School Caraga National High School Grade Level & Quarter Grade 11

1st Semester/1st Quarter

Teacher JEMAR M. BANDAJA SHS Track GAS, TVL, STEM
DAILY LESSON LOG
Week No. Week 5 Learning Area English for Academic and Professional
SENIOR HIGH
Inclusive Dates 1-4 JULY 2019 Purposes
SCHOOL
Scheduled Time 7:30am -8:30am/ 9:45am- Topic Reading Academic Text
10:45am/10:45am 11:45am
MONDAY TUESDAY WEDNESDAY (continuation) THURSDAY (continuation)
A. Content: Writing the reaction A. Content: Writing the reaction A. Content: Writing the reaction A. Content: Writing the reaction
Paper/Review/Critique Paper/Review/Critique Paper/Review/Critique Paper/Review/Critique

Content Standard: Understands the Content Standard: Understands the principles and Content Standard: Understands the principles and Content Standard: Understands the principles and
principles and uses of reaction uses of reaction paper/review/critique uses of reaction paper/review/critique uses of reaction paper/review/critique
paper/review/critique
Performance Standard: Produces an objective Performance Standard: Produces an objective Performance Standard: Produces an objective
Performance Standard: Produces an assessment of an event, a person, a place or a thing. assessment of an event, a person, a place or a thing. assessment of an event, a person, a place or a thing.
objective assessment of an event, a person,
a place or a thing. Writes a comprehensive review/reaction paper: Writes a comprehensive review/reaction paper: Writes a comprehensive review/reaction paper:

Writes a comprehensive review/reaction
paper:
 Performance, Arts. Play, Dance,
Sports, etc..,
 Film;
 Participation in a religious or
community festival;
 Art exhibit;
Critiques design, such as industrial design
objects or craft objects, furniture, fashion
designs based on the set criteria.
Critiques graphic design, communication
materials, such as posters, billboards,
commercials, digital and other media.
 Performance, Arts. Play, Dance, Sports,
etc..,
 Film;
 Participation in a religious or community
festival;
 Art exhibit;
Critiques design, such as industrial design objects or
craft objects, furniture, fashion designs based on the
set criteria.
Critiques graphic design, communication materials,
such as posters, billboards, commercials, digital and
other media.
 Performance, Arts. Play, Dance, Sports,
etc..,
 Film;
 Participation in a religious or community
festival;
 Art exhibit;
Critiques design, such as industrial design objects or
craft objects, furniture, fashion designs based on the
set criteria.
Critiques graphic design, communication materials,
such as posters, billboards, commercials, digital and
other media.
Curriculum Guide Page No. 2 of 6
 Performance, Arts. Play, Dance, Sports,
etc..,
 Film;
 Participation in a religious or community
festival;
 Art exhibit;
Critiques design, such as industrial design objects or
craft objects, furniture, fashion designs based on the
set criteria.
Critiques graphic design, communication materials,
such as posters, billboards, commercials, digital and
other media.

Curriculum Guide Page No. 2 of 6

Curriculum Guide Page No. 2 of 6 Curriculum Guide Page No. 2 of 6

B. Learning Competencies/Objectives: B. Learning Competencies/Objectives: B. Learning Competencies/Objectives: B. Learning Competencies/Objectives:

