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Reading and Writing

The document is a daily lesson log from a teacher that summarizes lessons about love and loss taught to 11th grade students. Over two days, students read selections about love and losing someone they love. They answered questions about the topics and themes. Students also shared their own perceptions in short reflection papers. The teacher reviewed concepts from the previous lesson and aimed to help students understand how written texts can achieve purposes through organization of information.

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Iyra Celis-Castillo

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0% found this document useful (0 votes)

380 views114 pages

Reading and Writing

Uploaded by

Iyra Celis-Castillo

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Department of Education

MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on
B. Performance Standards
information selection, organization, and development.
C. Learning Competencies/
Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
Objectives
II. CONTENT TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 3-19
3. Textbook pages Pages 3-19
4. Additional Materials from Quipper School
Learning Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or How do you express yourself? How do you communicate what your heart yearns
presenting the new lesson to say? Have you ever been in love? Have you experienced being broken-hearted?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and Round Table:
practicing new skills #1 Read the selection entitled “This Crazy Feeling Called Love.”
E. Discussing new concepts and
practicing new skills #2
Group Activity
Answer the following questions.
1. What is the topic of the selection?
F. Developing mastery 2. What is the author’s perception of love?
(Leads to Formative Assessment 3)
3. Do you agree with the author’s ideas? Why?
Do you agree with her on some points? Why?
4. Give your own perception about love. What is love?
G. Finding practical applications of
Students’ personal perception about love.
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning Short reflection paper about Love.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________
Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

G. Finding practical applications of concepts

Students’ personal perception about losing someone they love.
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning Short reflection paper about losing someone.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

G. Finding practical applications of concepts

and skills in daily living
H. Making generalizations and abstractions
about the lesson
Dyad:
I. Evaluating Learning
Rewrite the following so that the idea in each sentence in expressed clearly.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

G. Finding practical applications of concepts

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
C. Learning Competencies/ Objectives Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
II. CONTENT TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 3-19
3. Textbook pages Pages 3-19
4. Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
What is free writing technique?
A. Reviewing previous lesson or presenting
What are the principles that we should remember in expressing ideas with
the new lesson
clarity?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss the following:
Showing Unity in Sentences
Creating Variety in Structure
1. Vary sentence beginnings.
2. Vary the lengths of the sentences.
D. Discussing new concepts and practicing 3. Do not overuse the words and and so. Use a variety of sentence structures.
new skills #1 4. Vary the types of sentences. Using inverted sentences once in a while could
add variety to a group of sentences in natural order.
5. Use balanced sentences.
6. Use elliptical sentences, especially when writing about dialogues.
7. Use the position of words in a sentence to gain emphasis and variety.
8. Use the principles of climax in sentences.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
How can we achieve unity and variety in sentences?
about the lesson
Dyad:
A. Rewrite the following sentences to attain unity.
I. Evaluating Learning
B. Rewrite the following sentences to vary their beginning, according to the
given directions in the parenthesis.
J. Additional activities for application or Go back to your free writing exercise. Rewrite your sentences. Make an
remediation improved version of your written work.
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
C. Learning Competencies/ Objectives Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
II. CONTENT TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 3-19
3. Textbook pages Pages 3-19
4. Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
What is free writing technique?
A. Reviewing previous lesson or presenting
What are the principles that we should remember in expressing ideas with
the new lesson
clarity?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss the following:
Showing Unity in Sentences
Creating Variety in Structure
1. Vary sentence beginnings.
2. Vary the lengths of the sentences.
D. Discussing new concepts and practicing 3. Do not overuse the words and and so. Use a variety of sentence structures.
new skills #1 4. Vary the types of sentences. Using inverted sentences once in a while could
add variety to a group of sentences in natural order.
5. Use balanced sentences.
6. Use elliptical sentences, especially when writing about dialogues.
7. Use the position of words in a sentence to gain emphasis and variety.
8. Use the principles of climax in sentences.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
How can we achieve unity and variety in sentences?
about the lesson
Dyad:
A. Rewrite the following sentences to attain unity.
I. Evaluating Learning
B. Rewrite the following sentences to vary their beginning, according to the
given directions in the parenthesis.
J. Additional activities for application or Go back to your free writing exercise. Rewrite your sentences. Make an
remediation improved version of your written work.
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:
IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
C. Learning Competencies/ Objectives Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
II. CONTENT TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 3-19
3. Textbook pages Pages 3-19
4. Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
What is free writing technique?
A. Reviewing previous lesson or presenting What are the principles that we should remember in expressing ideas with
the new lesson clarity?
How can we achieve unity in a sentence?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Continuation..
Discuss the following:
Creating Variety in Structure
1. Vary sentence beginnings.
2. Vary the lengths of the sentences.
D. Discussing new concepts and practicing 3. Do not overuse the words and and so. Use a variety of sentence structures.
new skills #1 4. Vary the types of sentences. Using inverted sentences once in a while could
add variety to a group of sentences in natural order.
5. Use balanced sentences.
6. Use elliptical sentences, especially when writing about dialogues.
7. Use the position of words in a sentence to gain emphasis and variety.
8. Use the principles of climax in sentences.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
How can we achieve unity and variety in sentences?
about the lesson
Rewrite the following in paragraph form using a variety of sentence.
1. Christina arranged the flowers in a tall ceramic vase; she put the long-
stemmed roses first; then she added the yellow chrysanthemums; then she
inserted a few orchid stems; and lastly she finished the arrangement with a
I. Evaluating Learning sprinkling of baby’s breaths here and there.
2. Dorina walked in hurried steps; a man had been following her since she
stepped out of the LRT station; her heart was beating faster and faster; her
hands were trembling; she couldn’t imagine what would happen to her if the
man would suddenly attack her.
J. Additional activities for application or Go back to your free writing exercise. Rewrite your sentences. Make an
remediation improved version of your written work.
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
C. Learning Competencies/ Objectives Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
II. CONTENT TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 3-19
3. Textbook pages Pages 3-19
4. Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting How do we achieve unity and variety in sentences?
the new lesson What are the things that we should remember?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing Discuss the three types of essays.
new skills #1 The Narrative, Descriptive, and Definition Essays
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
In what aspects of our lives these types of essays relevant?
and skills in daily living
H. Making generalizations and abstractions
Define each type of essay.
about the lesson
Individual Activity:
Go back to free-writing exercise. Choose one of the topics suggested below and
express your thoughts freely. Then, edit your own work by applying the
I. Evaluating Learning principles of sentence constructions that we have taken up.
A. a narrative essay about your most heart-breaking experience
B. a descriptive essay describing a most unusual acquaintances
C. a definition essay defining your understanding of the word compassion
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 20-34
3. Textbook pages Pages 20-34
4. Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
What are the three types of essays. Explain each type.
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
The selection that you are about to read is an inspiring story of a man and a
C. Presenting examples/ instances of the new woman who had to part away with their priceless treasures. Find out their
lesson motivation for doing so, and the ordeal that they hurdled in making that
decision.
D. Discussing new concepts and practicing Round Table:
new skills #1 Have the class read the selection “The Gift of the Magi” of O. Henry.
E. Discussing new concepts and practicing
new skills #2
Class Activity:
F. Developing mastery A. Answer the following questions. P.25
(Leads to Formative Assessment 3)
B. Analyze the expressions used by the author in describing the following P.25
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 20-34
3) Textbook pages Pages 20-34
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Using one word, describe your essential understanding of the story The Gift of
the new lesson the Magi.
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss developing an outline.
An outline is a system that helps you see whether your ideas connect well with
one another, whether you have sufficient evidence to support the points that
you want to emphasize, and what order of ideas will work best in your essay or
speech.
D. Discussing new concepts and practicing
A formal outline has four uses.
new skills #1
1. It helps a writer to clarify his purpose and to organize his material to achieve
that purpose.
2. It offers a convenient way if testing the proposed organization of an essay.
3. It serves as a means of communication in itself.
4. It maybe used an aid to efficient reading.
Discuss the following:
A. Outlining to clarify One’s purpose
E. Discussing new concepts and practicing
B. Outlining to Test Organization
new skills #2
C. Outlining as Complete Communication
D. Outlining as a Reading Aid
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Discuss in class the possible topics which you can work on by groups.
Conduct brainstorming activity together with the members of the group to
I. Evaluating Learning
decide what may be included in the outline.
Write a draft of your outline.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 20-34
3) Textbook pages Pages 20-34
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
What is an outline?
A. Reviewing previous lesson or presenting
What are the purposes of an outline?
the new lesson
When do we use outline?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss topic outline and sentence outline.
1) Topic outline is a systematic arrangement that consists of words and
short phrases. It is useful when you want to arrange your ideas
D. Discussing new concepts and practicing hierarchically to show which the main points are and which the sub-
new skills #1 points are.
2) Sentence outline functions like a topic outline however instead of
simply identifying your main and sub-points using words and short
phrases, sentences are used to express specific and complex ideas.
E. Discussing new concepts and practicing Discuss the conventions of outlining.
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning Rewrite the first draft of outline you made using the conventions of outlining.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 20-34
3) Textbook pages Pages 20-34
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Differentiate topic outline from sentence outline.
the new lesson What are the conventions in outlining.
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing Discuss the construction of the thesis statement.
new skills #1 The thesis is the assertion of the writer or the speaker about a certain
topic. It declares something that must be proven, supported, or explained.
The thesis statement functions as a roadmap for the entire speech or
paper.
In literature, it is called a literary thesis.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Go back to the first draft outline that your group has prepared. Do the
following sets of exercises.
A. Prepare a final topic outline for your topic.
I. Evaluating Learning
B. Add more substance to your topic outline. Expand your topic outline by
constructing a sentence outline.
C. Include a good thesis statement for your outline.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 20-34
3) Textbook pages Pages 20-34
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Differentiate topic outline from sentence outline.
the new lesson What are the conventions in outlining.
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss the construction of the thesis statement.
The thesis is the assertion of the writer or the speaker about a certain
D. Discussing new concepts and practicing topic. It declares something that must be proven, supported, or explained.
new skills #1 The thesis statement functions as a roadmap for the entire speech or
paper.
In literature, it is called a literary thesis.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Individual Activity
A. Add more substance to your topic outline. Expand your topic outline by
I. Evaluating Learning
constructing a sentence outline.
B. Include a good thesis statement for your outline.
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

