GRADE 1 to 12

School: Grade Level: 11

DAILY LESSON LOG Learning
Teacher: Area: READING AND WRITING
Teaching Date 2nd
and Time: WEEK 5 – Day 3 Quarter:
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 understands the relationship of a written text and the context in which it was developed.

B. Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a
Standards: written material.

C. Learning Learning Competencies:

Competencies/Objective The learner identifies claims explicitly or implicitly made in a written text.
s a. Claim of fact (EN11/12RWS-IIIij- 6.1)
Write the LC Code for b. Claim of value (EN11/12RWS-IIIij- 6.2)
each
c. Claim of policy (EN11/12RWS-IIIij- 6.3)

Learning Objectives: At the end of the lesson, the learners should be able to:
a. construct statements of claims based on a prose fiction
b. present claims with researched supporting details in infographic format
c. determine the quality of text construction and infographic of each claim
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 Types of Claims, Infographic

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
III. LEARNING that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
RESOURCES development.
A. References
1. Teacher’s Guide CG, page 2
Pages
2. Learner’s Materials Reading and Writing Textbook, pages 150-153
Pages

3. Textbook Pages Critical Reading and Writing for the Senior High School, pages 91-98
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Slideshow, Teacher-made activity sheet, Googled infographics (samples), FB Messenger GC
Resources

IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
the New Lesson
B. Establishing a Purpose
for the Lesson
C. Presenting
Examples/Instances of
the Lesson
D. Discussing New
Concepts and
Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills
#2
WEDNESDAY SKILLS
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.
PRELIMINARIES
MOTIVATION:
Here is a picture of a black cat blocking your way, what will be your initial reaction?
Send picture of a black cat to the Class GC. The initial reactions must be an emoji.
Present objectives for the lesson.
Pre-Reading Task: 1. Basic Sight Words – This skill is observed in this
Teacher will send a PDF copy of Edgar Allan Poe’s The Black Cat. activity because the learners will be reading a tory
with words commonly used by writers of mystery.
Again, students will react, this time to the title of the story, using emojis. 2. Using Phonetic Analysis – The students need to
understand the word first as they appear in the story
A Handful of Words: which leads to proper pronunciation of the given
(a) Students will complete the Vocabulary Activity by scanning and skimming for claims of fact, value or words.
policy related to some words in the story. If there’s none, simply define each word based on its 3. Using Structural Analysis – This skill is observed
spelling and spelling variants, part of speech and usage in the selection. because the learners need to define each word given
(b) Checking of the Vocabulary Activity in the activity including parts of speech and spelling
4. Using Contextual Clues – Students will be finding
out the meaning of the given words in the activity
based on how they were used in the story.
5. Vocabulary Building – Students will be exposed to
a set of new words with their definitions,
pronunciations, usage and structure.
While Reading Task:
(1) On your scrapbook/lecture notes, write initial reactions/opinions for every major event in the story. 6. Finding the Main Idea – This skill is observed here
Use short sentences. for the students will need to react to the major events
(2) Explain which part of the paragraph/story supports your reaction/opinion. in the story..
(3) Construct a sentence outline for the story and present thru an infographic.
The different types of claims are also used/applied in works of prose fiction. The readers have to analyze the
prose fiction carefully to identify these claims. 7. Finding the Supporting Details – Students would
have to look for details to support their
reactions/opinions .
(1) For this activity, you need to present a sentence outline in the form of an infographic. An infographic is a
visual aid which highlights the important events, significant characters or relevant settings of a prose 8. Classifying and Organizing Facts – This skill is
fiction. An infographic has the following characteristics: observed because the learners will have to sort the
a. Visually appealing information in the story and decide which ones will go
b. Informative/Educational to the infographics.
c. Can be easily remembered
d. Has fewer words compared to other graphics
 e. Thematic
f. Relevant

Sample Infographic:

F. Developing Mastery Post Reading Task:

(Leads to Formative Learners will create an infographic of the story The Black Cat by Edgar Allan Poe. They are to use a
Assessment 3) particular app to be able to produce this output.
 The infographic will be saved as JPEG file and to be sent to the class GC for sharing and rating.

G. Finding Practical Discussion of The Black Cat 9. Inferring meaning – This skill is used in this part of
Applications of Finish the following statements: the lesson because the students will have to add
Concepts and Skills in (1) The Black Cat is suited as the story’s title because… important information based on the story to complete
Daily Living (2) The story taught us that some people can be… open-ended statements.
(3) The story has a dark theme as shown by…
(4) Love can also be a theme of the story but… 10. Following directions – The students are to follow
(5) Edgar Allan Poe proved here that… some the instructions to complete the assigned tasks
H. Making Generalizations In your scrapbook/lecture notebook, copy statements from the story that can be categorized under the in discussion and abstraction.
and Abstractions about three claims. Copy one sentence for each claim.
the Lesson
I. Evaluating Learning Mad Writer 11. Using parts of a book – The students are
Write three claims pertaining to The Black Cat as a story of macabre. assigned to do research to support their claims.
Support your statements by researching strong additional information. 12. Using the dictionary – This skill is observed
because the students are to use dictionaries in
researching for information to support their claims.
13. Using encyclopedia, almanac and other
references – The students are also tasked to use this
skill to find facts or information to support their claims.
J. Additional Activities for
Application or
Remediation
V. REMARKS

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?
VI.REFLECTION 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

C. Did the remedial lessons

work?
D. No. of learners who have
caught up with the lesson
E. No. of learners who
continue to require
remediation

F. Which of my teaching Use of visual aid design apps.

 strategies work well? Why
did these work?

G. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

H. What innovations or Teacher-made activity sheets

localized materials did I
use/discover which I wish
to share with other
teachers?