Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVE
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
B. Performance standard The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
C. Learning Competencies EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3:
Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and Distinguishes between and
DAILY School among patterns
AQUMATSHS
of among patterns of among patterns of Grade Level
among patterns of 11 GAS & TVLpatterns of
among
LESSON TeacherdevelopmentGRACE R.TUBIL
in writing development in writing development in writing Learning
development in writing READING AND WRITING
development in writing
LOG across disciplines. across disciplines. across disciplines. Area
across disciplines. across disciplines.
Week /EN11/12RWS-IIIbf-3.2
Date WEEK 7 MARCH 11-15,2024
EN11/12RWS-IIIbf-3.2 EN11/12RWS-IIIbf-3.2 Semester
EN11/12RWS-IIIbf-3.3 2nd 1stEN11/12RWS-IIIbf-3.3
Quarter
description description description definition definition

II. CONTENT
Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text types: Strategies across Text Strategies across Text Strategies across Text Strategies across Text
Using Patterns of types: Using Patterns of types: Using Patterns of types: Using Patterns of types: Using Patterns of
Development in Writing Development in Writing Development in Writing Development in Writing Development in Writing
Across Disciplines Across Disciplines Across Disciplines Across Disciplines Across Disciplines
III. LEARNING
RESOURCES
A. Reference Critical Reading and Writing Critical Reading and Writing Critical Reading and Writing Critical Reading and Writing Critical Reading and
SHS SHS SHS SHS Writing SHS
Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016 Dayagbil, F.T., et. al. 2016
1. Teacher’s Guide Page
2. Learner’s Materials
Page
3. Textbook pages 33-62 23-32 23-32 23-32 33-62
4. Additional Material
from Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson
for the lesson student will be able to: student will be able to: student will be able to: student will be able to: the student will be able to:
-Write a descriptive -Write a descriptive -Write a descriptive -Write a paragraph using -Write a paragraph using
paragraphs from the paragraphs from the paragraphs from the definition from the definition from the
suggested topics/ situation suggested topics/ situation suggested topics/ situation suggested topics/ situation suggested topics/ situation
C. Presenting examples/ Reading a sample descriptive Reading a sample Reading a sample Reading a sample Reading a sample
instance of the new paragraph. descriptive paragraph. descriptive paragraph. paragraph using definition. paragraph using definition.
 Prepared by: Checked by:

GRACE R.TUBIL ERMELYN R.YAP

Teacher III English Coordinator

DAILY School Cielito Zamora Senior High School Grade 11

LESSON Level
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Area
 Monday Tuesday Wednesday Thursday Friday
December 11, 2017 December 12, 2017 December 13, 2017 December 14, 2017 December 15, 2017
I. OBJECTIVE
A. Content The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance The learner TIMEcritiques MONDAY
a chosen sample of each pattern of development
THURSDAY focusing on information selection, organization,
Teaching TUESDAY WEDNESDAY FRIDAY Semester 2nd
standard and development.
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
C. Learning EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3:
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
Competencies Distinguishes
11:45
between
1:45
Distinguishes between
APPLE iOS
Distinguishes between
ANTHROPOLOGY
Distinguishes
APPLE iOS
between Distinguishes
and among patterns of and among patterns and among patterns and among patterns between and among
development in writing of development in of development in of development in patterns of
across disciplines. writing across writing across writing across development in
EN11/12RWS-IIIbf-3.4 disciplines. disciplines. disciplines. writing across
exemplification / EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.4 EN11/12RWS-IIIbf-3.5 disciplines.
classification exemplification / exemplification / comparison and EN11/12RWS-IIIbf-3.5
classification classification contrast comparison and
contrast
II. CONTENT
Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text Strategies across Text Strategies across Text Strategies across Text Strategies across
types: Using Patterns types: Using Patterns types: Using Patterns types: Using Patterns Text types: Using
of Development in of Development in of Development in of Development in Patterns of
Writing Across Writing Across Writing Across Writing Across Development in
Disciplines Disciplines Disciplines Disciplines Writing Across
Disciplines
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages 44-47 44-47 44-47 47-50 47-50
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing What is exemplification What is What is What is comparison What is comparison
previous lesson or in paragraph exemplification in exemplification in and contrast in and contrast in
 Checked by:

