GRADE 11 to 12 School Cagayan de Oro National High School Grade Level 11

DAILY LESSON Teacher Mr. Glenn L. Roa Learning Area English for Academic and Professional Purposes
LOG Teaching Dates and Time June 26-30, 2017 (Week 4) Quarter FIRST

GAS 11-A 1:00-2:20 (Mon.)

GAS 11-A 2:40-4:00 (Mon)
GAS 11-B & C 1:00-2:20 (Thu.)
GAS 11-A 2:40-4:00 (Thu.)
GAS 11-B & C 1:00-2:20 (Fri.)
GAS 11-B & C 2:40-4:00 (Fri.)

SESSION 1 SESSION 2 SESSION 3

I. OBJECTIVES
At the end of the session, the learners are expected to:

1. Read various types of academic texts;

A. Content Standard
2. Point out the main idea of the given academic texts;
3. Provide supporting details of the given topic sentences;
4. Make an outline for each text;
5. Write a summary of a given text.
The learner The learner The learner

acquires knowledge of appropriate reading strategies for a acquires knowledge of appropriate reading strategies acquires knowledge of appropriate reading strategies for
better understanding of academic texts for a better understanding of academic texts a better understanding of academic texts
B. Performance Standard The learner The learner The learner

C. Learning Competency/Objectives
Write the LC code for each.
produces a detailed abstract of information gathered from produces a detailed abstract of information gathered produces a detailed abstract of information gathered from
the various academic texts read from the various academic texts read the various academic texts read
The learner The learner The learner
7. paraphrases/ explains a text using one’s own 8. outlines reading texts in various disciplines 9. summarizes the content of an academic text.
words (CS_EN11/12A-EAPP-Ia-c-8) (CS_EN11/12A-EAPP-Ia-c-9)
(CS_EN11/12A-EAPP-Ia-c-7) 10. writes a précis/abstract/summary of texts
in the various disciplines
(CS_EN11/12A-EAPP-Ia-c-10)

III. CONTENT
Reading Academic Texts: Reading Academic Texts: Reading Academic Texts:
V. LEARNING RESOURCES

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A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
VI. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
English for Academic and Professional Purposes
By Grace M. Saqueton and Marikit A. Uychoco (Rex)
pp. 3-11
Teacher collects students’ homework and then uses their
answers in the quick review of the previous lesson.
Teacher discusses the objectives and expectations of the
lesson.
Teacher distributes a copy of various texts from a
newspaper for students to read.
Teacher asks volunteers to relate/explain what they have
understood or learned from the news articles.
Teacher explains the concept of paraphrasing as an
important writing skill.
Teacher asks students to read another set of texts for
them to explain or paraphrase the content.
Teacher reminds students that their knowledge of
paraphrasing the content of a text is essential in getting
their message across as they engage in daily conversation
or communication with their respective families and friends
at home, in the community or in school.
Paraphrase is a restatement of something using other
words, especially in order to make it simpler or shorter.
Teacher asks students to read the short passages and
paraphrase them.
English for Academic and Professional Purposes
By Grace M. Saqueton and Marikit A. Uychoco (Rex)
pp. 3-11
Teacher conducts a quick review of the previous
lesson.
Teacher discusses the objectives and expectations of
the lesson.
Teacher forms 6-8 groups depending on the class
size. He then asks each group to choose a text from
their individual collection and point out the topic
sentence and supporting details.
Teacher discusses the process of outlining a reading
text with sample texts for thorough explanation.
Teacher presents a video clip as a supplementary
material to deepen students’ understanding of the
lesson.
Teacher asks thought provoking questions to check
whether or not they have learned from the discussion
Teacher reminds students that practically their
knowledge of outlining a reading text helps them
become organized and easily understood by the
people they are daily with at home or in school.
An outline is a tool to organize one’s thoughts about
a topic or question. Like a graphic organizer, it helps
to visualize one’s ideas.
Teacher asks students to read the text and make an
outline about it.
English for Academic and Professional Purposes
By Grace M. Saqueton and Marikit A. Uychoco (Rex)
pp. 3-11
Teacher collects students’ homework and then initiates a
quick review of the previous lessons.
Teacher discusses the objectives and expectations of the
lesson.
Teacher divides the class into 8 groups and then
distributes each group a copy of short texts for the group
to read and analyze.
Teacher asks each group leader to talk about the text
assigned to the group. He then asks him/her to identify
the main idea of the given text.
Teacher discusses the techniques in writing a summary in
relation to finding the main idea.
Teacher provides additional texts to check and deepen
students’ understanding of the lesson.
Teacher reminds students that writing a summary and
finding the main idea have been done and practiced by
them almost every day consciously or unconsciously.
Whenever one is asked to tell a story or recount an
incident, he or she relates it in paraphrased version.
When you start to write, you need a goal before. You
have to know exactly what your writing is for. When you
write a summary, it is telling the whole story, but short and
easily. Summary means highlighting the main event.
Teacher asks students to:
1. read the given text, and.
2. summarize it
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J. Additional activities for application Agreement: Ask students to extract scholarly statements Agreement: Ask students to read the suggested Agreement: Ask students to read an article on one of the
or remediation from a magazine, newspaper, or professional journal and topics and make an outline for each topic as to how it hottest issues in the country and then write a summary
then paraphrase them. might be developed or written as an essay or an about it.
article.
VII. REMARKS
VIII. 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: CHECKED/INSPECTED: CHECKED/INSPECTED: CHECKED/INSPECTED:

GLENN L. ROA JUDSON M. PASTRANO, P1 ELISA B. BANLUTA, P1 MARLON FRANCIS C. SERIÑA

SHS Faculty Assistant to the Principal Assistant to the Principal Principal III

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