School GUISAD VALLEY NATIONAL HIGH SCHOOL Grade Level 11

DAILY ENGLISH – READING AND WRITING

LESSON Teacher JENNILYN A. BINAY-AN Learning Area
SKILLS
LOG
Teaching Week FEBRUARY 26-29, March 1, 2024 Quarter III

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date February 26, 2024 February 27, 2024 February 28, 2024 February 29, 2024 March 1, 2024
11-Orderliness (11:00-12:00) 11-Orderliness (2:00-3:00) 11-Orderliness (11:00-12:00) 11-Orderliness (11:00-12:00) 11-Magnanimity (8:40-9:40)
11-Magnanimity (1:00-2:00) February 28, 2024 February 29, 2024 11-Honorable (10:00-11:00)
February 27, 2024 11-Honorable (10:00-11:00) 11-Honorable (7:40-8:40) 11-Leniency (11:00-12:00)
11-Honorable (10:00-11:00) 11-Magnanimity (2:00-3:00) 11-Magnanimity (10:00-11:00) 11-Joyfulness (1:00-2:00)
11-Idealism (2:00-3:00)
I. OBJECTIVES
A. Content The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
Standards
C. Learning Compare and contrast patterns of written texts across disciplines.
Competencies/ Evaluate a written text based on its properties (organization, coherence and cohesion, language use and mechanics).
Objectives
1. Sequence ideas according to a 1. Cite examples of sensory words. 1. Present varied definitions of a 1. Classify items in a given list. 1. Enrich vocabulary through
given topic sentence. 2. Compose a descriptive paragraph term or concept using scientific, 2. Create a tree diagram to illustrate context clues or dictionary
2. Compose a paragraph of using signals words to compare or subjective, or dictionary definitions the classification. definition.
D. Specific narration using appropriate signals. contrast subject/s of descriptions. in an original paragraph 3. Compose a classification 2. Answer different levels of
Objective composition. paragraph pattern illustrating the comprehension questions.
2. Cite the characteristics or diagraming done. 3. Compose questions as described
features of the term or concept, its in the given clues.
function/s, effects and origin.
WRITING A PARAGRAPH WRITING A PARAGRAPH WRITING A PARAGRAPH WRITING A PARAGRAPH CATCH-UP FRIDAY:
II. CONTENT USING THE NARRATION USING THE COMPARISON USING THE DEFINITION USING THE CLASSIFICATION CHORAL READING –
PATTERN AND CONTRAST PATTERN PATTERN PATTERN SING DOWN THE RAIN
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional RWS: Q3: M1: Patterns of Written RWS: Q3: M1: Patterns of Written RWS: Q3: M1: Patterns of Written The Dewey Decimal System
Materials from Texts Across Disciplines Texts Across Disciplines Texts Across Disciplines
Learning Resources by Patricio T. Dawaton by Patricio T. Dawaton by Patricio T. Dawaton
B. Other Learning Strips of Papers Colored strips Sample paragraphs https://storytrail.com/pages/
Resources Sample paragraphs Sample paragraphs choral.pdf, Accessed 2/25/2024
IV. PROCEDURES
Recall: Let students recall the Color Identity: Presentation of sample terms The Tree Diagram Set
discussions last meeting – the Let students determine the type of  reading - Let students post on the board the
different patterns of writing. descriptive words using sensory  writing meta-strips following a set of
A. Reviewing Let students enumerate the four details.  literature classification of the given words.
previous lesson or patterns discussed. Green – sight words  research
presenting the new Blue – auditory words  management > Types of Books
lesson Red – tactile words  accounting
Yellow – olfactory words  business
Orange – gustatory  vocational
 livelihood
B. Establishing a
purpose for the Statement of Objectives Statement of Objectives Statement of Objectives Statement of Objectives Statement of Objectives
lesson
Group Work: Presentation of Examples BOARWORK. Choose one of the 1. Ask students to provide a topic Presentation:
Students arrange the given strips of a. Describing a person topics. Write a quick definition on sentence to introduce the 2 types of What is choral Reading?
paper using the signals as guide. b. Describing a place the board, citing the type used. books. What are the techniques used in
C. Presenting
c. Describing an event 2. Let them formulate sentences choral reading?
examples/
according to the classification done What is the purpose of choral