G. Finding practical applications of concepts

Describe the inspiring qualities of Efren. What can we learn from him?
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

Name of Teacher: IYRA DANICA J. CELIS Position Title: Secondary School Teacher III
Learning Area READING AND WRITING Grade Level GRADE 11
Section/Time DISIPLINADO/ 10:00-11:00 Date November 27, 2019
Section/Time DETERMINADO/ 1:00-2:00 Quarter THIRD
I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT ORGANIZING IDEAS THROUGH GRAPHIC ORGANIZERS
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 45-54
3) Textbook pages Pages 45-54
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Who is Efren Peñaflorida, Jr.?
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss the different types of graphics organizers.
1. Venn Diagram 6. KWS Chart
D. Discussing new concepts and practicing 2. Time Line 7. Ladder
new skills #1 3. Spider Map 8. 5Ws
4. Four-Column Chart 9. Sandwich Chart
5. Describing/Idea Wheel 10. Inverted Triangle
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Choose any graphic Organizer then illustrate the life of Efren Peñaflorida.
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:
IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
II. CONTENT ORGANIZING IDEAS THROUGH GRAPHIC ORGANIZERS
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 45-54
3) Textbook pages Pages 45-54
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
What are the types of graphic organizers and their functions?
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing
Discuss about writing memoirs.
new skills #1
E. Discussing new concepts and practicing Read an example of a memoir about a significant woman during the days of the
new skills #2 1896 Revolution against Spain – Melchora Aquino.
F. Developing mastery Did you see the characteristics of a memoir in the example? Enumerate these
(Leads to Formative Assessment 3) characteristics.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Choose an important event in your life and write a short memoir about
I. Evaluating Learning
yourself. Include reflections about that life event.
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
D. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
E. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
F. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES
II. CONTENT A. Narration
B. Description
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages
6) Learner’s Materials pages Pages 55-58
7) Textbook pages Pages 55-58
8) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting After clarifying your purpose for writing, the next step is to decide what
the new lesson structural plan or pattern you will use in writing.
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss the first two patterns in writing.
A. narration – This is what we follow when we want to tell a story using the
D. Discussing new concepts and practicing elements of a narrative text.
new skills #1 B. description – This is another pattern that we can use to express our
thoughts. The manner of expression using this style may vary, though generally
it follows the pattern of statement, explanation, and example.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Choose one from the two patterns, write about your experiences last
(Leads to Formative Assessment 3) Christmas.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES
II. CONTENT C. Definition
D. Exemplifications and Clarifications
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 58-59
3) Textbook pages Pages 58-59
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Define narration and description writing patterns.
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing
Discuss definition and exemplifications and clarifications writing patterns.
new skills #1
E. Discussing new concepts and practicing
new skills #2
Select one of the following terms and explain what it means. Use the pattern
statements of the thesis, explanation of the thesis, and examples in developing
F. Developing mastery your definition essay.
(Leads to Formative Assessment 3) 1. courage 4. immaturity
2. discipline 5. independence
3. courtesy 6. morality
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
C. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES
II. CONTENT E. Comparison and Contrast
F. Causes and Effects
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 60-64
3) Textbook pages Pages 60-64
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Define definition and exemplifications writing patterns.
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss comparison and contrast.
D. Discussing new concepts and practicing Sometimes a subject can best explained if compared with another subject to
new skills #1 which the reader is more familiar. The most common form of comparison is
analogy.
Discuss causes and effects.
E. Discussing new concepts and practicing
When the thesis states an effect of some cause, the best explanation is usually
new skills #2
one that shows how the effect came about.
F. Developing mastery Choose any topic of your choice and write a comparison and contrast or causes
(Leads to Formative Assessment 3) and effects pattern of essay.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
D. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
E. Performance Standards
on information selection, organization, and development.
Distinguishes between and among techniques in selecting and organizing
F. Learning Competencies/ Objectives information
a. brainstorming list b. graphic organizer c. topic outline d. sentence outline
PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES
II. CONTENT
G. Problems and Solution
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages
6) Learner’s Materials pages Pages 64-70
7) Textbook pages Pages 64-70
8) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Define comparison and contrast and causes and effects writing patterns.
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing Discuss problems and solutions.
In developing a written text wit this pattern, the problems are normally cited at
new skills #1 the beginning; then the author presents a discussion of his proposed solution
or solutions.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Choose any topic of your choice and write a problem and solution/s essay.
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Identifies properties of a well-written text EN11/12RWS-IIIgh-4
a. organization EN11/12RWS-IIIgh-4.1
C. Learning Competencies/ Objectives b. coherence and cohesion EN11/12RWS-IIIgh-4.2
c. language use EN11/12RWS-IIIgh-4.3
d. mechanics EN11/12RWS-IIIgh-4.4
II. CONTENT CHARACTERISTICS OF A WELL-WRITTEN TEXT
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 76-78
3) Textbook pages Pages 76-78
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting What is the difference between paragraph and essay?
the new lesson When do we say that an essay or a paragraph is well-written?
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing Discuss the characteristics of a well-written text.
 Completeness – the text must be able to achieve its purpose
 Unity – a unified paragraph makes clear reading
 Orderly Movement of Ideas
 Time or Chronological Relationship
 Space Relationship
new skills #1
 Particular to General
 General to Particular
 Cause-Effect Relationship
 Coherence and Cohesion – coherence refers to sentence unity while
coherence deals more on text unity.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Read the paragraph and explain whether it has cohesion and coherence. P.78
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner realizes that information in a written text may be selected and
A. Content Standards
organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing
B. Performance Standards
on information selection, organization, and development.
Identifies properties of a well-written text EN11/12RWS-IIIgh-4
a. organization EN11/12RWS-IIIgh-4.1
C. Learning Competencies/ Objectives b. coherence and cohesion EN11/12RWS-IIIgh-4.2
c. language use EN11/12RWS-IIIgh-4.3
d. mechanics EN11/12RWS-IIIgh-4.4
II. CONTENT CHARACTERISTICS OF A WELL-WRITTEN TEXT
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 78-81
3) Textbook pages Pages 78-81
4) Additional Materials from Learning Quipper School
Resource (LR) Portal Teacher’s and Student’s Portal
B. Other Learning Resources Online Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
What are the characteristics of a well-written text?
the new lesson
B. Establishing a purpose for the lesson Have the class read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
D. Discussing new concepts and practicing Discuss the common transitional words and expressions that help connect
new skills #1 words and sentences smoothly and produce a coherent and cohesive text.
The class will use any of the given transitional words in a sentence.
 Addition – and, also, furthermore, moreover, besides
 Cause-Effect – as a result, then. Furthermore, thus
 Comparison – by the same token, in similar fashion, likewise
 Contrast – but, on the contrary, on the other hand, however
 Place – in back of, in front, nearby, on top of
 Emphasis – definitely, indeed, in fact, no, yes
 Example – to illustrate, as an example, for example, for instance
 Restatement – in short, in other words, in simpler terms, that is
 Time – recently, meanwhile, previously, simultaneously, afterward
 Conclusion and Summary – thus, in conclusion, on the whole, to
conclude, to summarize
E. Discussing new concepts and practicing
Differentiate anaphoric and cataphoric references.
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Use Space-Relationship to describe the threats to peace in the Iran and United
I. Evaluating Learning
States. Use transitional devices.
`
`
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
II. CONTENT SECOND SEMESTER MIDTERM EXAMINATION
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages
3) Textbook pages
4) Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
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 mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning

VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
A. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
B. Performance Standards
and properties as a written material.
EN11/12RWS-IIIij-5
C. Learning Competencies/ Objectives
Explains critical reading as looking for ways of thinking
II. CONTENT CRITICAL READING AS A WAY OF THINKING
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages Pages
2) Learner’s Materials pages Pages 83-88
3) Textbook pages Pages 83-88
4) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review students on the different helpful strategies in getting an overview of the
the new lesson text.
The students will be able to dig deeper into the text by thinking about its
B. Establishing a purpose for the lesson
meaning and significance.
*Direct students to picture this:
Your phone vibrates, signaling a new message. You open the message. It is from
unknown number, but what catches your attention is its content. The only thing
C. Presenting examples/ instances of the new you need to do to claim your prize is to provide your personal information,
lesson along with some credit card details.
*Ask: Would you do it? Why or why not?
*Accept varied answers form the students and tell students that such instance
requires critical thinking.
D. Discussing new concepts and practicing *Incite students to give and share five personal traits, which they think a critical
new skills #1 reader should embody.
Discuss about the definition of critical reading, the reasons why reading
E. Discussing new concepts and practicing
critically is important and some techniques to help develop critical reading
new skills #2
skills.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts *Have students give some instances that require critical thinking.
and skills in daily living *Process their answers.
H. Making generalizations and abstractions Ask: Why do you need to read critically or to be an active and critical reader?
about the lesson Explain.
Answer the following questions:
1. Explain critical reading as looking for ways of thinking.
I. Evaluating Learning
2. What are the benefits of becoming a critical reader?
3. How does critical reading improve your writing?
Research Activity:
J. Additional Activity 1. What is a claim?
2. What are the characteristics of a good claim?

