MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. GRADE LEVEL
The learner critiques a chosen sample of each pattern of development focusing on the information selection, organization, and development.
STANDARDS School TITAY NATIONAL HIGH SCHOOL Grade Level 11
B. MOSTGrade 11
ESSENTIAL
Daily
LEARNING Lesson Log Teacher ROLANDO G. VERGARA Learning Area Reading and Writing Skills
The learner compares and contrast patterns of written texts across disciplines.
COMPETENCIES/ April 3-7, 2023
(No code indicated)
Teaching Dates and Time Quarter 3rd Quarter 2
OBJECTIVES (8:40-9:40 AM)
(Write the LC code for each)
a. define paragraph development;
I. OBJECTIVE b. distinguish the differences among the patterns of paragraph development, particularly: narration, description, definition, and compare and contrast, and;
c. use transitional devices for a specific pattern of paragraph development.
II. CONTENT Patterns of Paragraph Development 1
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Alternative Delivery Mode (ADM) Quarter 3, Module 1
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or Categorize the situations below The teacher will ask on what are the
presenting the new lesson into the 3 general disciplines: 1. The teacher will ask the student if 1. The teacher will ask the student if topic being discussed for the whole
sciences, humanities, and business what we did yesterday. what we did yesterday. week.
where it belongs.
b. Establishing a purpose for the a. define narration and description; a. distinguish definition text from The teacher will present the objective
a. define paragraph development;
lesson b. critique a sample text about compare and contrast text; and of the session:
and
narration; and b. create a graphic organizer on the a. Review on the past lessons;
b. write most memorable
( PER DAY OBJECTIVES) c. appreciate narration and description given text. and
experience did on summer.
as tool in paragraph development. a. Answer the post-test.
c. Presenting examples/instances Imagine you’re on the bus. Write a
of the new lesson descriptive sentence of what you might
see, feel, smell, hear or taste during the
time. Use your senses to complete the
grid.
Ask the class:
a. How do you usually
write a paragraph? 1. What is the term being defined?
2. Give the supporting details from the
text.

d. Discussing new concepts and Let the class define the two phones and
practicing new skills #1 the differences and similarities of the
pictures below:
Discuss to the class the overview
of patterns of development:
Discuss to the class narration and
description.
 Prepared by: Checked by:

ROLANDO G. VERGARA MERCEDES G. YABO

Subject Teacher English DepartmentHead

Approved by : ESTEBAN F.CANONES, Jr ,J.D. Ed.D

Principal IV

School STA. FE NATIONAL HIGH SCHOOL Grade Level 11

Grade 11
Daily Lesson Log Teacher JOEMARICAR V. RUBRICO Learning Area Reading and Writing Skills
February 20-24, 2023
Teaching Dates and Time Quarter 3rd Quarter
(8:40-9:40 AM)
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. GRADE LEVEL
The learner critiques a chosen sample of each pattern of development focusing on the information selection, organization, and development.
STANDARDS
B. MOST ESSENTIAL
LEARNING
The learner compares and contrast patterns of written texts across disciplines.
COMPETENCIES/
(No code indicated)
OBJECTIVES
(Write the LC code for each)
d. define paragraph development;
I. OBJECTIVE e. distinguish the differences among the patterns of paragraph development, particularly: narration, description, definition, and compare and contrast, and;
f. use transitional devices for a specific pattern of paragraph development.
II. CONTENT Patterns of Paragraph Development 2
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Alternative Delivery Mode (ADM) Quarter 3, Module 2
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or The teacher will ask on what are the
The teacher will ask the student if The teacher will ask the student if what The teacher will ask the student if what
presenting the new lesson topic being discussed for the whole
hat we did last week we did yesterday. we did yesterday.
week.
b. Establishing a purpose for the a. differentiate classification from a. define persuasion as means of The teacher will present the objective
a. define cause and effect and problem
lesson exemplification; and patterns of paragraph development; and of the session:
solution; and
b. write classification and b. create a campaign to combat water b. Review on the past lessons;
b. supply the effect and provide
exemplification out of the text pollution in your barangay and
solution to the scenario given.
given. (persuasion). b. Answer the post-test.
c. Presenting examples/instances
of the new lesson

Examine the passage below and supply

the causes.

