Republic of the Philippines

Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 1 Sessions 1-4 Quarter 3rd

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
Competencies/ The learner describes a written The learner describes a written The learner describes a written The learner describes a written
Objectives text as connected discourse. text as connected discourse. text as connected discourse. text as connected discourse.

*Subject Orientation The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. demonstrate a. identify transitional a. use appropriate
understanding of a text devices used in a text; transitional devices in
read; and writing.
b. identify the features of a categorize the
text; and transitional devices
c. explain how ideas in a based on their use.
written text can be
connected to one another.
II. Content Written Text as Connected Written Text as Connected Written Text as Connected
Discourse: Connecting Ideas Discourse: Transitional Devices Discourse: Transitional Devices
III. Learning Resources
A. References https://link.quipper.com/en/ http://esolonline.tki.org.nz/ http://esolonline.tki.org.nz/
classes/5827f1d7a182ac0415 ESOL-Online/Teacher- ESOL-Online/Teacher-
00004e/courses needs/Teaching-and-learning- needs/Teaching-and-learning-
sequences/Marine-mammals- sequences/Marine-mammals-
Tiongson, M. & Rodriguez, M. Writing-information- Writing-information-
2016. Reading & Writing texts/Learning-task-3-Cohesive- texts/Learning-task-3-Cohesive-
Skills. Manila: Rex Book Store, devices devices
Inc.
http://yourieltstutor.com/ http://yourieltstutor.com/
cohesive-devices-transitional- cohesive-devices-transitional-
wordsphrases-for-essay-writing/ wordsphrases-for-essay-writing/

English Linguistics Project English Linguistics Project

(ELP) Manual by Jonathan (ELP) Manual by Jonathan
Malicsi Malicsi
B. Materials Comic strips Sample text (newspaper,
Sample recipe articles)
IV. Procedures
A. Warm-up/Review Review previous lesson. Give a 5-item quiz about the
Ask: Why do we need to ensure uses of cohesive devices.
the connection of ideas in a text?
B. Introduction/ Divide the class into 6 groups. Show a text that does not have
Motivation Give each group a disarranged cohesive devise and a text that
comic strip. has cohesive devices.

Ask the students to arrange the Ask the students to compare the
comic strip in correct sequence of two texts.
event.

Let the students present their

answers.
C. Establishing the Pose the question: How do you Ask the students: What do you
Purpose of the Lesson connect ideas when writing? call those words that were added
in the second text?
Define the words “discourse”
(use of words to exchange Tell the students that cohesive
thoughts and ideas in an orderly devices as important in a
 and organized manner), “text” writing.
(data or ideas presentd in printed
form), and “writing” (formation
of visible letters or characters to
express one’s thoughts).
D. Presentation of the 1. Distribute copies of a sample Ask the students: Based on the Show to the students a
Lesson/Delivery recipe. text, how do you define cohesive categorized list of transitional
devices? expressions.
Ask:
2. What kind of text is the Differentiate cohesion and
one you have read? coherence.
3. What makes it a recipe?
4. What are the features of Give the students a text, and let
the text? them identify as many cohesive
devices as they can.

Provide a list of the different

uses of cohesive devices.
a. addition
b. contrast
c. comparison
d. sequence
e. examples
f. consequence
g. emphasis/certainty
h. condition
i. summary
j. reason
k. concession
(accepting/acknowledgi
ng something as true)
E. Practice/Evaluation Let the students categorize the
cohesive devices they have
identified based on their uses.
F. Making Generalization Let the students answer the
question posed at the beginning
of the lesson.
V. Assessment Ask the students to write an
 essay narrating what they would
do if they saw their favorite
celebrity.

Rubric:
a. correct usage of
cohesive devices
b. smooth flow of ideas
correct grammar and mechanics
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

Republic of the Philippines

Department of Education
Region 1
 City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 2 Session 5-8 Quarter 3rd

SESSION 5 SESSION 6 SESSION 7 SESSION 8

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-2 EN11/12RWS-IIIa-2 EN11/12RWS-IIIbf-3
Competencies/ The learner describes a written The learner distinguishes The learner distinguishes EN11/12RWS-IIIbf-3.1
Objectives text as connected discourse. between and among techniques in between and among techniques
selecting and organizing in selecting and organizing The learner distinguishes
information information between and among patterns of
- brainstorming list - topic outline development in writing across
- graphic organizer - sentence outline disciplines

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. differentiate reading a. identify techniques in a. define and discuss the a. identify the different
from writing; and selecting and organizing nature of outlining. patterns of development;
b. establish the connection information. b. identify and differentiate b. define narration pattern;
between reading and b. determine c. familiarizes the language
the types of outlining.
writing. features of narration; and
d. recognizes texts that use
c. make an outline of a the narration pattern of
given text using both development.
types following the rules
 in outlining.

