School BUHAYNASAPA SENIOR HIGH SCHOOL
K to 12
DAILY LESSON LOG
I. OBJECTIVES SESSION 1
HUMSS 2 – Monday (11:00-12:00)
HUMSS 1 – Monday (12:30- 1:30)
A. Content Standards The learners understand the
requirements of composing
academic writing and professional
correspondence.
B. Performance Standards The learners produce each type of
academic writing and professional
correspondence following the
properties of well- written texts
and process approach to writing.
C. Learning Competencies The learners explain how one’s
purpose is a crucial consideration
in academic and professional
writing.
Specific Objectives 1. Differentiate academic writing
from professional writing
2. Realize the value of academic
and professional writing to their
lives as students and future
professionals
3. Present an acrostic reflecting
their understanding of academic
and professional writing
II. CONTENT Purposeful writing in the
Discipline
1. Teacher’s Guide NA
Pages
Grade Level Eleven (11)
Teacher JENNELYN I. SULIT
Teaching Dates WEEK 15- February 24-28, 2020
SESSION 2
HUMSS 2 – Tuesday (11:00-12:00)
HUMSS 1 – Wednesday (12:30- 1:30)
The learners understand the
requirements of composing academic
writing and professional correspondence.
The learners produce each type of
academic writing and professional
correspondence following the properties
of well- written texts and process
approach to writing.
The learners explain how one’s purpose
is a crucial consideration in academic
and professional writing.
1. Differentiate academic writing from
professional writing
2. Realize the value of academic and
professional writing to their lives as
students and future professionals
3. Present an acrostic reflecting their
understanding of academic and
professional writing
Purposeful writing in the Discipline
NA
Learning Area READING AND WRITING
SESSION 3
HUMSS 2 – Wednesday (11:00-12:00)
HUMSS 1 – Thursday (12:30- 1:30)
The learners understand the requirements
of composing academic writing and
professional correspondence.
The learners produce each type of
academic writing and professional
correspondence following the properties of
well- written texts and process approach to
writing.
The learners explain how one’s purpose is
a crucial consideration in academic and
professional writing.
The learners identify the unique features of
and requirements in composing texts that
are useful across disciplines
1. Identify the functions and parts of a
review
2. Explain the importance of writing a
review in their lives as a SHS student
3. Compose a well- written critique about a
movie they watched
Purposeful Writing in the Discipline
Writing a Critique or Review
NA
Semester SECOND
SESSION 4
HUMSS 2 – Friday (11:00-12:00)
HUMSS 1 – Friday (10:00-11:00)
The learners understand the requirements of
composing academic writing and professional
correspondence.
The learners produce each type of academic writing
and professional correspondence following the
properties of well- written texts and process
approach to writing.
The learners explain how one’s purpose is a crucial
consideration in academic and professional writing.
The learners identify the unique features of and
requirements in composing texts that are useful
across disciplines
1. Identify the functions and parts of a review
2. Explain the importance of writing a review in their
lives as a SHS student
3. Compose a well- written critique about a
movie they watched
Purposeful Writing in the Discipline
Writing a Critique or Review
NA
Page 1 of 6
 2. Learners’ Guide NA NA NA NA
Pages
3. Textbook Pages Tandoc, Shiella D. 2016. Reading Tandoc, Shiella D. 2016. Reading and Tandoc, Shiella D. 2016. Reading and Tandoc, Shiella D. 2016. Reading and Writing Skills
and Writing Skills for Senior Writing Skills for Senior High School. Writing Skills for Senior High School. for Senior High School. Manila: Rex Book Store.
High School. Manila: Rex Book Manila: Rex Book Store. Manila: Rex Book Store.
Store.
4. Additional Materials https://www.hws.edu/academics/ct https://www.hws.edu/academics/ctl/pdf/cr https://www.hws.edu/academics/ctl/pdf/criti https://www.hws.edu/academics/ctl/pdf/critique.pdf
from Learning l/pdf/critique.pdf itique.pdf que.pdf
Resource Portal

B. Other Learning Chalk and Chalkboard, Laptop Chalk and Chalkboard, Laptop and TV Chalk and Chalkboard, Laptop and TV, Chalk and Chalkboard, Laptop and TV, and Manila
Resources and TV and Manila paper paper
Copies of Activity sheet
Copies of Activity sheet Movie clips and copies of critiques and Movie clips and copies of critiques and reviews
reviews
Copy of the movie Copy of the movie

A. Review of the Previous ASK: How to determine textual ASK: How to determine textual What is the difference between academic Movie Viewing
Lesson or Presenting the evidences. evidences. and professional writing?
New Lesson
B. Establishing a Purpose Do you think it’s really important to Do you think it’s really important to make Presentation of the activity Movie Viewing
for the Lesson make an assertion? an assertion?

