School FILAMER CHRISTIAN UNIVERSITY
GRADE 11 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives Day 1
Understand/ Develop a written
text among the Patterns of
Paragraph Development
particularly DEFINITION AND
CAUSE AND EFFECT
ENII/12RWS-111bf-3
II,CONTENT
III..LEARNING RESOURCES
Grade Level 11
Teacher PAUL P. PORRAS Learning Area READING AND WRITING SKILLS
Teaching Dates and Time 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
Utilize a Modularcentered-approach of sentence expansion through Paragraph Development particularly/DEFINITION/CAUSE AND EFFECT
Day 2 Day 3 Day 4
.
CLASSES WERE SUSPENDED I. CAUSE AND EFFECT I. EXPRESSING RESULT IN ANOTHER I. Paragraph by CAUSE AND
BY THELGU DUE TO PATTERN WAY EFFECT Cohesive devices
TYPHOONS GORIO, HUANING A. Singe cause- single Resulted INTENDED for it
Has/have resulted
AND heavy MONSOON effect
II.CAUSE AND EFFECT essay types BECAUSE, IN AS MUCH AS, SINCE
(Inclusively JULY 26-AUGUST B. Single cause- Multiple A.Science Reports
01, 2017) effects , HENCE, THUS, THEN, SO, FOR
B.Historical Accounts
C. Single effect- Multiple THIS REASON, THEREFORE,
C.Cause and Effect investigation
causes CONSEQUENTLY, WHEREFORE,
D. CHAIN REACTION FIRST, SECOND, THIRD.
ACCORDINGLY.
Modes of Paragraph Development Definition and exemplification/Violation in Defining Term/Cause and effect
Write a composition by CAUSE AND CAUSE AND EFFECT CAUSE AND EFFECT
EFFECT
PARAGRAPH BY CAUSE AND EFFECT
AND COHESIVE DEVICES
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
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 form 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 R.D. Effective Writing: by Alcantara R.D. and Effective Writing: by Alcantara R.D. and Effective Writing: by Alcantara R.D. and
and Cabanilla, J. Q. (2009) Cabanilla, J. Q. (2009) Cabanilla, J. Q. (2009) 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 Rodriguez, M. C. (2016)
Critical Thinking and Writing: by Cavina
K K
(1996).
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
(1996).
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 audio speaker, laptop, projector audio speaker, laptop, projector audio speaker, laptop, projector audio speaker, laptop, projector
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.

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A. Reviewing previous lesson or
presenting the new lesson
I. Establishing a purpose for
the lesson
J. 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
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
CAUSE AND EFFECT
PATTERN
A. Singe cause- single effect
B. Single cause- Multiple effects
C. Single effect- Multiple causes
D. CHAIN REACTION
Give concrete example for each of the
Methods in CAUSE AND EFFECT
Show a sample paragraph by cause and
effect.
Details of organization that are possible to
be used for CAUSE and EFFECT pattern
Share the information they know about
showing CAUSE AND EFFECT
INTERACT to the lesson tackled
Develop their understanding through
learners context
Associate their content of the paragraph
to their lives
. Recap what has been discussed/learned
by the students
I. EXPRESSING RESULT IN
ANOTHER WAY
Resulted
Has/have resulted
II.CAUSE AND EFFECT essay types
A. Science Reports
B. Historical Accounts
C. Cause and Effect investigation
Develop the lesson by example for each
type of CAUSE AND EFFECT
Use the T-CHART by asking good
question for cause and effect.
_______________________________
Share the information they know about
showing CAUSE AND EFFECT
INTERACT to the lesson tackled
Develop their understanding through
learners context
Look around the classroom and
encourage them to describe and define
things
Discuss briefly the whole lesson in a
brief manner
D. Cohesive devices INTENDED for
CAUSE AND EFFECT
BECAUSE, IN AS MUCH AS,
SINCE , HENCE, THUS, THEN,
SO, FOR THIS REASON,
THEREFORE, CONSEQUENTLY,
WHEREFORE, FIRST, SECOND,
THIRD. ACCORDINGLY.
Establish the lesson by citing an
example for each COHESIVE DEVICES for
CAUSE AND EFFECT
Complete the sentence with a missing cause
and effect
Talk about CHAIN OF EVENTS THROUGH
THE DEVICES APPLIED
Share the information they know about
showing CAUSE AND EFFECT
Elaborate CAUSAL CONNECTION through
CAUSE and EFFECT
Develop their understanding through
learners context
Look around the classroom and encourage
them to describe and define things
Discuss briefly the whole lesson in a brief
manner
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 V. REMARKS Give a short ACTIVITY based from the lesson discussed.
Concretize the samples through classroom interaction like what they see around: CAUSE ANF EFFECT
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
F. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
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?
Prepared by: Checked By:

PAUL P. PORRAS MRS. SHEILA C. SURESCA

Senior High School Teacher SHS Coordinator