This daily lesson log outlines a teacher's plan to develop 12th grade students' skills in analyzing text structure, recognizing organizational patterns, using skimming and scanning techniques, and synthesizing information from different text sections. Over four sessions, the teacher will model strategies, facilitate guided practice and group work, and evaluate students' comprehension through discussions and assessments. The goal is to help students apply these reading strategies effectively in academic and professional contexts.

1. DAILY LESSON LOG
Department of Education
School Grade Level 12
Teacher Learning Area EAPP
Teaching Dates and Time WEEK 2 Quarter QUARTER 3
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read
C. Learning
Competencies/Objectives
Uses knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Iac-4):
a. Identify and analyze text structure to extract relevant information.
b. Recognize organizational patterns to locate necessary information.
c. Utilize skimming and scanning techniques for efficient information extraction.
d. Synthesize information from different sections of text for accurate understanding.
II. CONTENT TEXT STRUCTURE
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
Begin the lesson by briefly reviewing
the importance of understanding text
structure in academic and professional
contexts. Ask students to recall the
different text structures discussed in
the previous lesson.
Greet the students and briefly review
the previous lesson on text structure
and its importance.
Ask students to recall the different
types of text structures discussed in
the previous lesson.
Greet the students and briefly review
the previous lesson on recognizing
organizational patterns to locate
necessary information.
Ask students to recall the different
organizational patterns discussed in
the previous lesson.
Greet the students and briefly review
the previous lesson on utilizing
skimming and scanning techniques
for efficient information extraction.
Ask students to recall the benefits and
applications of skimming and
scanning in academic and
professional contexts.
2. Establishing the purpose of the
lesson
Explain that the purpose of today's
lesson is to further develop their skills
in identifying and analyzing text
structures to extract relevant
information.
Explain that the purpose of today's
lesson is to develop their ability to
recognize organizational patterns in
texts to locate necessary information.
Emphasize the importance of
identifying these patterns for effective
Explain that the purpose of today's
lesson is to develop their skills in
utilizing skimming and scanning
techniques for efficient information
extraction.
Explain that the purpose of today's
lesson is to develop their ability to
synthesize information from different
sections of a text for accurate
understanding.

2. Emphasize the importance of
understanding text structure for
academic and professional reading
and comprehension.
academic and professional reading
and research.
Emphasize the importance of these
techniques for academic and
professional reading, where time is
often limited.
Emphasize the importance of this skill
in comprehending complex academic
or professional texts.
3. Presenting examples/instances
of the new lesson
Display and distribute various texts
with different structures (e.g., a
newspaper article, a scientific research
paper, a business report).
Model how to identify the text
structure by highlighting signal words
or phrases that indicate the structure.
Provide brief explanations of each text
structure and its purpose.
Display and distribute different texts
(e.g., research paper, business
proposal, academic essay) that
showcase various organizational
patterns.
Briefly explain each organizational
pattern (e.g., chronological, problem-
solution, compare and contrast) and
its purpose.
Display and distribute different texts
(e.g., newspaper article, academic
journal, research report) that require
skimming and scanning.
Explain the difference between
skimming (quickly reading over a text
to get a general sense of its content)
and scanning (searching a text for
specific information).
Display and distribute a longer text
that contains different sections, such
as an academic article or a business
report.
Explain the concept of synthesizing
information, which involves
integrating information from various
parts of a text to form a complete
understanding.
4. Discussing new concepts and
practicing new skills #1
Engage the students in a guided
discussion about the first text
structure (e.g., chronological).
Provide examples and ask questions to
help students identify the
chronological structure in the text.
Discuss the significance of recognizing
this structure in understanding the
flow of events or steps.
Focus on one organizational pattern
(e.g., chronological) and guide
students in analyzing a text that
follows this pattern.
Discuss the typical signal words or
phrases that indicate the use of this
pattern.
Have students practice identifying and
highlighting these signal words in the
text.
Focus on skimming techniques and
their benefits.
Model how to skim a text by quickly
reading headings, subheadings, and
the first and last sentences of
paragraphs to get an overview of the
content.
Provide examples and ask students to
practice skimming a short passage
individually.
Discuss the key information they
extracted through skimming.
Focus on one section of the text and
guide students in analyzing its
content.
Discuss the main ideas, supporting
details, and any key points present in
that section.
Model how to make connections
between the information in this
section and the overall topic or
purpose of the text.
5. Discussing new concepts and
practicing new skills #2
Repeat the process with another text
structure (e.g., cause and effect).
Guide students in identifying the
cause-and-effect relationships within
the text.
Discuss how understanding this
structure helps in comprehending the
reasons and consequences presented.
Repeat the process with another
organizational pattern (e.g., problem-
solution).
Engage students in a guided
discussion about how this pattern
helps locate necessary information.
Provide examples and ask questions to
help students identify the problem,
Shift the focus to scanning techniques
and their advantages.
Demonstrate how to use scanning by
searching for specific keywords or
phrases in a text.
Provide examples and ask students to
practice scanning by locating specific
Shift the focus to another section of
the text and guide students in
analyzing its content.
Discuss the main ideas, supporting
details, and any key points present in
this section.
Encourage students to identify any
connections or relationships between