The class will be sorting the

jumbled words to form a
classification.

Answer the ff. questions:

a. what can you say about the graphic
organizer?
b. in persuasive writing, what do you
mean by the word “EVIDENCE”?
d. Discussing new concepts and The class will be ask what is Discuss to the class the persuasion text.
practicing new skills #1 classification and exemplification. Discuss to the class cause and effect *there will be text for the learners to
The teacher will give the exact and problem-solution patterns of critique about persuasion*
definition of the words and give paragraph development.
its differences.
Prepared by: Checked by:
JOEMARICAR V.RUBRICO JANICE L. ARANAIN
Subject Teacher School Head
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. GRADE LEVEL
The learner critiques a chosen sample of each pattern of development focusing on the information selection, organization, and development.
STANDARDS
B. MOST ESSENTIAL School STA. FE NATIONAL HIGH SCHOOL Grade Level 11
LEARNING Grade 11
Daily Lesson Log The learner evaluates a written text based on its properties (organization, coherence and cohesion, language use and mechanics).
COMPETENCIES/ Teacher JOEMARICAR V. RUBRICO Learning Area Reading and Writing Skills
(No code indicate)
OBJECTIVES
February 27- March 3, 2023
(Write the LC code for each) Teaching Dates and Time Quarter 3rd Quarter
(8:40-9:40 AM)
1. identify a coherent and cohesive writing;
I. OBJECTIVE 2. understand what parallel structure is; and
3. evaluate the coherence and cohesion in written texts.
Prepared by: Checked by:
II. CONTENT Properties of a Well-written Text (Coherence and Cohesion)
III. LEARNING RESOURCES JOEMARICAR V.RUBRICO JANICE L. ARANAIN
A. REFERENCES Subject Teacher School Head
1. Teacher’s Guide pages
2. Learner’s Material pages Alternative Delivery Mode (ADM) Quarter 3, Module 4
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or The teacher will ask on what are the
The teacher will ask the student if The teacher will ask the student if what The teacher will ask the student if what
presenting the new lesson topic being discussed for the whole
hat we did last week we did yesterday. we did yesterday.
week.
b. Establishing a purpose for the a. elaborate the techniques in mastering The teacher will present the objective
a. recognize what a well written
lesson text organization; and of the session:
text is; and a. discuss text organization; and
b. value the significance of the c. Review on the past lessons;
b. perform a story-telling out of b. arrange the unorganized text.
different techniques. and
the searched well-written text.
c. Answer the post-test.
c. Presenting examples/instances Directions: Tick the column that Reading text:
of the new lesson determines how often you practice Process question:
what each
statement says. Bear in mind that there
are no wrong answers.

1. What do you observe about

the text?
The class will be searching a 2. How is the sentence formed?
sample of a well written text.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. GRADE LEVEL
The learner critiques a chosen sample of each pattern of development focusing on the information selection, organization, and development.
STANDARDS School STA. FE NATIONAL HIGH SCHOOL Grade Level 11
B. MOSTGrade 11
ESSENTIAL
Daily
LEARNING Lesson Log Teacher JOEMARICAR V. RUBRICO Learning Area Reading and Writing Skills
The learner evaluates a written text based on its properties (organization, coherence and cohesion, language use and mechanics).
COMPETENCIES/ March 6-10, 2023
(No code indicate)
Teaching Dates and Time Quarter 3rd Quarter
OBJECTIVES (8:40-9:40 AM)
(Write the LC code for each)
1. identify a coherent and cohesive writing;
I. OBJECTIVE 2. understand what parallel structure is; and
3. evaluate the coherence and cohesion in written texts.
II. CONTENT Properties of a Well-written Text (Coherence and Cohesion)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Alternative Delivery Mode (ADM) Quarter 3, Module 4
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or The teacher will ask on what are the
The teacher will ask the student if The teacher will ask the student if what The teacher will ask the student if what
presenting the new lesson topic being discussed for the whole
hat we did last week we did yesterday. we did yesterday.
week.
b. Establishing a purpose for the a. define repetition and transitional The teacher will present the objective
lesson a. define coherence and cohesion; expressions; of the session:
a. understand how parallel structure is
b. value the importance of b. analyze literary text in connection to a. Review on the past lessons; and
arranged; and
cohesion and coherence; and repetition; and b. Answer the post-test.
b. change the nouns to its correct
c. arrange logically the mixed c. appreciate the importance of
pronoun.
sentences. repetition and transitional expressions
in developing a paragraph.
c. Presenting examples/instances
of the new lesson