DAILY School Cielito Zamora Senior High School Grade 11

LESSON Level
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Area
Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
11:45 1:45 APPLE iOS ANTHROPOLOGY APPLE iOS
 Monday Tuesday Wednesday Thursday Friday
December 18, 2017 December 19, 2017 December 20, 2017 December 21, 2017 December 22, 2017
I. OBJECTIVE
A. Content The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization,
standard and development.
C. Learning EN11/12RWS-IIIbf-3: EN11/12RWS-IIIbf-3:
Competencies Distinguishes between Distinguishes between Student’s Christmas Teacher’s Christmas School’s
and among patterns of and among patterns Party Party Community
development in writing of development in
Outreach
across disciplines. writing across
EN11/12RWS-IIIbf-3.4 disciplines.
exemplification / EN11/12RWS-IIIbf-3.4
classification exemplification /
classification
II. CONTENT
Reading and Thinking Reading and Thinking
Strategies across Text Strategies across Text
types: Using Patterns types: Using Patterns
of Development in of Development in
Writing Across Writing Across
Disciplines Disciplines
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and
Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages 44-47 44-47
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing What is comparison What is comparison
previous lesson or and contrast in and contrast in
presenting the paragraph paragraph
new lesson development? development?
B. Establishing a At the end of the At the end of the
 Checked by:

DAILY School Cielito Zamora Senior High School Grade 11

LESSON Level
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Area
Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
11:45 1:45 APPLE iOS ANTHROPOLOGY APPLE iOS
 Monday Tuesday Wednesday Thursday Friday
January 3, 2018 January 4, 2018 January 5, 2018
I. OBJECTIVE
A. Content The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization,
standard and development.
C. Learning EN11/12RWS-IIIgh-4: EN11/12RWS-IIIgh-4: EN11/12RWS-IIIgh-4:
Competencies Identifies properties of Identifies properties of Identifies properties
a well-written text a well-written text of a well-written text
a. organization a. organization a. organization
b. coherence and b. coherence and b. coherence and
cohesion cohesion cohesion
c. language use c. language use c. language use
d. mechanics d. mechanics d. mechanics
II. CONTENT
HOLIDAY HOLIDAY Reading and Thinking Reading and Thinking Reading and Thinking
Strategies across Text Strategies across Text Strategies across
types: Properties of a types: Properties of a Text types:
well-written Text well-written Text Properties of a well-
written Text
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages 64-75 64-75 64-75
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing What are the patterns What are the patterns What are the
previous lesson or of paragraph of paragraph patterns of
presenting the development? Define development? Define paragraph
new lesson each. each. development? Define
each.
B. Establishing a At the end of the At the end of the At the end of the
 Checked by:

DAILY School Cielito Zamora Senior High School Grade 11

Level
 Monday Tuesday Wednesday Thursday Friday
January 8, 2018 January 9, 2018 January 10, 2018 January 11, 2018 January 12, 2018
I. OBJECTIVE
A. Content The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
Standards
B. Performance The learner critiques a chosen sample of each pattern of development focusing on information selection, organization,
LESSON Teacher Angel Lyn E. Allones Learning Reading and Writing
standard and development.
LOG Area
C. Learning EN11/12RWS-IIIgh-4: MONDAYEN11/12RWS-IIIgh-4: EN11/12RWS-IIIij-5: EN11/12RWS-IIIij-5: EN11/12RWS-IIIij-5:
Teaching TIME TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Competencies Identifies properties of Identifies properties of Explains critical Explains critical Explains critical
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
a well-written text a well-written text reading as looking for reading as looking for reading as looking for
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
a. organization
11:45 1:45
a. organization
APPLE iOS
ways of ANTHROPOLOGY ways of
APPLE iOS
ways of
b. coherence and b. coherence and Thinking Thinking Thinking
cohesion cohesion EN11/12RWS-IIIij-6: EN11/12RWS-IIIij-6: EN11/12RWS-IIIij-6:
c. language use c. language use Identifies claims Identifies claims Identifies claims
d. mechanics d. mechanics explicitly or implicitly explicitly or implicitly explicitly or implicitly
made in a made in a made in a
written text written text written text
a. Claim of fact a. Claim of fact a. Claim of fact
b. Claim of policy b. Claim of policy b. Claim of policy
c. Claim of value c. Claim of value c. Claim of value

