DAILY LESSON LOG

School

Laiya National High School

Grade Level

Teacher

Melvin L. Viaa

Learning Area

Teaching Dates and

Time

August 8-11/12, 2016

Quarter

Monday
I

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

1 CONTENT

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/STEM: The learner
ABM/STEM: The learner
ABM/STEM: The learner
ABM/STEM: The learner
discusses sample
writes a descriptive
critiques sample
critiques sample
paragraphs for
paragraph.
paragraphs for
paragraphs for
descriptions.
HUMSS: The learner
comparison and contrast. comparison and contrast.
TVL 1/HUMSS: The learner
critiques sample paragraphs HUMSS: The learner writes
HUMSS: The learner writes
critiques sample paragraph for
for descriptions.
a descriptive paragraph.
a descriptive paragraph.
partition/classification.
TVL 1/3: The learner
TVL 1: The learner writes a
TVL 1: The learner writes a
TVL 3: The learner writes a
critiques sample paragraph
paragraph by
paragraph by
paragraph of process.
for partition/classification.
partition/classification.
partition/classification.
TVL 3: Proceed to
TVL 3: Proceed to
presentation of outputs of
presentation of outputs of
partition/classification.
partition/classification.
ABM/STEM: Description
TVL1/HUMSS:
Partition/Classification
TVL3: Process (Writing)

ABM/STEM: Description
(Writing)
HUMSS: Description
(Lecture)
TVL 1/3:

ABM/STEM:
Comparison/Contrast
(Lecture)
HUMSS: Description
(Writing)

ABM/STEM:
Comparison/Contrast
(Lecture)
HUMSS: Description
(Writing)

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

3 PROCEDURES
A Reviewing/Presenting
lesson

B Establishing purpose for

the lesson

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

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

Facilitate review of
partition and
classification.
Ask: What is the
connection between
paragraph by
partition/classification to
description?
C Guide question: What do
people often describe?
D Description of people
(character sketch), of
steps (process), of a

Partition/Classification
(Lecture)

TVL1/3:
Partition/Classification
(Writing)

TVL1/3:
Partition/Classification
(Writing)

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

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

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

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

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

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

Objectives:
Critique sample paragraph
so as to:
Define
comparison
and contrast.

Objectives:
Critique sample paragraph
so as to:
Define
comparison
and contrast.

Review concepts
gathered from
analysis of sample
paragraphs yesterday.
What is a good
descriptive
paragraph?

Objectives:
To prepare an outline
for description.
Write a descriptive
paragraph of not less

series of events
(narration), or individuals
or groups
(partition/classification).
Foci: people and places.
E

Presenting
examples/Instances of
the new lesson
(Activity)

Have students read paragraph

of Peggys Cove. (see handout
for Description).

Discussing new concepts

and practicing new skills
#1
(Analysis Lexical)

Assign groups to work on

the lexical analysis for
the new words in all
sample paragraphs.
Allow the groups time to
present their work.

G Discussing new concepts

and practicing new skills
#2
(Analysis Structural)

To what sense does the

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

than
long.

sentences

Differentiate between
block and alternating
patterns
of
comparison
and
contrast.

Allow students to read

sample paragraphs on
description.
Each paragraph may
be assigned to the
different groups for
analysis.
See
handouts for analysis
matrix.
Assign groups to work
on lexical analysis for
the given sentences.
Allow groups to report
their findings.
Facilitate discussion of
the given words.
Allow groups to
present their
structural analysis of
the assigned
paragraph.
Guide Questions:
Identify the topic and
the topic sentence.
Which does the

Differentiate between
block and alternating
patterns
of
comparison
and
contrast.

Allow students to read

sample paragraphs on
description.
Each paragraph may
be assigned to the
different groups for
analysis.
See
handouts for analysis
matrix.
Assign groups to work
on lexical analysis for
the given sentences.
Allow groups to report
their findings.
Facilitate discussion of
the given words.
Allow groups to
present their
structural analysis of
the assigned
paragraph.
Guide Questions:
Identify the topic and
the topic sentence.
Which does the

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

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.

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

Topics for description:

1) Your house/room
2) Laiya NHS
3) A place you once
visited
4) The schools
laboratory
5) The schools canteen
6) Any resort in Laiya
7) Your favorite photo in

paragraph contain
comparison, contrast,
or both?
What bases of
comparison/contrast
are presented? How
many are there?
What transitional
devices are commonly
used in the
paragraphs?
Discuss:
The difference
between comparison
and contrast.
The necessity for
bases of
comparison/contrast.
The importance of
writing paragraphs of
comparison and
contrast.
Pre-Writing
As a group activity,
ask students to
compare-contrast two
of their classmates.

paragraph contain
comparison, contrast,
or both?
What bases of
comparison/contrast
are presented? How
many are there?
What transitional
devices are commonly
used in the
paragraphs?
Discuss:
The difference
between comparison
and contrast.
The necessity for
bases of
comparison/contrast.
The importance of
writing paragraphs of
comparison and
contrast.
Pre-Writing
As a group activity,
ask students to
compare-contrast two
of their classmates.

your gallery
J

Making generalizations
and abstractions about
the lesson
K Evaluating Learning
L Additional Activities for
application or
remediation
4 REMARKS
5 (Continuation or transfer
of teaching to the next
because of various
reasons like re-teaching,
lack of time, or class
suspension.)

6 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

ABM/STEM: Proceed to writing

activity for description.
HUMSS: Proceed to
description.
TVL 1: Lecture on
partition/classification.
TVL 3: Proceed to writing
activity for
partition/classification.

ABM/STEM: Proceed to
comparison and contrast.
HUMSS: Proceed to the
writing activity for
description.
TVL 1: Proceed to writing
activity for
partition/classification.
TVL 3: Proceed to
presentation of outputs of
partition/classification.

All classes cancelled due to

inclement weather. Lessons
are transferred to the next
day.

ABM/STEM: Proceed to
writing activity for
comparison/contrast.
HUMSS: Proceed to
partition/classification.
TVL1/3: Lecture of
description.

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?