DAILY LESSON LOG

Grade 11 – Senior High School

School Pawa High School Grade 11 GAS/TVL

Teacher MS. JESSIE-MARIE M. MORCOSO Learning READING AND WRITING
Area
Teaching Date NOVEMBER 21, 2016/ MONDAY Quarter
Time WEEK 2 DAY 1 1st
I. OBJECTIVE
A. Content Standard  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  At the end of the chapter, the learners:
Competencies/Objectives 1. Describes a written text as a connected discourse.
II. CONTENT Reading and Thinking Strategies Across Text Types:
TEXT AS CONNECTED DISCOURSE
III. LEARNING RESOURCES
A. References Academic Reading and Writing for Senior High School by Jessie S.
Barrot, Ph.D.
1. Teacher’s Guide pages -
2. Learner’s Material’s pages -
3. Textbook pages -
4. Additional Materials from -
Learning Resource (LR)
portal
5. Other learning resources
6. Other Materials projector and computer with presentation software, manila paper,
markers
IV. PROCEDURES
A. Reviewing previous lesson or  INTRODUCTION (10 MINUTES)
presenting the new lesson  Review and check the students’ notes and
outputs.
B. Establishing a purpose for the (5 MINUTES)
lesson  Teacher posts a question:
1. What is difference between text and
context?
C. Presenting examples/instances of (15 MINUTES)
the new lesson  Powerpoint presentation on the Nature of
and Concept of Management
D. Discussing new concepts and  (10 MINUTES)
practicing new skills #1. - CONTEXT = CONTEXTUAL INFORMATION
CONTEXT is the setting of a word or event. And
it is thus a world filled with people producing
utterances : people who have social, cultural,
and personal identities, knowledge, beliefs, goal
and wants and to interact with one another in
various socially and culturally defined
situations.
- TEXT = TEXTUAL INFORMATION
TEXT is the linguistic content : the stable
semantic meanings of words, expressions, and
sentences, but not the inferences available to
hearers depending upon the contexts in which
words, expressions, and sentences are used.
E. Developing Mastery (Leads to
Formative Assessment 3)
F. Finding practical applications of (5 Minutes)
concepts and skills in daily living
G. Making generalizations
abstractions about the lesson
(10 minutes)
 Working in a small group, underline/highlight the
discourse markers in the sentences below before moving
on to discuss their function:
a. Furthermore, child mortality rates must be examined.
b. Prices are rising worldwide, thus encouraging
investment.
c. Due to the high rate of inflation, interest rates were
raised.
d. Finally, the role of the computer in education will be
discussed.
e. Various writers have examined this issue, for instance,
Van Exel (2000).
f. Although this study concentrates mainly on students
from abroad, ….
and  (5 minutes)
 Interactive Discussion Guide Questions:
1. What is the difference between text and
discourse?
 H. Evaluative learning ( 15 MINUTES)

I. Additional Activities for

application or remediation

V. REMARKS
VI. REFLECTION
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 work
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?