Grades 1 to 12 School URDANETA CITY NATIONAL HIGH SCHOOL Grade Level 12

Teacher FEDIE T. DORONIO Learning ENGLISH FOR ACADEMIC AND

DAILY LESSON LOG
Area PROFESSIONAL PURPOSES
Teaching July 29 to August 2, 2019 Quarter I
Dates & Time Smith – Tue to Fri – 7:30 -8:30
Gantt – M&W (9:30 – 10:30) T&Th (3:00 – 4:00)
Maslow – Tue to Fri (10:30 – 11:30)
Mc Gregor – Mon to Thu (2:00 – 3:00)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Students should be able to Students should be able to explain and Students should be able to explain Students should be able to explain and
identify the patterns of clarify the concepts in fields such as and clarify the concepts in fields clarify the concepts in fields such as a)
paragraph development used a) art, b) business, c)law, d) such as a) art, b) business, c)law, d) art, b) business, c)law, d) Philosophy
in the essay Philosophy e)politics f)religion Philosophy e)politics f)religion e)politics f)religion g)Science and h)
g)Science and h) sports g)Science and h) sports sports

A. Content Standards The learner understands the principles and uses of a concept paper

B. Performance The learner produces a well- balanced concept paper in a specific discipline
Standards

C. Learning CS_EN11/12A-EAPP-Ig-j-23.4 CS_EN11/12A-EAPP-Ig-j-23.5 CS_EN11/12A-EAPP-Ig-j-23.6 CS_EN11/12A-EAPP-Ig-j-23.7

Competencies/Objective
s

II. CONTENT Things: The Throw Away Days of the Week Hormones in the Body Fusion VS. Fission
Society

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide 121 80 95 114

Pages

2. Learner’s Material 120 91 97 117

Pages
 3. Textbook Pages

4. Additional Materials Teacher’s Guide and Teacher’s Guide and Learner’s Reader Teacher’s Guide and Learner’s Teacher’s Guide and Learner’s Reader
from Learning Learner’s Reader Reader
Resources

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous Allow the students to recall Let the students recall the methods Allow the students to recall the Let the students recall the structure of a
lesson or presenting the the different parts of a and patterns of paragraph etymology of the days of the weeks text
new lesson concept paper development and some of the commonly used
prefixes and suffixes

B. Establishing a Pose thought-provoking Let the students think of the origins of Cite instances in which old scientific Make students reflect on the current
purpose for the lesson questions about material place names and allow them to share it views had been challenged and problems besetting the world and the
values and how they view in class. replaced e.g. The Continental Drift country and ask this question: What will
their possessions. theory was incorporated into and the world’s major source of energy when
improved upon by plate tectonics and if oil supplies will run out?

C. Presenting Lead the class in reflecting Allow the students to look up for the Considering the context of the word Getting to know the author: Share some
examples/instances of further on the idea of meaning of the unfamiliar terms which or phrase, ask what the expressions important data about Isaac Asimov
the new lesson materialism by asking several will be encountered in the selection. from the text (page 95) would mean
questions.

D. Discussing new Discussing the Paragraph Discuss the tables containing root Discuss the structure of the text: Defining the several terms from the text
concepts and practicing Development: Unity, words, prefixes, suffixes and their Introduction, body and conclusion that students need to familiarize with
new skill #1 Coherence, Emphasis meanings

E. Discussing new Silent Reading: Let the Silent Reading: Give at least 10 Allow the students to read silently Discussing Comparison and contrast
concepts and practicing students read the essay for minutes for the students to read the the text for 10 minutes
new skill #2 10 minutes. text.

F. Developing Mastery Ask the guide/comprehension Let the students form a term using Ask the comprehension questions on Allow the students to read the text silently
questions on page 123 – 124 the discussed prefixes and suffixes page 96 for 10 minutes
(TG) and share its meaning to the class
G. Finding practical From the outline created, let Allow the students to complete the Structural Analysis: Let the students Ask the students the following questions:
applications of concepts the students formulate and table on page 81 (TG) to summarize identify the main idea, introduction,
1. What is the main idea of the essay?
& skills in daily living complete the needed details the origins of the days of the week body and concluding statement of
in crafting a brief concept the text 2. Would you agree with this view? Why?
paper.

H. Making (Recitation) Let the students Allow the students to choose some of How important is organization and Allow the students to compare and
generalizations & summarize the methods used the discussed terms to use in their structure in analyzing the content of contrast the ideas on the text by using a
abstractions about the for introductory paragraphs own sentence. a text? table to be filled out and written on the
lesson and the patterns for board.
supporting details.

I. Evaluating Learning Let the Students Answer the Concluding Activities on page 85. Concluding Activity (page 97, TG) Dyad Descriptions of Binary Opposites:
Activity on page 127 - 128
Specifying some criteria/bases for
contrasting description, pairs of students
could inform the rest of the class about
the opposite terms/words. A grid may be
used.
Student’s output will be scored using a
rubric.

J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
 remediation who scored
below 80%
C. Did the remedial
lesson work? No. of
learners who 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?

Checked by:
JONALD M. VALEÑA, DBA
SGH, ABM