GRADE 1 to 12 School Grade

CAVITE NATIONAL HIGH SCHOOL 11

Level
DAILY LESSON
LOG Teacher Learning
KATHERINE A. TABOSO READING AND WRITING
Area

Teaching Dates and

NOVEMBER 13-16, 2017 Quarter
Time

SESSION 1 SESSION 2

I. OBJECTIVES 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 and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner realizes that information in a written text may be selected and The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose. organized to achieve a particular purpose.

B. Performance Standard The learner critiques a chosen sample of each pattern of development The learner critiques a chosen sample of each pattern of development focusing on
focusing on information selection, organization, and development. information selection, organization, and development.

C. Learning
Competency/Objectives
Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
At the end of the session, learners are expected to:
1. explain the importance of reading and writing in everyday life;
2. define prose and poetry; and
3. write and present a spoken poetry.
Describes a written text as connected discourse. (EN11/12RWS-IIIa-1)
At the end of the session, learners are expected to:
4. classify different texts according to genre and genre form;
5. recognize the generic features and structure of specific texts; and
6. identify the pattern of development used in a specific text.
I. CONTENT Text as Connected Discourse

Introduction to Reading

II. LEARNING RESOURCES

A. References Reading and Writing by Peña and Anudin Reading and Writing by Peña and Anudin

1. Teacher’s Guide pages N.A N.A

2. Learner’s Materials pages N.A N.A

3. Textbook pages N.A N.A

4. Additional Materials from

Learning Resource (LR)portal
B. Other Learning Resource

III. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
TASK 1: CLASSROOM ORIENTATION TASK 1: GIVE YOUR OWN!
The teacher presents the following to the students: Have the class recall samples of prose and poetry through a board work.
1. Teacher’s background
2. Course subject overview and objectives
3. Course subject outcomes and expectations
4. Classroom rules and regulations

B. Establishing a purpose for the TASK 2: THROUGH MULTIMEDIA AND REALIA TASK 2: GUESS WHAT!
lesson 1. The teacher presents a video presentation of different spoken word Have the students recall famous films and shows through the different taglines and
poetries and news footages. lines given by the teacher.
2. Different academic books and literary texts will be spread throughout the
classroom.
C. Presenting examples/Instances TASK 3: COMPARE AND CONTRAST TASK 3: GROUP WORK
of the new lesson Guide Questions: The students will be grouped and will be given strips of paper with elements of
 How do the different presentations and/or texts differ among each other in drama written on it. They are to sing a famous song to every element and have
terms of:
their classmates guess what element is related on these songs. Then, have the
a. Structure/style
b. content students define the drama as a literary genre. During the discussion, mention the
c. approach
 d. words used common elements of drama.
e. audience
1. How significant is each element to the completion of a drama?
2. How does drama differ from other literary genres?

D. Discussing new concepts and TASK 4: BUZZ SESSIONS

practicing new skills # 1
What is genre?

The term genre has been ordinarily regarded as a literary artistic category. The main literary genres are prose, poetry and drama.

Prose
Prose is writing that is similar to everyday speech and language. Its form is based on sentences and paragraphs.

Prose forms
 Fiction is a prose narrative in which situations and characters are invented by the writer. In prose texts such as novels, novellas, short stories, and
folktales, the characters and events are imagined by the author.
 Non-fiction –such as biographies, autobiographies, and essays, deals with real people, places, things, and events.

E. Discussing new concepts and II. Poetry TASK 4: BUZZ SESSIONS

practicing new skills # 2
Poetry consists of language with a strong musical quality in which the words
are highly charged with meaning. They also use structural elements, such as
line length and stanzas.
Poetry forms
 Narrative poems are poems that tell a story.
 Epics are long, narrative poems written in a dignified style that celebrate
the adventures and achievements of one or more heroic figures of
legends, history or religion.
 Ballads are song like poems that tell a story, often dealing with
adventure and romance.
 Free Verse is poetry not written in a regular rhythmic pattern, or meter.
 Sonnets are a form of rhyming lyric poetry with fourteen lines that
follows an iambic pentameter rhyme scheme; each line has ten
syllables; and every other syllable is accented.
 Haiku is a special type of poetry from Japan, consists of seventeen
syllables arranged in three lines, five syllables in the first line, seven in
the second and five in the third.
Drama
Drama is a story told in dialogue by performers before an audience. It includes
television plays, and even movies. In drama, actors make a world come alive
before an audience. Like fiction, the elements of drama include character, setting,
theme and plot.
Drama forms
 Comedy is a type of drama that is humorous and has a happy ending.
 Tragedy is a drama form in which the main character, often a person
dignified or heroic stature, suffers a downfall.
 Melodrama is drama form that is full of exciting events in which the
characters and emotions seems to be too exaggerated to be real.
 Farce is a funny play for the theatre based on ridiculous and unlikely
situations and events.

F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation
 Historical drama is a play that takes place in the past and is based on
real events.
TASK 5: DEEP RECALLING TASK 5: ACT IT OUT!
Have the students give examples of different literary text and identify what Have the students form five groups. They have to select a play that exemplifies
genre each given belongs to. Have them write as many as they can. The one of the drama forms presented. They have to assign a character to each
group with the most number of samples given without also being mentioned member and present it to the class. The presentation may be in a form of a
by other groups wins the game. reader’s theatre. There is no need for the students to memorize the dialogue.
TASK 6:
Have the students form groups and choose any of the tasks to perform:
a. Short poem recital (choral reading)
b. Interpretative sing and dance
c. Short story play
Short story tableau
TASK 7: REFLECTIVE DISCUSSION TASK 6: REFLECTIVE DISCUSSION
1. How would you differentiate prose from poetry? Let the students share their ideas about it and its impact to their lives.
2. Which do you think is easier to create? Why? 1. How do you call event/s in a drama which give/s you a hint on how the
3. Enumerate samples of it that you have created. story will progress?
2. Which among the movies you watched is similar to this?
3. How do you feel when there are events which are opposite to what you
intend from the story to happen?
4. What is it called?
Have the students answer a short quiz about prose and poetry and drama.
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 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?

Prepared by: Checked by: Inspected by:

KATHERINE A. TABOSO REIVY L. CADACIO CHERRY LEEN C. MARQUEZ

Subject Teacher Subject Group Head Asst. Principal for Academics