At the end of sixty minute period, the At the end of sixty minute period, the learner At the end of sixty minute period, the learner At the end of sixty minute period, the learner
learner are able to: are able to: are able to: are able to:
 Prepare an essay summarizing  Raises legitimate, contrary views in an  Raises legitimate, contrary views in an  Raises legitimate, contrary views in an
 their findings on the specific
events;
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
1. Introducing the guidelines for
writing the reaction
paper/review/Critique.
2. Value Communicated
a. Sound critical judgment;
b. A fair and balanced
assessment of situations or
events, people and things;
2. Basic Content.
a. Ranges from an off-hand gut
reaction, favorable or unfavorable,
merely expressive of emotion to a
more rational impersonal critical
analysis that seriously communicates
some value, ethical or moral, some
hidden or forgotten truth, and some
aesthetic delight;
b. May take the form of a
reflection, an appeal, a protest, a
tribute or denunciation, a speculation
c. In general, the content would include
the following topics:
 For human situations;
a.) A brief description of the
event
b.) People involved, their roles
and contributions
c.) Other driving forces, in the
open or hidden and
unsuspected d.) Implications
and consequences
e.)Assessment and
appropriate manner;
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
1. Reading the Critique and Reacting to it.
 Unlocking Verbal Difficulties:
Have the students look up the
meanings of these expressions in order
for them to read the text with greater
facility.
a. Cubist style
b. Filtered through the artist’s eyes
c.Visual argument
d. Multiple perspectives
e. Stronghold
f. Outrage
g. Mural
h. Devastation of war
i. Commissioned
j. Atrocity
k. Imminent
l. Critically acclaimed
m. Depicts images simultaneously
n. Assumptions
o. Emotional cacophony of war
p. Carnage of war
 Comprehending the Text: Use these
questions to guide the students in
understanding the essay.
a. Explain how and why “art is an
interpretation,” not a faithful depiction
of reality.
b. What is meant by art as a visual
argument?
appropriate manner;
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
1. Reading the Critique and Reacting to it.
 Unlocking Verbal Difficulties:
Have the students look up the
meanings of these expressions in order
for them to read the text with greater
facility.
a. Cubist style
b. Filtered through the artist’s eyes
c.Visual argument
d. Multiple perspectives
e. Stronghold
f. Outrage
g. Mural
h. Devastation of war
i. Commissioned
j. Atrocity
k. Imminent
l. Critically acclaimed
m. Depicts images simultaneously
n. Assumptions
o. Emotional cacophony of war
p. Carnage of war
 Comprehending the Text: Use these
questions to guide the students in
understanding the essay.
a. Explain how and why “art is an
interpretation,” not a faithful depiction
of reality.
b. What is meant by art as a visual
argument?
appropriate manner;
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
1. Reading the Critique and Reacting to it.
 Unlocking Verbal Difficulties:
Have the students look up the
meanings of these expressions in order
for them to read the text with greater
facility.
a. Cubist style
b. Filtered through the artist’s eyes
c.Visual argument
d. Multiple perspectives
e. Stronghold
f. Outrage
g. Mural
h. Devastation of war
i. Commissioned
j. Atrocity
k. Imminent
l. Critically acclaimed
m. Depicts images simultaneously
n. Assumptions
o. Emotional cacophony of war
p. Carnage of war
 Comprehending the Text: Use these
questions to guide the students in
understanding the essay.
a. Explain how and why “art is an
interpretation,” not a faithful depiction
of reality.
b. What is meant by art as a visual
argument?
 prognostication
f.) Some offered solutions
 For cultural affairs; people,
works, and performances:
a.) The central purposes of the
event or product
b.) The means, devices,
strategies employed to achieve
the purposes
c.) An evaluation of the
achievement: success or failure
d.) The significance (if any)
beyond mere entertainment of
the event or product in ethical
and/or aesthetic terms, its
timeliness and/or timelessness
 Modes of Ordering (Any of the
following):
a. From the
event/performance/artifact/w
ork presented and
described/narrated in
themselves to the writer’s
critical evaluation of the entire
event, show or work in a
sequence of its elements;
b. Discussion that intersperses
critical comments between
mention or description of the
details of the event, show or
work
c. From a cover statement
giving an over-all judgment of
c. What are achieved by the cubist style
of painting?
d. On which shared historical
experience does Picasso base his
painting, Guernica?
e. Why would Picasso think that
“people viewing the painting would be
upset by it?”
f. In what way does cubism allow
Picasso to paint “truth rather than
reality?”
g. which symbols in the painting would
the viewers have readily recognized.
 Reading the text more critically, let the
students reflect on the painting more
deeply and discuss their answers to
these questions:
a. Which images catch your attention,
and why?
b. What, do you think, is the main
image? Which images are found in the
foreground? Why do you think Picasso
arranged the images in the way he did?
How do these images relate to one
another?
c. How would you describe the images?
Which of these images are
underscored? Which are exaggerated
or idealized?
c. What are gained by his use of black
and white?
c. What are achieved by the cubist style
of painting?
d. On which shared historical
experience does Picasso base his
painting, Guernica?
