!.

Republic of$e Philippines Deparftnent of Education National Capital Region SCHOOLS DTVISION OFFICE QUEZON CITY Nueva Ecta St., Bago Banta),. Quezon Citv wnr..depedqc. ph

June 7, 20'16

MEMORANDUM TO

:

Assistant Schools Division Superintendents Chiefs, CID and SGOD Division/District Supervisors Senior High School Principals

DA|LY LESSON LOG (DLL) FOR GRADE 11 Attached are Daily Lesson Logs (DLLs) for the first quarter of Grade 11. The DLL covers the following: Week '1 Sessions 1-4 - Theme: Who am I as a Senior High School Leamer? Week 2 Sessions 1-4 - What study skills do I need to succeed? (with optional Session 5) Week 3 Sessions 14 - What I want to leam and how can I leam about it? These Daily Lesson Logs may be used in any leaming area. For immediate and wide dissemination.

E LIZABE ESADA. CESO V Division Superiniendent a,loll ,J Sch

i*s7t

THEME: Who am I as a Senior High School learner? .*'i

r"r"

ili.i

GRADES l to 12 oa,,t'-tttoru roe

School

Teacher Teaching Dates and Time

All Senior High Sthools (SHSS) Week

l

Sessions 1-4

11

Quarter

1st

May be used in any learning area

i

,.

Objectivos must be mel over lhe week.and connecte to the curtcllum standards, To meet the objeclives, necessary procedures must be followed and af needed, additional lessons, exercises and remodial activitjes may be done for dovr {oping content koowl€dge and competencies. -Jirese are assessed udng Formataye Assessment strategies. Valuirlg objecijves supporl th€ leamins of content and competencie.s and Goable c hildren to n nd sis n ilica nce a n d j o y inlea mins the lessons Weekly obiect ves shall be derjved from the ourriculu m quides.

OBJECflYES

A

Content Standards

8.

Performance Standards Al the end olthe session, learners are erpecled to:

C.

Grade Level Learning Area

1. 2. 3.

Leaming Competencies / Obiectives l]\/;t6 th6 I a.^.la l^r ^r^l

aespond to questions aboul lhemselves and lher expectaUons for Senioa High School work with a group by shaaing one's responses lo given questionsi collaborate $rith a group lo presenlgrcup

At the end ofthe session,leaners are o(pected lo:

Atthe end ollhe session, learners

f. 2.

1. 2.

identily one's strenglhs and weaknesses; and

iltuslaale/showresponsesthmuqh

aae erpected

toi

various crealive means.

presentcreative outpul based on one's slrengths and weaknesses; and appreciale hatclass members have

Al lhe end ol the session, learners are expecled lol

1. 2.

s,rengths and weaknesses.

ouDul.

3.

I

express how they ieelaboul their subjects and leachersi brainstorm howtheir class can be happy given lheir similari[es and differences; and contribule lo class rules, aegulalrons noms, and

agteemenls.

II.

t. A.

Content is what lhe lesson is all abour ll pertams lo rh

CONTENT

I am a Senior High School Learner

slbjeci matler that the teach er aims to teacb' My Strenqths and Weaknesses

List lhe malerials 10 be used in difierent days. Varied !iources of malerials sustain childa€n's intersst materials as well as paper-based msleria,s. Hands-on I eaming promotes concept developmenl.

LEAR/VI/VGRESoURCES

ln lhe

CG, the coltenlcan betackled in

Unitv in Diversity

ln

a week

ortwo. Me, My Teacher and My class

the lesson end in ieaming- Ensure lhat there is a mix of concrete and manipulaijve

References 1. Teache/s Guide pag?s

2. Learneds Materials pages 3. Textbook pages 4, Additional Materials rrom Learning Resource (LRlportal httplhluw.tecweb orqAtyLes/qardner.html

B.

Other Learning Re8ources

IV. A"

PROCEDURES

Reviewing

processes, and draw conclusions aboutwhal they leamed in relation lo their life experiences and previous knowledge. lndicale the time allolrnerl for each step.

prevlous lesson

presenting the new lesson

B.

Howard Gaardner's Theory ol lvulliple lntelliqences

Btablishing

a purpose

forthe lesson

or

(5 mins)

(5 mins)

class responses lrom Session 1.

Teacher reviews activities from the lasl session leacherexplains lhatthis sess]on willbe lor presentation ofouFul.

Class reviews presenlalions from lhe last session. Class disclsses what they have learned from the presentatiors.

