DLL in RW

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11
Teacher MR. CHRISMAR O. ALIDO Learning Area READING AND WRITING

Teaching Dates & Time November 5-9 2018 Quarter 1ST QUARTER OF 2ND SEM.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
Standards development.
C. Learning The learner... The learner... The learner... The learner... The learner...
Competencies 1. Describes a written text 1. Describes a written 1. Describes a written 1. Describes a written 1. Describes a written
as connected discourse text as connected text as connected text as connected text as connected
EN11/12RWS-IIIa-1 discourse discourse discourse discourse
Define critical thinking EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
Differentiate critical from Differentiate critical from Apply principles of the Apply principles of
non-critical thinking non-critical thinking critical thinking skills in the critical thinking
various situation skills in various
situation
II. CONTENT Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking Reading and
Strategies across Text Strategies across Text Strategies across Text Strategies across Text Thinking Strategies
types types types types across Text types
III. LEARNING
RESOURCES
A. References Reading and Writing for Reading and Writing for Reading and Writing for Reading and Writing for Reading and Writing
Senior High School Senior High School Senior High School Senior High School for Senior High
School
1. Teacher’s Guide pages
2. Learner’s Materials Page 2 Page 4 Page 4 Page 5-6 Page 5-7
Pages
3. Textbook Pages Page 2 Page 4 Page 4 Page 5-6 Page 5-7
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Internet ,Television, Internet ,Television, Internet ,Television, Internet ,Television, Internet ,Television,
Resources laptops, video clips laptops, video clips laptops, video clips laptops, video clips laptops, video clips
IV. PROCEDURES
A. Reviewing previous Activity: Recapitulations of Recapitulations of What do you think is Recapitulations of
lesson or presenting 1. List at least five previous lesson/topic. previous lesson/topic. your level of thinking previous lesson/topic.
the new lesson provinces in the when you are
Philippines which memorizing your
start with the letter speech?
B.
B. Establishing a purpose Ask the student how they How important as a How important as a How good or bad are how different are the
for the lesson answer and how they person to think critically person to think critically you in thinking? levels of thinking of
come up with the correct in a situation? in a situation? Bloom’s to Lorin
answer. Anderson?
C. Presenting examples/ Present and discuss to Give a situation how Give a situation how Present the levels of Present the revise
instances of the new the students that the critical and non-critical critical and non-critical Taxonomy of the Taxonomy of
lesson activity they had thinkers think in a thinkers think in a Cognitive Domain by Cognitive Domain by
previously is an example Benjamin Bloom Lorin Anderson
situation. situation.
of activity using their
critical thinking.
Ask the student about
critical thinking.
D. Discussing the Discuss what is critical Show to the student the Show to the student the Discuss the six levels: Discuss the revise
concepts and thinking and why it is different characteristics different characteristics knowledge, Cognitive domain of
practicing new skill consider as an important of critical and non- of critical and non- comprehension, Lorin Anderson:
Remembering,
skill. critical thinkers. critical thinkers. Application, Analysis,
Understanding,
Synthesis and Applying,
Evaluation Analyzing,
Evaluating,
Creating
F. Developing Mastery Let the student construct Differentiate critical Differentiate critical Let the student construct Let the student
(Leads to formative their own meaning of thinkers to non-critical thinkers to non-critical a situation on the construct a situation
Assessment) critical thinking. thinkers. thinkers. different level of on the different level
thinking. of thinking.
G. Finding Practical Ask the student on how How important critical How important critical Ask the students the Ask the student how
applications of they can use critical thinking is? thinking is? importance of the levels important is the
concepts and skills in thinking in dealing with of thinking. highest level of Lorin
daily living people.
Anderson Taxonomy
of Cognitive Domain
which is Creating
H. Generalizations Let the students Let the student Let the student Make a generalization Differentiate old
and abstractions summarize the discussion diffentiate the diffentiate the about the six levels of version of Taxonomy
about the lesson about critical thinking. characteristics of critical characteristics of critical thinking by Benjamin of Cognitive Domain
and non-critical thinkers. and non-critical thinkers. Bloom to the New Version
I. Evaluating Learning Construct own definition compare and contrast compare and contrast In a successive pattern, Compare and
of critical thinking. critical and non-critical critical and non-critical make a situation on the contrast new version
thinker thinker different levels of and old version of
thinking levels of thinking
J. Additional activities for Research on the Research on the What are the levels of Study the revision of Research on the
application or characteristics of critical characteristics of critical thinking? Lorin Anderson of qualities of a critical
remediation thinkers and non-critical thinkers and non-critical Bloom’s Taxonomy of thinker.
thinkers. thinkers. the Cognitive Domain
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

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?
Prepared by: Checked by:

Chrismar O. Alido Mrs. Elda Ochavo
Assistant Principal
Teaching Dates & Time November 12-16 2018 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 7-9 Page 9 Page 16-19 Page 19 Page 19
Pages
3. Textbook Pages Page 7-9 Page 9 Page 16-19 Page 19 Page 19
from Learning
IV. PROCEDURES
A. Reviewing previous Recapitulations of What are the qualities of Work with a partner. Recapitulations of Recapitulations of
lesson or presenting previous topic/lessons. a good critical thinker? Read the selection and previous topic/lessons. previous
the new lesson Let the student answer. answer the question. topic/lessons.
B. Establishing a purpose Let the student explore Inform the student of the Reading and Let the students know Let the students
for the lesson the first three levels of characteristics of a understand the passage about complex process know about complex
thinking that consider as critical thinker. given. of reading. process of reading.
higher order thinking
skills.
C. Presenting examples/ Present the three levels Let the student construct Let the student answer Ask the students to give Ask the students to
instances of the new that consider as higher their idea about qualities the comprehension examples about different give examples about
lesson order thinking skills: of a critical thinker. Let questions. Ask the system or process in different system or
Analyzing student on what they their bodies. process in their
them share their ideas.
Evaluating observe about the bodies.
Creating question.
D. Discussing the Present and discuss to Discuss the qualities of Discuss to student the Show the flow of the Show the flow of the
concepts and students the higher order a critical thinker. two questions which is process of reading. process of reading.
practicing new skill thinking skills. about skimming and
scanning.
F. Developing Mastery What are HOTS and How critical thinkers Diffentiate scanning and Emphasis the function of Emphasis the
(Leads to formative LOTS? think? skimming. pre-reading, while function of pre-
Assessment) Differentiate the two as Sharing of ideas. What makes the two reading and post- reading, while
levels of thinking. different? reading. reading and post-
reading.
G. Finding Practical How useful higher order Emphasis to student Give the importance of Present the process of Present the process
applications of thinking skills in dealing how a critical thinker scanning and skimming reading and connect it to of reading and
concepts and skills in with people day by day? thinks in a different specially in rapid the real world situation. connect it to the real
daily living
situation. reading. world situation.
H. Generalizations Let the student familiarize Let the students know Make own definition of Let the student explain Let the student
and abstractions with the levels of thinking the different qualities or scanning and skimming the different stages or explain the different
about the lesson that consider as higher characteristics of a based on the activity. processes in reading. stages or processes
order thinking skills. critical thinker. in reading.
I. Evaluating Learning Construct a Make a list of qualities of Apply scanning and Make a flow chart the Make a flow chart the
events/scenario that a critical thinker. skimming. shows the process of shows the process of
shows higher order reading. reading.
thinking skills.
J. Additional activities for Home study. Read more about What are the reading Read about different Read about different
application or reading skills. processes? reading skills. reading skills.
remediation
V. REMARKS
VI. REFLECTION