II. CONTENT
Reading and Thinking Reading and Thinking Text and Context Text and Context Text and Context
Strategies across Text Strategies across Text Connections Connections Connections
types: Properties of a types: Properties of a (Critical Reading) (Critical Reading) (Critical Reading)
well-written Text well-written Text Critical Reading as Critical Reading as Critical Reading as
Looking for Ways of Looking for Ways of Looking for Ways of
Thinking: Explicit and Thinking: Explicit and Thinking: Explicit and
Implicit Claims in a Implicit Claims in a Implicit Claims in a
Text Text Text
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
 Checked by:

DAILY School Cielito Zamora Senior High School Grade 11

LESSON Level
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Area
 Monday Tuesday Wednesday Thursday Friday
January 15, 2018 January 16, 2018 January 17, 2018 January 18, 2018 January 19, 2018
I. OBJECTIVE
A. Content The learner understands the relationship of a written text and the context in which it was developed.
Standards
B. Performance The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written
Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
standard material.
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
C. Learning A. EN11/12RWS-IIIij-6: A. EN11/12RWS-IIIij-6: A. EN11/12RWS-IIIij-6: EN11/12RWS-IIIij-6 EN11/12RWS-IIIij-6
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
Competencies Identifies
11:45
claims
1:45
Identifies claims
APPLE iOS
Identifies claims
ANTHROPOLOGY
EN11/12RWS-IVac-9
APPLE iOS
EN11/12RWS-IVac-9
explicitly or implicitly explicitly or implicitly explicitly or implicitly EN11/12RWS-IIIij-5 EN11/12RWS-IIIij-5
made in a written text: made in a written made in a written EN11/12RWS-IIIgh-4 EN11/12RWS-IIIgh-4
Claim of fact, Claim of text: Claim of fact, text: Claim of fact, EN11/12RWS-IIIa-1 EN11/12RWS-IIIa-1
policy, Claim of value Claim of policy, Claim Claim of policy, Claim EN11/12RWS-IIIa-2 EN11/12RWS-IIIa-2
B. EN11/12RWS-IVac-9 of value of value EN11/12RWS-IIIbf-3 EN11/12RWS-IIIbf-3
Critical Reading as B. EN11/12RWS-IVac-9 B. EN11/12RWS-IVac-9
Reasoning: Critical Reading as Critical Reading as
Formulating Evaluative Reasoning: Reasoning:
Formulating Formulating
Evaluative Evaluative

II. CONTENT
Critical Reading as Critical Reading as Critical Reading as MIDTERM EXAM MIDTERM EXAM
Looking for Ways of Looking for Ways of Looking for Ways of
Thinking and Thinking and Thinking and
Reasoning Reasoning Reasoning
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages 96-118 96-118 96-118 2-130 2-130
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Checking of Checking of Checking of
previous lesson or assignments on critical assignments on assignments on
presenting the reading in thinking and critical reading in critical reading in
 Checked by:

