SCHOOL SAN CELESTINO INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 11

DAILY
LESSON LOG TEACHER Jeneth K. Reyes SUBJECT Reading and Writing
DATE&TIME November 11-15, 2019 QUARTER SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learner realizes that information in written text may be selected and organized to achieve a particular purpose.

B. Performance
Standards The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the students At the end of the lesson, the students
Competencies/ students are expected to: students are expected to: students are expected to: are expected to: are expected to:
Objectives (Write the LC 1. Define outlining 1. Define outlining 1. Identify the use of 1. Identify the use of narration 1. Compare narration with description
code for each) 2. Identify the outlining 2. Identify the narration as a pattern as a pattern of development as pattern of development
myths and facts outlining myths and of development 2. Synthesize a paragraph using 2. Identify the characteristics of
3. Identify the formats of facts 2. Synthesize a narration description as a pattern of development
outlining 3. Identify the formats paragraph using 3. Figure out the components of 3. Uncover the two types of description
4. Appreciate the of outlining narration narrative text
importance of outlining 4. Appreciate the 3. Figure out the
importance of components of
outlining narrative text

EN11/12RWS-IIIa-2. Distinguishes EN11/12RWS-IIIa-2. EN11/12RWS-IIIbf-3. EN11/12RWS-IIIbf-3. Distinguishes

between and among techniques in Distinguishes between and among Distinguishes between and EN11/12RWS-IIIbf-3. Distinguishes between and among patterns of
selecting and organizing information techniques in selecting and among patterns of development in writing across
between and among patterns of
EN11/12RWS-IIIa-2.3. Topic outline. organizing information development in writing across disciplines.
EN11/12RWS-IIIa-2.4. Sentence EN11/12RWS-IIIa-2.3. Topic
development in writing across
disciplines. disciplines. EN11/12RWS-IIIbf-3.2. Description
outline outline.
EN11/12RWS-IIIa-2.4. Sentence EN11/12RWS-IIIbf-3.1. EN11/12RWS-IIIbf-3.1. Narration
outline Narration

Techniques in Selecting and Outlining Patterns of Paragraph Patterns of Paragraph Development

II. CONTENT Pattern of Development/Narration
Organizing Information Development
III. LEARNING Reading and Writing book Reading and Writing book Reading and Writing book
RESOURCES
A. References
1. Teacher’s Guide pages

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2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials PowerPoint Presentation, PowerPoint Presentation, reading text
PowerPoint Presentation, PowerPoint Presentation, reading text PowerPoint presentation, pentel pen,
from Learning Resource
pictures, photocopied texts pictures, photocopied texts manila paper
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous Preliminary activity Preliminary activity GAME GAME GAME

lesson or presenting the The teacher will show the The teacher will show the 4 pics in one word 4 pics in one word 4 pics in one word
new lesson students images of hurricane students images of hurricane The teacher will show The teacher will show pictures The teacher will show pictures and
destruction to towns. destruction to towns. pictures and the students will and the students will guess in what the students will guess in what
guess in what category do category do they fall. category do they fall.
Ask the students to apply the Ask the students to apply the they fall. The teacher will process the The teacher will process the
brainstorming technique to brainstorming technique to The teacher will process connection of the words; story, event, connection of the words; detail, sensory,
answer the question. answer the question. the connection of the words; vivid, narrate, and skill to the first look, quality, and realistic to the second
What kind of information What kind of information story, event, vivid, narrate, and pattern of development “Narration”. pattern of development “Description”.
community members might need community members might skill to the first pattern of
to know if they were living among need to know if they were living development “Narration”.
hurricane destruction like that in among hurricane destruction
the photos? like that in the photos?
B. Establishing a Identify if it is a myth or fact. Identify if it is a myth or fact. Ask: Ask: Present a paragraph from Maya
purpose for the lesson 1. Outlining wastes time. 1. Outlining wastes time. Angelou’s ‘I know why we caged Bird
2. Outlines aid in draft quality. 2. Outlines aid in draft quality. What is the most exciting What is the most exciting and/or Sings’
3. You have to use complete 3. You have to use complete and/or unusual experienced unusual experienced you ever had?
sentences. sentences. you ever had? Ask the questions:
4. Multiple formats exist. 4. Multiple formats exist.  What are the descriptions used
5. You must stick to an outline. 5. You must stick to an outline. by Maya to explain the
6. Outlines are guides not rigid 6. Outlines are guides not rigid characters of the paragraph?
templates. templates.  What emotion can you suggest
that the character shows?
C. Presenting The students will be asked to The students will be asked to The teacher will present The teacher will present narration as Discuss the second pattern of
examples/instances of present their assignment as a present their assignment as a narration as the first pattern of the first pattern of development. development “Description”.
the new lesson bridge towards to the discussion bridge towards to the development.
of the lesson. discussion of the lesson.

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D. Discussing new The teacher will present the The teacher will present the Discuss the steps on How to Discuss the steps on How to write a Show the difference between objective
concepts and practicing lesson proper about “outlining”. lesson proper about “outlining”. write a narrative. narrative. description and subjective description.
new skills #1
E.Discussing new The teacher will discuss the The teacher will discuss the Process the different Process the different components of Process the students understanding
concepts and practicing  Occasions to Use  Occasions to Use components of narrative texts narrative texts about the types of description.
new skills #2 Outlines Outlines
 Types of Outlines  Types of Outlines
F. Developing mastery The teacher will provide a The teacher will provide a Let the students get the Let the students get the components Identify the paragraph according to its
(Leads to Formative sentence outline and the students sentence outline and the components of narrative from of narrative from the prepared text. type of description.
Assessment 3) will change it into topic outline. students will change it into the prepared text.
topic outline.
G. Finding practical Share the responses to the Share the responses to the class.
applications of concepts class.
and skills in daily living
H. Making Let the student identify,
generalizations and How narration is different from
abstractions about the description as a pattern of
lesson development?
I. Evaluating learning
5 item quiz will be given 5 item quiz will be given 5 item quiz will be given 5 item quiz will be given 5 item quiz will be given

J. Additional activities for ASSIGNMENT: ASSIGNMENT: ASSIGNMENT:

application or Write a narrative text about a Write a narrative text about a time in You are a writer of a travel magazine.
remediation time in your life when you your life when you experienced an The editor of the magazine asks you to
experienced an emotion emotion strongly. Try to give as much write a travel article that tells about a
strongly. Try to give as much detail as possible. beautiful place where one can spend a
detail as possible. vacation. Your task is to write a five-
paragraph descriptive article.
V.REMARKS

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

A.No. of learners who

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

JENETH K. REYES MARIBEL T. LESCANO

Teacher Principal I

(043) 774-5793 0915-602-0846 / 0917-504-8676 SCNHSlipacity sancelestinonhs@gmail.com