GRADES 12 School Raja Soliman Science and ```` 11

Technology High School

DAILY LESSON LOG Teacher Mr. John Rainier P. Rizardo Learning Area Basic Calculus
Teaching Dates and Time Week 2- Sessions 1-4 Quarter 2nd
August 21 – 25, 2017

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standards The learner demonstrates understanding of antiderivatives and Riemann integral.

B. Performance Standards The learner is able to formulate and solve accurately situational problems involving population models.

C. Learning Competencies/
Objectives
The Learner… The Learner… The Learner… The Learner…
1. illustrate an antiderivative of a 1. . illustrate an antiderivative of 1. compute the general
function. a function. antiderivative of polynomial
2. compute the general antiderivative 2. compute the general functions.
of polynomial functions. antiderivative of polynomial
functions.

II. Content Illustration of Antiderivative of a Antiderivative of a Function Antiderivative of a Function NO CLASSES

III. Learning Resources
A. Resources
1. Teacher’s Guide pages
2. Learner’s Materials page
3. Textbook pages
4. Additional Materials from
Learning Resource (LP) portal.
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson
or presenting the new lesson
Function
Calculus
By: Larsons et. Al.
Senior High School Curriculum Guide
(DepEd)
Worksheet, lcd, projector, laptop
1. The teacher presents to the class
polynomial functions and asks the
Calculus
By: Larsons et. Al.
Senior High School Curriculum Senior High School Curriculum
Guide (DepEd) Guide (DepEd)
lcd projector, laptop Worksheet
1. The teacher recalls the
different differentiation

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
class it corresponding derivatives.
2. The teacher poses the question,
“Given the function f, can we find a
function F whose derivative is f?
1. The teacher presents to the class
the relationship of derivative and
antiderivative.
The teacher discusses the following
concepts;
1. Antidifferentiation is the process of
formulas by finding the
derivative of the given
expressions.
2. Using the differentiation
formulas, the teachers presents
the antiderivative formulas.
Teacher cites the objectives of the day.
1. The teacher give the following QUIZ
exercises to the class.
1. The teacher groups the class in to
six groups.
2. Each group will be given
worksheet to work and present to
the class the group’s work.
∫❑

F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
finding the antiderivative.
2. The symbol ∫ ❑ . Also called
the integral sign, denotes the
operation of antidifferentiation.
3. The function f is called the
integrand.
4. If F is an antiderivative of f, we
write ∫ f ( x ) dx=F ( x ) +C
5. The symbols ∫ ❑ and dx go
hand-in-hand and dx helps us identify
the variable of integration.
6. The expression F(x) + C is called the
general antiderivative of f.
Meanwhile, each antiderivative of f is
called a particular antiderivative of f.
Group Activity Think Pair Share
1. The teacher gives the class
1. The teacher asks the class to situations involving
determine the general antiderivative antidifferntiation
of the given expressions. 2. Each pair presents their work
2. The teacher asks the class to using table or illustrations.
match the corresponding
antiderivative of given expressions.
The teacher asks the students to cite
practical situations or instances that
this statistical tool will be of used.
The teacher asks the students to
summarize the discussion of the day.
A short seatwork/board work? A short seatwork/board work? A short quiz is given.
application and remediation.

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 lessons.
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 innovations or localized
materials did I use/ discover
which I wish to share with other
teachers?
GRADES 1 to 12 School Jose Abad Santos High School Grade Level 11
DAILY LESSON LOG Teacher Mrs. Romalyn A. Rizardo Learning Area Reading and Writing Skills
Teaching Dates and Time Week 1- Sessions 1-4 Quarter 3rd
November 14 – 18, 2016

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

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

C. Learning Competencies/ The Learner… The Learner… The Learner…

Objectives 1. widens one’s vocabulary via Word 1. differentiates literary texts from 1. describes a written text as

