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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 1 Sessions 1-4
SESSION 1
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning
Competencies/
Objectives
SESSION 3
SESSION 4
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIa-1
EN11/12RWS-IIIa-1
EN11/12RWS-IIIa-1
EN11/12RWS-IIIa-1
The learner describes a written The learner describes a written The learner describes a written The learner describes a written
text as connected discourse.
text as connected discourse.
text as connected discourse.
text as connected discourse.
*Subject Orientation
II. Content
SESSION 2
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
a. demonstrate
a. identify
transitional
a. use
appropriate
understanding of a text
devices used in a text;
transitional devices in
read;
and
writing.
b. identify the features of a
categorize
the
text; and
transitional
devices
c. explain how ideas in a
based on their use.
written text can be
connected to one another.
Written Text as Connected Written Text as Connected Written Text as Connected
Discourse: Connecting Ideas
Discourse: Transitional Devices Discourse: Transitional Devices
III. Learning Resources
A. References
B. Materials
https://link.quipper.com/en/
classes/5827f1d7a182ac0415
00004e/courses
http://esolonline.tki.org.nz/
ESOL-Online/Teacherneeds/Teaching-and-learningsequences/Marine-mammalsTiongson, M. & Rodriguez, M. Writing-information2016. Reading & Writing texts/Learning-task-3-CohesiveSkills. Manila: Rex Book Store, devices
Inc.
http://yourieltstutor.com/
cohesive-devices-transitionalwordsphrases-for-essay-writing/
Comic strips
Sample recipe
Divide the class into 6 groups.
Give each group a disarranged
comic strip.
Review previous lesson.
Ask: Why do we need to ensure
the connection of ideas in a text?
Show a text that does not have
cohesive devise and a text that
has cohesive devices.
Ask the students to arrange the
comic strip in correct sequence of
event.
C. Establishing
the
Purpose of the Lesson
http://yourieltstutor.com/
cohesive-devices-transitionalwordsphrases-for-essay-writing/
English Linguistics Project English Linguistics Project
(ELP) Manual by Jonathan (ELP) Manual by Jonathan
Malicsi
Malicsi
Sample
text
(newspaper,
articles)
IV. Procedures
A. Warm-up/Review
B. Introduction/
Motivation
http://esolonline.tki.org.nz/
ESOL-Online/Teacherneeds/Teaching-and-learningsequences/Marine-mammalsWriting-informationtexts/Learning-task-3-Cohesivedevices
Let the students present their
answers.
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
Ask the students to compare the
two texts.
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
Give a 5-item quiz about the
uses of cohesive devices.
D. Presentation of
Lesson/Delivery
the
1.
and organized manner), “text”
(data or ideas presentd in printed
form), and “writing” (formation
of visible letters or characters to
express one’s thoughts).
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?
V. Assessment
Ask the students: Based on the
text, how do you define cohesive
devices?
Differentiate
coherence.
cohesion
Show to the students a
categorized list of transitional
expressions.
and
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
i. summary
j. reason
k. concession
(accepting/acknowledgi
ng something as true)
Let the students categorize the
cohesive devices they have
identified based on their uses.
E. Practice/Evaluation
F. Making Generalization
writing.
Let the students answer the
question posed at the beginning
of the lesson.
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
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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 2 Session 5-8
SESSION 5
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning
Competencies/
Objectives
SESSION 6
SESSION 7
SESSION 8
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIa-1
EN11/12RWS-IIIa-2
EN11/12RWS-IIIa-2
EN11/12RWS-IIIbf-3
The learner describes a written The
learner
distinguishes The
learner
distinguishes EN11/12RWS-IIIbf-3.1
text as connected discourse.
between and among techniques in between and among techniques
selecting
and
organizing in selecting and organizing The
learner
distinguishes
information
information
between and among patterns of
- brainstorming list
- topic outline
development in writing across
- graphic organizer
- sentence outline
disciplines
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
a. differentiate
reading
a. identify techniques in
a. define and discuss the
from writing; and
selecting and organizing
nature of outlining.
b. establish the connection
information.
b. identify and differentiate
between reading and
b. determine
the types of outlining.
writing.
c. make an outline of a
given text using both
types following the rules
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.
in outlining.
II. Content
III. Learning Resources
A. References
B. Materials
IV. Procedures
A. Warm-up/Review
Written Text as Connected Techniques in Selecting
Discourse: Connection between Organizing Information
Reading and Writing
- brainstorming list
- graphic organizer
https://link.quipper.com/en/
classes/5827f1d7a182ac0415
00004e/courses
and Techniques in Selecting and Patterns of Development
Organizing Information
Narration
- topic outline
- sentence outline
Sentones A.M. et. al. 2016.
Integrated English for Effective
Communication.
Phoenix
Publishing House Inc.. Manila
Sentones A.M. et. al. 2016.