Reading Text

Reading of text (The Fox and the

Crow)
 Prepared by: Checked by:

JOEMARICAR V.RUBRICO JANICE L. ARANAIN

Subject Teacher School Head

School STA. FE NATIONAL HIGH SCHOOL Grade Level 11

Grade 11
Daily Lesson Log Teacher JOEMARICAR V. RUBRICO Learning Area Reading and Writing Skills
March 13-17, 2023
Teaching Dates and Time Quarter 3rd Quarter
(8:40-9:40 AM)
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. GRADE LEVEL
The learner critiques a chosen sample of each pattern of development focusing on the information selection, organization, and development.
STANDARDS
B. MOST ESSENTIAL
LEARNING
The learner evaluates a written text based on its properties (organization, coherence and cohesion, language use and mechanics).
COMPETENCIES/
(No code indicate)
OBJECTIVES
(Write the LC code for each)
1. recognize the importance of the use of appropriate language in written texts;
2. evaluate written texts based on their language use;
I. OBJECTIVE
3. use appropriate language in written texts; and
4. display understanding on the appropriate use of language in written texts.
II. CONTENT Properties of a Well-written Text (Language Use)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Alternative Delivery Mode (ADM) Quarter 3, Module 5
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or The teacher will ask on what are the
The teacher will ask the student if The teacher will ask the student if what The teacher will ask the student if what
presenting the new lesson topic being discussed for the whole
hat we did last week we did yesterday. we did yesterday.
week.
b. Establishing a purpose for the a. know the unbiased language and its The teacher will present the objective
a. examine the characteristics of a. determine the grammars used in
lesson tips and gender neutral language; of the session:
the presented text/passage; and informal and formal language, familiar,
b. identify what bias is present in each a. Review on the past lessons; and
b. display understanding on the direct and simple language; and
of the following statements or b. Answer the post-test.
appropriate use of language in b. evaluate written texts based on their
situations; and
written texts. language use
c. create a slogan on gender equality.
c. Presenting examples/instances Change the most common misuse
of the new lesson terminologies into its unbiased
language.
1. Actress
2. Stewardess
3. Businessman
4. Chairman
5. Fireman
6. Housewife
7. Policeman
8. Waiter
9. Maid
10. Mailman

d. Discussing new concepts and Discuss use of contractions, Use of Discussed unbiased language and its
 Prepared by: Checked by:

JOEMARICAR V.RUBRICO JANICE L. ARANAIN

Subject Teacher School Head

School STA. FE NATIONAL HIGH SCHOOL Grade Level 11

Grade 11
Daily Lesson Log Teacher JOEMARICAR V. RUBRICO Learning Area Reading and Writing Skills
March 20-24, 2023
Teaching Dates and Time Quarter 3rd Quarter
(8:40-9:40 AM)
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. GRADE LEVEL
The learner critiques a chosen sample of each pattern of development focusing on the information selection, organization, and development.
STANDARDS
B. MOST ESSENTIAL
LEARNING
The learner evaluates a written text based on its properties (organization, coherence and cohesion, language use and mechanics).
COMPETENCIES/
(No code indicate)
OBJECTIVES
(Write the LC code for each)
1. recognize appropriate use of mechanics in writing;
I. OBJECTIVE 2. identify the different conventions in spelling, punctuation, capitalization, boldface, italics and underline; and
3. use appropriate mechanics in writing.
II. CONTENT Properties of a Well-written Text (Mechanics of Writing)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Alternative Delivery Mode (ADM) Quarter 3, Module 6
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or The teacher will ask on what are the
The teacher will ask the student if The teacher will ask the student if The teacher will ask the student if what
presenting the new lesson topic being discussed for the whole
hat we did last week what we did yesterday. we did yesterday.
week.
b. Establishing a purpose for the a. identify common punctuation a. know what and how to use The teacher will present the objective
lesson a. define mechanics and spelling; marks; capitalization and typeface; of the session:
b. use the words correctly in the b. use punctuation marks in correct b. use appropriate mechanics in a. Review on the past lessons; and
given situation; and manner; and writing; and b. Answer the post-test.
c. value the importance of spelling. c. appreciate the importance of c. appreciate the correct usage of
punctuatiuon marks appropriate mechanics in writing.
c. Presenting examples/instances
of the new lesson

