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 6 Learning Area English for Academic and Professional
SENIOR HIGH
Inclusive Dates 8-11 JULY 2019 Purposes
SCHOOL
Scheduled Time 7:30am -8:30am/ 9:45am- Topic Reading Academic Text
10:45am/10:45am 11:45am
MONDAY TUESDAY (continuation) 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 Content Standard: Understands the principles and
principles and uses of reaction uses of reaction paper/review/critique principles and uses of reaction uses of reaction paper/review/critique
paper/review/critique paper/review/critique
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. Performance Standard: Produces an assessment of an event, a person, a place or a thing.
objective assessment of an event, a person, objective assessment of an event, a person, a
a place or a thing. Writes a comprehensive review/reaction paper: place or a thing. 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.
Curriculum Guide Page No. 2 of 6
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.
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 At the end of sixty minute period, the learner
learner are able to: are able to: learner are able to: are able to:
 Uses appropriate critical  Uses appropriate critical approaches in  Uses appropriate critical  Uses appropriate critical approaches in
 approaches in writing a critique
such as formalism, feminism,
etc.,,
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
 Reading the Text and Reacting
to It.
1. Getting to Know the Author
a. Inform the students that before they
read more about the Filipino audience’s
preferences for the fair-haired girls, and
other colonial choices, they should first
meet the Philippine studies scholar-
author:
b. Dr. Nicanor Tiongson is a leading
critic, playwright, and academic
professor emeritus from the Film
Institute of U.P. Diliman. His important
works include The Women of Malolos,
Noli at Fili sa Dekadang Dos Mil, and
Manuel Conde,
c. This founding member of Manunuri
ng Wikang Filipino has specialized in
Philippine cinema, Philippine theater,
Philippine arts, and popular culture
2. Unlocking Verbal Difficulties.
Ask the students to look up these
expressions in order to make their
reading comprehension smooth:
a. Insidious manner
b. Prevalence
c. Perniciousness
d. Encapsulated
writing a critique such as formalism,
feminism, etc.,,
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
 Reading the Text and Reacting to It.
1. Getting to Know the Author
a. Inform the students that before they read
more about the Filipino audience’s preferences
for the fair-haired girls, and other colonial
choices, they should first meet the Philippine
studies scholar-author:
b. Dr. Nicanor Tiongson is a leading critic,
playwright, and academic professor emeritus
from the Film Institute of U.P. Diliman. His
important works include The Women of
Malolos, Noli at Fili sa Dekadang Dos Mil, and
Manuel Conde,
c. This founding member of Manunuri ng
Wikang Filipino has specialized in Philippine
cinema, Philippine theater, Philippine arts, and
popular culture
2. Unlocking Verbal Difficulties.
Ask the students to look up these expressions in
order to make their reading comprehension
smooth:
a. Insidious manner
b. Prevalence
c. Perniciousness
d. Encapsulated
e. Perpetuated
f. Invariably
g. Caucasian
approaches in writing a critique
such as formalism, feminism,
etc.,,
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
 Reading the Text and Reacting to
It.
1. Getting to Know the Author
a. Inform the students that before they
read more about the Filipino audience’s
preferences for the fair-haired girls, and
other colonial choices, they should first
meet the Philippine studies scholar-
author:
b. Dr. Nicanor Tiongson is a leading critic,
playwright, and academic professor
emeritus from the Film Institute of U.P.
Diliman. His important works include The
Women of Malolos, Noli at Fili sa
Dekadang Dos Mil, and Manuel Conde,
c. This founding member of Manunuri ng
Wikang Filipino has specialized in
Philippine cinema, Philippine theater,
Philippine arts, and popular culture
2. Unlocking Verbal Difficulties.
Ask the students to look up these
expressions in order to make their
reading comprehension smooth:
a. Insidious manner
b. Prevalence
c. Perniciousness
d. Encapsulated
e. Perpetuated
writing a critique such as formalism,
feminism, etc.,,
Curriculum Guide Page No: 2 of 6
C. Subject Matter:
 Reading the Text and Reacting to It.
