Daily Lesson Log in Reading and Writing.docx

Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Uson, Masbate
DAILY LESSON LOG
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
Competencies/
Objectives
EN11/12RWS-IIIa-1
The learner describes
a written text as
connected discourse.
*Subject Orientation
EN11/12RWS-IIIa-1
The learner describes a written
text as connected discourse.
The learners shall be able to:
a. demonstrate
understanding of a
text read;
b. identify the features of
a text; and
c. explain how ideas in a
EN11/12RWS-IIIa-1
a. identify transitional
devices used in a text;
and
categorize the
transitional devices
based on their use.
EN11/12RWS-IIIa-1
The learner describes a
written text as connected
discourse.
a. use appropriate
transitional devices
in writing.
Grades 1 to 12
DAILY LESSON
LOG (DLL)
School Del Carmen National High School Grade Level 11
Teacher Melany R. Malvarosa Learning Area Reading and Writing Skills
Teaching Dates and Time Week 1 Sessions 1-4 Quarter 3rd

written text can be
connected to one
another.
II. Content Written Text as Connected
Discourse: Connecting Ideas
Written Text as Connected
Discourse: Transitional
Devices
Written Text as Connected
Discourse: Transitional
Devices
III. Learning Resources
A. References https://link.quipper.com/en/
classes/5827f1d7a182ac0415
00004e/courses
Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
http://esolonline.tki.org.nz/
ESOL-Online/Teacher-
needs/Teaching-and-learning-
sequences/Marine-mammals-
Writing-information-
texts/Learning-task-3-
Cohesive-devices
http://yourieltstutor.com/
cohesive-devices-transitional-
wordsphrases-for-essay-
writing/
English Linguistics Project
(ELP) Manual by Jonathan
Malicsi
http://esolonline.tki.org.nz/
ESOL-Online/Teacher-
needs/Teaching-and-
learning-sequences/Marine-
mammals-Writing-
information-texts/Learning-
task-3-Cohesive-devices
http://yourieltstutor.com/
cohesive-devices-
transitional-wordsphrases-
for-essay-writing/
(ELP) Manual by Jonathan
Malicsi
B. Materials Comic strips
Sample recipe
Sample text (newspaper,
articles)
IV. Procedures
A. Warm-up/Review Review previous lesson.
Ask: Why do we need to
ensure the connection of ideas
in a text?
Give a 5-item quiz about the
uses of cohesive devices.
B. Introduction/
Motivation
Divide the class into 6 groups.
Give each group a disarranged
comic strip.
Ask the students to arrange the
comic strip in correct sequence
of event.
Show a text that does not have
cohesive devise and a text that
has cohesive devices.
Ask the students to compare
the two texts.

Let the students present their
answers.
C. Establishing the
Purpose of the Lesson
Pose the question: How do
you connect ideas when
writing?
Define the words “discourse”
(use of words to exchange
thoughts and ideas in an
orderly and organized
manner), “text” (data or ideas
presentd in printed form), and
“writing” (formation of visible
letters or characters to express
one’s thoughts).
Ask the students: What do you
call those words that were
added in the second text?
Tell the students that cohesive
devices as important in a
writing.
D. Presentation of the
Lesson/Delivery
1. Distribute copies of a sample
recipe.
Ask:
2. What kind of text is
the one you have
read?
3. What makes it a
recipe?
4. What are the features
of the text?
Ask the students: Based on the
text, how do you define
cohesive devices?
Differentiate cohesion and
coherence.
Give the students a text, and let
them identify as many cohesive
devices as they can.
Provide a list of the different
uses of cohesive devices.
a. addition
b. contrast
c. comparison
d. sequence
e. examples
f. consequence
g. emphasis/certainty
h. condition
Show to the students a
categorized list of
transitional expressions.

i. summary
j. reason
k. concession
(accepting/acknowledg
ing something as true)
E. Practice/Evaluation Let the students categorize the
cohesive devices they have
identified based on their uses.
F. Making Generalization Let the students answer the
question posed at the
beginning of the lesson.
V. Assessment Ask the students to write an
essay narrating what they
would do if they saw their
favorite celebrity.
Rubric:
a. correct usage of
cohesive devices
b. smooth flow of ideas
correct grammar and
mechanics
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks
Prepared by:
JERVILLE JAKE M. CABANSAG

Checked by:
ROMEO N. VILLORENTE
Principal II
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte
DAILY LESSON LOG
I. Objectives
B. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Learning EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-2 EN11/12RWS-IIIa-2 EN11/12RWS-IIIbf-3
Grades 1 to 12
DAILY LESSON
LOG (DLL)
School Batac National High School Grade Level 11
Teacher Jerville Jake M. Cabansag Learning Area Reading and Writing Skills
Teaching Dates and Time Week 2 Session 5-8 Quarter 3rd

