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Our Lady Of The Pillar College San Manuel, Inc.

San Manuel, Isabela


DAILY LESSON LOG
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade Level : GRADE 11
Teacher: ELOISA MICAH M. GUABES Semester: SECOND SEM

November 26-30 2018


MONDAY WEDNESDAY FRIDAY
Topic: Nature of Academic Text Nature of Academic Text
Learning Competency:  explains the specific ideas contained in  explains the specific ideas contained in
various academic texts CS_EN11/12A- various academic texts CS_EN11/12A-
EAPP-Ia-c-3 EAPP-Ia-c-3
 differentiates language used in academic  determines the structure of a specific
texts from various disciplines academic text CS_EN11/12A-EAPP-Ia-c-
CS_EN11/12A-EAPP-Ia-c-2 1
 summarizes the content of an academic
text CS_EN11/12A-EAPP-Ia-c-9
Learning Resources: English for Academic and Professional English for Academic and Professional
Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton

BONIFACIO DAY
and Marikit Tara A. Uychoco, pp. 10-11 and Marikit Tara A. Uychoco, pp. 10-11
Learning Delivery Mode:
(4A’s of Learning)

A. ACTIVITY Let the students read and evaluate the four Discuss the first text by pairing up the
given texts students and do a quick random survey on how
Answer the following questions after reading: each of them write their essays by using the
1. In your opinion, which of the texts is an following guide questions:
academic text? 1. What do you think are some problems that
2. Why did you consider it/them an academic you encounter when you write academic
text? papers?
2. What language do you use at home?
3. Do you find it difficult to express your
ideas in English if you don’t speak it at
home? How does this affect your language
and style?
4. Can you identify some words that are
direct translation from Filipino which may
affect the meaning of sentences? For
example saying “result to” instead of
“result in” or saying “open the lights”
instead of “turn on the lights”

B. ANALYSIS After answering the 2 initial questions, discuss Based on the result of the survey and on your
their answers with the class. List down the discussion of the features, standards, and
similarities and differences and try to infer requirements of academic writing, write a 2-3
what distinguishes an academic text from page essay on what you think is the state of
other texts. Evaluate the text through this academic writing in the Philippine context.
table: Use personal knowledge, what you hear from
Text Text Text Text your teachers and on the news, and what you
A B C D have read from books to substantiate your
What is the opinion.
text about?
(subject/focus) Consider the following areas as you write:
What is the  Content. Clarity of the purpose and the
writer’s goal thesis statement, relevance of the
in writing the supporting points to the thesis statement,
text? knowledge on the subject matter
(purpose)  Structure. Coherence and logical sequence
Who is the of the ideas
target reader  Language and style. Word choice,
of the text? sentence construction
(audience)  Mechanics. Grammar, punctuations,
What is the capitalization, formatting, documentation
point of view
used in the
text?
How much
does the writer
know of the
subject?
How did the
writer
organize the
text? (style)
Did the writer
write in a
formal or
informal
manner?
(tone)
How did the
writer choose
the words and
organize the
sentences?
Was the
language
formal,
informal, or
casual?
C. ABSTRACTION  Presentation of Works; let them read their (Continuation of the activity since the texts are
work in front. too long for the activities to be done in just an
Based on the answers from the group hour)
discussion, define and give the features of
academic writing.
D. APPLICATION The teacher will further discuss and elucidate The teacher will further discuss on how to
the topic on academic writing. determine and identify the structure
Assessment 1. What is academic writing? What are its 1. Why is academic writing equated to
(Format and Results) features? thinking?
2. What is the importance of academic 2. If you use the first person point of
writing? view in writing academic papers, is it
3. How is academic writing different from a still considered academic?
letter?
Remarks:
A Reflection for the Teacher: On The Teaching
Learning Episodes

Prepared by: Checked by: Noted:

ELOISA MICAH M. GUABES, LPT MARIJOE M. PIMENTEL, MAEd. MARISSA F. PRUDENCIO, Ph. D.
SHS Teacher Track Head Principal
Our Lady Of The Pillar College San Manuel, Inc.
San Manuel, Isabela
DAILY LESSON LOG
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade Level : GRADE 11
Teacher: ELOISA MICAH M. GUABES Semester: SECOND SEM

