School MANGINGISDA NATIONAL HS
Learning
GRADES 11 to 12 Teacher
DAILY LESSON LOG Teaching Dates and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
learning resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
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 (loads to
formative Assessment 3)
G. Finding practical application
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Grade Level GRADE 11
MOJAGAN, ALPHA GRACE G Reading and Writing Skills
Areas
FEBRUARY 27, 2019 Quarter 4TH QUARTER
Activities
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.
Identifies claims explicitly or implicitly made in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
EN11/12RWS-IIIij-6
At the end of a two-hour lesson, the students are able to:
a. define explicit and implicit claims;
b. give explicit and implicit information from a given text or picture;
c. differentiate claims of fact, claims of value, and claims of policy;
d. formulate and use statements of claim through debate based on the given topic.
Explicit and Implicit types of claims in a text
IDENTIFYING AND ANALYZING CLAIMS
Reading and writing Rex pp. 20-22
Ask: Why do we need to think critically?
Ask: Explain reading critically is thinking critically.
Let us define first the terms explicit and implicit. Can somebody from the class give me their idea about these
words?
Activity 1: Picture Analysis: Say something about the picture
Recognizing Explicit and Processing the Implicit
CONCEPT 1 Implicit and explicit
Activity 2. Analysis –Groups 1-2 will give explicit and implicit information that can be found in the picture
Group 3-4 will give the explicit and implicit information about from a text
Group 5-6 will give the explicit and implicit information from a song
Discussing difference between inference and implicit information.
Activity 3. MESSENGERBEE - Practice for concept 1
CONCEPT 2 types of claims
Ask: what is a claim?
Activity 4. Video Presentation about claims
Activity 5: Debate
Rules and regulation
Topic draw lot (affirmative or negative) on (School year starts in August, Juvenile age 12 , Exclusion of
Filipino subjects in College)
Activity 6: Practice Makes Perfect
Directions: Identify if each statement is a claim of fact, policy or value. Write
your answer on the space before the item number.
____ 1. I believe that tigers are better than lions.
____ 2. ISU should ban guitar playing near school buildings.
____ 3. Love is more valuable than money.
____ 4. Freshmen should not be allowed to wear shoes to class.
____ 5. O.J. did it!
____ 6. Teen pregnancy can be solved by free sex ed classes.
____ 7. Regular exercise is good for your health.
____ 8. Bad teen influences like Lindsay Lohan should be banned from TV.
____9. In 1492 Columbus sailed the ocean blue.
The students will reflect on a quote on the board.
Ask: what is the difference between explicit and explicit information?
Ask: what are the 3 types of claims? Give examples of each
On you big notebook
Identify which type of claim the statement is making. (FACT,VALUE,POLICY)Write your
answer.
1. Excessive consumption of alcohol can lead to many illnesses. (fact)
2. Honesty is the best policy. (value)

J. Additional activities for
application or remediation
3. Television news casting influences the way Americans think about social and political issues. (fact)
4. The Bates GRE Study Guide is an excellent tutorial for students preparing to take the GRE. (value)
5. To attract more nontraditional students, this college must review and revise its course
offerings. (Policy)
6. The existence of nuclear weapons has prevented the outbreak of World War III. (Fact)
7. An improved sewer system would solve these flood drainage problems.(fact)
8. America should protect its domestic industries with tariffs and quotas. (Policy)
9. Obesity can cause heart disease. (Fact)
10.The 20% of Americans believe that the U.S. has never landed on the moon. (Value)
Agreement: On your big note book
Watch the news tonight and write down 5 statements from it. Identify the types of claims presented.
Watch 1 particular TV advertisement and write down its implicit and explicit message.

V. REMARKS
VI. REFLECTION
A. No of learners who earned
80% in evaluation.

B. No. of learners who require

additional activities for
remediation who score below
80%.
C. Did the remedial lesson
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?
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: ALPHA GRACE G. MOJAGAN CHECKED BY: HARRY D. CASTARDO

Teacher Principal II

Corroborated by:

MS. JOYCE ANN T. HERNANDO _____________________________ ___________________________

Senior High Coordinator Teacher Teacher