DAILY School Cielito Zamora Senior High School Grade 11

LESSON Level
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Area
Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Dates and 8:15 10:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Time 10:15 11:15 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
11:45 1:45 APPLE iOS ANTHROPOLOGY APPLE iOS
 Monday Tuesday Wednesday Thursday Friday
January 15, 2018 January 16, 2018 January 17, 2018 January 18, 2018 January 19, 2018
I. OBJECTIVE
A. Content The learner understands the requirements of composing academic writing and professional correspondence.
Standards
B. Performance The learner produces each type of academic writing and professional correspondence following the properties of well-
standard written texts and process approach to writing.
C. Learning EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13 EN11/12RWS-IVhj-13 Identifies the unique Identifies the unique
Competencies EN11/12RWS-IVhj-13.1 EN11/12RWS-IVhj-13.1 EN11/12RWS-IVhj-13.1 features of and features of and
Identifies the unique Identifies the unique Identifies the unique requirements in requirements in
features of and features of and features of and composing composing
requirements in requirements in requirements in professional professional
composing composing composing correspondence correspondence
professional professional professional b.Application letter b.Application letter
correspondence correspondence correspondence
a. Resume a. Resume a. Resume
II. CONTENT
Purposeful Writing in Purposeful Writing in Purposeful Writing in Purposeful Writing in Purposeful Writing in
the Disciplines the Disciplines the Disciplines the Disciplines the Disciplines
and for Professions and for Professions and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
B. Establishing a At the end of the At the end of the At the end of the At the end of the At the end of the
purpose for the lesson the students will lesson the students lesson the students exam the students will exam the students
lesson be able to: will be able to: will be able to: be able to: will be able to:
Identify the parts of a Identify the parts of a Identify the parts of a Identify the parts of Identify the parts of
 Monday Tuesday Wednesday Thursday Friday
February 12, 2018 February 13, 2018 February 14, 2018 February 15, 2018 February 16, 2018
I. OBJECTIVE
A. Content The learner understands the requirements of composing academic writing and professional correspondence.
Standards
B. Performance The learner produces each type of academic writing and professional correspondence following the properties of well-
standard written texts and process approach to writing.
C. Learning Identifies the unique Identifies the unique Identifies the unique EN11/12RWS-IVac-7: EN11/12RWS-IVac-7:
Competencies features of and features of and features of and Identifies the context Identifies the context
requirements in requirements in requirements in in which a text was in which a text was
composing texts that composing texts that composing texts that developed (Hypertext developed (Hypertext
are useful across are useful across are useful across and Intertext) and Intertext)
disciplines disciplines disciplines
Literature Review: Literature Review: Literature Review:
EN11/12RWS-IVdg-12.1 EN11/12RWS-IVdg- EN11/12RWS-IVdg-
12.1 12.1
II. CONTENT
Purposeful Writing in Purposeful Writing in Purposeful Writing in Purposeful Writing in Purposeful Writing in
the Disciplines the Disciplines the Disciplines the Disciplines the Disciplines
and for Professions and for Professions and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages
4. Additional School
DAILY Cielito Zamora Senior High School Grade 11
Material
LESSONfrom Level
Learning
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Resources (LR) Area
portal Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
B. Other Learning
Dates and 9:15 11:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Resources Time 11:15 11:45 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
IV. PROCEDURES 12:45 2:45 APPLE iOS ANTHROPOLOGY APPLE iOS
A. Reviewing Checking of Checking of Checking of Checking of Checking of
previous lesson or assignments assignments assignments assignments assignments
presenting the
new lesson
B. Establishing a At the end of the At the end of the At the end of the At the end of the At the end of the
purpose for the lesson the students will lesson the students lesson the students lesson the students exam the students
lesson be able to: will be able to: will be able to: will be able to: will be able to:
Reading articles Reading articles Reading articles develop an intertext develop an intertext
DAILY School Cielito Zamora Senior High School Grade 11
LESSON Level
LOG Teacher Angel Lyn E. Allones Learning Reading and Writing
Area
Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Dates and 9:15 11:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Time 11:15 11:45 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
12:45 2:45 APPLE iOS ANTHROPOLOGY APPLE iOS

