GRADES 1 to 12
DAILY LESSON LOG
SECTION AND DATE OF
LESSON EXECUTION
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
School Quezon City Science High School
Ms. Zia Denise R. Palomeno
Teachers
Teaching Dates and Time
Day 1
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIa-2.1-2.4 Distinguishes
between and among techniques in
selecting and organizing information (i.e.,
brainstorming list, graphic organizer,
topic outline, sentence outline)
During the session, students will:
1. Use appropriate graphic organizers
to organize information.
2. Explain the importance of being
organized.
Techniques in Selecting and
Organizing Information
Tiongson, Marella Therese A. and
Rodriguez, Maxine Rafaella C. (2016).
Reading and Writing Skills. Rex Book
Store: Manila.
Grade Level
Mrs. Sheryl S. Verdadero
Week 2: June 10-14, 2019
*June 12 – No Classes Independence Day
Day 2
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIbf-3 Distinguishes
between and among patterns of
development in writing across disciplines
During the session, students will:
Parts of a Paragraph
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 21-31)
Eleven
Reading and Writing Skills
Learning Area
Quarter First
Day 3
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIbf-3.1 Distinguishes
between and among patterns of
development in writing across disciplines
(NARRATION)
During the session, students will:
Paragraph by Narration
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 21-31)
Day 4
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIbf-3.1 Distinguishes
between and among patterns of
development in writing across disciplines
(NARRATION)
During the session
Paragraph by Narration
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 21-31)
IV. PROCEDURE
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
Activity 1: Q & A
How do you make sure you have
understood what you read?
Present the questions for the session:
 How do graphic organizers help
readers understand a text better?
 How do graphic organizers help
writers
Whole Class Discussion:
How does visualizing help a reader
understand a text better?
Lecture-Workshop:
1. Identify the different graphic
organizers posted on the
board/flashed overhead.
PRACTICE: What are different
examples of graphic organizers? For
which type of information would the
different examples be appropriate to
use?
Activity 1: Jigsaw Pictures (Small
Group)
Distribute a jumbled set of pictures.
 Arrange the events by writing the
number underneath the picture.
 The first group to finish with the
correct arrangement will present
their answer to the class.
Note the words that the presenters
used to signify the order of events in
their story.
Present the question for the session:
 What are the different parts of a
paragraph?
Activity 2: (Group Work)
1. Distribute sentence cut-ups. Instruct
students to arrange the sentences.
2. Have groups analyze the paragraph
by providing answers to the
following questions:
a. What is the main idea of the
paragraph?
b. What details of support are
provided?
c. How are the details organized?
Lecture-Workshop:
Using the students’ output from the
previous activity, discuss the following:
1. Differentiate the TOPIC
SENTENCE from the
CLINCHER/BRIDGE SENTENCE.
2. What are different details can a
writer use to support the main idea?
Activity 1: PRE-READING (Whole Activity 5: GUIDED WRITING
Class) (Individual)
1. Motivation Questions: Complete the summary by filling in
a. Do you value your reputation? the blanks with the words from the
b. What is the importance of a list.
good reputation?
2. Motive Question: Present the title –
“The Power of a Good Name”, and
ask: WHAT IS THE VALUE OF
HAVING A GOOD NAME?
3. Unlocking of Vocabulary: Identify
the meaning of the boldfaced words.
Present the question for the session: How can you protect your good name?
 How is a narrative paragraph
constructed?
 What are the appropriate transitional 1.
devices used in narrative paragraphs?
Activity 2: DURING READING Activity 6: FREE WRITING
Instruct students to read the text silently. Written Work 3: Recall a funny or
interesting incident that happened to you
or someone else and write about it.
Activity 3 POST READING (Whole Lecture-Writeshop
Class) 1. Ask students how they decided what
1. Why do you suppose the farmer to include in the summary.
raised his hand and cynically smiled 2. Model how summarizing academic
when the young man was requesting texts is done using previewing,
for credit? skimming, and scanning.
2. Is there indeed power in a good 3. Activity 3: Practice (Group Work)
name? Support your answer. 2. Summarize the given paragraph.
3. Does it necessarily follow that
children of well-respected families
turn out good? Cite examples.
Activity 4: TEXT ANALYSIS (Triads)
Instruct students to:
1. Identify the setting, characters, plot,
point of view, time expressions in
the text.

F. Developing mastery
(leads to Formative
Assessment)
Group Work:
(CLG 8) Distribute texts for students to
read. Instruct students to use the assigned
graphic organizer to make the reading
text visually comprehensible.
Activity 3: Reading Exercise
(Individual)
Written Work 2: Identify the topic
sentence and details of support in each
passage.
2. Extract the theme of the passage.
Activity 5: Reading Practice –Inference Activity 4: (Individual Work)
Written Work 3: Read and analyze the WW4: Reading Comprehension Test and
texts provided. Summarizing

G. Finding practical Why is ORGANIZATION an important What is the importance of support in How can you protect your good name?
applications of concepts and life skill? achieving one’s purpose in life?
skills in daily living

H. Making generalizations and How does one select and organize What constitutes a paragraph? What is the difference between an
abstractions about the lesson information? academic text and a non-academic text?
I. Evaluating learning Presented Graphic Organizers / Outlines Written Work 2 Written Work 3 - Short Quiz: Identify whether
the text is academic or non-
Rubric: Rubric: academic.
- Accuracy 4321
- Neatness 4321
- Organization 4 3 2 1
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 they 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: Sheryl S. Verdadero (SHS-MT I) Reviewed by: Dolores J. Biñas (OIC, English Department)