instances of the
on the board. reading?
new lesson
3. Let them check the sentences.
Make sure all the items are
included.
Processing of the Activity: Let students think of a subject for Presentation of ways in expanding PAIR WORK. Developing vocabulary
- Let students check their answer. description. Then let them list definition 1. Let students draft as a pair a - Scanning for unfamiliar words.
D. Discussing new Let them identify the signal words possible descriptive words they can paragraph connecting the sentences - Using the dictionary app, find the
concepts and that guided them in arranging the use to describe their subject. Class Recitation: Refer students to they have already formulated. words and give the
practicing new sequence. their definitions earlier. Let them 2. Ask them to use the signal words
skill #1 choose 1 term to expand in its to make the connections of
definition, following the given sentences smooth.
sample.
D. Discussing new Let students use these words, PAIR WORK. Let students choose Sentence Formation
concepts and connecting these in sentences. a partner. Let them choose a term - Let students use the vocabulary
practicing new they want to define. words into sentences.
skill #2
F. Developing Let the students write a draft of a Let the students write a draft of a Let students write their drafts Let students write their drafts. They Presentation of Choral Reading
Mastery paragraph narrating events of their paragraph describing their chosen following the sample presented. may modify their organization Mechanics
previous day’s events using subject. They may modify their based on their own preference.
sequence signals.  Topic Sentence= 5 organization based on their own  Topic Sentence= 5 Grouping the class according to
  Topic Sentence= 5
 Organization= 5
 Appropriate signal words
used= 5
 Total Score= 15 points
G. Finding practical
applications of
concepts & skills in
daily living
What are the functions of signal
H. Making
words in a paragraph?
generalizations &
abstractions about
the lesson
Let students write their final
composition in one whole sheet of
paper.
Remind the students to observe
I. Evaluating
appropriate margins and indentions.
Learning
 Organization= 5 preference.  Organization= 5 characters in the Choral Reading
 Appropriate descriptive  Topic Sentence= 5  Appropriate words/ signals piece, Sing Down the Rain.
words used= 5  Organization= 5 used= 5
Total Score= 15 points  Appropriate words/ Total Score= 15 points
definitions used= 5
Total Score= 15 points
How does our ability to define When is diagraming more Group Practice
terms in our own understanding appropriate? When is it necessary
become helpful? to classify items in a paragraph
format?
Let students share their insights What are the features of a What are the distinct features of a What is the purpose of choral
about describing certain subjects. paragraph of definition? Are these paragraph employing classification reading?
What difficulties are encountered? evident in your own paragraph? pattern? What skills are enhanced through
What makes it easy to describe this activity?
subjects?
Final writing of students’ Let students finalize their work as Final Writing of the students’ Presentation of the Choral Reading
descriptive paragraph observing the pairs. paragraph using classification piece, Sing Down the Rain.
given criteria and writing Remind them to be mindful of the pattern.
mechanics. given criteria. Be mindful of voice volume and
projection, phrasing and blending,
pronunciation/ enunciation, eye
contact, copy handling, and poise
and posture.

J. Additional
activities for
application or
remediation

V. REMARKS

VII.
REFLECTIONS
a. No. of learners who
earned 80% in the
evaluation
b. No. of learners who
require additional
activities
c. No of learners who
require continuous
remediation
 d. No. of learners who
continue
remediation?
e. Which of my
strategies worked
well? Why?
f. What difficulties did I
encounter which my
supervisor can help
me solve?

Prepared by: Checked/Noted:

JENNILYN A. BINAY-AN JANE A. LICCOD

Subject Teacher Instructional Leader Date: ___________________
February 26, 2024