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

Class Observation #4

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
D. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
E. Performance Standards
and properties as a written material.
Identifies claims explicitly or implicitly made in a written text (EN11/12RWS-IIIij-
6)
F. Learning Competencies/ Objectives a. Claim of Fact (EN11/12RWS-IIIij-6.1)
b. Claim of Policy (EN11/12RWS-IIIij-6.2)
c. Claim of Value (EN11/12RWS-IIIij-6.3)
II. CONTENT TYPES OF CLAIMS
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages Pages
6) Learner’s Materials pages Pages 89-92
7) Textbook pages Pages 89-92
8) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting Have students recall what critical reading is. Tell them to provide examples or
the new lesson instances in which critical reading and critical thinking is applied.
B. Establishing a purpose for the lesson Have the students read the lesson objectives

At the end of the lesson the learners are expected to:

a) explain critical approach to reading;
b) identify and differentiate explicitly and implicitly stated claims of fact,
policy, or value.
Class Activity:
A. Family Feud
1. The class will be divided into two teams.
2. One member of each team faces the other in a face-off as the teacher
reads the question on the game board.
3. The team that buzzed in with the correct answer receives control of
the board and has the option of playing or passing control to the other
team.
C. Presenting examples/ instances of the new
4. The team that has the control tries to reveal all of the correct answers
lesson
to the question before receiving three strikes.
5. If the team receives three strikes without clearing the board, control is
passed to the other team.
6. The team that now has the control is able to give one answer in the
hopes that it is found on the board.
 If it is, points are added to the team’s score.
 If not, the other team gets the points.

Discuss the critical approach to reading and the types of claims. Have the
students analyse the sample statements of claims below lifted from the reading
text.
1. According to the Internet World statistics, there are approximately 2,
267, 233, 742 Internet users worldwide in 2012.
2. You can even bet that many of those Internet users only go online to
D. Discussing new concepts and practicing check their Facebook accounts.
new skills #1 3. Facebook has also been a very effective way to advertise pursuits, look
for job opportunities and validate the credibility of a certain individual
or organization.
4. This has been one of the fastest ways to chat and communicate with
people all over the world.
5. Pornography, cyberbullying, and other online scams will not affect us if
we do not allow it to enter into our online lives.
E. Discussing new concepts and practicing
new skills #2
Group Activity:
Make a short skit presentation of the effects of using facebook or any
F. Developing mastery social media sites.
(Leads to Formative Assessment 3)
Use the claims of fact, value or policy in your dialogue.

G. Finding practical applications of concepts Read the fb post below.

and skills in daily living
Ask:
H. Making generalizations and abstractions
1. Why claim is considered as an important part of the text?
about the lesson
2. Differentiate the three types of claim.

Individual Activity:
Below are some of the information lifted from facebook post of concerned
netizens. Identify each sentence as a statement of fact, value, or policy.

___________ 1. Let’s all help the victims of Taal Volcano’s phreatic eruption.
Every little help can make a big difference (Kabayan Remit, 2020).
___________ 2. Angel Locsin is truly one of the most generous and
compassionate celebrities in the country (Kami, 2020).
___________ 3. Taal volcano steam eruption took place on January 12, 2020 at
I. Evaluating Learning 1:00 pm Philippine time and continues to emit steam and ashfall to date (Belda,
2020).
___________ 4. There is a need for better disaster risk reduction
implementation and knowledge on safety. Moreover, a better early warning
system could have been put in place to evacuate the people at least days or
even weeks earlier (Belda, 2020)
___________ 5. About 30 horses and five cows trapped on the restive Taal
Volcano have been rescued by Talisay residents and non-profit animal rights
organization (Magdalena, 2020)

Define the following:

J. Additional activities for application or
1. Hypertext
remediation
2. Intertext

Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The dialogue clearly expressed their stand about the effects of
using facebook.
2. Significant learnings about the types of claims are evidently
stated.
3. The group showed collaboration and camaraderie.
4. The message of the skit is accurate and clear.
Total
Overall Score /20

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

JERRYME P. ACLAN
Head Teacher III
Date:_____________

Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent;

LE – To a little extent; N – Not at all
Scoring: VGE – 17–20; GE – 13–16; SE – 9–12; LE – 5–8; N – 4
Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
G. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
H. Performance Standards
and properties as a written material.
EN11/12RWS-IIIij-5
I. Learning Competencies/ Objectives
Explains critical reading as looking for ways of thinking
II. CONTENT CRITICAL READING AS A WAY OF THINKING
III. LEARNING RESOURCES
A. References
9) Teacher’s Guide pages Pages
10) Learner’s Materials pages Pages 83-88
11) Textbook pages Pages 83-88
12) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting What is critical reading?
the new lesson Why is critical reading important?
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new What social media sites do you usually visit? Why?
lesson
D. Discussing new concepts and practicing *Incite students to give and share personal opinions about the effects of using
new skills #1 facebook.
E. Discussing new concepts and practicing Round Table: Selection 1
new skills #2 Have the students read “The Effects of Using the Facebook” in group.
Explain briefly:
F. Developing mastery 1. Do you believe and agree with what the author says?
(Leads to Formative Assessment 3)
2. Do you have some further comments about her arguments.
G. Finding practical applications of concepts *Have students share their good and bad experiences on using facebook.
and skills in daily living *Process their answers.
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. Additional Activity