lesson.

remediation


solve?
G. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?

Assistant Principal
Teaching Dates & Time NOV. 19-23 2018 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 20-21 Page 22-23 Page 24 Page 24-26 Page 24-26
Pages
3. Textbook Pages Page 20-21 Page 22-23 Page 24 Page 24-26 Page 24-26
from Learning
IV. PROCEDURES
A. Reviewing previous What are the basic Recapitulations of Give a situation and What is your purpose in What is your purpose
lesson or presenting reading skills that you’re previous topic/lessons. make an inference and reading? in reading?
the new lesson familiar with? conclusion about the
situation.
B. Establishing a purpose Ask the student on how to Let the students Inform the students Let the student discover Let the student
for the lesson make reading easy and understand the different about inferential reading their purpose in reading discover their
fast. skills in Literal reading. as skills. different reading purpose in reading
materials. different reading
materials.
C. Presenting examples/ Form a question that Give examples of Skills Let the student form Give example of the Give example of the
instances of the new leads to scanning and in Literal Reading their inference in given different general different general
lesson skimming. the situation. purposes in reading. purposes in reading.
D. Discussing the Discuss to students the Explain to the students Explain to the student Discuss the types of Discuss the types of
concepts and different rapid reading the three skills in literal on how to make an reading according to its reading according to
practicing new skill skills like Scanning, reading: summarizing, inference especially if purpose. its purpose.
Skimming and Locating note taking and the author left out
main idea. paraphrasing. information.
F. Developing Mastery Let the students form a Conduct an activity Give an activity and let Let the student construct Let the student
(Leads to formative compare and contrast connected with the student construct an an example of situation construct an example
Assessment) matrix to identify the paraphrasing, inference. on different types of of situation on
similarities and summarizing and note reading. different types of
differences of scanning taking. reading.
and skimming.
G. Finding Practical How helpful scanning and How useful this skills Give the importance of Emphasis to students Emphasis to students
applications of skimming in reading a specially in studying? inference especially if that they must know that they must know
concepts and skills in lengthy text? the author left out their purpose in reading. their purpose in
daily living
information. reading.
H. Generalizations Explain to students that Emphasis to students Explain to students that Compare the four types Compare the four
and abstractions scanning and skimming the importance of this inferential reading of reading according to types of reading
about the lesson can enhance their skills in reading. includes making purpose. according to purpose.
generalization,
reading experience and
inferences and
be an effective reader. conclusion.
I. Evaluating Learning Apply scanning and Summarize and Make an inference and Give a situation and let Give a situation and
skimming in a passage. paraphrase the text conclusion to a given the student answer on let the student
given. situation. what types of reading answer on what types
are given. of reading are given.
J. Additional activities for Read more about Literal Home Study Research on types of How to select and How to select and
application or Reading. reading according to organize ideas and organize ideas and
remediation purpose. information. information.
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?


Assistant Principal

Teaching Dates & Time NOV 26-30 2018 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
C. Learning Distinguishes between Distinguishes between Distinguishes between Distinguishes between Distinguishes
Competencies and among techniques in and among techniques and among techniques and among techniques between and among
selecting and organizing in selecting and in selecting and in selecting and techniques in
information organizing information organizing information organizing information selecting and
a. brainstorming list a. brainstorming list b. graphic organizer c. topic outline organizing
EN11/12RWS-IIIa-2.1 EN11/12RWS-IIIa-2.1 EN11/12RWS-IIIa-2.2 EN11/12RWS-IIIa-2.3 information
d. sentence outline
EN11/12RWS-IIIa-2.4
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 33-34 Page 34-36 Page 37-49 Page 50 Page 50-52
Pages
3. Textbook Pages Page 33-34 Page 34-36 Page 37-49 Page 50 Page 50-52
from Learning
IV. PROCEDURES
A. Reviewing previous Compare the two movies Recapitulations of How to organize idea? Present the new lesson Recapitulations of
lesson or presenting that you like the most. previous topic. about outlining and its previous topic.
the new lesson types.
B. Establishing a purpose How to select and Discuss on the different The lesson will teach Ask the student on how Give an example of
for the lesson organize information? ways on how to you to organize to organize ideas. sentence outline.
organize ideas. information.
C. Presenting examples/ Give example of ways on Show an example on Present different graphic Give an example of Give an example of
instances of the new how to organize and how to brainstorm like organizers. organizing information organizing
lesson select information. creating an idea list. like topic outline. information like topic
1. Brainstorming outline.
D. Discussing the Discuss ways and Present and explain the Discuss the different Discuss outlining and its Discuss topic outline
concepts and methods on how to different ways on how to graphic organizers. types. and sentence outline.
practicing new skill brainstorm ideas. brainstorm.
F. Developing Mastery Do brainstorming with Apply the methods in Choose one of the Apply in making Apply in making
(Leads to formative group, pair and alone. brainstorming. graphic organizers and reviewer. reviewer
Assessment) apply it to the situation.
G. Finding Practical Let the student realize Let the student realize How useful graphic How will you use How will you use
applications of how important how important organizer in organizing outlining in making outlining in making
concepts and skills in brainstorming especially brainstorming especially information? reviewer during reviewer during
daily living in identifying fake news
in identifying fake news examination? examination?
as an issue nowadays.
as an issue nowadays.
H. Generalizations Brainstorming can be Let the student explore Let the students use Form a group and make Form a group and
and abstractions done by group, pair and on different ways to appropriate graphic an outline to a given make an outline to a
about the lesson alone. organize ideas. organizer in given topic. given topic.
situation.
I. Evaluating Learning Form a group and Apply the methods in Let the students use Apply topic outline in Apply sentence
brainstorm the different brainstorming like appropriate graphic making a reviewer for outline in making a
problems that we creating an idea list and organizer in given examination. reviewer for
encounter nowadays. idea map. situation. examination.
J. Additional activities for How to brainstorm? Read about different Read more about topic Read more about Home Study about
application or graphic organizer. outline. sentence outline. Patterns of
remediation Development
V. REMARKS
VI. REFLECTION


