DAILY LESSON LOG Teacher MR. TYRONE WEBSTER PAYAD Learning Area ENGLISH FOR ACADEMIC AND PROF. PURPOSES
Teaching Dates and Time JANUARY 21-25, 2019 Quarter FOURTH/SECOND SEMESTER
1
Presenting examples/Instances of the new 1. Teacher asks the class to read the questions 1. Students place the words “giving credit” in the 1. Students write the following on chart paper and 1. Teacher says, “Try to identify the different
lesson and provide answers. center of the Describing Wheel post it close to the research area or media center techniques in defining as used in each sample.”
in the classroom,
Discussing new concepts and practicing new 1. Teacher processes students` responses and 1. Lead the following discussion: The class discusses the following: 1. Teacher guides the students in identifying the
skills # 1 gives considerations to the deserving ones. Could anything bad happen to you if you copied 1. Give credit whenever you use: different techniques used in the definitions.
someone else’s idea or words and didn’t give 1. Another person's idea, opinion, or theory.
them credit? (bad grade, kicked out of college, 2. Any facts, statistics, graphs, drawings-any
lose your credibility, pay a fine, go to jail) pieces of information-that are
How would you feel if someone stole your idea not common knowledge.
and didn’t give you credit – what do you think 3. Quotations of another person's actual spoken
should happen to them if they do? or written words.
Why might it be unfair to use someone else’s 4. Paraphrases of another person's spoken or
work without giving them credit? written words
How does it help YOU when you cite sources?
(shows you know what you are talking about,
credible sources give you authority)
How might it help your reader if you cite sources
(can learn more from the
books you read, know if they can trust your
arguments)
How would you feel if you posted something
really cool on Facebook and a bunch of people
shared it as if it was their own witty comment, not
giving you credit?
Discussing new concepts and practicing new
skills # 2
Developing mastery 1. Based on the discussion, have students work 1. Students write their answers on a piece of
(leads to Formative Assessment 3) in groups to fill in the spokes of the Describing paper.
Wheel with details about why it is important to
give credit. After 10 minutes of group discussion,
have students return to their original seats.
Finding practical application of concepts and
skills in daily living
Making generalizations and abstractions
about the lesson
Evaluating learning 1. Teacher-made examination 1. Have each group take turns reporting to the 1. After the discussion, students use the Purdue 1. Students discuss the answers in class. Teacher
class as a whole something they wrote in one of Online Writing Lab (OWL) page Paraphrase: processes the answers of the students.
their spokes. In a list on whiteboard or other Write it in Your Own Words to reinforce the
surface in view of all class members, record the concept of paraphrasing. If the reading level of
responses of the groups. Continue until no group the examples provided by the Purdue OWL site is
has anything not appropriate for your class, you may want to
new to add to the class list. provide your own examples using passages from
their textbooks or other more appropriate level
reading material.
Additional activities for application or 1. Teacher tells the students who failed in the 1. Ask students to look at the class list of common 1. Students will be evaluated on the following 1. Teacher concludes, “It is good to know that you
remediation examination to have a retake until they pass it. spoke content, and vote on which reasons to give criteria: have grasped the techniques in defining a term,
credit they think are the most important. Give - Overall attentiveness an idea, or a concept. Again, defining is important
2
each student 3 votes. - Responsiveness during discussion sessions to make sure that common understanding is
Tally with show of hands for each item. Is there - Completion and quality of responses in the shared and to ensure that communication is
any consensus on which are the most compelling Describing Wheel activity effective.”
reasons? - This is only one step in teaching the research
process. Continued practice in paraphrasing and
quoting material can be provided and evaluated,
with teacher and peer feedback benefitting the
student researcher. Final bibliographies turned in
with a research report could then be graded
based on accurate information and style.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
Did the remedial lessons work? No. of
learners who have caught up with the lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked well?
Why did these work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with other
teachers?