Integrated English for Effective
Communication. Phoenix
Publishing House Inc.. Manila
English Linguistics Project (ELP)
Manual by Jonathan Malicsi
Review of the previous lesson.
Review of the previous lesson.
B. Introduction/
Motivation
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.
Review of the previous lesson.
Review of the previous lesson
The teacher will show a
quotation about reading and
writing. He will ask the students
about the meaning of the
quotation.
C. Establishing
the Pose the question: What is the
Purpose of the Lesson
connection of reading and
writing?
Divide the class into 5 small Divide the class into 5 small Fact or Bluff Activity
groups. Let them brainstorm on groups. Let them arrange the
the different activities that they strips of paper provided.
will do during their Christmas
Party.
Pose the questions: How did you
Word Rebus Activity
organize your ideas? What
technique did you use to organize
it?
D. Presentation of
Lesson/Delivery
Interactive Discussion on the
Techniques in selecting and
organizing information using a
power point presentation.
E. Practice
the Interactive Discussion using
powerpoint presentation.
Questions for Discussion
- How
does
reading
influence writing?
- How
does
writing
influences?
Let the students compare and
Group activity : Brainstorming
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.
Pair Work
Let
the
students
identify
F. Making Generalization
V. Assessment
contrast reading from writing (Using authentic materials: eg
using venn diagram.
brochures)
The teacher will asked the
students what they have learned
in the lesson using the Give Me
Five Technique
Let them use the graphic
organizers being discussed in
organizing their ideas.
Let the students outline a sample paragraph that uses narration
text given by the teacher.
pattern of development
Response Card
Individual Task
Individual Task
Let the students make an outline Paragraph Writing - Narration
of a given text using both types
following 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
DAILY LESSON LOG
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 3 Session 9-12
SESSION 9
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning
Competencies/
Objectives
II. Content
III. Learning Resources
SESSION 10
SESSION 11
SESSION 12
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIbf-3.1
EN11/12RWS-IIIbf-3.2
EN11/12RWS-IIIbf-3.2
EN11/12RWS-IIIbf-3.3
The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes
between and among patterns of between and among patterns of between and among patterns of between and among patterns of
development in writing across development in writing across development in writing across development in writing across
disciplines
disciplines
disciplines
disciplines
The learners shall be able to:
The learners shall be able to:
a. write a well-structured
a. identify
the
different
paragraph applying the
patterns of development;
narration pattern
of
b. define description pattern;
development.
c. familiarizes the language
features of description; and
d. recognizes texts that use
the description pattern of
development.
Patterns of Development
Patterns of Development
Narration
Description
The learners shall be able to:
The learners shall be able to:
a. write a well-structured
b. identify
the
different
paragraph applying the
patterns of development;
description pattern
of
c. define definition pattern;
development.
d. familiarizes the language
features of definition; and
e. recognizes texts that use
the definition pattern of
development.
Patterns of Development
Patterns of Development
Description
Definition
A. References
B. Materials
IV. Procedures
A. Warm-up/Review
B. Introduction/
Motivation
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
Paper and Pencil
Q & A on the previous
discussion
Pair Work
KWL Chart
Q & A
discussion
Pair Work
Activity: Describe Me
Let the students find a partner.
Let them share to each other their
most significant experience in
life.
C. Establishing
the
Purpose of the Lesson
D. Presentation of
Lesson/Delivery
the
E. Practice
F. Making Generalization
V. Assessment
Individual Task
on
the
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
previous KWL Chart
Fact or Bluff Activity
Let the students find and partner
and exchange bags. Let them
open the bag of their classmate
and describe it.
Let the students construct
sentences using the descriptive
words they mentioned in the first
activity
Interactive discussion on the
description pattern of paragraph
development using a power point
presentation.
Let the students identify
paragraph that uses description
pattern of development.
Word Rebus Activity
KWL Chart
Let the students write and share
what they have learned from the
discussion.
KWL Chart
Let the students write and share
what they have learned from the
discussion.
Group Work:
Interactive discussion on the
definition pattern of paragraph
development using a power
point presentation.
Let the students identify
paragraph that uses definition
pattern of development.
Individual Task
Group Work:
Tell the students to narrate their Paragraph writing
most significant experience in description pattern.
life by writing a well-structured
paragraph applying the narration
pattern of development.
using
the
Tell the students to write a well- Paragraph writing using the
structured paragraph applying definition pattern.
the description pattern of
development.