Competencies/
Objectives
a. differentiate reading
from writing; and
b. establish the
connection between
reading and writing.
The learner distinguishes
between and among
techniques in selecting and
organizing information
- brainstorming list
- graphic organizer
a. identify techniques in
selecting and
organizing
information.
b. determine
between and among
techniques in selecting and
organizing information
- topic outline
- sentence outline
The learners shall be able
to:
a. define and discuss
the nature of
outlining.
b. identify and
differentiate the
types of outlining.
c. make an outline of a
given text using
both types following
the rules in
outlining.
EN11/12RWS-IIIbf-3.1
between and among
patterns of development in
writing across disciplines
to:
a. identify the different
patterns of
development;
b. define narration
pattern;
c. familiarizes the
language features of
narration; and
d. recognizes texts that
use the narration
pattern of
development.
II. Content Written Text as Connected
Discourse: Connection between
Reading and Writing
Techniques in Selecting and
Organizing Information
- brainstorming list
- graphic organizer
Techniques in Selecting
and Organizing
Information
- topic outline
- sentence outline
Patterns of Development
Narration
A. References https://link.quipper.com/en/
classes/5827f1d7a182ac0415
00004e/courses
Sentones A.M. et. al. 2016.
Integrated English for Effective
Communication. Phoenix
Sentones A.M. et. al. 2016.
Integrated English for
Effective Communication.
Phoenix Publishing House
Inc.. Manila
M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
Tiongson, M. &
Rodriguez, M. 2016.
Reading & Writing
Store, Inc.

Publishing House Inc.. Manila (ELP) Manual by Jonathan
Malicsi
B. Materials
IV. Procedures
A. Warm-up/Review Review of the previous lesson. Review of the previous
lesson.
Review of the previous
lesson.
Review of the previous
lesson
B. Introduction/
Motivation
The teacher will show a
quotation about reading and
writing. He will ask the
students about the meaning of
the quotation.
Divide the class into 5 small
groups. Let them brainstorm
on the different activities that
they will do during their
Christmas Party.
Divide the class into 5
small groups. Let them
arrange the strips of paper
provided.
Fact or Bluff Activity
C. Establishing the
Purpose of the
Lesson
Pose the question: What is the
connection of reading and
writing?
Pose the questions: How did
you organize your ideas?
What technique did you use to
organize it?
Word Rebus Activity
Lesson/Delivery
Interactive Discussion using
powerpoint presentation.
Questions for Discussion
- How does reading
influence writing?
- How does writing
influences?
Interactive Discussion on the
Techniques in selecting and
organizing information using
a power point presentation.
Interactive Discussion on
the Techniques in selecting
and organizing information
using a power point
presentation.
Interactive Discussion on
the different patterns of
paragraph development
using a power point
presentation.
E. Practice Let the students compare and
contrast reading from writing
using venn diagram.
Group activity :
Brainstorming
(Using authentic materials: eg
brochures)
Pair Work
Let the students outline a
sample text given by the
teacher.
Let the students identify
paragraph that uses
narration pattern of
development
F. Making
Generalization
The teacher will asked the
students what they have learned
in the lesson using the Give Me
Five Technique
Response Card
V. Assessment Let them use the graphic
organizers being discussed in
organizing their ideas.
Individual Task
Let the students make an
outline of a given text
using both types following
Individual Task
Paragraph Writing -
Narration

the rules in outlining.
VI. Remarks
A. No. of Learners
within Mastery
Level (80%)
B. No. of Leaners
Needing
Remediation
C. Other Remarks
Prepared by:
Checked by:
ROMEO N. VILLORENTE
Principal II
Region 1
Senior High School

DAILY LESSON LOG
I. Objectives
B. Performance
Standard
development.
C. Learning
Competencies/
Objectives
between and among patterns
of development in writing
across disciplines
a. write a well-
structured paragraph
applying the
narration pattern of
development.
across disciplines
patterns of
development;
b. define description
pattern;
c. familiarizes the
description; and
d. recognizes texts that use
the description pattern
of development.
between and among
to:
a. write a well-
applying the
description pattern
of development.
across disciplines
b. identify the different
patterns of
development;
c. define definition
pattern;
d. familiarizes the
definition; and
e. recognizes texts that
use the definition
pattern of development.
II. Content Patterns of Development
Narration
Description
Description
Definition
Grades 1 to 12
DAILY LESSON
LOG (DLL)

A. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Store, Inc.
Tiongson, M. &
Rodriguez, M. 2016.
Reading & Writing
Store, Inc.
M. 2016. Reading &
Book Store, Inc.
B. Materials  Paper and Pencil  PowerPoint
Presentation
 Visual Materials
Paper and Pencil  PowerPoint
Presentation
IV. Procedures
A. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion
KWL Chart
B. Introduction/
Motivation
Pair Work
Let the students find a
partner. Let them share to
each other their most
significant experience in
life.
Activity: Describe Me Pair Work
Let the students find and
partner and exchange bags.
Let them open the bag of
their classmate and
describe it.
C. Establishing the
Purpose of the
Lesson
Let the students construct
sentences using the
descriptive words they
mentioned in the first activity
Word Rebus Activity
Lesson/Delivery
Interactive discussion on the
description pattern of
paragraph development using
Interactive discussion on the
definition pattern of
E. Practice Let the students identify
paragraph that uses
description pattern of
development.
paragraph that uses definition
F. Making
Generalization
KWL Chart
Let the students write and
share what they have learned
KWL Chart

from the discussion. from the discussion.
V. Assessment Individual Task
Tell the students to narrate
their most significant
experience in life by writing
a well-structured paragraph
applying the narration
Group Work:
Paragraph writing using the
description pattern.
Individual Task
Tell the students to write a
well-structured paragraph
applying the description
Group Work:
definition pattern.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks
Prepared by:
Checked by:
ROMEO N. VILLORENTE
Principal II

Region 1
Senior High School
DAILY LESSON LOG
I. Objectives
B. Performance
Standard
development.
C. Learning
Competencies/
Objectives
between and among
Grades 1 to 12
DAILY LESSON
LOG (DLL)

across disciplines
to:
a. write a well-
structured
paragraph applying
the definition
pattern of
development.
across disciplines
patterns of
development;
b. define classification
pattern;
c. familiarizes the
classification; and
d. recognizes texts that use
the classification pattern
of development.
to:
a. write a well-
structured
paragraph applying
the classification
pattern of
development.
across disciplines
patterns of
development;
b. define comparison
and contrast pattern;
c. familiarizes the
definition; and
use the comparison
and contrast pattern
of development.
Definition
Classification
Classification
Comparison and Contrast
M. 2016. Reading &
Book Store, Inc.
Store, Inc.
M. 2016. Reading &
M. 2016. Reading &
Book Store, Inc.
Presentation
Presentation
IV. Procedures
discussion
discussion
KWL Chart
B. Introduction/
Motivation
Using a concept map, let the
students associate words
related to the word LOVE.
Agreement Circle Activity Pair Work
Let the students find and
partner and exchange bags.
Let them open the bag of
their classmate and
Word Rebus Activity

describe it.
C. Establishing the
Purpose of the
Lesson
Let the students answer the
question: Why do you need to
classify things?
question: What’s the use of
comparison and contrast?
Lesson/Delivery
Interactive discussion on
classification pattern of
comparison and contrast
pattern of paragraph
development using a power
point presentation.
paragraph that uses
classification pattern of
development.
paragraph that uses
comparison and contrast
F. Making
Generalization
KWL Chart
from the lesson.
KWL Chart
from the lesson.
V. Assessment Individual task
Tell the students to define
love by writing a well-
applying the definition
They must use the words
given in their previous
activity.
Group Work:
Individual task
Group Work:
VI. Remarks
A. No. of Learners
(80%)
B. No. of Leaners
Needing
Remediation

C. Other Remarks
Prepared by:
Checked by:
ROMEO N. VILLORENTE
Principal II
Region 1
Senior High School
DAILY LESSON LOG

I. Objectives
B. Performance
Standard
development.
C. Learning
Competencies/
Objectives
between and among
to:
a. write a well-
structured
paragraph applying
the comparison and
contrast pattern of
development.
EN11/12RWS-IIIa-3.6
across disciplines
patterns of
development;
b. define cause and
effect;
c. familiarizes the
description; and
use the cause and
effect pattern of
development.
EN11/12RWS-IIIa-3.6
across disciplines
a. write a well-
structured
paragraph
applying the cause
and effect pattern
of development.
EN11/12RWS-IIIa-3.7
across disciplines
patterns of
development;
b. define problem and
solution pattern;
c. familiarizes the
definition; and
use the definition
pattern of
development.
Comparison and Contrast
Cause and Effect
Cause and Effect
Problem and Solution
A. References Tiongson, M. & Rodriguez, Tiongson, M. & Rodriguez, Tiongson, M. & Rodriguez, Tiongson, M. & Rodriguez,
Grades 1 to 12
DAILY LESSON
LOG (DLL)

M. 2016. Reading &
Store, Inc.
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
Book Store, Inc.
Presentation
Presentation
IV. Procedures
discussion
discussion
KWL Chart
B. Introduction/
Motivation
The teacher will be
showing two unlike objects
to the students. The
students are tasked to look
into the similarities and
differences of the two
unlike objects.
Fact or Bluff Activity Situation Analysis
Let the students analyse a
problem by determining the
cause and its effect.
Choral Response Activity
C. Establishing the
Purpose of the
Lesson
The teacher will present a
situation for the students to
analyse. The students are
tasked to determine the cause
and effect of the problem.
The teacher will present a
problem. The students are
tasked to suggest possible
solution to the problem
Lesson/Delivery
cause and effect pattern of
problem-solution pattern of
paragraph that uses cause and
effect pattern of development.
paragraph that uses problem-
solution pattern of
development.
F. Making
Generalization
KWL Chart
from the lesson.
KWL Chart
from the lesson.
V. Assessment Individual task Group Work: Individual task Group Work:

