RWS DLL Week 6

GRADES 1 to 12 School Basista NHS Grade Level Grade 11
DAILY LESSON LOG Teacher Jovila D. Alcantara Learning Area Reading and Writing Skills
Teaching Dates and Time October 2 - 6, 2023 Quarter First
Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards Realizes that information in a written text may be selected and organized to achieve a particular purpose
B. Performance Standards Critiques a chosen sample of each pattern of development focusing on information selection, organization, and development
C. Learning Identify properties of a well- Identify properties of a well- Identify properties of a well-written Identify properties of a well-written
Competencies/Objectives written text written text text text
EN11/12RWS-IIIgh-4.1 EN11/12RWS-IIIgh-4.1 EN11/12RWS-IIIgh-4.2 EN11/12RWS-IIIgh-4.2
II. CONTENT ORGANIZATION ORGANIZATION COHERENCE AND COHESION COHERENCE AND COHESION
a. LEARNING Bond papers, activity sheets, Bond papers, activity sheets, Bond papers, activity sheets, laptop, Bond papers, activity sheets, laptop,
RESOURCES laptop, and television laptop, and television and television and television
A. Preferences
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Tiongson, M and Rodriguez, M. Tiongson, M and Rodriguez, M. Tiongson, M and Rodriguez, M. (2016). Tiongson, M and Rodriguez, M. (2016).
(2016). Reading and Writing (2016). Reading and Writing Reading and Writing Skills. Manila: Rex Reading and Writing Skills. Manila: Rex
Skills. Manila: Rex Bookstore, Inc., Skills. Manila: Rex Bookstore, Inc., Bookstore, Inc., pp. 136-143 Bookstore, Inc., pp. 136-143
pp. 136-143 pp. 136-143
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning Resources
b. PROCEDURES
A. Reviewing previous lesson or Preliminary Activities: Preliminary Activities: Preliminary Activities: Preliminary Activities:
presenting the new lesson -prayer -prayer -prayer -prayer
-checking of attendance -checking of attendance -checking of attendance -checking of attendance
-word of the day -word of the day - word of the day - word of the day
-Review -Review -sharing of “My Happy Thought” -sharing of “My Happy Thought”
-The teacher will give the -The teacher will give the - The students will be divided into - The students will be divided into
students samples of texts wherein students samples of texts groups then they will be asked to write groups then they will be asked to write
some are organized and the wherein some are organized and a very short story. However, the a very short story. However, the
others are not the others are not members will not be allowed to talk to members will not be allowed to talk to
-The teacher will ask them about -The teacher will ask them about each other and the way for them to each other and the way for them to
their comments on the sample their comments on the sample complete it is that the first member will complete it is that the first member will
texts texts write the first scene, then followed by write the first scene, then followed by
the second. However, the third and the the second. However, the third and the
following members cannot read the following members cannot read the
previous scenes, only the one previous scenes, only the one
preceding them. After all the members preceding them. After all the members
have contributed in the story, they will have contributed in the story, they will
read their complete story in the class. read their complete story in the class.
B. Establishing a purpose for the Explain to the class the Explain to the class the Explain to the class the importance of Explain to the class the importance of
lesson importance of organization in all importance of organization in all logic in writing a text. logic in writing a text.
aspect/general, narrowing down aspect/general, narrowing down
to writing a text. to writing a text.
C. Presenting Have the students do the Pre- Have the students do the Pre- Let the students answer an exercise. Let the students answer an exercise.
examples/instances of the new reading journal entry and reading journal entry and
lesson vocabulary check. Then, have vocabulary check. Then, have
them read an excerpt of the essay them read an excerpt of the
“Phase Out Obsolete Jeepney and essay “Phase Out Obsolete
have the students do the Post- Jeepney and have the students
reading: Vocabulary Check and do the Post-reading: Vocabulary
comprehension questions. Check and comprehension
questions.
D. Discussing new concepts and Discuss organization as the Discuss organization as the Discussion on the meaning of cohesion Discussion on the meaning of cohesion
practicing new skills #1 primary mode of paragraph primary mode of paragraph and coherence in writing a text. and coherence in writing a text.
development. development.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications Have the students do the Have the students do the Another exercise will be given to the Another exercise will be given to the
of concepts and skills in daily exercises under Analyzing the exercises under Analyzing the students students
living author’s craft author’s craft
H. Making generalizations and Have the students agree or Have the students agree or Have the students explain the Have the students explain the
abstractions about the lesson disagree to the statement in the disagree to the statement in the importance of cohesion and coherence importance of cohesion and coherence
book found on page 143. book found on page 143. in writing a text. in writing a text.
I. Evaluating learning Have the organize sentences in a Have the organize sentences in a The students will write a short The students will write a short
paragraph through the activity paragraph through the activity paragraph tackling each of the DepEd’s paragraph tackling each of the DepEd’s
sheets. sheets. core values applying cohesion and core values applying cohesion and
coherence. They will also be asked to coherence. They will also be asked to
underline the discourse markers they underline the discourse markers they
have used. have used.
Their outputs will be presented in the Their outputs will be presented in the
class. class
J. Additional activities for .
application or remediation
c. REMARKS
d. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
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: Reviewed by: Checked by: Noted:
JOVILA D. ALCANTARA MARICEL S. DE GUZMAN, RCE, PhD LESLIE R. BALOLNG, PhD ALICE M. GALSIM
SHS T-III/Subject Teacher MT II/Subj. Group Head, HUMSS & ABM Master Teacher II/ OIC, Office of the ASP II Principal IV

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GRADES 1 to 12 School Basista NHS Grade Level Grade 11

Session 1 Session 2 Session 3 Session 4

Prepared by: Reviewed by: Checked by: Noted:

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