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==]] School CADUANG TETE NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teacher MRS.MIGUELA T. FLORES Learning Area EAPP

DAILY LESSON LOG Teaching Dates and Time Nov 20-24, 2017 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 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
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.

A. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standard The learner produces a detailed abstract of information gathered from the various academic texts read

C. Learning Day 1 Day 2 Day 3 Day 4


Competency/Objectives
Introduce the English writing to the I. STRUCTURE OF I. Specific ideas contained I. SAMPLE FEATURES FOR I. SAMPLE FEATURES FOR ACADEMIC
students SPECIFIC ACADEMIC in Academic text ACADEMIC TEXT TEXT
TEXT
Discuss the topics that will be
covered.
Give a short introduction to English
writing

Differentiate language used in


academic texts from various
disciplines
CS-EN11/EAPP –Ia-c-I-3

II. CONTENT Importance of English Writing

Academic English Academic Writing Academic Writing Characteristics of Academic Writing

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like in the form of hand-outs and
the likes. However, hands-on learning promotes concept development on the part of the learners.

1
A. References English for academic and English for academic and English for academic and professional English for academic and professional
professional purposes professional purposes purposes purposes

Contemporary Technical English: Contemporary Technical English: by Contemporary Technical English: by Contemporary Technical English: by
by Magpayo, E.. et. al. Magpayo, E.. et. al. Magpayo, E.. et. al. Magpayo, E.. et. al.

Effective Writing: by Alcantara R.D. Effective Writing: by Alcantara R.D. and Effective Writing: by Alcantara R.D. and Effective Writing: by Alcantara R.D. and
and Cabanilla, J. Q. Cabanilla, J. Q. Cabanilla, J. Q. Cabanilla, J. Q.

Reading and Writing Skills: by Reading and Writing Skills: by Tiongson Reading and Writing Skills: by Tiongson Reading and Writing Skills: by Tiongson M.
Tiongson M. A and Rodriguez, M. C. M. A and Rodriguez, M. C. M. A and Rodriguez, M. C. A and Rodriguez, M. C.

Integrated Approach to reading Integrated Approach to reading and Integrated Approach to reading and Integrated Approach to reading and
and Writing: by Sebastian, E Writing: by Sebastian, E Writing: by Sebastian, E Writing: by Sebastian, E

Critical Thinking and Writing: by Critical Thinking and Writing: by Cavina Critical Thinking and Writing: by Cavina K. Critical Thinking and Writing: by Cavina K.
Cavina K. K.
DOWNLOADED FEATURES FOR EAPP DOWNLOADED FEATURES FOR EAPP
DOWNLOADED FEATURES FOR DOWNLOADED FEATURES FOR EAPP
EAPP

1. Teacher’s Guide pages Internet: Internet: Internet: Internet:

2. Learner’s Materials pages Hand-outs Hand-outs Hand-outs

3. Textbook pages

4. Additional Materials from Lapel, audio speaker, DLP, Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, chalkboard
Learning Resource (LR) chalkboard and whiteboard marker and whiteboard marker and whiteboard marker and whiteboard marker
portal
B. Other Learning Resources Downloaded Features for EAPP Downloaded Features for EAPP Downloaded Features for EAPP Hand-outs Downloaded Features for EAPP
Hand-outs to be distributed Hand-outs to be distributed to be distributed Hand-outs to be distributed

IV. PROCEDURES
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.

2
A. Reviewing previous lesson or Identify the language used from the Identify the tone of language being
presenting the new lesson textbook. used in academic vocabulary

Cite the reasons why do we need


to analyze the language being
used in different academic text.

B. Presenting examples/Instances Observe about the language being Research on different kinds of Get copies of sample academic text, then Get copies of sample academic text, then
of the new lesson used in your: language and its uses. describe the academic text based on its describe the academic text based on its
A. Dictionary content and form content and form
B. Text Book
C. Test Paper

C. Presenting examples/Instances Share their answers in front of their Present a scenario about product of Interact to the given academic text Interact to the given academic text
of the new lesson classmates. Academic writing produced or used in the
1. Show a demo in front of the school.
class if needed. Ask the students:
1. How the text responses to the
audience?
2. Does the text adhere the ABC;s
Qualities of writing? Explain.
3. How do they judge a good text?

D. Discussing new concepts and Share the information they know Share the information they know about Share the information they know about the Share the information they know about the
practicing new skills # 1 about the application of language in the different samples for academic writing different samples for academic writing different samples for academic writing
the text
E. Discussing new concepts and Expound skills and knowledge about . Expound skills and knowledge about the . Expound skills and knowledge about the . Expound skills and knowledge about the
practicing new skills # 2 the words they encountered from the words they encountered from the text words they encountered from the text words they encountered from the text
text in the product of Academic
writing. Such as:
Book, journal article research paper,
etc
F. Developing mastery Possible expectation if you are a Give their understanding through learners View out their understanding through View out their understanding through
(leads to Formative Assessment bookworm context learners context learners context.

G. Finding practical application of Associate content of the text to their Associate life experiences to the present Do a group work to enhance critical thinking Do a group work to enhance critical thinking
concepts and skills in daily living lives ability .... ability ....

3
H. Making generalizations and -do- -do-
abstractions about the lesson
I. Evaluating learning Associate the content of the text to Interact to the text
their lives/

J. Additional activities for


application or remediation
IV. REMARKS Gain an idea from them on how they value the subject itself in their schooling
Concretize the samples through classroom interaction.
V. REFLECTION 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 learn?
Identify what assistance your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% 4


in the evaluation
B. No. of learners who require In a totality of 65 learners 60 0f them got the passing required average for the subject
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work? Yes
No. of learners who have
caught up with the lesson
D. No. of learners who continue to 3
require remediation
E. Which of my teaching strategies Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
F. What difficulties did I encounter SPEAKING THE LANGUAGE with spontaneity is still a difficulty of the students.
which my principal or supervisor Inconsistency in using the language.
can help me solve? Consistency of using the LANGUAGE must always be applied for them to be practiced.
Not giving them the permission to speak Tagalog or Pampango

G. What innovation or localized I used Lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Checked By:

MIGUELA T. FLORES ELIZA D. CUNANAN


Senior High School Teacher Principal II