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
A. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
B. Performance Standards
and properties as a written material.
Identifies the context in which a text is developed (EN11/12RWS-IVac-7)
C. Learning Competencies/ Objectives a. Hypertext (EN11/12RWS-IVac-7.1)
b. Intertext (EN11/12RWS-IVac-7.2)
II. CONTENT Context of Text Development
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages Pages
2) Learner’s Materials pages Pages
3) Textbook pages Pages
4) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review students about the characteristics of a good claim and the three different
the new lesson types of claim.
Explain to students that at the end of the lesson, they will be able to transform
B. Establishing a purpose for the lesson
the context of the speech into hypertext.
*Have students explain this statement: A text is neither written nor read in a
C. Presenting examples/ instances of the new vacuum; its meaning and interpretation are affected by a given set of
lesson circumstances.
*Process students’ answers.
D. Discussing new concepts and practicing Discuss about intertextuality and give specific example.
new skills #1
E. Discussing new concepts and practicing *Introduce to students what hypertext is and how it differs from intertext.
new skills #2 *Give specific example for a better understanding of the topic.
F. Developing mastery In groups, identify the context in developing the speech of President Quezon by
(Leads to Formative Assessment 3) answering the questions:
1. When was the work written?
2. What were the circumstances that produced it?
3. What issues does it deal with?
G. Finding practical applications of concepts *Have students present their work by group.
and skills in daily living *Discuss and process their answers.
*Direct students to give the difference between hypertext and intertext.
H. Making generalizations and abstractions
*Have them think of another example of intertextuality. Tell them to share this
about the lesson
example with the class.
*Have them do the activity in groups of five. Let students read the full speech of
President Quezon again. After they have read and researched on the text, instruct
them to create a Wiki entry inspired by President Quezon’s speech. They are to
decide which aspect of the speech they find interesting (e.g., traits of Filipinos,
I. Evaluating Learning
values education in schools) and then come up with text describing that aspect.
Tell them to link together relevant pictures, videos or music that would make the
readers interested. (see page 28 of the LM)
*Remind them to present their output in the class.
Research Activity:
J. Additional Activity 1. What is assertion?
2. How does it differ from claim?

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
A. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
B. Performance Standards
and properties as a written material.
Formulates evaluative statements about a text read (EN11/12RWS-IVac-9)
a. Formulates assertions about the content and properties of a text read
C. Learning Competencies/ Objectives (EN11/12RWS-IVac-9.1)
b. Formulates meaningful counterclaims in response to claims made in a text
read (EN11/12RWS-IVac-9.2)
II. CONTENT Critical Reading as Reasoning
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages Pages
6) Learner’s Materials pages Pages 95-100
7) Textbook pages Pages 95-100
8) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students about the features of critical thinking.
the new lesson
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
C. Presenting examples/ instances of the new Ask the students if they have a pet. What qualities of these animals do they
lesson admire? In what ways are these animals similar to humans?
Round Table Activity:
D. Discussing new concepts and practicing
Have the students read critically the reading text “From Virtues of the Lower
new skills #1
Animals.”
E. Discussing new concepts and practicing
new skills #2
Group Work:
F. Developing mastery What claims of fact about the animals were stated by the author?
(Leads to Formative Assessment 3) What is your reaction to the following pronouncement of the author?
What counterclaim can you offer against the author’s points of view?
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. Additional Activity
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL
DAILY LESSON LOG

G. Finding practical applications of concepts Based from the article provided, have them point out the benefit of being free
from biases.
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. Additional Activity
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL
DAILY LESSON LOG

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
A. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
B. Performance Standards
and properties as a written material.
Formulates evaluative statements about a text read (EN11/12RWS-IVac-9)
a. Formulates assertions about the content and properties of a text read
C. Learning Competencies/ Objectives (EN11/12RWS-IVac-9.1)
b. Formulates meaningful counterclaims in response to claims made in a text
read (EN11/12RWS-IVac-9.2)
II. CONTENT FORMULATING ASSERTIONS
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages Pages
6) Learner’s Materials pages Pages
7) Textbook pages Pages
8) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students about formulating evaluative statements.
the new lesson
The students shall be able to:
B. Establishing a purpose for the lesson
Formulate assertions about the content and properties of a text read.
Prompt:
C. Presenting examples/ instances of the new What is an assertion?
lesson What should you do before formulating an assertion?
How can you formulate an assertion?
Discuss what assertion is and its purposes.
An assertion is a statement used to make a declaration or to express strong belief
on a particular topic, often without evidence. An assertion can be formulated
D. Discussing new concepts and practicing
after reading a story or a poem, and even after watching a play. The purpose of
new skills #1
writing an assertion is for the writer to convey directly an idea or feeling and to
convince the reader to accept the writer’s interpretation of a particular literary
work.
Discuss the types of assertions.
 I - Language Assertion is a statement used to express the feeling and
preference of the writer.
E. Discussing new concepts and practicing  Basic Assertion is a statement used to express the writer's feelings,
new skills #2 beliefs, and opinions directly.
 Emphatic Assertion is a statement used to express empathy or on
how a person understands the feelings and emotions of the literary
author.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Have the students cite specific situations when giving assertions is necessary.
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Pen-Paper-Test
I. Evaluating Learning
Choose the letter of the correct answer.
J. Additional Activity

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
Understands the relationship of a written text and the context in which it was
A. Content Standards
developed.
Writes a 1000-word critique of a selected text on the basis of claim/s, context,
B. Performance Standards
and properties as a written material.
Formulates evaluative statements about a text read (EN11/12RWS-IVac-9)
a. Formulates assertions about the content and properties of a text read
C. Learning Competencies/ Objectives (EN11/12RWS-IVac-9.1)
b. Formulates meaningful counterclaims in response to claims made in a text
read (EN11/12RWS-IVac-9.2)
II. CONTENT DETERMINING TEXTUAL EVIDENCE
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages Pages
6) Learner’s Materials pages Pages
7) Textbook pages Pages
8) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review what assertion is. Have the students explain each type of assertions.
the new lesson Review what is counterclaim and how to formulate it.
At the end of the lesson, you are expected to determine textual evidence to
B. Establishing a purpose for the lesson
validate assertions and counterclaims made about a text read.
C. Presenting examples/ instances of the new Prompt:
lesson What is textual evidence? Why is it important to identify them?
Discuss Textual Evidence.
In formulating assertions and counterclaims about a text, it is important that you
D. Discussing new concepts and practicing
support your statements with textual evidence. Textual evidence is information
new skills #1
gathered from the text that supports your assertion or counterclaim about the
text.
Discuss the types of textual evidence.
 Paraphrasing is restating the text in your own words.
E. Discussing new concepts and practicing  Summarizing is restating the text in a shorter way using your own
new skills #2 words.
 Referencing is mentioning a specific section of the text.
 Quoting is stating a part of a text in the exact way it was written.
Read the text and answer this question.
F. Developing mastery What textual evidence can you determine from the text to support your
(Leads to Formative Assessment 3)
assertions and counterclaims about the text?
Why is it necessary to support your claims with evidence?
G. Finding practical applications of concepts
What particular aspect in your life that you need to prove and to support your
and skills in daily living
claim by giving evidence?
H. Making generalizations and abstractions
about the lesson
Pen-Paper-Test
I. Evaluating Learning
Choose the letter of the correct answer.
J. Additional Activity

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Why is it necessary to support your claims with evidence?