(5 mins)

('10 mins)

(50 mins)

(25 mins)

1.

1,

Eelow are oplions hal classes may use lor presenting class oulpul:

Teacher says:'lhad he chance lo know each one of you in the past days. Now, lwanllo know youl expeclalion lrom me slnce we willbe logether in lhis

(2 mins)

(5 mins)

Teacher welcomes the class and inlroduces himself/hersell (specialization, background, credentials).

Teacher reviews

From the list below, leacher chooses one lo lwo queslions ,or lhe class lo answer. Subject teachers coordinale with each olhe. so that there will be no/minimal d!plicalion ofquestions used in class. What objecl best represents you?

a. b.

What excites you about SHS?

he

queslions asked and

Teacher presenb the diiferenl lntelligences and gives a briel erplanan tion for each: Verbal.Linguistic

a. b. c,

Logicallt4athematical lntercersonal

1. 2.

Gallery walk Individual/group presentalions

Presentatjons may vary per sublecl.

1.

semeslet."

THEME: Who am las a Senior High School learner?

d. e. l. g. h. i.

lryhat makes you nowous aboul SHS? What aqe,,tillyou be 10 years lrom now?

i. ii. iii.

How would you like to look like? Whal would you like to be doing? Wherewould you like lo be working?

Whatdo you know aboutSenior High

2.

School?

i

Ho!,/ is it diflerent from

School? How doyou lhink Senior High Schoolcan help you achieve your goals and ambitions? What are yourtop three positive pe

ii.

I

h

3

What are two not-so-posilrve characle stics lhat you have? \ /hal are three corect, gocd, or $rise choices thal you made in JHS? Whal

g. h.

Teacher asks learners to bring out a piece of paper and be readywith a pen or pencil.

Teachersays: "Let's get to kno'x a liltle bit

Naturalistic

Exbtenlial

Teacher saysi Eased on whal you leel

a. b. c. d. e. f.

were lhe eflects ollhese aclrons? 2

For example, lhose lhal have prepared dance/song presenlalions may presenl during lheir Humaniles subjecls.

omwing

Leamers bing outa

ol sheelof

paper and ballpen.

3.

Teache, says: 'l need yoL-r to complete the,ollowing sentences."

Teachers will coordinate accordinqly so lhal each leamer has a chance to presenl for lhe

a.

llike(nameorsubjecl)

because ldon t like (name ofslbjecl)

day.

b. becalse _. c. I like ilwhen the teacher

from lhe following options They maychoose more lhan one. An object lo represen t yourself Collage

qualities/lraits? s

Eodily-Kinesthelic MusicalRhythmic.Harmonic

are yourlop two i[telligence/s, think ofhow you can illustrale/sh ow your response lo lhe question yesterday. Leamers may choose

Jlnior High

2.

lntrapersonal

Visualspalial

d.

I don'lllke il when lhe leacher

4.

Dance/Mcvemenl

Teacher collecls the sheels of paper, reads lhe answers, and rcilecb

Poem/A:c[ostic

wilh lhe class.

Song/Rap

Scriprstory Comic Strip

(40 mins) I

3.

Leamers are given time to prcpare and work on theia outpul.

about each other today."

follow

Ieacher provides he senlence slrucfure lo based on lhe chosen question. Forerample, for queslion ai

'Hello, myname is

_.

The objecl that best because

represents me rs a/an

C.

Presenting examples/ instances ofthe ner,{ Iesson

I

(15 mins)

1. 2. 3.

For queslions b and ci "Hello, my name is

from_. _.1am

_.

Teachea draws a semantic webirrord map on lhe board. The wod inside he middle circle is !APe!Q!$S. The class brainstorms lor differenl

ways lhala classrcom can be happy and inlercsIng. Teacherwriles lhe responses on the board (semantic web/word map).

lam I am erciled for

nervous about

Teacher models how lo respond using lhe suggested senlence slructure. (30 mins) 1

D.

0iscussing neYJ concepts and practicing newskills #1

.

2. 3.

(15 mins)

Learners a re asked lo lh in k of lheir responses and wrile lhem down. Aller they have writlen (hejr rcsponses, the leacher willask lhem to group lhemselves into at most five members. Groups assign a leade. and documenler. Group members share

tiet

responses.

Teacherand leameE make an agreemenl on which activities, p(actices, roulines, strategies will be adopted by both to make the class a happy class.

