DAILY LESSON LOG School Malagnat NHS Grade Level 12

Department of Education Teacher Catherine L.Andomang Learning Area EAPP

Teaching Dates and Time WEEK 1 (Nov. 6-10,2023) Quarter QUARTER 2
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a position paper.
The learner presents a convincing position paper based on properly cited factual evidence; produces an insightful statement of principles and reasons
B. Performance Standards
for establishing a student organization, coming up with a group exhibit of creative works, etc.
Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d-3):
1. Define what a position paper and a manifesto.
C. Learning
2. Gather manifestoes and analyze the arguments used by the writer.
Competencies/Objectives
3. Defend a stand on an issue by presenting reasonable arguments supported by properly cited factual evidences.
4. Write various kinds of position paper.
II. CONTENT WRITING POSITION PAPER
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Begin the class by briefly
Begin the class by asking students
reviewing the concepts of Begin the class by briefly reviewing
to recall the elements of persuasive Begin the class by briefly
manifestos and analyzing the concepts of analyzing arguments
writing discussed in the previous revisiting the concepts of position
arguments from the previous with cited evidence from the
lesson. Allow a few students to papers and manifestos discussed
1. Reviewing previous lesson or lesson. previous lesson.
share their answers. in the previous lesson.
presenting the new lesson
Recap the importance of critical Recap the importance of presenting
Introduce the topic of the current Recap the key elements and
thinking and persuasive techniques reasoned arguments supported by
lesson: position papers and purposes of manifestos.
in academic and professional credible evidence.
manifestos.
writing.
2. Establishing the purpose of the Explain to the students that the Explain to the students that the Explain to the students that the Explain to the students that the
lesson purpose of this lesson is to purpose of this lesson is to purpose of this lesson is to enhance purpose of this lesson is to enhance
understand the characteristics and enhance their ability to gather their ability to defend a stand on an their ability to write various types of
purposes of position papers and manifestos and analyze the issue by presenting reasonable position papers.
manifestos. arguments used by the writers. arguments supported by properly
cited factual evidence. Emphasize the significance of
Emphasize the importance of these Emphasize the importance of understanding different formats and
forms of writing in academic and critical thinking and discerning Emphasize the importance of structures of position papers in
professional contexts. persuasive techniques in researching and using credible academic and professional contexts.
professional and academic sources to strengthen their