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
DAILY LESSON LOG
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 4 Session 13-16
SESSION 13
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning
Competencies/
Objectives
SESSION 14
SESSION 15
SESSION 16
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIbf-3.3
EN11/12RWS-IIIbf-3.4
EN11/12RWS-IIIbf-3.4
EN11/12RWS-IIIbf-3.5
The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes
between and among patterns of between and among patterns of between and among patterns of between and among patterns of
development in writing across development in writing across development in writing across development in writing across
disciplines
disciplines
disciplines
disciplines
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
a. write a well-structured
a. identify
the
different
a. write a well-structured
a. identify the different
paragraph applying the
patterns of development;
paragraph applying the
patterns of development;
definition pattern
of
b. define
classification
classification pattern of
b. define comparison and
development.
pattern;
development.
contrast pattern;
c. familiarizes the language
c. familiarizes
the
features of classification;
language features of
and
definition; and
d. recognizes texts that use
d. recognizes texts that use
the classification pattern of
development.
II. Content
III. Learning Resources
A. References
B. Materials
IV. Procedures
A. Warm-up/Review
C. Establishing
the
Purpose of the Lesson
E. Practice
Patterns of Development
Classification
Patterns of Development
Classification
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
Paper and Pencil
Q & A on the previous KWL Chart
discussion
Using a concept map, let the Agreement Circle Activity
students associate words related
to the word LOVE.
B. Introduction/
Motivation
D. Presentation of
Lesson/Delivery
Patterns of Development
Definition
the
Let the students answer the
question: Why do you need to
classify things?
Interactive
discussion
on
classification
pattern
of
paragraph development using a
power point presentation.
Let the students identify
paragraph that uses classification
pattern of development.
Q & A
discussion
Pair Work
on
the
the comparison
contrast
pattern
development.
Patterns of Development
Comparison and Contrast
and
of
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
previous KWL Chart
Word Rebus Activity
Let the students find and partner
and exchange bags. Let them
open the bag of their classmate
and describe it.
Let the students answer the
question: What’s the use of
comparison and contrast?
Interactive
discussion
on
comparison and contrast pattern
of paragraph development using
a power point presentation.
Let the students identify
paragraph that uses comparison
and contrast pattern of
development.
F. Making Generalization
V. Assessment
Individual task
KWL Chart
Let the students write and share
what they have learned from the
lesson.
Group Work:
Tell the students to define love Paragraph writing
by writing a well-structured description pattern.
paragraph applying the definition
pattern of development. They
must use the words given in their
previous activity.
using
the
Individual task
KWL Chart
Let the students write and share
what they have learned from the
lesson.
Group Work:
Tell the students to write a well- Paragraph writing using the
structured paragraph applying description pattern.
the description pattern of
development.
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
DAILY LESSON LOG
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 5 Session 17-20
SESSION 17
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning
Competencies/
Objectives
SESSION 18
SESSION 19
SESSION 20
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIbf-3.5
EN11/12RWS-IIIa-3.6
EN11/12RWS-IIIa-3.6
EN11/12RWS-IIIa-3.7
The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes
between and among patterns of between and among patterns of between and among patterns of between and among patterns of
development in writing across development in writing across development in writing across development in writing across
disciplines
disciplines
disciplines
disciplines
The learners shall be able to:
The learners shall be able to:
a. write a well-structured
a. identify the different
paragraph applying the
patterns of development;
comparison and contrast
b. define cause and effect;
pattern of development.
c. familiarizes the language
features of description;
and
The learners shall be able to:
The learners shall be able to:
a. write a well-structured
a. identify the different
paragraph
applying
patterns of development;
the cause and effect
b. define problem and
pattern
of
solution pattern;
development.
c. familiarizes
the
language features of
d.
II. Content
III. Learning Resources
A. References
B. Materials
IV. Procedures
A. Warm-up/Review
C. Establishing
the
Purpose of the Lesson
E. Practice
Patterns of Development
Comparison and Contrast
Patterns of Development
Cause and Effect
Patterns of Development
Cause and Effect
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
Paper and Pencil
Q & A on the previous KWL Chart
discussion
The teacher will be showing two Fact or Bluff Activity
unlike objects to the students.
The students are tasked to look
into
the
similarities
and
differences of the two unlike
objects.
B. Introduction/
Motivation
D. Presentation of
Lesson/Delivery
recognizes texts that use
the cause and effect
pattern of development.
the
The teacher will present a
situation for the students to
analyse. The students are tasked
to determine the cause and effect
of the problem.
Interactive discussion on cause
and effect pattern of paragraph
development using a power point
presentation.
Let the students identify
paragraph that uses cause and
effect pattern of development.
Q & A on the
discussion
Situation Analysis
definition; and
d. recognizes texts that use
the definition pattern of
development.
Patterns of Development
Problem and Solution
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
previous KWL Chart
Choral Response Activity
Let the students analyse a
problem by determining the
cause and its effect.
\The teacher will present a
problem. The students are tasked
to suggest possible solution to
the problem
Interactive
discussion
on
problem-solution pattern of
paragraph development using a
power point presentation.
Let the students identify
paragraph that uses problemsolution pattern of development.