lesson.

remediation

solve?


Assistant Principal

Teaching Dates & Time December 3-7 2018 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
C. Learning Distinguishes between Distinguishes between Distinguishes between Distinguishes between Distinguishes
Competencies and among techniques in and among techniques and among techniques and among techniques between and among
selecting and organizing in selecting and in selecting and in selecting and techniques in
information organizing information organizing information organizing information selecting and
a. brainstorming list a. brainstorming list b. graphic organizer c. topic outline organizing
EN11/12RWS-IIIa-2.1 EN11/12RWS-IIIa-2.1 EN11/12RWS-IIIa-2.2 EN11/12RWS-IIIa-2.3 information
d. sentence outline
EN11/12RWS-IIIa-2.4
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 34-36 Page 34-36 Page 37-49 Page 50 Page 50-52
Pages
3. Textbook Pages Page 34-36 Page 34-36 Page 37-49 Page 50 Page 50-52
from Learning
IV. PROCEDURES
A. Reviewing previous Recapitulations of Recapitulations of How to organize idea? Present the new lesson Recapitulations of
lesson or presenting previous topic. previous topic. about outlining and its previous topic.
the new lesson types.
B. Establishing a purpose Discuss on the different Discuss on the different The lesson will teach Ask the student on how Give an example of
for the lesson ways on how to organize ways on how to you to organize to organize ideas. sentence outline.
ideas. organize ideas. information.
C. Presenting examples/ Show an example on how Show an example on Present different graphic Give an example of Give an example of
instances of the new to brainstorm like creating how to brainstorm like organizers. organizing information organizing
lesson an idea list. creating an idea list. like topic outline. information like topic
outline.
D. Discussing the Present and explain the Present and explain the Discuss the different Discuss outlining and its Discuss topic outline
concepts and different ways on how to different ways on how to graphic organizers. types. and sentence outline.
practicing new skill
brainstorm. brainstorm.
F. Developing Mastery Apply the methods in Apply the methods in Choose one of the Apply in making Apply in making
(Leads to formative brainstorming. brainstorming. graphic organizers and reviewer. reviewer
Assessment) apply it to the situation.
G. Finding Practical Let the student realize Let the student realize How useful graphic How will you use How will you use
applications of how important how important organizer in organizing outlining in making outlining in making
concepts and skills in brainstorming especially brainstorming especially information? reviewer during reviewer during
daily living
in identifying fake news in identifying fake news examination? examination?
as an issue nowadays. as an issue nowadays.
H. Generalizations Let the student explore Let the student explore Let the students use Form a group and make Form a group and
and abstractions on different ways to on different ways to appropriate graphic an outline to a given make an outline to a
about the lesson organize ideas. organize ideas. organizer in given topic. given topic.
situation.
I. Evaluating Learning Apply the methods in Apply the methods in Let the students use Apply topic outline in Apply sentence
brainstorming like brainstorming like appropriate graphic making a reviewer for outline in making a
creating an idea list and creating an idea list and organizer in given examination. reviewer for
idea map. idea map. situation. examination.
J. Additional activities for Read about different Read about different Read more about topic Read more about Home Study about
application or graphic organizer. graphic organizer. outline. sentence outline. Patterns of
V. REMARKS
VI. REFLECTION


lesson.

remediation

solve?


Assistant Principal

Teaching Dates & Time DEC 10-14, 2018 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
C. Learning Distinguishes between Distinguishes between Distinguishes between Distinguishes between Distinguishes between
Competencies and among techniques in and among techniques and among techniques and among techniques and among techniques
selecting and organizing in selecting and in selecting and in selecting and in selecting and
information organizing information organizing information organizing information organizing information
EN11/12RWS-IIIa-2.3 EN11/12RWS-IIIa-2.3 EN11/12RWS-IIIa-2.3 EN11/12RWS-IIIa-2.3 EN11/12RWS-IIIa-2.3
EN11/12RWS-IIIa-2.4 EN11/12RWS-IIIa-2.4 EN11/12RWS-IIIa-2.4 EN11/12RWS-IIIa-2.4 EN11/12RWS-IIIa-2.4
II. CONTENT Reading and Thinking Reading and Thinking Reading and Thinking Reading and Reading and
Strategies across Text Strategies across Text Strategies across Text Thinking Strategies Thinking Strategies
types types types across Text types across Text types
III. LEARNING
RESOURCES
A. References Reading and Writing for Reading and Writing for Reading and Writing for Reading and Writing Reading and Writing
Senior High School Senior High School Senior High School for Senior High School for Senior High School
2. Learner’s Materials Page 37-49 Page 50 Page 37-49 Page 50 Page 50-52
Pages
3. Textbook Pages Page 37-49 Page 50 Page 37-49 Page 50 Page 50-52
from Learning
IV. PROCEDURES
A. Reviewing previous How to organize idea? Present the new lesson How to organize idea? Present the new Recapitulations of
lesson or presenting about outlining and its lesson about outlining previous topic.
the new lesson types. and its types.
B. Establishing a purpose The lesson will teach you Ask the student on how The lesson will teach Ask the student on Give an example of
for the lesson to organize information. to organize ideas. you to organize how to organize ideas. sentence outline.
information.
C. Presenting examples/ Present different graphic Give an example of Present different graphic Give an example of Give an example of
instances of the new organizers. organizing information organizers. organizing information organizing information
lesson like topic outline. like topic outline. like topic outline.
D. Discussing the Discuss the different Discuss outlining and its Discuss the different Discuss outlining and Discuss topic outline
concepts and graphic organizers. types. graphic organizers. its types. and sentence outline.
F. Developing Mastery Choose one of the Apply in making Choose one of the Apply in making Apply in making
(Leads to formative graphic organizers and reviewer. graphic organizers and reviewer. reviewer
Assessment) apply it to the situation. apply it to the situation.
G. Finding Practical How useful graphic How will you use How useful graphic How will you use How will you use
applications of organizer in organizing outlining in making organizer in organizing outlining in making outlining in making
concepts and skills in information? reviewer during information? reviewer during reviewer during
daily living
examination? examination? examination?
H. Generalizations Let the students use Form a group and make Let the students use Form a group and Form a group and
and abstractions appropriate graphic an outline to a given appropriate graphic make an outline to a make an outline to a
about the lesson organizer in given topic. organizer in given given topic. given topic.
I. Evaluating Learning Let the students use Apply topic outline in Let the students use Apply topic outline in Apply sentence outline
appropriate graphic making a reviewer for appropriate graphic making a reviewer for in making a reviewer
organizer in given examination. organizer in given examination. for examination.
J. Additional activities for Read more about topic Read more about Read more about topic Read more about Home Study about
application or outline. sentence outline. outline. sentence outline. Patterns of
V. REMARKS
VI. REFLECTION


