Based on DepEd Order no.42, s.

2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE KTO 12 BASIC EDUCATION PROGRAM

School SAN BARTOLOME HIGH SCHOOL Grade Level 11TH

GRADES 1 to 12
DAILY LESSON LOG Teacher JESSICA V. TAROG Learning Area READING AND WRITING SKILLS
May 15– May 19, 2023 | 6:40-7:20 (MUFFIN), 7:20-8:00
Teaching Dates and Time (GALILEO), 8:00-8:40 (TESLA), 9:10-9:50 (DRUCKER), Quarter FOURTH
9:50-10:30 (BOAS), 11:50-12:30 (COMTE)

I. OBJECTIVES. Objectives must be met over the week and connected to the curriculum standards. To meet the necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and 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 lesson. Weekly objectives shall be delivered from the curriculum guides.

A. Grade Level
The learner understands the requirements of composing academic writing and professional correspondence.
Standard

B. Performance
The learner produces each type of academic writing and professional correspondence following the properties of well written texts and process approach to writing.
Standards
At the end of the lesson, the students must be able to:
C. Learning a. identify types of assertions;
Competencies/ b. reflect on the importance of being assertive in formal and informal situation;
Objectives (Write the
c. formulate assertions and evaluative statements; and
LC code for each)
d. write evaluative statements and an evaluation about the content and properties of a written text.
II. CONTENT. Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Lesson Title: Formulating Evaluative Statements

III. LEARNING RESOURCES. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Refences

1. Teacher’s Guide MELCS Teachers Guide and DBOW

2. Learner’s SHS Applied Subject: Reading and Writing Skills

Materials pages Quarter 4 – Module 6

3. Textbook pages No available textbook

4. Additional None
Materials from
Learning Resource
(LR) Portal
III. PROCEDURES. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided 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 process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

May 22, 2023 May 23, 2023 May 24, 2023 May 25, 2023 May 26, 2023
Online Classes Online Classes Online Classes Face-to-face Classes Face-to-face Classes

A. Reviewing the Directions: Read the following Directions: Complete the Directions. Formulate an Directions: Arrange the jumbled The teacher will conduct long
previous lesson or questions below. Choose the statement below by giving the assertion out of the picture letters below. Once done, define quiz face-to-face about the three
presenting the new letter of the correct answer. (10 characteristic or defining below. the arranged word based on the topics discussed for three
lesson items) evaluative assessment based on discussion previously. weeks.
1. Which of the following gives a your understanding of the 1. ASTESRONI Topic 1: Hypertextuality and
better explanation to show the previous lesson. (ASSERTION) Intertextuality
strengths and weaknesses of 2. CATF (FACT) Topic 2: Critical Reading as
something through writing? 3. CENOVITONN Resoning
A. Assertion (CONVENTION) Topic 3: Formulation Evaluative
B. Counterclaim 4. ERPFENERCE Statements
C. Evaluative Statement (PREFERENCE)
D. Critical Reading 5. NINPONOI (OPINION)
2. The statement “Facebook is a
cooler social media platform
than Twitter.” Is what type of
assertion?
A. Fact
B. Opinion
C. Preference
D. Convention
B. Establishing a Read Aloud!
purpose for the lesson Direction/s: Read the objectives
of the lesson below:
At the end of the lesson, the
students must be able to:
a. identify types of
assertions;
b. reflect on the
importance of being
assertive in formal and
informal situation;
c. formulate assertions
and evaluative
statements; and
d. write evaluative
 statements and an
evaluation about the
content and properties
of a written text.
C. Presenting Directions: Suppose your Directions: Answer the question
examples/ instance of parents give you an option of the below:
the new lesson gift you want to receive on your
graduation day. This is for you to Question:
be motivated to maintain your 1. How can you tell a
academic standing friend that he is already
in your class. Your choices are being toxic without
illustrated below. accusing tone?
2. How can you tell your
boss that his/her outfit
doesn’t fit them?

1. From the choices above, what

will you choose and why?
2. If you were your parents, what
do you think would they tell you
after knowing your choice? Can
you list down the possible
statements you may hear from
them.
D. Discussing new Discussion of Evaluative Discussion of Assertion and Continuation of the Directions: Read the poem written
concepts and Statement its types discussion about assertion by Meigma, a senior high school
practicing new skills A. It is a statement that Assertions are declarative and its types student. Construct 2-3 evaluative
states one's sound sentences that give one’s belief statements about it by answering
judgement about about something else as if the questions written in the
something through it is true though it may not be. table below. Focus on its content
writing which is Types of Assertion and properties. Please be guided
supported by reasons 1. Fact by the format given in the table
and evidences. It also 2. Convention and the scoring rubric that
presents the strengths 3. Opinion follows after the poem below.
and weaknesses of 4. Preference Note: The poem and rubrics will
something based on a be provided by the teacher.
set of criteria which
needs to be factual,
substantial, and
 unbiased.
B. Steps on How to
Formulate an Evaluative
Statement
E. Developing mastery Directions: Identify the type of Direction: Formulate the four
(Leads to Formative assertion in each statement. types of assertion based on
Assessment 3) (FACT, CONVENTION, the given topic below. (1-2
OPINION, PREFERENCE) 10 sentences)
items Topic: Killing of the dogs
1. I would rather watch shows Marshall and Millions
than play computer games. 1. Fact
2. Roses grow best in soil made 2. Convention
of ¾ clay and ¼ sand and loam. 3. Opinion
4. Preference

F. Making Directions: Answer the question Directions: Enumerate the four Directions: Get your reflection
generalization and below. types of assertion and explain journal then write down your
abstractions about the Why is evaluative each briefly. takeaways from the lesson and its
lesson assessment important in importance in formal and informal
academic writing? situation.
G. Evaluating learning
H. Additional Activities Directions: Give your own
for application for example for each type of
remediation assertion. (FACT,
CONVENTION, OPINION,
PREFERENCE)

I. REMARKS
VI. REFLECTION. Reflection on your teaching and assess yourself as a teacher. Think about your student’s progress this week. 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. Number of learners
who earned 80% in the
evaluation
B. No. of learners who
requires additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught
up with the lessons
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/supervisor
can help me solve?
G. What innovations or
localized materials did
I used/discover which I
wish to share with
other teachers?

Prepared by: Verified by: Checked by:

JESSICA V. TAROG ELSA A. BLAZA ABRAHAM M. CULONG

Teacher I Master Teacher II Head Teacher VI

Approved by:

ANITA S. BOHOL, ED, LI, B.

School Head