DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

School DASMARIÑAS INTEGRATED HIGH SCHOOL Grade Level 11

Teacher Honora Bathan Learning Area READING AND
WRITING
DAILY LESSON Teaching Dates Quarter 3RD QUARTER
LOG and Time 2ND SEMESTER

Day 1 Day 2
I. WEEKLY
OBJECTIVES
A. Content Standards 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
1. Performance Standards
development.
The learner-
2. Learning Competencies
/ Objectives Describes a written text as a connected discourse Critical thinking
Write the LC code for each

II. CONTENT Discourse Critical Thinking

III. LEARNING
RESOURCES
A. References
B. Other Learning
Resources
IV. PROCEDURES
What is the meaning of the following sentences? Schema Check. Quiz.
A. Reviewing yesterday’s
lesson or Presenting 1. My old man kicked the bucket last year. (Idiom) Identify if the situations reflect critical thinking or not. Write C if it
the new lesson 2. It is much easier for a camel to pass through the eye of the does, N if not.
needle than for a rich man to go to heaven. (analogy)
“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”
E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
DCC REGIST
QMS-THR-FO
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
3. Where is the patis? 1. Ariel accepts arguments without supporting information (N)
2. Carmina asks for clarification on some of the contradictions
mentioned by the speaker (C)
3. Donna looks for mistakes committed by her classmates (N)
4. Janice reads very few articles for her research paper (N)
Jerry focuses on literal questions during a debate (N)
Unlock the following words using your Meriam-Webster App Learning to develop your ability to think critically will help students
succeed academically and professionally
1. Phonemes
2. Phonology
B. Establishing a purpose 3. Morphemes
for the lesson 4. Phones
5. Discourse
6. Reading
7. Writing
Lecture: Reading and Writing 1. In the quiz, how many got 5? 4?...
2. How many got it wrong in item 1? 2? 3? 4? 5?
Linguistics – the study of human speech including the units, nature, 3. Which item got the most no. of correct answers? wrong
structure, and modification of languages answers?
4. What does this tell us about our understanding of critical
Writing begins with ideas, ideas come from different sources, one of thinking?
C. Presenting examples/ them is reading. 5. Based on the situations presented in the quiz? What
instances of the new
is/involves critical thinking? What is the opposite of
lesson
these qualities? What is non-critical thinking?
6. What are the Levels of Critical thinking according to
Bloom? What is creative thinking according to
Anderson?
7. How is each of these manifested in your class activities?

1. What is a Phoneme? Phonology? Morpheme? Phones? 8. How can knowledge/remembering lead to

D. Discussing new concepts
Discourse? Reading? Writing? comprehension/understanding? (ask intelligent questions
and practicing new skills
2. What creates the distinction among words? –
“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”
E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
# 1 (Leads to Formative Ex. Cat = /k/ /at/ bat = /b/ /at/ mat = /m//at/  Remembering: recall information you read
Assessment) rat = /r/ /at/ mate = /m/ /eyt/  Understanding: interpret information (discuss,
describe, paraphrase, explain
(a single distinct sound /c/ to /r/, and structure [by adding  Applying: use and implement the information in
/e/] can change the meaning of a word) different situations (demonstrate, solve, use)
9. How will the last 3 levels develop HOTS?
3. What creates the meaning of words? (phoneme, morpheme0  Analyzing: breaking down ideas into parts &
4. What is the environment of a wordSentence relating these parts to one another (compare,
ParagraphEssayBook  other books, events… integrate, structure information)
Ex.  Evaluate: judging the value & validity of
ideas/events based on certain rules/standards
S1. The cat went up the roof.  Creating: combining parts to form a well-designed
[ the cat can move, as expressed by the v. “went up’ whole (produce, design, construct new
[ the cat can climb as hinted by the word “roof” information/ideas)
10. Based on these what are the qualities of a critical
S2. It caught a rat and ate it. thinker?
[ the cat is a predator, a hunter; therefore, more powerful Why is critical thinking important?
than the rat.
[ the cat is a carnivore, because it ate the rat
[ the rat is a weaker animal, food for the carnivore

5. Which word/s in S2 tells you that the cat caught and ate the
rat?
[It- cat; it-rat
[a pronoun is a discourse element used to refer entities in
previously mentioned discourse

6. Discourse
(teacher shows a newspaper and relates the title of an article
to the lead, the lead to the body of the article, the article to
actual events)

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
7. Developing mastery
(Leads to Formative
Assessment)
8. Finding practical
applications of
concepts and skills
in daily living
1. PHONEME – (linguistics) the smallest unit of speech that can be CRITICAL THINKING - a series of complex thought processes
used to make one word different from another word; any of the which allows you to make reasoned judgments, asses the way you
abstract units of the phonetic system of a language that correspond think, and solve problems effectively
to a set of similar speech sounds; speech sound
BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN – a
2. PHONOLOGY - (linguistics) the study of speech sounds used in system that classifies the levels of thinking important for learning, to
language promote higher levels of thinking.