lesson.

remediation

solve?


Assistant Principal

Teaching Dates & Time January 2-4, 2019 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
C. Learning Distinguishes between Distinguishes between Distinguishes
Competencies and among patterns of and among patterns of between and among
development in writing development in writing patterns of
across disciplines across disciplines development in
e. comparison and e. comparison and writing across
contrast contrast disciplines
f. cause and effect f. cause and effect g. problem - solution
EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3 h. persuasion
EN11/12RWS-IIIbf-3.5 EN11/12RWS-IIIbf-3.5 EN11/12RWS-IIIbf-3
EN11/12RWS-IIIbf-3.6 EN11/12RWS-IIIbf-3.6 EN11/12RWS-IIIbf-3.7
EN11/12RWS-IIIbf-3.8
II. CONTENT Patterns of Patterns of Patterns of
Development Development Development
III. LEARNING
RESOURCES
A. References Reading and Writing for Reading and Writing for Reading and Writing
Senior High School Senior High School for Senior High
School
2. Learner’s Materials Page 69 Page 69-70 Page 70-72
Pages
3. Textbook Pages Page 69 Page 69-70 Page 70-72
from Learning
B. Other Learning Internet ,Television, Internet ,Television, Internet ,Television,
Resources laptops, video clips laptops, video clips laptops, video clips
IV. PROCEDURES
A. Reviewing previous Present the topic about Present the topic about Recapitulations of
lesson or presenting comparison and comparison and contrast previous topic.
the new lesson contrast and cause and and cause and effect as
effect as a patterns of a patterns of
development development
B. Establishing a purpose To be Inform of the To be Inform of the To be Inform of the
for the lesson different patterns of different patterns of different patterns of
development to logically development to logically development to
arrange information. arrange information. logically arrange
information.
C. Presenting examples/ Give an example of Give an example of Give an example of
instances of the new signal words of signal words of signal words of
lesson comparison and comparison and contrast problem-solution and
contrast and cause and and cause and effect as persuasion.
effect as a patterns of a patterns of
development development
D. Discussing the Let the students give an Let the students give an
Let the students give
concepts and example of sentences example of sentences an example of
practicing new skill using signal words. using signal words. sentences using
signal words.
F. Developing Mastery Think of a topic that Think of a topic that Think of a problem a
(Leads to formative applicable for comparing applicable for comparing make a solution to
Assessment) and contrasting. and contrasting. the problem.
G. Finding Practical How to deal with How to deal with How to deal with
applications of similarities and similarities and problems?
concepts and skills in differences of student? differences of student?
daily living
H. Generalizations Let the student compare Let the student compare Make an inference on
and abstractions their self to their their self to their the student solution
about the lesson classmates. classmates. to the problem.
I. Evaluating Learning Construct a Venn Construct a Venn Make a problem-

Diagram to compare Diagram to compare solution map.
and contrast and contrast
information. information.
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION


lesson.
remediation


solve?


