School CANDON NATIONAL HIGH SCHOOL Grade Level TWELVE

Teacher CONNIE ROSE C. RAMOS – SHS Teacher III Learning Area ENGLISH FOR ACADEMIC AND PROFESSIONAL
GRADE 1 to 12
PURPOSES
DAILY LESSON LOG Teaching Dates and Time January 7-11, 2019 Semester/Quarte Semester TWO (2) Quarter TWO (2)
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MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

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 uses appropriate critical approaches* in writing a critique such as formalism, feminism, etc.
B. Performance Standard The learner produces an objective assessment of an event, a person, a place or a thing. writes a comprehensive review /reaction paper
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit

critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria
critiques graphic design communication materials such as posters, billboards, commercials, digital and

C. Learning Competency /
Objectives (Write the LC
code for each)
The learner
uses appropriate critical
approaches* in writing a
critique such as formalism,
feminism, etc.
The learner
uses appropriate critical
approaches* in writing a
critique such as formalism,
feminism, etc.
The learner EXAMINATION EXAMINATION
uses appropriate critical The learner will answer the test The learner will answer the
approaches* in writing a questions with comprehension test questions with
critique such as formalism, comprehension
feminism, etc.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Reaction Paper
CRITIQUE PAPER APPROACHES TO APPROACHES TO EXAMINATION EXAMINATION
LITERARY CRITICISM LITERARY CRITICISM
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None None None None
2. Learner’s Materials pages None None None None
3. Textbook pages None None None None
4. Additional Materials from None None None None
Learning Resource (LR)portal
B. Other Learning Resource
V. PROCEDURE
Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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.
Management of Learning
(MOL) to be done by the
students
 Prayer
 Energizer
 Checking of Attendance
Recall the parts of a critique
paper
Objectives will be revealed.
The students will read the story
The World is an apple as a
spring board in determining the
different figures of speech.
Pull out lines that makes use of
simile, hyperbole and metaphor.
What are the different figures of
speech used in the story?
Aside from the three, what other
Management of Learning Management of Learning Management of Learning Management of Learning
(MOL) to be done by the (MOL) to be done by the (MOL) to be done by the (MOL) to be done by the
students students students students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance  Checking of Attendance  Checking of Attendance  Checking of Attendance
Some of the functional reading
strategies will be recalled.
Today, you shall continue The teacher shall instruct the The teacher shall instruct
reading the text , THE WORLD students on the rudiments of the the students on the
IS AN APPLE and identify what test based on instructions given. rudiments of the test based
reading approaches were used? on instructions given.
.
explain the biographical, Among the 9 basic reading The students shall answer and The students shall answer
linguistic, and sociocultural approaches, the formalist , finish the examination on time. and finish the examination
contexts and biographical, historical and on time.
gender approach shall be
discussed
Do you have questions with the
different types of figures of
speech?
Do these reading approaches Examine the relationship Exhibit intellectual honesty in Exhibit intellectual honesty
help you understand the text any between text and context of the answering in answering
further? story read
discuss how explain the Read a text or passages and EXAMINATION EXAMINATION
 figures of speech were used? biographical, linguistic enhance identify the different approaches
the text’s meaning and the used
reader’s understanding

J. Additional activities for application

or remediation

VI. REMARKS

VII. 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
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: Submitted to:

CONNIE ROSE C. RAMOS PEPITO P. MANZANO, Jr. , EdD
SHS Teacher III Asst. Principal II