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DAILY LESSON LOG

Theme: WHO AM I AS
AN SHS LEARNER?
I

OBJECTIVES
A Content Standards
B Performance
Standards
C Learning
Competencies/
Objectives (Learning
Codes)

1 CONTENT

School

Laiya National High School

Grade Level

Teacher

Melvin L. Viaa

Learning Area

Teaching Dates and


Time

August 1-4/5, 2016

Quarter

Monday

Tuesday

Wednesday

11
Reading and Writing
(Orientation)
I

Thursday/Friday

The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques (a) chosen sample/s of each pattern of development focusing on information selection, organization, and
development.
ABM/TVL1: The learner
ABM: The learner writes
ABM: The learner presents ABM: The learner writes
critiques sample paragraphs of
sample paragraph of process.
sample paragraphs of
paragraph by
process.
(see log for July 28, Thursday)
process; critiques sample
partition/classification.
HUMSS: The learner critiques
TVL 1: The learner critiques
paragraphs for partition
TVL 1: The learner writes
sample paragraph of narration.
samples of paragraph by
and classification.
paragraph by process.
*see Remarks
process; (see plan for July 27,
TVL1/3: The learner
TVL 3: The learner
STEM: The learner critiques
Wednesday)
differentiates between
differentiates between the
sample paragraph of
TVL 3: The learner critiques
the declarative and
declarative and imperative
partition/classification.
sample paragraph of process.
imperative moods.
moods.
TVL 3: The learner presents
(see log for 07/25/16)
STEM: The learner writes
STEM: The learner
own narrative paragraph and
STEM: The learner writes
a paragraph by partition/
critiques sample
offers critique to others work.
drafts for partition/
classification.
paragraphs for
classification.
HUMSS (For Thursday):
description.
HUMSS: The learner critiques
The learner writes
HUMSS:
The
learner
more sample paragraphs; writes paragraph by narration.
critiques
sample
own narrative discourse.
paragraphs for process.
ABM/TVL 1: Process
ABM/TVL 1: Process
ABM:
ABM:
HUMSS/TVL3: Narration
HUMSS: Narration (Writing)
Partition/Classification
Partition/Classification

STEM: Partition/Classification
(Reading)

2 LEARNING
RESOURCES
A References
1 Teachers Guide pages
2 Learners Materials
pages
3 Textbook pages
4 Additional Materials
from Learning Resource
(LR) portal
B Other Learning
Resources

TVL 3: Process
STEM: Partition/Classification
(Writing)

TVL1/3: Declarative vs.


Imperative Mood in
Process
STEM:
Partition/Classification
(Writing)
HUMSS: Narration (Writing)

(writing)
TVL 1: Process (Writing)
TVL 3: Declarative vs.
Imperative Mood in Process
STEM: Description
(Reading)
HUMSS: Process (Reading)

Dagdag, L., Ranin V., et al.


(2006). Winning strategies for
study, thinking and writing skills
(revised edition). Valenzuela
City, Ph: Mega-Jesta Prints, Inc.

3 PROCEDURES
A Reviewing/Presenting
lesson

Facilitate review of
narration and process.

B Establishing purpose for

Necessity of clarifying

Review important
elements of and
differences between
partition and
classification.

For TVL 1/3:


Review concepts for
process.

Remind students of

Review previous
methods of
development.
Ask: What is the
connection between
paragraph by
partition/classificatio
n to description?
Guide question: What do

the lesson

meaning of a (1) certain


thing by dividing it into
parts and (2) certain
groups by classifying
them into
types/categories.

C Presenting
examples/Instances of
the new lesson
(Activity)

D Discussing new
concepts and practicing
new skills #1
(Analysis Lexical)

Have students read


sample paragraphs.
Samples may be
assigned to groups for
easier facilitation.
Assign particular groups
to scan sample
paragraphs for unfamiliar
words.
Ask them to present
those words to the class
with appropriate sample
sentences.

the two ways of


presenting
paragraphs
by
process: declarative
and imperative.

