
text and a plagiarized text. Ask
the learners to identify the text
that was correctly quoted,
paraphrased, and/or summarized.
(5 minutes)

Ask: Apart from schools, in what

other settings is intellectual
honesty important? Why do you
say so? (5 minutes)
Activity: Present a short selection
to the learners. Ask them how
they would include the selection
in their academic papers by
quoting, paraphrasing, and/or
summarizing. Output may be
done in notebooks or a sheet of
paper. (20 minutes)

Session 5 (optional)

Ask the class to summarize the

different test-taking strategies
discussed.

Show common terms and

concepts using acronyms and
acrostics. (5 minutes)
For example:
ROYGBIV = colors of the raibow
My Very Eager Mother Just
Served Us Noodles = planets in
our solar system
Say/Ask: Give examples on how
else you can use these
strategies in everyday life. (2
minutes)
Activity: Ask learners to come
up with fun acronyms and/or
acrostics for frequently used
formulae, terminologies, and
concepts. This can be compiled
as a class output for future
reference. (20 minutes)

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION

Critical reading will be discussed for two days.

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.

A. No.of learners who earned 80% on

the formative assessment
B. No.of learners who require
additional activities for remediation.

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THEME: What study skills do I need to succeed in Senior High School (SHS)?
Session 1
Session 2
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
strategiesworked 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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

Session 3

Session 4

Session 5 (optional)

Page 5 of 5