This document is a daily lesson log for a teacher, Julie Ann D. Pajarilla, covering lessons from October 29 to November 9, 2018. The lessons focus on techniques for selecting and organizing information for 11th grade students. Key points covered include: - Objectives relating to describing written texts, distinguishing techniques for selecting and organizing information like brainstorming lists and graphic organizers. - Content on reading and thinking strategies, text as connected discourse, and techniques for selecting and organizing information. - Learning resources include textbooks and online sources. - Procedures over the weeks include reviewing previous lessons, presenting new concepts like outlines, discussing skills, and formative assessments. - Reflection

1. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates October 29 – November 2, 2018 Quarter THIRD/WEEK
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
October 29 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
October 30 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
October 31 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
November 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Describe a
written text as connected discourse
EN11/12RWS-IIIa-2 – Distinguishes
between and among techniques in
selecting and organizing information
a. brainstorming list – EN11/12RWS-IIIa-2.1
EN11/12RWS-IIIa-2 – Distinguishes
between and among techniques in
selecting and organizing information
b. graphic organizer - EN11/12RWS-IIIa-2.2
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
RWS11.1. Reading and Thinking
Strategies Across Text Types
A. Text as Connected Discourse
B. Techniques in Selecting and
Organizing Information
B. Techniques in Selecting and
Organizing Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing by Andrew Rey
S. Peña and Ali G. Anudin, pp. 1-5
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 36 - 41
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.google.com www.google.com www.google.com
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
 Ask question: What is a text?
 Present the lesson outcome
 The students give a recap of the
previous lesson
 Review the previous lesson

2.  Benjamin Franklin once said, “Those
who fail to plan, plan to fail.” What do
you think of this quote in relation to
writing?
B. Establishing a purpose for the
lesson
Present examples of literary works
and let the students identify the
genres of the texts.
 What is the role of pre-writing in the
writing process?
 How do audience, purpose, subject,
and context each shape writing?
What is a graphic organizer?
How does it help us in selecting and
organizing information?
C. Presenting examples/Instances of
the new lesson
Group the students into two groups
and let them answer the activity.
Read the title of the texts and
determine if the text is a literary text
or an informational text. Write also
the specific genre of the text.
Techniques help make writing more
manageable and effective. Give some
examples of techniques that help you
select and organize ideas before writing?
Present samples of graphic organizer and
let the students identify each type.
D. Discussing new concepts and
practicing new skills # 1
 Discuss genre and genre forms of
texts.
 Discuss literary text and
informational texts and give
examples.
Discuss pre-writing and determining the
writing situation.
Discuss graphic organizers
E. Discussing new concepts and
practicing new skills # 2
 Discuss text features and
structures.
Discuss brainstorming/brainstorming list
F. Developing mastery (Leads to
Formative Assessment 3)
Select a book in the library and
identify the text features of the book.
Present your findings orally in a class.
Try to list down all your ideas, browse
through them and pick the one that
appeals to you or the one that you know
best. Try also to connect your ideas and
see the meaning you can create.
Afterward, assume a purpose, audience,
tone and point-of-view.
Make a graphic organizer using your
chosen topic.
G. Finding practical application of
concepts and skills in daily living
Let the students identify the
importance of a text in our daily living
How does brainstorming list help us in our
daily activities?
How does graphic organizer help you in
your daily activities in school or at home?
When do we use a graphic organizer?
H. Making generalizations and
abstractions about the lesson
Let the students describe text as a
discourse
Let the students describe what is
brainstorming and how it help us in
discovering ideas.
What is a graphic organizer? How does it
help us in organizing our ideas?
I. Evaluating learning Answer the questions:
1. What is a written text?
2. What is it characteristics?
Select one of the following general
subjects below that you find the most
interesting. Use brainstorming list or
graphic organizer to narrow it down to
several topics. Then, write a paragraph
consists of 5 – 10 sentences about your
chosen topic.
1. Summer vacation 3. Pop music
2. Social media 4. Love

3. J. Additional activities for application
or remediation
Research on other techniques in selecting
and organizing information
Research on topic outline and sentence
outline.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II

4. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 5 – 9, 2018 Quarter THIRD/WEEK 1
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
November 5 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
November 6 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
November 7 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
November 8
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Describe a
written text as connected discourse
EN11/12RWS-IIIa-2 – Distinguishes
between and among techniques in
selecting and organizing information
a. brainstorming list – EN11/12RWS-IIIa-2.1
EN11/12RWS-IIIa-2 – Distinguishes
between and among techniques in
selecting and organizing information
b. graphic organizer - EN11/12RWS-IIIa-2.2
EN11/12RWS-IIIa-2 – Distinguishes
between and among techniques in
selecting and organizing information
c. topic outline - EN11/12RWS-IIIa-2.3
d. sentence outline - EN11/12RWS-IIIa-2.4
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
RWS11.1. Reading and Thinking
Strategies Across Text Types
A. Text as Connected Discourse
B. Techniques in Selecting and
Organizing Information
B. Techniques in Selecting and
Organizing Information
B. Techniques in Selecting and
Organizing Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing by Andrew Rey
S. Peña and Ali G. Anudin, pp. 1-5
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 36 - 41
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 50 - 56
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
 Ask question: What is a text?
 Present the lesson outcome
 The students give a recap of the
previous lesson
 Review the previous lesson  Review the previous lesson

5.  Benjamin Franklin once said, “Those
who fail to plan, plan to fail.” What do
you think of this quote in relation to
writing?
 What is an outline? What is the
difference between a reading outline
and writing outline?
B. Establishing a purpose for the
lesson
Present examples of literary works
and let the students identify the
genres of the texts.
 What is the role of pre-writing in the
writing process?
 How do audience, purpose, subject,
and context each shape writing?
What is a graphic organizer?
How does it help us in selecting and
organizing information?
How does outlining make your writing
more efficient?
C. Presenting examples/Instances of
the new lesson
Group the students into two groups
and let them answer the activity.
Read the title of the texts and
determine if the text is a literary text
or an informational text. Write also
the specific genre of the text.
Techniques help make writing more
manageable and effective. Give some
examples of techniques that help you
select and organize ideas before writing?
Present samples of graphic organizer and
let the students identify each type.
To better familiarize you with the concept
of an outline, think of other things you can
compare an outline’s purpose to. Write
your answers beside the lines in the
image.
OUTLINE
D. Discussing new concepts and
practicing new skills # 1
 Discuss genre and genre forms of
texts.
 Discuss literary text and
informational texts and give
examples.
Discuss pre-writing and determining the
writing situation.
Discuss graphic organizers Discuss creating a reading outline
E. Discussing new concepts and
practicing new skills # 2
 Discuss text features and
structures.
Discuss brainstorming/brainstorming list Discuss creating a writing outline
F. Developing mastery (Leads to
Formative Assessment 3)
Select a book in the library and
identify the text features of the book.
Present your findings orally in a class.
Try to list down all your ideas, browse
through them and pick the one that
appeals to you or the one that you know
best. Try also to connect your ideas and
see the meaning you can create.
Afterward, assume a purpose, audience,
tone and point-of-view.
Make a graphic organizer using your
chosen topic.
Exercise:
 There are lists of words which form
parts of main ideas. Provide each group
with a main idea/general topic that
includes all the terms in the set as
subtopics (pp.55).
G. Finding practical application of
concepts and skills in daily living
Let the students identify the
importance of a text in our daily living
How does brainstorming list help us in our
daily activities?
How does graphic organizer help you in
your daily activities in school or at home?
When do we use a graphic organizer?
A writer uses an outline for an essay the
way an architect uses a blueprint for a
building. In what other things you can
apply outlining in your daily living?
H. Making generalizations and
abstractions about the lesson
Let the students describe text as a
discourse
Let the students describe what is
brainstorming and how it help us in
discovering ideas.
What is a graphic organizer? How does it
help us in organizing our ideas?
 What is the difference between the
topic outline and sentence outline?
 How does outlining your essay improve
the organization of your thoughts?
I. Evaluating learning Answer the questions:
1. What is a written text?
2. What is it characteristics?
Select one of the following general
subjects below that you find the most
interesting. Use brainstorming list or
graphic organizer to narrow it down to
several topics. Then, write a paragraph
Given, is a group of jumbled topics that
are parts of a complete three-level
outlines, including a title, main ideas, and
subordinate ideas. Rewrite the entire
outline by sorting out these items, taking

