DLL Synthesizing

GRADES 1 TO School KAYPIAN NATIONAL HIGH Grade 8
12 DAILY SCHOOL Level

LESSON LOG Teacher ERLENE-JOAN B. Learning ENGLISH
CARDONA Area
Teaching June 7, 2023 Wednesday Quarter 4th
Dates and 4:20-5:15 pm (Diamond)
Time
I. OBJECTIVES
A. Grade Level Standards The learner demonstrates communicative competence through
his/ her understanding of Afro-Asian Literature and other texts
types for a deeper appreciation of Philippine Culture and those
of other countries.
B. Performance Standards
C. Learning Synthesizing Information

Competencies/
Objectives Write the LC As a learner of this modules, students are able to:
code for each
Define the concept of synthesis;
differentiate synthesized paragraph from an unsynthesized
paragraph
Create a synthesis using the ripple strategy
Express the importance of synthesis
II. CONTENT Synthesizing information
III. LEARNING RESOURCES
A. References
1. Teachers Guide ------
pages
2. Learner’s Materials English Quarter 4 Module 3: Synthesizing Information
pages
3. Textbook pages
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning Powerpoint presentation, video of PAGASA weather update
Resources
IV. PROCEDURES
Water Ripple Effects
A. Reviewing previous
lesson or presenting the
new lesson
Just like the growing ripples, our thinking grows as we read.

When we first begin reading we give our first thought, but as we keep
on reading, our thinking evolves, changes, and grows as we learn
new information. Like the ripples, our understanding becomes greater.
Presentation of objectives
Synthesizing Information
As a learner of this modules, students are able to:
B. Establishing a Define the concept of synthesis;

purpose for the lesson
differentiate synthesized paragraph from an unsynthesized
paragraph
Create a synthesis using the ripple strategy
Express the importance of synthesis
Read and analyze the conversation. Then decide which student do

you think offers more insights about the teacher’s announcement?
C. Presenting
examples/instances of
the new lesson
Task 1. Based on the conversation, who do you think between students

2 and 3 offers more insights regarding the teacher’s announcement?
Awareness:
Tropical Cyclone Wind Signal TCWS (Mga babala ng bagyo) are
tropical cyclone alert levels issued by the Philippine Atmospheric,
Geophysical, and Astronomical Services Administration (PAGASA) to
areas within the Philippines that may be affected by tropical cyclone
winds and their associated hazards.
Viewing: PAGASA weather update on Tropical Depression Chedeng
What is synthesis?
• In writing, synthesis means gathering information from different

sources and using it to support a central idea or thesis.
• A synthesis is NOT the same as summary, but summary leads to
synthesis.
• Synthesizing requires the reader to take that summary or partial
retelling and add in their own thoughts, experiences, opinions,
interpretations and connections to generate a new, and bigger
idea—it’s going beyond the text.
Activity: Analyze the three paragraphs below and identify if they are
synthesized or not.
D. Discussing new
concepts and practicing
new skills #1
How to synthesize?
When thinking about synthesizing, experts have come to agree that

there are 3 types of syntheses that students can make. A synthesis can
form:
• a new understanding, something a reader has not considered

before until reading the text
• a deeper understanding, becoming more aware or
appreciative of an idea after reading a text
• a changed understanding, thinking differently as a result of the
text
E. Discussing new
concepts and practicing
new skills #2
Try it!
Read the fable The Lion and the Mouse by Aesop and synthesize using
the ripple strategy.
F. Developing mastery
(Leads to Formative
Assessment 3)
Sample answer:
G. Finding practical
Why do you think synthesizing is important most specially for students
applications of concepts
like you?
and skills in daily living
Activity: Associating words or Phrases

Directions: Complete the web by writing words or phrases
associated with Synthesis.
H. Making generalizations
and abstractions about
the lesson
Group Activity:
Each group will be given a fable. Then, learners will synthesize it using the
ripple model/strategy and present it in class.
I. Evaluating learning
Group 1&6: The Dog and His Reflection
Group 2&7: The Ant and the Dove
Group 3&8: The Tortoise and the Ducks

Group 4&9: The Young Crab and His Mother
Group 5&10: The Boy and the Filberts

Rubrics:
Organization of ideas- 10 pts.
Understanding of the text- 10 pts.
Presentation- 5 pts.
Teamwork- 5 pts.
TOTAL= 30 pts.
J. Additional Activities for

application or Do Assessment 3 on page 13 of your module.
remediation
V. REMARKS
VI. 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 with the
lesson.
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?

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GRADES 1 TO School KAYPIAN NATIONAL HIGH Grade 8

12 DAILY SCHOOL Level

C. Learning Synthesizing Information

Water Ripple Effects

Just like the growing ripples, our thinking grows as we read.

As a learner of this modules, students are able to:

B. Establishing a Define the concept of synthesis;

Read and analyze the conversation. Then decide which student do

Task 1. Based on the conversation, who do you think between students

Viewing: PAGASA weather update on Tropical Depression Chedeng

• In writing, synthesis means gathering information from different

When thinking about synthesizing, experts have come to agree that

• a new understanding, something a reader has not considered

Activity: Associating words or Phrases

Group 2&7: The Ant and the Dove

Group 3&8: The Tortoise and the Ducks

Group 5&10: The Boy and the Filberts

Organization of ideas- 10 pts.

Understanding of the text- 10 pts.

J. Additional Activities for

B. No. of learners who require

D. No. of learners who continue to

F. What difficulties did I encounter

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