Assistant Principal

I. OBJECTIVES
C. Learning Identifies properties of a Identifies properties of a Identifies properties of a Identifies properties of a Identifies properties
Competencies well-written text well-written text well-written text well-written text of a well-written text
EN11/12RWS-IIIgh-4 a. Organization b. coherence and c. language use d. mechanics
EN11/12RWS-IIIgh-4 cohesion EN11/12RWS-IIIgh-4 EN11/12RWS-IIIgh-4
EN11/12RWS-IIIgh-4.1 EN11/12RWS-IIIgh-4 EN11/12RWS-IIIgh-4.3 EN11/12RWS-IIIgh-
EN11/12RWS-IIIgh-4.2 4.4
Strategies across Strategies across Strategies across Strategies across Thinking
Text types Text types Text types Text types Strategies across
D. Properties of a D. Properties of a D. Properties of a D. Properties of a Text types
well-written Text well-written Text well-written Text well-written Text D. Properties of a
well-written Text
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 98-104 Page 106 Page 98-104 Page 106 Page 106
Pages
3. Textbook Pages Page 98-104 Page 106 Page 98-104 Page 106 Page 106
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about Recapitulations of Present the lesson Recapitulations of Present the lesson
lesson or presenting Principles of Effective previous topic. about Principles of previous topic. about Principles of
the new lesson Writing Effective Writing Effective Writing
B. Establishing a purpose To identify properties of a Determine the To identify properties of Determine the To identify properties
for the lesson well-written text properties of a well- a well-written text properties of a well- of a well-written text
written text written text
C. Presenting examples/ Give a sample paragraph Give a properties of a Give a sample Give a properties of a Give a sample
instances of the new and analyze if it is well- well-written text paragraph and analyze well-written text paragraph and
lesson written paragraph. if it is well-written analyze if it is well-
paragraph. written paragraph.
D. Discussing the Discuss the properties of Discuss organization as Discuss the properties Discuss organization as Discuss the
concepts and well-written text like property of a well-written of well-written text like property of a well-written properties of well-
practicing new skill organization, cohesion text organization, cohesion text written text like
and coherence, language and coherence, organization,
use, and mechanics. language use, and cohesion and
mechanics. coherence, language
use, and mechanics.
F. Developing Mastery What are the How to organize idea in What are the How to organize idea in What are the
(Leads to formative characteristics of well- a paragraph? characteristics of well- a paragraph? characteristics of
Assessment) written text? written text? well-written text?
G. Finding Practical How important writing Why organize idea is a How important writing Why organize idea is a How important writing
applications of well-written text in must in writing a well-written text in must in writing a well-written text in
concepts and skills in sending message? paragraph? sending message? paragraph? sending message?
daily living
H. Generalizations Make a generalization Why organize idea is a Make a generalization Why organize idea is a Make a
and abstractions about writing a must in writing a about writing a must in writing a generalization about
about the lesson paragraph. paragraph? paragraph. paragraph? writing a paragraph.
I. Evaluating Learning Write a well-written Apply organization in Write a well-written Apply organization in Write a well-written
paragraph that uses writing a paragraph. paragraph that uses writing a paragraph. paragraph that uses
correct organization, correct organization, correct organization,
cohesion and coherence, cohesion and cohesion and
language use, and coherence, language coherence, language
mechanics. use, and mechanics. use, and mechanics.
J. Additional activities for What is Organization in What is Unity in What is Organization in What is Unity in What is Organization
application or constructing a constructing a constructing a constructing a in constructing a
remediation paragraph? paragraph? paragraph? paragraph? paragraph?
V. REMARKS
VI. REFLECTION

lesson.

remediation


solve?


Assistant Principal

I. OBJECTIVES
A. Content Standards Understands the relationship of a written text and the context in which it was developed.
B. Performance Writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.
Standards
C. Learning Explains critical reading Explains critical reading Explains critical reading Explains critical reading Explains critical
Competencies as looking for ways of as looking for ways of as looking for ways of as looking for ways of reading as looking for
thinking thinking thinking thinking ways of
EN11/12RWS-IIIij-5 EN11/12RWS-IIIij-5 EN11/12RWS-IIIij-5 EN11/12RWS-IIIij-5 thinking
EN11/12RWS-IIIij-5
II. CONTENT Text and Context Text and Context Text and Context Text and Context Text and Context
Connections Connections Connections Connections Connections
(Critical Reading) (Critical Reading) (Critical Reading) (Critical Reading) (Critical Reading)
A. Critical Reading A. Critical Reading A. Critical Reading A. Critical Reading A. Critical Reading
as Looking for as Looking for as Looking for as Looking for as Looking for
Ways of Thinking Ways of Thinking Ways of Thinking Ways of Thinking Ways of Thinking
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 84 Page 84 Page 85 Page 85 Page 84-86
Pages
3. Textbook Pages Page 84 Page 84 Page 85 Page 85 Page 84-86
from Learning
IV. PROCEDURES
lesson or presenting Effective Critical Reading previous topic. about Effective Critical previous topic. about Effective
the new lesson Reading Critical Reading
B. Establishing a purpose To apply reading in To apply reading in To apply reading in To apply reading in To apply reading in
for the lesson understanding the text. understanding the text. understanding the text. understanding the text. understanding the
text.
C. Presenting examples/ Let the student criticize Let the students Let the student criticize Let the students Let the student
instances of the new the text and make an evaluate the text. the text and make an evaluate the text. criticize the text and
lesson inference about the text. inference about the text. make an inference
about the text.
D. Discussing the Read and evaluate how a Read and evaluate how Read and evaluate how Read and evaluate how Read and evaluate
concepts and
practicing new skill text presents in a text presents in a text presents in a text presents in how a text presents
arguments. arguments. arguments. arguments. in arguments.
F. Developing Mastery Identify flawed, biased Locate the biases in the Identify flawed, biased Locate the biases in the Identify flawed,
(Leads to formative and subjectivity in the reading text. and subjectivity in the reading text. biased and
Assessment) text. text. subjectivity in the
text.
G. Finding Practical How important critical How important critical How important critical How important critical How important critical
applications of reading in developing reading in developing reading in developing reading in developing reading in developing
concepts and skills in their vocabulary? their vocabulary? their vocabulary? their vocabulary? their vocabulary?
daily living
H. Generalizations Effective critical reading Reading will be more Effective critical reading Reading will be more Effective critical
and abstractions can developed ones meaningful if we can developed ones meaningful if we reading can
about the lesson understanding of understand what we are understanding of understand what we are developed ones
concepts and ideas. reading. concepts and ideas. reading. understanding of
concepts and ideas.
I. Evaluating Learning Read and evaluate the Read the given text. Read and evaluate the Read the given text. Read and evaluate
given text. Make a thorough given text. Make a thorough the given text.
evaluation of the text. evaluation of the text.
J. Additional activities for Home Study What are the types of What are hypertext and What are the types of Home Study
application or claim? intertext? claim?
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation

solve?