6. consists of 5 – 10 sentences about your
chosen topic.
1. Summer vacation 3. Pop music
2. Social media 4. Love
care that you classify all pertinent
subtopics under their proper main
headings and arranging the entire outline
in the best order (pp.55).
J. Additional activities for application
or remediation
Research on other techniques in selecting
and organizing information
Research on topic outline and sentence
outline.
Research on examples of topic and
sentence outline
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II

7. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 12 – 16, 2018 Quarter THIRD/WEEK 2
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
November 12 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
November 13 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
November 14 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
November 15
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Distinguishes
between and among techniques in
selecting and organizing information
c. topic outline - EN11/12RWS-IIIa-2.3
d. sentence outline - EN11/12RWS-IIIa-2.4
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
a. narration - EN11/12RWS-IIIbf-3.1
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across
disciplines
a. narration - EN11/12RWS-IIIbf-3.1
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
a. narration - EN11/12RWS-IIIbf-3.1
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
B. Techniques in Selecting and
Organizing Information
C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson
and Rodriguez, pp. 50 - 56
 Reading and Writing Skills by Tiongson
and Rodriguez, pp. 86 – 99
 Reading and Writing by Andrew Rey S.
Peña and Ali G. Anudin, pp. 16 - 18
 Reading and Writing Skills by
Tiongson and Rodriguez, pp. 86 – 99
 Reading and Writing by Andrew Rey
S. Peña and Ali G. Anudin, pp. 16 -18
Reading and Writing by Andrew Rey S.
Peña and Ali G. Anudin, pp. 32 - 40
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource www.google.com
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

8. A. Reviewing previous lesson or
presenting the new lesson
 Review the previous lesson about
outlining.
 What’s the difference between topic
outline and sentence outline?
What was the last remarkable event that
happened to you today? Tell it in the
class.
 Review the previous lesson
 What is a narrative writing?
 What are the forms of narrative
writing?
 Review the previous lesson
 What is a personal essay? What is its
characteristics?
B. Establishing a purpose for the
lesson
Outlining well involves knowing how to
distinguish ideas according to their
level of importance in the text.
Simplicity is the key in outlining
because you must strip your reading
and writing down to the bare
essentials.
Telling a story, whether real or fictional, is
what you do in narrative writing. You use
your memory and imagination to not just
create stories, but also to interpret them.
What is a narrative essay?
 What are the characteristics of an
effective narrative essay?
 What are the strategies in reading a
personal essay?
 How to write a personal essay?
C. Presenting examples/Instances of
the new lesson
What is your favorite story? Give at least
three reasons why you consider that story
your favorite? Retell it as if you are the
author him/herself.
Here are examples of a fiction
narratives. Which of these narratives are
you familiar with? Identify the type of
fiction narrative each one is (pp. 17)
Reading a Personal Essay entitled
“Coming to an Awareness of Language”
by Malcom X and answer the questions
that follow.
D. Discussing new concepts and
practicing new skills # 1
Pre-reading: Vocabulary Check
 Try to find out what the following words
mean to help you understand the story
“The Day the Dancers Came by
Buenvenido N. Santos:
a. Tiniaflava d. Bejo
b. Tatching e. Leprosy
c. Muchacho f. Kundiman
Discuss narrative writing and its forms Discuss how to write a personal essay
E. Discussing new concepts and
practicing new skills # 2
Discuss creating a writing outline  Read an excerpt of the narrative essay
entitled “The Day the Dancers Came”
by Buenvenido N. Santos.
 Answer the questions (pp.94)
Discuss the characteristics of an
effective narrative and narrative devices
Discuss the rubrics to be used in rating
the personal essay.
F. Developing mastery (Leads to
Formative Assessment 3)
Exercise:
 There are lists of topics that could
serve as main ideas. Provide each
main idea with three possible
subtopics that relate to the main idea
as examples, stages or steps, or parts
(pp.55).
 Post-reading: Vocabulary Check
The sentences were taken from the
sample text you read. What do the
underlined words in the sentences mean?
Use the words in your own sentence
(pp. 93).
Based on the narrative that you have
read, analyze the author’s craft and
important lines that contributed to the
overall meaning and significance of the
story.
G. Finding practical application of
concepts and skills in daily living
A writer uses an outline for an essay the
way an architect uses a blueprint for a
building. In what other things you can
apply outlining in your daily living?
Why narration is important? How does it
help us in our daily activities?
H. Making generalizations and
abstractions about the lesson
 What is the difference between the
topic outline and sentence outline?
 How does outlining your essay
improve the organization of your
thoughts?
Let the students describe what is
narrative writing and its characteristics.

