Rws-Week 7

School: Porac Model Community High School Grade Level: 11
GRADES 1 to 12 Teacher: Milcah Roselle C. Canda Learning Area: Reading and Writing Skills
DAILY LESSON LOG Teaching Dates &
Time: October 03-07, 2022 / (Week 7) Quarter: First
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
I. OBJECTIVES FIRST DAY SECOND DAY THIRD DAY FOURTH DAY
11- ICT-A 11- ICT-A 11- ICT-A 11- ICT-A
11-HE-A 11-HE-A 11-HE-A 11-HE-A
11-HE-B 11-HE-B 11-HE-B 11-HE-B
A. Content Standards The learners realize that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standards The learners critique a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Most Essential Learning The learners… The learners… The learners… The learners…
Competencies (MELCs)  identify claims in a  define implicit and  analyze explicit or  formulate explicit and
including the codes. written text explicit information implicit information in implicit information
a written text based on a text read
II. CONTENT Identifying Claims Implicitly and Explicitly in a Written Text

(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources Reading and Writing Skills 11 Reading and Writing Skills 11 Reading and Writing Skills 11 Reading and Writing Skills 11
Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode
(ADM) Module 4 (ADM) Module 4 (ADM) Module 4 (ADM) Module 4
IV.PROCEDURES
A. Review Previous Lessons Review the properties of a Review what is a claim Review the definition of How to identify explicit or
well-wriiten text implicit and explicit implicit information in a
information written text?
B. Establishing purpose for the The learners will play “Fact or Inform the learners that they
Lesson Bluff” need to know the two kinds of
information - explicit claim
and implicit claim, to properly
evaluate the ideas they have
gathered while reading.
C. Presenting examples The learners will answer this
/instances of the new lessons question after playing Fact or
Bluff.
“What do these information
gives us?”
D. Discussing new concepts and What is a Claim? Define implicit and explicit The teacher will help the The teacher will teach the
practicing new skills #1. claims. learners analyze explicit or learners on how to formulate
implicit information in a explicit and implicit
written text. information based on a text
read.
E. Discussing new concepts & What are the characteristics of The teacher will present
practicing and concern to new a good claim? examples of implicit and
skills #2 explicit claims.
F.Developing Mastery (Leads to The learners will identify The learners will tell whether The learners will formulate
Formative Assesment 3 whether the given statements the piece of information is implicit and explicit pieces of
are claim. explicit or implicit. information based on the given
sentences.
G. Finding Practical
Applications of concepts and
skills in daily living
H. Making Generalizations & The learners will share their The learners will share their The learners will share their The learners will share their
Abstractions about the lessons learnings from the lesson. learnings from the lesson. learnings from the lesson. learnings from the lesson.
I. Evaluating Learning The learners will place a check True or False Quiz about Identify which piece of Read and analyze the
on the blank beside the number implicit and explicit claims. evidence is either implicit or statements carefully then write
if they consider the statement explicit. their implied meaning in not
as a good claim. Otherwise, on less than two sentences
the space provided, they will
state what can be improved in
the given statements.
J. Additional activities for In case learners were not able In case learners were not able In case learners were not able In case learners were not able
application or remediation to accomplish quiz with at to accomplish quiz with at to accomplish quiz with at to accomplish quiz with at
least 80% accuracy, give least 80% accuracy, give least 80% accuracy, give least 80% accuracy, give
homework. homework. homework. homework.
V.REMARKS
VI. Reflection
A.No. of learners who earned _____ out of ___ (___%) _____ out of ___ (___%) _____ out of ___ (___%) _____ out of ___ (___%)
80% in the evaluation learners earned 80% learners earned 80% learners earned 80% learners earned 80%
B. No. of learners who requires _____ out of ___ (___%) _____ out of ___ (___%) _____ out of ___ (___%) _____ out of ___ (___%)
additional acts for remediation learners scored below 80% learners scored below 80% learners scored below 80% learners scored below 80%
who scored below 80%
C. Did the remedial lessons _____ out of ___(___%) _____ out of ___(___%) _____ out of ___(___%) _____ out of ___(___%)
work? No. of learners who learners who went through learners who went through learners who went through learners who went through
caught up with the lessons remediation passed. remediation passed. remediation passed. remediation passed.
D. No. of learners who continue ____ out of __ (____%) need ____ out of __ (____%) need ____ out of __ (____%) need ____ out of __ (____%) need
to require remediation the tier 2 remediation the tier 2 remediation the tier 2 remediation the tier 2 remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?
Prepared : Reviewed : Verified by: Noted by:
Milcah Roselle C. Canda Edel B. Bansil Catrina S. Pedronan, PhD Rita DL. Cunanan
Teacher II Master Teacher I Master Teacher I, SHS Focal Person Principal IV

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School: Porac Model Community High School Grade Level: 11

II. CONTENT Identifying Claims Implicitly and Explicitly in a Written Text

Prepared : Reviewed : Verified by: Noted by:

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