3. Presenting examples/instances of
the new lesson
4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
Display a position paper and a
manifesto on the board or distribute
printed copies.
Read the examples aloud, and ask
the students to read along silently.
Discuss the main elements and
features of each document, such as
purpose, tone, structure, and target
audience.
Encourage students to ask questions
and share their initial observations.
Provide a brief explanation of a
position paper, defining it as a
document that presents an argument
or stance on a specific issue.
Discuss its purpose, intended
audience, and structure
(introduction, body paragraphs,
conclusion).
Engage the students in a group
discussion by providing a current or
relevant topic. Ask them to form
pairs or small groups to brainstorm
arguments for and against the given
topic.
Have each group select a
spokesperson to present their
arguments to the class.
Facilitate a class discussion,
encouraging students to express
their opinions and debate the topic.
Provide a brief explanation of a
manifesto, describing it as a public
declaration of principles, beliefs, or
intentions by an individual or a
contexts.
Display or distribute printed
copies of various manifestos from
different sources, such as political
movements, environmental
campaigns, or social justice
organizations.
Instruct the students to
individually read the manifestos
and take note of the main
arguments presented by the
writers.
Allow time for students to
familiarize themselves with the
content and structure of
manifestos.
Facilitate a class discussion by
asking students to share their
observations and impressions of
the manifestos they have read.
Guide the discussion to focus on
the arguments used by the writers
in the manifestos.
Introduce the concept of
persuasive techniques, such as
emotional appeals, logical
reasoning, use of evidence, and
rhetorical devices.
Analyze specific examples of
persuasive techniques found in
the manifestos provided.
Encourage students to ask
questions and express their
opinions on the effectiveness of
the arguments presented.
Divide the students into small
groups and assign each group a
different manifesto to analyze.
arguments.
Display or distribute printed copies
of different types of position papers,
Display or distribute printed copies
such as argumentative position
of articles or opinion pieces on
papers, policy position papers, or
current issues from reputable
opinion position papers.
sources.
Explain the characteristics and
Instruct the students to individually
purposes of each type of position
read the texts and identify the
paper.
arguments presented and the
evidence used to support them.
Provide examples of well-written
position papers on various topics and
Allow time for students to
from different fields.
familiarize themselves with the
content and structure of arguments
Discuss the structure, organization,
with cited evidence.
and language features commonly
found in position papers.
Facilitate a class discussion on the
elements of a well-supported
argument, including clear claim or
Facilitate a class discussion on the
stance, reasoning, and proper
key elements of position papers, such
citation of factual evidence.
as clear thesis statement or claim,
supporting arguments,
Discuss the importance of using
counterarguments, and conclusion.
credible sources and the
consequences of relying on
Analyze the structure of a sample
unreliable or biased information.
position paper together, focusing on
the introduction, body paragraphs,
Provide examples of different
and conclusion.
types of evidence, such as
statistical data, expert opinions,
Discuss the importance of using
case studies, or personal anecdotes.
credible sources and proper citation
to support arguments in position
Guide students in identifying and
papers.
analyzing the arguments and
evidence in the texts provided
earlier.
Divide the students into small Divide the students into small groups
groups and assign each group a and assign each group a different
specific issue or topic to research. type of position paper to work on.
 group. Discuss its purpose, tone,
structure, and intended impact on
the audience.

Show examples of famous

Instruct the groups to gather
manifestos or excerpts from
Instruct the groups to identify and evidence from credible sources to Provide students with prompts or
manifestos relevant to societal or
discuss the main arguments used support their assigned stance on topics related to their assigned type
environmental issues.
in their assigned manifesto. the issue. of position paper.
Divide the students into pairs or
Encourage students to evaluate Encourage them to use a variety of Instruct the groups to brainstorm and
small groups and ask them to create
the effectiveness of the arguments sources, such as academic journals, outline their position papers,
their own manifesto on a topic of
and the overall persuasive impact reputable websites, or expert identifying the main arguments and
their choice (e.g., education, social
of the manifesto. interviews. supporting evidence.
justice, environmental
sustainability).
Each group should prepare a brief Each group should prepare a short Encourage students to use credible
presentation summarizing their presentation summarizing their sources and proper citation
Allow time for students to discuss
findings and insights. arguments and citing the evidence techniques.
and collaborate on writing their
they found.
manifestos.

Each group should select a

representative to present their
manifesto to the class.
Conduct a debate activity where Conduct a writing workshop where
Conduct a writing activity where
Conduct a role-playing activity students can defend their stand on students work on drafting their
students individually write a
where each group presents their the assigned issue. position papers individually or in
position paper, or a manifesto based
analysis of the manifesto to the pairs.
on a given prompt or topic.
class. Divide the class into two groups,
Provide guidelines and emphasize
representing different viewpoints Circulate among the students,
the importance of using appropriate
After each presentation, facilitate on the issue. providing guidance, feedback, and
language, persuasive techniques,
a class discussion to provide assistance as needed.
and a clear structure.
6. Developing Mastery feedback and allow students to Allow time for each group to
share their perspectives on the present their arguments and cite Emphasize the importance of clarity,
After completing their written
arguments analyzed. the evidence they gathered. coherence, and logical progression of
pieces, encourage students to
arguments in their writing.
exchange their papers with a partner
Encourage constructive criticism Encourage students to engage in
for peer feedback.
and open dialogue to further respectful and constructive debate, Encourage students to use
deepen their understanding of countering each other's arguments appropriate language and writing
Collect the papers for evaluation
persuasive techniques. with reasoned responses supported conventions for academic and
purposes.
by properly cited evidence. professional purposes.
7. Finding practical applications of Engage the students in a brief Engage the students in a brief Engage the students in a brief Engage the students in a brief
concepts and skills in daily living discussion about how the skills and discussion about the relevance of discussion about how the skills of discussion about how the skill of
knowledge gained from analyzing arguments and presenting reasoned arguments and writing position papers can be
understanding position papers and persuasive techniques in their using properly cited evidence can applied in their daily lives.
manifestos can be applied in their daily lives. be applied in their daily lives.