II. Content Written Text as Connected Techniques in Selecting and Techniques in Selecting and Patterns of Development
Discourse: Connection between Organizing Information Organizing Information Narration
Reading and Writing - brainstorming list - topic outline
- graphic organizer - sentence outline

III. Learning Resources

A. References https://link.quipper.com/en/ Sentones A.M. et. al. 2016. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
classes/5827f1d7a182ac0415 Integrated English for Effective 2016. Reading & Writing 2016. Reading & Writing
00004e/courses Communication. Phoenix Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Publishing House Inc.. Manila Inc. Inc.
Sentones A.M. et. al. 2016.
Integrated English for Effective English Linguistics Project (ELP)
Communication. Phoenix Manual by Jonathan Malicsi
Publishing House Inc.. Manila
B. Materials
IV. Procedures
A. Warm-up/Review Review of the previous lesson. Review of the previous lesson. Review of the previous lesson. Review of the previous lesson

B. Introduction/ The teacher will show a Divide the class into 5 small Divide the class into 5 small Fact or Bluff Activity
Motivation quotation about reading and groups. Let them brainstorm on groups. Let them arrange the
writing. He will ask the students the different activities that they strips of paper provided.
about the meaning of the will do during their Christmas
quotation. Party.
C. Establishing the Pose the question: What is the Pose the questions: How did you Word Rebus Activity
Purpose of the Lesson connection of reading and organize your ideas? What
writing? technique did you use to organize
it?

D. Presentation of the Interactive Discussion using Interactive Discussion on the Interactive Discussion on the Interactive Discussion on the
Lesson/Delivery powerpoint presentation. Techniques in selecting and Techniques in selecting and different patterns of paragraph
Questions for Discussion organizing information using a organizing information using a development using a power
- How does reading power point presentation. power point presentation. point presentation.
influence writing?
- How does writing
influences?
E. Practice Let the students compare and Pair Work Let the students identify
Group activity : Brainstorming
 contrast reading from writing (Using authentic materials: eg Let the students outline a sample paragraph that uses narration
using venn diagram. brochures) text given by the teacher. pattern of development
F. Making Generalization The teacher will asked the Response Card
students what they have learned
in the lesson using the Give Me
Five Technique
V. Assessment Let them use the graphic Individual Task Individual Task
organizers being discussed in Let the students make an outline Paragraph Writing - Narration
organizing their ideas. of a given text using both types
following the rules in outlining.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

Republic of the Philippines

Department of Education
Region 1
 City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 3 Session 9-12 Quarter 3rd

SESSION 9 SESSION 10 SESSION 11 SESSION 12

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning EN11/12RWS-IIIbf-3.1 EN11/12RWS-IIIbf-3.2 EN11/12RWS-IIIbf-3.2 EN11/12RWS-IIIbf-3.3
Competencies/ The learner distinguishes The learner distinguishes The learner distinguishes The learner distinguishes
Objectives between and among patterns of between and among patterns of between and among patterns of between and among patterns of
development in writing across development in writing across development in writing across development in writing across
disciplines disciplines disciplines disciplines

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. write a well-structured a. identify the different a. write a well-structured b. identify the different
paragraph applying the patterns of development; paragraph applying the patterns of development;
narration pattern of b. define description pattern; description pattern of c. define definition pattern;
development. c. familiarizes the language development. d. familiarizes the language
features of description; and features of definition; and
d. recognizes texts that use e. recognizes texts that use
the description pattern of the definition pattern of
development. development.
II. Content Patterns of Development Patterns of Development Patterns of Development Patterns of Development
Narration Description Description Definition
III. Learning Resources
 A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  Paper and Pencil  PowerPoint Presentation Paper and Pencil  PowerPoint Presentation
 Visual Materials  Visual Materials

IV. Procedures
A. Warm-up/Review Q & A on the previous KWL Chart Q & A on the previous KWL Chart
discussion discussion
B. Introduction/ Pair Work Activity: Describe Me Pair Work Fact or Bluff Activity
Motivation
Let the students find a partner. Let the students find and partner
Let them share to each other their and exchange bags. Let them
most significant experience in open the bag of their classmate
life. and describe it.
C. Establishing the Let the students construct Word Rebus Activity
Purpose of the Lesson sentences using the descriptive
words they mentioned in the first
activity
D. Presentation of the Interactive discussion on the Interactive discussion on the
Lesson/Delivery description pattern of paragraph definition pattern of paragraph
development using a power point development using a power
presentation. point presentation.
E. Practice Let the students identify Let the students identify
paragraph that uses description paragraph that uses definition
pattern of development. pattern of development.

F. Making Generalization KWL Chart KWL Chart

Let the students write and share Let the students write and share
what they have learned from the what they have learned from the
discussion. discussion.

V. Assessment Individual Task Group Work: Individual Task Group Work:

 Tell the students to narrate their Paragraph writing using the Tell the students to write a well- Paragraph writing using the
most significant experience in description pattern. structured paragraph applying definition pattern.
life by writing a well-structured the description pattern of
paragraph applying the narration development.
pattern of development.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II
 Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 4 Session 13-16 Quarter 3rd

SESSION 13 SESSION 14 SESSION 15 SESSION 16

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning EN11/12RWS-IIIbf-3.3 EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.5
Competencies/ The learner distinguishes The learner distinguishes The learner distinguishes The learner distinguishes
Objectives between and among patterns of between and among patterns of between and among patterns of between and among patterns of
development in writing across development in writing across development in writing across development in writing across
disciplines disciplines disciplines disciplines

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. write a well-structured a. identify the different a. write a well-structured a. identify the different
paragraph applying the patterns of development; paragraph applying the patterns of development;
definition pattern of b. define classification classification pattern of b. define comparison and
development. pattern; development. contrast pattern;
c. familiarizes the language c. familiarizes the
features of classification; language features of
and definition; and
d. recognizes texts that use d. recognizes texts that use
 the classification pattern of the comparison and
development. contrast pattern of
development.
II. Content Patterns of Development Patterns of Development Patterns of Development Patterns of Development
Definition Classification Classification Comparison and Contrast
III. Learning Resources
A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  Paper and Pencil  PowerPoint Presentation Paper and Pencil  PowerPoint Presentation
 Visual Materials  Visual Materials

