School STO.

NIÑO SENIOR HIGH SCHOOL Grade Level 11

GRADE 12 BERNARD P. DELFIN Learning

Teacher READING AND WRITING SKILLS
DAILY LESSON CHAREL T. GREGORIO Area
LOG
Teaching Dates and Time JULY 7 – 11, 2025 Quarter FIRST QUARTER

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

A. Content Standards Distinguishes between and among techniques in selecting and organizing information

Critiques a chosen sample of Critiques a chosen sample of Critiques a chosen sample Critiques a chosen sample of
each pattern of development each pattern of development of each pattern of each pattern of development
focusing on information focusing on information development focusing on focusing on information
B. Performance Standards
selection, organization, and selection, organization, and information selection, selection, organization, and
development. development. organization, and development.
development.

Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and
among techniques in among techniques in selecting among techniques in among techniques in
selecting and organizing and organizing information selecting and organizing selecting and organizing
C. Learning Competencies information information information

Graphic Organizer
Brainstorming List Topic Outline Sentence Outline

D. Specific Learning Competencies / Objectives At the end of the session, the At the end of the session, the At the end of the session, At the end of the session, the
learners are expected to learners are expected to the learners are expected to learners are expected to

a. Describe the purpose a. Describe the purpose a. Describe the a. Describe the purpose
and structure of each and structure of each purpose and and structure of each
 technique. technique. structure of each technique.
technique.
b. Compare and b. Compare and contrast b. Compare and
contrast the four the four techniques b. Compare and contrast the four
techniques based on based on format, level contrast the four techniques based on
format, level of of detail, and techniques based format, level of
detail, and appropriate use. on format, level of detail, and
appropriate use. detail, and appropriate use.
c. Evaluate the appropriate use.
c. Evaluate the effectiveness of each c. Evaluate the
effectiveness of each technique in c. Evaluate the effectiveness of each
technique in organizing information effectiveness of technique in
organizing for a specific purpose. each technique in organizing
information for a organizing information for a
specific purpose. information for a specific purpose.
specific purpose.

a.

II. CONTENT Brainstorming List Graphic Organizer Topic Outline Sentence

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from Learning Resource (LR) Quipper Powerpoint Quipper Powerpoint Quipper Powerpoint Quipper Powerpoint
portal

B. Other Learning Resources Powerpoint Presentation, TV Powerpoint Presentation, TV Powerpoint Presentation, Powerpoint Presentation, TV
TV
IV. PROCEDURE

Elicit: The teacher will ask The teacher will ask somebody The teacher will ask The teacher will ask
A. Reviewing previous (The activities in this section somebody from the class to from the class to share what he somebody from the class to somebody from the class to
lesson or presenting the will evoke or draw out prior share what he or she learned or she learned from the share what he or she share what he or she learned
new lesson from the previous meetings. previous meetings. learned from the previous from the previous meetings.
concepts or prior experiences meetings.
from the students)

B. Establishing a purpose Ask: “Have you ever had so Ask: “Have you ever felt Ask: “Have you ever Ask: “Have you ever had
for the lesson many ideas in your head that overwhelmed by too much started writing something great ideas but struggled to
Engage: you didn’t know where to information? What if there was and then got stuck halfway turn them into full
start?” Then say: “A a way to see everything at a through because your ideas paragraphs?” Then say: “A
(The activities in this section brainstorming list helps you glance?” Show a simple were all over the place?” sentence outline helps you
will stimulate their thinking capture all your thoughts graphic organizer (like a Then say: “A topic outline build your ideas into
C. Presenting examples/ and help them access and without worrying about order concept map or Venn diagram) is like a roadmap—it helps complete thoughts, so when
instances of the new connect prior knowledge as a or structure—just write them and ask: “What do you notice you plan your thoughts step it’s time to write, you already
lesson jumpstart to the present down and let your creativity about how this information is by step so you won’t get have a solid foundation.”
lesson) flow!” arranged?” lost along the way.”

D. Discussing new Explore: Teacher Activities: Teacher Activities: Teacher Activities: Teacher Activities:
concepts & practicing
new skills #1 (In this section, students will  Present a short  Introduce the concept  Group students and  Introduce the concept
be given time to think, plan, explanation of what of a graphic organizer: assign each group a of a sentence outline:
E. Discussing new investigate, and organize a brainstorming list  Show examples of topic (e.g., “Water  Present a sample
concepts & practicing collected information; or the is: different types of Cycle,” “Types of sentence outline on
 Show examples of graphic organizers. Government,” the board.
new skills #2 performance of the
brainstorming lists  Explain when and why “Healthy  Explain how it differs
planned/prepared activities
on the board or via each type is used. Lifestyle”). from a topic outline
from the students’ manual slides.  Provide a blank (uses full sentences
with data gathering with  Highlight key graphic organizer
 features: free- template suited to instead of phrases).
flowing, unfiltered, Learner Activities: the topic.
idea-generating. Learner Activities:
 Observe and analyze Give guide
Student Activities the examples questions:  Observe and analyze
presented. the sample sentence
 Listen to the  Take notes on the  What are the main outline.
explanation and take different types and ideas related to  Take notes on the
notes. their uses. your topic? structure and
 Observe and  Ask questions or share  How are these formatting.
analyze the sample experiences using ideas connected?  Ask questions to
brainstorming lists. graphic organizers.  Which graphic clarify the difference
 Ask questions or organizer best fits between topic and
share prior your information? sentence outlines.
experiences with
brainstorming. Learner Activities:
 Students participate
Guide Questions) in a Brainstorming  Collaborate to
activity(Group gather and
Activity about: How organize
can we make the information using
English Class the graphic
interesting organizer.
 Discuss and decide
how to arrange
ideas visually.
 Complete the
organizer and
prepare to present
their work to the
class.