II. Content
OPENING OF PALARONG
III. Learning Resources
A. Resources
1. Teacher’s Guide pages
2. Learner’s Materials page
3. Textbook pages
4. Additional Materials from
Learning Resource (LP) 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.
Fest (Scrabble and Word Factory)
2. improves camaraderie among
others
NO CLASSES Word Fest:
Scrabble and Word Factory
MAYNILA
scrabble, word factory
The teacher explains the mechanics
of the games. (Please refer to the
program design of the English Expo
2016.)
Teacher cites the objectives of the day.
informational texts
2. determines texts as literary or
informational
3. determines the text features
Literary Texts and
Informational Texts/
Text Features
Reading and Writing
by Peña and Anudin
The teacher presents two texts to
the class: “A Brief History of Time”
and “The Road Not Taken”.
The students are asked to write
down the differences of the two
texts.
connected discourse
2. explains how ideas in a written
text can be connected to one
another
Text as Connected Discourse
Reading and Writing
by Peña and Anudin
https://link.quipper.com/en/classes/
5567c06e8dd3631d4c001270/cours
es
The teacher asks the following
questions to the class:
 How do you connect ideas when
writing?
 What are the words or
expressions that you use to
show the connection between
ideas in sentences?
The teacher presents a recipe. She
asks the class how the ideas in the
recipe are presented.
“When you read, do you observe

D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
The teacher directs the class in
discussing the features of literary
and informational texts.
 Literary texts include short
stories, novels, poems and
dramas. Biographies,
autobiographies and essays can
also be considered literary texts.
 Informational texts provide
factual information. Consumer,
public and workplace
documents are considered
informational materials.
The teacher discusses the features
of a text.
 The title identifies the topic.
 Headings and subheadings in
boldface and italic size help a
reader see the organization of a
text
 Graphic aids and timelines show
information visually instead of
the words
how the ideas in the text are linked
together and how they form a
discourse?”
The teacher define “discourse” to
the class.
 Discourse is the use of words to
exchange thoughts and ideas in
an orderly and organized
manner. It deals not only with
the grammar aspect of a
language but also with the
features of the text and the
relationship of words to one
another.
 Discourse markers—or
conjunctions, connectives, and
linking devices—help connect
ideas to form a logical text.
 Text is the “data” in which ideas
are presented in print form.
Merriam-Webster Dictionary
defines it as “the original words
of a piece of writing or a
speech.”

F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application and remediation.
V. Remarks
VI. Reflection
A. No. of learners who earned
80% on the formative
assessment
 Bulleted and numbered lists
show items of equal importance
 Questions may be used to focus
the reader’s understanding of
the text
 A caption gives information that
is not necessarily obvious from
the image itself
 Tables of content and indexes
help a reader locate specific
information
Students are asked to read the titles of
the texts. Then, they have to determine
if the text is a literary text or an
informational text.
Titles of Literary Informational
the Text
The students are asked to select a
book they use in any of their school
subjects. Then, they have to identify
the text features of that book.
The students are asked: “How does The students are asked: “Why is it
each feature help you understand important that ideas in a text are
the text better?” connected to each other? “
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 lessons.
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 innovations or localized
materials did I use/ discover
which I wish to share with other
teachers?

GRADES 1 to 12 School Jose Abad Santos High School Grade Level 11

DAILY LESSON LOG Teacher Mrs. Romalyn A. Rizardo Learning Area Reading and Writing Skills
Teaching Dates and Time Week 1- Sessions 1-4 Quarter 3rd
November 21 – 25, 2016

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standards The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.

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

C. Learning Competencies/ The Learner… The Learner… The Learner… The Learner…
Objectives 1. determines the appropriate 1. distinguishes between and among 1. distinguishes between and among 1. To undertake speech choir that

