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DLL Reading and Writing Skills
DLL Reading and Writing Skills
2016
PEDRO S. TOLENTINO MEMORIAL
School Grade Level 11
INTEGRATED SCHOOL
Teacher CLARICE DARYLL B. SILANG Section STEM, ABM, HUMSS, TVL
DAILY LESSON LOG Teaching Dates March 14-18, 2022 Learning Area Reading and Writing Skills
Time Quarter 3rd
Monday/ Session 1 Tuesday/ Session 2 Wednesday/ Session 3 Thursday/ Session 4 Friday/ Session 5
1. Identify the competencies. 1. Identify the devices for analyzing a
1. Diagnose and measure the 2. Define text and discourse written Text as a Connected
prerequisite skills and 3. Differentiate text and Discourse 1. Identify the forms of discourse.
I. OBJECTIVES knowledge needed for the 2. Enumerate transitional devices.
READING DAY
discourse
semester. 4. Describe text as a connected 3. Write sentences using transitional
discourse. words
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 The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competencies/Objectives
The learner describes text as connected discourse EN11/12RWS-IIIa-1
(Write the LC code for each)
II. CONTENT Reading and Thinking Strategies across Text types
List 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
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Reading and Writing Skills
(Basilan, M. 2017) Reading and Writing Skills
A. References (Menoy, J. and Constantino, G. 2016)
Reading and Writing Skills
(Menoy, J. and Constantino, G. 2016)
1. Teacher's Guide pages
2. Learner's Manual pages
3. Textbook pages pp.5 pp. 4 - 5 pp. 2 - 3
4. Add’l Materials from Learning Resource portal
http://www.scribd.com/
B. Other Learning Resources document/366039513/daily-
lesson-plan
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
IV. PROCEDURES 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 on their life experiences and previous knowledge indicate the time allotment for each step.
A.1 ACTIVITIES Preliminaries: Preliminaries: Preliminaries: Preliminaries:
A. Reviewing previous lesson or 1. Prayer 1. Prayer 1. Prayer 1. Prayer
presenting the new lesson 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Checking of Attendance 3. Checking of Attendance 3. Checking of Attendance 3. Checking of Attendance
4. Review of the Lesson 4. Review of the Lesson 4. Review of the Lesson 4. Review of the Lesson through
game.
Motivation: “Interview” Motivation: “Write and Motivation: “How do you do it?”
Read” Motivation: “What do you think of
Teacher randomly asks a Directions: Divide the class into six Me?”
series of questions about Directions: Let the students (6) groups and let them present
the process of cooking different Directions: Divide the class into six
egg dish. (6) groups and let them identify the
students’ background in write their expectations in the forms of discourse presented.
EAPP. subject.
A.2 ANALYSIS
Task 1 Task 1 Task 1
1. What are the things you
1. What are the devices for 1. What is the structure of the
considered in writing
analyzing a written Text as a paragraph?
the essay?
Connected Discourse? 2. What is the aim of the paragraph?
2. What kind of words did How does it serve its purpose?
D. Discussing new concepts and
you use in conveying 2. What are the transitional
practicing new skills #1
the message you devices used?
E. Discussing new concepts and
wanted to express.
practicing new skills #2
Task 2
1. Why do you think it’s not
a text as connected
discourse?
2. What makes a text a
connected discourse?
A.3 ABSTRACTION
The devices for analyzing a written
1. What is text? A
Text as a Connected Discourse
discourse? Their
are:
F. Making generalizations and difference? 1. What are the forms of discourse?
1. Cohesion
abstractions about the lesson 2. What is a text with
2. Cohesive Devices
connected discourse?
3. Coherence
4. Parallelism
A.4 APPLICATION
G. Developing mastery Task 2: “Figure it out” Task 2: “Missing Connectives” Task 2: “Use Me”
(Leads to Formative Assessment) Directions: Identify if the Directions: Complete the summary Directions: Call a student to recite on
paragraph an example of a
by filling in the blanks with missing
text with connected example of forms of discourse.
connectives.
discourse.
We use different types of
VALUING discourse depending on the
Write two-sentence description of the
H. Finding practical applications of situation to relay our
waterfalls in the picture.
concepts and skills in daily living message effectively.
VI. REMARKS
REFLECTION
Prepared by: CLARICE DARYLL B. SILANG Checked by: ANGELICA M. PEREZ Monitored by: RONALD M. ENRIQUEZ
Subject Teacher SHS Coordinator Principal III