1. Getting to Know the Author
a. Inform the students that before they read
more about the Filipino audience’s preferences
for the fair-haired girls, and other colonial
choices, they should first meet the Philippine
studies scholar-author:
b. Dr. Nicanor Tiongson is a leading critic,
playwright, and academic professor emeritus
from the Film Institute of U.P. Diliman. His
important works include The Women of
Malolos, Noli at Fili sa Dekadang Dos Mil, and
Manuel Conde,
c. This founding member of Manunuri ng Wikang
Filipino has specialized in Philippine cinema,
Philippine theater, Philippine arts, and popular
culture
2. Unlocking Verbal Difficulties.
Ask the students to look up these expressions in
order to make their reading comprehension
smooth:
a. Insidious manner
b. Prevalence
c. Perniciousness
d. Encapsulated
e. Perpetuated
f. Invariably
g. Caucasian
e. Perpetuated h. Relegated f. Invariably h. Relegated
f. Invariably i. Slapstick comedies g. Caucasian i. Slapstick comedies
g. Caucasian j. Authenticity h. Relegated j. Authenticity
h. Relegated k. Colonial aesthetics i. Slapstick comedies k. Colonial aesthetics
i. Slapstick comedies l. Commendable j. Authenticity l. Commendable
j. Authenticity m. Adulation for the white k. Colonial aesthetics m. Adulation for the white
k. Colonial aesthetics n. Subjugated l. Commendable n. Subjugated
l. Commendable o. Most abject m. Adulation for the white o. Most abject
m. Adulation for the white p. Wreak havoc n. Subjugated p. Wreak havoc
n. Subjugated q. Catharsis o. Most abject q. Catharsis
o. Most abject r. Maudlin p. Wreak havoc r. Maudlin
p. Wreak havoc s. Raison d’etre q. Catharsis s. Raison d’etre
q. Catharsis t. Run-of-the-mill r. Maudlin t. Run-of-the-mill
r. Maudlin s. Raison d’etre
s. Raison d’etre 3. Comprehending the Text. t. Run-of-the-mill 3. Comprehending the Text.
t. Run-of-the-mill
To help the students do a critical reading of the 3. Comprehending the Text. To help the students do a critical reading of the
3. Comprehending the Text. text, ask them these guide questions: text, ask them these guide questions:
To help the students do a critical reading
To help the students do a critical reading a. What are the four negative values that have of the text, ask them these guide a. What are the four negative values that have
of the text, ask them these guide dominated our stage and film? questions: dominated our stage and film?
questions:
b. What are the roots of these “disvalues.” How a. What are the four negative values that b. What are the roots of these “disvalues.” How
a. What are the four negative values did these advance the cause of the colonial have dominated our stage and film? did these advance the cause of the colonial
that have dominated our stage and film? rulers? rulers?
b. What are the roots of these
b. What are the roots of these c. How has the adulation for the white affected “disvalues.” How did these advance the c. How has the adulation for the white affected
“disvalues.” How did these advance the our dignity and our national pride? cause of the colonial rulers? our dignity and our national pride?
cause of the colonial rulers?
d. Which two factors have created box office c. How has the adulation for the white d. Which two factors have created box office
c. How has the adulation for the white hits? affected our dignity and our national hits?
affected our dignity and our national pride?
pride? e. If religion “was the opiate of the masses in the e. If religion “was the opiate of the masses in the
past,” what have become “that opiate today?” d. Which two factors have created box past,” what have become “that opiate today?”
d. Which two factors have created box f. What is wrong with suffering and office hits? f. What is wrong with suffering and
office hits? submissiveness? submissiveness?
e. If religion “was the opiate of the
e. If religion “was the opiate of the g. What does Tiongson mean by, “Filipino masses in the past,” what have become g. What does Tiongson mean by, “Filipino
masses in the past,” what have become aesthetics will blossom only if the Filipino can “that opiate today?” aesthetics will blossom only if the Filipino can
“that opiate today?” depict his experience with utmost authenticity?” f. What is wrong with suffering and depict his experience with utmost authenticity?”
f. What is wrong with suffering and
submissiveness?
g. What does Tiongson mean by,
“Filipino aesthetics will blossom only if
the Filipino can depict his experience
with utmost authenticity?”
h. How can the concept of
entertainment be deepened and
enriched?
i. Analysis of the Structure of the Text:
As the first part of the critical review
discusses the “disvalues” that plague
our film and stage, what does the
second part discuss?
j. Identify the four counterpart values
that could help Filipinos find their
identity.
