Daily Lesson Log in Reading and Writing.docx

DLL in Reading and Writing

1. Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Uson, Masbate

DAILY LESSON LOG


SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Learning
Competencies/
Objectives
EN11/12RWS-IIIa-1
The learner describes
a written text as
connected discourse.

*Subject Orientation
EN11/12RWS-IIIa-1
The learner describes a written
text as connected discourse.

The learners shall be able to:
a. demonstrate
understanding of a
text read;
b. identify the features of
a text; and
c. explain how ideas in a
EN11/12RWS-IIIa-1
The learner describes a written
text as connected discourse.

The learners shall be able to:
a. identify transitional
devices used in a text;
and
categorize the
transitional devices
based on their use.
EN11/12RWS-IIIa-1
The learner describes a
written text as connected
discourse.

The learners shall be able to:
a. use appropriate
transitional devices
in writing.


Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Del Carmen National High School

Grade Level

11

Teacher

Melany R. Malvarosa

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 1 Sessions 1-4

Quarter

3
rd

2. written text can be
connected to one
another.
II. Content Written Text as Connected
Discourse: Connecting Ideas
Written Text as Connected
Discourse: Transitional
Devices
Written Text as Connected
Discourse: Transitional
Devices
III. Learning Resources
A. References https://link.quipper.com/en/
classes/5827f1d7a182ac0415
00004e/courses

Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
http://esolonline.tki.org.nz/
ESOL-Online/Teacher-
needs/Teaching-and-learning-
sequences/Marine-mammals-
Writing-information-
texts/Learning-task-3-
Cohesive-devices

http://yourieltstutor.com/
cohesive-devices-transitional-
wordsphrases-for-essay-
writing/

English Linguistics Project
(ELP) Manual by Jonathan
Malicsi
http://esolonline.tki.org.nz/
ESOL-Online/Teacher-
needs/Teaching-and-
learning-sequences/Marine-
mammals-Writing-
information-texts/Learning-
task-3-Cohesive-devices

http://yourieltstutor.com/
cohesive-devices-
transitional-wordsphrases-
for-essay-writing/

English Linguistics Project
(ELP) Manual by Jonathan
Malicsi
B. Materials Comic strips
Sample recipe
Sample text (newspaper,
articles)

IV. Procedures
A. Warm-up/Review Review previous lesson.
Ask: Why do we need to
ensure the connection of ideas
in a text?
Give a 5-item quiz about the
uses of cohesive devices.
B. Introduction/
Motivation
Divide the class into 6 groups.
Give each group a disarranged
comic strip.

Ask the students to arrange the
comic strip in correct sequence
of event.
Show a text that does not have
cohesive devise and a text that
has cohesive devices.

Ask the students to compare
the two texts.

3. Let the students present their
answers.
C. Establishing the
Purpose of the Lesson
Pose the question: How do
you connect ideas when
writing?

Define the words “discourse”
(use of words to exchange
thoughts and ideas in an
orderly and organized
manner), “text” (data or ideas
presentd in printed form), and
“writing” (formation of visible
letters or characters to express
one’s thoughts).
Ask the students: What do you
call those words that were
added in the second text?

Tell the students that cohesive
devices as important in a
writing.

D. Presentation of the
Lesson/Delivery
1. Distribute copies of a sample
recipe.

Ask:
2. What kind of text is
the one you have
read?
3. What makes it a
recipe?
4. What are the features
of the text?
Ask the students: Based on the
text, how do you define
cohesive devices?

Differentiate cohesion and
coherence.

Give the students a text, and let
them identify as many cohesive
devices as they can.

Provide a list of the different
uses of cohesive devices.
a. addition
b. contrast
c. comparison
d. sequence
e. examples
f. consequence
g. emphasis/certainty
h. condition
Show to the students a
categorized list of
transitional expressions.

4. i. summary
j. reason
k. concession
(accepting/acknowledg
ing something as true)
E. Practice/Evaluation Let the students categorize the
cohesive devices they have
identified based on their uses.

F. Making Generalization Let the students answer the
question posed at the
beginning of the lesson.

V. Assessment Ask the students to write an
essay narrating what they
would do if they saw their
favorite celebrity.

Rubric:
a. correct usage of
cohesive devices
b. smooth flow of ideas
correct grammar and
mechanics
VI. Remarks
A. No. of Learners within
Mastery Level (80%)

B. No. of Leaners Needing
Remediation

C. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

5. Checked by:

ROMEO N. VILLORENTE
Principal II




Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG


SESSION 5 SESSION 6 SESSION 7 SESSION 8
I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Learning EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-2 EN11/12RWS-IIIa-2 EN11/12RWS-IIIbf-3

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 2 Session 5-8

Quarter

3
rd

6. Competencies/
Objectives
The learner describes a written
text as connected discourse.





The learners shall be able to:
a. differentiate reading
from writing; and
b. establish the
connection between
reading and writing.

The learner distinguishes
between and among
techniques in selecting and
organizing information
- brainstorming list
- graphic organizer

The learners shall be able to:
a. identify techniques in
selecting and
organizing
information.
b. determine

The learner distinguishes
between and among
techniques in selecting and
organizing information
- topic outline
- sentence outline

The learners shall be able
to:
a. define and discuss
the nature of
outlining.
b. identify and
differentiate the
types of outlining.

c. make an outline of a
given text using
both types following
the rules in
outlining.
EN11/12RWS-IIIbf-3.1

The learner distinguishes
between and among
patterns of development in
writing across disciplines

The learners shall be able
to:
a. identify the different
patterns of
development;
b. define narration
pattern;
c. familiarizes the
language features of
narration; and
d. recognizes texts that
use the narration
pattern of
development.
II. Content Written Text as Connected
Discourse: Connection between
Reading and Writing
Techniques in Selecting and
Organizing Information
- brainstorming list
- graphic organizer

Techniques in Selecting
and Organizing
Information
- topic outline
- sentence outline

Patterns of Development
Narration
III. Learning Resources
A. References https://link.quipper.com/en/
classes/5827f1d7a182ac0415
00004e/courses

Sentones A.M. et. al. 2016.
Integrated English for Effective
Communication. Phoenix
Sentones A.M. et. al. 2016.
Integrated English for
Effective Communication.
Phoenix Publishing House
Inc.. Manila

English Linguistics Project
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
Tiongson, M. &
Rodriguez, M. 2016.
Reading & Writing
Skills. Manila: Rex Book
Store, Inc.

