This document contains a daily lesson plan for an 11th grade Reading and Writing Skills class. The plan outlines objectives to define well-written text, identify properties of well-written text, and explain the use of appropriate language. Content includes discussing the organization and properties of well-written text. Learning activities have students answer questions about well-written text, identify appropriate and inappropriate language examples, and discuss effective language characteristics. Formative assessment involves students answering questions in partnerships to demonstrate their understanding.

1. GRADES 1 to 12
DAILY LESSON
LOG
School: Datamex College of Saint Adeline, Inc. Grade Level: 11
Teacher: Mr. Benny J. De Castro Jr. Subject: READING AND WRITING SKILLS
Teaching Dates and Time: Week 7 (March 20, 2023-March 24, 2023) Semester: SECOND SEMESTER
I. OBJECTIVES
MONDAY/TUESDAY WEDNESDAY/THURSDAY/FRIDAY
A. Content Standards: The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standards: The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning
Competencies/Objectives:
Write the LC Code for each
a. Define well-written text.
b. EN11/12RWS-IIIgh-4: Identifies properties of a well-written text.
c. Participate to the task at the end of the discussion as group.
a. EN11/12RWS-IIIgh-4.3: Identify language use as properties of well-
written text.
b. Explain the reason of using appropriate language in text.
c. Enumerate the types of language use and characteristics of effective
language.
II. CONTENT
RWS11.1. Reading and Thinking Strategies across Text types
D. Properties of a Well-written Text
RWS11.1. Reading and Thinking Strategies across Text types
D. Properties of a Well-written Text
1. Organization
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Critical Reading and Writing for the Senior High School
Filomena T. Dayagbil, Ed.D.
Ethel l. Abao, Ed.D.
Remedios C. Bagus, Ed.D.
(Lorimar Publishing Inc.
(pp. 64-66)
Critical Reading and Writing for the Senior High School
Filomena T. Dayagbil, Ed.D.
Ethel l. Abao, Ed.D.
Remedios C. Bagus, Ed.D.
(Lorimar Publishing Inc.
(pp. 69-73)
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
google.com google.com
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
The learner will recap the past discussion and gives an idea regarding the
new topic/discussion.
The teacher will have a recap of what is being discussed last meeting and
introduce the new topic thru a specific game.
B. Establishing a Purpose for
the Lesson
The teacher will introduce lesson and explain why the student needs to
learn the properties of well-written text.
The learner will explain the use of appropriate language in writing a text.

2. C. Presenting
Examples/Instances of the
Lesson
The learner will answer a graphic organizer about the meaning of the term
“well-written.”
The teacher will present examples of appropriate and inappropriate
language and they will identify which of the examples is appropriate or
inappropriate language.
D. Discussing New Concepts
and Practicing New Skills #1
The learner will define well-written text. The teacher will discuss the appropriate language that is use in an
academic text.
E. Discussing New Concepts
and Practicing New Skills #2
The learner will identify the properties of a well-written text. The teacher will discuss the inappropriate language that cannot be used in
an academic text.
F. Developing Mastery
(Leads to Formative
Assessment 3)
The learner will answer guide questions during the teacher’s discussion. The teacher will ask the learner some process questions regarding the
discussion.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
The learner will find out the significance of the discussion that they can
apply in their daily living.
The learner will give some situations where they can apply the use of
appropriate language.
IV. PROCDURES
H. Making Generalizations and
Abstractions about the
Lesson
The teacher will generalize the lesson about well-written text and
properties of a well-written text.
The teacher will summarize the discussion.
I. Evaluating Learning The learner will group themselves by 2’s (partnership) and will answer
the given selection.
Critical Reading and Writing for the Senior High School
Filomena T. Dayagbil, Ed.D.
Ethel l. Abao, Ed.D.
Remedios C. Bagus, Ed.D.
(Lorimar Publishing Inc.
(pp. 67)
The learner will enumerate the following:
 Six Characteristics of Effective Language
 Types of Languages
J. Additional Activities for
Application or Remediation
The learner will search about the definition of the 4 properties of a well-
written text.
The learner will make an advance reading regarding on the next
discussion that is all about mechanics as properties of well-written text.
V. REMARKS
VI. 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 work well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: Checked by:

3. Mr. Benny J. De Castro Jr, LPT
Instructor School Head