D. References:
TM/TG Page: 34-36
LM Page: 48-61
Additional Learning Materials: Internet
E. Activity/Strategies:
1. Academic Track: Does our use of
English help promote colonial
mentality? Explain your views in two to
three paragraphs.
2. Art and Design: Research on how our
Western-oriented perspectives in music
have marginalized, if not denigrated our
indigenous music. (Search the Internet
for studies of Dr. Ramon P. Santos.)
3.Tech Voc: Discuss how our clothes/fashion,
3.Tech Voc: Discuss how our hairdos, dance crazes, holiday practices
h. How can the concept of entertainment be
deepened and enriched?
i. Analysis of the Structure of the Text: As the
first part of the critical review discusses the
“disvalues” that plague our film and stage, what
does the second part discuss?
j. Identify the four counterpart values that could
help Filipinos find their identity.
D. References:
TM/TG Page: 34-36
LM Page: 48-61
Additional Learning Materials: Internet
E. Activity/Strategies:
1. Academic Track: Does our use of English help
promote colonial mentality? Explain your views
in two to three paragraphs.
2. Art and Design: Research on how our
Western-oriented perspectives in music have
marginalized, if not denigrated our indigenous
music. (Search the Internet for studies of Dr.
Ramon P. Santos.)
submissiveness?
g. What does Tiongson mean by, “Filipino
aesthetics will blossom only if the Filipino
can depict his experience with utmost
authenticity?”
h. How can the concept of entertainment
be deepened and enriched?
i. Analysis of the Structure of the Text: As
the first part of the critical review
discusses the “disvalues” that plague our
film and stage, what does the second
part discuss?
j. Identify the four counterpart values
that could help Filipinos find their
identity.
D. References:
TM/TG Page: 34-36
LM Page: 48-61
Additional Learning Materials: Internet
E. Activity/Strategies:
1. Academic Track: Does our use of
English help promote colonial mentality?
Explain your views in two to three
paragraphs.
2. Art and Design: Research on how our
Western-oriented perspectives in music
have marginalized, if not denigrated our
indigenous music. (Search the Internet
for studies of Dr. Ramon P. Santos.)
3.Tech Voc: Discuss how
h. How can the concept of entertainment be
deepened and enriched?
i. Analysis of the Structure of the Text: As the
first part of the critical review discusses the
“disvalues” that plague our film and stage, what
does the second part discuss?
j. Identify the four counterpart values that could
help Filipinos find their identity.
D. References:
TM/TG Page: 34-36
LM Page: 48-61
Additional Learning Materials: Internet
E. Activity/Strategies:
1. Academic Track: Does our use of English help
promote colonial mentality? Explain your views
in two to three paragraphs.
2. Art and Design: Research on how our
Western-oriented perspectives in music have
marginalized, if not denigrated our indigenous
music. (Search the Internet for studies of Dr.
Ramon P. Santos.)
3.Tech Voc: Discuss how our clothes/fashion,
our hairdos, dance crazes, holiday practices
clothes/fashion, hairdos, dance crazes,
holiday practices (Christmas,
Thanksgiving, Mother’s Day, Father’s
Day, etc.) reflect our colonial mentality.
Use specific illustrations to support your
points.
4. Sports: Discuss how Manny Pacquiao,
as a boxer, exemplifies the four counter
values more than the disvalues.
Assessment:
 The students will be writing a
summary of the major ideas and the
supporting ideas.
(Summary)
1. Major ideas:
a. The four “disvalues” that have
perniciously prevailed in our film and
stage include: “White is Beautiful,”
“Shows are the Best,” “Hurrah for the
Underdog,” and “All Is Right with the
World.”
b. The four counter values that
could undermine the pernicious effects
of the colonial values include: “Brown is
Beautiful,” “Shows with Substance are
the Best,” ”It’s Good to think and Decide
for Oneself,” and “The World Could
Indeed Be More Beautiful.”