Assistant Principal

Teaching Dates & Time January 21-25 2019 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
Standards
C. Learning Explains critical reading 2. Identifies claims 2. Identifies claims 3. Identifies the context 4. Explains critical
Competencies as looking for ways of explicitly or implicitly explicitly or implicitly in which a text was reading as reasoning
thinking made in a made in a developed EN11/12RWS-IVac-8
EN11/12RWS-IIIij-5 written text written text a. Hypertext
a. Claim of fact a. Claim of fact b. Intertext
b. Claim of policy b. Claim of policy EN11/12RWS-IVac-7
c. Claim of value c. Claim of value EN11/12RWS-IVac-7.1
EN11/12RWS-IIIij-6 EN11/12RWS-IIIij-6 EN11/12RWS-IVac-7.2
EN11/12RWS-IIIij-6.1 EN11/12RWS-IIIij-6.1
II. CONTENT Text and Context A. Critical Reading A. Critical Reading 2. Context of Text B. Critical Reading
Connections as Looking for as Looking for Development as Reasoning
(Critical Reading) Ways of Thinking Ways of Thinking
1. Explicit and 1. Explicit and
Implicit Claims in a Implicit Claims in a
Text Text
III. LEARNING
RESOURCES
School
Pages
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about Recapitulations of Present the lesson Recapitulations of Recapitulations of
lesson or presenting critical reading. previous topic. about claims. previous topic. previous topic.
the new lesson
B. Establishing a purpose Inform students about the Apply different claims in Apply different claims in Inform about logical Inform about logical
for the lesson purpose of critical writing. writing. fallacies. fallacies.
reading.
C. Presenting examples/ Let the student give an Give the three examples Give the three examples Give examples of logical Give examples of
instances of the new example on how to read of claim. of claim. fallacies. logical fallacies.
lesson critically.
D. Discussing the Discuss ways on how to Discuss the use of Discuss the use of Explain the different Explain the different
concepts and criticize reading materials. claims. claims. logical fallacies. logical fallacies.
F. Developing Mastery Let the student evaluate a Review to student the Review to student the Familiarize with the Familiarize with the
(Leads to formative reading material. uses of claims in writing. uses of claims in writing. logical fallacies in the logical fallacies in the
Assessment) text. text.
G. Finding Practical Why critical reading is Why claims must Why claims must Why do we need to Why do we need to
applications of important in interpreting understood first before understood first before identify logical fallacies identify logical
concepts and skills in ideas? writing? writing? in a text? fallacies in a text?
daily living
H. Generalizations Make a list of ways on Differentiate the three Differentiate the three Make a summary of the Make a summary of
and abstractions how to read critically. claims in writing. claims in writing. different logical fallacies. the different logical
about the lesson fallacies.
I. Evaluating Learning Criticize a reading Read the given text and Read the given text and Identify logical fallacies Identify logical
material given. identify the claim use in identify the logical in a reading text. fallacies in a reading
the text. fallacies. text.
J. Additional activities for Read about claims in Home Study Read more about logical What are the other What are the other
application or writing. fallacies. logical fallacies? logical fallacies?
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation

solve?


Assistant Principal

Teaching Dates & Time JAN 28-Feb. 1 2019 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
Standards
C. Learning Formulates evaluative Formulates evaluative Formulates evaluative Formulates evaluative Formulates
Competencies statements about a text statements about a text statements about a text statements about a text evaluative statements
read read read read about a text read
EN11/12RWS-IVac-9 EN11/12RWS-IVac-9 a. Formulates b. Formulates b. Formulates
assertions about meaningful meaningful
the content and counterclaims in counterclaims in
properties of a response to claims response to claims
text read made in a text read made in a text read
EN11/12RWS-IVac-9 EN11/12RWS-IVac-9 EN11/12RWS-IVac-9
EN11/12RWS-IVac-9.1 EN11/12RWS-IVac-9.2 EN11/12RWS-IVac-
9.2
II. CONTENT Text and Context A. Critical Reading A. Critical Reading 2. Context of Text B. Critical Reading
Connections as Looking for as Looking for Development as Reasoning
Ways of Thinking Ways of Thinking
III. LEARNING
RESOURCES
School
Pages
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about Recapitulations of Present the lesson Recapitulations of Recapitulations of
lesson or presenting critical reading. previous topic. about claims. previous topic. previous topic.
the new lesson
B. Establishing a purpose Inform students about the Apply different claims in Apply different claims in Inform about logical Inform about logical
for the lesson purpose of critical writing. writing. fallacies. fallacies.
reading.
C. Presenting examples/ Let the student give an Give the three examples Give the three examples Give examples of logical Give examples of
instances of the new example on how to read of claim. of claim. fallacies. logical fallacies.
lesson critically.
D. Discussing the Discuss ways on how to Discuss the use of Discuss the use of Explain the different Explain the different
concepts and criticize reading materials. claims. claims. logical fallacies. logical fallacies.
F. Developing Mastery Let the student evaluate a Review to student the Review to student the Familiarize with the Familiarize with the
(Leads to formative reading material. uses of claims in writing. uses of claims in writing. logical fallacies in the logical fallacies in the
Assessment) text. text.
G. Finding Practical Why critical reading is Why claims must Why claims must Why do we need to Why do we need to
applications of important in interpreting understood first before understood first before identify logical fallacies identify logical
concepts and skills in ideas? writing? writing? in a text? fallacies in a text?
daily living
H. Generalizations Make a list of ways on Differentiate the three Differentiate the three Make a summary of the Make a summary of
and abstractions how to read critically. claims in writing. claims in writing. different logical fallacies. the different logical
about the lesson fallacies.
I. Evaluating Learning Criticize a reading Read the given text and Read the given text and Identify logical fallacies Identify logical
material given. identify the claim use in identify the logical in a reading text. fallacies in a reading
the text. fallacies. text.
J. Additional activities for Read about claims in Home Study Read more about logical What are the other What are the other
application or writing. fallacies. logical fallacies? logical fallacies?
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?