G. Finding practical applications of concepts
What particular aspect in your life that you need to prove and to support your
and skills in daily living
claim by giving evidence?
H. Making generalizations and abstractions
about the lesson
Pen-Paper-Test
I. Evaluating Learning
Choose the letter of the correct answer.
J. Additional Activity

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Name of Teacher: IYRA DANICA J. CELIS Position Title: Secondary School Teacher III
Learning Area READING AND WRITING Grade Level GRADE 11
Section/Time DISIPLINADO/ 10:00-11:00 Date February 11, 2020
Section/Time DETERMINADO/ 1:00-2:00 Quarter THIRD
I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives
useful across disciplines. Position Paper (EN11/12RWS-IVdg-12.4)
K - Identify the features and requirements of a position paper
D. Specific Objectives S - Write a position paper
A - Display biased-free claims
II. CONTENT WRITING A POSITION PAPER
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages Pages
2) Learner’s Materials pages Pages 102-110
3) Textbook pages Pages 102-110
4) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students about the features and requirements of a position paper.
the new lesson
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Discuss the four steps that can help them write an effective position paper.
1) Select a topic
D. Discussing new concepts and practicing
2) Do your research
new skills #1
3) Formulate a thesis statement
4) Organize the structure of your paper
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Share Your Thoughts:
G. Finding practical applications of concepts
I know that it’s very common for us to give our position in an issue. Is there any
and skills in daily living
point in your life that you became biased in giving your stand?
H. Making generalizations and abstractions
about the lesson What are the four steps in writing an effective position paper?
Directions: Write a position paper on any of the topics below.
A. Bullying
B. Teenage Pregnancy
I. Evaluating Learning C. Online Addiction
D. Early Parenting
E. Absenteeism
F. A topic of your choice
J. Additional Activity

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learner understands the requirements of composing academic writing and
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives useful across disciplines.
Book Review or Article Critique (EN11/12RWS-IVdg-12)
At the end of the lesson, you will be able to identify the unique features of a
D. Specific Objectives book review or an article critique and the various disciplines that typically
require it.
II. CONTENT MAKING A BOOK REVIEW OR A CRITIQUE
III. LEARNING RESOURCES
A. References
5) Teacher’s Guide pages Pages
6) Learner’s Materials pages Pages
7) Textbook pages Pages
8) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students about the features and requirements of a position paper.
the new lesson
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
Lesson Prompt:
1. What is the book or article that you have read most recently?
C. Presenting examples/ instances of the new
2. How did you find it?
lesson
3. What subjects in school usually require you to read a book or an article
and then write an essay about it?
Distribute a sample of a book review and an article critique and have the
D. Discussing new concepts and practicing students read it critically. Elicit different observations from the students.
new skills #1
Discuss what book review and article critique are.
E. Discussing new concepts and practicing
Introduce the Writing “Book Review” Organizer to the students.
new skills #2
Using a Veen Diagram, illustrate the features of a book review and article
F. Developing mastery critique.
(Leads to Formative Assessment 3)

Share Your Thoughts:

G. Finding practical applications of concepts

and skills in daily living

How is Iceberg related analysing a book or an article?

H. Making generalizations and abstractions What is book review? Article critique?
about the lesson What are the features of book review and article critique?
I. Evaluating Learning
J. Additional Activity

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

G. Finding practical applications of concepts Share Your Thoughts:

and skills in daily living
How is Iceberg related analysing a book or an article?
H. Making generalizations and abstractions What is book review? Article critique?
about the lesson What are the features of book review and article critique?
I. Evaluating Learning
J. Additional Activity

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

G. Finding practical applications of concepts Share Your Thoughts:

Prepared by: Checked/Inspected by:

DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives useful across disciplines.
Literature Review (EN11/12RWS-IVdg-12.1)
Define literature review.
D. Specific Objectives
Differentiate MLA and APA referencing styles.
II. CONTENT
III. LEARNING RESOURCES
A. References
17) Teacher’s Guide pages Pages 46-49
18) Learner’s Materials pages Pages 127-136
19) Textbook pages Pages 127-136
20) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students about the features and requirements of a position paper.
the new lesson
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
Skim the sample literature review.
1. What is the topic of this Literature review?
C. Presenting examples/ instances of the new 2. Did you notice the parts of this write-up? What were the parts? What
lesson were the functions of these parts?
3. How did the author end this written work?
4. Was she able to provide evidences about her claims?
D. Discussing new concepts and practicing Discuss the writing structure of a literature review.
new skills #1 Introduce the MLA and APA format.
E. Discussing new concepts and practicing
Differentiate the in-text citations of MLA and APA format.
new skills #2
F. Developing mastery Using a Two-Column Chart describe the MLA and APA format.
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions Explain what literature review is.
about the lesson Differentiate MLA from APA format.
I. Evaluating Learning
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives useful across disciplines.
Research Report (EN11/12RWS-IVdg-12.2)
At the end of this session, you should be able to:
D. Specific Objectives Identify the different parts of a research report.
Value research as a skill that is useful to the disciplines.
II. CONTENT RESEARCH REPORT
III. LEARNING RESOURCES
A. References
25) Teacher’s Guide pages Pages 50-54
26) Learner’s Materials pages Pages 138-148
27) Textbook pages Pages 138-148
28) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students on the meaning and structure of literature review.
the new lesson
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
C. Presenting examples/ instances of the new When was the last time you read a research paper? What is it about? Do you
lesson think research is important in our lives? Why or why not?
Give a brief introduction about what research is.
Research is the “process of posing a research problem, gathering
information, determining relationships, and writing the paper.” After completing
D. Discussing new concepts and practicing
the process, it is usually disseminated through publication or presentation.
new skills #1
Research is a skill that students can master as it requires writing skills, obtaining
information, and posing convincing arguments. The research process cannot be
rushed and it takes time.
E. Discussing new concepts and practicing Discuss the difference between formal and informal research.
new skills #2
Discuss the parts of research report.
F. Developing mastery Using a graphic organizer, describe the parts of a research report.
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts What is the significance of conducting a research in a student like you? In the
and skills in daily living community? In the society?
H. Making generalizations and abstractions What are the parts of research report?
about the lesson Describe each part.
Multiple Choice:
I. Evaluating Learning
Read the sentences carefully then choose the letter of the correct answer.
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives useful across disciplines.
Research Report (EN11/12RWS-IVdg-12.2)
At the end of this session, you should be able to:
D. Specific Objectives Identify the different parts of a research report.
Value research as a skill that is useful to the disciplines.
II. CONTENT RESEARCH REPORT
III. LEARNING RESOURCES
A. References
29) Teacher’s Guide pages Pages 50-54
30) Learner’s Materials pages Pages 138-148
31) Textbook pages Pages 138-148
32) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students on the meaning and structure of literature review.
the new lesson
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
C. Presenting examples/ instances of the new When was the last time you read a research paper? What is it about? Do you
lesson think research is important in our lives? Why or why not?
Give a brief introduction about what research is.
Research is the “process of posing a research problem, gathering
information, determining relationships, and writing the paper.” After completing
D. Discussing new concepts and practicing
the process, it is usually disseminated through publication or presentation.
new skills #1
Research is a skill that students can master as it requires writing skills, obtaining
information, and posing convincing arguments. The research process cannot be
rushed and it takes time.
E. Discussing new concepts and practicing Discuss the difference between formal and informal research.
new skills #2
Discuss the parts of research report.
F. Developing mastery Using a graphic organizer, describe the parts of a research report.
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts What is the significance of conducting a research in a student like you? In the
and skills in daily living community? In the society?
H. Making generalizations and abstractions What are the parts of research report?
about the lesson Describe each part.
Multiple Choice:
I. Evaluating Learning
Read the sentences carefully then choose the letter of the correct answer.
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL
DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives useful across disciplines.
Project Proposal (EN11/12RWS-IVdg-12.3)
At the end of the lesson, you will be able to identify the different kinds of
D. Specific Objectives
proposals and learn how to write a proposal accurately.
II. CONTENT PROJECT PROPOSAL
III. LEARNING RESOURCES
A. References
33) Teacher’s Guide pages Pages 54-56
34) Learner’s Materials pages Pages 149-155
35) Textbook pages Pages 149-155
36) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
Review
A. Reviewing previous lesson or presenting
What are the parts of research report?
the new lesson
Describe each part.
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
What is a project proposal?
C. Presenting examples/ instances of the new
What are the different types of project proposal?
lesson
How should a project proposal be written?
Discuss Project Proposal.
 A Project Proposal sometimes referred to as ‘Terms of Reference’, is a
document used to present the general plan and justification to pursue a
D. Discussing new concepts and practicing
project. It is usually two to four pages in length.
new skills #1
 The purpose of writing a project proposal is to serve as a guide, to get
funding, to convince people to participate, and to serve as a reference
for evaluating the project.