7. Publishing House Inc.. Manila (ELP) Manual by Jonathan
Malicsi
B. Materials
IV. Procedures
A. Warm-up/Review Review of the previous lesson.

Review of the previous
lesson.

Review of the previous
lesson.

Review of the previous
lesson

B. Introduction/
Motivation
The teacher will show a
quotation about reading and
writing. He will ask the
students about the meaning of
the quotation.
Divide the class into 5 small
groups. Let them brainstorm
on the different activities that
they will do during their
Christmas Party.
Divide the class into 5
small groups. Let them
arrange the strips of paper
provided.
Fact or Bluff Activity
C. Establishing the
Purpose of the
Lesson
Pose the question: What is the
connection of reading and
writing?


Pose the questions: How did
you organize your ideas?
What technique did you use to
organize it?

Word Rebus Activity
D. Presentation of the
Lesson/Delivery
Interactive Discussion using
powerpoint presentation.
Questions for Discussion
- How does reading
influence writing?
- How does writing
influences?
Interactive Discussion on the
Techniques in selecting and
organizing information using
a power point presentation.
Interactive Discussion on
the Techniques in selecting
and organizing information
using a power point
presentation.
Interactive Discussion on
the different patterns of
paragraph development
using a power point
presentation.
E. Practice Let the students compare and
contrast reading from writing
using venn diagram.
Group activity :
Brainstorming
(Using authentic materials: eg
brochures)
Pair Work
Let the students outline a
sample text given by the
teacher.
Let the students identify
paragraph that uses
narration pattern of
development
F. Making
Generalization
The teacher will asked the
students what they have learned
in the lesson using the Give Me
Five Technique
Response Card
V. Assessment Let them use the graphic
organizers being discussed in
organizing their ideas.
Individual Task
Let the students make an
outline of a given text
using both types following
Individual Task
Paragraph Writing -
Narration

8. the rules in outlining.
VI. Remarks
A. No. of Learners
within Mastery
Level (80%)

B. No. of Leaners
Needing
Remediation

C. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II



Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

9. DAILY LESSON LOG


SESSION 9 SESSION 10 SESSION 11 SESSION 12
I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Learning
Competencies/
Objectives
EN11/12RWS-IIIbf-3.1
The learner distinguishes
between and among patterns
of development in writing
across disciplines

The learners shall be able to:
a. write a well-
structured paragraph
applying the
narration pattern of
development.
EN11/12RWS-IIIbf-3.2
The learner distinguishes
between and among patterns
of development in writing
across disciplines

The learners shall be able to:
a. identify the different
patterns of
development;
b. define description
pattern;
c. familiarizes the
language features of
description; and
d. recognizes texts that use
the description pattern
of development.
EN11/12RWS-IIIbf-3.2
The learner distinguishes
between and among
patterns of development in
writing across disciplines

The learners shall be able
to:
a. write a well -
structured paragraph
applying the
description pattern
of development.
EN11/12RWS-IIIbf-3.3
The learner distinguishes
between and among patterns
of development in writing
across disciplines

The learners shall be able to:
b. identify the different
patterns of
development;
c. define definition
pattern;
d. familiarizes the
language features of
definition; and
e. recognizes texts that
use the definition
pattern of development.
II. Content Patterns of Development
Narration
Patterns of Development
Description
Patterns of Development
Description
Patterns of Development
Definition

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 3 Session 9-12

Quarter

3
rd

10. III. Learning Resources
A. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
Tiongson, M. &
Rodriguez, M. 2016.
Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
B. Materials  Paper and Pencil


 PowerPoint
Presentation
 Visual Materials


Paper and Pencil  PowerPoint
Presentation
 Visual Materials
IV. Procedures
A. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion
KWL Chart

B. Introduction/
Motivation
Pair Work

Let the students find a
partner. Let them share to
each other their most
significant experience in
life.
Activity: Describe Me Pair Work

Let the students find and
partner and exchange bags.
Let them open the bag of
their classmate and
describe it.
Fact or Bluff Activity
C. Establishing the
Purpose of the
Lesson
Let the students construct
sentences using the
descriptive words they
mentioned in the first activity
Word Rebus Activity
D. Presentation of the
Lesson/Delivery
Interactive discussion on the
description pattern of
paragraph development using
a power point presentation.
Interactive discussion on the
definition pattern of
paragraph development using
a power point presentation.
E. Practice Let the students identify
paragraph that uses
description pattern of
development.

Let the students identify
paragraph that uses definition
pattern of development.

F. Making
Generalization
KWL Chart
Let the students write and
share what they have learned
KWL Chart
Let the students write and
share what they have learned

11. from the discussion. from the discussion.


V. Assessment Individual Task

Tell the students to narrate
their most significant
experience in life by writing
a well-structured paragraph
applying the narration
pattern of development.
Group Work:

Paragraph writing using the
description pattern.
Individual Task

Tell the students to write a
well-structured paragraph
applying the description
pattern of development.
Group Work:

Paragraph writing using the
definition pattern.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)

B. No. of Leaners
Needing Remediation

C. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

12. Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG


SESSION 13 SESSION 14 SESSION 15 SESSION 16
I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Learning
Competencies/
Objectives
EN11/12RWS-IIIbf-3.3
The learner distinguishes
between and among patterns
EN11/12RWS-IIIbf-3.4
The learner distinguishes
between and among patterns
EN11/12RWS-IIIbf-3.4
The learner distinguishes
between and among
EN11/12RWS-IIIbf-3.5
The learner distinguishes
between and among patterns

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 4 Session 13-16

Quarter

3
rd

13. of development in writing
across disciplines

The learners shall be able
to:
a. write a well-
structured
paragraph applying
the definition
pattern of
development.
of development in writing
across disciplines

The learners shall be able to:
a. identify the different
patterns of
development;
b. define classification
pattern;
c. familiarizes the
language features of
classification; and
d. recognizes texts that use
the classification pattern
of development.
patterns of development in
writing across disciplines

The learners shall be able
to:
a. write a well-
structured
paragraph applying
the classification
pattern of
development.
of development in writing
across disciplines