December 3-7 2018


MONDAY WEDNESDAY FRIDAY
Topic: Reading Text Critically The Reaction Paper The Reaction Paper
 What is a reaction paper?  Writing a Review
 Reading a review
Learning Competency:  outlines reading texts in various  identifies the different kinds of reaction  writes an objective/balanced review or
disciplines CS_EN11/12A-EAPP-Ia-c-8 paper critique of a work of art, an event or a
 summarizes the content of an academic  presents ideas convincingly program CS_EN11/12A-EAPP-Id-f-18
text CS_EN11/12A-EAPP-Ia-c-9 CS_EN11/12A-EAPP-Id-f-13
 applies the principles of writing effective
reviews and critiques CS_EN11/12A-
EAPP-Id-f-17
Learning Resources: English for Academic and Professional English for Academic and Professional English for Academic and Professional
Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton
and Marikit Tara A. Uychoco, pp. 10-11 and Marikit Tara A. Uychoco, pp. 58-66 and Marikit Tara A. Uychoco, pp. 66-67
Learning Delivery Mode:
(4A’s of Learning)

A. ACTIVITY Study and discuss the annotated text “Why Do Group the students into 3 or 4, and give each a Group the class into small groups of 3-4
They Say That Our English is Bad?” by Grace sample of reaction paper. Let them read the members and let them choose a famous
M. Saqueton. text and define what a reaction paper is based restaurant where they all want to go. Recall for
on the text. Share the definition in class. their specialties and choose a few favorites.
Download photographs of the foods and the
Reading Activity: The Reaction Paper: A restaurant from the web. Make sure to describe
Measured Response to the World (Marikit the food and the restaurant, as well as the
Tara Alto Uychoco) dining experience, which include the service
of the restaurant and the kind of dishes served
Comprehension Questions: to them. If possible, include the history of the
1. What is the difference between a diary restaurant, and what they are known for.
entry and a reaction paper?
2. According to the text, what is the
importance of the reaction paper to
society?
3. Why does the academe value the reaction
paper?
4. What do you think makes a good reaction
paper??
5. Did the text change the way you look at
reaction papers? Why or why not?

After reading activity: Cut out movie reviews


from a magazine or newspaper. With a small
group of 3-4 members, pick out the best
review. Discuss what makes it a well-written
review. Create standards for writing a good
review.
B. ANALYSIS  Read the story, “Love is a Fallacy” and Ask the students: How do reviews change the Write a review about the chosen restaurant,
pay close attention to its development as way you look at a movie, product, or place? conclude by either recommending or not
well as to the contradictions and ironic recommending it and why. Discuss who you
twist that you may find.  Let the students read the story The Gift of think would enjoy the restaurant the most,
 Apply the 4 ways of reading critically. the Magi (O. Henry) considering one’s budget, lifestyle, and taste in
Annotate as you read then write a  Read the review of O. Henry’s stories. food. Include a few good photographs to
summary after reading.  Answer the ff questions: showcase the restaurant and their dishes.
 Using the students’ annotation and o Do you like O. Henry’s stories?
summary, identify the following: Why or why not?
1. Purpose/ intention of the author o Why do you think some reviewers
2. Assumptions of the author did not like O. Henry’s work?
3. Claims of the author o Was it important to summarize the
short stories? Why or why not?
 How would you describe the narrator in o Did this review satisfy you?
the story?
 How was Petey Bellows described in the
story? How about Polly? Do you think
that they are really as dumb as they were
described?
 What is the narrator’s reason for wanting
Polly?
 From whose point of view is the story
told? Is the telling of the story logical?
Why or why not?
 In which parts of the story did the narrator
commit fallacies? Can you identify the
other instances that he committed
fallacies other than those that Polly has
mentioned? For example, in the first part
of the story, what fallacies are committed?
 Can you show how irony was used in the
story?
 Is the author successful in accomplishing
his purpose? Why or why not?
 If you were Polly, would you fall for the
narrator or for Petey?
 Do you agree that love is a fallacy? Why
or why not?
C. ABSTRACTION  Presentation of Works; let them read their Discuss the works of the students.
work in front.
D. APPLICATION The teacher will further discuss and elucidate The teacher will further discuss about kinds of
the topic on reading text critically. reaction paper.
Assessment  Work with a partner and evaluate three 1. What is the difference between a reaction
(Format and Results) advertisements (on print or TV). Find out paper and a diary entry?
if there are fallacies that are used in those 2. What is a review?
advertisements. 3. Can reaction papers influence the world?
Why or why not?
4. Why does the academe value reaction
papers?
5. What is the social value of reaction
papers?
Assignment Research on the other fallacies that are not Let the students make a rubric for evaluating a
mentioned in the story.. Give at least 10 and good review. They may include elements such
provide your own examples for each fallacy. as a detailed summary or the analysis of the
Criteria: craftsmanship of the film. Think of other
a. Purpose of the advertisements/news elements that are important and percentage
b. Execution of thee message points for each element.
c. Critical value of the text
d. Effectiveness/ truthfulness of thee text Publish their class rubric on a Facebook page.
Remarks:
A Reflection for the Teacher: On The Teaching
Learning Episodes

