School FILAMER CHRISTIAN UNIVERSITY Grade Level 11

GRADE 11 to 12 Teacher PAUL P. PORRAS Learning Area READING AND WRITING SKILLS

DAILY LESSON LOG Teaching Dates and Time JUNE 5 – 9, 2017 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
The learners demonstrates knowledge and understanding of (1) SHS Orientation (2) School rules and regulations (3) Daily cleaners (4) classroom officers and (5) Course
Outline
The learner is able to perform appropriate duties and responsibilities regarding the content standards
Day 1 Orientation Day 2 Orientation Course Outline, Books, Class Officers, Definition of terms in that subject
Daily Cleaners
What Skills Do I need to Succeed in What Do I Want To Learn and How can I
SHS? Learn About It?

What do I think and What do I feel about

the subject/s?

What are your expectations to the subject

and teacher?

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

ORIENTATION ORIENTATION ORIENTATION

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain student’s interest in the lesson and in learning process. Ensure that the materials are
concretely and manipulatively achieved/ distributed . Furthermore; paper-based material is integrated. However, hands-on learning promotes concept development.

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A. References A Comprehensive Worktext for
Reading and Writing for SHS by: Leah
Marie R Ibona, et al.

EFFECTIVE WRITING

DOWNLOADED FEATURES FOR

READING AND WRITING SKILLS

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages 1-17

4. Additional Materials from Headway: Read, Think, and write

Learning Resource (LR)
portal A Comprehensive Worktext for
Reading and Writing for SHS by: Leah
Marie R Ibona, et al.

EFFECTIVE WRITING

B. Other Learning Resource Downloaded Features for Reading/

Writing Skills

IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately, so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

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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
The teacher will introduce
himself/herself to the students
The students will introduce
themselves one by one if needed
The students will watch a video about
Senior High School as the case
needed.
Site an example of the lesson based
from their life experiences
The students will share their insights
about the video they have watched.
Internalize the shared life experiences
in the class.
Discussion of WHO I AM?
Traits and qualities that may describe
you
The teacher will ask the students about
the qualifications they have in choosing
their chosen tracks.
The teacher will ask the students:
“Why do you choose the track you are
taking up now?”
Expounded through interaction
The teacher will ask the students:
“Who will be you after you finished SHS?
How would they become to be after
Senior High
The teacher will ask the students:
“What skill do you have that is needed for
the track you are taking up?
Expound skills and knowledge about their
chosen track
The teacher will ask the student:
“Do you know Saysay, Husay at
Sarili?
The teacher will ask the students:
“What are the hindrances in you that
affect your study habits and learning
styles?”
The students will share their answers
in front of their classmates.
Significance of sharing life
experiences to their being. And
classmates as well
The teacher will ask the students:
“What are the things must be avoided
and must be adapted in studying?
Recognize the DO’s and DON’T’s.
The teacher will discuss what course outline
is?
The students will compare the subjects they
took in Junior High School and the subjects
they have now as a Senior High School
student.
The teacher will ask the students:
“What are the lessons or terms which are
unfamiliar to you that are included in the
course outline?
Searching meanings through MERRIAM-WEB
in order to widen vocabulary.
The students will share the information they
know about READING AND WRITING
SKILLS.
Disseminate information about the subject
through interaction.
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F. Developing mastery The students will give their reflections The students will give their reflections The students will give their reflections The students will give their reflections about
(leads to Formative about the topic. about the topic. about the topic. the topic.
Assessment)

G. Finding practical application of Associating life experiences to the Associating life experiences to the present Associating life experiences Associating life experiences to the present
concepts and skills in daily living present to the present

H. Making generalizations and -do- -do- -do- -do-

abstractions about the lesson

I. Evaluating learning Interaction about life experiences to Interaction about life Interaction about life Interaction about life experiences to the
the present experiences to the present experiences to the present present

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation

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B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

PAUL P. PORRAS SHEILA C. SURESCA

Senior High School Teacher SHS Coordinator