IV. Procedures
A. Warm-up/Review Q & A on the previous KWL Chart Q & A on the previous KWL Chart
discussion discussion
B. Introduction/ Using a concept map, let the Agreement Circle Activity Pair Work Word Rebus Activity
Motivation students associate words related
to the word LOVE. Let the students find and partner
and exchange bags. Let them
open the bag of their classmate
and describe it.
C. Establishing the Let the students answer the Let the students answer the
Purpose of the Lesson question: Why do you need to question: What’s the use of
classify things? comparison and contrast?
D. Presentation of the Interactive discussion on Interactive discussion on
Lesson/Delivery classification pattern of comparison and contrast pattern
paragraph development using a of paragraph development using
power point presentation. a power point presentation.
E. Practice Let the students identify Let the students identify
paragraph that uses classification paragraph that uses comparison
pattern of development. and contrast pattern of
development.
 F. Making Generalization KWL Chart KWL Chart
Let the students write and share Let the students write and share
what they have learned from the what they have learned from the
lesson. lesson.
V. Assessment Individual task Group Work: Individual task Group Work:

Tell the students to define love Paragraph writing using the Tell the students to write a well- Paragraph writing using the
by writing a well-structured description pattern. structured paragraph applying description pattern.
paragraph applying the definition the description pattern of
pattern of development. They development.
must use the words given in their
previous activity.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II
 Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 5 Session 17-20 Quarter 3rd

SESSION 17 SESSION 18 SESSION 19 SESSION 20

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning EN11/12RWS-IIIbf-3.5 EN11/12RWS-IIIa-3.6 EN11/12RWS-IIIa-3.6 EN11/12RWS-IIIa-3.7
Competencies/ The learner distinguishes The learner distinguishes The learner distinguishes The learner distinguishes
Objectives between and among patterns of between and among patterns of between and among patterns of between and among patterns of
development in writing across development in writing across development in writing across development in writing across
disciplines disciplines disciplines disciplines

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. write a well-structured a. identify the different a. write a well-structured a. identify the different
paragraph applying the patterns of development; paragraph applying patterns of development;
comparison and contrast b. define cause and effect; the cause and effect b. define problem and
pattern of development. c. familiarizes the language pattern of solution pattern;
features of description; development. c. familiarizes the
and language features of
 d. recognizes texts that use definition; and
the cause and effect d. recognizes texts that use
pattern of development. the definition pattern of
development.
II. Content Patterns of Development Patterns of Development Patterns of Development Patterns of Development
Comparison and Contrast Cause and Effect Cause and Effect Problem and Solution
III. Learning Resources
A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  Paper and Pencil  PowerPoint Presentation Paper and Pencil  PowerPoint Presentation
 Visual Materials  Visual Materials

IV. Procedures
A. Warm-up/Review Q & A on the previous KWL Chart Q & A on the previous KWL Chart
discussion discussion
B. Introduction/ The teacher will be showing two Fact or Bluff Activity Situation Analysis Choral Response Activity
Motivation unlike objects to the students.
The students are tasked to look Let the students analyse a
into the similarities and problem by determining the
differences of the two unlike cause and its effect.
objects.
C. Establishing the The teacher will present a \The teacher will present a
Purpose of the Lesson situation for the students to problem. The students are tasked
analyse. The students are tasked to suggest possible solution to
to determine the cause and effect the problem
of the problem.
D. Presentation of the Interactive discussion on cause Interactive discussion on
Lesson/Delivery and effect pattern of paragraph problem-solution pattern of
development using a power point paragraph development using a
presentation. power point presentation.
E. Practice Let the students identify Let the students identify
paragraph that uses cause and paragraph that uses problem-
effect pattern of development. solution pattern of development.
 F. Making Generalization KWL Chart KWL Chart
Let the students write and share Let the students write and share
what they have learned from the what they have learned from the
lesson. lesson.
V. Assessment Individual task Group Work: Individual task Group Work:

The students will write a well- Paragraph writing using the cause Tell the students to write a well- Paragraph writing using the
structured paragraph applying the and effect pattern. structured paragraph applying problem solution pattern.
comparison and contrast pattern the description pattern of
of development. development.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II
 Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 6 Session 21-24 Quarter 3rd

SESSION 21 SESSION 22 SESSION 23 SESSION 24

I. Objectives
D. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
E. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
F. Learning EN11/12RWS-IIIbf-3.7 EN11/12RWS-IIIa-3.8 EN11/12RWS-IIIa-3.8 EN11/12RWS-IIIgh-4, 4.1
Competencies/ The learner distinguishes The learner distinguishes The learner distinguishes The learner identifies properties
Objectives between and among patterns of between and among patterns of between and among patterns of of a well-written text.
development in writing across development in writing across development in writing across
disciplines disciplines disciplines

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. write a well-structured a. identify the different a. write a well-structured a. determine the properties
paragraph applying the patterns of development; paragraph applying the of a well written text.
problem - solution b. define persuasion persuasion pattern of b. define organization as
pattern of development. pattern; development. one of the properties of a
c. familiarizes the language well-written text.
features of description; c. arrange jumbled
and sentences to follow
d. recognizes texts that use organization.
 the persuasion pattern of
development.
II. Content Patterns of Development Patterns of Development Patterns of Development Properties of a well-written text
Problem and Solution Persuasion Persuasion Organization
III. Learning Resources
a. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
b. Materials  Paper and Pencil  PowerPoint Presentation Paper and Pencil  PowerPoint Presentation
 Visual Materials  Visual Materials

