Annex1B to DepEd Order No. 42, s.

2016
DAILY LESSON PLAN/LOG
School BALINGASAG SENIOR HIGH SCHOOL Grade Level 11
Teacher RICHELLE LOCLOC Learning Area READING AND WRITING
LOGO SKILLS
Teaching Date Quarter 4th QUARTER
and Time
dsd

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
I. OBJECTIVES 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 Standards realizes that information in a written text may be selected and organized
to achieve a particular purpose.
B. Performance Standards critiques a chosen sample of each pattern of development focusing on
information selection, organization, and development.
C. Learning Competencies Distinguishes between and among techniques in selecting and
organizing information
b. graphic organizer
EN11/12RWS-IIIa-2.2
D. Learning Objectives At the end of the session, the learners should be able to:
Cognitive Differentiate among flow charts, Venn diagrams, network trees, and cycle charts based on
their purposes.
Affective Value logical sequencing and organization in both writing and daily tasks;
Psychomotor And organize information in the correct order when using flow charts, network trees, cycle
charts, or Venn diagrams.
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.
II. CONTENT
Techniques in Selecting and Organizing Information
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest i the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A. References K to 12 BASIC EDUCATION CURRICULUM
1. Teacher’s Guide pages
2. Learner’s Materials
pages
B. Ancillary References
(If any/available)
3. Textbook pages
4. Additional Materials [Link]
from Learning Resource
portal
C. Other Learning PowerPoint Presentation
Resources/
IM’s
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
IV. PROCEDURES 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.
A. Reviewing Previous A. Preliminary Activities
Lessons/ Presenting  Prayer
the  Attendance
new lesson  Reminders
B. Review

B. Establishing a FAMILY TREE ORGANIZATION

Purpose Instructions:
for the Lesson 1. The teacher will show a big image of a tree.
 2. The students will be given pictures of family members.
3. The students will organize from the grandparents to the youngest member of the
family.

The teacher will ask the students what they have observed in the activity.
C. Presenting examples/ The teacher will show pictures to the class.
instances of the new
lesson

The teacher will ask the students what are the pictures presented.

The teacher will introduce the topic.

The teacher will present the learning objectives.

D. Discussing of new GRAPHIC ORGANIZERS
concepts and  A powerful visual picture of information that allows the mind to see
practicing new skills # 1 undiscovered patterns and relationships.
 A tool that allows organization of these patterns and relationships in writing.
Using graphic organizers
 Graphic organizers enable the writer to organize material logically and to see
relationships between and among ideas.
 Effective use of graphic organizers can help the writer to present his or her
ideas in an effective and persuasive manner, resulting in a focused and
coherent text.

Types of Graphic Organizers:

1. Flow Diagram or Sequence Chart
2. Compare and Contrast or Venn Diagram
3. Network Tree
4. Cycle chart
E. Discussing of new TYPES OF GRAPHIC ORGANIZERS
concepts and practicing Flow Diagram or Sequence Chart
new skills 2  A flow diagram or sequence chart shows a series of steps or events in the
order in which they take place. Any concept that has a distinct order can be
displayed in this type of organizer. It is an excellent tool for teaching students
the steps necessary to reach a final point.
Compare/Contrast or Venn Diagram
 A compare/contrast or Venn diagram is used to identify the similarities and
differences between two or more concepts. It is one of the most commonly
used organizers, appearing in textbooks, on standardized tests, and in teacher
resource materials.
Network Tree
 This graphic organizer is used to display causal information (e.g., causes of
poverty), hierarchies (e.g., types of insects), or branching procedures (e.g., the
circulatory system). Key guiding questions include: What is the superordinate
category? What are the subordinate categories? How are they related? How
many levels are there?
 Cycle
 This type of graphic organizer is used to show how a series of events interact
to produce results repeatedly. Examples include weather phenomena, cycles
of achievement and failure, and life cycles. Key questions to guide its use are:
What are the critical events in the cycle? How are they related? In what ways
are they self-reinforcing?
F. Developing Mastery WHAT’S BEHIND THE DOOR?
(Lead to Formative Instructions:
Assessment) 1. The class will be divided into four (4) groups.
2. Each group will open one assigned door. Each door contains a short story or
text.
3. After reading the text, the group will identify the appropriate graphic
organizer it represents:
 Flow Chart
 Network Tree
 Cycle
 Venn Diagram
4. The group will write their answer on the provided board.
5. Groups will briefly explain their choice to justify their answer.
G. Finding practical The teacher will ask the following questions.
applications of concepts  Why are graphic organizers useful when organizing ideas or tasks in real life?
and skills in daily living  As a student, how useful it is for you to follow steps when using flow chart?
 In what situation can you use a Venn diagram when making a personal decision?
H. Making generalizations The teacher will ask the learners the following question.
and abstractions about
the What are your takeaways from the topic discussed today?
lesson
I. EVALUATE MATCHING TYPE
Match the type of graphic organizer in Column A with its correct description or use in
Column B. Write the letter of the correct answer on the space provided before each
number.

Column A: Types of Graphic Organizers

1. _____ Flow Diagram / Sequence Chart
2. _____ Compare and Contrast / Venn Diagram
3. _____ Network Tree
4. _____ Cycle Chart
5. _____ Graphic Organizers (General Use)

Column B: Descriptions
A. Shows similarities and differences between two or more concepts using overlapping
areas.
B. Displays events or stages that repeat continuously and are self-reinforcing.
C. Organizes information to show causes, hierarchies, or branching relationships.
D. Presents steps or events in a logical order from beginning to end.
E. Helps writers organize ideas logically and present relationships clearly for a focused
and coherent text.

Answer Key:
1. D
2. A
3. C
4. B
5. E
J. Additional activities for The teacher will instruct the class to study the next topic about Topic Outline.
application or
remediation/EXTEND
IV. REMARKS
V. 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 Out of _____ learners _____ learned ______ in evaluation.
80% in the evaluation.
B. No .of learners who require % _____ of learners require additional activities for remediation.
 additional activities for
remediation who scored below
80%.
C. Did the remedial lessons work? _____ YES _____NO
No .of learners who have _____ of learners who caught up the lesson.
caught up with the lesson.
D. No .of learners who continue to _____ No. of learners who continue to require remediation.
require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why
did these work? ______Answering preliminary activities/exercises _______ Discussion
______ Group collaboration _______ Peer tutoring
______ Games _______ Gallery Walk
______ Think-Pair-Share _______ Reporting
______ Multimedia Instruction _______ Differentiated Instruction
______ Discovery Method _______ Role Playing/Drama
______ Lecture Method _______ Experiment/ Lab activity
Others please specify ____________________________
__________________________________________________________________________________________________________
Why did this 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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [Link]@[Link]
Prepared by: Checked by:

RICHELLE LOCLOC REY ARIEL DOMO

Student Teacher Cooperating Teacher