GRADE 1 to 12 School TUNGAWAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher RUJIA J. DOH Learning Area Reading and Writing Skills
Teaching Dates and Time December 11 – 15, 2017/ Time varies base on class Semester/Term Second
schedules.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners will understand the
requirements of composing academic
writing and professional
correspondence.
B. Performance The learners will produce each type of
Standard academic writing and professional
correspondence following the
properties of well-written texts and
process approach to writing.
C. Learning The learners will identify the unique
Competency/ features of and requirements in
Objectives composing texts that are useful across
disciplines.
The learners will understand the
requirements of composing academic
writing and professional
correspondence.
The learners will produce each type of
academic writing and professional
correspondence following the
properties of well-written texts and
process approach to writing.
The learners will identify the unique
features of and requirements in
composing texts that are useful across
disciplines.
The learners will understand the
requirements of composing academic
writing and professional
correspondence.
The learners will produce each type
of academic writing and professional
correspondence following the
properties of well-written texts and
process approach to writing.
The learners will identify the unique
features of and requirements in
composing texts that are useful
across disciplines.
The learners will understand the
requirements of composing
academic writing and professional
correspondence.
The learners will produce each type
of academic writing and
professional correspondence
following the properties of well-
written texts and process approach
to writing.
The learners will identify the unique
features of and requirements in
composing texts that are useful
across disciplines.

b. LITERATURE REVIEW b. LITERATURE REVIEW b. LITERATURE REVIEW c. RESEARCH REPORT

II. Content LITERATURE REVIEW LITERATURE REVIEW LITERATURE REVIEW RESEARCH REPORT

III. Learning
Resources
A. Reference
1. Teacher’s Guide None None None
Pages
2. Learner’s Material None None None
Pages
3. Textbook Pages
4. Additional Materials None None None
from Learning
Resource (LR) portal
B. Other Learning Research Fundamentals, pp. 61-65 Research Fundamentals, pp. 61-65 Research Fundamentals, pp. 61-65 www. slideshare.net
Resource
IV. PROCEDURES
A. Reviewing previous Recalling the previous lesson... Ask students to give insights on the
lesson or presenting  Why do you do academic and salient points of a literature review.
the new lesson professional writing?
 How crucial is one’s purpose
in academic and professional
writing?
Eliciting ideas from the students...
B. Establishing a At the end of the lesson, the students In this lesson, the students will be
purpose for the are expected to identify the unique able to identify features of and
lesson features of and requirements in requirements a research report.
composing texts that are useful across
disciplines in literature review.
C. Presenting - Introducing a sample related literature... 1. Group the students into 5.
examples/instances Leadership Preparation Program 2. Have each group come up with
of the new lesson An important aspect of the insights on the adage “Seek and
leadership expertise is to propel student
learning (Murphy & Vriesenga, 2006). you shall find.”
However, reviews found that the effect Process the answers of the
of school leaders without leadership students.
preparation on student achievement is
near zero (Morris, 2010). Some authors
like Grogan and Andrews (2002), Hess
and Kelly (2005) express that many
preparation programmers have been
relatively slow in preparing future
school leaders.