The learners shall be able to:
a. identify the different
patterns of
development;
b. define comparison
and contrast pattern;
c. familiarizes the
language features of
definition; and
d. recognizes texts that
use the comparison
and contrast pattern
of development.
II. Content Patterns of Development
Definition
Patterns of Development
Classification
Patterns of Development
Classification
Patterns of Development
Comparison and Contrast
III. Learning Resources
A. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
B. Materials  Paper and Pencil


 PowerPoint
Presentation
 Visual Materials


Paper and Pencil  PowerPoint
Presentation
 Visual Materials
IV. Procedures
A. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion
KWL Chart

B. Introduction/
Motivation
Using a concept map, let the
students associate words
related to the word LOVE.
Agreement Circle Activity Pair Work

Let the students find and
partner and exchange bags.
Let them open the bag of
their classmate and
Word Rebus Activity

14. describe it.
C. Establishing the
Purpose of the
Lesson
Let the students answer the
question: Why do you need to
classify things?
Let the students answer the
question: What’s the use of
comparison and contrast?
D. Presentation of the
Lesson/Delivery
Interactive discussion on
classification pattern of
paragraph development using
a power point presentation.
Interactive discussion on
comparison and contrast
pattern of paragraph
development using a power
point presentation.
E. Practice Let the students identify
paragraph that uses
classification pattern of
development.

Let the students identify
paragraph that uses
comparison and contrast
pattern of development.



F. Making
Generalization
KWL Chart
Let the students write and
share what they have learned
from the lesson.
KWL Chart
Let the students write and
share what they have learned
from the lesson.
V. Assessment Individual task

Tell the students to define
love by writing a well-
structured paragraph
applying the definition
pattern of development.
They must use the words
given in their previous
activity.
Group Work:

Paragraph writing using the
description pattern.
Individual task

Tell the students to write a
well-structured paragraph
applying the description
pattern of development.
Group Work:

Paragraph writing using the
description pattern.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)

B. No. of Leaners
Needing
Remediation

15. C. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II




Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

16. SESSION 17 SESSION 18 SESSION 19 SESSION 20
I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
C. Learning
Competencies/
Objectives
EN11/12RWS-IIIbf-3.5
The learner distinguishes
between and among
patterns of development in
writing across disciplines



The learners shall be able
to:
a. write a well-
structured
paragraph applying
the comparison and
contrast pattern of
development.
EN11/12RWS-IIIa-3.6
The learner distinguishes
between and among patterns
of development in writing
across disciplines



The learners shall be able to:
a. identify the different
patterns of
development;
b. define cause and
effect;
c. familiarizes the
language features of
description; and
d. recognizes texts that
use the cause and
effect pattern of
development.
EN11/12RWS-IIIa-3.6
The learner distinguishes
between and among patterns
of development in writing
across disciplines



The learners shall be able to:
a. write a well-
structured
paragraph
applying the cause
and effect pattern
of development.
EN11/12RWS-IIIa-3.7
The learner distinguishes
between and among patterns
of development in writing
across disciplines



The learners shall be able to:
a. identify the different
patterns of
development;
b. define problem and
solution pattern;
c. familiarizes the
language features of
definition; and
d. recognizes texts that
use the definition
pattern of
development.
II. Content Patterns of Development
Comparison and Contrast
Patterns of Development
Cause and Effect
Patterns of Development
Cause and Effect
Patterns of Development
Problem and Solution
III. Learning Resources
A. References Tiongson, M. & Rodriguez, Tiongson, M. & Rodriguez, Tiongson, M. & Rodriguez, Tiongson, M. & Rodriguez,

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 5 Session 17-20

Quarter

3
rd

17. M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
M. 2016. Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
B. Materials  Paper and Pencil


 PowerPoint
Presentation
 Visual Materials


Paper and Pencil  PowerPoint
Presentation
 Visual Materials
IV. Procedures
A. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion
KWL Chart

B. Introduction/
Motivation
The teacher will be
showing two unlike objects
to the students. The
students are tasked to look
into the similarities and
differences of the two
unlike objects.
Fact or Bluff Activity Situation Analysis

Let the students analyse a
problem by determining the
cause and its effect.
Choral Response Activity
C. Establishing the
Purpose of the
Lesson
The teacher will present a
situation for the students to
analyse. The students are
tasked to determine the cause
and effect of the problem.
\The teacher will present a
problem. The students are
tasked to suggest possible
solution to the problem
D. Presentation of the
Lesson/Delivery
Interactive discussion on
cause and effect pattern of
paragraph development using
a power point presentation.
Interactive discussion on
problem-solution pattern of
paragraph development using
a power point presentation.
E. Practice Let the students identify
paragraph that uses cause and
effect pattern of development.

Let the students identify
paragraph that uses problem-
solution pattern of
development.

F. Making
Generalization
KWL Chart
Let the students write and
share what they have learned
from the lesson.
KWL Chart
Let the students write and
share what they have learned
from the lesson.
V. Assessment Individual task Group Work: Individual task Group Work:

18. The students will write a
well-structured paragraph
applying the comparison
and contrast pattern of
development.

Paragraph writing using the
cause and effect pattern.

Tell the students to write a
well-structured paragraph
applying the description
pattern of development.

Paragraph writing using the
problem solution pattern.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)

B. No. of Leaners
Needing
Remediation

C. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II






Republic of the Philippines

19. Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG


SESSION 21 SESSION 22 SESSION 23 SESSION 24
I. Objectives
D. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
E. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
F. Learning
Competencies/
Objectives
EN11/12RWS-IIIbf-3.7
The learner distinguishes
between and among patterns
of development in writing
across disciplines

The learners shall be able
to:
a. write a well-
structured
paragraph applying
the problem -
EN11/12RWS-IIIa-3.8
The learner distinguishes
between and among patterns
of development in writing
across disciplines

The learners shall be able to:
a. identify the different
patterns of
development;
b. define persuasion
pattern;
EN11/12RWS-IIIa-3.8
The learner distinguishes
between and among
patterns of development in
writing across disciplines

The learners shall be able
to:
a. write a well-
structured
paragraph applying
the persuasion
EN11/12RWS-IIIgh-4, 4.1
The learner identifies
properties of a well-written
text.



The learners shall be able to:
a. determine the
properties of a well
written text.
b. define organization

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 6 Session 21-24

Quarter

3
rd

20. solution pattern of
development.
c. familiarizes the
language features of
description; and
d. recognizes texts that
use the persuasion
pattern of
development.
pattern of
development.
as one of the
properties of a well-
written text.
c. arrange jumbled
sentences to follow
organization.