F. Developing mastery Explain: Learner Activities: Learner Activities: Learner Activities: Learner Activities:

(In this section, students will  Analyze their  Analyze the structure  Review and  Analyze their
be involved in an analysis of group’s and content of their analyze their topic sentence outlines for
their exploration. Their brainstorming list group’s graphic outlines for completeness, clarity,
understanding is clarified and and highlight key organizer. organization and and logical flow.
modified because of ideas.  Share insights about completeness.  Share their
 reflective activities)/Analysis  Discuss their how the visual format  Discuss how experiences in
of the gathered data and observations and helped them outlining helped converting ideas into
results and be able to answer insights with the understand the topic. them structure their full sentences.
class.  Answer the guide thoughts.  Answer the guide
the Guide Questions leading
 Answer the guide questions in writing or  Answer the guide questions
to the focus concept or topic questions through a group questions in individually or in
for the day. individually or in discussion. writing or through small groups.
pairs.  Reflect on how they small group  Reflect on how
 Reflect on how might use graphic sharing. sentence outlining
brainstorming can be organizers in other  Reflect on how can improve their
used in future subjects or tasks. topic outlining can writing and
writing or planning support their organization skills.
tasks writing or study
habits.

G. Finding practical Elaborate:  Ask students to reflect on  Ask students to reflect on  Ask students to think of  Ask students to reflect on
applications of concepts how brainstorming can be how graphic organizers can be real-life situations where how writing complete
and skills in daily living (This section will give used in everyday situations. used in real-life situations organizing ideas in a sentences in an outline helps
students the opportunity to (e.g., planning a trip, structured format is helpful in real-life tasks (e.g., writing
H. Making expand and  Present real-life scenarios organizing a schedule, (e.g., writing a speech, essays, preparing speeches,
generalizations and solidify/concretize their where brainstorming is comparing product features). preparing a report, organizing reports).
helpful (e.g., planning a planning a school project).
abstraction understanding of the concept
family event, solving a  Present examples of how  Present real-world
and/or apply it to a real-world
school problem, preparing professionals use graphic  Present examples of examples:
situation) for a group project). organizers: how topic outlines are used
in everyday tasks:  A student preparing a
 Guide students in making  A project manager persuasive essay with
generalizations: using a flowchart to  A student outlining a sentence outline
plan tasks a research paper  A speaker outlining a
 “Brainstorming  A student using a  A speaker talk with full
helps generate ideas Venn diagram to preparing key sentence points to
quickly.” compare two books points for a ensure clarity
 “It encourages  A chef using a concept presentation  A content creator
creativity and map to design a menu  A team leader planning a video
collaboration.” organizing a script using a
 “It is useful when project proposal sentence outline
starting any task that
requires planning or
problem-solving.”
 Evaluation: Recitation about the topic Recitation about the topic Recitation about the topics Create an Essay using the
discussed. discussed. discussed. given topics. Students can
(This section will provide choose which organizer they
opportunities for concept may use.
check test items and answer
I. Evaluating Learning key which are aligned to the
learning objectives – content
and performance standards
and address misconceptions-
if any)

Extend:

J. Additional activities for (This section gives situation

application and that explains the topic in a
remediation new context, or integrate it to
another discipline/societal
concern)

V. REMARKS

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?

G. What innovation or localized materials did I

use/discover which I wish to share with other teachers?

Prepared by: Approved by:

BERNARD P. DELFIN LOURDES E. MAGTANGOB

Teacher School Principal I
Criteria Beginning Developing Accomplished

(0–1 point) (2–3 points) (4–5 points)

Content The output is barely interesting and creative. Not The output is fairly interesting and creative but The output is interesting and shows the creative use
enough details are given about the topic. would benefit from more details about the topic. of the prompt. Enough details are given about the
topic.

Organization The events are not logically organized, and The events are logically organized, but some parts The events are logically organized, and transitional
transitional words are used improperly or not used at need to make use of transitional words. words are used properly.
all.
Criteria Beginning Developing Accomplished Score

(0–1 point) (2–3 points) (4–5 points)

Use of vivid language The output barely makes use of The output contains descriptive details, The output contains enough descriptive
descriptive details that show readers but some sentences are not descriptive details to help the reader imagine clearly
what is happening. enough. what goes on.

Language The output contains seven or more The output contains four to six language The output contains zero to three
language errors. errors. language errors.
(spelling, mechanics, grammar,
and word choice)

Score: /20
SYNONYM

INTENSIVE DEFINITION

EXTENSIVE DEFINITION