IV. Procedures
G. Warm-up/Review Q & A on the previous KWL Chart Q & A on the previous KWL Chart
discussion discussion
H. Introduction/ Let the students determine a Choral Response Activity Ask the students to answer the Word Rebus Activity
Motivation problem in the school and question: How can you convince
suggest possible solutions to it. your classmate who is always
absent to come to school
everyday?
I. Establishing the Let the students watch a video. Jigsaw Puzzle Activity
Purpose of the Lesson Let them identify the purpose of
the speaker.
J. Presentation of the Interactive discussion persuasion Interactive discussion about the
Lesson/Delivery pattern of paragraph development properties of a well written text
using a power point presentation. with organization as the main
focus.
K. Practice Let the students identify Pair Work
paragraph that uses persuasion
pattern of development. Let the students accomplish a
worksheet. The worksheet
contains a paragraph which do
not follow proper organization
of ideas. The students are then
tasked to arrange the ideas and
omit irrelevant sentences.
 L. Making Generalization KWL Chart KWL Chart
Let the students write and share Let the students write and share
what they have learned from the what they have learned from the
lesson. lesson.
V. Assessment Individual task Group Work: Individual task Group Work:

The students will write a well- Paragraph writing using the Tell the students to write a well- The students are tasked to
structured paragraph applying the persuasion pattern. structured paragraph applying critique a paragraph focusing on
problem-solution pattern of the persuasion pattern of organization.
development. development.
VI. Remarks
M. No. of Learners within
Mastery Level (80%)
N. No. of Leaners Needing
Remediation
O. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II
 Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Week 7 Session 25-28 Quarter 3rd

SESSION 25 SESSION 26 SESSION 27 SESSION 28

I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning EN11/12RWS-IIIgh-4.2 EN11/12RWS-IIIgh-4.3 EN11/12RWS-IIIgh-4.4 EN11/12RWS-IIIgh-4, 4.1
Competencies/ The learner identifies properties The learner identifies properties The learner identifies properties The learner identifies properties
Objectives of a well-written text. of a well-written text. of a well-written text. of a well-written text.

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
d. determine the properties g. determine the properties j. determine the properties m. determine the properties
of a well written text. of a well written text. of a well written text. of a well written text.
e. define coherence as one h. define language use as k. define coherence as one n. define organization as
of the properties of a one of the properties of a of the properties of a one of the properties of a
well-written text. well-written text. well-written text. well-written text.
f. use transitional markers i. analyse a given text l. Use transitional markers o. arrange jumbled
to follow coherence in focusing of language use. to follow coherence in sentences to follow
writing a paragraph writing a paragraph organization.

II. Content Properties of a well-written text Properties of a well-written text Properties of a well-written text Properties of a well-written text
 Coherence and Cohesion Coherence and Cohesion Coherence and Cohesion Organization
III. Learning Resources
A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  PowerPoint Presentation  PowerPoint Presentation  PowerPoint Presentation  Paper and Pencil
 Visual Materials  Visual Materials  Visual Materials  Rubrics
 Paper and Pencil  Paper and Pencil  Paper and Pencil

IV. Procedures
A. Warm-up/Review Q & A on the previous KWL Chart Q & A on the previous
discussion discussion
B. Introduction/ Find my Partner Activity Fact of Bluff Activity Word Rebus Activity
Motivation
C. Establishing the Let the students answer the
Purpose of the Lesson question: Why do we need to
connect our ideas when we are
writing?
D. Presentation of the Interactive discussion about the Interactive discussion about the Interactive discussion about the
Lesson/Delivery properties of a well written text properties of a well written text properties of a well written text
with coherence as the main focus. with language use as the main with mechanics as the main
focus. focus.
E. Practice Individual Task Pair Work Group Work

Let the students accomplish a Let the students critique a text Let the students critique a text
worksheet by supply the correct focusing on language use. They focusing on mechanics.
transitional markers to make the need to annotate the text if it uses
paragraph coherent. proper language or not.

F. Making Generalization POMS – Point of Most KWL Chart POMS – Point of Most
Significance Let the students write and share Significance
what they have learned from the
lesson.

V. Assessment Group Work Performance Task

 The students will critique a
Let the students construct a chosen sample of each pattern
paragraph using the given focusing on information
transitional markers. selection, organization and
development.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II
 Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Quarter 3rd

SESSION 29 SESSION 30 SESSION 31 SESSION 32

I. Objectives
D. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
E. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
F. Learning EN11/12RWS-IIIij-6 EN11/12RWS-IIIij-6 EN11/12RWS-IIIij-6 EN11/12RWS-IIIij-6
Competencies/ The learner identifies claims The learner identifies claims The learner identifies claims The learner identifies claims
Objectives explicitly or implicitly made in a explicitly or implicitly made in a explicitly or implicitly made in a explicitly or implicitly made in a
written text written text written text written text
a. Claim of fact a. Claim of fact a. Claim of fact a. Claim of fact
b. Claim of policy b. Claim of policy b. Claim of policy b. Claim of policy
c. Claim of value c. Claim of value c. Claim of value c. Claim of value