F. Making Generalization
V. Assessment
Individual task
KWL Chart
Let the students write and share
what they have learned from the
lesson.
Group Work:
The students will write a well- Paragraph writing using the cause
structured paragraph applying the and effect pattern.
comparison and contrast pattern
of development.
Individual task
KWL Chart
Let the students write and share
what they have learned from the
lesson.
Group Work:
Tell the students to write a well- Paragraph writing using the
structured paragraph applying problem solution pattern.
the description pattern of
development.
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
DAILY LESSON LOG
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Grade Level 11
Teacher Jerville Jake M. Cabansag
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 6 Session 21-24
SESSION 21
I. Objectives
D. Content Standard
E. Performance Standard
F. Learning
Competencies/
Objectives
SESSION 22
SESSION 23
SESSION 24
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIbf-3.7
EN11/12RWS-IIIa-3.8
EN11/12RWS-IIIa-3.8
EN11/12RWS-IIIgh-4, 4.1
The
learner
distinguishes The
learner
distinguishes The
learner
distinguishes The learner identifies properties
between and among patterns of between and among patterns of between and among patterns of of a well-written text.
development in writing across development in writing across development in writing across
disciplines
disciplines
disciplines
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
a. write a well-structured
a. identify the different
a. write a well-structured
a. determine the properties
paragraph applying the
patterns of development;
paragraph applying the
of a well written text.
problem
solution
b. define
persuasion
persuasion pattern of
b. define organization as
pattern of development.
pattern;
development.
one of the properties of a
c. familiarizes the language
well-written text.
features of description;
c. arrange
jumbled
and
sentences to follow
d. recognizes texts that use
organization.
II. Content
Patterns of Development
Problem and Solution
III. Learning Resources
a. References
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Paper and Pencil
b. Materials
IV. Procedures
G. Warm-up/Review
I. Establishing
the
Purpose of the Lesson
K. Practice
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
Q & A on the previous KWL Chart
discussion
Let the students determine a Choral Response Activity
problem in the school and
suggest possible solutions to it.
H. Introduction/
Motivation
J. Presentation of
Lesson/Delivery
the persuasion pattern of
development.
Patterns of Development
Persuasion
the
Let the students watch a video.
Let them identify the purpose of
the speaker.
Interactive discussion persuasion
pattern of paragraph development
using a power point presentation.
Let the students identify
paragraph that uses persuasion
pattern of development.
Patterns of Development
Persuasion
Properties of a well-written text
Organization
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
Q & A on the previous KWL Chart
discussion
Ask the students to answer the Word Rebus Activity
question: How can you convince
your classmate who is always
absent to come to school
everyday?
Jigsaw Puzzle Activity
Interactive discussion about the
properties of a well written text
with organization as the main
focus.
Pair Work
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
V. Assessment
Individual task
KWL Chart
Let the students write and share
what they have learned from the
lesson.
Group Work:
The students will write a well- Paragraph writing
structured paragraph applying the persuasion pattern.
problem-solution
pattern
of
development.
using
the
Individual task
KWL Chart
Let the students write and share
what they have learned from the
lesson.
Group Work:
Tell the students to write a well- The students are tasked to
structured paragraph applying critique a paragraph focusing on
the persuasion pattern of organization.
development.
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
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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Grade Level 11
Teacher Jerville Jake M. Cabansag
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time Week 7 Session 25-28
SESSION 25
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning
Competencies/
Objectives
SESSION 26
SESSION 27
SESSION 28
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIgh-4.2
EN11/12RWS-IIIgh-4.3
EN11/12RWS-IIIgh-4.4
EN11/12RWS-IIIgh-4, 4.1
The learner identifies properties The learner identifies properties The learner identifies properties The learner identifies properties
of a well-written text.
of a well-written text.
of a well-written text.
of a well-written text.
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
The learners shall be able to:
d. determine the properties
g. determine the properties
j. determine the properties
m. determine the properties
of a well written text.
of a well written text.
of a well written text.
of a well written text.
e. define coherence as one
h. define language use as
k. define coherence as one
n. define organization as
of the properties of a
one of the properties of a
of the properties of a
one of the properties of a
well-written text.
well-written text.
well-written text.
well-written text.
f. use transitional markers
i. analyse a given text
l. Use transitional markers
o. arrange
jumbled
to follow coherence in
focusing of language use.
to follow coherence in
sentences to follow
writing a paragraph
writing a paragraph
organization.
II. Content
Properties of a well-written text
Properties of a well-written text
Properties of a well-written text
Properties of a well-written text
III. Learning Resources
A. References
B. Materials
IV. Procedures
A. Warm-up/Review
Coherence and Cohesion
Coherence and Cohesion
Coherence and Cohesion
Organization
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Paper and Pencil
 Rubrics
Q & A on the previous
discussion
Find my Partner Activity
KWL Chart
Fact of Bluff Activity
Q & A on the
discussion
Word Rebus Activity
Individual Task
Interactive discussion about the
properties of a well written text
with language use as the main
focus.
