School Campalanas National High School Grade: 11- Titanium

Daily Teacher Ms. Jeralyn B. Patay Learning Reading & Writing

Lesson Log Area:
Date / November 16, 2016/ 7:30-9:30 A.M Quarter: 3
Time:
I.OBJECTIVES
A. Content Standard The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of development focusing on
information selection, organization and development.
C. Learning Competencies/Objectives Identifies properties of a well-written text (EN11/12RWS-IIIgh-4)
a. organization (EN11/12RWS-IIIgh-4.1)
b. coherence and cohesion (EN11/12RWS-IIIgh-4.2)
c. language use (EN11/12RWS-IIIgh-4.3)
d. mechanics (EN11/12RWS-IIIgh-4.4)
II. CONTENT Properties of a Well-Written Text
III. LEARNING RESOURCES Textbooks, TG, CG
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Curriculum Guide: p.1
4. Additional Materials from Learning
Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
Review students about intertext and hypertext.
the new lesson
B. Establishing a purpose for the lesson At the end of the lesson, the students will be able to identify the properties present
in a well-written text or critique a sample text evaluating some of its properties.
C. Presenting Examples/instances of new Ask students some probing questions:
lesson 1. What makes a good text?
2. What are the essential things to be considered in evaluating or critiquing a text
or an article?
3. Why there’s a need to organize a written text well?
D. Discussing new concepts and practicing Introduce to students the different properties a well-written text should have.
new skills #1 a. organization
b. cohesion/coherence
c. language use
d. mechanics
E. Discussing new concepts and practicing *Provide students sample written texts with evident properties.
new skills #2 *Have them read the texts and instruct them to point out what part of the text
illustrates organization, cohesion and others.
F. Developing mastery *Provide students a sample well-written text and a sample of a poorly developed
(Leads to Formative Assessment) text.
*Incite students to differentiate the two samples.
G. Finding Practical applications of Process and discuss student’s observations of the sample texts taking into account
concepts and skills the properties discussed earlier.
H. Making generalizations and abstractions *Ask:
about the lesson If a text is properly organized, what effects does it bring/give to the writer and the
reader?
*Accept varied answers from the students
I. Evaluating Learning *Present to students a sample written text.
*Direct students to critique or evaluate the text by identifying the properties
evident or used in the text.
*Let them use the rubric in doing the activity for them to be guided. Tell them that
they can also share additional comments about the text if necessary.
*Have them share their answers with the class.
J. Additional activities for application or Ask:
remediation What is critical reading?
V. REMARKS
VI. 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 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?
Inspected by:

ANNA ROSE M. CABASAG

School Head