THEME: Who am las a Senior High School learner?

4.

tesslon

I

Groups hen share lheir responses to lhe clrss

Discussing new concepts and practici0g new skills t2

E

F. Developing mastery ll€ads

10

FormaUv€ fu6os6mont3) I

G.Finding practical applications ol concepts and skills in daily living H. Making generalizations and

abstraclions

about the les6on

(15 minutes)

(5 mins)

Afler the shaing session, the class can refleclon the answers ollhe group. The teacher can ask the

Teacher closes the session by how people will have dilierenl slrenglhs and weaknesses.

following questionsi Who has similar responses? ln whatways are Uey similar? How can our dilferences bring about positive eftecUs lor tie learne(s, class and school? What can sludents do to make sure Senior High Schoolbe a positive

a. b. c

Teacherasks learners lo pack away

{5 mins) Teacher su mmarizes how a class is made up of leameB Bilh different strengths and weaknesses. Teacher then emphasizes tral lhere can be unily despite diversity.

Teacher and students waile the agreement on a ca(oiina/manila paper and should be posled insidethe classroom for everyone to see during the semesler. Each subjecl mayconlribute lo the aqreements. These should be collated lor each class.

d. e. i.

experience? Whal can teachers do lo make liis happen? What can the schooldo to make this happen?

(8 mios)

1.

2. l,

I

Teacher provides a proper ending by emphasizing lhal SHS is a new beginning and a propel ven!e to staft anew as an individual, learner, and as a class,lhal lheirsimila ties afld differences willhelp the class achieve theirgoals. Teachercan cile examples on howthis can happen.

Evaluating learning

J. Additional activities ,or application or remed,ation

Agreement Ering old orused magazines, newspapeE, catalogues, brochures, leaflets, etct art malerials, i.e. scissors, glue, cmyons, color pencils, markers, bond paper, etc.

V.

REM,A,RKS

VI, REFLECTION

A

No.of leamers who eamed 80% on lhe tormative

assessm€nt B. No.ofleamerswho require additjonal activities for remedialion.

C. Did

lie remediallessons woft? No.gfleamels

who trayecaughl up wjlh lhe lesson.

D. No.olleameGwho conlinue to ,equire

Reflect on your teaching and assess yourself as a leacher. Think aboul your students' progress this weelc What works? What else needs to be done Uentifywhathelp your instructional supervisors can provide Ior you so when you meellhem, you can ask lhem relevanl questions.

lo help the students leam?

THEME: Who am I as a Senior High School learner?

remedialion E. !\4rich of my leaching slralegiesworked well?Vrrhy did lhose

wo*?

F. Wrat dificlrlli€s dij I encounter which my principal or supenlsor can help me soke? G. Whal lnnoraiioo or localized materials did I

use/discot er',ihidr I wish to share wilh

oher

teacheG?

for improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

Page 4 of 4

ItlElvlE; wnal SIUoy

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GRADES

$Ba'tt

1to

5Kll15

oo I neeo ro 5ucceeq lIl )elrlur nlBll rLrluur lrnJrr sohool

12

r.sso*loe

Teaching Dates and Tim e Sesslon

I.

2

Content Standards

1

B,

Perfomance Standards

C.

Leamlng Competencies Objeclives

2

1. Write

he

I

I

LC code for each

2. 3.

The learner underslands the imporlance of developing studY or academic skills tosucceed in Senlor High School(SHS) The leamer demonslrales understanding of ditferent note-laking

1

2

methods The learner undelstands lhe importance of time'management in siudying The learner applies notelaking methods The learner produces a sample weekly study schedule

ldenl y lhe steps ol lhe Cornell Nolelaking Method ldentify the Five (5) Rs of Nole Taking Creale a weekly study schedule

n

Quarter

11

May be used in any learning area 1st

d j o y inleaming the leEsons. Weekly obj€ctives shell bo deriv€d from th€ curriculu m g uidesThe learnerdemonstrales 1 The learnerdemonstrates The learner understands underslanding of crilical underslanding of critical lhe importance of academic reading stralegies reading strategies inlegrity and intelleclual The leamer recognizes the 2 The learner recognizes the honesty importance of crilical impodance of crilical The learner demonslrales reading in academic reading in academic respectfor anolher success SUCCESS individual's work in academic wriling

1.

2. 3.

The leamer applies critical reading slralegies

The learner applies crilicai reading strategies using SQ3R

1. 2.