Pair Work
Interactive discussion about the
properties of a well written text
with mechanics as the main
focus.
Group Work
Let the students accomplish a
worksheet by supply the correct
transitional markers to make the
paragraph coherent.
Let the students critique a text
focusing on language use. They
need to annotate the text if it uses
proper language or not.
Let the students critique a text
focusing on mechanics.
POMS – Point
Significance
KWL Chart
Let the students write and share
what they have learned from the
lesson.
POMS – Point
Significance
B. Introduction/
Motivation
C. Establishing
the
Let the students answer the
Purpose of the Lesson
question: Why do we need to
connect our ideas when we are
writing?
D. Presentation of the Interactive discussion about the
Lesson/Delivery
properties of a well written text
with coherence as the main focus.
E. Practice
F. Making Generalization
V. Assessment
Group Work
of
Most
previous
of
Most
Performance Task
The students will critique a
chosen sample of each pattern
focusing
on
information
selection,
organization
and
development.
Let the students construct a
paragraph using the given
transitional markers.
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
DAILY LESSON LOG
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Grade Level 11
Teacher Jerville Jake M. Cabansag
Learning Area Reading and Writing Skills
Quarter 3rd
Teaching Dates and Time
SESSION 29
I. Objectives
D. Content Standard
E. Performance Standard
F. Learning
Competencies/
Objectives
SESSION 30
SESSION 31
SESSION 32
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
EN11/12RWS-IIIij-6
EN11/12RWS-IIIij-6
EN11/12RWS-IIIij-6
EN11/12RWS-IIIij-6
The learner identifies claims The learner identifies claims The learner identifies claims The learner identifies claims
explicitly or implicitly made in a explicitly or implicitly made in a explicitly or implicitly made in a explicitly or implicitly made in a
written text
written text
written text
written text
a. Claim of fact
a. Claim of fact
a. Claim of fact
a. Claim of fact
b. Claim of policy
b. Claim of policy
b. Claim of policy
b. Claim of policy
c. Claim of value
c. Claim of value
c. Claim of value
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
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
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
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
c. Claim of value
II. Content
III. Learning Resources
C. References
D. Materials
IV. Procedures
G. Warm-up/Review
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
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint Presentation
 Visual Materials
 Paper and Pencil
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Paper and Pencil
 Rubrics
Q & A on the previous
discussion
Find my Partner Activity
KWL Chart
Fact of Bluff Activity
Q & A on the
discussion
Word Rebus Activity
Individual Task
Interactive discussion about the
properties of a well written text
with language use as the main
focus.
Pair Work
Interactive discussion about the
properties of a well written text
with mechanics as the main
focus.
Group Work
Let the students accomplish a
worksheet by supply the correct
transitional markers to make the
paragraph coherent.
Let the students critique a text
focusing on language use. They
need to annotate the text if it uses
proper language or not.
Let the students critique a text
focusing on mechanics.
POMS – Point
Significance
KWL Chart
Let the students write and share
what they have learned from the
POMS – Point
Significance
H. Introduction/
Motivation
I. Establishing
the
Let the students answer the
Purpose of the Lesson
question: Why do we need to
connect our ideas when we are
writing?
J. Presentation of the Interactive discussion about the
Lesson/Delivery
properties of a well written text
with coherence as the main focus.
K. Practice
L. Making Generalization
of
Most
previous
of
Most
lesson.
V. Assessment
Group Work
Performance Task
The students will critique a
chosen sample of each pattern
focusing
on
information
selection,
organization
and
development.
Let the students construct a
paragraph using the given
transitional markers.
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:
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
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;
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.
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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 4th
Teaching Dates and Time
SESSION 1
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. Content
III. Learning Resources
A. References
B. Materials
SESSION 2
SESSION 3
SESSION 4
The learner understands the relationship of a written text and the context in which it was developed.
The learner writes a 1000-word critique of a selected text on the basis of its claims, context, and properties as a written material.
EN11/12RWS-IVac-7
EN11/12RWS-IVac-7
EN11/12RWS-IVac-7
EN11/12RWS-IVac-7
The Learner identifies the context The Learner identifies the
The Learner identifies the
The Learner identifies the
in which a text was developed
context in which a text was
context in which a text was
context in which a text was
a. hypertext
developed
developed
developed
b. intertext
a. hypertext
a. hypertext
a. hypertext
b. intertext
b. intertext
b. intertext
The learners shall be able to:
a. define intertextuality, and
b. identify and differentiate
various connections presented by
intertextuality
The learners shall be able to:
a. define intertextuality, and
b. identify and differentiate
various connections presented by
intertextuality
The learners shall be able to:
The learners shall be able to:
a. define intertextuality, and
a. define intertextuality; and
b. identify and differentiate
b. identify and differentiate
various connections presented by various connections presented by
intertextuality
intertextuality.
