GRADES 1 to 12
DAILY LESSON LOG
School:
Hilongos National Vocational School
Teacher: Mualilot Ronen C. Pamor
February 5-9, 2024/ Monday – Thursday
8:30-9:30 am MINT
9:30-10:30 am THYME
10:30-11:30 am FORD
3:00-4:00 pm MERCEDES
Teaching Dates and Time: 4:00-5:00 pm MORGAN
MONDAY
I. OBJECTIVES
TUESDAY
WEDNESDAY
Grade
Level: 11
Learning
Area: Reading & Writing
Quarter: 3
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards:
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance
Standards:
C. Learning
Competencies/Objectiv
es:
Write the LC Code for
each
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
The learner describes a The learner describes a written
written text as connected text as connected discourse.
discourse.
The learners shall be able to:
a. demonstrate
*Subject Orientation
understanding of a text
read;
b. identify the features of
a text; and
explain how ideas in a
written text can be connected
to one another.
EN11/12RWS-IIIa-1
EN11/12RWS-IIIa-1
EN11/12RWSThe learner describes a written The learner describes a written IIIa-1
text as connected discourse.
text as connected discourse.
The
learner
describes
a
written text as
The learners shall be able to:
The learners shall be able to:
a. identifies transitional
a. identifies transitional connected
devices used in a text;
devices used in a text; discourse.
and
and
The learners
categorize the transitional
categorize the transitional
shall be able
devices based on their use.
devices based on their use.
to:
a. use
appropriate
transitional
devices in
writing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Written Text as Connected Discourse: Connecting Ideas and into usage of different Transitional Devices.
1
III. LEARNING
RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
http://esolonline.tki.org.nz/
ESOLOnline/Teacherneeds/Teachingand-learningsequences/MarinemammalsWritinginformationtexts/Learning-task3-Cohesivedevices
http://esolonline.tki.org.nz/
ESOLOnline/Teacherneeds/Teachingand-learningsequences/MarinemammalsWritinginformationtexts/Learning-task3-Cohesivedevices
http://esolonline.tki.org.nz/
ESOLOnline/Teacherneeds/Teachingand-learningsequences/MarinemammalsWritinginformationtexts/Learning-task3-Cohesivedevices
http://yourieltstutor.com/
cohesive-devicestransitionalwordsphrases-foressay-writing/
http://yourieltstutor.com/
cohesive-devicestransitionalwordsphrases-foressay-writing/
http://yourieltstutor.com/
cohesive-devicestransitionalwordsphrases-foressay-writing/
English Linguistics Project
(ELP) Manual by Jonathan
Malicsi
Comic strips Sample recipe
English Linguistics Project
(ELP) Manual by Jonathan
Malicsi
Sample
text
(newspaper, articles
English Linguistics Project
(ELP) Manual by Jonathan
Malicsi
Sample
text
(newspaper, articles
https://link.quipper.com/en/
https://link.quipper.com/en/
classes/5827f1d7a182ac0415 classes/5827f1d7a182ac0415
00004e/courses
00004e/courses
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.
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
2
MONDAY
IV. PROCEDURES
TUESDAY
WEDNESDAY
THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Lesson or
Presenting the New Lesson
Review previous lesson.
Ask: Let them know what
is text and how it is
connected to so called
discourse
B. Establishing a Purpose for the
Lesson
Review previous lesson.
Ask: Why do we need to
ensure the connection of ideas
in a text?
Continuing discussing the
lesson
Review
previous
lesson.
Ask: what
are other
samples of
transitional
devices that
may useful
in
formulating
text.
Pose the question: How do
you connect ideas when
writing?
Ask the question: Are they
familiar what is text? and
what is this text as
connected discourse?
C. Presenting Examples/Instances of
the Lesson
FRIDAY
Define the words
“discourse” (use of words
to exchange thoughts and
ideas in an orderly and
organized manner), “text”
(data or ideas presented in
printed form), and
“writing” (formation of
visible letters or characters
to express one’s thoughts).
Distribute copies of a
sample recipe.
Show a
piece of
Ask the students: What do you Ask the students: what do they
write up as
call those words that were know
about
transitional
sample and
added in the second text?
devices?
let the
students
Let them give examples.
read it
aloud.
