School RECTO MEMORIAL NATIONAL HIGH SCHOOL Grade Level 12

GRADES 1 to 12
DAILY LESSON Teacher QUIRAH VENEDICT Q. MIÑAS Learning Area READING AND WRITING SKILLS
LOG
Teaching Date and Time June 10-14, 2019 Quarter 1ST (Midterm)

SESSION 1 WEEK 1, SESSION 2 WEEK 1, SESSION 3 WEEK 1, SESSION 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 Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose

B. Performance Standards The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.

C. Learning Competencies Describes a written text as connected discourse

i. Code EN11/12RWS-IIIa-
1. Identify the stages involved in the writing process;
D. Specific Objectives 2. Realize that writing is a recursive process; and
3. Write a 150- 200 word autobiography highlighting the lessons they learned in their lives
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.
II. CONTENT
TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES: List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
A. References paper-based materials. Hands-on learning promotes concept development.
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline. Quezon City: C & E Publishing, Inc.
3. Textbook pages Grammar and Composition Handbook, High School 1. (2000). New York: Glencoe McGraw Hill.
Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA: AMSCO Publication
4. Additional Materials
from Learning http://wa.westfordk12.us/pages/westfordwa_specialed/StudySkills/Types% 20of%20Graphic%20Organizers.htm
Resource (LR) portal
5. Tools, Materials and
LCD Projector
Equipment
B. Other Learning
Resources

These steps should be done across the week. Spread out the activity appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURE formative/performance assessment activities (DO. 42s. 2016 Annex 1B)

A. Reviewing Previous
Lesson/Presenting new
Lesson
B. Establishing Purpose of the Meet and Greet The teacher says: Novice writers are often faced with a challenge at the beginning of a writing project. As a student, you may want to create something you
lesson (Motivation-3 to 5 Learners will be grouped into 6 and will play can be proud of. You may hope for an inspiration so ideas would not cease flowing in your minds. However, you cannot just always rely on your inspiration.
mins) MadGab This is where your writing process comes in. Today let us revisit the various processes involve in writing to help you generate ideas, turn these ideas into a

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 Madgab is a game to test the learners ability in paragraph, refine your draft and find the most effective way to present and share your work with others
mnemonics/pronunciation
The teacher asks the students to explain the quotation, “Nobody but a reader ever becomes a writer.” The students are also encouraged to cite
Facilitator will introduce himself and ask an book/journal/magazine titles that they have read before. (Note: the teacher should lead the students into realizing the strong connection that exists
intriguing if what level of their understanding of between reading and writing.)
their self is.
Facilitator will provide a form for the learners to fill The teacher asks the students to prepare a sheet of paper for writing. The teacher gives the students 10 minutes to write a brief paragraph of 7 – 10
out sentences about their chosen photo.
(Note: Students can do freewriting for the given activity.
Facilitator will also provide the coverage of the (Free writing means writing a rough draft about everything that comes to mind, without consciously checking the grammatical accuracy and cohesion of
lesson and its objectives, content standard and ideas.)
performance standard for the entire semester.
C. Presenting
Once finished with the activity, the students are tasked to choose a partner for the activity. Together each student discusses his or her writing experience by
Examples/Instances of the
answering the questions provided by the teacher.
new lesson (Analysis)
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.

1. How did you go through the process of writing? (Students can enumerate the processes they went through while doing the writing activity.)
2. What are the problems that you encountered while writing?
3. How did you try to solve these problems?
After the activity, the class reflects on their responses to form abstractions about the lesson. The teacher says, “Writing involves different stages. These
D. Making Generalization and stages are recursive, that is, they do not necessarily follow one another in correct order. In writing, one can always go back and forth among the stages,
Abstraction about the repeating those that you need to until you end up with the result you want. You can shift from one stage to another or change the order of stages you follow.
Lesson Based on the activities that you did today, let us find out the processes involved in writing. But let us remember that the writing process is the recursive
series of stages that you proceed through when developing your ideas and discovering the best way to express them.
School policy will also be reiterated The students are tasked to read an excerpt from “I Know Why the Caged Bird Sings” by Maya Angelou. The teacher says, “In the autobiography, Mrs.
Flowers tells Maya Angelou that reading out loud gives a whole new meaning to a book or essay. Reading aloud is also a valuable tool to help you improve
your own writing.” The teacher divides the class into groups with four to five members. Each group is tasked to read aloud selected passages from the text.
E. Finding Practical For example, the group reads aloud the passage, “She was one of a few gentlewoman I have ever known, and has remained throughout my life the
application of concepts and measure of what a human being can be…”
skills in Daily Living The teacher asks the students to write a 150 – 200 word autobiography. The autobiography shall highlight valuable lessons that they have learned in their
lives as a student and as a member of their family. The autobiography shall be graded based on the following rubric.

F. Evaluating Learning Learners will be asked to answer a 5 point item formative assessment,

Educational Decisions (Proceed; Re-teach, Remediation etc.) Suspension of class due to, insufficient time.
V. REMARKS

Reflect on your teaching and assess yourself as teacher. Think about your student progress this week. What Works? What else need to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when meet them, you can ask them relevant questions.

A. No. of Learners who earn

80% in the evaluation

B. No. of Learners who

required additional
activities for
recommendation who
scored below 80%
C. Did the remediation work?
No. of learners who have
caught up with the lesson

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D. No. of learner who continue
to require remediation

E. Which of my teaching
strategies work well? Why
did these work?

F. What difficulties did I

encounter which my
Principal or Supervisor can
help me solve?

Prepared by: Checked by:

QUIRAH VENEDICT Q. MINAS GUADALUPE C DE JESUS

STT - II MT - III

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