II. Content Patterns of Development
Problem and Solution
Patterns of Development
Persuasion
Patterns of Development
Persuasion
Properties of a well-written
text
Organization
III. Learning Resources
a. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing
Skills. Manila: Rex Book
Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
b. Materials  Paper and Pencil


 PowerPoint
Presentation
 Visual Materials


Paper and Pencil  PowerPoint
Presentation
 Visual Materials
IV. Procedures
G. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion
KWL Chart

H. Introduction/
Motivation
Let the students determine a
problem in the school and
suggest possible solutions to
it.
Choral Response Activity Ask the students to answer
the question: How can you
convince your classmate
who is always absent to
come to school everyday?
Word Rebus Activity
I. Establishing the
Purpose of the
Lesson
Let the students watch a
video. Let them identify the
purpose of the speaker.
Jigsaw Puzzle Activity
J. Presentation of the
Lesson/Delivery
Interactive discussion
persuasion pattern of
paragraph development using
a power point presentation.
Interactive discussion about
the properties of a well
written text with organization
as the main focus.
K. Practice Let the students identify
paragraph that uses persuasion
Pair Work

21. pattern of development.

Let the students accomplish a
worksheet. The worksheet
contains a paragraph which
do not follow proper
organization of ideas. The
students are then tasked to
arrange the ideas and omit
irrelevant sentences.

L. Making
Generalization
KWL Chart
Let the students write and
share what they have learned
from the lesson.
KWL Chart
Let the students write and
share what they have learned
from the lesson.
V. Assessment Individual task

The students will write a
well-structured paragraph
applying the problem-
solution pattern of
development.
Group Work:

Paragraph writing using the
persuasion pattern.
Individual task

Tell the students to write a
well-structured paragraph
applying the persuasion
pattern of development.
Group Work:

The students are tasked to
critique a paragraph focusing
on organization.
VI. Remarks
M. No. of Learners
within Mastery Level
(80%)

N. No. of Leaners
Needing Remediation

O. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

22. Checked by:

ROMEO N. VILLORENTE
Principal II





Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG


SESSION 25 SESSION 26 SESSION 27 SESSION 28
I. Objectives
A. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Week 7 Session 25-28

Quarter

3
rd

23. Standard development.
C. Learning
Competencies/
Objectives
EN11/12RWS-IIIgh-4.2
The learner identifies
properties of a well-written
text.

The learners shall be able to:
d. determine the
properties of a well
written text.
e. define coherence as
one of the properties
of a well-written text.
f. use transitional
markers to follow
coherence in writing
a paragraph

EN11/12RWS-IIIgh-4.3
The learner identifies
properties of a well-written
text.

The learners shall be able to:
g. determine the
properties of a well
written text.
h. define language use
as one of the
properties of a well-
written text.
i. analyse a given text
focusing of language
use.

EN11/12RWS-IIIgh-4.4
The learner identifies
properties of a well-written
text.

The learners shall be able to:
j. determine the
properties of a well
written text.
k. define coherence as
one of the properties
of a well-written
text.
l. Use transitional
markers to follow
coherence in writing
a paragraph

EN11/12RWS-IIIgh-4, 4.1
The learner identifies
properties of a well-written
text.

The learners shall be able to:
m. determine the
properties of a well
written text.
n. define organization
as one of the
properties of a well-
written text.
o. arrange jumbled
sentences to follow
organization.

II. Content Properties of a well-written
text
Coherence and Cohesion
Properties of a well-written
text
Coherence and Cohesion
Properties of a well-written
text
Coherence and Cohesion
Properties of a well-written
text
Organization
III. Learning Resources
A. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
B. Materials  PowerPoint
Presentation
 Visual Materials
 Paper and Pencil

 PowerPoint
Presentation
 Visual Materials
 Paper and Pencil
 PowerPoint
Presentation
 Visual Materials
 Paper and Pencil


 Paper and Pencil
 Rubrics
IV. Procedures
A. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion

B. Introduction/ Find my Partner Activity Fact of Bluff Activity Word Rebus Activity

24. Motivation
C. Establishing the
Purpose of the
Lesson
Let the students answer the
question: Why do we need to
connect our ideas when we
are writing?

D. Presentation of the
Lesson/Delivery
Interactive discussion about
the properties of a well
written text with coherence
as the main focus.
Interactive discussion about
the properties of a well
written text with language
use as the main focus.
Interactive discussion about
the properties of a well
written text with mechanics
as the main focus.

E. Practice Individual Task

Let the students accomplish a
worksheet by supply the
correct transitional markers
to make the paragraph
coherent.
Pair Work

Let the students critique a
text focusing on language
use. They need to annotate
the text if it uses proper
language or not.

Group Work

Let the students critique a
text focusing on mechanics.

F. Making
Generalization
POMS – Point of Most
Significance
KWL Chart
Let the students write and
share what they have learned
from the lesson.

POMS – Point of Most
Significance

V. Assessment Group Work

Let the students construct a
paragraph using the given
transitional markers.
Performance Task
The students will critique a
chosen sample of each
pattern focusing on
information selection,
organization and
development.
VI. Remarks
A. No. of Learners
within Mastery
Level (80%)

B. No. of Leaners
Needing
Remediation

C. Other Remarks

25. Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II










Republic of the Philippines
Department of Education
Region 1
City Schools Division of Batac
BATAC NATIONAL HIGH SCHOOL
Senior High School
City of Batac, 2906, Ilocos Norte

DAILY LESSON LOG

26. SESSION 29 SESSION 30 SESSION 31 SESSION 32
I. Objectives
D. Content Standard The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
E. Performance
Standard
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and
development.
F. Learning
Competencies/
Objectives
EN11/12RWS-IIIij-6
The learner identifies claims
explicitly or implicitly made
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value

The learners shall be able to:
a. Define claim of fact;
b.
identifies claims explicitly or
implicitly made in a written
text
a. Claim of fact
b. Claim of policy
c. Claim of value

EN11/12RWS-IIIij-6
The learner identifies claims
explicitly or implicitly made
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value

The learners shall be able to:
a. identifies claims explicitly
or implicitly made in a
written text
a. Claim of fact
b. Claim of policy
c. Claim of value