Ask the students: Based on the Ask the students: Based on the
text, how do you define text, how do you define Show to the
cohesive devices?
cohesive devices?
students a
Ask:
categorized
2. What kind of text Differentiate cohesion and
Differentiate cohesion and
list of
is the one you have coherence.
coherence.
transitional
read?
expressions.
3. What makes it a Give the students a text, and Give the students a text, and
3
recipe?
What are the features of
the text?
let them identify as many
cohesive devices as they can.
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/acknowledging
something as true)
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/acknowledging
something as true)
D. Discussing New Concepts and
Practicing New Skills #1
Let the students explain
their answers about the
sample recipe
MONDAY
IV. PROCEDURES
E. Discussing New Concepts and
TUESDAY
Let the students find pair for
the brainstorming about the
question raised above.
WEDNESDAY
Let the students continue
pairing and have a brainstorm.
THURSDAY
Have the
students try
to create a
write up or
essay using
the words
that is listed
as
transitional
expressions
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Let the students explain
Let the students explain
Let the students explain
Let the
4
their answers about the
sample recipe
Practicing New Skills #2
their answers about the
sample recipe
their answers about the
sample recipe
F. Developing Mastery
(Leads to Formative Assessment 3)
SOLO/HOTS
INTEGRATION
G. Finding Practical Applications of
Concepts and Skills in Daily Living
V. PROCEDU
RES
H. Making
Generalizati
ons and
Abstractions
about the
Lesson
I. Evaluating
Learning
Let students reflect and do
some writing about their
biography and let them
identify the connection of
text to each text in such
biography.
MONDAY
SOLO / HOTS
INTEGRATION
Let students reflect and do
some writing about their
biography and let them
identify the connection of
text to each text in such
biography.
TUESDAY
Base on the biography that
students wrote let them
identify what are the
different cohesive devices
they have used.
WEDNESDAY
Base on the biography that
students wrote let them
identify what are the
different cohesive devices
they have used.
THURSDAY
students
explain their
answers
about the
sample
recipe
Asses the
students in
using
appropriate
transitional
devices by
writing an
essay about
any recent
news.
Make
corrections
on the
biography
that has
been
written.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students answer the
question posed at the
beginning of the lesson.
Let the students answer the
question posed at the
beginning of the lesson.
Let the students answer the
question posed at the
beginning of the lesson.
Let the students answer the
question posed at the
beginning of the lesson.
What is discourse and how it
has been connected to text?
What is discourse and how it
has been connected to text?
What is the so-called
cohesive device?
What is the so-called
cohesive device?
Discussion of Text as
connected discourse.
Discussion of Text as
connected discourse.
Have a short discussion
about cohesive Devices.
Have a short discussion
about cohesive Devices.
Ask the students to write an
Ask the students to write an
Do some clarification and
ask students about any
misconception of the lesson.
Let the students categorize
the cohesive devices they
have identified based on
their uses.
Ask the students to write an
5
J. Additional
Activities for
Application
or
Remediation
essay narrating what they
would do if they saw their
favorite celebrity.
essay narrating what they
would do if they saw their
favorite celebrity.
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
Rubric:
a. correct
usage
of
cohesive devices
b. smooth flow of ideas
correct grammar and
mechanics
Rubric:
a. correct
usage
of
cohesive devices
b. smooth flow of ideas
correct grammar and
mechanics
Study about the next topics
in advance.
These are as follows :
Brainstormin
g
Graphic
organizer
Topic outline
Sentence
outline
Study about the next topics
in advance.
Study about the next topics
in advance.
Study about the next topics
in advance.
Study about the next topics
in advance.
These are as follows :
These are as follows :
These are as follows :
These are as follows :
Brainstormin
g
Graphic
organizer
Topic outline
Sentence outline
Brainstormin
g
Graphic
organizer
Topic outline
Sentence outline
Brainstormin
g
Graphic
organizer
Topic outline
Sentence outline
Brainstormin
g
Graphic
organizer
Topic outline
Sentence outline
The students were able to respond and react on the activities made.
VI. REMARKS
VII. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation
6
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other
teachers?
Prepared by:
MUALILOT RONEN C. PAMOR
TEACHER I
Checked by:
ANGELEE T. CABARUBIAS
MT -I
Noted by:
RICHARD A. GABISON, PhD., DPA
Principal IV
Checked by:
Niña Mechelle S. Lozada
SHS Language Coordinator
7