Source: Darang, 2014

D. Discussing new What are the blind spots/conflicting areas 1. Each group will be given meta-
concepts and in the sample presented? strips with the parts of a research
practicing new skills # report.
1 2. They will arrange the meta-strips
Facilitating discussion on the blind
spots/conflicting areas in the sample in order according to its parts.
presented. 3. They will present their work in
front of the class and give their idea
why they have come up to that
output.
4. After all the presentation, the
 teacher gives the correct order of
the research report.
E. Discussing new Introducing another sample related Ask the learners what they had
concepts and literature... learned on their previous activity.
practicing new skills # Leadership Preparation Program
The recognition of school
2 principal role to improve students’
learning remains inevitable. In this
sense, formal and structured initial
orientation as well as essential
leadership training is still in need for
principals (Khan, Ahmed, Ali Fayyaz-
ur Rehman, 2011). However, the
preparation program for student
learning and school improvement
received very little attention from
educators, policy makers and
government officials due to the lack of
principal leadership preparation (Atlam
and Hoque, 2010).
What is the blank/unexplored
area?
Facilitating discussion about this feature...
F. Developing mastery G. Introducing another sample CONTINUATION 1. Provide a sample research
(leads to Formative related literature... report.
Assessment 3) School A. Introducing another sample 2. Have them evaluate through
personnel have long talked related literature...
about the need for “parent concept if the parts of a research
School report are present.
involvement. In recent years personnel have long talked
the language has shifted to about the need for “parent 3. Process the answer of the
“family involvement” in order involvement. In recent years students.
to honor that many other the language has shifted to
family members (Ferguson, “family involvement” in order
n.d.) parents, grandparents, to honor that many other
foster parents, siblings, aunts family members (Ferguson,
and uncles, even close friend n.d.) parents, grandparents,
and neighbors (Ferguson, n.d; foster parents, siblings, aunts
Onikama, Hammond and Koki, and uncles, even close friend
n.d; Carlisle, Stanly and and neighbors (Ferguson, n.d;
Kemple, 2006) – support and Onikama, Hammond and
nurture children and youth and Koki, n.d; Carlisle, Stanly and
may play significant roles Kemple, 2006) – support and
(Ferguson, n.d.). However, nurture children and youth and
Epstein (2005) cited that may play significant roles
school, family and community (Ferguson, n.d.). However,
 partnership is a better term
compared to parental
involvement in to recognition
of the fact those parents,
educators, and others in the
community share
responsibilities for students
learning and development.
With this approach, there is a
wide range of responsibilities
for parent involvement in
school activities with the
support of the community.
Source: De Guzman, Arenas,
Magdamit, Ruililan and Samson
(2010)
Can you identify the synoptic and
argumentative part?
B. Finding practical Do you think your knowledge on the
application of unique features of and requirements in
composing texts useful to you as a
concepts and skills in
student? As an employee of your desired
daily living field of work in the future? Defend your
answer.
C. Making What are the unique features of
generalization and and requirements in composing
texts that are useful across
abstractions about
disciplines focusing Literature
the lesson Review?
What are the major steps in a
literature review according to
Gale, Gale and Borg?
- Input...
Related literature is also called
conceptual literature. The
gathering of literature related to
the research clarifies the different
variables being studied. The
related literature removes any
vagueness in the concepts central
to the study.
A literature review is a text
written by someone to consider
the critical points of current
Epstein (2005) cited that
school, family and community
partnership is a better term
compared to parental
involvement in to recognition
of the fact those parents,
educators, and others in the
community share
responsibilities for students
learning and development.
With this approach, there is a
wide range of responsibilities
for parent involvement in
school activities with the
support of the community.
Source: De Guzman, Arenas,
Magdamit, Ruililan and Samson
(2010)
Can you identify the synoptic and
argumentative part?
Do you think your knowledge on the TO BE CONTINUED…
unique features of and requirements in
composing texts useful to you as a
student? As an employee of your desired
field of work in the future? Defend your
answer.
What are the unique features of
and requirements in composing
texts that are useful across
disciplines focusing Literature
Review?
What are the major steps in a
literature review according to
Gale, Gale and Borg?
- Input...
Related literature is also called
conceptual literature. The
gathering of literature related to
the research clarifies the different
variables being studied. The
related literature removes any
vagueness in the concepts central
to the study.
A literature review is a text
written by someone to consider
the critical points of current
 knowledge including substantive
findings, as well as theoretical
and methodological contributions
to a particular topic. Literature
reviews are secondary sources,
and as such, do not report any
new or original experimental
work. Also, a literature review
can be interpreted as a review of
an abstract accomplishment.
A literature review is an
assessment of a body of research
that addresses a research question.
It identifies what is already
known about an area of study. It
may also identify questions a
body of research does not answer
and make a case for why further
study of research questions is
important to a field.
(Please see the Glossary of the CG, pp. 6-
7)
D. Evaluating learning 1. What are the unique features of and
requirements in composing texts that are
useful across disciplines in Literature
Review? Identify them by describing each
briefly.
E. Additional activities
for application or
remediation
knowledge including substantive
findings, as well as theoretical
and methodological contributions
to a particular topic. Literature
reviews are secondary sources,
and as such, do not report any
new or original experimental
work. Also, a literature review
can be interpreted as a review of
an abstract accomplishment.
A literature review is an
assessment of a body of research
that addresses a research
question. It identifies what is
already known about an area of
study. It may also identify
questions a body of research does
not answer and make a case for
why further study of research
questions is important to a field.
(Please see the Glossary of the CG, pp. 6-
7)
CONTINUATION:
1. What are the unique features of and
requirements in composing texts that are
useful across disciplines in Literature
Review? Identify them by describing each
briefly.