School: ANONANG NATIONAL HIGH Grade Level: GRADE 11:HUMMS,

SCHOOL ABM, GAS & TVL

Teacher: MENJIE B. ANTIPORTA Learning Area: ENGLISH FOR
ACADEMIc PURPOSES
GRADE 11 Teaching Date and Time: June 03-07, 2019 Quarter: 1st QUARTER
DAILY LESSON LOG (11:00-12:00; 1:00-2:00)
MONDAY (SESSION 1) TUESDAY(SESSION 2) WEDNESDAY (SESSION3) THURSDAY (SESSION 4)

OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
must be followed and if needed, additional lesson, exercises and remedial activities may be done for developing content knowledge
an competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.
A. Content Standard
B. Performance Standard
C. Learning Competencies At the end of the session, At the end of the session, At the end of the session, At the end of the session,
learners are expected to: learners are expected to: learners are expected to: learners are expected to:
1. respond to questions about 1. identify one’s strenghts and 1. present creative output 1. express how they feel about
themselves and their weaknesses, and based on one’s strengths and their subject and teachers,
expectation to Senior High 2. Illustrates/show responses weaknesses and 2. Brainstorm how their class
School through various creative 2. Appreciate that class can be happy given their
2. Work with group by sharing means. members have strengths and similarities and differences
one’s responses to given weaknesses. and
questions 3. Contribute to class rules,
3. Collaborate with a group regulations, norms an
output. agreements.
II. CONTENT I am a Senior High School My Strengths and Weaknesses Unity in Diversity Me, My Teacher and My Class
Learner
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Material
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource
 B. Other Learning Resources www.tecweb.org/tyle/gardner.ht
ml
Howard Garner’s Theory of
Multiple Intelligences
IV. PROCEDURES These steps should be one across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
A. Reviewing previous lesson 2 mins: Teacher welcomes the (5 mins): Teacher will review 5 mins: teacher reviews 5 mins: class reviews
or presenting the new class and introduces previous questions asked and activities from the last session. presentations from the last
lesson himself/herself (specialization, class responses from session Teacher explains that this session. Class discussed what
background, credentials) 1. session will be for preentationn they have learned from the
of output. presentations.
B. Establishing a purpose for 5 mins: 10 mins: 50 mins: Below are options 25 mins:
the lesson 1. from the list below, teacher 1. teacher presents the that classes may use for 1. Teacher says “I have the
chooses one to two questions different intelligences and gives presenting class output. chance to know each one of
for the class to answer. Subject a brief explanation for each. 1. gallery walk you in the pat days. Now. I
teachers coordinate with each A. Verbal-linguistic 2. Individual/group want to know your
other so that there will be no B. Logica-Mathematical presentations expectations from me since
duplication of questions used in C. Interpersonal we will be together in this
class. D. Intrapersonal Presentations may vary per semester.
A. What object bet represents E. Visual-spatial subject. Teacher will 2. Learners bring out of sheet f
you? F. Bodily kinesthetic coordinate accordingly paper and ballpen.
B. What excites you about G. Musical 3. teacher says, “I need you to
SHS? H. Naturalistic complete the following
C. What makes you nervous I. Existential sentences.
about SHS?
D. What age will you be 10 2. teacher says: Based on what A. I like (name of subject)
years from now? you feel, what are your top two because__________
E. What do you know about intelligence?think on how you B. I don’t like (name of
senior high school? can illustrate/show your subject) because__________
F. What are your top three response to the question C. I like it when the
positive personal qualities? yesterday. Learners may teacher______
choose the following options: D. I don’t like when the
2. teachers asks learners to Object, collage, drawing, song, teacher _____
bring out a piece of paper and dance, poem, story, comic.
be ready with a pen or pencil. 3. learners are given time to 4. the teacher collects the
3. Teacher says “lets get to prepare and work on their sheet of paper, reads the
know a little bit about each output. answers, and reflects with the
other today. class.

C. Presenting Teacher provides the entence 15 mins:

 examples/instances of the structure to follow based on the 1. teacher draws a semantic
new lesson chosen quesstion. For web/word map on the board.
example, The word inside the middle
“Hello, my name is____. the circle is HAPPY CLASS.
object that best represent me is 2. The class brainstorm for
_____because_____ diffrenet ways that a
classroom can be happy and
Teacher moelss how to interesting.
respond using the suggeste 3. Teacher write the reponses
sentence tructure. on the board.
D. Discussing new concepts 1. Learners are ask to think of 15 mins. Teacher and learners
and practicing new skills their reponses and write them make an agreement on which
down. activities, practics, routines,
2. After they have written their strategies will be adopted by
responses, the teacer will ask both to make the class a
the to group themselves in five happy class.
member.
3. Group member stahere their
reponses.

E. Discussing new concepts

and practicing new skills
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts
and skills in daily living
H. Making generalizations 15 mins: 5 mins: 5 mins: Teacher and students write
and abstractions about the After the sharing session, the Teacher closes the session by Teacher summarizes how a the agreement on a cartolina
lesson clas can reflect on the answers how people will have different class is mae up of learners or manila paper an should be
of the group. The teacher can strength and weaknesses. with different trength and posted inside the classroom
ask the following quetions: Teacher then emphasizes that weaknesses. for everyone to see during
A. Who has similar responses? there can be unity depite smemsster.
B. In what ways are they diversity. Teacher then emphasizes that
similar? there can be unity depite
C. What can teachers do to diversity.
make this happen?
D. What can the school do to
make this happen?
E. 8 mins:
F. 1. teacher provides a proper
 ending by emphasizing that
SHS is a new beginning and a
proper venue to tart a new as
an inividual learner, and as a
class, that their imilaritie and
differences will help the class
achieve their goals.
I. Evaluating Learning
J. Additional activities for Agreement: Bring old or used .
application or remediation magazines, newpapers,
catalogues,etc.
V. REMARKS
VI. REFLECTION Reflect on how your teaching assess yourself as a teacher. Think about your students progree this week. What works? What else
need to be done to help the tuents learn? Ientify what help your intructional uperviors can help you when you meet them and ask
relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of students who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other?
Prepared by: MENJIE B. ANTIPORTA NOted by: VIOLETO S. CLAROS
Subject Teacher School Principal