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. Define claim of fact; a. identifies claims explicitly or a. identifies claims explicitly or a. identifies claims explicitly or
b. implicitly made in a written text implicitly made in a written text implicitly made in a written text
identifies claims explicitly or a. Claim of fact a. Claim of fact a. Claim of fact
implicitly made in a written text b. Claim of policy b. Claim of policy b. Claim of policy
a. Claim of fact c. Claim of value c. Claim of value c. Claim of value
b. Claim of policy
 c. Claim of value

II. Content Properties of a well-written text Properties of a well-written text Properties of a well-written text Properties of a well-written text
Coherence and Cohesion Coherence and Cohesion Coherence and Cohesion Organization
III. Learning Resources
C. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
D. Materials  PowerPoint Presentation  PowerPoint Presentation  PowerPoint Presentation  Paper and Pencil
 Visual Materials  Visual Materials  Visual Materials  Rubrics
 Paper and Pencil  Paper and Pencil  Paper and Pencil

IV. Procedures
G. Warm-up/Review Q & A on the previous KWL Chart Q & A on the previous
discussion discussion
H. Introduction/ Find my Partner Activity Fact of Bluff Activity Word Rebus Activity
Motivation
I. Establishing the Let the students answer the
Purpose of the Lesson question: Why do we need to
connect our ideas when we are
writing?
J. Presentation of the Interactive discussion about the Interactive discussion about the Interactive discussion about the
Lesson/Delivery properties of a well written text properties of a well written text properties of a well written text
with coherence as the main focus. with language use as the main with mechanics as the main
focus. focus.
K. Practice Individual Task Pair Work Group Work

Let the students accomplish a Let the students critique a text Let the students critique a text
worksheet by supply the correct focusing on language use. They focusing on mechanics.
transitional markers to make the need to annotate the text if it uses
paragraph coherent. proper language or not.

L. Making Generalization POMS – Point of Most KWL Chart POMS – Point of Most
Significance Let the students write and share Significance
what they have learned from the
 lesson.

V. Assessment Group Work Performance Task

The students will critique a
Let the students construct a chosen sample of each pattern
paragraph using the given focusing on information
transitional markers. selection, organization and
development.
VI. Remarks
D. No. of Learners within
Mastery Level (80%)
E. No. of Leaners Needing
Remediation
F. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

1. Explains critical reading as looking for ways of thinking.

Objectives:

The learners should be able to:

1. Define critical reading as a way of thinking and reasoning

2. Differentiate literal reading from critical reading

3. Discuss the principles of critical reading

4. Apply the strategies of critical reading through creative presentation

2. Identifies claims
explicitly or implicitly
made in a

2. 1. Claim of Fact
a. distinguishes
between fact and
opinion in
information text;
b. records facts,
opinions on Fact vs.
 Opinion Chart; and
c. writes a summary of
the facts from given
article.

2. 2. Claim of
Policy
a. Identifies and
clarifies a problem
based on blog
presented as a claim
of policy;

b. reviews policy in the

school manual and
vote on which policy
they feel the
strongest about; and

c. write a letter with

claim, results, and
recommendation to
the appropriate
audience based on a
presented
investigation of the
policy in question;

2. 3. Claim of Value
a. understands what a
statement of value
 is;
b. identifies what must
be done to
adequately support
a statement of
value; and
c. writes a resolution
on statement of
value
a. recalls concepts on the
different claims in a
written text;
b. recognizes texts that
uses different claims;
and
c. writes sample text using
different claims.

Republic of the Philippines

Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

 Grades 1 to 12 School Batac National High School Grade Level 11
DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Quarter 4th

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standard The learner understands the relationship of a written text and the context in which it was developed.
B. Performance Standard The learner writes a 1000-word critique of a selected text on the basis of its claims, context, and properties as a written material.
C. Learning Competencies/ EN11/12RWS-IVac-7 EN11/12RWS-IVac-7 EN11/12RWS-IVac-7 EN11/12RWS-IVac-7
Objectives The Learner identifies the context The Learner identifies the The Learner identifies the The Learner identifies the
in which a text was developed context in which a text was context in which a text was context in which a text was
a. hypertext developed developed developed
b. intertext a. hypertext a. hypertext a. hypertext
b. intertext b. intertext b. intertext

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. define intertextuality, and a. define intertextuality, and a. define intertextuality, and a. define intertextuality; and
b. identify and differentiate b. identify and differentiate b. identify and differentiate b. identify and differentiate
various connections presented by various connections presented by various connections presented by various connections presented by
intertextuality intertextuality intertextuality intertextuality.

II. Content Context of Text Development Context of Text Development Context of Text Development Context of Text Development

