1. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DATE: November 6, 2023 November 7, 2023 November 8, 2023 November 9, 2023 Nov. 10 2023
I. OBJECTIVES
A. GRADE LEVEL
STANDARDS:
The learner demonstrates communicative competence through his/ her understanding of British-American Literature, including Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
B. Learning
Competencies /
Objectives
MELC: Make connections between texts to particular social issues, concerns, or dispositions in real life
Objectives a. analyze the given questions
b. answer the questions with the best
ability
c. thoughtfully read the questions
a. define making connections
b. conceptualize the 3 types of
connections
c. explain the importance of making
connection
a. describe text-to-self connection
b. make text-to-self connection
c. internalized the importance of
making text-to-self connection.
a. describe text-to-self connection
b. make text-to-self connection
c. internalized the importance of
making text-to-self connection.
II. CONTENT
DIAGNOSTIC TEST MAKING CONNECTIONS MAKING CONNECTIONS
(TEXT-TO-SELF)
MAKING CONNECTIONS
(TEXT-TO-SELF)
ICL/REMEDIAL/
READING/HRG
III. LEARNING
RESOURCES
A. References
1. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Explain that the test will tell if they
already know about the quarters
topic
Begin by asking students to share
what they remember from the
previous lesson about reading
comprehension.
Introduce the concept of "making
connections" and its importance in
understanding texts.
Begin the lesson by briefly reviewing
the concept of making connections
when reading. Remind students
about the three types of connections:
text-to-self, text-to-text, and text-to-
world.
Begin the lesson by briefly reviewing
the concept of making connections
when reading. Remind students
about the three types of connections:
text-to-self, text-to-text, and text-to-
world.
B. Establishing a purpose
for the lesson
Discuss the purpose. Explain that the goal of today's
lesson is to help students connect
what they read with their own
experiences, other texts, and the
world around them to enhance their
comprehension.
Explain to the students that today's
lesson will focus on making text-to-
self connections, where they connect
their own experiences and emotions
to what they read.
Explain to the students that today's
lesson will focus on making text-to-
self connections, where they connect
their own experiences and emotions
to what they read.
C. Presenting
Examples/Instances of
new lesson
Test proper… Provide brief examples of the three
types of connections: text-to-self,
text-to-text, and text-to-world.
Provide a short reading passage or
story that is relatable to the students.
Read it aloud or ask a student to read
it if possible.
Provide a short reading passage or
story that is relatable to the students.
Read it aloud or ask a student to read
it if possible.
D. Discussing new
concepts and
practicing new skills #1
Break the class into small groups and
give each group a short passage to
read.
In their groups, students should
identify one text-to-self, one text-to-
text, and one text-to-world
connection related to the passage.
Share their connections with the
class.
Ask students questions to encourage
text-to-self connections:
"What does this remind you of in
your own life?"
"How is this similar to your life?"
"How is this different from your
life?"
"Have something like this ever
happened to you?"
"How does this relate to your life?"
Ask students questions to encourage
text-to-self connections:
"What does this remind you of in
your own life?"
"How is this similar to your life?"
"How is this different from your
life?"
"Have something like this ever
happened to you?"
"How does this relate to your life?"
GRADES 1 to 12
DAILY LESSON LOG
School: SANTA CLARA NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: PAULINE DIANE PRESENTE-CAMAÑO Learning Area: ENGLISH
Teaching Dates and
Time:
WEEK 1 Quarter: 2nd
QUARTER
2. "What were your feelings when you
read this?"
Discuss their responses and guide
them in making connections with the
text based on their own experiences.
"What were your feelings when you
read this?"
Discuss their responses and guide
them in making connections with the
text based on their own experiences.
E. Discussing new concepts
and practicing new skills #2-
-
Read a different passage and ask
students to identify the connections
again, but this time individually.
Provide another reading passage or
story and repeat the process.
Encourage students to share their
personal connections and feelings.
Provide another reading passage or
story and repeat the process.
Encourage students to share their
personal connections and feelings.
F. Developing mastery
(Leads to Formative
Assessment)
Have students write a short
paragraph that includes at least one
connection of each type (text-to-self,
text-to-text, text-to-world) based on
a new passage you provide.
Give students more reading passages
or stories, and ask them to
independently make text-to-self
connections. Walk around the class
to provide assistance as needed.
Give students more reading passages
or stories, and ask them to
independently make text-to-self
connections. Walk around the class
to provide assistance as needed.
G. Finding practical
applications of
concepts and skills in
daily living
Discuss with the students how
making connections can be useful in
everyday life, such as understanding
news articles or relating to characters
in a book.
Discuss with the students how
making text-to-self connections can
be useful in daily life, such as
understanding and empathizing with
others, making decisions, and
problem-solving.
Discuss with the students how
making text-to-self connections can
be useful in daily life, such as
understanding and empathizing with
others, making decisions, and
problem-solving.
H. Making
generalizations and
abstractions about the
lesson
Encourage students to reflect on
what they've learned and discuss the
importance of making connections in
reading and real-life situations.
Help students generalize the idea that
connecting their personal
experiences and emotions to what
they read helps them better
understand the material. Emphasize
that this skill can be applied to
various reading materials and real-
life situations.
Help students generalize the idea that
connecting their personal
experiences and emotions to what
they read helps them better
understand the material. Emphasize
that this skill can be applied to
various reading materials and real-
life situations.
I. Evaluating Learning
Have a class discussion to assess the
students' understanding of making
connections.
Use open-ended questions to check
for comprehension and critical
thinking.
Conduct a class discussion to
evaluate what students have learned.
Ask questions like:
"How did making text-to-self
connections help you understand the
readings?"
"Can you give examples of the
connections you made today?"
"What can you do differently when
reading from now on?"
Conduct a class discussion to
evaluate what students have learned.
Ask questions like:
"How did making text-to-self
connections help you understand the
readings?"
"Can you give examples of the
connections you made today?"
"What can you do differently when
reading from now on?"
J. Additional activities
for application and
remediation
Assign a reading assignment and ask
students to identify text-to-self, text-
to-text, and text-to-world
connections in the text.
For students who need additional
practice, provide extra reading
passages and encourage them to
make text-to-self connections
independently.
For students who need additional
practice, provide extra reading
passages and encourage them to
make text-to-self connections
independently.
V. Remarks
I. REFLECTIONS
3. A. No. of learners who
earned 80% on the
formative assessment
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
encountered 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: CHECKED BY:
PAULINE DIANE PRESENTE-CAMAÑO RITA A. RAMOS
TI/ENGLISH TEACHER DEPARTMENT HEAD
NOTED BY:
NARCISO L. AGBONA, Ed. D.
PRINCIPAL IV
