Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
DIVISION OFFICE OF CAGAYAN
PATTAO NATIONAL HIGH SCHOOL – MAIN
Pattao, Buguey, Cagayan

GRADE LEVEL: 11 ABM/

TEACHER: ROMEO GRANDE JR. HUMSS/STEM/ TVL
LEARNING AREA: ENGLISH
DAILY LESSON
FOR ACADEMIC PURPOSES
PLAN
DATE/S : 09-Jan-2020
TIME : 7:00-8:00/ 8:00-9:00 10:15- QUARTER: I
11:15 / 3:00-4:00
At the end of the lesson, the students should be able to:
1.understand the principles of essay writing.
I. OBJECTIVES
2. identify the writing process.
3. construct a good essay based on the writing principles & processes.
A. Content Standard The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts.
B. Performance The learner produces a detailed abstract of information gathered from
Standard the various academic texts read.
C. Learning States the thesis statement of an academic text
Competencies CS_EN11/12A-EAPP-Ia-c-6
II. CONTENT Reading Academic Text
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Saqueton M. Grace, Uychoco Marikit Tara A. English for Academic Purposes
Pages 31-35
4. Additional Materials
from Learning Resource PowerPoint Presentation, Slideshare
portal
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous
Do you find writing easy or hard?
lesson or presenting the
What makes writing easy? What makes it hard?
new lesson

B. Establishing a Do you agree that writing an essay takes time?

purpose for the lesson When was the last time you write an essay?
 Did you follow certain procedures?

C. Presenting
Now, write an essay about your New Year’s resolution? I am giving you 15
examples/instances of
minutes to do your writing task.
the new lesson
Writing, just like cooking or driving, is a skill that can be learned. You cannot
produce a paper all in one go, writing includes a step-by-step process that you
have to carefully follow. You have to be patient in following each of the steps
in the process.

What are the steps in Writing?

Step 1 : Pre writing- literally meaning, “before writing.” Before you actually
begin writing your essay, you will need to do the following things;

A. Brainstorming- When responded with the ideas and concepts

D. Discussing new
concepts and practicing
new skills #1
related to the broad that was given, you were already generating
possible topics for your paper. The activity aims to generate as
many topics as you can in 10- 15 minutes so that these random
topics can be made into a focused topic later on.
Ex. Double standards for women.
Discrimination against gays and lesbians.
Gender bias and stereotypes.
B. Free writing- Free writing is similar to brainstorming in that you
just write any idea that comes to your mind.
C. Clustering- this technique provides a graphic representation of
your ideas, allowing you to visualize the connections and/or
relationships of your ideas.
D. Focus on one idea that you are going to discuss thoroughly in
your paper
E. Knowing your purpose and identifying your reader or audience.

Step 2 : Rough Draft- Begin writing! You write your ideas in sentences and
paragraphs, follow your prewriting plan to write a first draft of your
composition.
Step 3: Revising- In this stage, you begin to edit your writing. You make
changes that will improve your writing.
Set 4: Proofreading- you finish your editing by checking for errors in
grammar, spelling, capitalization and punctuation.
Step 5: Publishing- share your writing! Write your final copy in your best.

E. Discussing new
concepts and practicing
new skills #2
F. Discussing new
concepts and practicing
new skills #3
G. Developing Mastery Try to understand the process of writing, follow each of the steps in this
(Leads to Formative activity.
Assessment)
1. Jot down the different terms or ideas that each of your classmates
 mentioned. Write two paragraphs using those ideas. Do not worry about
coherence and clarity; just write down anything that you can think of. You
will are given 10 minutes to write freely.
2. Reread what you have written and decided which of the ideas are
connected to each other.
3. Examine the ideas and identify which ideas are broad, general or specific.
Separate the broad topics from the specific ones.
4. Understand why you are writing the paper. In other words, pinpoint your
goal for writing the paper. Are you writing to inform, describe, persuade or
entertain?
5. Think of the people who will possibly read your paper. Try to envision who
they are, what the know about your topic, what they need to know about your
topic, how they feel about your topic, what their attitudes are toward your
topic, and what would be the reasons they would read your paper.

Did you realize that you have already followed the steps in pre-writing?

What you actually did when you followed the first two steps is choosing a
topic. Those steps included brainstorming, free writing, and clustering.

Can you generate topics as many as you can in three minutes so that these
random topics can be made into a focused topic later on?

H. Finding practical Discrimination against gays and lesbians.

applications of concepts The imposition of death penalty in the Philippines.
to living Gender bias and stereotypes.
Pre-marital sex.
The rampant corruption in the country.
The serious traffic congestion of the country’s capital- Manila.

I. Making Can
lish
b
u
Pg
n
ro
e
R
d
av you illustrate the writing process?
fw
ti
ft
D
generalizations and
abstractions about the
lesson
 Which of the steps in writing do you think is the hardest to follow? Why or
why not?

Reread the paragraph/s you have written in the free writing activity. Imagine
that you were asked to write an essay to inform you readers on what is going
on in that topic. (The topic or subject will depend on what your teacher will
give you). Your audience is the teacher and your classmates. Do an analysis
of how much they know about your topic. You may use this checklist in
analyzing your audience as your guide.

Who are your readers? Are they familiar with the topic or subject? How much
do they know about your topic? How much background do you need to
provide?
J. Evaluating Learning
What are their interests and how could you relate your topic to their interest?
What is the general attitude toward your topic? Are they against, for, or
neutral?
Do they have belief (cultural, religious, and political) that you may have to
consider in writing your paper?
Do they have misconceptions and biases that you have to address?
What are your reader’s expectations from you?

Rubrics:
Clarity & Conciseness : 20 %
Relevance: 30 %
Principles of writing process : 50 %

K. Additional activities
for application or
remediation
V. REMARKS NOT EXECUTED DUE TO INSUFFICIENT TIME
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
 help me solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?

Prepared by: Reviewed by: Noted by:

ROMEO GRANDE JR. ALDRIN F. GRAGEDA BERNADETTE E. GOROSPE

Subject Teacher SHS Coordinator School Principal I