Prepared by: Checked by: Noted:

ELOISA MICAH M. GUABES, LPT MARIJOE M. PIMENTEL, MAEd. MARISSA F. PRUDENCIO, Ph. D.
SHS Teacher Track Head Principal
Our Lady Of The Pillar College San Manuel, Inc.
San Manuel, Isabela
DAILY LESSON LOG
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade Level : GRADE 11
Teacher: ELOISA MICAH M. GUABES Semester: SECOND SEM

December 10-14, 2018


MONDAY WEDNESDAY FRIDAY
Topic: The Reaction Paper The Reaction Paper The Reaction Paper
 Writing a review  Writing a review  Writing a review

Learning Competency:  writes an objective/balanced review or  identifies the different kinds of reaction  presents ideas convincingly
critique of a work of art, an event or a paper CS_EN11/12A-EAPP-Id-f-13
program CS_EN11/12A-EAPP-Id-f-18  presents ideas convincingly
CS_EN11/12A-EAPP-Id-f-13
 applies the principles of writing effective
reviews and critiques CS_EN11/12A-
EAPP-Id-f-17
Learning Resources: English for Academic and Professional English for Academic and Professional English for Academic and Professional
Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton
and Marikit Tara A. Uychoco, pp. 75-76 and Marikit Tara A. Uychoco, pp. 77 and Marikit Tara A. Uychoco, pp. 78
Learning Delivery Mode:
(4A’s of Learning)

A. ACTIVITY Research on the internet about the Moro Required Reaction Paper
Massacre during the American occupation of  Choose from one of the ff social
the Philippines. Find out what happened and phenomenon or events that you know best.
why it happened. Focus on WH questions that Research about it in the newspapers and
concentrate on the facts. online news resources.
o A recent calamity
Discuss about Samuel Clemens o A devastating flood
o The bagong bayani or the OFW
Reading activity: Comments on the Moro o Poverty in the Philippines
Massacre (Samuel Clemens) o The BPO industry and its effects
 Write a reaction paper about the event.
 Rubrics:
Content 50%
Organization 20%
Language 20%
Mechanics 10%

B. ANALYSIS 1. Who were the Moros? What were they


fighting for?
2. Why did the Americans want to
exterminate them?
3. In which paragraphs does Clemens
mention these words: “Christian,” the
“Golden Rule,” and “butchers”? Why does
he keep repeating these words? What is
the effect of using these words, given that
he is discussing the massacre of the
Moros?
4. How does he describe the Moros at first?
Do you think there is any iron in his
description? How does he feel towards
those who died? Support your answer.
5. Explain the sentence, “I was never so
enthusiastically proud of the flag til now!”
In paragraph 22 does Clemens mean it or
is he being sarcastic? How can you tell?
6. In paragraph 31, Clmens writes, “The
President has a warm place in his heart for
anybody who was present at that bloody
Collision of military solar systems, and so
he lost no time in cabling to the wounded
here,,, How are you: And got a cable
answer, ‘Fine, thanks’. This is historical.
This will go down to posterity.” What is
he trying to say?
7. What is his point about the American flag
and American ideals?
C. ABSTRACTION
D. APPLICATION Go back to your groups. Read each other’s
papers. Figure out how to adapt these papers
into the format of a talk show. Write the talk
show’s script together, ensuring that you
tackled different issues, and use the format to
bring in other insights, such as interviews,
field interviews, dramatization of the event,
news footage and the like. Make sure that at
the end of the talk show, the societal relevance
of your adapted papers is clear,, and that the
audience should get some insights from your
portrayal of current events.
Assessment Answer each of the ff questions in 1
(Format and Results) paragraph. 10pts each paragraph.
1. What is the difference between a reaction
paper and a diary entry?
2. What is a review?
3. Can reaction papers influence the world?
Why or why not?
4. Why does the academe value reaction
papers?
5. What is the social value of reaction
papers?
Assignment .
Remarks:
A Reflection for the Teacher: On The Teaching
Learning Episodes

Prepared by: Checked by: Noted:

ELOISA MICAH M. GUABES, LPT MARIJOE M. PIMENTEL, MAEd. MARISSA F. PRUDENCIO, Ph. D.
SHS Teacher Track Head Principal
Our Lady Of The Pillar College San Manuel, Inc.
San Manuel, Isabela
DAILY LESSON LOG
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade Level : GRADE 11
Teacher: ELOISA MICAH M. GUABES Semester: SECOND SEM

