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

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

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

DAILY LESSON LOG

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 I. SAMPLE FEATURES FOR I. SAMPLE FEATURES FOR ACADEMIC
students SPECIFIC contained in Academic ACADEMIC TEXT TEXT
ACADEMIC 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
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
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
Internet: Internet: Internet: Internet:
Hand-outs Hand-outs Hand-outs
Lapel, audio speaker, DLP, Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, chalkboard
chalkboard and whiteboard marker and whiteboard marker and whiteboard marker and whiteboard marker
Downloaded Features for Downloaded Features for Downloaded Features for EAPP Hand-outs Downloaded Features for EAPP
EAPP Hand-outs to be EAPP Hand-outs to be to be distributed Hand-outs to be distributed
distributed distributed
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
presenting the new lesson
B. Presenting examples/Instances
of the new 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
(leads to Formative Assessment
G. Finding practical application of
concepts and skills in daily living
Identify the language used from the
textbook.
Cite the reasons why do we need
to analyze the language being
used in different academic text.
Observe about the language being
used in your:
A. Dictionary
B. Text Book
C. Test Paper
Share their answers in front of their
classmates.
1. Show a demo in front of
the class if needed.
Share the information they know
about the application of language in
the text
Expound skills and knowledge about
the words they encountered from the
text in the product of Academic
writing. Such as:
Book, journal article research paper,
etc
Possible expectation if you are a
bookworm
Associate content of the text to their
lives
Identify the tone of language being
used in academic vocabulary
Research on different kinds of Get copies of sample academic text, then Get copies of sample academic text, then
language and its uses. describe the academic text based on its describe the academic text based on its
content and form content and form
Present a scenario about product of Interact to the given academic text Interact to the given academic text
Academic writing produced or used in the
school.
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?
Share the information they know about Share the information they know about the Share the information they know about the
the different samples for academic writing different samples for academic writing different samples for academic writing
. Expound skills and knowledge about the . Expound skills and knowledge about the . Expound skills and knowledge about the
words they encountered from the text words they encountered from the text words they encountered from the text
Give their understanding through learners View out their understanding through View out their understanding through
context learners context learners context.
Associate life experiences to the present Do a group work to enhance critical thinking Do a group work to enhance critical thinking
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