e. Why would Picasso think that
“people viewing the painting would be
upset by it?”
f. In what way does cubism allow
Picasso to paint “truth rather than
reality?”
g. which symbols in the painting would
the viewers have readily recognized.
 Reading the text more critically, let the
students reflect on the painting more
deeply and discuss their answers to
these questions:
a. Which images catch your attention,
and why?
b. What, do you think, is the main
image? Which images are found in the
foreground? Why do you think Picasso
arranged the images in the way he did?
How do these images relate to one
another?
c. How would you describe the images?
Which of these images are
underscored? Which are exaggerated
or idealized?
d. What are gained by his use of black
and white?
c. What are achieved by the cubist style
of painting?
d. On which shared historical
experience does Picasso base his
painting, Guernica?
e. Why would Picasso think that
“people viewing the painting would be
upset by it?”
f. In what way does cubism allow
Picasso to paint “truth rather than
reality?”
g. which symbols in the painting would
the viewers have readily recognized.
 Reading the text more critically, let the
students reflect on the painting more
deeply and discuss their answers to
these questions:
a. Which images catch your attention,
and why?
b. What, do you think, is the main
image? Which images are found in the
foreground? Why do you think Picasso
arranged the images in the way he did?
How do these images relate to one
another?
c. How would you describe the images?
Which of these images are
underscored? Which are exaggerated
or idealized?
e. What are gained by his use of black
and white?
 the event, show or piece to a
discussion of each angle,
aspect or element of the event,
show or work illustrating or
providing evidence for the
evaluative cover statement;
 Basic qualities of a Good
Reaction Paper;
a. Gives a fair and balance
social commentary.
b. Provides relevant and
accurate factual information on
the situation
c. Exhibits by means of
thorough and in-depth analysis
an appreciation of context
(including time, place, people,
involvement, their motivation,
and actuations)
d. Makes a clear distinction,
through language, between
what is actual and what is
probable or possible
e. Exhibits a deep sense of
humanity and an
understanding of the human
situation even while expressing
disapproval or disagreement
most intensely
 Basic Qualities of an Adequate
Critical Judgment;
e. Why did Picasso title his painting,
Guernica? Would it have made a
different impact if it had been given
a different title, like “The Carnage
of War?”
f. Aside from being a recognizable
image for Spain, what else would
the bull stand for? How about the
horse?
g. Explain how the painting could
simultaneously protest the violence
of war and appeal for peace.
 Structural Analysis. Explain these
elements to the students:
a. Main idea. Using the possibilities
afforded by cubism in representing
reality through multiple perspectives,
Picasso created a mural depicting his
outrage against the devastating
bombing of Guernica.
b. Supporting details. Using “wailing
figures, panicked faces, darkness
contrasted by jumbled images of light
all project the horrors of war.” The
painting depicting the horrors of war
entitled Guernica would strongly
resonate among the people familiar
with the bombings, and everyone
condemning the atrocities of war.
Insinuating that such carnage should
not happen again, the painting also
becomes an appeal for peace.
e. Why did Picasso title his painting,
Guernica? Would it have made a
different impact if it had been given
a different title, like “The Carnage
of War?”
f. Aside from being a recognizable
image for Spain, what else would
the bull stand for? How about the
horse?
g. Explain how the painting could
simultaneously protest the violence
of war and appeal for peace.
 Structural Analysis. Explain these
elements to the students:
a. Main idea. Using the possibilities
afforded by cubism in representing
reality through multiple perspectives,
Picasso created a mural depicting his
outrage against the devastating
bombing of Guernica.
b. Supporting details. Using “wailing
figures, panicked faces, darkness
contrasted by jumbled images of light
all project the horrors of war.” The
painting depicting the horrors of war
entitled Guernica would strongly
resonate among the people familiar
with the bombings, and everyone
condemning the atrocities of war.
Insinuating that such carnage should
not happen again, the painting also
becomes an appeal for peace.
e. Why did Picasso title his painting,
Guernica? Would it have made a
different impact if it had been given
a different title, like “The Carnage
of War?”
f. Aside from being a recognizable
image for Spain, what else would
the bull stand for? How about the
horse?
g. Explain how the painting could
simultaneously protest the violence
of war and appeal for peace.
 Structural Analysis. Explain these
elements to the students:
a. Main idea. Using the possibilities
afforded by cubism in representing
reality through multiple perspectives,
Picasso created a mural depicting his
outrage against the devastating
bombing of Guernica.
b. Supporting details. Using “wailing
figures, panicked faces, darkness
contrasted by jumbled images of light
all project the horrors of war.” The
painting depicting the horrors of war
entitled Guernica would strongly
resonate among the people familiar
with the bombings, and everyone
condemning the atrocities of war.
Insinuating that such carnage should
not happen again, the painting also
becomes an appeal for peace.
 a. Provides accurate and
relevant information on the
event, show, or work;