EN11/12RWS-IIIij-6
The learner identifies claims
explicitly or implicitly made
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value

The learners shall be able to:
a. identifies claims explicitly
or implicitly made in a
written text
a. Claim of fact
b. Claim of policy
c. Claim of value

EN11/12RWS-IIIij-6
The learner identifies
claims explicitly or
implicitly made in a written
text
a. Claim of fact
b. Claim of policy
c. Claim of value

The learners shall be able
to:
a. identifies claims
explicitly or implicitly
made in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value

II. Content Properties of a well-written
text
Coherence and Cohesion
Properties of a well-written
text
Coherence and Cohesion
Properties of a well-written
text
Coherence and Cohesion
Properties of a well-written
text
Organization
III. Learning Resources

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Batac National High School

Grade Level

11

Teacher

Jerville Jake M. Cabansag

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Quarter

3
rd

27. C. References Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila: Rex
Book Store, Inc.
Tiongson, M. & Rodriguez,
M. 2016. Reading &
Writing Skills. Manila:
Rex Book Store, Inc.
D. Materials  PowerPoint
Presentation
 Visual Materials
 Paper and Pencil

 PowerPoint
Presentation
 Visual Materials
 Paper and Pencil
 PowerPoint
Presentation
 Visual Materials
 Paper and Pencil


 Paper and Pencil
 Rubrics
IV. Procedures
G. Warm-up/Review Q & A on the previous
discussion
KWL Chart Q & A on the previous
discussion

H. Introduction/
Motivation
Find my Partner Activity Fact of Bluff Activity Word Rebus Activity
I. Establishing the
Purpose of the
Lesson
Let the students answer the
question: Why do we need to
connect our ideas when we
are writing?

J. Presentation of the
Lesson/Delivery
Interactive discussion about
the properties of a well
written text with coherence as
the main focus.
Interactive discussion about
the properties of a well
written text with language
use as the main focus.
Interactive discussion about
the properties of a well
written text with mechanics
as the main focus.

K. Practice Individual Task

Let the students accomplish a
worksheet by supply the
correct transitional markers to
make the paragraph coherent.
Pair Work

Let the students critique a
text focusing on language
use. They need to annotate
the text if it uses proper
language or not.

Group Work

Let the students critique a
text focusing on mechanics.

L. Making
Generalization
POMS – Point of Most
Significance
KWL Chart
Let the students write and
share what they have learned
from the lesson.

POMS – Point of Most
Significance

V. Assessment Group Work Performance Task

28. Let the students construct a
paragraph using the given
transitional markers.
The students will critique a
chosen sample of each
pattern focusing on
information selection,
organization and
development.
VI. Remarks
D. No. of Learners
within Mastery
Level (80%)

E. No. of Leaners
Needing
Remediation

F. Other Remarks




Prepared by:

JERVILLE JAKE M. CABANSAG

Checked by:

ROMEO N. VILLORENTE
Principal II

1. Explains critical reading as looking for ways of thinking.

Objectives:

29. The learners should be able to:

1. Define critical reading as a way of thinking and reasoning


2. Differentiate literal reading from critical reading

3. Discuss the principles of critical reading


4. Apply the strategies of critical reading through creative presentation






2. Identifies claims
explicitly or implicitly
made in a

2. 1. Claim of Fact
a. distinguishes
between fact and
opinion in

30. information text;
b. records facts,
opinions on Fact vs.
Opinion Chart; and
c. writes a summary of
the facts from given
article.

2. 2. Claim of
Policy
a. Identifies and
clarifies a problem
based on blog
presented as a claim
of policy;



b. reviews policy in the
school manual and
vote on which policy
they feel the
strongest about; and




c. write a letter with
claim, results, and
recommendation to
the appropriate
audience based on a
presented
investigation of the
policy in question;

31. 2. 3. Claim of Value
a. understands what a
statement of value
is;
b. identifies what must
be done to
adequately support
a statement of
value; and
c. writes a resolution
on statement of
value
a. recalls concepts on the
different claims in a
written text;
b. recognizes texts that
uses different claims;
and
c. writes sample text using
different claims.

32. Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Del Carmen, Uson Masbate

DAILY LESSON LOG


SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. Objectives
A. Content Standard The learner understands the relationship of a written text and the context in which it was developed.
B. Performance
Standard
The learner writes a 1000-word critique of a selected text on the basis of its claims, context, and properties as a written
material.
C. Learning
Competencies/
Objectives
EN11/12RWS-IVac-7
The Learner identifies the
context in which a text was
developed
a. hypertext
b. intertext


The learners shall be able to:
EN11/12RWS-IVac-7
The Learner identifies the
context in which a text was
developed
a. hypertext
b. intertext

The learners shall be able to:
a. define intertextuality,
EN11/12RWS-IVac-7
The Learner identifies the
context in which a text was
developed
a. hypertext
b. intertext

The learners shall be able to:
a. define intertextuality,
EN11/12RWS-IVac-7
The Learner identifies the
context in which a text was
developed
a. hypertext
b. intertext

The learners shall be able to:
a. define intertextuality;

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Del Carmen National High School

Grade Level

11

Teacher

MELANY R. MALVAROSA

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Quarter

4
th

33. a. define intertextuality,
and
b. identify and
differentiate various
connections presented by
intertextuality

and
b. identify and
differentiate various
connections presented by
intertextuality


and
b. identify and
differentiate various
connections presented by
intertextuality
and
b. identify and
differentiate various
connections presented by
intertextuality.
II. Content Context of Text Development Context of Text Development Context of Text
Development
Context of Text
Development

III. Learning Resources
A. References
B. Materials  PowerPoint
 Music Videos

 PowerPoint
 Video clips
 Reading materials


 PowerPoint
 Mobile phones




 PowerPoint
 Mobile phones/
tablet
 Laptop
IV. Procedures
A. Warm-up/Review Sing it Out. Students will
pass the mic from one another
and sing the following songs:
 Katy Perry’s Roar
 Survivor’s Eye of the
Tiger
 Queen’s We are the
Champions
Sing it Out. Have the students
sing words and phrases
relevant to the previous
discussion.
Pass the Rolled Paper. Let
the class form a big circle
and pass a rolled paper.
When the music stops, the
one holding the rolled paper
will answer a certain question
about the previous
discussion.