3. MORPHEME – (linguistics) a word or a part of a word that has a

meaning and that contains no smaller part that has a meaning Ex. cat
(singular); catS (plural) BLOOM ANDERSON
9. Making
generalizations and
4. PHONES – (n.) a speech sound considered as a physical event
abstractions about
without regard to its place in the sound of a language. Ex. /k/, /i/, /t/,
the lesson
/e/

5. DISCOURSE – (n.) the use of words to exchange thoughts and

ideas; connected speech or writing; a linguistic unit (as a
conversation or story) larger than a sentence. Ex. All narratives,
written (news, short stor) or spoken (gossip, debate, news report)

6. READING -an exchange of thoughts and ideas between an author

and a reader; a particular interpretation of something. The author is
the “speaker’, the reader is the “listener”

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
7. WRITING – the use of written words to express your thoughts or
Evaluation
ideas. The writer as “speaker”

Synthesis

Analysis

Application

Comprehension

knowledge

creating

evaluating

analyzinge

applying

understanding

remembering

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2

QUALITIES OF A CRITICAL THINKER:

- Inquisitive, asks genuine Qs that lead to better

understanding
- Humble, does not pretend that he knows more than what he
actually knows
- Investigates/Verifies & evaluates the information; does not
settle for the superficial/literal level of information
- Open minded, does not look for mistakes/faults
- Does not let irrational emotions affect his thinking

IMPORTANCE OF CRITICAL THINKING

In reading, it:
1. Makes you recognize different texts and react to them
intelligently.
2. Enables you to analyze written works, comprehend & apply
the message in real life
3. Maximize the learning experience
4. Understand and enjoy reading better

In writing, it:
5. Helps you distinguish good and bad sources
6. Write a clear purpose & position
7. Provide writing skills that lead to producing good texts with
reliable & insightful content.

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
Quiz: QUIZ A:
1-5 Identification
1. The exchange of thoughts between author and Write C if the situation reflects Critical Thinking, N if not.
reader. READING
1. Kendra disregards information which contradicts her belief
2. The use of written words to express own
thoughts/ideas WRITING N
2. Kent tries to identify the fallacies used by the authors in
3. The exchange of thoughts/ideas DISCOURSE
their editorial C
4. The smallest unit of speech sound PHONEME
5. The smallest unit of a word with meaning 3. Lita does not change her position although substantial proofs
MORPHEME counter her arguments N
4. Nimpha lets her imagination & ideas flow when confronted
6-10 Application. Identify the linguistic item with real problems N
5. Tomas explores all the possible answers to his problem C
used.
6. Peter asks questions to show his American accent N
6. A court debate DISCOURSE
7. Rina gets angry when faced with problems N
7. Keeping a diary WRITING
8. Filipinos pronounce /friends/ as /prends/ 8. Rowena takes note of all the things her teacher explained
10. Evaluating learning during lecture N
PHONEME
9. Teddy selects what information to write during the lecture of
9. The word “history” was changed to “herstory” by
some feminists. MORPHEME his teacher C
10. The novel “Less Miserables” by Leo Tolstoy 10. Tony evaluates the efficiency of his solution to a problem C

QUIZ B:

Read the text. Classify the level of thinking that must be used; then,
answer the questions that follow each.

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
TEXT:

Every morning I lay on the floor in the front parlour watching her
door. The blind was pulled down to within an inch of the sash so that
I could not be seen. When she came out on the doorstep my heart
leaped. I ran to the hall, seized my books and followed her. I kept
her brown figure always in my eye and, when we came near the
point at which our ways diverged, I quickened my pace and passed
her. This happened morning after morning, I had never spoken to
her, except for a few casual words, and yet her name was like a
summons to all my foolish blood.

1. What does the narrative reveal about the character’s feelings

toward the girl? [COMPREHEND/UNDERSTAND-
INTERPRET] HE LIKES HER
2. What does the character do every morning when the girl
comes out? [REMEMBER-KNOWLEDGE] HE
WATCHES HER LEAVE
3. What can you say about the character?
[comprehend/understand] HE LIKES HER
4. What do you think will happen if the character sees the girl
with another boy? [EVALUATE] HE WILL BE SAD

11. Additional activities

for application or
remediation
1 REFLECTION
A. No.of learners who
earned 80 % of the
formative assessment
B. No.of learners who
require additional
“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”
E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Day 1 Day 2
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 this 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?

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Co n g r e s s i o n a l S o u t h A v e n u e , B u ro l 1 , Ci t y o f Da s m a ri ñ a s , Ca v i t e

Prepared: Checked:

HONORA BATHAN MARIA LALAINE M. BARRAMEDA

MT II SSHT VI/ ASST. PRINCIPAL-SHS

Date: Date:

“TAGA-DIHS AKO: Disiplina at Kalinisan nasa Puso Ko”

E-mail: dasmarinas.ihs@depeddasma.edu.ph | Phone: 506-1208/ 416-0498