December 17-21, 2018


MONDAY WEDNESDAY FRIDAY
Topic: Academic Text The Concept Paper
Reaction Paper  The Art of Defining

Learning Competency:  uses knowledge of text structure to glean  defines what a concept paper is
the information he/she needs CS_EN11/12A-EAPP-Ig-j-19
CS_EN11/12A-EAPP-Ia-c-4  determines the ways a writer can
elucidate on a concept by definition,
explication and clarification
CS_EN11/12A-EAPP-Ig-j-20
Learning Resources: English for Academic and Professional
Purposes First Edition by Grace M. Saqueton

PRELIM EXAM
and Marikit Tara A. Uychoco, pp. 82
Learning Delivery Mode:
(4A’s of Learning)

A. ACTIVITY Review on the past topics Let the students define the following words:
 Nature of Academic Text a. Table
 Language use in academic texts b. Definition
 Features, standards, and requirements of c. Love
academic writing
Term = genus + differentia
 Academic writing in the Philippine Definition= a mode of paragraph dev’t + that answers the
Context questions: what is
 Identifying the purpose of the author it, what does it
mean or what is its
 Kinds of Reaction Paper special features

B. ANALYSIS

C. ABSTRACTION
D. APPLICATION Give the students the pointers to review and The teacher will further discuss and elucidate
help them review through drilling. the techniques of extended definition

Give the students the extended definition of


democracy
Assessment
(Format and Results)
Assignment .
Remarks:
A Reflection for the Teacher: On The Teaching
Learning Episodes

Prepared by: Checked by: Noted:

ELOISA MICAH M. GUABES, LPT MARIJOE M. PIMENTEL, MAEd. MARISSA F. PRUDENCIO, Ph. D.
SHS Teacher Track Head Principal
Our Lady Of The Pillar College San Manuel, Inc.
San Manuel, Isabela
DAILY LESSON LOG
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade Level : GRADE 11
Teacher: ELOISA MICAH M. GUABES Semester: SECOND SEM

January 7-11, 2019


MONDAY WEDNESDAY FRIDAY
Topic: The Concept Paper The Concept Paper The Concept Paper
 The Art of Defining a Concept  The Art of Defining a Concept  The Art of Writing a Concept Paper
Learning Competency:  defines what a concept paper is  comprehends various kinds of concept  defines what a concept paper is
CS_EN11/12A-EAPP-Ig-j-19 papers CS_EN11/12A-EAPP-Ig-j-22 CS_EN11/12A-EAPP-Ig-j-19
 explains and clarifies concepts in fields  determines the ways a writer can elucidate
such as Philosophy CS_EN11/12A-EAPP- on a concept by definition, explication and
Ig-j-23.4 clarification CS_EN11/12A-EAPP-Ig-j-20
 identifies situations in which a concept
paper may be effectively used to improve
our society CS_EN11/12A-EAPP-Ig-j-21
Learning Resources: English for Academic and Professional English for Academic and Professional English for Academic and Professional
Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton
and Marikit Tara A. Uychoco, p. 84 and Marikit Tara A. Uychoco, pp. 85-89 and Marikit Tara A. Uychoco, pp. 90-93
Learning Delivery Mode:
(4A’s of Learning)

A. ACTIVITY Ask: Who do you think is more masculine, Reading Text: Being a Man (Paul Theroux) 1. Outline Paul Theroux’s essay.
your class nerd or your basketball MVP?
Explain your answer

Before reading activity:


 Pair up the students and let them identify
a male celebrity whom they think exudes
manhood/manliness.
 List down at least 5 reasons as a support
to their choice. Let them discuss their
answers in class. The students may use
their gadgets to show the picture of the
celebrity as visual aid.
 Answer the following questions based on
their answers and descriptions:
o What are your different ideas on
manhood/manliness?
o What is/are the dominant notions
of manhood/manliness? Why do
you think so?

Before reading:
 How would you describe your mother as a
wife to your father?
 In your observation, what are the roles
and/or duties that your mother does as a
wife?
 Do you think that she enjoys being a wife?
Why or why not?

Reading activity: Why I Want a Wife (Judy


Brady)
B. ANALYSIS Let the students share their ideas and answers
and let them discuss among themselves. For
every pair that will share, ask the class if they How are satire and irony used in both of the
agree or do not agree with their answers. sample essays? Cite specific points from the
essays.