1.

Dellnecrilicalreading ldenlify and describe diflerent critical reading strategies

2.

Identafy lhe diflerent parls of lhe SO3R Read a selectiong using SO3R

S8slon

Se$ion 4

SEsslon 3

Sesslon 2

enable children to find signmcance a 1

A"

Week 2 Sessions 1-4 (with optional Session 5)

Objeclives romediat activilies

OBJECTIVES

Grade Level Learning Area

All Senior High Schools (SHSs)

Teacher

The learner applies academic wriling skills using strategies such as quoling, summarizing, and paraphrasinq

2

Dislinguish belween original work and plagiarized texl Quole, paraphrase, and/or

1. 2

5

(optlonall

The learner underslands the imporlaoce ol preparing for a tesl The learner demonslrales underslaoding of differenl strateqies lo improve memory

The learner applies memory slrategies using acrostics and acronyms Create acroslics and acronyms for lrequenlly used formulae,

lerminologies, and concepls

summarize an oriqinai lext

II.

CONTENT

III,

IEARIVIIVG

Conlent is what the lesson is all about. lt pertains to the subject matter that the teachdr aims to teach. ln the CG, the content can be tackted in a week or two Sludy Skillsr Critical Reading SIudy Skills: Critical Reading Sludy Skills: Avoiding Plagiarism Sludy Skills: lmproving lvemory Study Skills: Overview of Study Skills in Academic Writing

Note taking and lime manag ement

A.

RESOURCES Relerences 1. Teacher'sGuide pages 2. Learner's Materlals pages 3. Textbook pages 4. Additlonal Matorlals from Learning Resource (LR)

po

al

l.httpsr/www.stephencovey.com/Thabits/7 abits.php

B.

and Tesltaking Skills

Other Learning Resources

2.http://www.studyskills.solon.ac.uUsludylip s^^,hy-here.hlm 3.hltpsr/www bcps.orgiofl i ces/lis/researchc

h

1.htlp://www.criticakeading.com/c rilical_reading.hlm

1.htlp:iiwww.crilicakeading.com/ critical-readjng.hlm

2.http://w,aw.uef ap.com/reading/r

2.http://www.uef ap.com/reading/r

eadlram.hlm

eadfram.htm

3.htlp:/turiting.colostale.edu/guid

3.htlD://wrilinq.coloslate.eduiquid

'l.hltpr/www.blinn.edu/brazos/pa rallelstud/developmenrAnnolatio nsummary.pdf

1 http://w, rw. coedu. u sl.edu/zalaq uelUHelp_Screens/study_skillst4 HS.hlm

2.htlp:/,vriling.wisc.edu/Handboo UQPA_paraphrase2.hlml

2.hllp://www.lmu.edu/valleyschol ars/f iles/improvemyhighschoolslu

.

THEME: What study skills do I need to succeed in Senior High School (SHs)?

ourse/images/Lesson%20Plan%2oforo/o20l l oleo/020T aking

1

.

pdf

4.httprilvww.cls.utk.edu/pdf/lsMeek2-Less on14.pdf 5.htlps:/A^/ww2.usgs.govihumancapital/docu ments/TimeManagemenlGrld.pdf 6.htlp://successcenter.lamu.edu/gelallachm enVSluden!Resources/Handouts/LectureNote-Taking.pdf.aspx

es/guide.cf m?guideid=3

1

es/gulde.clm?guideid=3

1

3.htlp://wriling.wisc.edu/Handboo UAnnBib_conlent.html

dyskills.pdf

4.htlps://w,aw.csuohio.edu/writin g -centerkritical-reading-whal

4.https J/www.csuohio.edu/wrilin

crilical'reading-and-why-do,i, need^do'il

crilicalreading-and-why-do-i-

4.https:/,vww.mesacc.edu/-paoi h30491 /Argumenls0uoleSumma

need-do-it

rizeParaphr.html

4 htlpl/www.lynchburg edu/acad emics/luloring-academic,

5.httpJ/www.skillsyouneed.com/le arn/citical'readln g.hlml

5.htlp:/iwww.skillsyouneed.com/l

3.htlp://www.indiana.edui-Ms/pa

su pporutop-

earn/crilicalreading.html

mphletsiplagiarism.pdf

6 hllp //www edircationcorner.co

6.htlpl/www.educationcorner.co m/sq3rtextbook-slralegy.html

4.https:/hvww.princelon.edu/prlp ub/integrity/pages/plagiarism/

m/sq3r-texlbook-slraleqy.html

g-center/critical'read

n

g-whal

T.httpr wv/.admin.cam.ac.uUuniv/plagiaris

5.https:/ Mww.indiana.edu/-istd/e

m/sludentsiskills/noles.hlml

xamples.hlml

8.hltp:/ ^/ww.educationcorner.com/cornellnot+laking-system.hlml 9.hltpJ xww.educationcorner.corn/habitsotsuccesslulsludents.hlml