The students will write a
applying the comparison
and contrast pattern of
development.
cause and effect pattern.
problem solution pattern.
VI. Remarks
A. No. of Learners
(80%)
B. No. of Leaners
Needing
Remediation
C. Other Remarks
Prepared by:
Checked by:
ROMEO N. VILLORENTE
Principal II

Region 1
Senior High School
DAILY LESSON LOG
I. Objectives
D. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
E. Performance
Standard
development.
F. Learning
Competencies/
Objectives
across disciplines
to:
a. write a well-
structured
paragraph applying
the problem -
EN11/12RWS-IIIa-3.8
across disciplines
patterns of
development;
b. define persuasion
pattern;
EN11/12RWS-IIIa-3.8
between and among
to:
a. write a well-
structured
paragraph applying
the persuasion
EN11/12RWS-IIIgh-4, 4.1
The learner identifies
properties of a well-written
text.
a. determine the
properties of a well
written text.
b. define organization
Grades 1 to 12
DAILY LESSON
LOG (DLL)

solution pattern of
development.
c. familiarizes the
description; and
use the persuasion
pattern of
development.
pattern of
development.
as one of the
properties of a well-
written text.
c. arrange jumbled
sentences to follow
organization.
Problem and Solution
Persuasion
Persuasion
Properties of a well-written
text
Organization
a. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Store, Inc.
M. 2016. Reading &
M. 2016. Reading &
Book Store, Inc.
b. Materials  Paper and Pencil  PowerPoint
Presentation
Presentation
IV. Procedures
G. Warm-up/Review Q & A on the previous
discussion
discussion
KWL Chart
H. Introduction/
Motivation
Let the students determine a
problem in the school and
suggest possible solutions to
it.
Choral Response Activity Ask the students to answer
the question: How can you
convince your classmate
who is always absent to
come to school everyday?
Word Rebus Activity
I. Establishing the
Purpose of the
Lesson
Let the students watch a
video. Let them identify the
purpose of the speaker.
Jigsaw Puzzle Activity
J. Presentation of the
Lesson/Delivery
Interactive discussion
persuasion pattern of
Interactive discussion about
the properties of a well
written text with organization
as the main focus.
K. Practice Let the students identify
paragraph that uses persuasion
Pair Work

pattern of development. Let the students accomplish a
worksheet. The worksheet
contains a paragraph which
do not follow proper
organization of ideas. The
students are then tasked to
arrange the ideas and omit
irrelevant sentences.
L. Making
Generalization
KWL Chart
from the lesson.
KWL Chart
from the lesson.
V. Assessment Individual task
The students will write a
applying the problem-
solution pattern of
development.
Group Work:
persuasion pattern.
Individual task
applying the persuasion
Group Work:
The students are tasked to
critique a paragraph focusing
on organization.
VI. Remarks
M. No. of Learners
(80%)
N. No. of Leaners
Needing Remediation
O. Other Remarks
Prepared by:

Checked by:
ROMEO N. VILLORENTE
Principal II
Region 1
Senior High School
DAILY LESSON LOG
I. Objectives
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
Grades 1 to 12
DAILY LESSON
LOG (DLL)

Standard development.
C. Learning
Competencies/
Objectives
EN11/12RWS-IIIgh-4.2
text.
d. determine the
written text.
e. define coherence as
one of the properties
of a well-written text.
f. use transitional
markers to follow
coherence in writing
a paragraph
text.
g. determine the
written text.
h. define language use
as one of the
written text.
i. analyse a given text
focusing of language
use.
text.
j. determine the
written text.
k. define coherence as
one of the properties
of a well-written
text.
l. Use transitional
markers to follow
coherence in writing
a paragraph
EN11/12RWS-IIIgh-4, 4.1
text.
m. determine the
written text.
n. define organization
as one of the
written text.
o. arrange jumbled
sentences to follow
organization.
II. Content Properties of a well-written
text
Coherence and Cohesion
text
text
text
Organization
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
Book Store, Inc.
B. Materials  PowerPoint
Presentation
 Paper and Pencil
 PowerPoint
Presentation
 PowerPoint
Presentation
 Rubrics
IV. Procedures
discussion
discussion
B. Introduction/ Find my Partner Activity Fact of Bluff Activity Word Rebus Activity

Motivation
C. Establishing the
Purpose of the
Lesson
question: Why do we need to
connect our ideas when we
are writing?
Lesson/Delivery
written text with coherence
as the main focus.
written text with language
use as the main focus.
written text with mechanics
as the main focus.
E. Practice Individual Task
Let the students accomplish a
worksheet by supply the
correct transitional markers
to make the paragraph
coherent.
Pair Work
Let the students critique a
text focusing on language
use. They need to annotate
the text if it uses proper
language or not.
Group Work
text focusing on mechanics.
F. Making
Generalization
POMS – Point of Most
Significance
KWL Chart
from the lesson.
Significance
V. Assessment Group Work
Let the students construct a
paragraph using the given
transitional markers.
Performance Task
The students will critique a
chosen sample of each
pattern focusing on
information selection,
organization and
development.
VI. Remarks
A. No. of Learners
within Mastery
Level (80%)
B. No. of Leaners
Needing
Remediation
C. Other Remarks

