RWS DLL Week 5

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GRADES 1 to 12 School Basista National High School Grade Level Grade 11

DAILY LESSON LOG Teacher JOVILA D. ALCANTARA Learning Area Reading and Writing Skills
Teaching Dates and Time September 25-29, 2023 Quarter FIRST

Session 1 Session 2 Session 3 Session 4


I. OBJECTIVES
A. Content Standards Realizes that information in a written text may be selected and organized to achieve a particular purpose
B. Performance Standards Critiques a chosen sample of each pattern of development focusing on information selection, organization, and development
C. Learning EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3
Competencies/Objectives Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and among patterns
among patterns of development among patterns of development among patterns of development of development in writing across disciplines
in writing across disciplines in writing across disciplines in writing across disciplines EN11/12RWS-III-3.8
f. cause and effect f. cause and effect EN11/12RWS-III-3.8 H. Persuasion
(EN11/12RWS-IIIbf-3.6) (EN11/12RWS-IIIbf-3.6) H. Persuasion
g. problem-solution g. problem-solution
(EN11/12RWS-IIIbf-3.7) (EN11/12RWS-IIIbf-3.7)
II. CONTENT Patterns of Development Patterns of Development Patterns of Development Patterns of Development
(Cause and Effect and (Cause and Effect and (Persuasion) (Persuasion)
Problem-Solution) Problem-Solution)
a. LEARNING
RESOURCES
A. Preferences
1. Teacher’s Guide pages
2. Learner’s Materials Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills Learner’s Material
pages Learner’s Material Learner’s Material Learner’s Material
3. Textbook pages pp.119-127 pp.119-127
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Resources L LED TV/projector, HDMI, PowerPoint presentation, Pictures
b. PROCEDURES
A. Reviewing previous lesson or Review students about the Review students about the Preliminary Activities: Preliminary Activities:
presenting the new lesson different techniques a writer can different techniques a writer can -prayer -prayer
use to demonstrate comparison use to demonstrate comparison -reading of reflection of the day -reading of reflection of the day
-checking of attendance -checking of attendance
and contrast. and contrast.
-Review -Review
-Throw a situation to the -Throw a situation to the students where
students where one student one student accuses another of stealing
accuses another of stealing her/his money. Then ask them how they
her/his money. Then ask them would defend themselves.
how they would defend -Take up the introduction.
themselves.
-Take up the introduction.
B. Establishing a purpose for the At the end of the activity, the At the end of the activity, the Explain to the class the Explain to the class the importance of
lesson students will be able to students will be able to importance of persuasion. Then persuasion. Then have the students do the
understand the definition and understand the definition and have the students do the warm- warm-up activity.
up activity.
nature of causal analysis as an nature of causal analysis as an
essential mode of paragraph essential mode of paragraph
development, see the practicality development, see the practicality
of causal analysis in applying it to of causal analysis in applying it to
problem-solution type of papers problem-solution type of papers
and apply causal analysis in and apply causal analysis in
writing a full-blown essay writing a full-blown essay
addressing the issue of colonial addressing the issue of colonial
mentality. mentality.
C. Presenting Ask: Ask: Have the students do the Pre- Have the students do the Pre-reading
examples/instances of the new Do you like travelling? Whether Do you like travelling? reading journal entry and journal entry and vocabulary check. Then,
lesson local or abroad? Do you like flying Whether local or abroad? Do you vocabulary check. Then, have have them read an excerpt of the essay
them read an excerpt of the “Phase Out Obsolete Jeepney and have the
or riding a water vehicle to the like flying or riding a water
essay “Phase Out Obsolete students do the Post-reading: Vocabulary
other islands, to other countries, vehicle to the other islands, to Jeepney and have the students Check and comprehension questions.
to other continents? Or do you other countries, to other do the Post-reading: Vocabulary
prefer more to catch a train, a continents? Or do you prefer Check and comprehension
bus, an FX, a taxi, a jeepney, a more to catch a train, a bus, an questions.
tricycle, even a pedicab; or to FX, a taxi, a jeepney, a tricycle,
ride your own car, a motorcycle, even a pedicab; or to ride your
a bicycle, a skateboard, even a own car, a motorcycle, a bicycle,
wheelchair; or to simply walk a skateboard, even a wheelchair;
around, to explore your or to simply walk around, to
immediate surroundings? What explore your immediate
pushes you to move from one surroundings? What pushes you
location to another? If none of to move from one location to
another? If none of the
the aforementioned modes of aforementioned modes of
transportation appeal much to transportation appeal much to
you, how else would you like to you, how else would you like to
move around? Or would you move around? Or would you
prefer to stay put where you are prefer to stay put where you are
and not travel altogether? Why and not travel altogether? Why
would you choose this option? would you choose this option?
D. Discussing new concepts and Have students do the Pre- Have students do the Pre- Discuss persuasion as the Discuss persuasion as the primary mode of
practicing new skills #1 Reading Journal Entry on page 80 Reading Journal Entry on page 80 primary mode of paragraph paragraph development.
of the LM. of the LM. development.
Directions: Freewrite for 10 Directions: Freewrite for 10
minutes on where and when your minutes on where and when
imagination takes you. Where your imagination takes you.
are you? What’s the time? Why Where are you? What’s the
are you there in the first place? time? Why are you there in the
Why do you imagine yourself as first place? Why do you imagine
such? After returning to reality, yourself as such? After returning
how has that imagined world to reality, how has that imagined
affected you? Do you wish it was world affected you? Do you wish
real? That you can go back to it it was real? That you can go back
when reality takes its toll on you? to it when reality takes its toll on
*Be guided with these questions you?
as your imagination takes you to *Be guided with these questions
a new world and back to reality. as your imagination takes you to
*Have some students share their a new world and back to reality.
work with the class. *Have some students share their
Discuss to students what causes work with the class.
analysis is and its practical Discuss to students what causes
application as a mode of analysis is and its practical
paragraph development in a application as a mode of
problem-solution type of paper. paragraph development in a
problem-solution type of paper.
E. Discussing new concepts and Discuss to students what causes Discuss to students what causes
practicing new skills #2
analysis is and its practical analysis is and its practical
application as a mode of application as a mode of
paragraph development in a paragraph development in a
problem-solution type of paper. problem-solution type of paper.