6.htlp://www.ucalgary.calpubs/ca

3.htlp://www.educationcorner.co m/lesl-anxiety.hlml

1

0-sludy-s kills/

lendarhunent4(-1.hlml T.https Jtulww.indiana.edu/-plag/ practice. htm I

8.http:/

IV.

^/ww.stevendkrause.com/ pdf tp^rrloh aptero/o203. PROCEDURES

Presenllhe Seven (7) Habils 0f Highly Eflective People by Slephen Covey. (5 minules)

A"

Reviewing previous lesson or presenting the nelY

C.

Establishing a purpose for the lesson

Presentingexamplesl instances of the new lesson

Say/Ask: Yesterday, we learned about ditferenl ',Yays lo read more critically. What were the 6 sirategies we discussed yesterday? (5 minutes)

1. After a briel discussion of lhe 7 Habits, return to Habit 2i"Begin with lhe end in mind.' 2. Ask:Whatdoes lhis slateleme0t mean? Why do you think are you in Senior High School (SHS)? What willyou do afler SHS? (5 minules)

Say:Today, we will leam how lo improve our understandinq of a reading rnaterial through critical reading. Take down noles using lhe CNTNT. (1 minute)

1. Before discussion, remind lhe class to

1. Discuss critical reading. 2. Provide a delinilion ol crilical

1.

lntroduce and discuss lhe

reading and the ways to do crilicalreading. 3. Discuss the ways to read more

2.

SQ3R slralegy. Discuss the differenl elements of SQ3R: Survey,

lake down notes.

2. Discuss sludy or academic skills. 3. Provide a definilion and examples ol

1. 2. 3.

minutes)

lesson

B

Say/Ask: Yesleiday, we learned how lo orqanize our la5hs and noles. Do you l4 nk thal we can also orqanize lht way we read? Do you have a dpecific way or strategy in reading a lext? lf yes, what stralegies do you use? (4

Say:Today we will learn about anolher reading strategy thal some of you may be familiar with akeady: SQ3R. What do you think these letlers stand for? (5 minutes)

Presenl two very brief lexts (original lexl and plagiarized text) Say: Can you read the texls using SQ3R? Waillor lhe learners lo realize thal lhere is somelhing wrong. once a learner poinls oul the similarily, cul lhe activity. Use prompls (i.e., 0o you notice somelhing wrong wjlh the two texls?) if the activity goes beyond 5 minutes. (5 minules

Ask: What is intellectual honesty? Why is it imporlant lo acknowledge the work of other individuals in your work? ln whal ways can we ensure inlellectual honesly in our writlen work? (5 rninutes) Say/Ask: When we use someone else's work wilhout giving proper credil, we commit plagiarism. How can we avoid

1

2.

Presenl a quole with proper cilalion. Ask the learners to memorize lhe quole. Remove lhe quote posted, and ask the learners lo recite the quote. Ask: Who among you had ditfic!lly in rememberlng the quote word for word? (2 minules)

Ask: ln whalways do you prepare for a tesl? Do you use malerials other than your noles and lextbooks? What do you think can help you study and improve your memory for a lest? 2 minules

oiscuss the following stralegies to sludy for a lesl: the use of acronyms, acroslics, narralives, rhymes, imagery visualization,

Pase 2 of 5

THEME: What study skills do I need to succeed in Senior High School (SHS)?

sludy or academic skills

4. Talk aboutwhy they are important to

5.

develop. End the discussion by asking a numbel ol students lo summarize what lhey learned based on their noles. (10 minules)

