School Castillejos National High Address San Roque, Castillejos, 2nd Learning Area Grade

School Zambales Semester 11

DAILY LESSON
Teacher Ednalyn M. Gorromeo Reading and
LOG
Teaching Dates February 13-16, 2023 Quarter 3 Writing Skill
(for Grade 11)
Week 1
Topic:
RWS11.1.
Reading and
Thinking
Strategies across
Text types
Patterns of
Development

Monday-Monday/Day 1-5
I. OBJECTIVES

The learner
a. Content
Standards  Realizes that information in a written text may be selected and organized to achieve a particular purpose

The learner produces an objective assessment of an event, a person, a place or a thing.

b. Performance
Standards  Critiques a chosen sample of each patter of development focusing on information selection, organization, and
development.

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 Learners will be able to:
c. Learning
Competencies Describes a written text as connected discourse
/ Objectives
Distinguishes between and among techniques in selecting and organizing information
a. brainstorming list
b. graphic organizer
c. topic outline
d. sentence outline

Text as Connected discourse

II.CONTENT/CODE
EN11/12RWS-IIIa-2
EN11/12RWS-IIIa-2.1
EN11/12RWS-IIIa-2.2
III. LEARNING
RESOURCES
a. References 1. Reading into Writing 1 – by: Concepcion D. Dadufalza (1992)
2. Reading and Writing Skills by: Tiongson and Rodriguez – K to 12 First Edition, Philippine Copyright 2016
3. READING STRATEGIES Lic. Magda Castro magdaecz@hotmail.com
4. http://www.vandelaydesign.com/effective-writing-for-the-web/
5. http://studentniche.blogspot.com/2016/08/properties-of-well-written-text.html
6. http://www.learnnc.org/lp/editions/few/683
7. http://wishesmessages.com/inspirational-messages-for-students-motivation-for-students/
1. Teacher’s
Guide Pages Pages 1 - 5
2. Learner’s
Materials  Pages 1 - 5
pages
3. Textbook
pages  Pages 1 - 5

4. Additional Visual Aids

Materials from Speaker, Laptop, PowerPoint Presentation
Learning Cartolina, marker, paste, scissors
Resource Hand-outs, Board marker
Portal Manila papers, bond paper, markers, paper and pen

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 b. Other Google.com/Slideshare
Learning
Resources

IV. PROCEDURES
Review of Past Lesson  Review of Past  Review of Past
a. Reviewing Lesson Lesson
previous Text as connected Brainstorming List
lesson or discourse/
presenting Brainstorming List Motivation:
new lesson
Motivation:

Motivation:

Describes a written
text as connected
discourse

Distinguishes

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 between and among
techniques in
selecting and
organizing
information
a. brainstorming list
b. graphic organizer
c. topic outline
d. sentence outline
b. Establishing a Class focuses on -
purpose for the
lesson The facilitator discusses about the:

Written Text as connected discourse

Brainstorming list
Graphic organizer

c. Presenting
examples/ The facilitator discusses about the following:
instances of the
new lesson Written Text as connected discourse
Brainstorming list
Graphic organizer

a. Discussing new Discourse can also be used to refer to particular contexts of language use, and in this sense it becomes similar to concepts like genre or text
concepts and type. For example, we can conceptualize political discourse (the sort of language used in political contexts) or media discourse (language used
practicing new in the media).
skills # 1

b. Discussing new
concepts and Hand-out will be provided by the facilitator
practicing new
skill #2

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 c. Developing Printed Activities prepared by the Facilitator.
Mastery

d. Finding The learners do the example of the Written Text as connected discourse, Brainstorming and Graphic Organizer
practical
applications of
concepts and
skill in daily
living

e. Making
generalizations
and Hand-out will be provided by the facilitator
abstractions
about the
lesson

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 f. Evaluating
learning Separated quiz will be provided by the facilitator

g. Additional
activities for
application or
remediation

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 REMARKS DLL based on the date as stated above for a new topic and the lesson still requires firming and deepening activities prior to a remarkable
evaluation of/for learning.
Reflection before the lesson based on the 21st Century Teacher and the Learners:
REFLECTION
This lesson focuses on applying the Written Text as connected discourse, content to language learning.  Good lesson planning
is essential to the process of teaching and learning. As a moderator of this lesson I prepared an instructional material for better
understanding of the learners. To develop of interesting lessons that I take a great deal of time and effort. I committed to spending the
necessary time in this endeavour.

  It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along with good
classroom management techniques, are not in evidence. There is a large body of my research available pertaining to lesson development
and delivery and the significance of classroom management. They are skills that must be researched, structured individual style,
implemented in a teacher/learning situation, and constantly evaluated and revamped when necessary. Consistency is of the utmost
importance in the implementation of my classroom management plan.

  I should understand that they are not an island unto themselves. The educational philosophy of the Senior High School learners
and the uniqueness of our school should be the guiding force behind what takes place in the classroom. The school’s code of discipline,
which should be fair, responsible and meaningful, must be reflected in each and every one of us as classroom management efforts.

My reflection before the start of lesson as stated on the date of the new lessons given:

. As a facilitator/moderator of the CNHS Senior High School for the 21 st Century Learners admittedly one of the teacher in senior
high school I claim that to be the best in the class, and I am doing my best in order to teach the target point. No one accepts that he or she
has some shortcomings in the class and learners have difficulty in coping up with the techniques, methods or approaches my uses or
trying to use to teach. From learners’ perspective, it can be observed that most of the teachers, particularly foreign language teachers, do
not always meet their needs either educationally or pedagogically.

I have been teaching for about twenty years and I believe that every year I learn new things, which might be called as experience.
Being aware of our shortcoming and or positive attitudes cannot always be possible through just self- criticism, but other ways that lead
us to criticize my teaching are also available. Therefore, I can state that the whole evaluation of one’s teaching can be studied under the
term of “reflective teaching” through which I can realize my professional growth.
I have always thought it is very helpful to reflect on how I work with Reading and Writing Skills learners, what I am in difficulties and
abilities at the moment of teaching language to CNHS learners. I think it is very valuable this kind of article for improving my development
as English language facilitator.
However, the idea behind that is important and I can always reflect on my own teaching, though less formally.   Sometimes, a small

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 chat with our students is enough to let us know how well or how bad I teach.   Perhaps reflection helps make my teaching more effective
and thus make us less busy.

a. No. of learners
who earned
80% on the
formative
assessment

b. No. of learners
who require
additional
activities for
remediation

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
worked well?
Why did these
work?

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 f. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

g. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by; Noted by: Approved by:

EDNALYN M. GORROMEO
SHS Teacher II

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