Discuss the types of project proposal.
 Solicited proposal
E. Discussing new concepts and practicing
 Unsolicited proposal
new skills #2
 Grants
Discuss the parts of a project proposal.
I. Read the two examples of project proposal.
F. Developing mastery 1. Note the parts of proposal A and B.
(Leads to Formative Assessment 3) 2. Do they have the same parts?
II. Pen-Paper-Test
G. Finding practical applications of concepts
What do you think are the advantages of doing this kind of academic writing?
and skills in daily living
H. Making generalizations and abstractions Define project proposal? What are the types?
about the lesson Explain each part of project proposal.
I. Evaluating Learning
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing texts that are
C. Learning Competencies/ Objectives useful across disciplines.
Project Proposal (EN11/12RWS-IVdg-12.3)
At the end of the lesson, you will be able to identify the different kinds of
D. Specific Objectives
proposals and learn how to write a proposal accurately.
II. CONTENT PROJECT PROPOSAL
III. LEARNING RESOURCES
A. References
41) Teacher’s Guide pages Pages 54-56
42) Learner’s Materials pages Pages 149-155
43) Textbook pages Pages 149-155
44) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
Review
A. Reviewing previous lesson or presenting
What are the parts of research report?
the new lesson
Describe each part.
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
What is a project proposal?
C. Presenting examples/ instances of the new
What are the different types of project proposal?
lesson
How should a project proposal be written?
Discuss Project Proposal.
 A Project Proposal sometimes referred to as ‘Terms of Reference’, is a
document used to present the general plan and justification to pursue a
D. Discussing new concepts and practicing
project. It is usually two to four pages in length.
new skills #1
 The purpose of writing a project proposal is to serve as a guide, to get
funding, to convince people to participate, and to serve as a reference
for evaluating the project.
Discuss the types of project proposal.
 Solicited proposal
E. Discussing new concepts and practicing
 Unsolicited proposal
new skills #2
 Grants
Discuss the parts of a project proposal.
I. Read the two examples of project proposal.
F. Developing mastery 1. Note the parts of proposal A and B.
(Leads to Formative Assessment 3) 2. Do they have the same parts?
II. Pen-Paper-Test
G. Finding practical applications of concepts
What do you think are the advantages of doing this kind of academic writing?
and skills in daily living
H. Making generalizations and abstractions Define project proposal? What are the types?
about the lesson Explain each part of project proposal.
Group Work:
I. Evaluating Learning
Write a good proposal.
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Prepared by: Checked/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing professional
C. Learning Competencies/ Objectives correspondence
Resume (EN11/12RWS-IVhj-13.1)
K- Interpret the unique features and requirements in composing an effective
resume
D. Specific Objectives
S- Construct a resume
A- Display honesty in writing a resume
II. CONTENT WRITING A RESUME
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 159-161
Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills. Manila: Rex
3) Textbook pages
Bookstore, Inc., pp.159-161
4) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
Review
A. Reviewing previous lesson or presenting
What are the parts of project proposal?
the new lesson
Describe each part.
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
Groupings. Have each group think of something and sell it to the public.
Presentation – advertising a product
C. Presenting examples/ instances of the new
How did they sell the products?
lesson
Applying a job is like selling/advertising ourselves.
How?
Discuss what a resume is.
D. Discussing new concepts and practicing Resume is a formal summary of your experiences, background, and interests as
new skills #1 they relate to employment. It helps a potential employer see how you fit a
particular job position.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Show sample resume of high school student applying for an exchange program
(Leads to Formative Assessment 3) and ask some questions for the students’ understanding.
G. Finding practical applications of concepts Show another sample resume but this time applying for a job and ask some
and skills in daily living questions for the students’ understanding.
H. Making generalizations and abstractions Have the students come up ways on polishing a resume.
about the lesson
I. Evaluating Learning Have the students make their own resume.
J. Additional Activity Have the students research about how to apply for a college admission.
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Name of Teacher: IYRA DANICA J. CELIS Position Title: Secondary School Teacher III
Learning Area READING AND WRITING Grade Level GRADE 11
Section/Time DISIPLINADO/ 10:00-11:00 Date March 5, 2020
Section/Time DETERMINADO/ 1:00-2:00 Quarter FOURTH
I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
The learner produces each type of academic writing and professional
B. Performance Standards correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing professional
C. Learning Competencies/ Objectives correspondence
Application for College Admission (EN11/12RWS-IVhj-13.2)
K- discuss the features and requirements of application for college admission
D. Specific Objectives S-Create an application letter for college admission
A- Display positive vision
II. CONTENT WRITING AN APPLICATION FOR COLLEGE ADMISSION
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 156-159
Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills. Manila: Rex
3) Textbook pages
Bookstore, Inc., pp.156-159
4) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review
the new lesson What is resume? Why do we write a resume?
Inform the students on the importance of writing an application letter for
B. Establishing a purpose for the lesson college admission and an essay as one of the requirement for some colleges
and universities.
Show a sample application letter for college admission and process the
following questions.
Questions:
1. What can you say about the sample letter for college admission?
C. Presenting examples/ instances of the new 3. Does it contains all the features and parts of an effective application letter
lesson for college admission?
4. What are the different parts and features of an effective application letter for
college admission?
5. Why is it important to include or observe all the parts and features in writing
an application letter for college admission?
D. Discussing new concepts and practicing The teacher gives more inputs about the parts and features of an effective
new skills #1 application letter for college admission.