Context of Text Development
Context of Text Development
Context of Text Development
Context of Text Development
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint
 Music Videos
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint
 Video clips
 Reading materials
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 PowerPoint
 Mobile phones
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 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
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.
C.
Establishing
the
Let the students answer the
Purpose of the Lesson
question: Why do we need to
connect our ideas when we are
writing?
D. Presentation of the Use their responses (prior to the
Lesson/Delivery
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.
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?”
Sing it Out. Have the students Pass the Rolled Paper. Let the
sing words and phrases relevant class form a big circle and pass a
to the previous discussion.
rolled paper. When the music
stops, the one holding the rolled
paper will answer a certain
question about the previous
discussion.
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.
Let the class open their mobile
phones and browse certain links
that will help them understand
the lesson.
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. Making Generalization
V. Assessment
POMS – Point
Significance
of
Formative Assessment:
Most
KWL Chart
Let the students write and share
what they have learned from the
lesson.
POMS – Point
Significance
Formative Assessment:
Formative Assessment:
Break students up into small Have them share their findings.
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 minutes of small group
discussion.
VI. Remarks
A. No. of Learners within
Mastery Level (80%)
B. No. of Leaners Needing
Remediation
C. Other Remarks
of
Most
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 saved on flash drives and
projected for class viewing.
Prepared by:
JERVILLE JAKE M. CABANSAG
Checked by:
ROMEO N. VILLORENTE
Principal II
LEARNING ACTIVITY
I.
OBJECTIVES
Day 1
March 6-7
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
Day 2
March 6-7
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
Day 3
March 9-10
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
Day 4
March 9-10
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-
2. identify the steps in writing a
book review
3. differentiate the parts of writing
a book review
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)
Purposeful Writing in the Disciplines
and for Professions
a. Book Review or Article Critique
critique
II.
TOPICS
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.
IV.

Movie (Heneral Luna)
critique
2. identify the steps in writing a
book review
3. differentiate the parts of
writing a book review
Purposeful Writing in the Disciplines
and for Professions
a. Book Review or Article Critique



PowerPoint
Novel/Book
Pizza shaped papers
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)
Purposeful
Writing
in
the
Disciplines and for Professions
a. Book Review or Article
Critique
 Movie (Heneral Luna)
References:
Tiongson,
M.
&
Rodriguez, M. 2016. Reading &
Writing Skills. Manila: Rex Book
Store, Inc.
References: Tiongson, M. & Rodriguez,
M. 2016. Reading & Writing Skills.
Manila: Rex Book Store, Inc.
References: Tiongson, M. &
Rodriguez, M. 2016. Reading &
Writing Skills. Manila: Rex Book
Store, Inc.
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.
Say: What is the book or article that
you have read most recently? Do you
also have a novel/book treasure hunt
POMS. Students are asked to
identify their significant learning
they gained from the previous
lesson.
PROCEDURE
a.Warm-Up/Review
b. Introduction/Motivation
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.
Say: What is the book or article that
you have read most recently? Do you
also have a novel/book treasure hunt
c. Presentation of the
lesson
d. Practice
e. Evaluation
I. REMARKS
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
the basic requirements in school is to
write a book review/article critique.
Use their responses to introduce the
topic
through
a
PowerPoint
presentation. Encourage students to
participate in the discussion.
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
the basic requirements in school is to
write a book review/article critique.
Use their responses to introduce the
topic
through
a
PowerPoint
presentation. Encourage students to
participate in the discussion.
Have the teams identify the sentences
that should not be a part of the
introduction, body and conclusion of a
book review.
Formative Assessment:
Film viewing of Heneral Luna.
Have the teams arrange the steps in
writing a book review using the
samples.
Let them share their book review.
Give Me Five Technique/Strategy. Ask
the learners to give five big ideas about
the topic.
Number of students who mastered the
lesson(s): ________
Signature of the teacher:
____________________
Formative Assessment:
Have the teams identify the sentences
that should not be a part of the
introduction, body and conclusion of a
book review.
Formative Assessment:
Have the teams arrange the steps in
writing a book review using the
samples.
Film viewing of Heneral Luna.
Formative Assessment:
Let them share their book review.
Number of students who mastered
the lesson(s): ________
Give Me Five Technique/Strategy. Ask
the learners to give five big ideas
about the topic.
Number of students who mastered the
lesson(s): ________
Number of students who mastered
the lesson(s): ________
Signature of the teacher:
____________________
Signature of the teacher:
___________________
Signature of the teacher:
____________________
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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 4th
Teaching Dates and Time
SESSION 25
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
SESSION 27
SESSION 28
The learner understands the requirements of composing academic text writing and professional correspondence.
