School Cotta National High School Teacher ADRIAN L. CATAPAT DAILY LESSON LOG Teaching Dates January 21-25 and Time Day I. OBJECTIVES A. Content Standards Grade Level 11( GAS, ABM,TVLSMAW,IEM) Learning Reading and Writing Area Quarter Fourth Day Day Day Understands the requirements of composing academic writing and professional correspondence. B. Performance Standards Produces each type of academic writing and professional correspondence following the properties of well-written texts and process approach to writing. C. Learning Competencies/ Objectives Write the LC code for each Explains how one’s purpose is a crucial consideration in academic and professional writing (EN11/12RWS-IVdg-11) 1. Differentiate academic writing from professional writing 2. Realize the value of academic and professional writing to their lives as students and future professionals. II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson (ENGAGE) B. Establishing a purpose for the lesson (ENGAGE) a. PURPOSEFUL WRITING IN THE DISCIPLINES AND FOR PROFESSIONS Reading and writing powerpoint downloaded from Google. Photocopies/handouts http://lrmds.deped.gov.ph/detail/7 Differentiate academic writing from professional writing Realize the value of academic and professional writing to their lives as students and future professionals. Differentiate academic writing from professional writing Realize the value of academic and professional writing to their lives as students and future professionals. C. Presenting examples/instances of the new lesson (ENGAGE) The students are asked to analyze the different papers then identify whether they are Academic Paper or Professional Paper. Then the class is grouped and tasked to examine the given sample texts. D. Discussing new concepts and practicing new skills #1 After the group’s examination of the texts provided, they are asked to complete the table. Each group assigns a leader and a rapporteur to lead the discussion. Collaborative Approach- 15 minutes Topic What is the text about? Purpose What is the writer’s goal in writing the text? Audience Who is the target reader of the text? Writer’s Knowledge How much does the writer know of the subject? Tone Did the writer write in formal or informal manner? Vocabulary List down special vocabulary found in the text? Grammar List down the language features of the text? E. Discussing new concepts and practicing new skills #2 After doing the activity, the teacher asks the groups the following questions: 1. What do you think are the characteristics shared in common by text that you examined? 2. What language features were you able to identify in the samples given to your group? 3. Compare your sample text to those texts given to the other groups. What are their salient differences? After the discussion, the class reflects on the answers they provided in the activities. The teacher asks the students to help her complete the statements. Necessary prompts should be made by teacher so that the class can provide the appropriate response. Academic writing is… Professional writing is… Based on the given examples, the characteristics or features of academic writing are… Based on the given examples, the characteristics or features of academic writing are… Academic writing is important to me as a student because… F. Developing mastery (leads to Formative Assessment 3) Professional writing is important to me as a future ( teacher, nurse, policeman, etc. ) because… The students are asked to work in group and present an acrostic about the ideal features of academic and professional writing. Two groups shall work on the word academic while the last two groups shall work on the word professional. Students are encouraged to use ingenuity and creativity for the presentation. Example: A- Active verbs should be used C- Conciseness must be observed A- Adept writers are required D- Direct/straightforward words, don’t forget to utilize E- Errors must be avoided M- mechanics should not be neglected IInaccuracy, no room for that C-clarity will win the prize Constructivist approach- 15 minutes G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning The teacher asks the students about the value and importance of academic and professional writing to their lives as students and future professionals. Required writing happens on the job (professional) and in school (academic) Academic writing refers to the forms of expository and argumentative prose used by university students, faculty, and researchers to convey a body of information about a particular subject. Generally academic writing is expected to be precise, semi-formal, impersonal and objective. Professional writing is a style of written communication used in a workplace environment that allows professionals. Decide whether the following statements are true or false. Write academic is the statement is true. If the statement is false, write professional. 1. Examples of academic writing include business correspondence, resume, application letter and technical-business related reports. 2. A piece of writing has its own purpose. 3. Required writing happens on the job and in the school. 4. Research paper, term paper, essays and boo reviews are examples of professional writing. 5. We write not only because we are required to but also because we choose to write for our own personal reasons. a. Additional activities for application or remediation VI. 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 There are There are male learners who got 80% female learners who got 80% There are male who require additional activities for remediation. There are female who require additional activities for remediation. The remedial will help the learners to pass the given activity. There are who 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? There are who still need remediation. Group work among students’ works well because I see them all engaged in the activity. Collaborative is evident and effective during the delivery of my lesson. The students are seen to be very cooperative in the learning process. Giving students more time to explore and discover the task given allows them to make their presentations nice and effective. It teaches them to think a great presentation. Allowing students to think of their own strategies on how to present their activity shows their thorough understanding of the lesson and enhances their activity. Yet guidance of the teacher is very much required. Grouping is seen to be very effective in every classroom activity because students will learn on how to deal with the different family orientations showed by their classmates. They learn to be flexible. Creative presentations such as singing, dancing, acting, playing musical instruments are also very effective. Some of them are new to teach other yet they work effectively to showcase a creative and relevant theme activity. Differentiated instructions is very much effective because it caters to the multiple intelligences present in each student. Profiling students provides the teacher from the better to the best idea on how to deal with them and on what particular strategy would best fit for their kind. Discussion first, then activity is also found out to be very effective since students in this generation has very limited attention span. Video presentation as springboard to teach are likewise effective. Students absorb it faster if they are looking at the video; because most of the students these days are bodily kinesthetic and visual learners. Game as an introduction to a topic was also found out to be very effective as well. Students tend to understand easy and well if they are enjoying the lesson. Learning at the same time enjoying is effective because a happy class is learning class. short attention span of the learners. availability of resources (textbook, workbook, TGs, CGs, internet,computer,etc.) time management. class size classroom environment ( not conducive to learning, etc.) use of powerpoint application (slide deck presentation) video clip presentation that was created in the community if possible resources coming from the community the use of the names of establishments or personality from the community if possible. performing experiment that is needed in the topic that uses materials from the community. the used of personalized activity sheets/worksheets. the use of applications that can be downloaded that supports the objectives of the lesson. Prepared by: ADRIAN L. CATAPAT SHS T-II Checked by: LOIDA TABERNILLA Asst. Principal II Inspected by: RITCHELDA D. ABADILLA Principal I Note: The objectives set last week were not carried out due to the schedule of third quarter examination. The lesson to be continued this week ( Jan-21-25, 2019).