Monday Tuesday Wednesday Thursday Friday

February 26, 2018 February 27, 2018 February 28, 2018 March 1, 2018 March 2, 2018
I. OBJECTIVE
A. Content The learner understands the requirements of composing academic writing and professional correspondence.
Standards
B. Performance The learner produces each type of academic writing and professional correspondence following the properties of well-written texts
standard and process approach to writing.
C. Learning EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg-12.2- EN11/12RWS-IVdg-
Competencies Identifies the unique 12.2- Identifies the 12.2- Identifies the Identifies the unique 12.2- Identifies the
features of and unique features of and unique features of and features of and unique features of and
requirements in requirements in requirements in requirements in requirements in
composing texts that are composing texts that composing texts that composing texts that composing texts that
useful across disciplines are useful across are useful across are useful across are useful across
d.Project Proposal disciplines disciplines disciplines disciplines
d. Project Proposal d.Project Proposal
II. CONTENT
Purposeful Writing in the Purposeful Writing in the Purposeful Writing in the SEMI FINAL TEST SEMI FINAL TEST
Disciplines Disciplines Disciplines
and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages
4. Additional
Material from
Learning Resources
(LR) portal
B. Other Learning
Resources
 IV. PROCEDURES
A. Reviewing Checking of assignments Checking of Checking of
previous lesson or assignments assignments
presenting the new
lesson
B. Establishing a At the end of the lesson At the end of the lesson At the end of the lesson At the end of the lesson At the end of the lesson
purpose for the the students will be able the students will be able the students will be able the students will be able the students will be
lesson to: to: to: to: able to:
Identify the parts of a Identify the parts of a Identify the parts of a Identify the parts of the Identify the parts of the
project proposal project proposal project proposal research report, book research report, book
review, project proposal review, project
resume and application proposal resume and
letter application letter

C. Presenting Viewing a sample of a Viewing a sample of a Viewing a sample of a Giving general Giving general
examples/ instance project proposal project proposal project proposal directions in taking the directions in taking the
of the new lesson test. test.
D. Discussing new What are the parts of a What are the parts of a What are the parts of a Taking the test. Taking the test.
concepts and project proposal? What project proposal? What project proposal? What
practicing new skills are each contents? are each contents? are each contents?
F. Developing Create an outline of your Create an outline of Create an outline of Identifying the parts and Identifying the parts
mastery proposed project your proposed project your proposed project descriptions of literature and descriptions of
proposal in relation to proposal in relation to proposal in relation to review, book report, literature review, book
your track. your track. your track. research report, resume report, research report,
writing and application resume writing and
letter writing. application letter
writing.
G. Finding practical What is the significance What is the significance What is the significance
application of of creating a project of creating a project of creating a project
concept and skills in proposal to your chosen proposal to your chosen proposal to your chosen
daily living track? track? track?
H. Making A project proposal is a A project proposal is a A project proposal is a Writing across the Writing across the
generalizations and request for financial request for financial request for financial disciplines use to help disciplines use to help
abstractions about assistance to implement assistance to implement assistance to implement students gain control of students gain control of
the lesson a project. The proposal a project. The proposal a project. The proposal the process of discovery the process of
 outlines the plan of the outlines the plan of the outlines the plan of the in writing and, even discovery in writing
implementing implementing implementing more important, to and, even more
organisation about the organisation about the organisation about the relate the process of important, to relate the
project, giving extensive project, giving extensive project, giving extensive writing in their chosen process of writing in
information about the information about the information about the disciplines. their chosen
intention, for intention, for intention, for disciplines.
implementing it, the implementing it, the implementing it, the
ways to manage it and ways to manage it and ways to manage it and
the results to be the results to be the results to be
delivered from it. delivered from it. delivered from it.
I. Evaluating Rubrics for Peer Rubrics for Peer Rubrics for Peer
learning Critiquing Critiquing Critiquing
J. Additional Prepare a ppt Prepare a ppt Prepare a ppt Presentation of Project Presentation of
activities for presentation of your presentation of your presentation of your Proposal Project Proposal
application or project proposal. project proposal. project proposal.
remediation Review notes for the Review notes for the Review notes for the
pre-final test. pre-final test. pre-final test.
V. REMARKS

