DLL Reading and Writing

Monday Tuesday Wednesday Thursday Friday
November 6, 2017 November 7, 2017 November 8, 2017 November 9, 2017 November 10, 2017
I. OBJECTIVE
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competencies EN11/12RWS-IIIa-1: EN11/12RWS-IIIa-1: EN11/12RWS-IIIa-1: EN11/12RWS-IIIa-1: EN11/12RWS-IIIa-1:
DAILY School Cielito aZamora
Describes written Senior
text as High Describes
School a written text as Describes a written text as Grade Level
Describes a written text as
11
Describes a written text as
LESSON Teacher Angel Lyn E. Allones
connected discourse. connected discourse. connected discourse. Learning
connected discourse. Reading
connected and Writing
discourse.
II.LOG
CONTENT Area
Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Dates and Pre-test Pre-test Pre-test Continuation: Introduction Continuation:
8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Time Introduction to Course Introduction to Course Introduction to Course to Course subject, Setting Introduction to Course
10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
subject
11:45 1:45
subject APPLE iOS subject ANTHROPOLOGY
of Expectations
APPLE iOS subject, Setting of
Describing Written Text as Expectations
Connected Discourse Describing Written Text
as Connected Discourse
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al.
2016
1. Teacher’s Guide Page
2. Learner’s Materials Page
3. Textbook pages
4. Additional Material from
Learning Resources (LR)
portal
B. Other Learning Slideshare Slideshare Slideshare Slideshare Slideshare
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson
for the lesson student will be able to: student will be able to: student will be able to: student will be able to: the student will be able to:
a. Read and analyze a. Read and analyze a. Read and analyze a. Set expectations to a. Set expectations
test questions in test questions in test questions in the subject and to the subject and
taking the pre test taking the pre test taking the pre test teacher teacher
b. Write the overview b. Write the overview b. Write the overview b. Describe written b. Describe written
of the course of the course of the course text as a connected text as a
subject subject subject discourse connected
c. Check and analyze c. Check and analyze c. Check and analyze discourse
test results test results test results
C. Presenting examples/ Giving of general Giving of general Giving of general Setting of expectations Setting of expectations
instance of the new lesson instructions for the test instructions for the test instructions for the test towards the teacher and towards the teacher and
proper proper proper subject subject
D. Discussing new concepts Checking of test papers Checking of test papers Checking of test papers Describing written text as Describing written text as
Checked by:
JOSE G. GONZALES
SHS Assistant Principal
DAILY School Cielito Zamora Senior High School Grade Level 11

LESSON Teacher Angel Lyn E. Allones Learning Reading and Writing
LOG Area
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
11:45 1:45 APPLE iOS ANTHROPOLOGY APPLE iOS
November 20, 2017 November 21, 2017 November 22, 2017 November 23, 2017 November 24, 2017
I. OBJECTIVE
C. Learning EN11/12RWS-IIIa-2: EN11/12RWS-IIIa-2: EN11/12RWS-IIIa-1: EN11/12RWS-IIIa-2: EN11/12RWS-IIIa-2:
Competencies Distinguishes between and Distinguishes between and Describes a written text as Distinguishes between and Distinguishes between and
among techniques in among techniques in connected discourse. among techniques in among techniques in
selecting and organizing selecting and organizing selecting and organizing selecting and organizing
information information information information
EN11/12RWS-IIIa-2.1: EN11/12RWS-IIIa-2.1: EN11/12RWS-IIIa-2.1: EN11/12RWS-IIIa-2.1:
brainstorming list brainstorming list brainstorming list brainstorming list
graphic organizer graphic organizer graphic organizer graphic organizer
topic outline topic outline topic outline topic outline
sentence outline sentence outline sentence outline sentence outline
II. CONTENT
Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text types: Strategies across Text types: Strategies across Text types: Strategies across Text types: Strategies across Text
Techniques in Selecting and Techniques in Selecting and Text as Connected Techniques in Selecting and types: Techniques in
Organizing Information Organizing Information Discourse Organizing Information Selecting and Organizing
Information
III. LEARNING
RESOURCES
A. Reference Critical Reading and Writing Critical Reading and Critical Reading and Critical Reading and Critical Reading and
SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016
2. Learner’s Materials
Page
3. Textbook pages
4. Additional Material
from Learning Resources
(LR) portal
B. Other Learning Slideshare Slideshare Slideshare Slideshare Slideshare
Resources
IV. PROCEDURES
lesson or presenting the
new lesson
B. Establishing a purpose At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson the
for the lesson student will be able to: student will be able to: student will be able to: student will be able to: student will be able to:
-recognize various graphic -recognize various graphic -define text, context, and -use sentence outline, topic -recognize various graphic
organizers organizers discourse outline, and graphic organizers
-use sentence outline, topic -use sentence outline, topic -identify examples of text organizers in selecting and -use sentence outline, topic
Checked by:
JOSE G. GONZALES
SHS Assistant Principal

