School HCPSMSHS Grade Level Grade 11

DAILY LESSON LOG Teacher Ms. Gerrylyn S. Balanag Learning Area Reading and Writing
Week/Date January 23-27, 2017 Quarter Third Quarter

Session Monday Tuesday Wednesday Thursday Friday

Section/Time: 7:15-8:15 STEM C 7:15-8:15 STEM C 7:15-8:15 STEM C 7:15-8:15 ABM A 7:15-8:15 STEM B
8:15-9:15 STEM A 10:30-11:30 ABM B 9:30-10:30 ABM A 9:30-10:30 ABM B 8:15-9:15 ABM B
12:30-1:10 STEM B 12:30-1:10 STEM A 10:30-11:30 STEM A 12:30-1:10 STEM B 12:30-1:10 ABM A
1:30-2:30 ABM B 1:30-2:30 ABM A 12:30-1:10 STEM B 1:30-2:30 STEM C 1:30-2:30 STEM A

I. OBJECTIVES
A. Content Standard 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 Competencies / Identifies the context in which
objectives a text was developed
EN11/12RWS-IVac-7
a. Hypertext
EN11/12RWS-IVac-7.1
The learner understands the
relationship of a written text
and the context in which it was
developed.
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.
Identifies the context in which a
text was developed
EN11/12RWS-IVac-7
a. Intertext
EN11/12RWS-IVac-7.2
The learner understands the
relationship of a written text and
the context in which it was
developed.
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.
Explains critical reading as
reasoning
EN11/12RWS-IVac-8
The learner understands the
relationship of a written text and
the context in which it was
developed.
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.
Formulates evaluative statements
about a text read
EN11/12RWS-IVac-9
a. Formulates assertions
about the content and
properties of a text read
EN11/12RWS-IVac-9.1
The learner understands the
relationship of a written text and the
context in which it was developed.
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.
Formulates evaluative statements
about a text read
EN11/12RWS-IVac-9
a. Formulates meaningful
counterclaims in response
to claims made in a text
read
EN11/12RWS-IVac-9.2

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide page 1 Curriculum Guide page 1 Curriculum Guide page 1 Curriculum Guide page 1 Curriculum Guide page 1
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills
 Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Reviewing Previous Lesson or Review of the past lesson. Review of the past lesson. Review of the past lesson. Review of the past lesson. Review of the past lesson.
presenting new lesson

Establishing a purpose for the lesson
Do you try to emulate an
existing work?
Have you ever wondered why a
text would seem familiar?
How do we make sense of the
information and ideas that we
find, see, and read around us?
What is an assertion?
What should you do before
formulating an assertion?
How can you formulate an
assertion?
Has anyone ever asked you about a
short story or a novel that you have
read? If you liked it, what did you
say?

Presenting examples/ instances of the
new lesson
Discussing new concepts and
practicing new skills #1
Present Noli Me Tangere and El
Filibusterismo
Discussion of the concepts
hypotext and hypertext, forms
of hypertext.
Present Lord of the Rings and
Harry Potter. Ask them about
the similarities of the two
novels.
Discussion of the concept
intertextuality and its kinds.
Discussion of the critical reading
as reasoning.
Discussion on how to formulate
assertion about the content and
properties of the text.
From having casual conversations
with your friends about texts you
read for leisure to giving your
opinion about texts read in class,
formulating evaluative statements
about a text read is a skill that you
should definitely develop.
Discussion on how to formulate
evaluative statements about a text
read.

Discussing new concepts and

practicing new skills #2
Developing mastery (Leads to
Formative Assessment #3)
Finding practical applications of The learners will give examples The students will formulate their
concepts and skills in daily living
of hypotext and its hypertext evaluative statements about the
speech of Emma Watson on Gender

Making generalizations and
abstractions about the lesson
Evaluating learning
Additional activities for application or
remediation
V. REMARKS
The learners will give the
generalization of the lesson.
Identify what is being
described in each statements.
1. It is an early literary
work which becomes
a basis or source for a
later work.
2. It is a reading material
that succeeds an
earlier written
predecessor.
3-5.
The learners will give the
generalization of the lesson.
Identify what is being described
in each statements.
1. You are obliged to read
another work before
you can fully
understand the current
work.
2. The text might have a
slight connection to
another thing.
3-5.
Essay
What is the relationship of
reasoning to critical reading?
Equality at the UN.
Identify what is being described in Identify what is being described in
each statements. each statements.
1. It is a statement used to 1. It is a statement that you
make a declaration or to can make to reflect your
express strong belief on a judgment and
particular topic. generalization about a text
2. It is a statement used to that you have read.
express the writer's 2. It suggests an idea to the
feelings, beliefs, and reader who may or may not
opinions directly. agree with it. It is an
3-5. arguable statement that
reflects the writer’s position
about a topic.
3-5.

VI. REFLECTION
No. of learners who earned 80% on
the formative assessment
No. of learners who require additional
activities for remediation.
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I use/discover which I wish to
share with other teachers?