III. Learning Resources

A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  PowerPoint  PowerPoint  PowerPoint  PowerPoint
 Music Videos  Video clips  Mobile phones  Mobile phones/ tablet
 Reading materials  Laptop
IV. Procedures
A. Warm-up/Review Sing it Out. Students will pass Sing it Out. Have the students Pass the Rolled Paper. Let the
the mic from one another and sing words and phrases relevant class form a big circle and pass a
sing the following songs: to the previous discussion. rolled paper. When the music
 Katy Perry’s Roar stops, the one holding the rolled
 Survivor’s Eye of the paper will answer a certain
Tiger question about the previous
 Queen’s We are the discussion.
Champions
B.Introduction/ Motivation Ask the students what Katy Say: Intertextuality is when a Say: The ways we read are
Perry’s song is all about. Ask the text‘s meaning (story, book, constantly being molded by
students what the line “eye of the article, song, video, movie) is whatever technological
tiger” means in Perry’s song and influenced by another text. innovations, devices and
if they have heard the saying platforms come around.
before.
C. Establishing the Let the students answer the
Purpose of the Lesson question: Why do we need to
connect our ideas when we are
writing?
D. Presentation of the Use their responses (prior to the Let the class open their mobile
Lesson/Delivery first song) then show students phones and browse certain links
Survivor’s 1980s music video that will help them understand
Eye of the Tiger.  Ask students, the lesson.
“How does this video inform
your understanding of Katy
Perry’s song Roar?  In what ways
does this song change your
understanding of Katy Perry’s
song? “
Discuss intertextuality.
E. Practice Next show the students Queen’s Have the factions (Abnegation, Students explore a class inquiry
video We are the Champions and Amity, Candor, Erudite, and project, collecting Web-based
ask students the connections Dauntless) watch video clips of resources that can be used to
between the previous songs. J. K. Rowling’s Harry Potter and better understand J. K.
“What are the messages all three JRR Tolkien’s Lord of the Rings Rowling’s Harry Potter and JRR
of these artists trying to Trilogy and read the synopsis of Tolkien’s Lord of the Rings
communicate?” the said novels. Trilogy.
 F. Making Generalization POMS – Point of Most KWL Chart POMS – Point of Most
Significance Let the students write and share Significance
what they have learned from the
lesson.

V. Assessment Formative Assessment: Formative Assessment: Formative Assessment: Formative Assessment:

Break students up into small Have them share their findings. Hypertext reading and writing.
groups and have them look at the Using Web-authoring software
lyrics of all three songs to look (ReadWriteThink Webbing
across the texts for Tool), factions will create their
commonalities and reoccurring own Websites with the parts of
patterns. Students can share their the stories hyperlinked to each
findings with the large class after other. Web pages may be
6-8 minutes of small group uploaded to the Internet, or they
discussion. can be saved on flash drives and
projected for class viewing.

VI. Remarks
A. No. of Learners within
Mastery Level (80%)

B. No. of Leaners Needing

Remediation

C. Other Remarks
 Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

Day 1 Day 2 Day 3 Day 4

LEARNING ACTIVITY
March 6-7 March 6-7 March 9-10 March 9-10
I. OBJECTIVES Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
1. identifies the unique features of 1. identifies the unique features 1. identifies the unique features of 1. identifies the unique
and requirements in composing of and requirements in and requirements in composing features of and
texts that are useful across composing texts that are texts that are useful across requirements in composing
disciplines useful across disciplines disciplines texts that are useful across
a. Book Review or Article Critique a. Book Review or Article Critique a. Book Review or Article Critique disciplines
EN11/12RWS-IVdg-12.1 EN11/12RWS-IVdg-12.1 EN11/12RWS-IVdg-12.1 a. Book Review or Article
Specific Objectives: Specific Objectives: Specific Objectives: Critique
1. define book review and article 1. apply the steps by writing a 1. define book review and article EN11/12RWS-IVdg-
 critique review of a book turned into critique 12.1
2. identify the steps in writing a movie using only six words (it 2. identify the steps in writing a Specific Objectives:
book review can be the essence of the book review 1. apply the steps by writing
3. differentiate the parts of writing story, reaction to the book 3. differentiate the parts of a review of a book turned
a book review turned into movie, on a writing a book review into movie using only six
favourite character/scene) words (it can be the
essence of the story,
reaction to the book
turned into movie, on a
favourite character/scene)
II. TOPICS Purposeful Writing in the Disciplines Purposeful Writing in the Disciplines Purposeful Writing in the Disciplines Purposeful Writing in the
and for Professions and for Professions and for Professions Disciplines and for Professions
a. Book Review or Article Critique a. Book Review or Article Critique a. Book Review or Article Critique a. Book Review or Article
Critique
III. MATERIALS  PowerPoint  Movie (Heneral Luna)  PowerPoint  Movie (Heneral Luna)
 Novel/Book  Novel/Book
 Pizza shaped papers  Pizza shaped papers
 Book review samples
References: Tiongson, M. & Rodriguez, References: Tiongson, M. & References: Tiongson, M. & Rodriguez, References: Tiongson, M. &
M. 2016. Reading & Writing Skills. Rodriguez, M. 2016. Reading & M. 2016. Reading & Writing Skills. Rodriguez, M. 2016. Reading &
Manila: Rex Book Store, Inc. Writing Skills. Manila: Rex Book Manila: Rex Book Store, Inc. Writing Skills. Manila: Rex Book
Store, Inc. Store, Inc.

IV. PROCEDURE

a.Warm-Up/Review Ready-to-go Novel/book Treasure Hunt. POMS. Students are asked to identify Ready-to-go Novel/book Treasure POMS. Students are asked to
Pass out novels/books and have the their significant learning they gained Hunt. Pass out novels/books and have identify their significant learning
teams search the: from the previous lesson. the teams search the: they gained from the previous
 characters  characters lesson.
 places  places
 writer’s one word/phrase  writer’s one word/phrase
description to the characters description to the characters
 writer’s biography  writer’s biography
 novel’s gist  novel’s gist
Let the teams write their answer using Let the teams write their answer using
the pizza shaped papers. The team who the pizza shaped papers. The team
finds the most items on the list in the who finds the most items on the list in
allotted time wins. the allotted time wins.
b. Introduction/Motivation Say: What is the book or article that Say: What is the book or article that
you have read most recently? Do you you have read most recently? Do you
also have a novel/book treasure hunt also have a novel/book treasure hunt
 trip with the book you have read? Tell trip with the book you have read? Tell
the class that the best way to thank an the class that the best way to thank an
author is to write a review and one of author is to write a review and one of
the basic requirements in school is to the basic requirements in school is to
write a book review/article critique. write a book review/article critique.
c. Presentation of the Use their responses to introduce the Use their responses to introduce the
lesson topic through a PowerPoint topic through a PowerPoint
presentation. Encourage students to presentation. Encourage students to
participate in the discussion. participate in the discussion.

