Grades 1 to 12 School Grade Level Grade 11

Daily Teacher Learning Area Reading and Writing Skills

Lesson Log Teaching Dates Week 3 Quarter IV`
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

Date: __________ Date: ____________ Date: __________ Date: __________ Date: __________

I. OBJECTIVES

A. Content Standards 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.
B. Performance
Standards
C. Learning At the end of the lesson, learners At the end of the lesson, learners At the end of the lesson, At the end of the lesson,
Competencies/Objectives should have been able to: should have been able to: learners should have been able learners should have been
EN11/12RWS-IVac-10 EN11/12RWS-IVac-10 to: able to:
1. determine textual evidence 2. determine textual evidence EN11/12RWS-IVac-10 EN11/12RWS-IVac-10
to validate assertions and to validate assertions and 3. determine textual 4. determine textual
counterclaims made about a counterclaims made about evidence to validate evidence to validate
text read a text read assertions and assertions and
Specific Objectives: counterclaims made counterclaims made
K - Define textual evidence about a text read about a text read
S - Identify the textual evidence to
validate assertions and
counterclaims made about a text
A - Display accuracy when in
identifying textual evidence

II. CONTENT Determining Textual Evidence Determining Textual Evidence Determining Textual Evidence Determining Textual Evidence

III. LEARNING
RESOURCES
A. References Academic Reading and Writing for Reading and Writing TG Reading and Writing TM Reading and Writing TM
SHS, Jessie S. Barrot,Ph.D.
1. Teacher’s Guide Pages CG p.2 Reading and Writing TM p. 128 Reading and Writing TM p. 128 Reading and Writing TM p.
128
2. Learner’s Materials pp.86-92
pages
3. Text book pages Reading and Writing for SHS p.
164-165
4. Additional Materials
from Learning Resources
B. Other Learning Tiongson, M. and Rodriguez, M.
Resources Reading and Writing Skills. Manila:
Rex Bookstore Inc., 2016, pp. 25 -
31.
IV. PROCEDURES
A. Reviewing previous Review students what assertions and Review students on the identifying Ask students how they can Have students give a
lesson or presenting the counterclaims are. formulating textual evidence. determine textual evidence. reflection of what they have
new lesson learned in the activity so far.
Ask for volunteers to speak in
front.
B. Establishing a purpose Explain to students that at the end Tell students that they will further Tell students that they will Tell students that the lesson
for the lesson of the lesson, they will be able to enhance their skills in determining further enhance their skills in will focus on reinforcement,
define textual evidence, identify the textual evidence through determining textual evidence and enrichment on the topic
textual evidence to validate undergoing different activities of through undergoing different about determining textual
assertions and counterclaims made the topic. activities of the topic. evidence.
about a text and display accuracy
when in identifying textual evidence.
C. Presenting Provide students with reading Let the class watch the video TEXT Present the next activity to the Have a brief discussion on
Examples/instances of articles. Have them read the articles EVIDENCE so that the students will class. Introduce Activity 8: Genre Identification. Tell the
new lesson emphasizing author’s arguments on have an initial idea of the lesson. Possible Bias. class to read the descriptions
a certain topic. -Carissa Holloway., (2012) What is Require the class to conduct a of the texts of different
text evidence. Retrieved from research on the background of genres.
[Link] the writers found on their LM
v=uzMOAllSvnY using the Internet. Have them
visit the Computer Laboratory
and have them search for the
activity.
D. Discussing new Ask students to evaluate author’s Write the topic on the board. The After doing the research, tell Ask students to determine the
concepts and practicing arguments by letting them identify activity to be presented is “Before, them to accomplish the table genre of the text, author’s
new skills #1 the evidences that support author’s During, And After (BDA) Chart below. purpose in the text, and the
argument. Topic: Textual Evidence type of audience the text is
Have students define what an Before During After Author Possible dealing with based on the
evidence based on their previously Bias In descriptions provided.
_____ _____ _____
My Part
given answers. _____ _____ _____ Against
_____ _____ _____ Them
_____ _____ _____ 1. Kahlil
Gibran
2. Andres
Require students to write in the Bonifacio
 before box the questions that pop 3. Carlos P.
up in their minds after knowing Romulo
[Link]
what the title is. Then, ask them to Constantino
write questions in the During box [Link]
while the discussion is going on. Asimov
Have students cross out the
questions that have been answered
after the discussion of the lesson.
Allow students to write questions
after understanding the lesson in
the after part of the graphic
organizer.
Ask the students to conduct a
research on the listed ideas and
questions and answer them in their
notebooks.
E. Discussing new Have them give sources of evidence For further discussion, discuss how Choose a representative to Let students used a graphic
concepts and practicing based on the text read. to gather textual evidence in share their answers with the organizer found on p. 132 of
new skills #2 support of an assertion about a text class. the TG. Have them answer
and how to detect properties of a the activity.
text and characteristics of
arguments that can serve as points
for evaluative statements.
F. Developing mastery Guide students in citing questions Tell the class to recall one of the Have students answer Activity Have students present their
(Leads to Formative that would help one determine texts they have read and allow 9: I Need You to Explain p. 130 work in front. Ask for
Assessment) evidences presented in the text. them to think of the most of TG. volunteers to share their
significant idea. Allow them to Provide the class with passages answers. Provide critiquing
accomplish the table found on and tell them to determine the and feedback.
Activity 6: What’s the idea on p. rhetorical device found in each
129 of the TG. passage. Have them explain the
TITLE OF THE TEXT rhetorical device found in each
Most significant Brief passage. P. 130 of the TG. Let
idea for me Explanation
them look for a partner in the
activity and have an intellectual
exchange of ideas about their
answers.
G. Finding Practical Have students write a two-paragraph Have the students present their Have the students present their
applications of concepts explanation of the importance of outputs on the selected their output in front. Ask for at least
and skills determining evidences to support selected text. Tell them to share 5 representatives to share their
assertions and counterclaims. their answers in class about the answers.
most significant idea the text had
given them and have them explain
their answer. Let them note textual
evidences found in the text that will
 support their answers.
H. Making Have students cite characteristics of Ask for volunteers to share what Have students write a reflection Have students write a
generalizations and good evidence. they know about textual evidence of what they have learned on reflective essay on what they
abstractions about the and have them enumerate textual evidence from the have learned from the
lesson important insights they have activity. activity.
learned from the lesson.
I. Evaluating Learning Have students answer Let’s Practice Tell the class to accomplish the 3-2- Activity 7 : Why so Biased on p. Choose a topic related to
p. 92. Part A. 1 graphic organizer below: 130 can be used as an politics, economics and
3 Three things I’ve evaluation. environment. Give your own
learned after the opinion and convince the
lesson readers regarding your
2 Two things I assertions and claims with
found interesting facts and evidences with
1 One question I references.
still have
J. Additional activities for Let students write a short essay Tell students to find a Youtube 1.
application or countering the claims presented in commentary that uses selection of
remediation the text “Why ‘Smart’ Objects May rhetorical devices. Require them to
Be a Dumb Idea by Zeynep Tufecki identify as many as they can and
[Link] have them compare their analysis
1/opinion/zeynep-tufecki-why-smart- with those of their classmate.
[Link]?
ref=opinion. Tell them that they
have to make sure that their
arguments are supported with
convincing evidence from reliable
sources.
V. REMARKS
____Proceed ____Proceed ____Proceed ____Proceed
____Reteach ____Reteach ____Reteach ____Reteach

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?