d. Discussing new concepts and Discuss what a punctuation mark and Discussed Capitalization (Using
practicing new skills #1 Discuss to the class the definition its uses. Uppercase Letters)
of mechanics.

e. Discussing new concepts and Discuss to the class some common

practicing new skills #2 misspelled words
f. Developing mastery 10 item correct usage of most Identify what punctuation marks it is.
(Leads to Formative Assessment common mispelled words.(to, too, -reading the definition of punction
 Prepared by: Checked by:

JOEMARICAR V.RUBRICO JANICE L. ARANAIN

Subject Teacher School Head

School TITAY NATIONAL HIGH SCHOOL Grade Level 11

Grade 11
Daily Lesson Log Teacher IVANA O. ARROZAL Learning Area Reading and Writing Skills

Teaching Dates and Time May 29-June 02, 2023 Quarter 2/ WEEK
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. GRADE LEVEL
STANDARDS
The learner understands the requirements of composing academic writing and professional correspondence.
MOST ESSENTIAL
LEARNING Identify the unique features of and requirements in composing texts that are useful across disciplines: research report (EN11/12RWS-IVdg-12.2). Prepared by:
COMPETENCIES/OBJECTIVE
S
(Write the LC code for each)
To be able to: To be able to: To be able to: To be able to:
 analyze the features of an ● analyze the features of an ● analyze the features of a ● analyze the features of a
abstract of a research abstract of a research report. literature review literature review.
report. ● write an abstract of the book ● compile the literature reviews ● compile the literature reviews
● write an outline abstract you chose earlier. for submission for submission Checked
of the book you chose ● Value reading the abstracts ● value the need to consider ● value the need to consider by:
earlier. of research reports helps to other people other people
I. OBJECTIVE ● Value reading the save time while conducting ● when we work ● when we work
(Objective for the week) abstracts of research research and the value of
reports helps to save time saving time in other
while conducting everyday situations?
research and the value
of saving time in other
everyday situations? Approved
by:

II. CONTENT Composing Academic Writing: Research Report

III. LEARNING RESOURCES quipper
1. Teacher’s Guide pages
Reading and Writing Quarter 4 Module 8: Reading and Writing Quarter 4 Module 8:
2. Learner’s Material pages
Composing Academic Writing, pp. 19-26 Composing Academic Writing, pp. 28-33
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources www.google.com www.google.com
IV. PROCEDURES
RAPID SIKAP 10 minutes reading time related to the
10 minutes reading time related to 10 minutes reading time related to the 10 minutes reading time related to the topic
the topic topic topic Evaluation of their reading
comprehension
a. Reviewing previous lesson or State the learning competency Review the learners about title, . Review the learners about Review the learners about project
presenting the new lesson and objectives. abstract, and introduction in a research report. proposal.
research report.
b. Establishing a purpose for the The learners will create a Ask the learners if they know The learners will create a
lesson
semantic web about Family Feud. semantic web about the word
research. ‘project’.
c. Presenting examples/instances of The learners will give their Ask the learners how important Ask the learners what project they
the new lesson thoughts about researching. data are in making decisions. want to happen in the school.
d. Discussing new concepts and Discuss research report Discuss methodology, results, Discuss project proposal.
IVANA O. ARROZAL MERCEDES G. YABO ESTEBAN F. CANONES JR.,J.D.Ed.D.
Subject Teacher English Department Head School Principal