9. I. Evaluating learning Make an outline out of given group of
jumbled topics that are parts of a
complete three-level outlines, including a
title, main ideas, and subordinate ideas.
Rewrite the entire outline by sorting out
these items, taking care that you classify
all pertinent subtopics under their proper
main headings and arranging the entire
outline in the best order.
Here are some statements that
synthesize our lesson on narrative
writing. Write “A” before the letter if you
agree with the statement, or “D” if you
disagree. Explain your answers.
Think about a significant event or moment
in your life which shaped you into what
you are now. Write your personal essay
about it. Use any of the narrative devices.
J. Additional activities for application
or remediation
Research on examples of descriptive
essays
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal I

10. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 19 – 23, 2018 Quarter THIRD/WEEK 3
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
November 19 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
November 20 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
November 21 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
November 22
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across
disciplines
b. description - EN11/12RWS-IIIbf-3.2
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
b. description - EN11/12RWS-IIIbf-3.2
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across
disciplines
c. definition - EN11/12RWS-IIIbf-3.3
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
c. definition - EN11/12RWS-IIIbf-3.3
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
C. Patterns of Development C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing by Andrew Rey
S. Peña and Ali G. Anudin, pp. 18
Reading and Writing by Andrew Rey S.
Peña and Ali G. Anudin, pp. 92 - 100
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 100 - 108
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 100 - 108
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson
 Review the previous lesson about
narration
 Review the previous lesson
 What is the characteristics of a
descriptive essay?
 Review of the previous lesson.
 Ask questions:
 Let the students recap the previous
lesson

11.  What is descriptive writing? What
are the forms of descriptive
writing?
When was the last time you consulted
a dictionary? What word did you try to
find? When you found the meaning of
the word in the dictionary, did you
understand its definition? Do other
people understand the meaning of a
word the same way you do?
 What is definition? What are the two
types of definition?
B. Establishing a purpose for the
lesson
 Differentiate descriptive writing
from narrative writing.
 What are the characteristics of an
effective descriptive essay?
 What are the strategies in reading a
descriptive essay?
 How to write a descriptive essay?
Say you are writing an essay on the
concept of “love”. Would you consult the
dictionary for its denotation? Ow would
you define it based on what you know of
it, without consulting any resource
material? Would you consider including
a connotation, or what other things other
people associate with “love” that are not
easily defined by a dictionary? Do you
think people would have the same
understanding of “love”? If not, why do
you say so?
Why is defining essential? What is the
main purpose of definition?
C. Presenting examples/Instances of
the new lesson
Identify what forms of descriptive
essays each given example is.
 Read a descriptive essay entitled
“Some African Birds” by Isak Dinesen
and answer the questions that follow.
 Guessing Game: Pinoy Henyo - Birds
Activity:
One of the most complicated
concepts to explain in words is
emotions. There are seven emotions
listed in the table (pp.101). Enumerate
the things or events that make you feel
the following emotions.
 Identify whether the definition of words
is denotation or connotation.
 Give examples of denotation and
connotation
D. Discussing new concepts and
practicing new skills # 1
Discuss descriptive writing and its
forms
Discuss the steps on how to write a
descriptive essay.
Read an essay entitled “Appassionato”
by Barbara C. Gonzalez and discuss the
questions that follow
Discuss definition and two types of
definition
E. Discussing new concepts and
practicing new skills # 2
Discuss the characteristics of an
effective descriptive essay
Post-reading: Vocabulary Check
The underlined words are lifted from
Appassionato by Barbara C. Gonzalez.
Try to figure out what the words mean
with the help of context clues.
Discuss the different techniques used in
writing a definition essay.
F. Developing mastery (Leads to
Formative Assessment 3)
Write a paragraph of no more than 10
sentences about a real or imagined
people, things, ideas or events interesting
to you. Do this activity in 10 minutes.
Analyzing the author’s craft based on the
essay Appassionato by Barbara C.
Gonzalez
G. Finding practical application of
concepts and skills in daily living
What is the importance of
description in our daily living? Cite
some things or activities wherein
we use description.
Why do we write descriptive essays?
How does it help us?
When do both denotation and
connotation become essential in
understanding the world we move in?
 How is definition applied in regular or
everyday activities?
 How does one apply definition in trying
to understand human emotions?