LOG Area
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 1, 2017
I. OBJECTIVE
C. Learning EN11/12RWS-IIIbf-3: EN11/12RWS-IIIa-2: EN11/12RWS-IIIa-2: HOLIDAY EN11/12RWS-IIIbf-3:
Competencies Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and
among patterns of among techniques in among techniques in among patterns of
development in writing selecting and organizing selecting and organizing development in writing
across disciplines information information across disciplines
a. narration EN11/12RWS-IIIa-2.3: EN11/12RWS-IIIa-2.3: a. narration
b. description topic outline topic outline EN11/12RWS-IIIbf-3.1
c. definition EN11/12RWS-IIIa-2.4: EN11/12RWS-IIIa-2.4: b. description
d. exemplification / sentence outline sentence outline c. definition
classification d. exemplification /
e. comparison and contrast classification
f. cause and effect e. comparison and contrast
g. problem - solution f. cause and effect
h. persuasion g. problem - solution
h. persuasion
II. CONTENT
Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text types: Strategies across Text types: Strategies across Text types: Strategies across Text
Using Patterns of Techniques in Selecting and Techniques in Selecting and types: Using Patterns of
Development in Writing Organizing Information Organizing Information Development in Writing
Across Disciplines Across Disciplines
III. LEARNING
RESOURCES
A. Reference Critical Reading and Writing Critical Reading and Critical Reading and Critical Reading and
SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016
Page
3. Textbook pages 33-62 23-32 23-32 33-62
(LR) portal
B. Other Learning Slideshare Slideshare Slideshare Slideshare
Resources
IV. PROCEDURES
new lesson
B. Establishing a purpose At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson the
for the lesson student will be able to: student will be able to: student will be able to: student will be able to:
-Differentiate between and - use sentence outline and -use sentence outline and - Differentiate between
Checked by:

LOG Area
December 4, 2017 December 5, 2017 December 6, 2017 December 7, 2017 December 8, 2017
I. OBJECTIVE
C. Learning EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3:
Competencies Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and
among patterns of among patterns of among patterns of among patterns of among patterns of
development in writing development in writing development in writing development in writing development in writing
across disciplines. across disciplines. across disciplines. across disciplines. across disciplines.
EN11/12RWS-IIIbf-3.2 EN11/12RWS-IIIbf-3.2 EN11/12RWS-IIIbf-3.2 EN11/12RWS-IIIbf-3.3 EN11/12RWS-IIIbf-3.3
description description description definition definition
II. CONTENT
Using Patterns of Using Patterns of Using Patterns of Using Patterns of types: Using Patterns of
Development in Writing Development in Writing Development in Writing Development in Writing Development in Writing
Across Disciplines Across Disciplines Across Disciplines Across Disciplines Across Disciplines
III. LEARNING
RESOURCES
Page
3. Textbook pages 33-62 23-32 23-32 23-32 33-62
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
new lesson
-Write a descriptive -Write a descriptive -Write a descriptive -Write a paragraph using -Write a paragraph using
paragraphs from the paragraphs from the paragraphs from the definition from the definition from the
suggested topics/ situation suggested topics/ situation suggested topics/ situation suggested topics/ situation suggested topics/ situation
C. Presenting examples/ Reading a sample descriptive Reading a sample Reading a sample Reading a sample paragraph Reading a sample
instance of the new lesson paragraph. descriptive paragraph. descriptive paragraph. using definition. paragraph using definition.
D. Discussing new What are the two types of What are the two types of What are the two types of What are the common What are the common
concepts and practicing description? Enumerate the description? Enumerate the description? Enumerate the methods of definition? methods of definition?
new skills guidelines for writing a guidelines for writing a guidelines for writing a
Checked by:

LOG Area
I. OBJECTIVE
C. Learning EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3:
Competencies Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and
among patterns of among patterns of among patterns of among patterns of among patterns of
development in writing development in writing development in writing development in writing development in writing
across disciplines. across disciplines. across disciplines. across disciplines. across disciplines.
EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.5 EN11/12RWS-IIIbf-3.5
exemplification / exemplification / exemplification / comparison and contrast comparison and contrast
classification classification classification
II. CONTENT
Using Patterns of Using Patterns of Using Patterns of Using Patterns of types: Using Patterns of
Development in Writing Development in Writing Development in Writing Development in Writing Development in Writing
Across Disciplines Across Disciplines Across Disciplines Across Disciplines Across Disciplines
III. LEARNING
RESOURCES
Page
3. Textbook pages 44-47 44-47 44-47 47-50 47-50
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is exemplification in What is exemplification in What is exemplification in What is comparison and What is comparison and
lesson or presenting the paragraph development? paragraph development? paragraph development? contrast in paragraph contrast in paragraph
new lesson development? development?
-Write paragraphs using -Write paragraphs using -Write paragraphs using -Write paragraphs using -Write paragraphs using
exemplification/ exemplification/ exemplification/ comparison and contrast comparison and contrast
classification from the classification from the classification from the from the suggested topics/ from the suggested topics/
suggested topics/ situation suggested topics/ situation suggested topics/ situation situation situation
C. Presenting examples/ Read the paragraph, Read the paragraph, Read the paragraph, Reading a sample paragraph Reading a sample
instance of the new lesson Youthful Style, and answer Youthful Style, and answer Youthful Style, and answer using comparison and paragraph using
the questions provided. the questions provided. the questions provided. contrast comparison and contrast
What is the topic sentence? What is the topic sentence? What is the topic sentence? Observe how comparison Observe how comparison
Checked by:

LOG Area
I. OBJECTIVE
C. Learning EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3:
Competencies Distinguishes between and Distinguishes between and Student’s Christmas Party Teacher’s Christmas School’s Community
among patterns of among patterns of Party Outreach
development in writing development in writing
across disciplines. across disciplines.
EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.4
exemplification / exemplification /
classification classification
II. CONTENT
Reading and Thinking Reading and Thinking
Strategies across Text types: Strategies across Text types:
Using Patterns of Using Patterns of
Development in Writing Development in Writing
Across Disciplines Across Disciplines
III. LEARNING
RESOURCES
A. Reference Critical Reading and Writing Critical Reading and
SHS Writing SHS
Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016
Page
3. Textbook pages 44-47 44-47
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is comparison and What is comparison and
lesson or presenting the contrast in paragraph contrast in paragraph
new lesson development? development?
B. Establishing a purpose At the end of the lesson the At the end of the lesson the
for the lesson student will be able to: student will be able to:
-Write paragraphs using -Write paragraphs using
comparison and contrast comparison and contrast
from the suggested topics/ from the suggested topics/
situation situation
C. Presenting examples/ Reading a sample paragraph Reading a sample paragraph
instance of the new lesson using comparison and using comparison and
contrast contrast
Observe how comparison Observe how comparison
Checked by:

LOG Area
January 3, 2018 January 4, 2018 January 5, 2018
I. OBJECTIVE
C. Learning EN11/12RWS-IIIgh-4: EN11/12RWS-IIIgh-4: EN11/12RWS-IIIgh-4:
Competencies Identifies properties of a Identifies properties of a Identifies properties of a
well-written text well-written text well-written text
a. organization a. organization a. organization
b. coherence and cohesion b. coherence and cohesion b. coherence and cohesion
c. language use c. language use c. language use
d. mechanics d. mechanics d. mechanics
II. CONTENT
HOLIDAY HOLIDAY Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text types: Strategies across Text types: Strategies across Text
Properties of a well-written Properties of a well-written types: Properties of a
Text Text well-written Text
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016
Page
3. Textbook pages 64-75 64-75 64-75
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What are the patterns of What are the patterns of What are the patterns of
lesson or presenting the paragraph development? paragraph development? paragraph development?
new lesson Define each. Define each. Define each.
B. Establishing a purpose At the end of the lesson the At the end of the lesson At the end of the lesson the
for the lesson students will be able to: the students will be able to: students will be able to:
-Incorporate the properties -Incorporate the properties -Incorporate the properties
of a well-written text in of a well-written text in of a well-written text in
crafting an academic paper. crafting an academic paper. crafting an academic
paper.
C. Presenting examples/ Read the three paragraphs Read the three paragraphs Read the three paragraphs
instance of the new lesson and give comments on how and give comments on how and give comments on
ideas are presented. ideas are presented. how ideas are presented.
D. Discussing new What are the properties of a What are the properties of a What are the properties of
concepts and practicing well-written text as based well-written text as based a well-written text as based
new skills on the read passages? on the read passages? on the read passages?
Checked by:

Area
January 8, 2018 January 9, 2018 January 10, 2018 January 11, 2018 January 12, 2018
I. OBJECTIVE
C. Learning EN11/12RWS-IIIgh-4: MONDAYEN11/12RWS-IIIgh-4: EN11/12RWS-IIIij-5: EN11/12RWS-IIIij-5: EN11/12RWS-IIIij-5:
Teaching TIME TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Competencies Identifies properties of a Identifies properties of a Explains critical reading as Explains critical reading as Explains critical reading as
well-written text well-written text looking for ways of looking for ways of looking for ways of
LOG Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
a. organization
11:45 1:45
a. organization
APPLE iOS
Thinking ANTHROPOLOGY
Thinking
APPLE iOS
Thinking
b. coherence and cohesion b. coherence and cohesion EN11/12RWS-IIIij-6: EN11/12RWS-IIIij-6: EN11/12RWS-IIIij-6:
c. language use c. language use Identifies claims explicitly Identifies claims explicitly Identifies claims explicitly
d. mechanics d. mechanics or implicitly made in a or implicitly made in a or implicitly made in a
written text written text written text
a. Claim of fact a. Claim of fact a. Claim of fact
b. Claim of policy b. Claim of policy b. Claim of policy
c. Claim of value c. Claim of value c. Claim of value
II. CONTENT
Reading and Thinking Reading and Thinking Text and Context Text and Context Text and Context
Strategies across Text types: Strategies across Text types: Connections Connections Connections
Properties of a well-written Properties of a well-written (Critical Reading) (Critical Reading) (Critical Reading)
Text Text Critical Reading as Critical Reading as Critical Reading as
Looking for Ways of Looking for Ways of Looking for Ways of
Thinking: Explicit and Thinking: Explicit and Thinking: Explicit and
Implicit Claims in a Text Implicit Claims in a Text Implicit Claims in a Text
III. LEARNING
RESOURCES
Page
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What are the properties of a What are the properties of a Checking of assignments on Checking of assignments on Checking of assignments
lesson or presenting the well-written text? Checking well-written text? Checking critical reading in thinking critical reading in thinking on critical reading in
new lesson of assignments on of assignments on and reasoning. and reasoning. thinking and reasoning.
mechanics. mechanics
for the lesson students will be able to: students will be able to: students will be able to: students will be able to: students will be able to:
Identify and justify the Identify and justify the Identify the types of claims Identify the types of claims Identify the types of claims
Checked by:

LOG Area
I. OBJECTIVE
A. Content Standards The learner understands the relationship of a written text and the context in which it was developed.
B. Performance standard The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.
C. Learning A. EN11/12RWS-IIIij-6: A. EN11/12RWS-IIIij-6: A. EN11/12RWS-IIIij-6: EN11/12RWS-IIIij-6 EN11/12RWS-IIIij-6
Competencies Identifies claims explicitly or Identifies claims explicitly Identifies claims explicitly EN11/12RWS-IVac-9 EN11/12RWS-IVac-9
implicitly made in a written or implicitly made in a or implicitly made in a EN11/12RWS-IIIij-5 EN11/12RWS-IIIij-5
text: Claim of fact, Claim of written text: Claim of fact, written text: Claim of fact, EN11/12RWS-IIIgh-4 EN11/12RWS-IIIgh-4
policy, Claim of value Claim of policy, Claim of Claim of policy, Claim of EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
B. EN11/12RWS-IVac-9 value value EN11/12RWS-IIIa-2 EN11/12RWS-IIIa-2
Critical Reading as B. EN11/12RWS-IVac-9 B. EN11/12RWS-IVac-9 EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3
Reasoning: Formulating Critical Reading as Critical Reading as
Evaluative Reasoning: Formulating Reasoning: Formulating
Evaluative Evaluative
II. CONTENT
Critical Reading as Looking Critical Reading as Looking Critical Reading as Looking MIDTERM EXAM MIDTERM EXAM
for Ways of Thinking and for Ways of Thinking and for Ways of Thinking and
Reasoning Reasoning Reasoning
III. LEARNING
RESOURCES
Page
3. Textbook pages 96-118 96-118 96-118 2-130 2-130
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of assignments on Checking of assignments on Checking of assignments on
lesson or presenting the critical reading in thinking critical reading in thinking critical reading in thinking
new lesson and reasoning. and reasoning and reasoning.
B. Establishing a purpose At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the exam the At the end of the exam the
Identify the type of claim in Identify the type of claim in Identify the type of claim in identify the characteristics identify the characteristics
the statements. the statements. the statements. of a written text as a of a written text as a
Identify statements as Identify statements as Identify statements as connected discourse, connected discourse,
descriptive or evaluative descriptive or evaluative descriptive or evaluative identify the graphic identify the graphic
statements. statements. statements. organizer being described in organizer being described
Provide justification upon Provide justification upon Provide justification upon the statements, identify the in the statements, identify
identification. identification. identification. patterns of development by the patterns of
Checked by:

LOG Area
I. OBJECTIVE
A. Content Standards The learner understands the requirements of composing academic writing and professional correspondence.
B. Performance standard The learner produces each type of academic writing and professional correspondence following the properties of well-written texts and process
approach to writing.
C. Learning EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13 Identifies the unique Identifies the unique
Competencies EN11/12RWS-IVhj-13.1 EN11/12RWS-IVhj-13.1 EN11/12RWS-IVhj-13.1 features of and requirements features of and
Identifies the unique features Identifies the unique Identifies the unique in requirements in
of and requirements in features of and requirements features of and requirements composing professional composing professional
composing professional in composing professional in composing professional correspondence correspondence
correspondence correspondence correspondence b.Application letter b.Application letter
a. Resume a. Resume a. Resume
II. CONTENT
Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the
Disciplines Disciplines Disciplines Disciplines Disciplines
and for Professions and for Professions and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
Page
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
new lesson
B. Establishing a purpose At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the exam the At the end of the exam the
Identify the parts of a resume Identify the parts of a Identify the parts of a Identify the parts of an Identify the parts of an
Write a resume resume resume application letter application letter
Write a resume Write a resume Write an application letter Write an application letter
C. Presenting examples/ You are given a chance to You are given a chance to You are given a chance to In groups, put together the In groups, put together the
instance of the new lesson date a famous artist in the date a famous artist in the date a famous artist in the pieces of papers to form the pieces of papers to form
country what will you tell country what will you tell country what will you tell proper parts of an the proper parts of an
him/her so that you will be him/her so that you will be him/her so that you will be application letter. application letter.
chosen? chosen? chosen?
(Pictures of famous artists in (Pictures of famous artists (Pictures of famous artists
February 12, 2018 February 13, 2018 February 14, 2018 February 15, 2018 February 16, 2018
I. OBJECTIVE
C. Learning Identifies the unique features Identifies the unique Identifies the unique EN11/12RWS-IVac-7: EN11/12RWS-IVac-7:
Competencies of and requirements in features of and requirements features of and requirements Identifies the context in Identifies the context in
composing texts that are in in which a text was developed which a text was
useful across disciplines composing texts that are composing texts that are (Hypertext and Intertext) developed (Hypertext and
Literature Review: useful across disciplines useful across disciplines Intertext)
EN11/12RWS-IVdg-12.1 Literature Review: Literature Review:
EN11/12RWS-IVdg-12.1 EN11/12RWS-IVdg-12.1
II. CONTENT
Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the
Disciplines Disciplines Disciplines Disciplines Disciplines
and for Professions and for Professions and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
Page
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A.LESSON
Reviewing previous
Teacher Checking AngelofLyn
assignments
E. Allones Checking of assignments Checking of assignments Checking of assignments
Learning Checking
Reading of
andassignments
Writing
lesson or presenting the Area
LOG
new lesson Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
B. Establishing a purpose
Dates and At the end
9:15
of the lesson
11:15
the GEN
At the end of the lesson
ANTHROPOLOGY
the At the
GOOGLE
end of the lesson
GEN
the At the
GOOGLE
end of the lesson the At the end of the exam the
for the lesson Time students will
11:15 be able
11:45 to: students will be able to: students will be able to:
INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY) students will be able to: students will be able to:
Reading12:45
articles2:45
related to Reading articles
APPLErelated
iOS to Reading articles related to
ANTHROPOLOGY develop an intertext and
APPLE iOS develop an intertext and
their research project their research project their research project hypertext from articles read hypertext from articles
Summarizing and writing a Synthesizing and writing a Synthesizing and writing a differentiate intertext and read
literature review literature review literature review hypertext differentiate intertext and
hypertext
C. Presenting examples/ Reading a sample literature Reading a sample literature Reading a sample literature Showing pictures and Showing pictures and
instance of the new lesson review review review asking students of a asking students of a
Presenting assignments on Presenting assignments on Presenting assignments on possible sub topics related possible sub topics related
literature review. literature review. literature review. to it. to it.
D. Discussing new What is a literature review? What is a literature review? What is a literature review? What is intertext and What is intertext and
LOG Area