F. Developing mastery (Leads to *Direct students to read the


*Direct students to read the
Formative Assessment 3) selection entitled, Bracing for
selection entitled, Bracing for
Balikbayans (an excerpt) and
Balikbayans (an excerpt) and
have students answer the
have students answer the
discussion questions orally.
discussion questions orally.
*Tell them to answer the
*Tell them to answer the exercise
exercise found on page 84 of the
found on page 84 of the LM.
LM.

G. Finding practical applications Process the responses of the Process the responses of the Have the students do the Have the students do the exercises under
of concepts and skills in daily students from the students from the exercises under Analyzing the Analyzing the author’s craft
living activity/exercise on page 84 of activity/exercise on page 84 of author’s craft
the LM. the LM.
H. Making generalizations and Direct students to express their Direct students to express their Have the students agree or Have the students agree or disagree to the
abstractions about the lesson belief or disbelief about the belief or disbelief about the disagree to the statement in the statement in the book found on page 143.
following statements. Tell them following statements. Tell them book found on page 143.
to explain their answers. to explain their answers.
1. In an essay that uses Causal 1. In an essay that uses Causal
analysis as its primary mode of analysis as its primary mode of
paragraph development, it is paragraph development, it is
possible to write solely about possible to write solely about
either the causes or effects of a either the causes or effects of a
given situation. given situation.
2. The logical fallacy of faulty 2. The logical fallacy of faulty
casuality is present in the Filipino casuality is present in the Filipino
concept of the anting-anting. concept of the anting-anting.
3. Casual analysis can be 3. Casual analysis can be
translated in this diagram: translated in this diagram:
CAUSE/S CAUSE/S
←SITUATION→EFFECT/S; in ←SITUATION→EFFECT/S; in
which causes always happen which causes always happen
before the situation- that is, the before the situation- that is, the
topic of a paper – and the effects topic of a paper – and the effects
always after the situation. always after the situation.
4. Since a proposal is suggesting 4. Since a proposal is suggesting
the possibility of solving a the possibility of solving a
problem by giving solutions, problem by giving solutions,
proposals are largely speculative proposals are largely speculative
by purpose. by purpose.
5. To solve any issue or problem, 5. To solve any issue or problem,
one must always identify first the one must always identify first the
root cause. root cause.
I. Evaluating learning *Do this! *Do this! Have the students write Have the students write persuasive essay of
Directions: Given a chance to Directions: Given a chance to persuasive essay of their their experience of riding a tricycle.
spend a vacation, would you spend a vacation, would you experience of riding a tricycle.
choose to go somewhere local or choose to go somewhere local or
abroad? Why this choice of travel abroad? Why this choice of travel
destination? Write a 2-3 page destination? Write a 2-3 page
essay detailing how you as a essay detailing how you as a
Filipino have imbibed colonial Filipino have imbibed colonial
mentality and how it has affected mentality and how it has affected
your travelling experience. your travelling experience.
*Incite some volunteers to share *Incite some volunteers to share
their work with the class. their work with the class.
J. Additional activities for Research: Research: Answer: Answer:
application or remediation What is the nature of persuasion What is the nature of persuasion What are the properties of a What are the properties of a well-written
as an essential mode of as an essential mode of well-written text? text?
paragraph development? paragraph development?
c. REMARKS
d. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for 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
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Reviewed by: Checked by: Noted:

JOVILA D. ALCANTARA MARICEL S. DE GUZMAN, RCE, PhD LESLIE R. BALOLNG, PhD ALICE M. GALSIM
SHS T-III/Subject Teacher MT II/Subj. Group Head, HUMSS & ABM Master Teacher II/ OIC, Office of the ASP II Principal IV

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