d. Practice Have the teams identify the sentences Film viewing of Heneral Luna. Have the teams identify the sentences Film viewing of Heneral Luna.
that should not be a part of the that should not be a part of the
introduction, body and conclusion of a introduction, body and conclusion of a
book review. book review.
e. Evaluation Formative Assessment: Formative Assessment: Formative Assessment: Formative Assessment:

Have the teams arrange the steps in Let them share their book review. Have the teams arrange the steps in
writing a book review using the writing a book review using the Let them share their book review.
samples. samples.

Give Me Five Technique/Strategy. Ask Give Me Five Technique/Strategy. Ask

the learners to give five big ideas about the learners to give five big ideas
the topic. about the topic.
I. REMARKS Number of students who mastered the Number of students who mastered Number of students who mastered the Number of students who mastered
lesson(s): ________ the lesson(s): ________ lesson(s): ________ the lesson(s): ________

Signature of the teacher: Signature of the teacher: Signature of the teacher: Signature of the teacher:
____________________ ____________________ ___________________ ____________________

Republic of the Philippines

Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
 Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Quarter 4th

SESSION 25 SESSION 26 SESSION 27 SESSION 28

I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance Standard The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
C. Learning Competencies/ EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13
Objectives The learner identifies the unique The learner identifies the unique The learner identifies the unique The learner identifies the unique
features of and requirements in features of and requirements in features of and requirements in features of and requirements in
composing professional composing professional composing professional composing professional
correspondence. correspondence: correspondence correspondence
a. Resume a. Resume a. Resume

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. define business a. define resume; and a. research tips on how to make a a. make a good resume applying
correspondence; b. identifies the unique features good resume; and the tips on how to make a good
b. identify the different types of of and requirements in writing a b. discuss to class the tips on resume.
business correspondence; and good resume. how to make a good resume.
c. establish the importance of
business correspondence through
differentiated activities.

II. Content Purposeful writing in the Purposeful writing in the Purposeful writing in the Purposeful writing in the
Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions
 - Business - Business - Business - Business
Correspondence Correspondence Correspondence Correspondence

III. Learning Resources

A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  Laptop  Laptop  Laptop  Laptop
 Projector  Projector  Projector  Paper and Ballpen
 PowerPoint Presentation  PowerPoint Presentation  Powerpoint Presentation

IV. Procedures
A. Warm-up/Review Let the students identify the Fact or Bluff Activity
different parts of a letter by
showing a sample letter on
screen.
B. Introduction/ Motivation KWL Chart Sentence Auction Game
Ask the students what they know
and what they want to learn about
the topic.

C. Establishing the Purpose of Pose the question: What is Let the students determine if the
the Lesson business correspondence? sentence they bought in the
previous activity is correct or
wrong. Introduce the lesson.
D. Presentation of the Interactive discussion of the topic Interactive discussion of the Group Work
Lesson/Delivery using powerpoint presentation topic using powerpoint The students will discuss to class
presentation the tips on how to make a good
resume.
E. Practice Let the students show a creative Group Work Let the students write their
presentation depicting the The students will answer a career objective depending on
importance of business worksheet on the features of and the position they wish to apply
correspondence. requirements in writing a good for.
resume.
F. Making Generalization KWL Chart POMS – Point of Most POMS – Point of Most
 Let the students write and share Significance Significance
what they have learned from the
lesson.

V. Assessment/Assignment Let the students perform their Assignment Performance Task (Individual)
creative presentation. Let the students be grouped into Using their laptops/computers let
5 small groups. They are tasked the students make a good resume
to research the different tips on applying the tips that they have
how to make a good resume and learned from their reports.
they are going to discuss it to
class using a powerpoint
presentation.

VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

Republic of the Philippines

Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
 Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Quarter 4th

SESSION 29 SESSION 30 SESSION 31 SESSION 32

I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance Standard The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
C. Learning Competencies/ EN11/12RWS-IVhj-13.2 EN11/12RWS-IVhj-13.2 EN11/12RWS-IVhj-13.2 EN11/12RWS-IVhj-13.2
Objectives The learner identifies the unique The learner identifies the unique The learner identifies the unique The learner identifies the unique
features of and requirements in features of and requirements in features of and requirements in features of and requirements in
composing professional composing professional composing professional composing professional
correspondence. correspondence. correspondence. correspondence.
c. Application for Employment c. Application for Employment c. Application for Employment c. Application for Employment

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. define application letter; a. identify the unique features a. discuss the tips on how to a. write an application letter
b. determine the different parts of and requirements in composing make a strong application letter. following the properties of a
a letter; and an application letter. well-written text and process
c. identify the different formats approach.
of letter writing.