C. ABSTRACTION Let the students present their answers by


reading in front. Provide explanation for each
answer.
D. APPLICATION The teacher will further discuss and elucidate The teacher will further discuss and elucidate
the topic on defining concepts. the definition of a concept paper

Assessment Write a one-page critical reaction to Paul


(Format and Results) Theroux’s essay through the following guide
questions:
 What does the article say about gender
differences in 1985 and in the earlier
years?
 Do Theroux’s claims still hold true up to
now?
 Are his ideas also applicable in the
Philippine setting? Cite instances that
support your answer
 What are the gender-related issues that are
still prevalent in the Philippines
nowadays?
Assignment Give the students a copy of Being a Man
(Paul Theroux) and annotate the text.
 Circle the words and/or concepts that are
not familiar especially those that have
references to American culture. Write
your questions and/or comments on the
margins too.
Remarks:
A Reflection for the Teacher: On The Teaching
Learning Episodes

Prepared by: Checked by: Noted:

ELOISA MICAH M. GUABES, LPT MARIJOE M. PIMENTEL, MAEd. MARISSA F. PRUDENCIO, Ph. D.
SHS Teacher Track Head Principal
Our Lady Of The Pillar College San Manuel, Inc.
San Manuel, Isabela
DAILY LESSON LOG
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade Level : GRADE 11
Teacher: ELOISA MICAH M. GUABES Semester: SECOND SEM

January 14-18, 2019


MONDAY WEDNESDAY FRIDAY
Topic: The Concept Paper The Concept Paper The Concept Paper
 The Art of Writing a Concept Paper  The Art of Defining a Concept  The Art of Writing a Concept Paper
Learning Competency:  presents a novel concept or project with  comprehends various kinds of concept  defines what a concept paper is
accompanying visuals/ graphic aids papers CS_EN11/12A-EAPP-Ig-j-22 CS_EN11/12A-EAPP-Ig-j-19
CS_EN11/12A-EAPP-Ig-j-24  explains and clarifies concepts in fields  determines the ways a writer can elucidate
such as Philosophy CS_EN11/12A-EAPP- on a concept by definition, explication and
Ig-j-23.4 clarification CS_EN11/12A-EAPP-Ig-j-20
 identifies situations in which a concept
paper may be effectively used to improve
our society CS_EN11/12A-EAPP-Ig-j-21
Learning Resources: English for Academic and Professional English for Academic and Professional English for Academic and Professional
Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton Purposes First Edition by Grace M. Saqueton
and Marikit Tara A. Uychoco, pp. 94- and Marikit Tara A. Uychoco, pp. 85-89 and Marikit Tara A. Uychoco, pp. 90-93
Learning Delivery Mode:
(4A’s of Learning)

A. ACTIVITY  Have the paper drafts of the students be Reading Text: Being a Man (Paul Theroux) 2. Outline Paul Theroux’s essay.
photocopied and give each member of the
group a copy. Attach a Peer Evaluation
Sheet for each photocopied draft.
 Take turns in critiquing each member’s
paper. Offer valuable and honest
evaluation/assessment in order to help
them improve his/her work.
 Each member is required to answer the
Peer Evaluation Sheet.
 They are allowed to write on the drafts of
their group mates.
 After the workshop, each member should
collate his/her peer’s evaluation.
Before reading:
 How would you describe your mother as a
wife to your father?
 In your observation, what are the roles
and/or duties that your mother does as a
wife?
 Do you think that she enjoys being a wife?
Why or why not?

Reading activity: Why I Want a Wife (Judy


Brady)
B. ANALYSIS

How are satire and irony used in both of the


sample essays? Cite specific points from the
essays.

C. ABSTRACTION Let the students present their answers by


reading in front. Provide explanation for each
answer.
D. APPLICATION The teacher will further discuss and elucidate The teacher will further discuss and elucidate
the topic on defining concepts. the definition of a concept paper

Assessment Write a one-page critical reaction to Paul


(Format and Results) Theroux’s essay through the following guide
questions:
 What does the article say about gender
differences in 1985 and in the earlier
years?
 Do Theroux’s claims still hold true up to
now?
 Are his ideas also applicable in the
Philippine setting? Cite instances that
support your answer
 What are the gender-related issues that are
still prevalent in the Philippines
nowadays?

Assignment
Remarks:
A Reflection for the Teacher: On The Teaching
Learning Episodes

Prepared by: Checked by: Noted:

ELOISA MICAH M. GUABES, LPT MARIJOE M. PIMENTEL, MAEd. MARISSA F. PRUDENCIO, Ph. D.
SHS Teacher Track Head Principal