GRADES 1 TO 12

DAILY LESSON LOG

I. OBJECTIVES

School
Teacher
Inclusive Dates

Masagana High School

Joseph I. Andagan
July 11-15, 2015

Grade Level
Learning Area
Quarter

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 content, knowledge, and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

A. Content Standard/s

The learner understands the principles and uses of a reaction paper/ review/ critique

B. Performance Standard/s

The learner produces an objective assessment of an event, a person, a place or a thing.

C. Learning Competencies/ Objective/s

Write the LC Code for Each

11
English for Academic and Professional Purposes
I

The learner forms opinions based on facts

(CS_EN11/12A-EAPP-Id-f-11)

The learner forms opinions based on facts

(CS_EN11/12A-EAPP-Id-f-11)

The learner forms opinions based on facts

(CS_EN11/12A-EAPP-Id-f-11)

The learner cites specific sources to

support claims (CS_EN11/12A-EAPP-Id-f12)

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

Writing the Reaction Paper/Review/

Critique

Writing the Reaction Paper/Review/

Critique

Writing the Reaction Paper/Review/

Critique

Writing the Reaction Paper/Review/

Critique

IV. LEARNING RESOURCES

List the materials to be used in different days. Varied sources of materials sustain students interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.

A. References
1. Teachers Guide Pages
2. Learners Material Pages
3. Textbook Pages
4. Additional Materials for Learning
Resource Portal
B. Other Learning Resources
V. PROCEDURES
A.

Reviewing previous lesson or

presenting the new lesson.
B. Establish a purpose for the lesson

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 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.

Write the aim and objectives of the lesson

on the board.
Explain that employers will often have an
element of comprehensive review within
their system this may also be true in
college or school. Asks students to work in
pairs to complete the self-appraisal
exercise on Worksheet 1 for themselves

Collect samples of theatre reviews from

the Internet, newspapers, or magazines.
Review the major elements of a theatre
production (acting, directing, script, stage,
set).
Review the major elements of a theatre
review (description, analysis,
interpretation). Description refers to

Visit an art exhibition (in person or online)

to see how art is organized and exhibited.
Review major periods and themes in art
history.
Review the basic elements of visual art,

and also for another student within the

class this must be someone that they feel
comfortable giving feedback to.

summarizing events of the performance.

For example: "Each scene was acted out
accompanied by a series of images."
Analysis takes the description and puts it in
context. For example: "This technique is
popular in restoration theatre." Finally,
interpretation builds on the description and
analysis, and allows room for a personal
opinion. For example: "This made it hard to
connect with the characters."

including:
color
line/shape
brushwork
Review factors to consider in curating an
exhibition (audience, space, theme, order).
Select 30 images of artworks and have
enough copies for several small groups.

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
F. Developing Mastery
(Leads to Formative Assessment)

G.

Finding practical applications of

concepts and skills in daily living

Open reaction paper/ review/ critique

lesson and asks for volunteers to read out
their self-appraisals. Uses the ratings for
each section of the self-appraisal form to
type appropriate statements in the two
columns on-screen. Repeats for the peer
appraisal and elicits comparisons from the
students.

Discuss the role of criticism in theatre,

reviewing the major elements of theatrical
production and review.
Give students time to read about the
playwright and/or the performance.
Attend a live performance or view one on
video/DVD.
Guide students in a critical discussion of
the work, organizing the discussion around
a critical framework such as description,
analysis and interpretation. You may even
want to write down students' comments
and categorize them under description,
analysis, or interpretation. You might ask,
for example:
O What happened? Describe the plot and
any aspects of the performance.
O Why do you think the author or
playwright included these things? What do
they tell you about the playwright? What do
they reflect about the period where the
piece takes place? What do you think the
desired effect was?
O What do you think of the things you've