II. Content Purposeful writing in the Purposeful writing in the Purposeful writing in the Purposeful writing in the
Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions
- Business - Business - Business - Business
Correspondence Correspondence Correspondence Correspondence
III. Learning Resources
A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  Laptop  Laptop  Laptop  Laptop
 Projector  Projector  Projector  Paper and Ballpen
 PowerPoint Presentation  PowerPoint Presentation  Powerpoint Presentation

IV. Procedures
A. Warm-up/Review Let the students identify the Fact or Bluff Activity
different parts of a letter by
showing a sample letter on
screen.
B. Introduction/ Motivation KWL Chart Sentence Auction
Ask the students what they know
and what they want to learn about
the topic.

C. Presentation of the Interactive discussion of the topic

Interactive discussion of the Group Work
Lesson/Delivery using powerpoint presentation topic using powerpoint The students will discuss to class
presentation the tips on how to make a good
resume.
D. Practice Let the students arrange the Let the students accomplish a Let the students write their
jumbled parts of a letter worksheet/ graphic organizer by career objective depending on
following the letter writing supplying information about the position they wish to apply
formats that they have learned application letter. for.
from the discussion.
E. Making Generalization Remind the students that the POMS – Point of Most POMS – Point of Most
lesson will prepare them for Significance Significance
employment after their senior
high school.
V. Assessment/Assignment Assignment: Short Quiz Performance Task (Individual)
let the students research the Using their laptops/computers let
unique features of and Assignment the students make a strong
requirements in writing an Let the students be grouped into application letter applying the
application letter. 5 small groups. They are tasked properties of a well-written text
to research the different tips on and process approach.
how to make a good application
letter and they are going to
discuss it to class using a
powerpoint presentation.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)

B. No. of Leaners Needing

Remediation

C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

Republic of the Philippines

Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
 City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Quarter 4th

SESSION 33 SESSION 34 SESSION 35 SESSION 36

I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance Standard The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
C. Learning Competencies/ EN11/12RWS-IVhj-13.1 EN11/12RWS-IVhj-13.1 EN11/12RWS-IVhj-13.4 EN11/12RWS-IVhj-13.4
Objectives The learner identifies the unique The learner identifies the unique The learner identifies the unique The learner identifies the unique
features of and requirements in features of and requirements in features of and requirements in features of and requirements in
composing professional composing professional composing professional composing professional
correspondence. correspondence. correspondence. correspondence.
c. Application for College c. Application for College d. Various Forms of Office d. Various Forms of Office
Admission Admission Correspondence Correspondence

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. define application for college a. write a sample letter of a. identify various forms of a. write a sample letter of
admission; and application for college office correspondence; and various forms of office
b. identify the unique features admission. b. identify the unique features correspondence.
and requirements in composing and requirements in composing
an application for college various forms of office
admission. correspondence.

II. Content Purposeful writing in the Purposeful writing in the Purposeful writing in the Purposeful writing in the
Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions Disciplines and for Professions
- Application for College - Application for College - Various Forms of Office - Various Forms of Office
 Admission Admission Correspondence Correspondence

III. Learning Resources

A. References Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M. Tiongson, M. & Rodriguez, M.
2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing 2016. Reading & Writing
Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store, Skills. Manila: Rex Book Store,
Inc. Inc. Inc. Inc.
B. Materials  Laptop  Laptop  Laptop  Laptop
 Projector  Projector  Projector  Paper and Ballpen
 PowerPoint Presentation  PowerPoint Presentation  Powerpoint Presentation

IV. Procedures
A. Warm-up/Review Recalling the previous topic Fact or Bluff Activity
through question and answer.
B. Introduction/ Motivation KWL Chart Let the students identify the type
Ask the students what they know of letter being presented on
and what they want to learn about screen.
the topic.

C. Presentation of the Interactive discussion of the topic Interactive discussion of the

Lesson/Delivery using powerpoint presentation. topic using powerpoint
presentation.
D. Practice Let the students find a partner Let the students write a sample
and let them write a sample letter of their choice on the
application letter for college various forms of office
admission. correspondence.
E. Making Generalization Remind the students the POMS – Point of Most
significance of writing an Significance
application letter for college
admission.
V. Assessment/Assignment Performance Task (Individual) Performance Task (Individual)
Using their laptops/computers let Using their laptops/computers let
the students make a sample letter the students make a sample
of application for college request letter or other forms of
 admission. office correspondence.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)

B. No. of Leaners Needing

Remediation

C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

Republic of the Philippines

Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte
 DAILY LESSON LOG

Grades 1 to 12 School Batac National High School Grade Level 11

DAILY LESSON
LOG (DLL) Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills

Teaching Dates and Time Quarter 4th

SESSION 37 SESSION 38 SESSION 39 SESSION 40

I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance Standard The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
C. Learning Competencies/ EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13
Objectives The learner identifies the unique The learner identifies the unique
features of and requirements in features of and requirements in
composing professional composing professional
correspondence. correspondence.

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
a. discuss their qualifications in a. discuss their qualifications in a. answer given questions. a. answer given questions.
the job interview. the job interview.

II. Content Job Interview Job Interview

III. Learning Resources
A. References
B. Materials  Paper and Pencil  Paper and Pencil

IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
C. Presentation of the
Lesson/Delivery
D. Practice
E. Making Generalization
V. Assessment/Assignment Job Interview Job Interview Summative Assessment: Summative Assessment:
Pre-Final Examination Pre-Final Examination
VI. Remarks
A. No. of Learners within
Mastery Level (80%)

B. No. of Leaners Needing

Remediation

C. Other Remarks

Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II