The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
EN11/12RWS-IVhj-13
EN11/12RWS-IVhj-13
EN11/12RWS-IVhj-13
EN11/12RWS-IVhj-13
The learner identifies the unique
The learner identifies the unique The learner identifies the unique The learner identifies the unique
features of and requirements in
features of and requirements in
features of and requirements in
features of and requirements in
composing professional
composing professional
composing professional
composing professional
correspondence.
correspondence:
correspondence
correspondence
a. Resume
a. Resume
a. Resume
The learners shall be able to:
a.
define
business
correspondence;
b. identify the different types of
business correspondence; and
c. establish the importance of
business correspondence through
differentiated activities.
II. Content
SESSION 26
The learners shall be able to:
a. define resume; and
b. identifies the unique features
of and requirements in writing a
good 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
how to make a good resume.
The learners shall be able to:
a. make a good resume applying
the tips on how to make a good
resume.
Purposeful writing in the Purposeful writing in the Purposeful writing in the Purposeful writing in the
Disciplines and for Professions
Disciplines and for Professions
Disciplines and for Professions
Disciplines and for Professions
III. Learning Resources
A. References
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 PowerPoint Presentation
B. Materials
IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
C. Establishing the Purpose of
the Lesson
D. Presentation
Lesson/Delivery
E. Practice
of
Business
Correspondence
-
Business
Correspondence
-
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 PowerPoint Presentation
Let the students identify the
different parts of a letter by
showing a sample letter on
screen.
KWL Chart
Sentence Auction Game
Ask the students what they know
and what they want to learn about
the topic.
Business
Correspondence
-
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 Powerpoint Presentation
Fact or Bluff Activity
Let the students determine if the
sentence they bought in the
previous activity is correct or
wrong. Introduce the lesson.
the Interactive discussion of the topic Interactive discussion of the Group Work
using powerpoint presentation
topic
using
powerpoint The students will discuss to class
presentation
the tips on how to make a good
resume.
Let the students show a creative Group Work
Let the students write their
presentation
depicting
the The students will answer a career objective depending on
importance
of
business worksheet on the features of and the position they wish to apply
correspondence.
requirements in writing a good for.
resume.
F. Making Generalization
Pose the question: What is
business correspondence?
KWL Chart
POMS
–
Point
of
Most POMS
–
Point
of
Most
Business
Correspondence
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Paper and Ballpen
V. Assessment/Assignment
Let the students write and share
what they have learned from the
lesson.
Significance
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.
Significance
Performance Task (Individual)
Using their 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:
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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 4th
Teaching Dates and Time
SESSION 29
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
SESSION 31
SESSION 32
The learner understands the requirements of composing academic text writing and professional correspondence.
The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
EN11/12RWS-IVhj-13.2
EN11/12RWS-IVhj-13.2
EN11/12RWS-IVhj-13.2
EN11/12RWS-IVhj-13.2
The learner identifies the unique
The learner identifies the unique The learner identifies the unique The learner identifies the unique
features of and requirements in
features of and requirements in
features of and requirements in
features of and requirements in
composing professional
composing professional
composing professional
composing professional
correspondence.
correspondence.
correspondence.
correspondence.
c. Application for Employment
c. Application for Employment
c. Application for Employment
c. Application for Employment
The learners shall be able to:
a. define application letter;
b. determine the different parts of
a letter; and
c. identify the different formats
of letter writing.
II. Content
SESSION 30
The learners shall be able to:
The learners shall be able to:
a. identify the unique features a. discuss the tips on how to
and requirements in composing make a strong application letter.
an application letter.
The learners shall be able to:
a. write an application letter
following the properties of a
well-written text and process
approach.
Purposeful writing in the Purposeful writing in the Purposeful writing in the Purposeful writing in the
Disciplines and for Professions
Disciplines and for Professions
Disciplines and for Professions
Disciplines and for Professions
- Business
- Business
- Business
- Business
Correspondence
Correspondence
Correspondence
Correspondence
III. Learning Resources
A. References
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 PowerPoint Presentation
B. Materials
IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
C.
Presentation
Lesson/Delivery
of
D. Practice
E. Making Generalization
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 PowerPoint Presentation
Let the students identify the
different parts of a letter by
showing a sample letter on
screen.
KWL Chart
Sentence Auction
Ask the students what they know
and what they want to learn about
the topic.
the Interactive discussion of the topic
using powerpoint presentation
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 Powerpoint Presentation
Fact or Bluff Activity
Interactive discussion of the Group Work
topic
using
powerpoint The students will discuss to class
presentation
the tips on how to make a good
resume.
Let the students arrange the Let the students accomplish a Let the students write their
jumbled parts of a letter worksheet/ graphic organizer by career objective depending on
following the letter writing supplying information about the position they wish to apply
formats that they have learned application letter.
for.
from the discussion.