February 26, 2018 February 27, 2018 February 28, 2018 March 1, 2018 March 2, 2018
I. OBJECTIVE
B. Performance standard The learner produces each type of academic writing and professional correspondence following the properties of well-written texts and process approach to writing.
C. Learning Competencies EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2-
Identifies the unique features of Identifies the unique features Identifies the unique features Identifies the unique features Identifies the unique features
and requirements in composing of and requirements in of and requirements in of and requirements in of and requirements in
texts that are useful across composing texts that are useful composing texts that are useful composing texts that are useful composing texts that are
disciplines across disciplines across disciplines across disciplines useful across disciplines
d.Project Proposal d. Project Proposal d.Project Proposal
II. CONTENT
Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the SEMI FINAL TEST SEMI FINAL TEST
Disciplines Disciplines Disciplines
and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
A. Reference Critical Reading and Writing Critical Reading and Writing Critical Reading and Writing Critical Reading and Writing Critical Reading and Writing
SHS SHS SHS SHS SHS
2. Learner’s Materials Page
3. Textbook pages
4. Additional Material from
Learning Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of assignments Checking of assignments Checking of assignments
new lesson
Identify the parts of a project Identify the parts of a project Identify the parts of a project Identify the parts of the Identify the parts of the
proposal proposal proposal research report, book review, research report, book review,
project proposal resume and project proposal resume and
application letter application letter
C. Presenting examples/ Viewing a sample of a project Viewing a sample of a project Viewing a sample of a project Giving general directions in Giving general directions in
instance of the new lesson proposal proposal proposal taking the test. taking the test.
D. Discussing new concepts What are the parts of a project What are the parts of a project What are the parts of a project Taking the test. Taking the test.
and practicing new skills proposal? What are each proposal? What are each proposal? What are each
contents? contents? contents?
F. Developing mastery Create an outline of your Create an outline of your Create an outline of your Identifying the parts and Identifying the parts and
proposed project proposal in proposed project proposal in proposed project proposal in descriptions of literature descriptions of literature
relation to your track. relation to your track. relation to your track. review, book report, research review, book report, research
report, resume writing and report, resume writing and
application letter writing. application letter writing.
G. Finding practical What is the significance of What is the significance of What is the significance of
application of concept and creating a project proposal to creating a project proposal to creating a project proposal to
skills in daily living your chosen track? your chosen track? your chosen track?
H. Making generalizations A project proposal is a request A project proposal is a request A project proposal is a request Writing across the disciplines Writing across the disciplines
and abstractions about the for financial assistance to for financial assistance to for financial assistance to use to help students gain use to help students gain
lesson implement a project. The implement a project. The implement a project. The control of the process of control of the process of
proposal outlines the plan of the proposal outlines the plan of proposal outlines the plan of discovery in writing and, even discovery in writing and,
implementing organisation the implementing organisation the implementing organisation more important, to relate the even more important, to
about the project, giving about the project, giving about the project, giving process of writing in their relate the process of writing
extensive information about the extensive information about extensive information about chosen disciplines. in their chosen disciplines.
intention, for implementing it, the intention, for the intention, for implementing
the ways to manage it and the implementing it, the ways to it, the ways to manage it and
results to be delivered from it. manage it and the results to be the results to be delivered from
delivered from it. it.
I. Evaluating learning Rubrics for Peer Critiquing Rubrics for Peer Critiquing Rubrics for Peer Critiquing
J. Additional activities for Prepare a ppt presentation of Prepare a ppt presentation Prepare a ppt presentation Presentation of Project Presentation of Project
application or remediation your project proposal. of your project proposal. of your project proposal. Proposal Proposal
Review notes for the pre- Review notes for the pre- Review notes for the pre-
final test. final test. final test.
V. REMARKS
VI. REFLECTION
March 5, 2018 March 6, 2018 March 7, 2018 March 8, 2018 March 9, 2018
I. OBJECTIVE
C. Learning EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2-