VI. REFLECTION
 Monday Tuesday Wednesday Thursday Friday
March 5, 2018 March 6, 2018 March 7, 2018 March 8, 2018 March 9, 2018
I. OBJECTIVE
A. Content The learner understands the requirements of composing academic writing and professional correspondence.
Standards
B. Performance The learner produces each type of academic writing and professional correspondence following the properties of well-
standard written texts and process approach to writing.
C. Learning EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg-
Competencies 12.2- Identifies the 12.2- Identifies the 12.2- Identifies the 12.2- Identifies the 12.2- Identifies the
unique features of and unique features of and unique features of and unique features of and unique features of
requirements in requirements in requirements in requirements in and requirements in
DAILY School composing
Cielito Zamora Seniorcomposing
texts that High School texts that composing texts that composing textsGrade
that 11
composing texts that
LESSON are useful across are useful across are useful across Level
are useful across are useful across
LOG Teacher disciplines
Angel Lyn E. Allones disciplines disciplines disciplines Learning disciplines
Reading and Writing
d.Project Proposal d. Project Proposal d.Project Proposal Area
d.Project Proposal d.Project Proposal
II. CONTENT Teaching TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Semester 2nd
Dates and 9:15 11:15 GEN ANTHROPOLOGY GOOGLE GEN GOOGLE
Purposeful Writing in Purposeful Writing in Purposeful Writing in Project Proposal Project Proposal
Time 11:15 11:45 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
the Disciplines the Disciplines the Disciplines Presentation Presentation
12:45 2:45 APPLE iOS ANTHROPOLOGY APPLE iOS
and for Professions and for Professions and for Professions
III. LEARNING
RESOURCES
A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Checking of Checking of Checking of Checking of Checking of
previous lesson or assignments assignments assignments assignments assignments
presenting the
new lesson
B. Establishing a At the end of the At the end of the At the end of the At the end of the At the end of the
purpose for the lesson the students will lesson the students lesson the students lesson the students lesson the students
lesson be able to: will be able to: will be able to: will be able to: will be able to:
Identify the parts of a Identify the parts of a Identify the parts of a Present a project Present a project
project proposal project proposal project proposal proposal following the proposal following
 Monday Tuesday Wednesday Thursday Friday
March 12, 2018 March 13, 2018 March 14, 2018 March 15, 2018 March 16, 2018
I. OBJECTIVE
A. Content The learner understands the requirements of composing academic writing and professional correspondence.
Standards
B. Performance The learner produces each type of academic writing and professional correspondence following the properties of well-
standard written texts and process approach to writing.
C. Learning EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg- EN11/12RWS-IVdg-
Competencies 12.2- Identifies the 12.2- Identifies the 12.2- Identifies the 12.2- Identifies the 12.2- Identifies the
unique features of and unique features of and unique features of and unique features of and unique features of
requirements in requirements in requirements in requirements in and requirements in
composing texts that composing texts that composing texts that composing texts that composing texts that
are useful across are useful across are useful across are useful across are useful across
disciplines disciplines disciplines disciplines disciplines
DAILY School a.Cielito
BookZamora
Review Senior High
a. School
Book Review a. Book Review a. PositionGrade
Paper 11a. Position Paper
LESSON Level
II.LOG
CONTENT Teacher Angel Lyn E. Allones Learning Reading and Writing
Purposeful Writing in Purposeful Writing in Purposeful Writing in Area
Project Proposal Project Proposal
Teachingthe Disciplines
TIME the Disciplines
MONDAY TUESDAY the Disciplines
WEDNESDAY THURSDAY Presentation
FRIDAY 2nd
Semester Presentation
and for
Dates and Professions
9:15 11:15 GENand forANTHROPOLOGY
Professions and for Professions
GOOGLE GEN GOOGLE
III. LEARNING Time 11:15 11:45 INQUIRY, INVESTIGATION, AND IMMERSION RESEARCH (12-GEOGRAPHY)
RESOURCES 12:45 2:45 APPLE iOS ANTHROPOLOGY APPLE iOS

A. Reference Critical Reading and Critical Reading and Critical Reading and Critical Reading and Critical Reading and
Writing SHS Writing SHS Writing SHS Writing SHS Writing SHS
Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al. Dayagbil, F.T., et. al.
2016 2016 2016 2016 2016
1. Teacher’s Guide
Page
2. Learner’s
Materials Page
3. Textbook pages
4. Additional
Material from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Checking of Checking of Checking of Checking of Checking of
previous lesson or assignments assignments assignments assignments assignments
presenting the
new lesson
B. Establishing a At the end of the At the end of the At the end of the At the end of the At the end of the
purpose for the lesson the students will lesson the students lesson the students lesson the students lesson the students
lesson be able to: will be able to: will be able to: will be able to: will be able to:
Write a book review Write a book review Write a book review Write a position paper Write a position