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

DAILY LESSON Teacher Mr. Chrismar J. Bolotano Learning Area English for Academic and Professional Purposes
LOG Teaching Dates and Time July 3-7, 2017 (Week 5) Quarter FIRST
HE11- A
Tuesday (7:40am-9:00am)
(9:20am-10:40am)
Thursday (7:40am-9:00am)

SESSION 1 SESSION 2 SESSION 3

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

1. Point out the gist of various kinds of academic texts;

A. Content Standard
2. Name various types of text structure;
3. Explain each type of text structure;
4. Evaluate the given texts and identify their structure;
5. Summarize the given academic text.
6. Explain what a thesis statement is;
7. Point out a thesis statement of a particular academic 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.
III. CONTENT
V. LEARNING RESOURCES
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
4. uses knowledge of text structure to glean the 5. uses various techniques in summarizing a 6. states the thesis statement of an academic text.
information he/she needs variety of academic texts (CS_EN11/12A-EAPP-Ia-c-6)
(CS_EN11/12A-EAPP-Ia-c-4) (CS_EN11/12A-EAPP-Ia-c-5)
Reading Academic Texts: Reading Academic Texts: Reading Academic Texts:

A. References
1. Teacher’s Guide pages
English for Academic and Professional Purposes English for Academic and Professional Purposes English for Academic and Professional Purposes
By Grace M. Saqueton and Marikit A. Uychoco (Rex) By Grace M. Saqueton and Marikit A. Uychoco (Rex) By Grace M. Saqueton and Marikit A. Uychoco (Rex)
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 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
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 a text for students to read
and evaluate using guide questions.
Teacher asks volunteers to share their answers. He then
analyzes them.
Teacher explains the different text structures.
Teacher asks students to read the given texts and
determine the text structure used.
Teacher instills in the minds of the students that their
knowledge of the text structure will help them identify the
different writings they encounter every day whether in
school or community and increase their level of critical
thinking necessary in decision making.
An important feature of academic texts is that they are
organized in a specific way; they have a clear structure.
This structure makes it easier for the reader to navigate
the text and in that way understand the material better, but
it also makes it easier for the reader to organize the
material. The structure should be clear on all levels of the
academic text: the entire text, each section, every
paragraph, and even sentences.
Teacher asks students to read the given texts and identify
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 concept of topic
sentence/main idea and supporting details in relation
to summarizing a text.
Teacher shows a video clip for deepening of
students’ understanding of the lesson.
Teacher asks thought provoking questions to check
whether or not they have learned from the discussion
Teacher instills in the minds of the students that their
knowledge of the formula to consider in summarizing
an academic text will increase their level of
understanding/ comprehension as they receive
messages from social media or newspaper in their
day to day exposures on the Internet and print media.
In summarizing an academic text one should know
how to locate the main idea or the thesis statement of
the text and the relevant supporting details. It is also
important that students learn to use their own words
in summarizing a text. Being able to summarize a text
is an important skill students have to develop. It is
indeed an indication they have grasped the text.
Teacher asks students to read and summarize the
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 topic sentence of the given text.
Teacher discusses the concept of thesis statement.
Teacher provides additional texts to check and deepen
students’ understanding of the lesson.
Teacher reminds students that reading materials and
media messages are available almost everywhere,
whether in print or online, and that their ability to identify
the writer’s main idea and summarize the text will help
strengthen their critical thinking skills — necessary for
their future survival in the working or learning
environment.
Embedded in an academic text is a thesis statement
which serves as the main point of the discussion.
Teacher asks students to:
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 the structure used in the given academic texts. given academic text. 1. explain what a thesis statement is.
2. identify the thesis statement in a given academic text.
J. Additional activities for application Agreement: Ask students to read the assigned texts and Agreement: Ask students to read an article from any Agreement: Ask students to at least two academic texts
or remediation identify the structure used. broadsheet/national newspaper and then write a and point out their thesis statements
summary about the text.(Remind students to cite their
sources of articles)
VII. REMARKS Since the teacher attended the 22-day training, the lessons are a replication of the lessons in Week 3.
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:

CHRISMAR J. BOLOTANO 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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