GRADES 1 to 12
DAILY LESSON LOG
SECTION AND DATE OF
LESSON EXECUTION
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
School Quezon City Science High School
Ms. Zia Denise R. Palomeno
Teachers
Teaching Dates and Time
Day 1
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIgh-4.1
EN11/12RWS-IIIgh-4.2
Identifies properties of a well-written text
a. organization
b. coherence and cohesion
Unity
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 21-31)
Grade Level
Mrs. Sheryl S. Verdadero
Week 2: June 10-14, 2019
*June 12 – No Classes Independence Day
Day 2
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIgh-4.1
EN11/12RWS-IIIgh-4.2
Identifies properties of a well-written text
a. organization
b. coherence and cohesion
Coherence
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 21-31)
Eleven
Reading and Writing Skills
Learning Area
Quarter First
Day 3
The learner realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
The learner critiques a chosen sample of
each pattern of development focusing on
information selection, organization, and
development.
Learning Competencies:
EN11/12RWS-IIIgh-4.1
EN11/12RWS-IIIgh-4.2
Identifies properties of a well-written text
a. organization
b. coherence and cohesion
Coherence
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 21-31)
Day 4
The learner understands the relationship
of a written text and the context in which
it was developed.
The learner writes a 1000-word critique
of a selected text on the basis of its
claim/s, context, and properties as a
written material.
Learning Competencies:
EN11/12RWS-IIIgh-4.1
EN11/12RWS-IIIgh-4.2
EN11/12RWS-IIIgh-4.3
Identifies properties of a well-written text
a. organization
b. coherence and cohesion
c. language use
Emphasis
Dagdag, Lourdes A., et. Al. (2010).
Winning Strategies for Study, Thinking,
and Writing Skills Revised Edition.
Mutya Publishing (pp. 45-50)
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a 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
Activity 1: Jigsaw Pictures (Small
Group)
Distribute a jumbled set of pictures.
 Arrange the events by writing the
number underneath the picture.
 The first group to finish with the
correct arrangement will present
their answer to the class.
Note the words that the presenters
used to signify the order of events in
their story.
Present the question for the session:
 What are the properties of a well-
written text?
 How is unity in writing achieved?
Activity 2: (Group Work)
1. Distribute sentence cut-ups. Instruct
students to arrange the sentences.
2. Have groups analyze the paragraph
by providing answers to the
following questions:
a. What is the main idea of the
paragraph?
b. What details of support are
provided?
c. How are the details organized?
Lecture-Workshop:
Using the students’ output from the
previous activity, discuss the following:
1. Differentiate the TOPIC
SENTENCE from the
CLINCHER/BRIDGE SENTENCE.
2. What different details can a writer
use to support the main idea?
Activity 1: Lesson Recall (Individual)
Recall the previous day’s lesson through
a short quiz.
Present the questions for the session:
 How is coherence achieved in
writing?
Activity 2: (Whole Class)
Present the sample paragraphs used
during the previous discussion. Focus
students’ attention on the pattern of
development used in each passage.
Lecture-Workshop
1. How are ideas in the paragraph
arranged (GENERAL-SPECIFIC /
SPECIFIC-GENERAL / SPATIAL /
CHRONOLOGICAL)?
2. What words signal the relationship
of the ideas in the paragraph?
Lecture-Workshop COHERENCE –
PARAGRAPH ORDER)
What are the different ways to organize
ideas in a paragraph?
Activity 1: Lesson Recall (Individual)
Recall the previous day’s lesson through
a short quiz.
Present the questions for the session:
 What language features aid in
achieving coherence?
Activity 2: (Whole Class)
Present different paragraphs to the class.
Have them determine whether the given
paragraph is acceptable or unacceptable.
Lecture-Workshop COHERENCE –
STRUCTURAL DEVICES)
What structural devices are used to
achieve coherence?
Activity 1: Lesson Recall (Individual)
Recall the previous day’s lesson through
exercises on coherence in writing.
Present the questions for the session:
1. How does proper emphasis aid in
writing an effective paragraph?
2. What are the ways to achieve
emphasis in writing?
Activity 2: (Whole Class)
Show a sample paragraph. Ask:
1. What is the main idea?
2. Does the first sentence put into
prominence the main idea of the
passage?
3. What is the purpose of the
paragraph?
Lecture-Workshop: EMPHASIS
What are the different ways by which we
can emphasize the main idea in a
paragraph?
F. Developing mastery
(leads to Formative
Assessment)
Activity 3: Reading Exercise
(Individual)
Written Work 2: Identify the topic
sentence and details of support in each
passage.
Activity 3: (Individual) Activity 3: (Individual) Activity 3: (Individual)
Written Work 3: Written Work 4: Written Work 5:
Organize the given details using the Choose the correct words to achieve Answer exercises on achieving
correct order. coherence in the passages. PARALLELISM.

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
What is the importance of support in
achieving one’s purpose in life?
(ONE SENTENCE SUMMARY)
How can unity in writing be achieved?
How do you best approach a confusing
sItuation?
(ONE MINUTE PAPER)
What is coherence in writing?
Why is it important to follow rules?
What important language features help
writers achieve coherence in writing?
Have students react to the following
quote :
Focus on emphasizing your strengths
instead of fixing your weaknesses.
(ONE SENTENCE SUMMARY)
What are the properties of an effectively
written paragraph?

I. Evaluating learning Written Work 2 Written Work 3 Written Work 4 Written Work 5
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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 they 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: Sheryl S. Verdadero (SHS-MT I) Reviewed by: Dolores J. Biñas (OIC, English Department)