School FILAMER CHRISTIAN UNIVERSITY
GRADE 11 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Understand/ Develop a written
text among the Patterns of
Paragraph Development
particularly PROBLEM AND
SOLUTION/ PARTITION AND
CLASSIFICATION
ENII/12RWS-111bf-3.8
II,CONTENT
III..LEARNING RESOURCES
Grade Level 11
Teacher PAUL P. PORRAS Learning Area READING AND WRITING SKILLS
Teaching Dates and Time AUGUST 28- SEPTEMBER 01,2017 Quarter FIRST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies which enable students to find significance and excitement in learning
the lessons. Weekly objectives shall be derived from the Curriculum Guides.
Develop Communicative task through meaningful skills in writing short composition using Patterns of Paragraph Development
Utilizea Modularcentered-approach of sentence expansion through Approaches in solving problem. Paragraph Development particularly/PARTITION AND CLASSIFICATION
Day 1 Day 2 Day 3 Day 4
.
SPECIAL HOLIDAY I. PROBLEM AND SOLUTION I. PARTITION OR ANALYSIS AND SPECIAL HOLIDAY
NATIONAL HEROES DAY A. Several Approaches in solving CLASSIFICATION EIDL ADHIR
PROBLEM
1. PROBLEM/S A. Analysis by Division
2. OBJECTIVES B. Analysis by Dissection
3. AREAS OF CONSIDERATION C. Ruling Principle for
4. ALTERNATIVE COURSES OF classification to avoid
ACTION overlapping.
5. RECOMMENDATION
6. PLAN OF ACTION
7. POTENTIAL PROBLEM
CONTINGENT PLAN OF ACTION
Modes of Paragraph Development by PROBLEM AND SOLUTION/ PARTITION AND CLASSIFICATION
Approaches in solving PROBLEM PARAGRAPH BY PARTITION AND
CLSSIFICATION
List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like in the form
1
 of hand-outs and the likes. However, hands-on learning promotes concept development on the part of the learners.

A. References Effective Writing: by Alcantara Effective Writing: by Alcantara R.D. and Effective Writing: by Alcantara R.D. Effective Writing: by Alcantara R.D.
R.D. and Cabanilla, J. Q. (2009) Cabanilla, J. Q. (2009) and Cabanilla, J. Q. (2009) and Cabanilla, J. Q. (2009)

Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M.
C. (2016)
Critical Thinking and Writing: by
Cavina K
(1996).
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
Reading and Writing Skills: by Tiongson M. A and Reading and Writing Skills: by
Rodriguez, M. C. (2016) Tiongson M. A and Rodriguez, M. C.
(2016)
Critical Thinking and Writing: by Cavina K
(1996). Critical Thinking and Writing: by
Cavina K
DOWNLOADED FEATURES FOR READING AND (1996).
WRITING SKILLS
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS
Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M. C.
(2016)
Critical Thinking and Writing: by
Cavina K
(1996).
DOWNLOADED FEATURES FOR
READING AND WRITING SKILLS

1. Teacher’s Guide pages Refer to CG Refer to CG Refer to CG

2. Learner’s Materials pages

3. Textbook pages -------------------- -------------------- -------------------------

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately, so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or Refer back to the VIDEO CLIPPINGS presented in the other .
presenting the new lesson day

a. Establishing a purpose for I. PROBLEM AND SOLUTION Develop the lesson by example through
the lesson A. Several Approaches in solving PROBLEM Partition and Classification
1. PROBLEM/S
2. OBJECTIVES Establish the lesson by citing an

2

b. Presenting
examples/Instances of the
new lesson
1. Discussing new concepts
and practicing new skills #
1
2. Discussing new concepts
and practicing new skills #
2 using Partition and Classification
3. Developing mastery
(leads to Formative
Assessment)
4. Finding practical
application of concepts
and skills in daily living
5. Making generalizations
and abstractions about the
lesson
6. Evaluating learning
7. Additional activities for
application or remediation
V. REMARKS
Prepared by:
PAUL P. PORRAS
Senior High School Teacher
3. AREAS OF CONSIDERATION
4. ALTERNATIVE COURSES OF ACTION
5. RECOMMENDATION
6. PLAN OF ACTION
7. POTENTIAL PROBLEM
8. CONTINGENT PLAN OF ACTION
Present a problem that is visible to their place/
Identify the problem of the presented background of study
Interact to the given background of study
Develop their understanding through learners context
Solve the problem with Several Approaches
. Recap what has been discussed/learned by the students
Interact to the given situation
Enhance the lesson through giving assignment/project
Give a short ACTIVITY based from the lesson discussed.
Concretize the samples through classroom interaction like what they use to do.: PROBLEM SOLVING/PARTITION AND CLASSIFICATION
example for each COHESIVE DEVICES
for Partition and Classification
Give more example to gain better
understanding
Share the information they know about
showing Partition and classification
INTERACT to the lesson tackled
Elaborate through concrete examples
Develop their understanding through
learners context
Look around the classroom and
encourage them to CLASSIFY AND
ANALYZE thingsarothemund
Discuss briefly the whole lesson in a
brief manner
SEATWORK
Checked By:
MRS. SHEILA C. SURESCA
SHS Coordinator