8. Generalizing and abstractions
about the lesson
9. Evaluating Learning
10. Additional Activities for
Application or Remediation
daily lives.
Encourage them to identify
Encourage students to identify
situations where understanding
instances where persuasive writing
and critiquing arguments are
is important, such as writing a letter
important, such as media
to the editor, preparing a persuasive
consumption, decision-making
speech, or creating a persuasive
processes, or engaging in debates.
advertisement.
Summarize the key points
discussed in the lesson,
Summarize the key points discussed
emphasizing the significance of
in the lesson, highlighting the
analyzing arguments in
characteristics and purposes of
manifestos and recognizing
position papers and manifestos.
persuasive techniques.
Allow students to ask any
Allow students to ask any
remaining questions or seek
remaining questions or seek
clarification on any topic discussed.
clarification on any topic
discussed.
Conduct a brief quiz or ask students Assign a written reflection where
to provide written responses to students analyze a manifesto of
questions related to the lesson their choice outside the classroom
content. and identify the arguments used
by the writer, as well as evaluate
Assess their understanding of the the persuasive techniques
definitions, features, and purposes employed.
of position papers and manifestos.
Assess their ability to gather
manifestos, identify arguments,
and analyze persuasive
techniques.
Provide additional resources, such
Assign a homework task where
as online articles, TED Talks, or
students are asked to analyze a
speeches, where students can
position paper or a manifesto from a
further explore and practice
reliable source (e.g., newspaper,
analyzing arguments and
organization's website) and write a
persuasive techniques.
short critique or reflection.
Encourage students to engage in
Provide additional resources, such
debates or discussions on current
as articles or videos, for students
issues, using the skills they have
who want to explore the topic
developed in analyzing
further.
arguments.
Encourage them to identify situations
Encourage them to identify
where writing a position paper can be
situations where these skills are
useful, such as expressing opinions,
valuable, such as participating in
advocating for causes, or
discussions, making informed
participating in debates or
decisions, or advocating for causes
discussions.
they believe in.
Summarize the key points
discussed in the lesson, Summarize the key points discussed
highlighting the significance of in the lesson, highlighting the
presenting reasoned arguments significance of understanding
supported by properly cited different types of position papers and
evidence. their structures.
Allow students to ask any Allow students to ask any remaining
remaining questions or seek questions or seek clarification on any
clarification on any topic topic discussed.
discussed.
Collect and evaluate the students'
Assign a written task where draft position papers based on the
students are asked to write a short criteria discussed in class, such as
persuasive essay on a given topic, clarity, organization, use of evidence,
defending a specific stance using and proper citation.
reasonable arguments supported by
properly cited evidence. Provide constructive feedback and
suggestions for improvement.
Assess their ability to formulate
arguments, incorporate evidence,
and correctly cite their sources.
Assign a peer review activity where
Provide additional resources, such
students exchange their draft position
as articles, videos, or online
papers and provide feedback to each
debates, where students can further
other.
practice presenting reasoned
Encourage students to revise their
arguments and using properly cited
position papers based on the
evidence.
feedback received.
Encourage students to engage in
Alternatively, assign a class
peer review activities where they
discussion or debate where students
provide feedback on each other's
present their position papers orally
written or oral arguments.
and engage in critical discussions.
 V. 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 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 by: Checked by:

CATHERINE L. ANDOMANG FEDERICO A. SAMUEL, JR., EdD.

Subject Teacher School Head