C. Presenting The teacher will provide various The teacher will provide various samples The teacher shows in class a three- minute Movie Viewing
Examples/Instances of samples of texts such as theses, of texts such as theses, term papers, video clip of movie trailers based on a
the New Lesson term papers, concept papers, concept papers, essays, book reviews, popular novel such as Harry Potter,
essays, book reviews, memoranda, technical reports, business Chronicles of Narnia and Lord of the Rings.
memoranda, technical reports, letters and feasibility studies. After watching the movie, the class shares
business letters and feasibility insights about the trailers presented.
studies. The students are tasked to categorize the
given texts based on the characteristics The teacher divides the class into four
The students are tasked to which the group will set. groups and provides each group a copy of
categorize the given texts based a sample movie critique, article critique and
on the characteristics which the Two groups are given samples of book review. Each group is also tasked to
group will set. academic writing while the next two complete the table.
groups are given sample of professional
Two groups are given samples of writing. The members of the group are What is the title of the text?
academic writing while the next tasked to read and examine the given Who is the audience?
two groups are given sample of sample text.
professional writing. The members
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 of the group are tasked to read Text Title What questions are discussed
and examine the given sample What is the text in the text?
text. about? What conclusion does the
What is the writer’s
goal in writing the author draw from the
Text Title research?
text?
What is the text Who is the target What kind of evidence is
about? reader? offered in support of his/ her
What is the writer’s How much does
goal in writing the conclusions?
the writer know of
text? the subject? Are the author’s conclusion
Who is the target Did the writer write and evidence valid and
reader? in formal or acceptable?
How much does informal manner?
the writer know of List down special
the subject? vocabulary found
Did the writer write in the text.
in formal or List down the
informal manner? language features
List down special of the text/
vocabulary found
in the text.
List down the
language features
of the text/
D. Discussing New ASK: Movie Viewing
Concepts and Practicing The teacher asks the group the The teacher asks the group the following
New Skills following questions: questions: 1. What does the writer wish to express in
the text?
1. What do you think are the 1. What do you think are the 2. How are the writer’s ideas organized?
characteristics shared in common characteristics shared in common by the 3. What do you think are the possible
by the text that you examined? text that you examined? difficulties which you may encounter when
the teacher asks you to write a critique?
2. What language features were 2. What language features were you able
you able to identify in the samples to identify in the samples given to your
given to your group? group? Discuss critique and its parts.

3. Compare your sample text to 3. Compare your sample text to those

those texts given to the other
groups. What are their salient
differences?
E. Developing Let the students complete the
Mastery(Leads to statements:
Formative Assessment)
Academic writing is________.
texts given to the other groups. What are
their salient differences?
Let the students complete the
statements:
Academic writing is________.
Movie Viewing Students are tasked to compose 750-1000 word
critique of the movie “The Count of Monte Cristo”
(based on the novel written by French author
Alexandre Dumas in 1844.

Page 3 of 6
 Professional Writing is ______
Based on the given examples, the
characteristics or features of
academic writing are__________.
Academic writing is important to
me as a student because ______.
Professional writing is important to
me as a future ___ because ____.
F. Finding Practical The students are tasked to work in
Applications of Concepts groups and present an acrostic
in Daily Living about the ideal features of
academic and professional
writing. Students are encouraged
to use ingenuity and creativity for
the presentation.
G. Making Generalization Explain the importance of
and Abstraction about academic and professional
the Lesson writing.
Professional Writing is ______ The teacher will give the rubric.
Based on the given examples, the
characteristics or features of academic
writing are__________.
Academic writing is important to me as a
student because ______.
Professional writing is important to me as
a future ___ because ____.
The students are tasked to work in Movie Viewing Witten Output
groups and present an acrostic about the
ideal features of academic and
professional writing. Students are
encouraged to use ingenuity and
creativity for the presentation.
Explain the importance of academic and Movie viewing Witten Output
professional writing.
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 H. Evaluating Learning Decide whether the following Decide whether the following statements Movie Viewing Witten Output
statements are TRUE OR FASE. are TRUE OR FASE.

1. Examples Of academic writing 1. Examples Of academic writing include

include business correspondence, business correspondence, resume,
resume, application letter and application letter and technical- business
technical- business related related reports.
reports.
2. A piece of writing has its own purpose.
2. A piece of writing has its own
purpose. 3 Required writing happens on the job
and in the school.
3 Required writing happens on the
job and in the school. 4. Research paper, term paper, essays
and book reviews are examples of
4. Research paper, term paper, professional writing.
essays and book reviews are
examples of professional writing. 5. We write not only because we are
required to but also because we choose
5. We write not only because we to write for our own personal reasons.
are required to but also because
we choose to write for our own
personal reasons.
I. Additional Activities for
Application or
Remediation
V. REMARKS

VI. REFLECTION
1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
A. No. of learners who earned 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
80% on the formative
assessment
B. No of learners who require 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
additional activities for 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
remediation
C. Did the remedial lessons 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
work? No. of learners who 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
have caught up with the
lesson
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D. No. of learners who 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter: 1.HE- Jupiter:
continue to require 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune: 2. ICT- Neptune:
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 material did I
use/discover which I wish
to share with other
teachers?
PREPARED BY:

Ms. JENNELYN I. SULIT Ms. JENNELYN I. SULIT Ms. JENNELYN I. SULIT Ms. JENNELYN I. SULIT
SHS Teacher II SHS Teacher II SHS Teacher II SHS Teacher II
CHECKED BY:

Mrs. ARRAH S. SULIT Mrs. ARRAH S. SULIT Mrs. ARRAH S. SULIT Mrs. ARRAH S. SULIT
Master Teacher 1 Master Teacher 1 Master Teacher 1 Master Teacher 1
NOTED BY:

Mrs. ANDREA H. MALAPITAN Mrs. ANDREA H. MALAPITAN Mrs. ANDREA H. MALAPITAN Mrs. ANDREA H. MALAPITAN
Principal III Principal III Principal III Principal III

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