12. H. Making generalizations and
abstractions about the lesson
Describe descriptive writing. How
does it differ from other types of
writing?
Let the students sum up the lesson about
descriptive essay and steps on how to
write a descriptive essay.
Based on the essay that you have read,
analyze what mode of paragraph
development is used. How does the
author define the word passion?
Based on our lesson, what have you
learned about definition essay? How does
it differ from other modes of paragraph
development? What are the different
strategies that can be used in writing a
definition essay?
I. Evaluating learning Using any technique in defining, write your
own perception of love in a paragraph of
no more than 10 sentences. You may use
as many techniques of defining as you
want.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II

13. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates November 26 – 30, 2018 Quarter THIRD/WEEK 4
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
November 26 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
November 27 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
November 28 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
November 29
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
c. exemplification - EN11/12RWS-IIIbf-3.4
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
c. exemplification - EN11/12RWS-IIIbf-3.4
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
c. classification - EN11/12RWS-IIIbf-3.4
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
c. classification - EN11/12RWS-IIIbf-3.4
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
C. Patterns of Development C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson
and Rodriguez, pp. 128 - 135
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 128 - 135
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 109 - 118
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 109 - 118
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
 Review of the previous lesson
 In the Philippines, fiestas are very much
anticipated by all walks of life. Why?
 The students recap the previous lesson
 What is exemplification? How is it
different from illustration?
 Review of the previous lesson on
exemplification
 How do you review for a quiz, a test, or
an exam? Do you recall all your notes?
Do you borrow your classmates’ notes
 Review the previous lesson

