SCHOOL Tondol National High School GRADE LEVEL 11- GAS/TVL

GRADES 1 TO 12
TEACHER Carl John C. Carolino LEARNING AREA Reading and Writing
DAILY LESSON LOG
TEACHING DATES AND TIME January 14- 18, 2019 QUARTER Fourth/ Week 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, 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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learner understands the relationship of a written text and the context in which it was developed.
B.Performance Standards The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.
C.Learning Competencies/Objectives 3. Identifies the context in which 3. Identifies the context in which a 4. Explains critical reading as 4. Explains critical reading as
Write the LC Code for each a text was developed. text was developed. (EN11/12RWS- reasoning. (EN11/12RWS-IVac-8) reasoning. (EN11/12RWS-IVac-8)
(EN11/12RWS-IVac-7) IVac-7)
a. Hypertext (EN11/12RWS-IVac- a. Hypertext (EN11/12RWS-IVac-7.1)
7.1) b. Intertext (EN11/12RWS-IVac-7.2)
b. Intertext (EN11/12RWS-IVac-
7.2)
II.CONTENT Content is what the lesson is 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.
RWS11.2. Text and Context RWS11.2. Text and Context RWS11.2. Text and Context RWS11.2. Text and Context
Connections (Critical Reading) Connections (Critical Reading) Connections (Critical Reading) Connections (Critical Reading)
A. Critical Reading as Looking for A. Critical Reading as Looking for A. Critical Reading as Looking for A. Critical Reading as Looking for
Ways of Thinking Ways of Thinking Ways of Thinking Ways of Thinking
1. Explicit and Implicit Claims in a 1. Explicit and Implicit Claims in a 1. Explicit and Implicit Claims in a 1. Explicit and Implicit Claims in a
Text Text Text Text
2. Context of Text Development 2. Context of Text Development 2. Context of Text Development 2. Context of Text Development
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.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Critical Reading and Writing for Critical Reading and Writing for the Reading and Writing Skills by M. T. Reading and Writing Skills by M. T.
the Senior High School by Senior High School by Filomena T. Tiongson and M. R. Rodriguez, pp. Tiongson and M. R. Rodriguez pp.
Filomena T. Dayagbil, Ed. D., Dayagbil, Ed. D., Ethel L. Abao, Ed. 24- 26; 29 16-17; 24- 26; 29
 Ethel L. Abao, Ed. D., and D., and Remedios C. Bacus, pp. 99-
Remedios C. Bacus, pp. 99- 101 101
IV.PROCEDURES These steps should be done 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 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 or State the learning competency. Review the previous lesson. State the learning competency. Review the previous lesson.
presenting the new lesson
B.Establishing a purpose for the lesson The learners will have Decode Check the Ads Activity
the Emoji Message Activity
Directions: Group the learners into
Directions: There will be three three groups. They will watch
rounds for this activity. three commercial ads. They need
Worksheets will be given to the to accomplish the worksheet
learners who are divided into containing the following:
three groups. The learners need a. Product
to decode the message in three b. Claim of the product
minutes per round.

This is the scoring system that

will be followed:
1st round- 10 points
2nd round- 20 points
3rd round- 50 points
C.Presenting examples/instances of Videoke Session After answering, the learners will
the new lesson report what they observed. Then,
Directions: The learners will sing the class will question the
“Love Story” song by Taylor Swift. credibility of the products’ claims.
Introduce counterclaim.
The class will answer the
questions:
1. Who are the fictional
characters mentioned in
the song?
2. Give the similarities of
the situation of the
fictional characters and
the persona in the song?
 Ask them the experiences they
had in doing the activities.
D.Discussing new concepts and Discuss about intertextuality. Discuss counterclaims. Discuss textual development and
practicing new skills #1 - Samples evidence.
- Presence in films, music,
literary pieces
E.Discussing new concepts and Discuss about hypertextuality. Read the excerpt “The Policies and
practicing new skills #2 Focus on images then tell about Achievements of the Government
links online. and Regeneration of the Filipino”
by Manuel Quezon
F.Developing mastery Do Task 3.1, page 101 The learners will do Emoji Writing The learners will do the The learners will do Evaluating
(Leads to formative assessment) Message output. formulating of counterclaims Evidence from a Given Text
In the Venn Diagram, cite the activity. activity, page 29.
similarities and differences
between Intertextuality and
Hypertextuality.
G.Finding practical/applications of Ask: Ask:
concepts and skills in daily living
How the hypertextuality and How these concepts will help you
intertextuality can help you to screen news?
obtain more information
effectively?
H. Making generalizations and The learners will differentiate The learners will generalize things The learners generalize the
abstractions about the lesson hypertextuality and about counterclaim. concepts.
intertextuality.
I.Evaluating Learning Hype the Lyrics Activity The learners’ outputs will be posted The learners will have a quiz.
on Facebook and be evaluated.
Directions: Each learner will
receive a worksheet. It has lyrics
of Someday We’ll Know by
Mandy Moore. There will be five
boxes that are needed to be filled
with words and drawings. The
learners need to base their
answers in the concept of
hypertextuality.
J.Additional activities for application
or remediation
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 relevant
questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to 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 these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by:

CARL JOHN C. CAROLINO, LPT, MAEd MR. NICK C. REBUDAN

Subject Teacher School Head