An application letter for college admission is a type of personal business

correspondence which states your intention to study in a particular
college/university. It is sent with a resumé and an essay to provide additional
information on ones skills and experiences as a student.

Parts of an application letter:

E. Discussing new concepts and practicing

new skills #2
Pen and paper test:
F. Developing mastery I. Complete application letter for college admission by supplying the missing
(Leads to Formative Assessment 3) parts.
II. Identify and label each part.
G. Finding practical applications of concepts Is it important to know how to write these kinds of letters? Why?
and skills in daily living
H. Making generalizations and abstractions Explain what college admission/scholarship letter is.
about the lesson
Have the students use the resume they have created in the previous lesson as
I. Evaluating Learning
their basis to write an application letter for college admission.
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

An application letter for college admission is a type of personal business

Parts of an application letter:

a. Letterhead – identifies the writer, his address, contact no., and email address
b. Date – is placed between the letterhead and inside address
c. Inside Address – identifies the reader’s name, position and company, and
address
d. Salutation – refers to the writer’s greeting to the reader
e. Introduction – introduces the writer and the purpose for writing
f. Body – presents the applicant’s work experience, qualifications, and trainings
g. Conclusion – indicates interest for an interview, expresses thanks to the
employer
h. Complimentary Close – refers to an expression used to end a letter
i. Signature Block – indicates the name and signature of the writer
E. Discussing new concepts and practicing
new skills #2
Pen and paper test:
F. Developing mastery I. Complete application letter for college admission by supplying the missing
(Leads to Formative Assessment 3) parts.
II. Identify and label each part.
G. Finding practical applications of concepts Is it important to know how to write these kinds of letters? Why?
and skills in daily living
H. Making generalizations and abstractions Explain what college admission/scholarship letter is.
about the lesson
Have the students use the resume they have created in the previous lesson as
I. Evaluating Learning
their basis to write an application letter for college admission.
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

DAILY LESSON LOG

G. Finding practical applications of concepts As a senior high school students, why is it important to know the proper way of
and skills in daily living using an e-mail?
H. Making generalizations and abstractions Class recitation about the lesson.
about the lesson
I. Evaluating Learning
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:

IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

Department of Education
MIMAROPA Region
Division of Oriental Mindoro
FELIMON M. SALCEDO SR. MEMORIAL NATIONAL HIGH SCHOOL

DAILY LESSON LOG

I. OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards
professional correspondence
B. Performance Standards The learner produces each type of academic writing and professional
correspondence following the properties of well-written texts and process
approach to writing
Identifies the unique features of and requirements in composing professional
C. Learning Competencies/ Objectives correspondence
Various forms of correspondence (EN11/12RWS-IVhj-13.4)
Identify and apply the proper usage of email for office correspondence.
D. Specific Objectives
Send an e-mail and attach a document.
II. CONTENT OFFICE CORRESPONDENCE THROUGH E-MAIL
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages
2) Learner’s Materials pages Pages 162-1635
Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills. Manila: Rex
3) Textbook pages
Bookstore, Inc., pp.156-159
4) Additional Materials from Learning
Quipper.com
Resource (LR) Portal
B. Other Learning Resources Educational sites
IV. PROCEDURES
Review
A. Reviewing previous lesson or presenting What is an e-mail?
the new lesson What are the advantages and disadvantages of using an e-mail for office
correspondence?
B. Establishing a purpose for the lesson Have the students read the lesson objectives.
C. Presenting examples/ instances of the new
lesson
Facilitate a discussion about the proper use of using e-mail.
D. Discussing new concepts and practicing
Discuss the points that should be avoided in using e-mail for office
new skills #1
correspondence.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts As a senior high school students, why is it important to know the proper way of
and skills in daily living using an e-mail?
H. Making generalizations and abstractions Class recitation about the lesson.
about the lesson
Individual Activity:
I. Evaluating Learning
Construct e-mail messages for the following situations. P.165
J. Additional Activity
V. REMARKS
VI. 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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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/Inspected by:
IYRA DANICA J. CELIS GREGORIO A. AMPARO
SST-III Principal I
Date:_____________

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