1. Ask: How did you lake down noles

D-

Discussing new concepts and practicing new skills #1

during our discussion? Did you take down everylhing lhat was said? How did you decidewhich ones lo lake note ol? 2. lntroduce the Cornell Nole-taking Melhod (CNT[.4) as one way of nole laking. Present and discuss the CNTM template to lhe class. 3 Alter discussion, ask learners lo lransfer lheir noles using the CNTM lemplate.Selecl studenls lo presenl lheir work. 4. Discuss lhe Five R's in note taking: Record, Reduce, Recile, Reflect, Review. 5. Discuss olher lechniques in nole{aking such as using mind maps,labular notes, flow charls, index cards, and highliqhting and annolating. Emphasize that there are different ways to lake down notes and learners should llnd out which lechnique works best for each of lhem. (15 minutes)

cilically: Previewina, Annotating, Summarizing, Analyz ng, Re'reading, and Responding (30 minutes)

Oueslion, Read, Recall, and Review (15 minules)

commilling plagiarism?

and Ilash cards. (20 minules)

2. lntroduce and provide defintions fori quotations, paraphrases, and summaries 3. Provide and discuss examples for each (20 minutes) Discuss lesl-takinq tips.( 10 minules)

1. Present the 10 Habits of Highly Effective Sl!denls. 2. Ask: Write a list of lhings thatyou need lo do for lhe week.

3. Ask: Which among lhese things will you do first? How will you prioritze each

E.

oiscussing new concepts and practiciog new skills 12

item on your list? Askthe class whatlhe followinq slalement by Benjamin Franklin means lo them:"Byfailing to prepare, you are preparing to fail." 4. Show lhe class Covey's Time l\y'anaqemenl Grid, and coach learners on how lo prioritize lheir lasks based on importance and urgency. Ask lhe class lo calegorize lheir aclivities using Covey's Time Manaqemenl Grid.

Papc

I

nf

q

THEME: What study skills do I need to succeed in Senior High School (SHS)?

5. Ask: Why is it importanl lo organize' one's lasks? (10 minules) F, Developing mast€ry (Loads to Formawo Assessment 3)

1. Say/Ask: ldentify different note-taking

1. Diskibute a lexl lo lhe class

methods. 2. 0escribe lhe CNTIV. 3. Whal are the Five R's in nole-taking?

The lexl can be any opinion piece such as an edtorial.

(5 minutes)

2. Ask lhe cleiss to apply lhe

Posl a shorl selection in lronl of the class. Using this, guide the learners inlo reading lhe texl using SQ3R. ('10 mlnutes)

lollowing critical reading slralegies: frevrewing, Annotatinql Summarizinq, Analyzing, he-readinq, and Responding.

Show 3 originaltexts with a paraph rased/quoted/ summarized text and a plagiarized lexl. Ask

Ask lhe class to summarze lhe ditferenl tesl-taking strategies discussed.

the learners to identify the text lhal was correctly quoted, paraphrased, and/or summarized. (5 minutes)

(15 minules)

practlcal applications of concepts and skills in daily

1. Ask: Aparl from altending classes, in which other activities can nole taking be

liYing

a usefulskill? 2. Outside school, in whalways can you

G. Flnding

AskrApart from reading in school in which other 4ctivities can crilical reading be a u sefulskill? (5 minutes)

Show common lerms and concepls using acronyms and acrostics. (5 minutes) For examplei

apply time management?

ROYGBIV = colors ol the raibow

(2 minutes)

H. Making generalizations and

abstractions about the lesson

Ask: ln your opinion, are lhe ',vhat characteristics ol highly effeclive studenls (3 minules)

l.

1. Read a shorl passage to the class and

Evaluating learning

ask lhem lo lake noles using lhe CNTIV,

2. Ask lhe class lo prepare a sludy schedule lor lhe week based on their class schedule. The study schedule should indicale alwhich times ofthe day they willsludy and prepare for lheir daily classes.

i5 minules) J. Additional activilies

lly

Yery Eager Mother Jusl Served Us Noodles " planets in our solar system Ask: ln your opinion, what are lhe benefits of critical reading? (5 minules)

Ask: Whal are the advantages ol usang a slrategy like SQ3R in reading texts? {5 minules)

Ask: Apart from schools, in what other setlings is intellectual honesly importanl? Why do you say so? (5 minules)

Say/Aski Give examples on how else you can use these strategies in everyday lrfe. (2 minutes)

Aclivity: Give copies of a shorl selection (that includes chapler and section headings) to the learners. Ask lhem to read the seleclion, and lo use lhe SO3R stralegy. They may write direclly on their copies of the selection to show lhat they have followed the SQ3R slrategy. (20 minutes)

Activily: Present a short seleclion lo the learners. Ask lhem how they would include lhe selection in their academic papers by quoling, paraphrasing, and/or summarizinq. Oulput may be done in nolebooks or a sheelof paper. (20 minutes)

Acljvily: Ask learners to come up with fun acronyms and/or

acroslics for frequenlly used formulae, lerminologies, and concepts. This can be compjled as a class output lor fulure reference. (20 minutes)

for

application orremediation

Y.

