District/School: LUIS PALAD INTEGRATED HIGH SCHOOL Grade Level: GRADE 11

DAILY LESSON LOG Teacher: JOJO J. OABEL Learning Area: EAPP

Teaching Date and Time: July 30 – August 3, 2018 Quarter: 1st Quarter, Week 1

Date: Day 1 Day 2 Day 3 Day 4

I - OBJECTIVES 1. Define academic writing. 1. Define what is an 1. Read and understand the text. 1. Define what a thesis statement
2. Distinguish academic writing interview essay. 2. Organize ideas using a graphic is.
from other kinds of writing. 2. Make an interview organizer. 2. Identify a good thesis statement.
3. Identify the purpose, audience, essay/report. 3. Explain a text using one’s own 3. Write a thesis statement.
words.
language, and style of academic
writing
A. Content The learner acquires knowledge of The learner acquires knowledge of
Standards
appropriate reading strategies for appropriate reading strategies for a
a better understanding of better understanding of academic
academic texts. texts.
B. Performance The learner produces a detailed The learner produces a detailed
Standards
abstract of information gathered abstract of information gathered from
from the various academic texts the various academic texts read.
read.
C. Learning The learner (1) identify the purpose, CS_EN11/12A-EAPP-Ia-c-3: Explains CS_EN11/12A-EAPP-Ia-c-3: Explains CS_EN11/12A-EAPP-Ia-c-6: States the
Competencies/
audience, language, and style of the specific ideas contained in various the specific ideas contained in various thesis statement of an academic text.
Objectives
academic writing. academic texts. academic texts.
CS_EN11/12A-EAPP-Ia-c-5: Uses CS_EN11/12A-EAPP-Ia-c-5: Uses
various techniques in summarizing a various techniques in summarizing a
variety of academic texts. variety of academic texts.
II - CONTENT Nature of Academic Texts Reading Academic Texts Reading Academic Texts Thesis Statement
 Understanding Calories-  Understanding Calories-
How to Make an Interview How to Make an Interview
Write-Up Write-Up
Wrigley’s Chewing Gum Wrigley’s Chewing Gum
III - LEARNING 1. LCD projector 1. LCD projector 1. LCD projector 1. LCD projector
RESOURCES 2. Reading texts 2. Reading texts 2. Reading texts 2. Reading texts
A. References https://letterpile.com/writing/How-to-Write-an-Interview-Question-Essay
http://www.wikihow.com/Write-an-Interview-Essay
https://www.slideshare.net/johnarunski/thesis-statement-ppt
1. Teacher’ English For Academic And English For Academic And English For Academic And
s Guide
Pages Professional Purposes Professional Purposes Professional Purposes
(p. 19) (p. 20) (p. 19)
2. Learner’
s
Materials

Page 1 of 6
 District/School: LUIS PALAD INTEGRATED HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON LOG Teacher: JOJO J. OABEL Learning Area: EAPP
Teaching Date and Time: July 30 – August 3, 2018 Quarter: 1st Quarter, Week 1
3. Textboo
k Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
 Other
Learning
Resources
IV -
PROCEDURES
A. Reviewin Activity#1 The teacher will let some of the students’ 1. Ask the students if they have Activity #1
g previous WHAT YOU KNOW output be presented in class. (interview tasted chewing gum. IDENTIFYING IDEA AND OPINION
lesson or The students will be asked to answer the output)
presenting 2. Do the students think that chewing
the new
following questions orally: gum is popular? The teacher will let the students
lesson identify the idea/topic and opinion on
1. What is the easiest writing assignment the statements posted on the board.
you have done so far?
2. How about the most difficult writing The teacher will ask the students
assignment you have done? how they found out their answers.
3. What do you think made the writing
assignment difficult or easy?
4. Based on you answers, what do
you think is academic writing and its
differences from other kinds of
writing?
B. Establishi Activity #2 Activity #1
ng a purpose READ, READ, READ COMMERCIAL VIDEO
for the lesson The teacher says: The students will watch a
The students will be grouped commercial video.
into four. Each group will be given a
copy of different texts. There are four
sample texts and they should have
read all of those to fill out the table.
C. Presentin Activity #3 The students will discover and
g examples/ FILL IT OUT! define what is a thesis statement
instances of The teacher asks:
the new based from the first activity.
lesson
How then do you distinguish an
academic text from a business letter or a
personal essay? Below is a table that will
help you answer this question. Fill out
this table based on your evaluation of the

Page 2 of 6
 District/School: LUIS PALAD INTEGRATED HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON LOG Teacher: JOJO J. OABEL Learning Area: EAPP
Teaching Date and Time: July 30 – August 3, 2018 Quarter: 1st Quarter, Week 1

texts.

D. Discussin The teacher will show a PowerPoint Activity #2 Activity #2

g new presentation regarding how to make WRIGLEY’S CHEWING GUM Students will identify the thesis
concepts and The students will now read the text.
practicing an interview report/write-up. statement from the different academic
new skills #1 texts they read from the previous
lesson.
E. Discussin The teacher will give additional
g new information about how to write a good
concepts and
practicing thesis statement.
new skills #2
F. Developin
g mastery
(Leads to
Formative
Assessment
3)
G. Finding Activity #4 Activity #1 Activity #3 Activity #3
practical SURVEY and WRITE! They will re-write and organize TIMELINE WRITE WRITE WRITE
applications The students will make a chronology
of concepts It was mentioned in Text A “Why their interview reports. Students will write their own thesis
Do They Say That Our English is (timeline organizer) of how Wrigley’s statement based from the following
and in daily
chewing gum came to be. topics.
living skills Bad?” It would be interesting to find
out if the same scenario applies to
you and your classmates, so why 1. Ban on unli rice
don’t you pair up with a classmate 2. Students having nightly homework
and do a quick random survey on 3. Expressing one’s thoughts on
how your classmates write their social media
essays? Use the following questions
as your guide.