Prepared by:
Checked by:
ROMEO N. VILLORENTE
Principal II
Region 1
Senior High School
DAILY LESSON LOG

I. Objectives
D. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
E. Performance
Standard
development.
F. Learning
Competencies/
Objectives
EN11/12RWS-IIIij-6
The learner identifies claims
explicitly or implicitly made
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
a. Define claim of fact;
b.
identifies claims explicitly or
implicitly made in a written
text
a. Claim of fact
b. Claim of policy
c. Claim of value
EN11/12RWS-IIIij-6
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
a. identifies claims explicitly
or implicitly made in a
written text
a. Claim of fact
b. Claim of policy
c. Claim of value
EN11/12RWS-IIIij-6
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
a. identifies claims explicitly
or implicitly made in a
written text
a. Claim of fact
b. Claim of policy
c. Claim of value
EN11/12RWS-IIIij-6
claims explicitly or
implicitly made in a written
text
a. Claim of fact
b. Claim of policy
c. Claim of value
to:
a. identifies claims
explicitly or implicitly
made in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
II. Content Properties of a well-written
text
text
text
text
Organization
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teaching Dates and Time Quarter 3rd

C. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
Book Store, Inc.
M. 2016. Reading &
D. Materials  PowerPoint
Presentation
 PowerPoint
Presentation
 PowerPoint
Presentation
 Rubrics
IV. Procedures
G. Warm-up/Review Q & A on the previous
discussion
discussion
H. Introduction/
Motivation
Find my Partner Activity Fact of Bluff Activity Word Rebus Activity
I. Establishing the
Purpose of the
Lesson
are writing?
J. Presentation of the
Lesson/Delivery
written text with coherence as
the main focus.
written text with language
use as the main focus.
written text with mechanics
as the main focus.
K. Practice Individual Task
worksheet by supply the
correct transitional markers to
make the paragraph coherent.
Pair Work
text focusing on language
use. They need to annotate
the text if it uses proper
language or not.
Group Work
text focusing on mechanics.
L. Making
Generalization
Significance
KWL Chart
from the lesson.
Significance
V. Assessment Group Work Performance Task

Let the students construct a
paragraph using the given
transitional markers.
The students will critique a
chosen sample of each
pattern focusing on
information selection,
organization and
development.
VI. Remarks
D. No. of Learners
within Mastery
Level (80%)
E. No. of Leaners
Needing
Remediation
F. Other Remarks
Prepared by:
Checked by:
ROMEO N. VILLORENTE
Principal II
1. Explains critical reading as looking for ways of thinking.
Objectives:

The learners should be able to:
1. Define critical reading as a way of thinking and reasoning
2. Differentiate literal reading from critical reading
3. Discuss the principles of critical reading
4. Apply the strategies of critical reading through creative presentation
2. Identifies claims
explicitly or implicitly
made in a
2. 1. Claim of Fact
a. distinguishes
between fact and
opinion in

information text;
b. records facts,
opinions on Fact vs.
Opinion Chart; and
c. writes a summary of
the facts from given
article.
2. 2. Claim of
Policy
a. Identifies and
clarifies a problem
based on blog
presented as a claim
of policy;
b. reviews policy in the
school manual and
vote on which policy
they feel the
strongest about; and
c. write a letter with
claim, results, and
recommendation to
the appropriate
audience based on a
presented
investigation of the
policy in question;

2. 3. Claim of Value
a. understands what a
statement of value
is;
b. identifies what must
be done to
adequately support
a statement of
value; and
c. writes a resolution
on statement of
value
a. recalls concepts on the
different claims in a
written text;
b. recognizes texts that
uses different claims;
and
c. writes sample text using
different claims.

Region 5
Senior High School
Del Carmen, Uson Masbate
DAILY LESSON LOG
I. Objectives
A. Content Standard The learner understands the relationship of a written text and the context in which it was developed.
B. Performance
Standard
The learner writes a 1000-word critique of a selected text on the basis of its claims, context, and properties as a written
material.
C. Learning
Competencies/
Objectives
EN11/12RWS-IVac-7
The Learner identifies the
context in which a text was
developed
a. hypertext
b. intertext
EN11/12RWS-IVac-7
developed
a. hypertext
b. intertext
a. define intertextuality,
EN11/12RWS-IVac-7
developed
a. hypertext
b. intertext
EN11/12RWS-IVac-7
developed
a. hypertext
b. intertext
a. define intertextuality;
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher MELANY R. MALVAROSA Learning Area Reading and Writing Skills
Teaching Dates and Time Quarter 4th

