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 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 which enable students to find
significance and excitement in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.

A. Content Standard Develop Critical Reading through TEXT and CONTEXT connection
B. Performance Standard Utilize a Modularcentered-approach by text and context development in both explicit and implicit way/ Reading strategies and Graphic organizer in reading
C. Learning Competency/Objectives Day 1 Day 2 Day 3 Day 4
THE PROCESS OF READING
Enhance critical reading by TEXT and I. CLAIMING WRITTEN TEXT BY I. Critical Reading I .Reading as REASONING I. Making an analysis
CONTEXT connection. EXPLICIT AND IMPLICIT WAY Strategies for the stories
a. Claim of FACT A. Previewing A. Content and Properties
Explain Critical Reading as looking for ways of b. Claim of POLICY of TEXT read “Star” a true story which
B. Contextualizing
thinking. Claim of VALUE B. Counter claims in was adopted/lifted from
C. Questioning
response to claim MMK or Maalaala Mo Kaya
1.EXPLICIT and IMPLICIT claims in a text D. Reflecting
made in a text read Under ABS-CBN network
2.Context of TEXT DEVELOPMENT E. Outlining
F. Evaluating
As REASONING: G. Comparing and Contrasting
3. Formulate Evaluative Statement II. Graphic Organizer
4.Determine Textual Evidence A. Timeline
Strategies and Graphic Organizer in reading
B. Hearring Bone
A Short Story which was adopted from MMK
C. Question and Answer

II,CONTENT Written text and its context connection EXPLICIT and IMPLICIT manner/ Strategies and Graphic organizer/ Reading Analysis/ Reading Analysis

Critical Reading TEXT and CONTEXT Critical Reading TEXT and CONTEXT Critical Reading TEXT and Critical Reading TEXT and
connection: Explicitly and Explicitly connection: Explicitly and Explicitly CONTEXT connection: Explicitly CONTEXT connection:
Strategies and Graphic organizer and Explicitly through Reading Analysis

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III..LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like
in the form of hand-outs and the likes. However, hands-on learning promotes concept development on the part of the learners.

A. References Effective Writing: by Alcantara R.D.
and Cabanilla, J. Q. (2009)
Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M. C.
(2016)
Critical Thinking and Writing: by
Cavina K
(1996).
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
1. Teacher’s Guide pages CG
Effective Writing: by Alcantara R.D. and Effective Writing: by
Cabanilla, J. Q. (2009) Alcantara R.D. and Cabanilla,
J. Q. (2009)
Reading and Writing Skills: by Tiongson M. A
and Rodriguez, M. C. (2016) Reading and Writing Skills:
by Tiongson M. A and
Critical Thinking and Writing: by Cavina K Rodriguez, M. C. (2016)
(1996).
Critical Thinking and
DOWNLOADED FEATURES FOR READING Writing: by Cavina K
AND WRITING SKILLS (1996).
DOWNLOADED FEATURES
FOR READING AND
WRITING SKILLS
Refer to CG Refer to CG
Effective Writing: by Alcantara
R.D. and Cabanilla, J. Q. (2009)
Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M.
C. (2016)
Critical Thinking and Writing: by
Cavina K
(1996).
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
Refer to CG

2. Learner’s Materials pages

3. Textbook pages -------------------- -------------------- -------------------------

4. Additional Materials from Learning Laptop and projector Laptop and projector Laptop and projector Laptop and projector
Resource (LR) portal
B. Other Learning Resources

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.

A. Reviewing previous lesson or presenting Refer to the READING SELECTION Refer to the READING Refer to the READING SELECTION Refer to the READING
the new lesson SELECTION SELECTION.

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a. Establishing a purpose for the lesson
b. Presenting examples/Instances of the
new lesson
Develop the lesson by example through
text and context connection
Establish the lesson by citing an
example for reading they had.
. 2. Hearring Bone
Tell the importance of reading
Does READING influence the way
people think?
Show the different Reading
Organizer on how they are
supposedly.
1. Timeline
3. Question and answer
Give more example to gain
better understanding
I. .Reading as REASONING
A. Content and Properties of TEXT
read
Counter claims in response to
claim made in a text
Give more example to gain better
understanding
Develop the lesson by example through
text and context connection
Establish the lesson by citing an
example for reading they had
Present positive points when someone
is engaged in reading

1. Discussing new concepts and
practicing new skills # 1
1. Discussing new concepts and
practicing new skills # 2
2. Developing mastery
(leads to Formative Assessment)
Discuss on how reading is learned. and
developed.
Develop understanding on how the
TEXT works
Develop their understanding through
learners context
Share the information they know
about showing interest in
READING
INTERACT to the lesson
tackled
Elaborate through concrete
examples using TEXT and
CONTEXT connection
Develop their understanding
through learners context
Share the information they know about
showing interest in READING
Elaborate through concrete examples like
after reading the text apply the Three
(3)Organizer
Develop their understanding through
learners context
Share the information they know about
showing interest in READING
. Elaborate through concrete examples
using TEXT and CONTEXT connection
Through reading analysis from the story
STAR lifted from MMK under the ABS-
CBN program.
Develop their understanding through
learners context

3. Finding practical application of concepts
and skills in daily living
4. Making generalizations and
abstractions about the lesson
Interact to the given lesson
Recap what has been
discussed/learned by the students
Look around the classroom and
encourage them to read the thongs
around
Discuss briefly the whole lesson
in a brief manner
Look around the classroom and encourage
them to read the thongs around . Then apply
the strategies/ organizer
Discuss briefly the whole lesson in a brief
manner
Look around the classroom and encourage
them to read the thongs around
Recap for the Lesson.

5. Evaluating learning Give further discussion SEATWORK SEATWORK Continuous interaction

6. Additional activities for application or Enhance the lesson through giving Re-enforcement Activity through
remediation assignment/project projects / assignments

V. REMARKS Gain an idea from them on hoe they value READING in their schooling
Concretize the samples through classroom interaction .
Note: Other parts of the lesson were not accomplished due to School Activities.
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.

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A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial 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 MRS. SHEILA C. SURESCA

Senior High School Teacher SHS Coordinator