B.Introduction/
Motivation
Ask the students what Katy
Perry’s song is all about. Ask
the students what the line
“eye of the tiger” means in
Perry’s song and if they have
heard the saying before.
Say: Intertextuality is when a
text‘s meaning (story, book,
article, song, video, movie) is
influenced by another text.
Say: The ways we read are
constantly being molded by
whatever technological
innovations, devices and
platforms come around.


C. Establishing the
Purpose of the Lesson
Let the students answer the
question: Why do we need to
connect our ideas when we
are writing?

34. D. Presentation of the
Lesson/Delivery
Use their responses (prior to
the first song) then show
students Survivor’s 1980s
music video Eye of the
Tiger. Ask students, “How
does this video inform your
understanding of Katy Perry’s
song Roar? In what ways
does this song change your
understanding of Katy Perry’s
song? “
Discuss intertextuality.
Let the class open their
mobile phones and browse
certain links that will help
them understand the lesson.

E. Practice Next show the students
Queen’s video We are the
Champions and ask students
the connections between the
previous songs. “What are
the messages all three of
these artists trying to
communicate?”
Have the factions
(Abnegation, Amity, Candor,
Erudite, and Dauntless)
watch video clips of J. K.
Rowling’s Harry Potter and
JRR Tolkien’s Lord of the
Rings Trilogy and read the
synopsis of the said novels.
Students explore a class
inquiry project, collecting
Web-based resources that can
be used to better understand
J. K. Rowling’s Harry Potter
and JRR Tolkien’s Lord of
the Rings Trilogy.

F. Maki ng
Generalization
POMS – Point of Most
Significance
KWL Chart
Let the students write and
share what they have learned
from the lesson.



POMS – Point of Most
Significance

V. Assessment Formative Assessment:

Break students up into small
groups and have them look at
the lyrics of all three songs to
look across the texts for
commonalities and
reoccurring patterns. Students
can share their findings with
the large class after 6-8
Formative Assessment:

Have them share their
findings.
Formative Assessment:

Hypertext reading and
writing.
Formative Assessment:

Using Web -authoring
software (ReadWriteThink
Webbing Tool), factions will
create their own Websites
with the parts of the stories
hyperlinked to each other.
Web pages may be uploaded
to the Internet, or they can be

35. minutes of small group
discussion.









saved on flash drives and
projected for class viewing.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)




B. No. of Leaners
Needing Remediation




C. Other Remarks





Prepared by: Checked by: Noted:

MELANY R. MALVAROSA MARC ANGELO E. BAARDE GARY E. TACURDA
Teacher II Head Teacher I Principal I

36. LEARNING ACTIVITY
Day 1
March 6-7
Day 2
March 6-7
Day 3
March 9-10
Day 4
March 9-10
I. OBJECTIVES Learning Competencies:
1. identifies the unique features of
and requirements in composing
texts that are useful across
disciplines
a. Book Review or Article Critique
EN11/12RWS-IVdg-12.1
Specific Objectives:
1. define book review and article
critique
2. identify the steps in writing a
book review
3. differentiate the parts of writing
a book review

Learning Competencies:
1. identifies the unique features
of and requirements in
composing texts that are
useful across disciplines
a. Book Review or Article Critique
EN11/12RWS-IVdg-12.1
Specific Objectives:
1. apply the steps by writing a
review of a book turned into
movie using only six words (it
can be the essence of the
story, reaction to the book
turned into movie, on a
favourite character/scene)


Learning Competencies:
1. identifies the unique features of
and requirements in composing
texts that are useful across
disciplines
a. Book Review or Article Critique
EN11/12RWS-IVdg-12.1
Specific Objectives:
1. define book review and article
critique
2. identify the steps in writing a
book review
3. differentiate the parts of
writing a book review
Learning Competencies:
1. identifies the unique
features of and
requirements in
composing texts that
are useful across
disciplines
a. Book Review or Article
Critique
EN11/12RWS-
IVdg-12.1
Specific Objectives:
1. apply the steps by
writing a review of a
book turned into
movie using only six
words (it can be the

37. essence of the story,
reaction to the book
turned into movie, on
a favourite
character/scene)
II. TOPICS Purposeful Writing in the Disciplines
and for Professions
a. Book Review or Article Critique
Purposeful Writing in the Disciplines
and for Professions
a. Book Review or Article Critique
Purposeful Writing in the Disciplines
and for Professions
a. Book Review or Article Critique
Purposeful Writing in the
Disciplines and for
Professions
a. Book Review or Article
Critique
III. MATERIALS  PowerPoint
 Novel/Book
 Pizza shaped papers
 Book review samples
References: Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing Skills.
Manila: Rex Book Store, Inc.
 Movie (Heneral Luna)



References: Tiongson, M. &
Rodriguez, M. 2016. Reading &
Writing Skills. Manila: Rex Book
Store, Inc.
 PowerPoint
 Novel/Book
 Pizza shaped papers

References: Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing Skills.
Manila: Rex Book Store, Inc.
 Movie (Heneral
Luna)



References: Tiongson, M. &
Rodriguez, M. 2016. Reading
& Writing Skills. Manila:
Rex Book Store, Inc.
IV. PROCEDURE
a. Warm-Up/Review Ready-to-go Novel/book Treasure Hunt.
Pass out novels/books and have the
teams search the:
 characters
 places
 writer’s one word/phrase
description to the characters
 writer’s biography
 novel’s gist
Let the teams write their answer using
the pizza shaped papers. The team who
finds the most items on the list in the
allotted time wins.
POMS. Students are asked to identify
their significant learning they gained
from the previous lesson.
Ready-to-go Novel/book Treasure
Hunt. Pass out novels/books and have
the teams search the:
 characters
 places
 writer’s one word/phrase
description to the characters
 writer’s biography
 novel’s gist
Let the teams write their answer using
the pizza shaped papers. The team
who finds the most items on the list in
the allotted time wins.
POMS. Students are asked to
identify their significant
learning they gained from the
previous lesson.
b. Introduction/Motivation Say: What is the book or article that
you have read most recently? Do you
also have a novel/book treasure hunt
trip with the book you have read? Tell
the class that the best way to thank an
author is to write a review and one of
Say: What is the book or article that
you have read most recently? Do you
also have a novel/book treasure hunt
trip with the book you have read? Tell
the class that the best way to thank an
author is to write a review and one of

38. the basic requirements in school is to
write a book review/article critique.
the basic requirements in school is to
write a book review/article critique.
c. Presentation of the
lesson
Use their responses to introduce the
topic through a PowerPoint
presentation. Encourage students to
participate in the discussion.