and
b. identify and
differentiate various
connections presented by
intertextuality
and
b. identify and
intertextuality
and
b. identify and
intertextuality
and
b. identify and
intertextuality.
II. Content Context of Text Development Context of Text Development Context of Text
Development
Context of Text
Development
A. References
B. Materials  PowerPoint
 Music Videos
 PowerPoint
 Video clips
 Reading materials
 PowerPoint
 Mobile phones
 PowerPoint
 Mobile phones/
tablet
 Laptop
IV. Procedures
A. Warm-up/Review Sing it Out. Students will
pass the mic from one another
and sing the following songs:
 Katy Perry’s Roar
 Survivor’s Eye of the
Tiger
 Queen’s We are the
Champions
Sing it Out. Have the students
sing words and phrases
relevant to the previous
discussion.
Pass the Rolled Paper. Let
the class form a big circle
and pass a rolled paper.
When the music stops, the
one holding the rolled paper
will answer a certain question
about the previous
discussion.
B.Introduction/
Motivation
Ask the students what Katy
Perry’s song is all about. Ask
the students what the line
“eye of the tiger” means in
Perry’s song and if they have
heard the saying before.
Say: Intertextuality is when a
text‘s meaning (story, book,
article, song, video, movie) is
influenced by another text.
Say: The ways we read are
constantly being molded by
whatever technological
innovations, devices and
platforms come around.
C. Establishing the
Purpose of the Lesson
are writing?

Lesson/Delivery
Use their responses (prior to
the first song) then show
students Survivor’s 1980s
music video Eye of the
Tiger. Ask students, “How
does this video inform your
understanding of Katy Perry’s
song Roar? In what ways
does this song change your
understanding of Katy Perry’s
song? “
Discuss intertextuality.
Let the class open their
mobile phones and browse
certain links that will help
them understand the lesson.
E. Practice Next show the students
Queen’s video We are the
Champions and ask students
the connections between the
previous songs. “What are
the messages all three of
these artists trying to
communicate?”
Have the factions
(Abnegation, Amity, Candor,
Erudite, and Dauntless)
watch video clips of J. K.
Rowling’s Harry Potter and
JRR Tolkien’s Lord of the
Rings Trilogy and read the
synopsis of the said novels.
Students explore a class
inquiry project, collecting
Web-based resources that can
be used to better understand
J. K. Rowling’s Harry Potter
and JRR Tolkien’s Lord of
the Rings Trilogy.
F. Making
Generalization
Significance
KWL Chart
from the lesson.
Significance
V. Assessment Formative Assessment:
Break students up into small
groups and have them look at
the lyrics of all three songs to
look across the texts for
commonalities and
reoccurring patterns. Students
can share their findings with
the large class after 6-8
Formative Assessment:
Have them share their
findings.
Hypertext reading and
writing.
Using Web-authoring
software (ReadWriteThink
Webbing Tool), factions will
create their own Websites
with the parts of the stories
hyperlinked to each other.
Web pages may be uploaded
to the Internet, or they can be

minutes of small group
discussion.
saved on flash drives and
projected for class viewing.
VI. Remarks
A. No. of Learners
(80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks
Prepared by: Checked by: Noted:
MELANY R. MALVAROSA MARC ANGELO E. BAARDE GARY E. TACURDA
Teacher II Head Teacher I Principal I

LEARNING ACTIVITY
Day 1
March 6-7
Day 2
March 6-7
Day 3
March 9-10
Day
March
I. OBJECTIVES Learning Competencies:
1. identifies the unique features of
and requirements in composing
texts that are useful across
disciplines
a. Book Review or Article Critique
EN11/12RWS-IVdg-12.1
Specific Objectives:
1. define book review and article
critique
2. identify the steps in writing a
book review
3. differentiate the parts of writing
a book review
Learning Competencies:
1. identifies the unique features
of and requirements in
composing texts that are
useful across disciplines
1. apply the steps by writing a
review of a book turned into
movie using only six words (it
can be the essence of the
story, reaction to the book
turned into movie, on a
favourite character/scene)
Learning Competencies:
1. identifies the unique features of
and requirements in composing
texts that are useful across
disciplines
1. define book review and article
critique
2. identify the steps in writing a
book review
3. differentiate the parts of
writing a book review
Learning Compe
1. identifies
features
requirem
compos
are usef
disciplin
a. Book Re
Critique
EN11/
IVdg-1
Specific Objecti
1. apply
writing
book
movie
words