Go through the process of describing and

analyzing the visual facts of the piece
Blood Connection by Aviva Beigel.
Use form descriptors like line, light,
shape, color, temperature, size, quantity,
space, location, surface, and texture to
describe the work. They will continue to
make further observations about similarity,
closeness, contrast, sequence, direction,
rhythm, symmetry, balance, completeness,
and closure. Finally the students will make
observations about the technical process of
the work based on what they can draw
from the visual facts.
Come up with a critical hypothesis about
the piece. Do so by asking the following
questions. Where is this happening? Who
lives here? What did they do? Why did they
do it? Are the represented events real or
potentially real? Was this place seen
remembered or invented? Where are we in
relation to what we see? What happened
before we arrived? What will happen
afterward? If this were real how our world

Visit an exhibit at a museum or online (the

National Gallery of Art has a virtual exhibit,
and many museums have slide loan
programs available free of charge).
Review the periods in art represented in
the exhibit.
Discuss how exhibits are organized.
How does the exhibit begin and end?
What was the curator was thinking in
organizing the exhibit?
What was the desired effect on you as the
viewer?
What did you learn from the exhibit?
Discuss the decisions made by the
curator, the information included in the
signs, and the impact the decisions had on
the students as museum patrons.
Divide students into small groups and give
each group 30 images (titles, artists, and
years). Ask students to select 15 of these
images to curate into an exhibit. Their
selections should reflect an organizing
theme based on their interpretation of the
images.

H.

Making generalization and

abstractions about the lesson
I.
Evaluating learning

J.

Ask all students to swap results with

their partner and see if their own review
of themselves is better or worse than
their peers. Draw out patterns in the
class: Are students more or less selfcritical? What are the implications of
this for an appraisal system?

described and analyzed? How did they

make you feel? Did the piece have the
desired effect on you as a viewer?
Beginning critics may struggle to
distinguish analysis from interpretation.
Encourage students to practice separating
analysis rooted in cultural or historical
meanings from their own personal
impressions.
Provide the details of the assignment:
Students will be writing a review of a
theater performance for a newspaper. The
paper has a 400-word limit and a deadline
of noon the day following the performance.
Share reviews with the class the following
day.

would be different? After asking these

questions critical hypothesis will reflect
answers.
After going through the early steps of the
Feldman process, describing, analyzing,
and interpreting, the students will complete
of final step of judging the work. Use the
critical hypothesis created to ground the
judgment that was made.
After participating in the criticism process
student will spend the rest of the class
period describing, analyzing, interpreting,
and judging the piece Scared Dead by
Aviva Beigel in a written critique.

Student participation and engagement

An understanding of the elements of
performance and review.
Reviews submitted according to the
deadline
Reviews that reflect thoughtful analysis of
a performance, including constructive
criticism

The students will be assessed on their

understanding and use of the Feldman
method of art criticism through the written
critique they complete on the piece Scared
Dead by Aviva Beigel. They will be
evaluated on their abilities to describe and
analyze the piece based on the visual
facts, come up with a critical hypothesis
based on those facts, and judge the piece
against that critical hypothesis.

Ask students to write museum signs to

accompany each selected work of art. Each
card should include descriptive information
(title, artist, and date the work was
created), as well as interpretive information
based on their theme.
Ask students to write an essay to
accompany their exhibition. This essay
should detail their organizing theme and
place works in a curatorial context.
Allow students to share their exhibitions
and writing with the class.
Discuss and compare student
interpretations.
Review the original exhibition visited or
viewed online. Discuss new understandings
and thoughts on the curation of the exhibit.
Student participation and engagement
An understanding of how art exhibits are
organized
Student exhibits that reflect a theme and
challenge the viewer to look closely at a
work of art.
Signs and essays that include
descriptions, analysis, and personal
interpretations.

Additional activities for application or

remediation

1. REMARKS
2. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?

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 to learn? Identify what help your institutional supervisors can
provide for you so when you meet them, you can ask them relevant questions.

G. What innovation or localized materials did I use / discover

which I wish I wish to share with other teachers.

Pursuant of DepEd Order No. 42, s. 2016