1. What do you think are some

problems that you and/or your
classmates encounter when you write
academic papers?
2. What language do they use at
home? Is it English or Filipino or any
other language (Chinese, Cebuano,
Bikolano, etc.)?
3. Do you think they find it difficult to

Page 3 of 6
 District/School: LUIS PALAD INTEGRATED HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON LOG Teacher: JOJO J. OABEL Learning Area: EAPP
Teaching Date and Time: July 30 – August 3, 2018 Quarter: 1st Quarter, Week 1

express their ideas in English if they

don’t speak the English language at
home? How does this affect their
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.”

The following criteria will be used in

grading the task:

Content: clarity of the purpose and the

thesis statement, relevance of the
supporting points to the thesis statement,
knowledge on the subject matter. (40pts)

Structure: coherence and logical

sequence of the ideas (25pts)

Language and style: word choice,

sentence construction (20pts)

Mechanics: grammar, punctuations,

capitalization, formatting, documentation
(15pts)

TOTAL = 100 PTS.

Page 4 of 6
 District/School:
DAILY LESSON LOG Teacher:
Teaching Date and Time:
H. Making
generalizations Academic writing is a process that
and
abstractions
starts with posing a question,
about the problematizing a concept, evaluating
lesson an opinion, and ends in answering
the question or questions posed,
clarifying the problem, and/or arguing
for a stand. Just like other kinds of
writing, academic writing has a
specific purpose, which is to inform,
to argue a specific point, and to
persuade.
Academic writing is thinking; you cannot
just write anything that comes to your
mind. You have to abide by the set of
rules and practices in writing. You have to
write in a language that is appropriate
and formal but not too pretentious. You
also have to consider the knowledge and
background of your audience. You have
to make sure that you can back up your
statement with a strong and valid
evidence. Writing academic papers
requires deliberate, thorough and careful
thought and that is why it involves
research.
I. Evaluating
learning
J. Additional
activities for
application or
remediation
ABM 11 EGM
V – REMARKS
(F=Finished
N = Not Finished)
LUIS PALAD INTEGRATED HIGH SCHOOL
JOJO J. OABEL
July 30 – August 3, 2018
An interview essay is designed to
give the reader a general impression
of the interview subject and to
present his or her thoughts on a
select group of topics. It also offers
the opportunity to develop deeper
insights by analyzing the
interviewee's responses within a
larger context. Interview essays are a
common school assignment, and
provide useful skills for those
interested in journalism, or just being
good writers in general.
Graphic organizers (some of which
are also called concept maps, entity
relationship charts, and mind maps)
are a pictorial way of constructing
knowledge and organizing
information. They help the student
convert and compress a lot of
seemingly disjointed information into
a structured, simple-to-read, graphic
display. The resulting visual display
conveys complex information in a
simple-to-understand manner.
*After the discussion, students will
have a long quiz regarding the
lesson.
ABM 11 EGM
Grade Level: GRADE 11
Learning Area: EAPP
Quarter: 1st Quarter, Week 1
A THESIS STATEMENT should
An interview essay is designed to
give the reader a general impression
-contain a topic (main idea of what
of the interview subject and to
you are writing about)
present his or her thoughts on a
-contain an opinion about the topic
select group of topics. It also offers
(what your attitude is toward the topic)
the opportunity to develop deeper
insights by analyzing the
A THESIS STATEMENT SHOULD
interviewee's responses within a
AVOID THE FF:
larger context. Interview essays are a
common school assignment, and
the first person (I believe, In
provide useful skills for those
my opinion, etc.)
interested in journalism, or just being
unclear language (It seems,
good writers in general.
etc.)
Graphic organizers (some of which
attempting two topics at once
are also called concept maps, entity
(even if they seem related).
relationship charts, and mind maps)
Pick one and stick with it.
are a pictorial way of constructing
just stating a fact - A thesis is
knowledge and organizing
something you plan to make
information. They help the student
an argument about.
convert and compress a lot of
seemingly disjointed information into
a structured, simple-to-read, graphic
display. The resulting visual display
conveys complex information in a
simple-to-understand manner.
*After the discussion, students will
*After the discussion, students will
have a long quiz regarding the
lesson. have a long quiz regarding the lesson.
ABM 11 EGM ABM 11 EGM

VI - REFLECTION
A. No. of ABM 11 EGM ABM 11 EGM ABM 11 EGM ABM 11 EGM
learners who

Page 5 of 6
 District/School: LUIS PALAD INTEGRATED HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON LOG Teacher: JOJO J. OABEL Learning Area: EAPP
Teaching Date and Time: July 30 – August 3, 2018 Quarter: 1st Quarter, Week 1

earned 80% on
the formative
test
B. No. of
learners who
ABM 11 EGM ABM 11 EGM ABM 11 EGM ABM 11 EGM
require additional
activities for
remediation
C. Did the
remedial lesson/s ABM 11 EGM ABM 11 EGM ABM 11 EGM ABM 11 EGM
work? No. of learners
who have caught up
with the lesson
D. No. of
learners who
ABM 11 EGM ABM 11 EGM ABM 11 EGM ABM 11 EGM
continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did this
work?
F. What
difficulties did I
encounter
which my
supervisor/
principal/
department
head can help
me solve?

Prepared by: Checked by: Noted

Jojo J. Oabel Aileen P. Berina Laarni Q. Lachica Maricel L. Abella

SST – I Subject Group Head Master Teacher I Assistant Principal, SHS

Page 6 of 6