DAILY LESSON PLAN (DLP) IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

ENGLISH FOR ACADEMIC AND

Learning Area Grade Level GRADE 11
PROFESSIONAL PURPOSES
Date Quarter 2/ Week 2 Semester FIRST Section
Content Standard The learner understands the principles and uses of a position paper.
Performance Standard The learner presents a convincing position paper based on properly cited factual evidence;
produces an insightful statement of principles and reasons for establishing a student
organization, coming up with a group exhibit of creative works, etc.
Learning Competencies Defend a stand on an issue by presenting reasonable arguments supported by properly cited
factual evidences (CS_EN11/12A-EAPP-IIa-d-4)
Knowledg
e
Learning Outcomes
Skills
Attitude
Materials Needed Projector, laptop
References English for Academic and Professional Purposes;
·Self-Learning Modules (English for Academic and Professional Purposes Quarter 2 – Module
2)
INSTRUCTIONAL METHODOLOGY
PROCEDURES
A. Reviewing past lesson or Complete the table by categorizing which of the arguments are supported with properly cited
presenting the new lesson factual evidences and which are not.
(Warm Up, Check for
Understanding and Supported by Factual Evidence Not Supported by Factual Evidence
Activate Prior
Knowledge)

1. Tests are unnecessary and should be eliminated. Tests only increases the burden of the
students.
2. According to a pilot study done by the Animals and Society Institute, dog owners laugh
significantly more frequently than cat owners (1999).
3. Most countries have animal rights laws that are too lenient. For this reason, people still
do what they want to do with the poor creatures.
4. Corona Virus can be flushed out by drinking lots of water every day.
5. Similar to single parented children, adopted children tend to show negative behavioral
patterns (Barcons-Castel, Fornieles-Deu, & CostasMorgas, 2011; Hoksbergen, Rijk, Van
Dijkum, & Laak, 2004; Tan, 2004).

B. Establishing a purpose For every claim that you voice out or write about, you are required to prove your judgement.
for the lesson (Learning Sufficiency of evidences to support your conclusion is essential in advocating your position on
Intention and Lesson a topic. These supplementary details can be obtained from various resources that you need to
Importance) dig out.

C. Presenting Examples/ Each of the following question consists of one statement followed by two arguments. You
instances of the new have to decide which one of them is stronger and which one of them is weak.
lesson (I Do It)
1. Should privately owned vehicles be banned in city centers to avoid the problem of
congestion?
Arguments:
I. No, this is an unrealistic solution as privately owned vehicles have become a part and parcel
of life.
II. Yes, people must use public transports as it will reduce congestion and also reduce air
pollution

Options:
A - Only argument I is strong.
B - Only argument II is strong.
C - Either I or II is strong.
D - Neither I nor II is strong.

2. Should there be capital punishment for those who are found guilty of rape
charges?
 Arguments:
I. Yes, this is the only way to eliminate such atrocities on women.
II. No, this will lead to more violence as culprits may even kill the rape victims
Options:
A - Only argument I is strong.
B - Only argument II is strong.
C - Either I or II is strong.
D - Neither I nor II is strong.

3. Should alcohol be banned to reduce the crime rate? Arguments:

I. Yes, over the past decades, researchers have examined the relationship between
alcohol, drugs and crime
II. Yes, excessive drinking has the ability to lower inhibitions, impair a person’s
judgment and increase the risk of aggressive behaviors.

Options:
A - Only argument I is strong.
B - Only argument II is strong.
C - Either I or II is strong.
D - Neither I nor II is strong.

4. Should artists receive funding from the government in order for them to
continue their work?
Arguments:
I. Yes, arts preserve unique culture and heritage, passing a country’s precious cultural
character and traditions along to future generations.
II. No, the country have to deal with other immediate pressures that are more
important than the field of arts.

Options:
A - Only argument I is strong.
B - Only argument II is strong.
C - Either I or II is strong.
D - Neither I nor II is strong.

5. Should there be topics on sex education for high school students? Arguments:
I. Yes, because it can reduce chances of AIDS.
II. No, students mind will divert.

Options:
A - Only argument I is strong.
B - Only argument II is strong.
C - Either I or II is strong.
D - Neither I nor II is strong.

D. Discussing new concepts Let us test your logic through answering these riddles. Write all your answers
and practicing new skills #.1. first in a separate sheet of paper before looking at the answer key to check if they are
(I Do It) correct. Have fun! (Source: https://www.youtube.com/watch?v=BRtVRUN_8Cw)

1. A man in a car can see three doors:

A bronze door, a silver door, and a golden door. Which door should he open first?