essence
reaction
turned
a
charact
II. TOPICS Purposeful Writing in the Disciplines
and for Professions
Purposeful Writing in the Disciplines
and for Professions
Purposeful Writing in the Disciplines
and for Professions
Purposeful Wr
Disciplines
Professions
a. Book Re
Critique
III. MATERIALS  PowerPoint
 Novel/Book
 Pizza shaped papers
 Book review samples
References: Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing Skills.
Manila: Rex Book Store, Inc.
 Movie (Heneral Luna)
References: Tiongson, M. &
Rodriguez, M. 2016. Reading &
Writing Skills. Manila: Rex Book
Store, Inc.
 PowerPoint
 Novel/Book
 Pizza shaped papers
References: Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing Skills.
Manila: Rex Book Store, Inc.
 Movie
Luna)
References: Ti
Rodriguez, M. 2
& Writing S
Rex Book Store
IV. PROCEDURE
a.Warm-Up/Review Ready-to-go Novel/book Treasure Hunt.
Pass out novels/books and have the
teams search the:
 characters
 places
 writer’s one word/phrase
description to the characters
 writer’s biography
 novel’s gist
Let the teams write their answer using
the pizza shaped papers. The team who
finds the most items on the list in the
allotted time wins.
POMS. Students are asked to identify
their significant learning they gained
from the previous lesson.
Ready-to-go Novel/book Treasure
Hunt. Pass out novels/books and have
the teams search the:
 characters
 places
 writer’s one word/phrase
description to the characters
 writer’s biography
 novel’s gist
Let the teams write their answer using
the pizza shaped papers. The team
who finds the most items on the list in
the allotted time wins.
POMS. Student
identify their
learning they g
previous lesson
b. Introduction/Motivation Say: What is the book or article that
you have read most recently? Do you
also have a novel/book treasure hunt
trip with the book you have read? Tell
the class that the best way to thank an
author is to write a review and one of
Say: What is the book or article that
you have read most recently? Do you
also have a novel/book treasure hunt
trip with the book you have read? Tell
the class that the best way to thank an
author is to write a review and one of

the basic requirements in school is to
write a book review/article critique.
the basic requirements in school is to
write a book review/article critique.
c. Presentation of the
lesson
Use their responses to introduce the
topic through a PowerPoint
presentation. Encourage students to
participate in the discussion.
Use their responses to introduce the
topic through a PowerPoint
presentation. Encourage students to
participate in the discussion.
d. Practice Have the teams identify the sentences
that should not be a part of the
introduction, body and conclusion of a
book review.
Film viewing of Heneral Luna. Have the teams identify the sentences
that should not be a part of the
introduction, body and conclusion of a
book review.
Film viewing of
e. Evaluation Formative Assessment:
Have the teams arrange the steps in
writing a book review using the
samples.
Give Me Five Technique/Strategy. Ask
the learners to give five big ideas about
the topic.
Let them share their book review.
Have the teams arrange the steps in
writing a book review using the
samples.
Give Me Five Technique/Strategy. Ask
the learners to give five big ideas
about the topic.
Formative Asses
Let them sha
review.
I. REMARKS Number of students who mastered the
lesson(s): ________
Signature of the teacher:
____________________
Number of students who mastered
the lesson(s): ________
____________________
Number of students who mastered the
lesson(s): ________
___________________
Number of stud
mastered the le
________
Signature of the
_____________

Region 5
Senior High School
DAILY LESSON LOG
Day 1 Day 2 Day 3 Day 4
I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance
Standard
The learner produces each type of academic writing and professional correspondence following the properties of a well
written texts and process approach to writing.
C. Learning
Competencies/ Objectives
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
a. define business
correspondence;
b. identify the different types
EN11/12RWS-IVhj-13
professional correspondence:
a. Resume
a. define resume; and
b. identifies the unique
features of and requirements
EN11/12RWS-IVhj-13
professional correspondence
a. Resume
a. research tips on how to
make a good resume; and
b. discuss to class the tips on
EN11/12RWS-IVhj-13
professional correspondence
a. Resume
to:
a. make a good resume
applying the tips on how to
Grades 1 to 12
DAILY LESSON
LOG (DLL)

of business correspondence;
and
c. establish the importance of
business correspondence
through differentiated
activities.
in writing a good resume. how to make a good resume. make a good resume.
II. Content Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence
Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence
Disciplines and for
Professions
- Business
Correspondence
Disciplines and for
Professions
- Business
Correspondence
A. References
B. Materials  Laptop
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 Powerpoint
Presentation
 Laptop
 Paper and Ballpen
IV. Procedures
A. Warm-up/Review Let the students identify the
different parts of a letter by
showing a sample letter on
screen.
B. Introduction/ Motivation KWL Chart
Ask the students what they
know and what they want to
learn about the topic.
Sentence Auction Game
C. Establishing the Purpose
of the Lesson
Pose the question: What is
business correspondence?
Let the students determine if
the sentence they bought in
the previous activity is
correct or wrong. Introduce
the lesson.