Remind the students that the POMS – Point of Most POMS – Point of Most
lesson will prepare them for Significance
Significance
employment after their senior
high school.
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Paper and Ballpen
V. Assessment/Assignment
Assignment:
Short Quiz
let the students research the
unique
features
of
and Assignment
requirements in writing an Let the students be grouped into
application letter.
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
powerpoint presentation.
Performance Task (Individual)
Using their 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:
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
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Teacher Jerville Jake M. Cabansag
Grade Level 11
Learning Area Reading and Writing Skills
Quarter 4th
Teaching Dates and Time
SESSION 33
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
SESSION 35
SESSION 36
The learner understands the requirements of composing academic text writing and professional correspondence.
The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
EN11/12RWS-IVhj-13.1
EN11/12RWS-IVhj-13.1
EN11/12RWS-IVhj-13.4
EN11/12RWS-IVhj-13.4
The learner identifies the unique
The learner identifies the unique The learner identifies the unique The learner identifies the unique
features of and requirements in
features of and requirements in
features of and requirements in
features of and requirements in
composing professional
composing professional
composing professional
composing professional
correspondence.
correspondence.
correspondence.
correspondence.
c. Application for College
c. Application for College
d. Various Forms of Office
d. Various Forms of Office
Admission
Admission
Correspondence
Correspondence
The learners shall be able to:
a. define application for college
admission; and
b. identify the unique features
and requirements in composing
an application for college
admission.
II. Content
SESSION 34
The learners shall be able to:
a. write a sample letter of
application
for
college
admission.
The learners shall be able to:
a. identify various forms of
office correspondence; and
b. identify the unique features
and requirements in composing
various
forms
of
office
correspondence.
The learners shall be able to:
a. write a sample letter of
various
forms
of
office
correspondence.
Purposeful writing in the Purposeful writing in the Purposeful writing in the Purposeful writing in the
Disciplines and for Professions
Disciplines and for Professions
Disciplines and for Professions
Disciplines and for Professions
- Application for College
- Application for College
- Various Forms of Office
- Various Forms of Office
Admission
III. Learning Resources
A. References
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 PowerPoint Presentation
B. Materials
IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
C.
Presentation
Lesson/Delivery
of
D. Practice
E. Making Generalization
V. Assessment/Assignment
Admission
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 PowerPoint Presentation
Recalling the previous topic
through question and answer.
KWL Chart
Ask the students what they know
and what they want to learn about
the topic.
Correspondence
Correspondence
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Projector
 Powerpoint Presentation
Tiongson, M. & Rodriguez, M.
2016. Reading & Writing
Skills. Manila: Rex Book Store,
Inc.
 Laptop
 Paper and Ballpen
Fact or Bluff Activity
Let the students identify the type
of letter being presented on
screen.
the Interactive discussion of the topic
using powerpoint presentation.
Interactive discussion of the
topic
using
powerpoint
presentation.
Let the students write a sample
letter of their choice on the
various
forms
of
office
correspondence.
POMS – Point of Most
Significance
Let the students find a partner
and let them write a sample
application letter for college
admission.
Remind
the
students
the
significance of writing an
application letter for college
admission.
Performance Task (Individual)
Using their laptops/computers let
the students make a sample letter
of application for college
Performance Task (Individual)
Using their laptops/computers let
the students make a sample
request letter or other forms of
admission.
office correspondence.
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
DAILY LESSON LOG
School Batac National High School
Grades 1 to 12
DAILY LESSON
LOG (DLL)
Grade Level 11
Teacher Jerville Jake M. Cabansag
Learning Area Reading and Writing Skills
Quarter 4th
Teaching Dates and Time
SESSION 37
I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
IV. Procedures
SESSION 39
SESSION 40
The learner understands the requirements of composing academic text writing and professional correspondence.
The learner produces each type of academic writing and professional correspondence following the properties of a well written texts and
process approach to writing.
EN11/12RWS-IVhj-13
EN11/12RWS-IVhj-13
The learner identifies the unique
The learner identifies the unique
features of and requirements in
features of and requirements in
composing professional
composing professional
correspondence.
correspondence.
The learners shall be able to:
a. discuss their qualifications in
the job interview.
II. Content
III. Learning Resources
A. References
B. Materials
SESSION 38
Job Interview
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.
Job Interview

Paper and Pencil

Paper and Pencil
A. Warm-up/Review
B. Introduction/ Motivation
C.
Presentation
Lesson/Delivery
D. Practice
of
the
E. Making Generalization
V. Assessment/Assignment
Job Interview
Job Interview
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:
JERVILLE JAKE M. CABANSAG
Checked by:
ROMEO N. VILLORENTE
Principal II
Summative Assessment:
Pre-Final Examination