GRADE 1 to 12 School Enrico T.

Prado National High School - SHS Grade Level 11

DAILY LESSON Teacher Winnie T. Calimlim Learning Area Reading and Writing Skills
LOG Teaching Dates and Time November 12-16, 2018 Quarter Second

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Distinguishes between and among techniques in selecting and organizing Distinguishes between and among patterns of development in writing across
Competency/Objectives information. (EN11/12RWS-IIIa-2) disciplines. (EN11/12RWS-IIIbf-3)
Write the LC code for each. c. topic outline (EN11/12RWS-IIIa-2.3) a. narration (EN11/12RWS-IIIbf-3.1)
d. sentence outline (EN11/12RWS-IIIa-2.4)
1. Define paragraph
1. Define outline 2. Distinguish the differences among the patterns of paragraph development
2. Differentiate topic outline from sentence outline.
a. CONTENT
Techniques in Selecting and Organizing Information Patterns of Development
b. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Reading and Writing Skills by Sandagan, pages 30-32
Sandagan, Pages 20-25
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
c. PROCEDURES
A. Reviewing previous lesson or Show students two examples of What is an outline? What are the two According to Francis Bacon, “Writing What is a paragraph? What is narration as
presenting the new lesson outlined topic with different formats. kinds of outline? What are the things to makes an exact man”, Why exact? pattern in paragraph development? What
Compare the examples. What do you remember in outlining? Explain. order is to be used to come up with
observe in the following examples? meaningful narrative story?
Process the answers.
B. Establishing a purpose for the What do you usually do in order to Will you tell to the class what happened
lesson comprehend a text easily? (Let the to you during semestral break?
students arrive at the answer which is (Process the answers)
outlining)

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C. Presenting examples/Instances What do you think is the pattern used in
of the new lesson developing the ideas in the previous
question?
D. Discussing new concepts and What is an outline? What are the two What is narration as pattern in paragraph
practicing new skills # 1 kinds of outline? What are the things to development? What order is to be used
remember in outlining? to come up with meaningful narrative
story?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Present an example of a narration to the
(leads to Formative class and let them share to the class
Assessment 3) what they observed. (how it was
developed, the transitional words used,
etc.)
G. Finding practical application of How do you organize information to be
concepts and skills in daily written in your notebooks? Do you
living have a style of writing those important
information? Share it to the class.
H. Making generalizations and What is an outline? What are the two What is narration as pattern in paragraph
abstractions about the lesson kinds of outline? What are the things to development? What order is to be used
remember in outlining? to come up with meaningful narrative
story?
I. Evaluating learning From the brainstorming list and graphic Write a simple narration of the events in
organizer, help each other choose the one of the topics below:
main topic from the subtopics and create a. Most Embarrassing Moment in Life
one topic outline. Present group outline to b. My Valuable Childhood Possession
the class. c. One Person I Fear Losing the Most
J. Additional activities for
application or remediation

d. REMARKS
e. REFLECTION
A. No. of learners who earned 80% in the STEM: STEM: STEM: STEM:
evaluation CSS: CSS: CSS: CSS:
B. No. of learners who require additional STEM: STEM: STEM: STEM:
activities for remediation who scored CSS: CSS: CSS: CSS:
below 80%
C. Did the remedial lessons work? No. of STEM: STEM: STEM: STEM:
learners who have caught up with the CSS: CSS: CSS: CSS:
lesson
D. No. of learners who continue to STEM: STEM: STEM: STEM:
require remediation CSS: CSS: CSS: CSS:
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 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?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?

Prepared by: Checked by:

WINNIE T. CALIMLIM JANICE P. ARELLANO

Subject Teacher MT II/SHS Coordinator