2. Imagine you are in a sinking boat surrounded by sharks. How can you survive?

3. All five sisters are busy. Rose is drawing, Ann is cooking, Liza is playing chess,
and Tanya is doing a puzzle. What’s Samantha doing?

4. Can you rearrange the letters OOUSWTDNEJR to spell just one word?

5. What’s the most popular book among teens and adults these days?
E. Discussing new concepts A claim without evidence is merely an opinion. In order to defend a stand on a
and practicing new skills particular issue or topic, your claim must be embedded with adequate evidences.
no.2 (We Do It)

F. Developing Mastery Supported Facts and Unsupported Facts

(You Do It) https://aso-resources.une.edu.au/academic-writing-course/information- basics/supporting-
evidence/

There are several ways you can support your claims in writing by using information/evidence
from the work of (significant) writers and researchers. The following are three of the most
common techniques:

1. Quotations (e.g. direct quotes, paraphrases, summaries)

In its research project, the Literacy Foundation (2014, p. 167) argues that “common
punctuation errors cause problems with meaning-making in student writing”.

2. Examples (e.g. illustrations of your points)

Many student writers have difficulty with some aspects of punctuation. For example,
researchers (George et al., 2016; Jones & Brown, 2013; Smith, 2012) find that many students
misuse commas, mix up colons and semicolons and use capital letters incorrectly.

3. Statistics (e.g. facts, figures, diagrams)

The literacy Reference Group (2017, para.10) finds that more than 60% of the students who
were assessed on their literacy scale made errors in their punctuation.

Using supporting and opposing ideas

When you have sorted out the position you will take in your essay, you will write a number of
paragraphs to provide support for your stance. It is also equally valuable to find information
that does not support your stance and argue against those opposite points of view. Statements
that you use to do this can follow a simple pattern:
Writing support statements
1. write support statement (sentence)
2. write the reasons /evidence to support what you say (a number of sentences). Put your most
important reasons first.

Supporting Argument
 Writing about the opposing ideas
1. write a statement with the idea you disagree with (the opposing idea)
2. write the reasons/evidence you have showing how your position is better (a number of
sentences). Put your most important reasons first.
Opposing Argument

In defending your position, it is necessary to avoid the different propaganda techniques that
mostly used by people as a trick. Being aware of these could also help a lot in determining
which argument is anchored with facts and which is not.

How to Detect Propaganda

We are fooled by propaganda chiefly because we don‟t recognize it when we see it. It may be
fun to be fooled but, as the cigarette ads used to say, it is more fun to know. We can more
easily recognize propaganda when we see it if we are familiar with the seven common
propaganda devices.
These are:
1. The name-calling device.
2. The glittering-generalities device.
3. The transfer device.
4. The testimonial device.
5. The plain-folks device
6. The card-stacking device.
7. The band-wagon device.

The different propaganda devices are intended to fool people into buying products they may
not really need, so one should be wary of general words. These words do not really inform
much about the product and are used only to make the reader respond emotionally and
mindlessly into buying the product.

Citing your Sources

It is important to cite your sources. It signifies that you are giving credit to the owner of
information and ideas you want to include in your essay.
Ways on How to Do Citations:
• Quoting: According to Source X, “[direct quotation]” ([date or page #]).
• Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way
to view the issue is [your own point] ([citation]).
• Summarizing: In her book, Source P‟s main points are Q, R, and S [citation].
G. Finding practical
application of concepts These are some arguments/premises that students have given to support the idea that there is
and skills in daily living nothing wrong with eating meat. Write 1 if you agree that it support the conclusion that it is
(You Do It) acceptable to eat meat and write 2 if it is not.

1. Meat contains protein and we need protein to survive.

2. We are created higher than animals.
3. It is ok to eat meat because lots of people eat meat; because everyone around me eat meat
4. Eating meat can help me avoid certain diseases.
5. We are animals, and it is ok for animals to eat animals.
H. Making Generalization
and abstraction about the
lesson (Review Critical
Content)

I. Evaluating learning (You

Do It)

J. Additional activities for

application and
remediation (Closure)

REMARKS

Prepared by: Checked by:

JENNIBETH R. ABAY HERNAN C. HEMIDA, PhD

Teacher II School Principal III