Prepared by: Checked: Noted:

GERRYLYN S. BALANAG MA. MINISA A. CABUAL ALBERTO R. SANTOS

Teacher II Head Teacher III Principal II
 School HCPSMSHS Grade Level GRADE 11
DAILY LESSON LOG Teacher MS. GERRYLYN S. BALANAG Learning Area ORAL COMMUNICATION IN CONTEXT
Week/Date July 4-8, 2016 Quarter FIRST

Session Monday Tuesday Wednesday Thursday Friday

Section/Time: STEM A 7:15-8:15 *ABM B 7:15-8:15 Monday lesson ABM B 7:15-8:15 ABM B 7:15-8:15 ABM A 7:15-8:15
STEM B 9:30-10:30 STEM B 9:30-10:30 STEM A 10:30-11:30 STEM C 8:15-9:15 ABM B 8:15-9:15
ABM A 10:30-11:30 ABM A 10:30-11:30 STEM C 1:30-2:30 ABM A 9:30-10:30 STEM A 10:30-11:30
STEM C 1:30-2:30 STEM C 1:30-2:30 STEM A 10:30-11:30 STEM B 1:30-2:30
STEM B 1:30-2:30

I. OBJECTIVES
 D. Content Standard The learner understands the
nature and elements of oral
communication in context.
E. Performance Standard The learner designs and
performs effective controlled
and uncontrolled oral
communication activities based
on context.
F. Learning Competencies / At the end of the session,
objectives learners are expected to:
1. differentiates the
various models of
communication
EN11/120C-Ia-3
1. create a new
communication model
for more dynamic and
effective way of
interacting with others
II. CONTENT Nature and Process of
Communication
a. Models of
communication
III. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages Curriculum Guide Page 1
6. Learner’s Materials
pages
7. Textbook pages
8. Additional Materials
from Learning Resource
(LR) portal
D. Other Learning Resources Oral Communication in Context
Ramona S. Flores
Pages 5-7
IV. PROCEDURES
A. Reviewing Previous Lesson or presenting Elicit learner’s mind of what they
new lesson
have learned with the previous
discussion.
The learner understands the
nature and elements of oral
communication in context.
The learner designs and
performs effective controlled
and uncontrolled oral
communication activities based
on context.
At the end of the session
learners are expected to:
1. Distinguishes the
unique features of one
communication process
from the other.
EN11/12OC-Ia-4
2. Differentiate verbal and
non-verbal
communication
3. Identify the types of
non-verbal
communication
Nature and Process of
Communication (1)
a. Verbal and non-verbal
communication
Curriculum Guide Page 1
Power point presentation
Ask the learners about the past
lesson.
The learner understands the
nature and elements of oral
communication in context.
The learner designs and
performs effective controlled
and uncontrolled oral
communication activities based
on context.
At the end of the session
learners are expected to:
1. Distinguishes the
unique features of one
communication process
from the other.
EN11/12OC-Ia-4
2. Identify the types of
non-verbal
communication
3. Act out a scenario using
the types of nonverbal
communication
Nature and Process of
Communication (2)
a. Verbal and Non-verbal
Communication
Curriculum Guide Page 1
Power point presentation
Video clip from
www.youtube.com
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (Leads to Formative
Assessment #3)
Discuss the different models of
communication.
1. Aristotle’s
Communication Model
2. Claude Shannon and
Warren Weaver
3. Wilbur Schramm
4. Eugene White
Ask the learners this question.
Have you ever felt as if you
weren’t in the mood to talk?
Teacher says: Every action that
you do is based on certain
meaning that you really want to
express, and that expression of
your ideas is the message. The
message may be either verbal or
non-verbal.
Discuss verbal communication.
Discuss non-verbal
communication.
Discuss the types of non-verbal
communication
Show a picture/video of a
confident and diffident speaker.
The learners will compare the
two speakers and tell their
perceptions about them.
Discuss the types of non-verbal
communication
1. Kinesics
2. Paralanguage
3. Proxemics
4. Chronemics
5. Aesthetics
6. Artifacts
7. Physical Characteristics

G. Finding practical applications of Learners will be divided to 5
concepts and skills in daily living
groups and each group will
create a new communication
model that features more
comprehensive flow of
communication process.
Each group will present their
output and should explain why
they believe that their model is
effective and applicable. (10
minutes)
H. Making generalizations and abstractions All forms of communication
about the lesson
1. Kinesics
2. Paralanguage
3. Proxemics
4. Chronemics
5. Aesthetics
6. Artifacts
7. Physical Characteristics
List down at least five situations ACT IT OUT!
where you agree that actions Learners will form groups with 8
speak louder than voice. members each and will
accomplish the following tasks.
a. They will act out the
scenario that will be
given. Make sure that
you will use the types
of nonverbal
communication.
A group member will identify the
non-verbal signals that were
shown during the act and their
meanings and impacts to the
information being conveyed.
Even if you don’t talk to anyone

I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% on the
formative assessment
No. of learners who require additional
activities for remediation.
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked
well? Why did these work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
have processes to follow. These
processes are structured with
some kind of models that make
the flow of communication
smooth and effective.
Choose, compare and contrast
to communication models using
Venn Diagram, and explain their
strengths and weakness.
VENN DIAGRAM
Have a run through of the
communication models that
have been discussed. Which
model do you find most
effective in your daily face-to-
face interaction with other
people? Which is the least
effective? Explain.
The lesson here is the same with
the lesson I planned last
Wednesday but not been
executed due to school activity.
1. Differentiate verbal and
nonverbal
communication.
List down five things you have
realized about verbal and
nonverbal communication.
The lesson here is the same with
the lesson I planned last
Thursday but not been executed
due to school activity.
around you-don’t say hello, ask
questions, or even answer
questions-you still are
communicating. Your facial
expressions, body language, and
even the way you use distance
and space all send messages to
others. Surprisingly, those
messages often speak louder
than words.
List down at least five situations
where you agree that actions
speaks louder than voice.
HOLIDAY This is a continuation of PHYSICAL FITNESS TEST DAY
Tuesday’s lesson.
Prepared by: Checked: Noted:

GERRYLYN S. BALANAG MA. MINISA A. CABUAL ALBERTO R. SANTOS

Teacher II Head Teacher III Principal II