Assistant Principal

Teaching Dates & Time Feb.4-18 2019 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
A. Content Standards Understands the requirements of composing academic writing and professional correspondence.
B. Performance Produces each type of academic writing and professional correspondence following the properties of wellwritten texts and process
Standards approach to writing.
C. Learning Explains how one’s Explains how one’s Explains how one’s Explains how one’s Explains how one’s
Competencies purpose is a crucial purpose is a crucial purpose is a crucial purpose is a crucial purpose is a crucial
consideration consideration consideration consideration consideration
in academic and in academic and in academic and in academic and in academic and
professional writing professional writing professional writing professional writing professional writing
EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-
11
II. CONTENT Purposeful Writing Purposeful Writing Purposeful Writing Purposeful Writing Purposeful Writing
in the Disciplines in the Disciplines in the Disciplines in the Disciplines in the Disciplines
and for Professions and for Professions and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 117-119 Page 119 Page 120-123 Page 124 Page 125-127
Pages
3. Textbook Pages Page 117-119 Page 119 Page 120-123 Page 124 Page 125-127
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about Recapitulations of Inform about in making Recapitulations of Recapitulations of
lesson or presenting thesis statement. previous topic. topic sentences. previous topic. previous topic.
the new lesson
B. Establishing a purpose Inform about in making Inform about in making Make samples of topic Explain on how to Explain on how to
for the lesson thesis statement. thesis statement. sentences. construct supporting construct supporting
details. details.
C. Presenting examples/ Make samples of thesis Make samples of thesis Discuss on how to make Discuss about Discuss about
instances of the new statement. statement. a topic sentences. constructing supporting constructing
lesson details. supporting details.
D. Discussing the Discuss on how to make Discuss on how to make Make topic sentences. Construct details about Construct details
concepts and a thesis statement. a thesis statement. And construct an essay. a particular topic. about a particular
practicing new skill topic.
F. Developing Mastery Make a thesis statement Make a thesis statement What is the difference of Construct details about Construct details
(Leads to formative and construct an essay. and construct an essay. thesis statement to topic a particular topic. about a particular
Assessment) sentence? topic.
G. Finding Practical What is the difference of What is the difference of Familiarize with topic What is the difference What is the difference
applications of thesis statement to topic thesis statement to topic sentences. between minor and between minor and
concepts and skills in sentence? sentence?
daily living major details? major details?
H. Generalizations Familiarize with thesis Familiarize with thesis Familiarize with topic Make a list of minor and Make a list of minor
and abstractions statement. statement. sentences. major details. and major details.
about the lesson
I. Evaluating Learning Identify thesis statement Identify thesis statement Identify topic sentences Think of a topic and Think of a topic and
in a given text in a given text in a given text support your topic with support your topic
valid supporting details. with valid supporting
details.
J. Additional activities for Home Study Read more about topic Read more about Read more about Home Study
application or sentences. supporting details. supporting details.
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?


Assistant Principal
Teaching Dates & Time Feb.11-15 2019 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
B. Performance Produces each type of academic writing and professional correspondence following the properties of wellwritten texts and process
Standards approach to writing.
C. Learning Explains how one’s Explains how one’s Explains how one’s Explains how one’s Explains how one’s
Competencies purpose is a crucial purpose is a crucial purpose is a crucial purpose is a crucial purpose is a crucial
consideration consideration consideration consideration consideration
in academic and in academic and in academic and in academic and in academic and
professional writing professional writing professional writing professional writing professional writing
EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-
11
II. CONTENT Purposeful Writing Purposeful Writing Purposeful Writing Purposeful Writing Purposeful Writing
in the Disciplines in the Disciplines in the Disciplines in the Disciplines in the Disciplines
and for Professions and for Professions and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 134 Page 135-138 Page 139-140 Page 141 Page 142-147
Pages
3. Textbook Pages Page 134 Page 135-138 Page 139-140 Page 141 Page 142-147
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about Recapitulations of Recapitulations of Present the lesson Recapitulations of
lesson or presenting the process of writing. previous topic. previous topic. about the process of previous topic.
the new lesson writing.
B. Establishing a purpose Inform about the different Inform about the Inform about the Inform about the Inform about the
for the lesson process of writing. different process of different process of different process of different process of
writing. writing. writing. writing.
C. Presenting examples/ Present the different Present the different Present the different Present the different Present the different
instances of the new process. process. process. process. process.
lesson
D. Discussing the Discuss the different Discuss the different Discuss the different Discuss the different Discuss the different
concepts and process of writing. process of writing. process of writing. process of writing. process of writing.
F. Developing Mastery Familiarize with the Familiarize with the Familiarize with the Familiarize with the Familiarize with the
(Leads to formative different process. different process. different process. different process. different process.
Assessment)
G. Finding Practical Why we need to follow Why we need to follow Why we need to follow Why we need to follow Why we need to
applications of the processes in writing? the processes in the processes in the processes in follow the processes
concepts and skills in writing? writing? writing? in writing?
daily living
H. Generalizations Make a flow chart of the Make a flow chart of the Make a flow chart of the Make a flow chart of the Make a flow chart of
and abstractions processes of writing. processes of writing. processes of writing. processes of writing. the processes of
about the lesson writing.
I. Evaluating Learning Make a piece of literature Make a piece of Make a piece of Make a piece of Make a piece of
using the different literature using the literature using the literature using the literature using the
processes in writing. different processes in different processes in different processes in different processes in
writing. writing. writing. writing.
J. Additional activities for Home Study What is the flow of How to revise? What is peer-critiquing? How to publish?
application or writing process?
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?


Assistant Principal
Teaching Dates & Time Feb. 18-22 2019 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
B. Performance Produces each type of academic writing and professional correspondence following the properties of wellwritten texts and
Standards process approach to writing.
C. Learning Explains how one’s Explains how one’s Identifies the unique Identifies the unique Identifies the unique
Competencies purpose is a crucial purpose is a crucial features of and features of and features of and
consideration in consideration in requirements in requirements in requirements in
academic and academic and composing texts that are composing texts that are composing texts that
professional writing professional writing useful across disciplines useful across disciplines are useful across
EN11/12RWS-IVdg-11 EN11/12RWS-IVdg-11 a. Book Review or a. Book Review or disciplines
Article Critique Article Critique a. Book Review or
b. Literature Review b. Literature Review Article Critique
EN11/12RWS-IVdg-12 EN11/12RWS-IVdg-12 b. Literature Review
EN11/12RWS-IVdg-12.1 EN11/12RWS-IVdg-12.1 EN11/12RWS-IVdg-
EN11/12RWS-IVdg-12.2 EN11/12RWS-IVdg-12.2 12
EN11/12RWS-IVdg-
12.1
EN11/12RWS-IVdg-
12.2
II. CONTENT Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Purposeful Writing in
Disciplines and for Disciplines and for Disciplines and for Disciplines and for the Disciplines and
Professions Professions Professions Professions for Professions
III. LEARNING
RESOURCES
School
2. Learner’s Materials Page 175-180 Page 175-180 Page 183 Page 184-189 Page 189
Pages
3. Textbook Pages Page 175-180 Page 175-180 Page 183 Page 184-189 Page 189
from Learning
IV. PROCEDURES
lesson or presenting purpose of professional previous topic. about book review. previous topic. about Literature
the new lesson academic writing. Review
B. Establishing a purpose To be able to distinguish To be able to distinguish To inform on how to To inform on how to to inform students to
for the lesson the purpose of different the purpose of different critique a book or movie. critique a book or movie. make a Literature
writings. writings. review
C. Presenting examples/ Let the student give Let the student give Present to students the Present to students the Present to student
instances of the new examples of professional examples of processes of writing processes of writing the content of
lesson writing. professional writing. book review. book review. literature review.
D. Discussing the Discuss the usefulness of Discuss the usefulness Discuss the ways on Discuss the ways on Discuss the
concepts and the writings. of the writings. how to make a book how to make a book guidelines on how to
practicing new skill make a literature
review. review. review.
F. Developing Mastery Guide student on the Guide student on the Let the students work Let the students work Let the students work
(Leads to formative basic and mechanics in basic and mechanics in and share with the and share with the their research
Assessment) writing professional writing professional group about their book. group about their book. literature review.
writings. writings.
G. Finding Practical How importance How importance Why we need to Why we need to What is the purpose
applications of professional writing? professional writing? interpret a book? interpret a book? of literature review
concepts and skills in
daily living
H. Generalizations Let the students make a Let the students make a Let the student present Let the student present With the group,
and abstractions sample of professional sample of professional their work in class. their work in class. discuss and evaluate
about the lesson writing writing the sample literature
review.
I. Evaluating Learning Ask the students about Make a list a sample of Review a book that you Review a book that you make a research
the importance and academic and interest in. interest in. literature review
usefulness of a professional writing.
professional writing.
application or
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?