Discussing new
concepts and practicing
new skills #2
(Analysis Structural)

Critique the sample


paragraphs for:
- Topic
- Topic sentence
- Parts/Class
- General Pattern of
Development

Ask students to lift


sentences
from
paragraphs 1 and 5
(see handout for
process).
Guide Questions:
How are the verbs in
the two paragraphs
different from one
another in terms of
function?
Which of them are
imperative?
Declarative?
How are these verbs
different in form?
Lift a sentence from
paragraph 1 (on
terraformation).
Lead students in
converting
sentences to
imperative form.

people often describe?


Description of people
(character sketch), of
steps (process), of a
series of events
(narration), or
individuals or groups
(partition/classification).
Foci: people and places.
Have students read
paragraph of Peggys
Cove. (see handout
for Description).
Assign groups to work
on the lexical
analysis for the new
words in all sample
paragraphs.
Allow the groups time
to present their work.

To what sense does


the paragraph
primarily appeal to?
What images are
formed in your mind?

Developing mastery
(leads to formative
assessment 3)
(Abstraction)

G Finding practical
applications of concepts
and skills in daily living
(Application)

- Clinching Sentence
Allow students to present
their findings in class.

Questions:
- What types of topics
are dealt with in
partition or
classification?
- What is the general
pattern of
development?
- What transitional
devices are commonly
used among the
samples?
- How is classification
different from
partition?
(for Day 2)
Topics for Writing Activity:
A. Partition
1 Platform scale
2 The canteens water
dispenser
3 Your original design
of a machine that
can help solve a
particular social
problem

(FOR ABM: Monitor students


writing to monitor the
production of the two
paragraphs. Focus on the
differences between the
declarative and imperative
paragraphs.)

Topics for Writing Activity:


A. Partition
4 Platform scale
5 The canteens water
dispenser
6 Your original design
of a machine that
can help solve a
particular social
problem
B. Classification
1 Writing instruments

Allow students to
work by pairs in
converting the
remaining sentences
of the paragraph to
imperative form.
Lift a sentence from
paragraph 5 (on
marcoting).
Lead students in
converting
sentences to
declarative form.
Allow students to
work by pairs in
converting the
remaining sentences
of the paragraph to
imperative form.
Have students read
paragraph 2 (on
pancakes).
Guide questions:
What mood of the
verb is used in par.
2?
How did you say so?
Allow them to
convert the
sentences in the

Discuss:
Physical Descriptions
Imagery
Use of adjectives

App1.
Describe Laiya NHS as a
group.
Go around the campus
and logically describe
the place using spatial
order.
Provide appropriate
imagistic and adjectival
descriptions for the
place.

B. Classification
1 Writing instruments
2 Animals/insects
present in the
compound of LNHS
3 Teachers of LNHS
4 The contents of your
backpack right now.
H Making generalizations
and abstractions about
the lesson
I Evaluating Learning
J Additional Activities for
application or
remediation
5 REMARKS
6 (Continuation or
transfer of teaching to
the next because of
various reasons like reteaching, lack of time,
or class suspension.)

ABM: Proceed to the writing


activity.
TVL 1: Analyze more sample
paragraphs before leading
students in writing their own
paragraph by process.
TVL 3: Proceed to the Process.
STEM: Provide more sample
paragraphs for partition and
classification. Allow students to
write their paragraph drafts.
HUMSS: (1) HUMSS classes
were disrupted by programs for
Nutrition and Disaster. (2)
Present assignment on
narration; proceed to writing
act.

Animals/insects
present in the
compound of LNHS
3 Teachers of LNHS
4 The contents of your
backpack right now.

ABM: Presentation of outputs;


start discussion on
partition/classification
TVL1/3: Focus on the
differences between declarative
and imperative paragraphs.
STEM: Finalization,
presentation and critique of
product tomorrow.

opposite mood.

ABM: Proceed to the


writing activity for
partition/classification.
TVL 1: Proceed to writing
activity for process.
TVL 3: Class interrupted
due to setting of PTA
meeting. Plan slightly
discussed. Reteach.
STEM: Proceed to critique
of sample paragraphs for
description. (new topic)
HUMSS: Proceed to
discussion of paragraph by
process.

ABM/STEM: Discuss
sample paragraphs for
descriptions.
TVL 1/HUMSS: Proceed to
discussion of
partition/classification.
TVL 3: Proceed to writing
activity for process.

7 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 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?

For TVL 1/3: Dedicate a period


for differentiating between the
declarative and imperative
moods in writing paragraphs by
process.