Use their responses to introduce the
topic through a PowerPoint
presentation. Encourage students to
participate in the discussion.

d. Practice Have the teams identify the sentences
that should not be a part of the
introduction, body and conclusion of a
book review.
Film viewing of Heneral Luna. Have the teams identify the sentences
that should not be a part of the
introduction, body and conclusion of a
book review.
Film viewing of Heneral Luna.
e. Evaluation Formative Assessment:

Have the teams arrange the steps in
writing a book review using the
samples.

Give Me Five Technique/Strategy. Ask
the learners to give five big ideas about
the topic.
Formative Assessment:

Let them share their book review.
Formative Assessment:

Have the teams arrange the steps in
writing a book review using the
samples.

Give Me Five Technique/Strategy. Ask
the learners to give five big ideas
about the topic.
Formative Assessment:

Let them share their book
review.
I. REMARKS Number of students who mastered the
lesson(s): ________

Signature of the teacher:
____________________

Number of students who mastered
the lesson(s): ________

Signature of the teacher:
____________________

Number of students who mastered the
lesson(s): ________

Signature of the teacher:
___________________

Number of students who
mastered the lesson(s):
________

Signature of the teacher:
____________________

39. Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Del Carmen, Uson Masbate

DAILY LESSON LOG


Day 1 Day 2 Day 3 Day 4
I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance
Standard
The learner produces each type of academic writing and professional correspondence following the properties of a well
written texts and process approach to writing.
C. Learning
Competencies/ Objectives
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence.


The learners shall be able to:
a. define business
correspondence;
b. identify the different types
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence:
a. Resume

The learners shall be able to:
a. define resume; and
b. identifies the unique
features of and requirements
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence
a. Resume

The learners shall be able to:
a. research tips on how to
make a good resume; and
b. discuss to class the tips on
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence
a. Resume

The learners shall be able
to:
a. make a good resume
applying the tips on how to

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Del Carmen National High School

Grade Level

11

Teacher

MELANY R. MALVAROSA

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Quarter

4
th

40. of business correspondence;
and
c. establish the importance of
business correspondence
through differentiated
activities.


in writing a good resume.



how to make a good resume. make a good resume.
II. Content Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

III. Learning Resources
A. References
B. Materials  Laptop
 Projector
 PowerPoint
Presentation
 Laptop
 Projector
 PowerPoint
Presentation


 Laptop
 Projector
 Powerpoint
Presentation
 Laptop
 Paper and Ballpen
IV. Procedures
A. Warm-up/Review Let the students identify the
different parts of a letter by
showing a sample letter on
screen.
Fact or Bluff Activity
B. Introduction/ Motivation KWL Chart
Ask the students what they
know and what they want to
learn about the topic.

Sentence Auction Game
C. Establishing the Purpose
of the Lesson
Pose the question: What is
business correspondence?
Let the students determine if
the sentence they bought in
the previous activity is
correct or wrong. Introduce
the lesson.

41. D. Presentation of the
Lesson/Delivery
Interactive discussion of the
topic using powerpoint
presentation
Interactive discussion of the
topic using powerpoint
presentation
Group Work
The students will discuss to
class the tips on how to make
a good resume.

E. Practice Let the students show a
creative presentation
depicting the importance of
business correspondence.
Group Work
The students will answer a
worksheet on the features of
and requirements in writing a
good resume.
Let the students write their
career objective depending
on the position they wish to
apply for.

F. Making
Generalization
KWL Chart
Let the students write and
share what they have learned
from the lesson.
POMS – Point of Most
Significance



POMS – Point of Most
Significance

V. Assessment/Assignment Let the students perform their
creative presentation.








Assignment
Let the students be grouped
into 5 small groups. They are
tasked to research the
different tips on how to make
a good resume and they are
going to discuss it to class
using a powerpoint
presentation.
Performance Task
(Individual)
Using laptops/computers let
the students make a good
resume applying the tips
that they have learned from
their reports.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)



B. No. of Leaners
Needing Remediation



C. Other Remarks


Prepared by: Checked by: Noted:
MELANY R. MALVAROSA MARC ANGELO E. BAARDE GARY E. TACURDA
Teacher II Head Teacher I Principal I

42. Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Del Carmen, Uson Masbate

DAILY LESSON LOG


Day 1 Day 2 Day 3 Day 4
I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance
Standard
The learner produces each type of academic writing and professional correspondence following the properties of a well
written texts and process approach to writing.
C. Learning
Competencies/ Objectives
EN11/12RWS-IVhj-13.2
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
c. Application for
Employment

The learners shall be able to:
EN11/12RWS-IVhj-13.2
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
c. Application for
Employment

The learners shall be able to:
EN11/12RWS-IVhj-13.2
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
c. Application for
Employment

The learners shall be able to:
EN11/12RWS-IVhj-13.2
The learner identifies the
unique features of and
requirements in composing
professional
correspondence.
c. Application for
Employment


Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Del Carmen National High School

Grade Level

11

Teacher

MELANY R. MALVAROSA

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Quarter

4
th

43. a. define application letter;
b. determine the different
parts of a letter; and
c. identify the different
formats of letter writing.


a. identify the unique features
and requirements in
composing an application
letter.




a. discuss the tips on how to
make a strong application
letter.

The learners shall be able
to:
a. write an application letter
following the properties of a
well-written text and
process approach.
II. Content Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

Purposeful writing in the
Disciplines and for
Professions
- Business
Correspondence

III. Learning Resources
A. References
B. Materials  Laptop
 Projector
 PowerPoint
Presentation



 Laptop
 Projector
 PowerPoint
Presentation


 Laptop
 Projector
 Powerpoint
Presentation




 Laptop
 Paper and Ballpen
IV. Procedures
A. Warm-up/Review Let the students identify the
different parts of a letter by
showing a sample letter on
screen.
React and Comment Activity
B. Introduction/ Motivation KWL Chart
Ask the students what they
know and what they want to
learn about the topic.