RE,I,I,CRXS

VI, REFLECTION

A

No.ofleameB who eamed 80% on he fomalive assessment

B. No.ol leamers who require additional activites for remediation

Critical reading willbe discussed for two days Reflect on yourteaching and assess yourselfas a teacher. Think aboutyour studenls'progress lhis week. Whatwgrks? What else needs to be done ldentifu whal helo vour instructional supervisors can Drovide for you so when vou meel them, you can ask them relevant questions.

lo help the students learn?

THEME: What study skills do I need to succeed in Senior High School (sHs)?

C- Did ll)e remediallessons wod(? No.of leaners who have cauqhl up

wih he lesson.

D. No.ofleame$ who conlinue to requirc remediation E. Which of my teaching strategieswofi ed well?lvhy did

hese

wo

?

F. What diffculties did len@unter which my pdncipal or supervisor can help me solve? G. What irmovalion or localized materials did I use/discover lvhich I wish Io share wih olher teadlers? For improvement, enhancement and/or clarification of any DepEd material us€d, kindly 5ubmit feedback to [email protected]

Page 5 of 5

THEME: What do I want to learn and how can I learn about it?

{i,

.

1to

GRADES

i

School

12

DAILY LESSON LOG

Session

I,

Grade Level Learning Area

All Senior High Schools (SHSs)

Teacher I Teaching Dates and Time Week 3 Sessions 1-4

Quarter

I

Session 2

11

May be used in any learning area 1st Sesslon 4

Session 3

OBJECTIVES suiaes.

A. Content Standards B. Performance Standards Lea'ners wiltbe aole lo: enumerate graphic organizers and study strategies that they know; 2. classify graphic organizers and study slratebies according to purpose: and 3. accomplish a KWL chart.

I

C. Leaming Competencies / Objectives

Learners willbe able loi

Learners willbe able tol

use the appropriate graphic organizers to illustrale background knowledge on specific topics,

1.

2. 3. 4.

Wrile lhe LC code for each

discuss a topic of intereslwith a group; explain whal he/she knows about a topic using graphic organizers; list questions on a lopici and enumerale possible ways lo get answers lo queslions on a

Learners will be able to: 1. presenl a lisl of qlestions and proposals on how lo answer lhe queslions; accommodale commenls and/or suggeslions from lherr classmates: provide leedback lo lheu classmates' presenlalions;

2

3

topic.

4. contont i6 what lh€ lesson is

II,

CONTENT

III.

tEqRN'flGRESOURCES

A.

al1

about. ll pertalns tc the subject maller thatthe leacher aimE to

Graphic organizers

and revise lheir presenlation as needed.

bach.ln the CG, the conlantcan be lacklgd in a week or two. KWL Chart: WhallWanlTo Know What I Want lo Know and How

KWL Chart and how olher graphic

organizers can be used to fill up lhe What I Know column

I

\ryantto Know aboullhem

Column

.rarerials as well as paper-based malerials Hands on leamrng promoies concept development.

References

l. Teache/s Guide

pages

2, Learner's Materials pagei 3. Textbook pages 4. Additlonal Materials from Learning

Resourc€ (LR) portal

B,

other Learning Resources

IV.

A

PROCEDURES

Reviewing previous lesson or presenting lhe new lesson

iheir learning processes, and draw conclus,ons aboul what lhey learned in relatoo io lheir llfe exPeriences and previous knowledg s. lndacate the tjme allol,renl fo. each step.

(30 minutes)

(10 minules)

(5 minules)

Review allgraphic organizers and sludy skllls thal learners know.

Review ol KWL (What I Know, What I Want to Know, Whal I Learned) Chart

Review of KWL Chartl

Classify organizers and sludy skills according to purpose

'l 2.

lts Plrpose lts Parts

1. 2. 3.

(5 minules) lls Purporse lls Parls Purpose of Each Part

Shorlrecap Class discusses steps lhat have been done and output per day

THEME: What do I want to learn and how can I learn about it?

3.

Teacher elicils background knowledge from learners. Teacher asks: Whal are the graphic organizers thal you know which can be used to do the lollowing (Analysis Writing, Reading Comprehension, etc?)