3. proposed solution, and supporting
details in the text.
information in a short passage
individually.
Discuss the effectiveness of scanning
for quickly finding targeted
information.
the information in this section and the
previously discussed section.
6. Developing Mastery
Divide the students into pairs or small
groups.
Provide each group with a different
text and ask them to identify and
analyze its structure.
Monitor and assist the groups as they
work together.
Have each group present their
findings to the class, explaining how
they identified the structure and what
relevant information they extracted.
Encourage class discussion and
provide feedback on their analyses.
Divide students into pairs or small
groups.
Distribute different texts that
exemplify various organizational
patterns.
Instruct each group to identify the
pattern used in their text and locate
necessary information based on that
pattern.
Monitor and provide support as
needed.
Ask each group to present their
findings to the class, explaining the
organizational pattern they identified
and the information they located.
Encourage class discussion and
provide feedback on their analyses.
Divide students into pairs or small
groups.
Distribute longer texts that require
skimming and scanning.
Instruct each group to skim the text
first to get a general understanding of
the content.
Then, ask them to scan the text to
locate specific information or answer
questions provided.
Monitor and provide support as
needed.
Have each group share their findings,
discussing the strategies they used
and the information they extracted.
Encourage class discussion and
provide feedback on their skimming
and scanning skills.
Divide students into pairs or small
groups.
Distribute different texts with multiple
sections to each group.
Instruct each group to read and
analyze their assigned text, paying
attention to the main ideas,
supporting details, and connections
between sections.
Have each group synthesize the
information from different sections
and create a summary that accurately
reflects the overall content and
purpose of the text.
Monitor and provide support as
needed.
Have each group present their
summaries to the class, explaining
their thought process and the
connections they made.
Encourage class discussion and
provide feedback on their ability to
synthesize information accurately.
7. Finding practical applications
of concepts and skills in daily
living
Facilitate a brainstorming session
where students suggest real-life
scenarios or situations where
understanding text structure is
important (e.g., reading instructions,
Facilitate a discussion about how
recognizing organizational patterns
can be beneficial in different aspects
of daily life (e.g., following
instructions, understanding news
Facilitate a discussion about how
skimming and scanning techniques
can be useful in various real-life
scenarios (e.g., reading emails,
Facilitate a discussion about how
synthesizing information can be
useful beyond academic and
professional contexts (e.g.,
understanding news articles,

4. analyzing news articles, writing
reports).
Discuss the practical benefits of being
able to extract relevant information
efficiently.
articles, organizing information in
reports).
Encourage students to share personal
experiences where recognizing
patterns helped them locate necessary
information effectively.
searching for information online,
reviewing reports).
Encourage students to share their
experiences where these techniques
have helped them extract information
efficiently.
comprehending instructions,
analyzing research papers).
Encourage students to share real-life
situations where they have had to
synthesize information for accurate
understanding.
8. Generalizing and abstractions
about the lesson
Engage students in a class discussion
about the overall importance of
understanding text structure for
academic and professional purposes.
Encourage students to reflect on how
this skill can enhance their reading
comprehension and analysis abilities.
Engage students in a class discussion
about the overall importance of
recognizing organizational patterns
for academic and professional
reading.
Encourage students to reflect on how
this skill can improve their ability to
efficiently locate and comprehend
necessary information.
Engage students in a class discussion
about the overall importance of
utilizing skimming and scanning
techniques for academic and
professional reading.
Encourage students to reflect on how
these skills can save time, improve
comprehension, and enhance their
ability to extract necessary
information.
Engage students in a class discussion
about the overall importance of
synthesizing information from
different sections of a text.
Encourage students to reflect on how
this skill can improve their reading
comprehension, critical thinking, and
ability to form a complete
understanding of complex texts.
9. Evaluating Learning
Conduct a quick comprehension check
by providing a short passage and
asking students to identify its text
structure and extract relevant
information.
Review their answers as a class and
address any misconceptions or
difficulties encountered.
Conduct a short quiz or provide a set
of passages with different
organizational patterns.
Ask students to identify the patterns
used in each passage and explain the
significance of recognizing these
patterns in locating necessary
information.
Review their answers as a class and
address any misconceptions or
difficulties encountered.
Conduct a short exercise where
students are given a passage and
asked to skim and scan for specific
information within a time limit.
Review their performance as a class
and address any misconceptions or
difficulties encountered.
Provide a short passage with multiple
sections to the students.
Ask them to read and analyze the
sections, then synthesize the
information to answer questions or
provide a summary.
Review their responses as a class and
address any misconceptions or
difficulties encountered.
10. Additional Activities for
Application or Remediation
Assign a homework task that requires
students to find a text of their choice,
identify its structure, and write a short
summary extracting relevant
information.
Provide additional resources (e.g.,
online articles, academic papers) for
Assign a homework task that requires
students to find a text, identify its
organizational pattern, and list the
necessary information located based
on that pattern.
Provide additional resources (e.g.,
articles, reports) for students who
Assign a homework task that requires
students to find a text, skim it to get
an overview, and then scan it for
specific information or answers to
questions.
Provide additional resources (e.g.,
articles, reports) for students who

5. students who want to practice further
or challenge themselves.
want to practice further or challenge
themselves.
want to practice further or challenge
themselves.
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 this 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?