Competencies Identifies the unique features Identifies the unique Identifies the unique Identifies the unique Identifies the unique
of and requirements in features of and requirements features of and requirements features of and requirements features of and
composing texts that are in composing texts that are in composing texts that are in composing texts that are requirements in composing
useful across disciplines useful across disciplines useful across disciplines useful across disciplines texts that are useful across
DAILY School d.ProjectCielito Zamora Senior High
Proposal d. School
Project Proposal d.Project Proposal d.Project ProposalGrade Level disciplines
11
LESSON Teacher Angel Lyn E. Allones Learning ReadingProposal
d.Project and Writing
II.LOG
CONTENT Area
Teaching Purposeful Writing
TIME
in the
MONDAY TUESDAY
Purposeful Writing in the
WEDNESDAY THURSDAY
Purposeful Writing in the Project Proposal Semester
FRIDAY 2nd Proposal
Project
Dates and Disciplines
9:15 11:15 GEN ANTHROPOLOGY
Disciplines GOOGLE
Disciplines GEN GOOGLE
Presentation Presentation
Time 11:15 11:45
and for Professions INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
and for Professions and for Professions
III. LEARNING
RESOURCES
Page
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of assignments Checking of assignments Checking of assignments Checking of assignments Checking of assignments
new lesson
Identify the parts of a project Identify the parts of a Identify the parts of a Present a project proposal Present a project proposal
proposal project proposal project proposal following the guidelines following the guidelines
C. Presenting examples/ Viewing a sample of a Viewing a sample of a Viewing a sample of a Viewing a sample of a Viewing a sample of a
instance of the new lesson project proposal project proposal project proposal project proposal project proposal
D. Discussing new What are the parts of a What are the parts of a What are the parts of a Presentation of group Presentation of group
concepts and practicing project proposal? What are project proposal? What are project proposal? What are project proposal project proposal
new skills each contents? each contents? each contents?
F. Developing mastery Create an outline of your Create an outline of your Create an outline of your Rubrics for the project Rubrics for the project
March 12, 2018 March 13, 2018 March 14, 2018 March 15, 2018 March 16, 2018
I. OBJECTIVE
C. Learning EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-12.2-
Competencies Identifies the unique features Identifies the unique Identifies the unique Identifies the unique Identifies the unique
of and requirements in features of and requirements features of and requirements features of and requirements features of and
composing texts that are in composing texts that are in composing texts that are in composing texts that are requirements in composing
useful across disciplines useful across disciplines useful across disciplines useful across disciplines texts that are useful across
a. Book Review a. Book Review a. Book Review a. Position Paper disciplines
a. Position Paper
Teacher Angel Lyn E. Allones Learning Reading and Writing
II.LESSON
CONTENT
LOG Area
Teaching Purposeful Writing
TIME in the MONDAY
Purposeful Writing
TUESDAY in the Purposeful Writing
WEDNESDAY in the
THURSDAY Project Proposal Semester
FRIDAY Project
2nd Proposal
Dates and Disciplines
9:15 11:15 GEN
Disciplines
ANTHROPOLOGY
Disciplines
GOOGLE GEN
Presentation
GOOGLE
Presentation
Time and for Professions
11:15 11:45
and for Professions and for Professions
INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
III. LEARNING 12:45 2:45 APPLE iOS ANTHROPOLOGY APPLE iOS
RESOURCES
Page
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Checking of assignments Checking of assignments Checking of assignments Checking of assignments Checking of assignments
new lesson
Write a book review Write a book review Write a book review Write a position paper Write a position paper
C. Presenting examples/ Viewing a sample of a book Viewing a sample of a book Viewing a sample of a book Viewing a sample of a Viewing a sample of a
instance of the new lesson review review review position paper. position paper.
D. Discussing new What are the parts of a book What are the parts of a book What are the parts of a book What are the guidelines in What are the guidelines in
concepts and practicing review? What are each review? What are each review? What are each writing a position paper? writing a position paper?
new skills contents? contents? contents?
F. Developing mastery Create an outline of your Create an outline of your Create an outline of your Write a position paper Write a position paper
book review following the book review following the book review following the related to your research related to your research
guidelines given. Write the guidelines given. Write the guidelines given. Write the study. Use the sources cited study. Use the sources

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Monday Tuesday Wednesday Thursday Friday

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

DAILY School Cielito Zamora Senior High School Grade Level 11

Monday Tuesday Wednesday Thursday Friday

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