Grades 1 to 12 School Angeles City National High School Grade Level 11

Daily Teacher Catherine D. Ocampo Learning Area EAPP

Lesson Log Teaching Dates
August 12 – August 16, 2024 Quarter 1st Quarter
and Time

SESSION 1 SESSION 2 SESSION 3 SESSION 4 Session 5

I. OBJECTIVES
A. Content The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
Standards
B. Performance The learner produces a detailed abstract of information gathered from the various academic texts read.
Standards
• Determines the structure of a specific text • Explains the specific ideas contained in various academic texts
• Explains the specific ideas contained in various • Outlines reading texts in various disciplines
C. Learning academic texts • Summarizes the content of an academic texts
Competencies/ • Integrate the fundamentals of reading academic texts
Objectives in real life

II. CONTENT Fundamentals of Reading Academic Texts Skimming Scanning Summarizing

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
B. Other Scribbr. (n.d.). Academic writing Archieven. UNC-Chapel Hill Learning UNC-Chapel Hill Learning
Learning Center. Center.
Retrieved August 23, 2022, from Tui Boyes, K. (n.d.). The Art
Resources (2020, July 24). (2020, July 24). Skimming.
https://www.scribbr.com/category/academic- of Summarizing | Karen Tui
Skimming. Learning Center.
writing/ Boyes Speaker. Karen
Learning Center. Retrieved August 27,
Tui Boyes. Retrieved
Retrieved August 2022, from
August 27, 2022, from
27, 2022, from https://learningcenter.
https://karentuiboyes.c
https://learningce unc.edu/tips-and-
om/2015/07/the-art-
nter.unc.edu/tips- tools/scanning/
of-summarising/
and-
tools/skimming/
Methods Indirect Instruction, Analysis, Socratic Method Direct Instruction Indirect Instruction Indirect Instruction
Creativity, Collaboration,
Values
Critical Thinking, Collaboration, Creativity Critical Thinking Critical Thinking, Respect Respect for the Opinion of
Integration/
Others
 Teaching
Philosophy
IV.
PROCEDURES
A. Reviewing POP QUIZ ORAL RECITATION ORAL RECITATION ORAL RECITATION
previous lesson
or presenting The teacher will do recap of the The learners will have a The learners will have a The learners will have a
the new lesson previous lesson with different recitation to recall recitation to recall previously recitation to recall previously
questions that the learners will previously discussed discussed topics. discussed topics.
answer. topics.

B. Establishing VENN DIAGRAM ACTIVATION OF ACTIVATION OF SCHEMA ACTIVATION OF SCHEMA

a purpose for SCHEMA
the lesson The learners will create a Venn Ask the learners the different Ask the learners to list down
Diagram about the Ask the learners any ways on how they understand ways on how to create a list of
characteristics of an academic difficulties they academic texts. ideas presented in an academic
and non-academic texts. encounter when reading text.
long academic texts.
The Venn Diagram should
contain information from their
previous discussion.

C. Presenting GROUP DISCUSSION SELF READING SELF READING

Examples/insta
nces of new In a group of 3, let the learners Let the learners read Let the learners read “Why do
lesson write a checklist on the “Wrigley’s Chewing Gum” they say our English is bad?”
characteristics they have with a time limit. Ask the
written in the Venn Diagram. students to answer the Answer the ff questions:
following questions:
1. What was the text all
1. How did you about?
read the text 2. What are the key
despite the time points?
limit? 3. How well do you
2. How well did you understand the text?
understand the
text?
D. Discussing ANALYSIS ANALYSIS CONCEPT MAP ANALYSIS
new concepts
and practicing From their Venn Diagram and Let the learners answer Let the learners list down the The learners will be given
new skills #1 checklist, the learners will the following questions: things they remember about reading texts and they are to
the text to form a concept map.
 create a list of fundamentals of 1. How can rewrite the main point in their
reading academic texts. somebody own words.
understand a
text in a given
time limit?
2. What parts of an
academic text
should you give
more
importance?
3. What skills do
you need when
reading with a
time limit?
E. Discussing ABSTRACTION EXCHANGE OF KNOWLEDGE
new concepts
and practicing The teacher will let the Let the learners share their
new skills #2 learners do reading and ways on how they have
answer the following rewritten the texts given by
questions: their teacher with the class.

a. In what ways ABSTRACTION

did the text
adhere to the The teacher will discuss the
fundamentals of ways on how to summarize a
academic texts? text with different techniques.
b. What
difficulties did 1. Somebody Wanted But
you experience So Then
while reading? 2. SAAC method
c. How well do you 3. 5 W’s, 1 H
understand the 4. First, Then, Finally
text?

F. Developing ANALYSIS SELF ASSESSMENT GROUP ACTIVITY

mastery
(Leads to The learners will work Let the learners list the The learners will work in three
Formative with a chosen partner ways on how they were and combine the concept maps
Assessment) and will evaluate three able to answer the given they created before presenting
texts provided by the questions despite the it in class.
teacher. time limit given in
reading the text.
 They will describe the
concept of academic
writing applied with the
texts.

G. Finding SELF-EVALUATION PRESENTATION OF OUTPUTS

Practical
applications of Let the learners answer The learners will show and
concepts and a self-reflection checklist present their outputs in front
skills to evaluate themselves the class.
when reading academic
texts.

H. Making EXCHANGE OF REFLECTION REFLECTION

generalizations KNOWLEDGE
and Let the learners answer Let the learners answer these
abstractions The learners will share these questions: questions:
about the their self-reflections in
lesson class. 1. How can 1. How can scanning
skimming help help in reading
in reading academic texts?
academic texts? 2. What skills do I need
2. What skills do I to develop to do better
need to develop in scanning?
to do better in
skimming?

I. Evaluating POST ASSESSMENT POST ASSESSMENT POST ASSESSMENT

Learning
The learners will be The learners will have an The learners will have an
given activity to assess activity about Skimming. activity about Scanning.
their learning with the
topic.
J. Additional
activities for
application or
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 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?

G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared: Checked: Noted:

CATHERINE D. OCAMPO ADRIAN P. TAMAYO BENEDICK DANIEL O. YUMUL

SHS Teacher I Master Teacher II Officer-in-Charge
HUMSS – Subject Group Head Office of the Assistant Principal for Academics