Lesson/Delivery
Interactive discussion of the
topic using powerpoint
presentation
presentation
Group Work
The students will discuss to
class the tips on how to make
a good resume.
E. Practice Let the students show a
creative presentation
depicting the importance of
business correspondence.
Group Work
The students will answer a
worksheet on the features of
and requirements in writing a
good resume.
Let the students write their
career objective depending
on the position they wish to
apply for.
F. Making
Generalization
KWL Chart
from the lesson.
Significance
Significance
V. Assessment/Assignment Let the students perform their
creative presentation.
Assignment
Let the students be grouped
into 5 small groups. They are
tasked to research the
different tips on how to make
a good resume and they are
going to discuss it to class
using a powerpoint
presentation.
Performance Task
(Individual)
Using laptops/computers let
the students make a good
resume applying the tips
that they have learned from
their reports.
VI. Remarks
A. No. of Learners
(80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks

Region 5
Senior High School
DAILY LESSON LOG
I. Objectives
B. Performance
Standard
C. Learning
EN11/12RWS-IVhj-13.2
c. Application for
Employment
c. Application for
Employment
c. Application for
Employment
professional
correspondence.
c. Application for
Employment
Grades 1 to 12
DAILY LESSON
LOG (DLL)

a. define application letter;
b. determine the different
parts of a letter; and
c. identify the different
formats of letter writing.
a. identify the unique features
and requirements in
composing an application
letter.
a. discuss the tips on how to
make a strong application
letter.
to:
a. write an application letter
following the properties of a
well-written text and
process approach.
Disciplines and for
Professions
- Business
Correspondence
Disciplines and for
Professions
- Business
Correspondence
Disciplines and for
Professions
- Business
Correspondence
Disciplines and for
Professions
- Business
Correspondence
A. References
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 Powerpoint
Presentation
 Laptop
IV. Procedures
A. Warm-up/Review Let the students identify the
different parts of a letter by
showing a sample letter on
screen.
React and Comment Activity
Grammar Auction Game
C. Presentation of the
Lesson/Delivery
presentation
presentation
Group Work
The students will discuss to
class the tips on how to make

a good resume.
D. Practice Let the students arrange the
jumbled parts of a letter
following the letter writing
formats that they have
learned from the discussion.
worksheet/ graphic organizer
by supplying information
about application letter.
Let the students write their
career objective depending
on the position they wish to
apply for.
E. Making Generalization Remind the students that the
lesson will prepare them for
employment after their senior
high school.
Significance
Significance
V. Assessment/Assignment Assignment:
Let the students research the
requirements in writing an
application letter.
Short Quiz
Assignment
Let the students be grouped
into 5 small groups. They are
tasked to research the
different tips on how to make
a good application letter and
they are going to discuss it to
class using a power point
presentation.
Performance Task
(Individual)
the students make a strong
application letter applying
the properties of a well-
written text and process
approach.
VI. Remarks
A. No. of Learners
(80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks

Region 5
Senior High School
DAILY LESSON LOG
I. Objectives
B. Performance
Standard
C. Learning
c. Application for College
Admission
a. define application for
c. Application for College
Admission
a. write a sample letter of
d. Various Forms of Office
Correspondence
a. identify various forms of
professional
correspondence.
d. Various Forms of Office
Correspondence
Grades 1 to 12
DAILY LESSON
LOG (DLL)

college admission; and
b. identify the unique features
and requirements in
composing an application for
college admission.
application for college
admission.
office correspondence; and
b. identify the unique
features and requirements in
composing various forms of
office correspondence.
to:
a. write a sample letter of
various forms of office
correspondence.
Disciplines and for
Professions
- Application for
College Admission
Disciplines and for
Professions
- Application for
College Admission
Disciplines and for
Professions
- Various Forms of
Office
Correspondence
Disciplines and for
Professions
- Various Forms of
Office
Correspondence
A. References
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 Powerpoint
Presentation
 Laptop
IV. Procedures
A. Warm-up/Review Recalling the previous topic
through question and answer.
Let the students identify the
type of letter being presented
on screen.
Lesson/Delivery
presentation.
presentation.
D. Practice Let the students find a partner
and let them write a sample
application letter for college
Let the students write a
sample letter of their choice
on the various forms of

admission. office correspondence.
E. Making Generalization Remind the students the
significance of writing an
application letter for college
admission.
Significance
V. Assessment/Assignment Performance Task
(Individual)
the students make a sample
letter of application for
college admission.
Performance Task
(Individual)
the students make a sample
request letter or other forms
of office correspondence.
VI. Remarks
A. No. of Learners
(80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks

Region 5
Senior High School
DAILY LESSON LOG
I. Objectives
B. Performance Standard The learner produces each type of academic writing and professional correspondence following the properties of a well
C. Learning
EN11/12RWS-IVhj-13
a. discuss their
qualifications in the job
interview.
EN11/12RWS-IVhj-13
a. discuss their
qualifications in the job
interview.
a. answer given questions.
a. answer given questions.
Grades 1 to 12
DAILY LESSON
LOG (DLL)

II. Content Job Interview Job Interview
A. References
B. Materials  Paper and Pencil  Paper and Pencil
IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
Lesson/Delivery
D. Practice
E. Making Generalization
V. Assessment/Assignment Job Interview Job Interview Summative Assessment:
Pre-Final Examination
Summative Assessment:
Pre-Final Examination
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks

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