Assistant Principal

Teaching Dates & Time FEB 25- MARCH 1 2019 Quarter 2ND SEM.
MONDAY TUESDAY WEDNESDAY MONDAY TUESDAY
I. OBJECTIVES
B. Performance Produces each type of academic writing and professional correspondence following the properties of well written texts and
C. Learning Identifies the unique Identifies the unique Identifies the unique Identifies the unique Identifies the unique
Competencies features of and features of and features of and features of and features of and
requirements in requirements in requirements in requirements in requirements in
composing texts that are composing texts that are composing texts that are composing texts that are composing texts that
useful across disciplines useful across disciplines useful across disciplines useful across disciplines are useful across
EN11/12RWS-IVdg-12 d. Project Proposal d. Project Proposal e. Position Paper disciplines
EN11/12RWS-IVdg-12 EN11/12RWS-IVdg-12 EN11/12RWS-IVdg-12 e. Position Paper
EN11/12RWS-IVdg-12.3 EN11/12RWS-IVdg-12.3 EN11/12RWS-IVdg-12.4 EN11/12RWS-IVdg-
12
EN11/12RWS-IVdg-
12.4
III. LEARNING
RESOURCES
School
Pages
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about Recapitulations of Recapitulations of Present the lesson Present the lesson
lesson or presenting purpose of professional previous topic. previous topic. about position paper. about position paper.
the new lesson academic writing.
B. Establishing a purpose To be able to distinguish To know how to write a To know how to write a To persuade the reader To persuade the
for the lesson the purpose of different project proposal. project proposal. about your position in a reader about your
writings. certain issue. position in a certain
issue.
C. Presenting examples/ Let the student give Let the student discover Let the student discover present an example of present an example
instances of the new examples of professional the purpose of project the purpose of project issue applicable for of issue applicable for
lesson writing. proposal proposal position paper position paper
D. Discussing the Discuss the usefulness of Discuss the key Discuss the key Discuss the guidelines Discuss the
concepts and the writings. concepts in making a concepts in making a in making a position guidelines in making
practicing new skill project proposal. project proposal. paper. a position paper.
F. Developing Mastery Guide student on the Let the student think of a Let the student think of Let the student make a Let the student make
(Leads to formative basic and mechanics in problem inside the a problem inside the position in a particular a position in a
Assessment) writing professional school. school. issue. particular issue.
writings.
G. Finding Practical How importance How important project How important project Why we need to make a Why we need to
applications of professional writing? proposal in addressing proposal in addressing position in a certain make a position in a
concepts and skills in the problem in the the problem in the issue? certain issue?
daily living
society? society?
H. Generalizations Let the students make a Make a sample of Make a sample of Formulate a persuasive Formulate a
and abstractions sample of professional project proposal. project proposal. statement. persuasive
about the lesson writing statement.
I. Evaluating Learning Ask the students about Based on the problem Based on the problem Make a position in a Make a position in a
the importance and you’ve identify, make a you’ve identify, make a particular topic. particular topic.
usefulness of a project proposal. project proposal.
professional writing.
J. Additional activities for Read more about project Home study Home Study Read about ways on Home Study
application or proposal how to make a position
remediation paper
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?


Assistant Principal

Teaching Dates & Time march 12-16 2018 Quarter 1ST QUARTER OF 2ND SEM.
I. OBJECTIVES
B. Performance Produces each type of academic writing and professional correspondence following the properties of well written texts and
C. Learning Identifies the unique features of
Competencies and requirements in composing
professional correspondence
EN11/12RWS-IVhj-13
III. LEARNING
RESOURCES
School
Pages
from Learning
IV. PROCEDURES
A. Reviewing previous Present the lesson about
lesson or presenting different professional
the new lesson correspondence
B. Establishing a purpose To be able to make a
for the lesson professional correspondence
C. Presenting examples/ Present a sample of

instances of the new professional correspondence
lesson like resume, application letter
etc.
D. Discussing the Discuss how to achieve the

concepts and different professional
practicing new skill correspondence
F. Developing Mastery
(Leads to formative
Assessment)
G. Finding Practical
applications of
concepts and skills in
daily living
H. Generalizations
and abstractions
about the lesson
I. Evaluating Learning

application or
remediation
V. REMARKS
VI. REFLECTION


lesson.

remediation


solve?


DLL in RW

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

DLL in RW

Caricato da

Copyright:

Formati disponibili

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

Teacher MR. CHRISMAR O. ALIDO Learning Area READING AND WRITING

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies

F. What difficulties did I encounter which

Prepared by: Checked by:

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

I. Evaluating Learning Construct a Venn Construct a Venn Make a problem-

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

E. Which of my teaching strategies

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

B. No. of learners who require additional

D. No. of learners who continue to require

E. Which of my teaching strategies

F. What difficulties did I encounter which

G. What innovation or localized materials

Prepared by: Checked by:

School SAPIAN NATIONAL HIGH SCHOOL Grade Level 11

B. No. of learners who require additional

C. Did the remedial lesson work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies

G. What innovation or localized materials