14. as well? Do you consult resource
materials?
B. Establishing a purpose for the
lesson
Suppose there is a fiesta at your place.
Which kind of food do you and your family
prepare for everyone to enjoy?
Whatever your answers might be, you
may find yourself enumerating these food
items to show just how much enthusiasm
and effort Filipinos exert in preparing for
the fiesta.
In the essay “Lenten Specialty Dishes” by
Micky Fenix, exemplification or the
process of enumerating or giving
examples was used to elaborate the
topic. How does exemplification help in
defining a concept?
Whatever and however you prepare
yourself for an impending examination,
you will unconsciously perform division,
breaking down a concept into its
constituent parts, and classification,
categorizing similar ideas together, to
somehow make the process of reviewing
tons and tons of info. Acquired
throughout the entire term a lot more
organized and orderly.
What is division and classification as a
mode of paragraph development?
C. Presenting examples/Instances of
the new lesson
 As opposed to the abundance of food
and drinks associated with fiestas, let
us tackle Filipino events that do not
entail a lavish preparation of food. What
are some events in Filipino culture in
which we are enjoined not to eat meat?
Why we are enjoined to do so? If you
observe this fasting, what are the
dishes you eat as an alternative? If you
do not observe this no-meat-rule, which
dishes can you suggest be eaten?
Enumerate your answers and write
them in the table (pp.129).
Based on the essay, give examples of
different dishes Filipinos from other parts
of the country prepare during the Lenten
season. Describe each food items
mentioned in the text. What are the
ingredients? How are they prepared?
Activity: The Geek Mythology
What is a geek? What do they look like?
Who do you consider a geek? Are you a
geek? How do you feel about geeks or
being one?
Here is a table (pp.110) in which you can
write (or draw) your perception of who
and what a geek is. Don’t explain
anything. Just jot down what you
personally think of this person we call a
geek.
 Give me situations wherein you use
division and classification.
 When do we use classification? Give
some examples.
D. Discussing new concepts and
practicing new skills # 1
Pre-reading: Vocabulary Check
Before reading the essay, acquaint
yourself with the food items below.
a. Binallay con laro e. Pil pil
b. Suman f. Daing na laba
c. Biko labahita
d. Bacalao g. Pancit sotanghon
Discuss exemplification and the
techniques that can be used in
exemplification
Pre-reading: Vocabulary Check
a. Ballast
b. Marooned
c. Klutz
d. Colonial
e. Cleaver
f. Fortitude
Discuss division and classification
E. Discussing new concepts and
practicing new skills # 2
Read the text entitled “Lenten Specialty
Dishes” by Micky Fenix
Exercise:
Analyzing the author’s craft
 Read an excerpt of an essay “A
History of Geek Civilization” by
Jessica Zafra
 Answer the discussion questions
Exercise: Analyzing the author’s craft and
Analysis of important lines in the essay.
F. Developing mastery (Leads to
Formative Assessment 3)
 Post-reading: Vocabulary Check
What do the terms mean? Whip out your
dictionary and try to look for these words
(pp.131)
 Answer the discussion questions
Post-Reading Journal Entry
Write a short essay on the
aforementioned topic (pp.134) in 500
words, using exemplification as the mode
of paragraph development.
What are you passionate about? What
are you exactly a geek of? What is your
fandom? For 15 mins. free write on this
thing that has gotten you hooked upon
(pp. 111)
Make a division and classification of your
daily activities.
G. Finding practical application of
concepts and skills in daily living
By using exemplification, Fenix was able
to concretize and make perceptible how
Filipinos observe Christian event like
Aside from writing academic essays, in
which contexts do you use
exemplification?
What do we divide and classify in our
daily lives? Why do we do it?

15. Lent. How does it help us in valuing our
culture and traditions?
H. Making generalizations and
abstractions about the lesson
Looking at the Lenten Season and a
fiesta in the Philippines can help you
understand how Filipinos go all out and
restrain themselves in terms of food.
How does the author elaborate the topic?
What mode of paragraph development he
used?
The learners sum up what exemplification
is and how it is used as a mode of
paragraph development.
The learners sum up the nature of
division and classification in academic
writing.
I. Evaluating learning To synthesize our lesson on
exemplification, ponder the following
statements. Write “A’ before the number if
you agree with the statement; otherwise,
write “D”. If you answered “D”, explain
your answer.
Based on the given jumbled
information/topics, divide and classify it
accordingly
J. Additional activities for application
or remediation
Do the Post-Reading: Vocabulary Check
(pp.113)
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II

16. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates December 3 – 7, 2018 Quarter THIRD/WEEK 5
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
December 3 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
December 4 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
December 5 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
December 6
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
e. comparison and contrast -
EN11/12RWS-IIIbf-3.5
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
e. comparison and contrast -
EN11/12RWS-IIIbf-3.5
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
f. cause and effect - EN11/12RWS-IIIbf-3.6
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
f. cause and effect - EN11/12RWS-IIIbf-3.6
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
C. Patterns of Development C. Patterns of Development C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson
and Rodriguez, pp. 119 - 127
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 119 - 127
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 79 - 85
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 79 - 85
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
 When was the last time you needed
and/or wanted to buy something? What
were the choices you were presented
with? Say, you want a new phone.
Would you buy the latest iPhone or a
 Review previous lesson  Review the previous lesson
 Do you like travelling? Whether local or
abroad? What pushes you to move
from one location to another, or to stay
put?
 The students recap the previous lesson
 What is causal analysis?