b. Exhibits full appreciation of

the purpose behind the event,
show, or work;

c. Shows a clear understanding

of the means (strategies,
techniques, devices, etc.) and
their appropriateness and
power in achieving the
purpose;

d. Exhibits fairness and balance

in the judgment made;

e. Projects incisive and

profound insights into its
(1) analysis of the event
on artifact,
(2) interpretation of the
underlying meaning or
significance of the event or
artifact, and
(3) appreciation of the
values “(moral and/or
aesthetic) unfolded in every
detail of the event or artifact”

D. References: D. References: D. References: D. References:

TM/TG Page: 27-29 TM/TG Pages: 30-33 TM/TG Pages: 30-33 TM/TG Pages: 30-33
LM Page: 43-44 LM Page: 45-47 LM Page: 45-47 LM Page: 45-47
Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet

E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies:

1. The students will be gathering
information on interesting
places, folk traditions, cultural
practices, and beliefs found in
their hometown.
The teacher will Inspire student appreciation
for significant visual reactions (art works) to
socio-political phenomena by immersing the
learners in these projects:
1. Art and Design: Savor Juan Luna’s
Spoliarium, at the National Museum;
research on the background of this
world- acclaimed Filipino painting.
Then write a three-paragraph critique
of the mural focusing on the subject,
the images and the manner of their
depiction, the use of color, light and
other devices, and the overall message
of the artwork.
2. Academic Track: List at least ten
famous politically committed art works
of the world, the occasion or event that
each work reacts to/against, and the
message and impact of the work on the
people for which it was created. Then
write a three-paragraph essay
explaining how and why visual art
works make for effective visual socio-
political statements/arguments.
3. Tech Voc: After listing the ten major
tourist-hotel destinations, museums, or
theme parks in various parts of the
country, select major Philippine art
works (paintings, engravings, sculpture,
installation art, etc.) that should be
mainly featured in each destination. In
a three-paragraph essay, explain why
you chose the art work, and the
appropriateness of the political
message for the hotel/tourist
destination, and its geographical and
historical importance/relevance.
Example: The huge mural, the Battle of
The teacher will Inspire student appreciation
for significant visual reactions (art works) to
socio-political phenomena by immersing the
learners in these projects:
5. Art and Design: Savor Juan Luna’s
Spoliarium, at the National Museum;
research on the background of this
world- acclaimed Filipino painting.
Then write a three-paragraph critique
of the mural focusing on the subject,
the images and the manner of their
depiction, the use of color, light and
other devices, and the overall message
of the artwork.
6. Academic Track: List at least ten
famous politically committed art works
of the world, the occasion or event that
each work reacts to/against, and the
message and impact of the work on the
people for which it was created. Then
write a three-paragraph essay
explaining how and why visual art
works make for effective visual socio-
political statements/arguments.
7. Tech Voc: After listing the ten major
tourist-hotel destinations, museums, or
theme parks in various parts of the
country, select major Philippine art
works (paintings, engravings, sculpture,
installation art, etc.) that should be
mainly featured in each destination. In
a three-paragraph essay, explain why
you chose the art work, and the
appropriateness of the political
message for the hotel/tourist
destination, and its geographical and
historical importance/relevance.
Example: The huge mural, the Battle of
The teacher will Inspire student appreciation for
significant visual reactions (art works) to socio-
political phenomena by immersing the learners
in these projects:
9. Art and Design: Savor Juan Luna’s
Spoliarium, at the National Museum;
research on the background of this
world- acclaimed Filipino painting. Then
write a three-paragraph critique of the
mural focusing on the subject, the
images and the manner of their
depiction, the use of color, light and
other devices, and the overall message
of the artwork.
10. Academic Track: List at least ten
famous politically committed art works
of the world, the occasion or event that
each work reacts to/against, and the
message and impact of the work on the
people for which it was created. Then
write a three-paragraph essay
explaining how and why visual art
works make for effective visual socio-
political statements/arguments.
11. Tech Voc: After listing the ten major
tourist-hotel destinations, museums, or
theme parks in various parts of the
country, select major Philippine art
works (paintings, engravings, sculpture,
installation art, etc.) that should be
mainly featured in each destination. In
a three-paragraph essay, explain why
you chose the art work, and the
appropriateness of the political
message for the hotel/tourist
destination, and its geographical and
historical importance/relevance.
Example: The huge mural, the Battle of