Purpose ol Each Part (2 minutes) Learners lake oultheir lslof lopics of interesl and review them. They are lhen asked to choose lhe topic lhey are mosl inleresled in.

Class discusses each and ils purpose Sam

e malrix

Wr

nq

Reading

SO3R

w

ling I

Glaphic orqanizels/ study stralegles

Leamed Chad

I

ne{ded tur

(10 minutes)

(10 minules)

(5 minules)

Classlocuses on lhe KWL Chart

1.

Learners lhalchose lhe same lopic are orouped logelher. They are asked lo sit logether. Groups should only have a maximum of five members. Learflers who find themselves alone may choose another topic/sitwith a group with a relaled lopic.

Teacher asks:

1. 2. B.

Eslablishlng

a

purpose

fortie

lesson

3. 4.

How is lhe KWL Chart used? When have you used lhe KWL charl before? How was it used? What are ils parls? What ere lhe uses of its parts?

2

Teacher presenls a list ol lopics for lhe subiect. Learnel selecls loprcs of inlcrest end wriles lhcm in

lheir nolebook.

(10 minutes) Review lhe queslions your group has formulated

Groups d scuss: How w ll your queslions beoefit your class?

(15 minutes) Groups discuss whal lhey Inow aboul lheir topic ol inleresl. They inol,Y eaoll 01tl0r lno grdpIll0 orq2nizors they ma00lne Dre\li0us session and explain ils conlent.

C.

Presenting examples/ instances ofthe new lesson

D.

Discussing nev, concepts and practicing new skills #1

E.

oiscussing new concepts and practicing

(20 minutes) Teacher gives a topic and class filis up a KWL chart Class discusses steps as they lillup lhe charl.

new skillE #2

PaEe 2 ol 4

THEME: What do I want to learn and how can I learn about it? Session F, Developing mastery (L6adr to Forma0ve Assss6mont 3)

I

Session 2

'

Sesslon 3

Session 4

(40 minutes)

(33 min!tes)

Group Presenlation

(Whal I Know)

(Whal

(15 minutes)

Using the graphic organizers learned, learners illuslrale what lhey know aboulthe topics. They can use as many applicable graphic organizers posslble for

With their groups, learners answer the followinq:

every lopic.

I

Want to Know)

about the lopic?

Each group prepares for lhe presenlation (Groups can opt to use manila paper, powerpoint presenlation, etc for their

ln what ways can you find answers lo lhese queslions?

presenlalioo.) showing lheir questions and ways/sleps in

The group lisls and discusses their queslions and desigr] ways/steps to

which lhey can do lo answer lhem.

1. Whalquestions do you have

2.

answer them. (30 minules) Each of lhe groups will presenl lheir oulputs (queslions and ways on how lo llnd answers)lo lhe class. During presentation, members of olher groups lry lo write down possible commenls or suggestions to the presenling group. Peers can give feedback during

presenlation. The presenling group can lhen revise their output based on lhe class leedback. Teachers cao use lhe inpul trom lhe class to fu(her plan for lhe 1st Quartels Performance Task or Class Pro ecland ils timeline G. Finding

practicalapplications of concepts

and skills in da

livi

generalizations and abstractions about the lesson

H. Making

l.

Evaluating learning

J. Additional activities forapplicalion or r€mediation

Y,

RE,I,IARKS

VI. REFLECTION

Reflect on your leaching and assess yourself as a leacher. Think about your sludenls' progress lhis week. What works? Whal else needs to be done lo help lhe sludenls inslructional for can ask them relevant estions learn? ldent whal can so when u meet lhem

THEME: What do I want to learn and how can I learn about it? Session

,

Session 2

Sessioo 3

Session 4

A. No.ol leamels who eamed 80% on lhe lormalive assessment B. No.ol leamers who require additional activides lor

remodiation. '

c.

Did lhe lemediallessons work? No.ofleamers who have caught 0p with the lesson.

D. No.olleamerswho con[nue to requile Iemedialion E. \\hich of my teaching sttategiesworked well?Wry did these work?

F. Whatdifficulties did I enmunterwhich my principalor supeuisoa can help me solve? G. Whal innovalion oI localized malerials did I

use/discover which lwish losharewith leachers?

oher

For improvement, enhancement and/or clarification of anY DepEd material used, kindly submit {eedbac to [email protected]

PaBe 4

of4