17. nifty Nokia phone? On which grounds
would you base your decision?
B. Establishing a purpose for the
lesson
Whenever you make a choice, you’re
actually doing some sort of a comparison
and contrast. What is comparison and
contrast?
What is comparison and contrast as a
mode of paragraph development?
Answering the questions above puts you
in a situation where you are
unconsciously doing causal analysis.
Answering the question “What pushes
you to move from one location to
another, or to stay put?” is analyzing the
causes of your decision to travel. What
you do after choosing to travel or to stay
put, on the other hand, is analyzing the
effects or consequences of your decision
Is causal analysis an effective method to
understand human experiences especially
when dealing with issues and problems?
C. Presenting examples/Instances of
the new lesson
 Do the activity on page 120. Fill in the
table with what you already know, what
you still want to know them, and what
you will eventually know after reading
the text.
Give me some instances or situation
wherein we use comparison and
contrast.
Do the activity on page 80.
Try to remember the last remarkable
event of yours in which you have to go
outside the confines of your house. Fill in
the table on page 80.
Cite examples of cause and effects in the
text that you have read yesterday.
D. Discussing new concepts and
practicing new skills # 1
Vocabulary Activity: Try to find out what
the following underlined words mean.
Then, use the words in your own
sentences.
Discuss comparison and contrast Vocabulary Activity:
What do the following expressions
mean?
1. Balikbayan 4. Kitsch
2. Benighted 5. Romanticizing
3. Thomasites
Discuss causal analysis
E. Discussing new concepts and
practicing new skills # 2
Read an excerpt of the text “The Filipino
Woman: Cory and Leonor, Gabriela and
Imelda by Carmen Guerero Nakpil and
answer the questions.
Activity: Analyzing the Author’s Craft
Answer the questions based on the text
“The Filipino Woman: Cory and
Leonor, Gabriela and Imelda by
Carmen Guerero Nakpil
Read the text “Bracing for Balikbayans
by Conrado De Quiros and answer the
questions that follow
F. Developing mastery (leads to
Formative Assessment 3)
Writing Exercise:
Do you have a female role model whom
you look up to with much praise and
adoration? For 10 mins, free write as
much as you can on your role model.
Answer the Post-Reading: Vocabulary
Check page 82.
Answer the exercise on page 84 based on
the text.
G. Finding practical application of
concepts and skills in daily living
Based on the text, what have you
realize? Does Filipino heroines also exist
among us today? How can you make a
difference in your life?
 How comparison and contrast applied
beyond the context of essay-writing?
 When do we apply comparison and
contrast in everyday activities?
What does the text wants the reader to
realize?
How is causal analysis applied in
analyzing problems and solution?
H. Making generalizations and
abstractions about the lesson
What is the significance of comparing
and contrasting Leonor Rivera, Gabriela
Silang, Cory Aquino, and Imelda
Marcos?
Sum up what is comparison and contrast
and its nature as a mode of paragraph
development.
What are the cause and effects of
colonial mentality and Filipino migration?
The students sum up what causal analysis
is and why causal analysis is an essential
mode of paragraph development.
I. Evaluating learning Write “yes” before the letter if you agree
with the statement, or “no” if you don’t.
Explain your answers in every statement
Answer the evaluation on page 85 about
causal analysis.

18. J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II

19. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates December 10 – 14, 2018 Quarter THIRD/WEEK 6
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
December 10 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
December 11 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
December
12
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
December 13
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Distinguishes between
and among patterns of development in
writing across disciplines
g. problem-solution - EN11/12RWS-IIIbf-3.7
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
g. problem-solution - EN11/12RWS-IIIbf-3.7
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource http://faculty.washington.edu/ezent/impo.htm
https://www.thoughtco.com/problem-solution-
composition-1691539
http://xxiseaweedsymposium.org/fighting-
poverty-a-problem-solution-essay-example/
http://faculty.washington.edu/ezent/impo.h
tm
https://www.thoughtco.com/problem-
solution-composition-1691539
http://xxiseaweedsymposium.org/fighting-
poverty-a-problem-solution-essay-
example/
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.