II. Content
III. Learning Resources
A. Resources
1. Teacher’s Guide pages
2. Learner’s Materials page
3. Textbook pages
4. Additional Materials from
Learning Resource (LP) portal.
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson
or presenting the new lesson
reading strategies to use with a
specific text
2. understands the specific
thinking strategies to use with
specific texts
Techniques in Selecting and
Organizing Information
Reading and Writing
by Peña and Anudin
https://link.quipper.com/en/class
es/5567c06e8dd3631d4c001270
/courses
lcd projector, laptop
The class is grouped into four.
Each group is asked to present a
movie which they considered
‘most influential’.
patterns of development in writing
across disciplines
2. determines the patterns applied
in given paragraphs
3. presents and participates in a
gallery walk focusing on the patterns
of development
Patterns of Development in Writing
Reading and Writing
by Peña and Anudin
https://link.quipper.com/en/classes/
5567c06e8dd3631d4c001270/cours
es
visual aids, handouts
1. The teacher asks 9 volunteers and
hands them jumbled letters. They
are challenged to arrange the letters
to form the mystery word.
2. The words formed by the
students are posted on the board.
The teacher then challenges the
class to state what is common
among those terms.
patterns of development in writing will develop students’ innate
across disciplines creativity and aesthetic adeptness
2. determines the patterns applied 2. To provide a setting for
in given paragraphs intellectual and social interaction
3. presents and participates in a among participants
gallery walk focusing on the patterns 3. To create a competitive
of development atmosphere in undertaking literary
and rhetoric activities
Patterns of Development in Writing English Expo 2016:
Rehearsal for the Speech Choir
Competition
Reading and Writing
by Peña and Anudin
https://link.quipper.com/en/classes/
5567c06e8dd3631d4c001270/cours
es
visual aids, worksheets
The teacher explains the process of The students are given the time to
the Gallery Walk. rehearse for the Speech Choir
 A representative of each Competition.
group shall serve as a (Please refer to the program design
presenter/ reporter. for the English Expo 2016.
 Each group members shall
transfer from one group to
another to gather
information about the given
topics/ patterns.
 Each member is expected to

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
A representative of each group
present their work.
The teacher asks , “How do you
select the information you will
include in your writing/
presentation? What technique do
you do to organize the
information?”
She then leads the class in
discussing techniques in selecting
and organizing information.
a. brainstorming list
b. graphic organizer
c. topic outline
d. sentence outline
Examples are also provided.
Each group is asked to pick from the
pool of topics. They are challenged
to present them using the assigned
technique.
complete the Worksheet
after the Gallery Walk.
Teacher cites the objectives of the day.
The teacher leads class on the The students are given 5 minutes to
concept ‘patterns of development in prepare.
writing’. She then explains the The teacher also distributes the
significance of learning/ mastering worksheets to the class.
each pattern in writing.
1. The teacher groups the class into Gallery Walk.
five. Each group is assigned of a The student travellers are expected
pattern/s to discuss via a Gallery to complete the worksheets after
Walk. the walk.
Group 1 – Narration, Description Patterns Descrip- Signals Examples
tion/
Group 2 – Definition, Persuasion Process
Group 3 – Exemplification,
Classification
Group 4 – Cause and Effect
Group 5 – Comparison and Contrast
Group 6 – Problem-Solution
2. Each discusses within the group
the assigned pattern/s. They are
given the rest of the minutes to talk
about how they could present well
the topic in the Gallery Walk. They
are also expected to prepare visual
aids in the presentation.
The teacher discusses/ summarizes
the discussion of each presenter to
secure that students get in depth
understanding of the patterns.

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application and remediation.
How can the techniques discussed
help you in presenting information?
The groups are challenged to
critique the presentation of the
reporters focusing on the techniques
used.
Examples are also provided.
Students are asked to express the
significance of the patterns of
development in writing.
A quiz is given to the class.

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 lessons.
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 innovations or localized
materials did I use/ discover
which I wish to share with other
teachers?
GRADES 1 to 12
DAILY LESSON LOG
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. Content
III. Learning Resources
A. Resources
1. Teacher’s Guide pages
2. Learner’s Materials page
3. Textbook pages
School Jose Abad Santos High School Grade Level 11
Teacher Mrs. Romalyn A. Rizardo Learning Area Reading and Writing Skills
Teaching Dates and Time Week 1- Sessions 1-4 Quarter 3rd
November 7 – 11, 2016
SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.
The Learner… The Learner… The Learner… The Learner…
1. walks through the curriculum 1. defines reading 1. determines the appropriate 1. knows the different activities in
guide for the Reading and 2. describes a written text as a reading strategies to use with a the English Month Celebration
Writing Skills connected discourse specific text
2. understands the specific thinking
strategies to use with specific texts
Introduction to Reading
Reading and Writing Reading and Writing Reading and Writing
 by Peña and Anudin by Peña and Anudin by Peña and Anudin
4. Additional Materials from Senior High School Curriculum
Learning Resource (LP) portal. Guide (DepEd)
B. Other Learning Resources photocopy of curriculum guide lcd projector, laptop
IV. Procedures
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Teacher cites the objectives of the day.
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
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning

J. Additional activities for

application and remediation.

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 lessons.
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 innovations or localized
materials did I use/ discover
which I wish to share with other
teachers?