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

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

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

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 Competency/Objectives Day 1 Day 2 Day 3 Day 4
Introduce the English writing to the I. STRUCTURE OF I. SAMPLE FEATURES FOR I. SAMPLE FEATURES FOR ACADEMIC
students SPECIFIC ACADEMIC I. Specific ideas contained in ACADEMIC TEXT TEXT
Discuss the topics that will be TEXT Academic text
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
IV. 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.

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A. References English for academic and
professional purposes
Contemporary Technical English: by
Magpayo, E.. et. al.
Effective Writing: by Alcantara R.D.
and Cabanilla, J. Q.
Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M. C.
Integrated Approach to reading and
Writing: by Sebastian, E
Critical Thinking and Writing: by
Cavina K.
DOWNLOADED FEATURES FOR
EAPP
English for academic and
professional purposes
Contemporary Technical English: by
Magpayo, E.. et. al.
Effective Writing: by Alcantara R.D. and
Cabanilla, J. Q.
Reading and Writing Skills: by Tiongson
M. A and Rodriguez, M. C.
Integrated Approach to reading and
Writing: by Sebastian, E
Critical Thinking and Writing: by Cavina K.
DOWNLOADED FEATURES FOR EAPP
English for academic and professional
purposes
Contemporary Technical English: by
Magpayo, E.. et. al.
Effective Writing: by Alcantara R.D. and
Cabanilla, J. Q.
Reading and Writing Skills: by Tiongson M.
A and Rodriguez, M. C.
Integrated Approach to reading and Writing:
by Sebastian, E
Critical Thinking and Writing: by Cavina K.
DOWNLOADED FEATURES FOR EAPP
English for academic and professional
purposes
Contemporary Technical English: by
Magpayo, E.. et. al.
Effective Writing: by Alcantara R.D. and
Cabanilla, J. Q.
Reading and Writing Skills: by Tiongson M. A
and Rodriguez, M. C.
Integrated Approach to reading and Writing:
by Sebastian, E
Critical Thinking and Writing: by Cavina K.
DOWNLOADED FEATURES FOR EAPP

1. Teacher’s Guide pages Internet: Internet: Internet: Internet:

2. Learner’s Materials pages Hand-outs Hand-outs Hand-outs

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Lapel, audio speaker, DLP, Lapel, audio speaker, DLP, chalkboard Lapel, audio speaker, DLP, chalkboard and Lapel, audio speaker, DLP, chalkboard and
chalkboard and whiteboard marker and whiteboard marker whiteboard marker whiteboard marker
Downloaded Features for EAPP Downloaded Features for EAPP Downloaded Features for EAPP Hand-outs Downloaded Features for EAPP
Hand-outs to be distributed Hand-outs to be distributed to be distributed Hand-outs to be distributed

V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
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.
Identify the language used from the Identify the tone of language being
textbook. used in academic vocabulary

Cite the reasons why do we need

to analyze the language being

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 used in different academic text.
B. Presenting examples/Instances Observe about the language being Research on different kinds of Get copies of sample academic text, then Get copies of sample academic text, then
of the new lesson used in your: language and its uses. describe the academic text based on its describe the academic text based on its
A. Dictionary content and form content and form
B. Text Book
C. Test Paper
C. Presenting examples/Instances Share their answers in front of their Present a scenario about product of Interact to the given academic text Interact to the given academic text
of the new lesson classmates. Academic writing produced or used in the
1. Show a demo in front of the school.
class if needed. 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?

D. Discussing new concepts and Share the information they know Share the information they know about Share the information they know about the Share the information they know about the
practicing new skills # 1 about the application of language in the different samples for academic writing different samples for academic writing different samples for academic writing
the text
E. Discussing new concepts and Expound skills and knowledge about . Expound skills and knowledge about the . Expound skills and knowledge about the . Expound skills and knowledge about the
practicing new skills # 2 the words they encountered from the words they encountered from the text words they encountered from the text words they encountered from the text
text in the product of Academic
writing. Such as:
Book, journal article research paper,
etc
F. Developing mastery Possible expectation if you are a Give their understanding through learners View out their understanding through View out their understanding through
(leads to Formative Assessment bookworm context learners context learners context.
G. Finding practical application of Associate content of the text to their Associate life experiences to the present Do a group work to enhance critical thinking Do a group work to enhance critical thinking
concepts and skills in daily living lives ability .... ability ....
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.

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 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