Grammar Auction Game


C. Presentation of the
Lesson/Delivery
Interactive discussion of the
topic using powerpoint
presentation
Interactive discussion of the
topic using powerpoint
presentation
Group Work
The students will discuss to
class the tips on how to make

44. a good resume.
D. Practice Let the students arrange the
jumbled parts of a letter
following the letter writing
formats that they have
learned from the discussion.
Let the students accomplish a
worksheet/ graphic organizer
by supplying information
about application letter.
Let the students write their
career objective depending
on the position they wish to
apply for.

E. Making Generalization Remind the students that the
lesson will prepare them for
employment after their senior
high school.
POMS – Point of Most
Significance



POMS – Point of Most
Significance

V. Assessment/Assignment Assignment:
Let the students research the
unique features of and
requirements in writing an
application letter.
Short Quiz

Assignment
Let the students be grouped
into 5 small groups. They are
tasked to research the
different tips on how to make
a good application letter and
they are going to discuss it to
class using a power point
presentation.
Performance Task
(Individual)
Using laptops/computers let
the students make a strong
application letter applying
the properties of a well-
written text and process
approach.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)




B. No. of Leaners
Needing Remediation



C. Other Remarks


Prepared by: Checked by: Noted:

MELANY R. MALVAROSA MARC ANGELO E. BAARDE GARY E. TACURDA
Teacher II Head Teacher I Principal I

45. Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Del Carmen, Uson Masbate

DAILY LESSON LOG


Day 1 Day 2 Day 3 Day 4
I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance
Standard
The learner produces each type of academic writing and professional correspondence following the properties of a well
written texts and process approach to writing.
C. Learning
Competencies/ Objectives
EN11/12RWS-IVhj-13.1
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
c. Application for College
Admission

The learners shall be able to:
a. define application for
EN11/12RWS-IVhj-13.1
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
c. Application for College
Admission

The learners shall be able to:
a. write a sample letter of
EN11/12RWS-IVhj-13.4
The learner identifies the
unique features of and
requirements in composing
professional correspondence.
d. Various Forms of Office
Correspondence

The learners shall be able to:
a. identify various forms of
EN11/12RWS-IVhj-13.4
The learner identifies the
unique features of and
requirements in composing
professional
correspondence.
d. Various Forms of Office
Correspondence

The learners shall be able

Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Del Carmen National High School

Grade Level

11

Teacher

MELANY R. MALVAROSA

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Quarter

4
th

46. college admission; and
b. identify the unique features
and requirements in
composing an application for
college admission.


application for college
admission.




office correspondence; and
b. identify the unique
features and requirements in
composing various forms of
office correspondence.

to:
a. write a sample letter of
various forms of office
correspondence.
II. Content Purposeful writing in the
Disciplines and for
Professions
- Application for
College Admission

Purposeful writing in the
Disciplines and for
Professions
- Application for
College Admission

Purposeful writing in the
Disciplines and for
Professions
- Various Forms of
Office
Correspondence
Purposeful writing in the
Disciplines and for
Professions
- Various Forms of
Office
Correspondence
III. Learning Resources
A. References
B. Materials  Laptop
 Projector
 PowerPoint
Presentation



 Laptop
 Projector
 PowerPoint
Presentation


 Laptop
 Projector
 Powerpoint
Presentation




 Laptop
 Paper and Ballpen
IV. Procedures
A. Warm-up/Review Recalling the previous topic
through question and answer.
Fact or Bluff Activity
B. Introduction/ Motivation KWL Chart
Ask the students what they
know and what they want to
learn about the topic.

Let the students identify the
type of letter being presented
on screen.

C. Presentation of the
Lesson/Delivery
Interactive discussion of the
topic using powerpoint
presentation.
Interactive discussion of the
topic using powerpoint
presentation.

D. Practice Let the students find a partner
and let them write a sample
application letter for college
Let the students write a
sample letter of their choice
on the various forms of

47. admission. office correspondence.
E. Making Generalization Remind the students the
significance of writing an
application letter for college
admission.



POMS – Point of Most
Significance

V. Assessment/Assignment Performance Task
(Individual)
Using laptops/computers let
the students make a sample
letter of application for
college admission.
Performance Task
(Individual)
Using laptops/computers let
the students make a sample
request letter or other forms
of office correspondence.
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)




B. No. of Leaners
Needing Remediation




C. Other Remarks





Prepared by: Checked by: Noted:

MELANY R. MALVAROSA MARC ANGELO E. BAARDE GARY E. TACURDA
Teacher II Head Teacher I Principal I

48. Republic of the Philippines
Department of Education
Region 5
Schools Division of Masbate
DEL CARMEN NATIONAL HIGH SCHOOL
Senior High School
Del Carmen, Uson Masbate

DAILY LESSON LOG


Day 1 Day 2 Day 3 Day 4
I. Objectives
A. Content Standard The learner understands the requirements of composing academic text writing and professional correspondence.
B. Performance Standard The learner produces each type of academic writing and professional correspondence following the properties of a well
written texts and process approach to writing.
C. Learning
Competencies/ Objectives
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence.

The learners shall be able to:
a. discuss their
qualifications in the job
interview.
EN11/12RWS-IVhj-13
The learner identifies the
unique features of and
requirements in composing
professional correspondence.

The learners shall be able to:
a. discuss their
qualifications in the job
interview.






The learners shall be able to:
a. answer given questions.







The learners shall be able to:
a. answer given questions.


Grades 1 to 12
DAILY LESSON
LOG (DLL)


School

Del Carmen National High School

Grade Level

11

Teacher

MELANY R. MALVAROSA

Learning Area

Reading and Writing Skills

Teaching Dates and Time

Quarter

4
th

49. II. Content Job Interview Job Interview
III. Learning Resources
A. References
B. Materials  Paper and Pencil



 Paper and Pencil
IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
C. Presentation of the
Lesson/Delivery

D. Practice
E. Making Generalization
V. Assessment/Assignment Job Interview Job Interview Summative Assessment:
Pre-Final Examination
Summative Assessment:
Pre-Final Examination
VI. Remarks
A. No. of Learners within
Mastery Level (80%)




B. No. of Leaners
Needing Remediation




C. Other Remarks





Prepared by: Checked by: Noted:

MELANY R. MALVAROSA MARC ANGELO E. BAARDE GARY E. TACURDA
Teacher II Head Teacher I Principal I