20. A. Reviewing previous lesson or
presenting the new lesson
 Review previous lesson  Review previous lesson
B. Establishing a purpose for the
lesson
Have you encountered problems in your life?
What are those problems? How did cope or
overcome those problems?
How a problem-solution is organized?
C. Presenting examples/Instances of
the new lesson
Activity: My Problem, My Solution!
Read and identify whether the given
information is a problem or a solution. Sort
out the problem from the solution. Then
match the solution in each problem.
Present a sample of a problem-solution
outline and let the students analyze how it
was organized
D. Discussing new concepts and
practicing new skills # 1
Discuss problem-solution pattern of
paragraph development
Read and analyze a sample of a problem-
solution essay
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (leads to
Formative Assessment 3)
Write at least three problems and give
solutions to it.
G. Finding practical application of
concepts and skills in daily living
How do you handle your problems in life?
What did you do to surpass those problems?
How do you handle your problems in life?
What did you do to surpass those
problems?
H. Making generalizations and
abstractions about the lesson
The students describe problem-solution
mode of paragraph development.
The students generalize the lesson about
problem-solution mode of paragraph
development
I. Evaluating learning Give a true or false test about problem-
solution pattern of development
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

21. 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II

22. GRADE 1 to 12
DAILY LESSON LOG
School ESTEBAN S. JAVELLANA MEMORIAL HIGH SCHOOL Grade Level 11 – GAS & 11 - TVL
Teacher JULIE ANN D. PAJARILLA Learning Area Reading and Writing
Teaching Dates January 1 – 4, 2019 Quarter THIRD/WEEK 7
Session 1 Session 2 Session 3 Session 4
Section Time Date Section Time Session Section Time Session Section Time Session
GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Monday)
January 1 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Tuesday)
January 2 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Wednesday)
January 3 GAS 11
TVL 11
12:30 – 1:30
3:30 – 4:30
(Thursday)
January 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competency/
Objectives
Write the LC code for each.
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across
disciplines
h. persuasion - EN11/12RWS-IIIbf-3.8
EN11/12RWS-IIIa-2 – Distinguishes
between and among patterns of
development in writing across disciplines
h. persuasion - EN11/12RWS-IIIbf-3.8
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
C. Patterns of Development C. Patterns of Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Reading and Writing Skills by Tiongson
and Rodriguez, pp. 136 -143
Reading and Writing Skills by Tiongson
and Rodriguez, pp. 136 -143
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
The students will be group into 5. Each
group will be given situations wherein
they are going to act out. They will be
 Review previous lesson

23. given 5 minutes to do their assigned
task.
B. Establishing a purpose for the lesson Based on the situations given, how did
you convinced people to believe on your
views? Did you use persuasion or
argumentation?
What is persuasion? How is it different
from argumentation?
C. Presenting examples/Instances of the
new lesson
 What are your means of transportation
when traveling by land here in the
Philippines? Here is a table (pp.137)
containing a list of possible vehicles
one can use in the Metro to move
from one point to another. Fill in what
is asked in the table.
Cite some examples of persuasion
D. Discussing new concepts and
practicing new skills # 1
 Vocabulary Activity, p.138 Discuss persuasion
E. Discussing new concepts and
practicing new skills # 2
Read the text “Phase Out the Obsolete
Jeepney” by Neal H. Cruz and answer
the questions.
Activity: Analyzing the Author’s Craft
F. Developing mastery (leads to
Formative Assessment 3)
Post-reading Activity: Outlining (pp.142)
Write a breakdown of Phase Out the
Obsolete Jeepney by Neal H. Cruz with
the use of a 2-level sentence outline.
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning On page 143, there are statements that
you can either agree or disagree with. Put
an “A” before the statement if you agree
with, or a “D” if you don’t. Explain your
answers.
J. Additional activities for application or
remediation
Do activity in page 140. Post-reading:
Vocabulary Check: Research on the
concepts mentioned in the article.
Write a persuasive essay composed of a
paragraph no more than 10 sentences
about physical activities like running,
playing a sport, dancing, etc.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

24. 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: Noted: Approved:
JULIE ANN D. PAJARILLA ERLINDA C. PLONDAYA LOREBEC P. CATOLICO, Ed. D
Teacher II Head Teacher I Principal II