School West Palale National High School
Teacher Ms. Rodchiel O. Gensaya
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency/
Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
Grade Level 11
Learning Area EAPP
Teaching Dates February 20-24 Quarter 3RD
and Time
Day 1 Day 2 Day 3 Day 4
The learner will be able to acquire knowledge of appropriate reading strategies for a better understanding of academic texts
The learner will be able to produce a detailed abstract of information gathered from the various academic texts read
MELC 3: Uses various techniques in summarizing a variety of academic texts
MELC 4: States the thesis statement of an academic text
MELC 5: Outlines reading texts in various disciplines
MELC 6: Uses appropriate critical writing a critique such as formalism, feminism, etc.
At the end of the lesson the students will be able to:
1. Recall various techniques in 1. Distinguish what a thesis 1. Present the located thesis 1. Distinguish the critical
summary; statement is and what isn’t; statement and generated outline approach used in an excerpt;
2. Write a summary of the assigned 2. Locate thesis statement from the assigned academic text. 2. Apply the critical approach
academic texts. and generate an outline from in interpreting book cover;
the given academic text; 3. Realize the relevance of
3. Demonstrate filter or various lenses in
comprehension on the read literary interpretations.
text.
Techniques in Summarizing Variety Identifying Thesis Statement Identifying Thesis Statement and Approaches in Literary
of Academic Texts and Outline Reading Text Outline Reading Text Criticism
English for Academic and Professional Purposes Quarter 1 - Module 1: Reading Academic Texts (pp.7-8)
English for Academic and Professional Purposes Quarter 1 - Module 1: Reading Academic Texts (pp.9-15)
IV. PROCEDURES
A. Reviewing previous Note: Review of yesterday’s The teacher Group Presentation Judge the Book by its
lesson or presenting the Continuation of yesterday’s administers pre-test about Cover
new lesson
unaccomplished activity thesis statement and outline. Students work in group and Students work in
( See Attachment A) locate the thesis statement then group and critic the given
generate an outline from their cover of the book. (See
assigned selection. (See attachment E)
Attachment D)

Group 1- Origins of Writing

Group 2- The Golden Age of
Comics
Group 3-The Psychology of
Fame
Group 4- Understanding Calories
Group 5- Wrigley’s Chewing Gum

Rubric for grading:

Thesis Statement - 10
Organization/Development - 10
Focus and Quality of
Presentation - 10
Total - 30
B. Establishing a purpose The teacher presents the The teacher presents The teacher presents
for the lesson objective for the day’s activities. the objective for the day’s the objective for the day’s
lesson. lesson.
C. Presenting What’s In the Text? The students analyse
examples/Instances of the The students decode the activity earlier and ponder
new lesson
the secret text from the on the questions below:
sentence below. 1. In expressing your
THE Sea IS calm and I am judgement with the book
on the Seashore TAking my cover how will you able to
TimE enjoying the moMENT. convince your listener that
(THESIS STATEMENT) your judgement is valid?

Note: The teacher bridges

the topic and highlights the
importance of the use of

D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Finding practical
application of concepts and
skills in daily living
G. Making generalizations
and abstractions about the
lesson
H. Evaluating learning
The teacher explains the
activities to accomplish.
Activity 1:
Directions: Read the text about
“Understanding Calories”. Write a
3-5 sentence summary of the
following text using any of the
techniques discussed.
What I have Learned
Assessment
The teacher proceeds
to the lessons:
Identifying Thesis Statement
and Outline Reading Text
The Writing Process
Outline
Students arrange the
main ideas and subordinate
ideas in order to create an
outline (See Attachment B)
What a Thesis Statement
Is and Isn’t
Students identify
whether the statement is a
thesis statement or isn’t.
(See Attachment C)
technical terms and critical
approaches.
The teacher proceeds
to the lesson about
approaches in literary
criticism:
o Formalist
o Gender
o Historical
o Reader-response
o Media
o Marxist
o Structuralism
Integrate the use of
sunglasses in a sunny day
and using filter in tiktok to
looking at literary pieces with
various filters.
Wrap Up
The following are the things
that I have learned from the
lesson:
1. __________________
2.__________________
3._________________
4.__________________
5.__________________
Activity 1
 Directions: Read the text entitled
“From the Autopsy Surgeon’s
Report” and answer the questions
that follow. From the same reading
text above, titled “From the
Autopsy Surgeon’s Report”, write a
2-3 sentences summary using any
technique of your choice
I. Additional activities for
application or remediation
LOCATE then GENERATE
Students work in
group and locate the thesis
statement then generate an
outline from their assigned
selection. (See Attachment
D)
Group 1- Origins of Writing
Group 2- The Golden Age of
Comics
Group 3-The Psychology of
Fame
Group 4- Understanding
Calories
Group 5- Wrigley’s Chewing
Gum
Rubric for grading:
Thesis Statement - 10
Organization/Development -
10 Focus and Quality of
Presentation - 10
Total - 30
Directions: Given are
excerpts from
reviews/critiques/researches
on different literary pieces.
Examine each and try to
figure out which critical
approach was used to extract
the meaning of the work.
(See Attachment F)
Activity 2
Directions: Given is a review
of the Korean blockbuster
movie entitled Parasite
(2019) which uses the
Marxist critical approach.
After thoroughly reading it,
cite five lines/points from the
review that exhibit the use of
the Marxist lens. The first one
is done for you.
(See Attachment G)

REMARKS

V. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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?
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: Checked by: Noted by:

RODCHIEL O. GENSAYA JOHNCENT ROY C. TIBORDO MARY GRACE M. CABILI

Subject Teacher SHS Coordinator/ MT I Principal II