2. Supporting Ideas;
a. The causes and effects of the colonial
values show their denigration of the
Filipino.
b. The counter values form a critical,
(Christmas, Thanksgiving, Mother’s Day, Father’s
Day, etc.) reflect our colonial mentality. Use
specific illustrations to support your points.
4. Sports: Discuss how Manny Pacquiao, as a
boxer, exemplifies the four counter values more
than the disvalues.
Assessment:
 The students will be writing a summary of
the major ideas and the supporting ideas.
(Summary)
1. Major ideas:
a. The four “disvalues” that have
perniciously prevailed in our film and stage
include: “White is Beautiful,” “Shows are the
Best,” “Hurrah for the Underdog,” and “All Is
Right with the World.”
b. The four counter values that could
undermine the pernicious effects of the colonial
values include: “Brown is Beautiful,” “Shows
with Substance are the Best,” ”It’s Good to think
and Decide for Oneself,” and “The World Could
Indeed Be More Beautiful.”
2. Supporting Ideas;
a. The causes and effects of the colonial values
show their denigration of the Filipino.
b. The counter values form a critical, scientific,
and realistic frame of mind that can help
develop the Filipinos’ cultural economic and
political independence.
clothes/fashion, hairdos, dance crazes,
holiday practices (Christmas,
Thanksgiving, Mother’s Day, Father’s Day,
etc.) reflect our colonial mentality. Use
specific illustrations to support your
points.
4. Sports: Discuss how Manny Pacquiao,
as a boxer, exemplifies the four counter
values more than the disvalues.
Assessment:
 The students will be writing a
summary of the major ideas and the
supporting ideas.
(Summary)
1. Major ideas:
a. The four “disvalues” that have
perniciously prevailed in our film and
stage include: “White is Beautiful,”
“Shows are the Best,” “Hurrah for the
Underdog,” and “All Is Right with the
World.”
b. The four counter values that
could undermine the pernicious effects of
the colonial values include: “Brown is
Beautiful,” “Shows with Substance are
the Best,” ”It’s Good to think and Decide
for Oneself,” and “The World Could
Indeed Be More Beautiful.”
2. Supporting Ideas;
a. The causes and effects of the colonial
values show their denigration of the
Filipino.
b. The counter values form a critical,
(Christmas, Thanksgiving, Mother’s Day, Father’s
Day, etc.) reflect our colonial mentality. Use
specific illustrations to support your points.
4. Sports: Discuss how Manny Pacquiao, as a
boxer, exemplifies the four counter values more
than the disvalues.
Assessment:
 The students will be writing a summary of the
major ideas and the supporting ideas.
(Summary)
1. Major ideas:
a. The four “disvalues” that have
perniciously prevailed in our film and stage
include: “White is Beautiful,” “Shows are the
Best,” “Hurrah for the Underdog,” and “All Is
Right with the World.”
b. The four counter values that could
undermine the pernicious effects of the colonial
values include: “Brown is Beautiful,” “Shows
with Substance are the Best,” ”It’s Good to think
and Decide for Oneself,” and “The World Could
Indeed Be More Beautiful.”
2. Supporting Ideas;
a. The causes and effects of the colonial values
show their denigration of the Filipino.
b. The counter values form a critical, scientific,
and realistic frame of mind that can help
develop the Filipinos’ cultural economic and
political independence.
 scientific, and realistic frame of mind scientific, and realistic frame of mind that
that can help develop the Filipinos’ can help develop the Filipinos’ cultural
cultural economic and political economic and political independence.
independence.
F. Remarks: F. Remarks: F. Remarks: F. Remarks:

This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and
Professional Purposes contained 80 hours in Professional Purposes contained 80 hours in the whole Professional Purposes contained 80 hours in Professional Purposes contained 80 hours in the whole
the whole semester with 1 hour per session. semester with 1 hour per session. the whole semester with 1 hour per session. semester with 1 hour per session.

Prepared by: Checked by: Noted by: Approved:

JEMAR M. BANDAJA JOAN B. CAHILOG ALLAN H. PALMA GIL MARILYN S. CAPIÑA, ED.D.
SHS Teacher 1 Master Teacher, Academic Track SHS Focal Person Secondary School Principal IV