Assessment:
1. The students will be doing
observations and cultural
exposure, interviews with
the elders in the
community, and research
in the internet and in
school and public libraries.
2. The teacher will be
requiring the students to
submit an outline of their
findings.
3. The will be preparing an
essay summarizing their
findings.
F. Remarks:
This learning area English for Academic and
Professional Purposes contained 80 hours in
the whole semester with 1 hour per session.
Prepared by:
JEMAR M. BANDAJA
SHS Teacher 1
Mactan, hangs in a covered structure in
the Mactan Shrine.
4. Sports: After selecting your top choices
of art works depicting sports, write a
three-paragraph essay of their favorite
subjects, the artistic devices employed,
and their messages.
Assessment:
 Summarizing
1) The teacher will ask the students to
give the summary of Critique of a Visual
Statement
(Summary)
1. Picasso’s Guernica embodies his visual
statement or expression of outrage against the
violent effects of war especially on civilians.
2. By presenting the “carnage of war”, he and
his art work were making a visual argument for
peace.
3. To present the horrifying effects of war, he
uses the multiple perspectives and images
afforded by the cubist style.
F. Remarks:
This learning area English for Academic and
Professional Purposes contained 80 hours in the
whole semester with 1 hour per session.
Checked by:
JOAN B. CAHILOG
Master Teacher, Academic Track
Mactan, hangs in a covered structure in
the Mactan Shrine.
8. Sports: After selecting your top choices
of art works depicting sports, write a
three-paragraph essay of their favorite
subjects, the artistic devices employed,
and their messages.
Assessment:
 Summarizing
2) The teacher will ask the students to
give the summary of Critique of a Visual
Statement
(Summary)
1. Picasso’s Guernica embodies his visual
statement or expression of outrage against the
violent effects of war especially on civilians.
2. By presenting the “carnage of war”, he and
his art work were making a visual argument for
peace.
3. To present the horrifying effects of war, he
uses the multiple perspectives and images
afforded by the cubist style.
F. Remarks:
This learning area English for Academic and
Professional Purposes contained 80 hours in the
whole semester with 1 hour per session.
Noted by: Approved:
ALLAN H. PALMA GIL
SHS Focal Person
Mactan, hangs in a covered structure in
the Mactan Shrine.
12. Sports: After selecting your top choices
of art works depicting sports, write a
three-paragraph essay of their favorite
subjects, the artistic devices employed,
and their messages.
Assessment:
 Summarizing
3) The teacher will ask the students to
give the summary of Critique of a Visual
Statement
(Summary)
1. Picasso’s Guernica embodies his visual
statement or expression of outrage against the
violent effects of war especially on civilians.
2. By presenting the “carnage of war”, he and
his art work were making a visual argument for
peace.
3. To present the horrifying effects of war, he
uses the multiple perspectives and images
afforded by the cubist style.
F. Remarks:
This learning area English for Academic and
Professional Purposes contained 80 hours in the
whole semester with 1 hour per session.
MARILYN S. CAPIÑA, ED.D.
Secondary School Principal IV