EAPP 3rd WEEK

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH
City of San Jose del Monte

LESSON PLAN in
English for Academic and Professional Purposes
February 27-March 3, 2023
DAY 1
I. OBJECTIVES:
Content Standard: The learner acquires the appropriate knowledge of reading strategies for a
better understanding of academic texts.
Performance Standard: The learner produces a detailed abstract of information gathered

from the various academic texts read.
Learning Competencies: states the thesis statement of an academic text

CS_EN11/12A-EAPP-Ia-c-6
Learning Objectives
At the end of the discussion, the learners will be able to:

a. 1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary
b. history from pre-colonial to contemporary and representative texts from the
c. regions.
d. 2. Write a close analysis and critical interpretation of literary texts.
e. 3. Show a sense of adaptability of the Philippine Literary History
f. 1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary
g. history from pre-colonial to contemporary and representative texts from the
h. regions.
i. 2. Write a close analysis and critical interpretation of literary texts.
j. 3. Show a sense of adaptability of the Philippine Literary History
a. define thesis statement;
b. produce a detailed abstract of information gathered from the various academic texts read;
and
c. contribute meaningfully to class discussion by identifying their own questions about the
readings.
II. LEARNING AREA:

A. Topic : Thesis Statement
B. Reference : DepEd Most Essential Learning Competencies
English for Academic and Professional Purposes – Grade 11/12 Learning Material s
C. Materials : Laptop, PPT Presentation
III. LEARNING TASK
A. Preliminary Activities
Prayer (The teacher will assign a student to lead the prayer.)

Greetings! (The student will greet their teacher.)
Classroom Management (The teacher will ask the student to pick up the pieces of
paper under their tables and chairs)
Checking of attendance (The teacher will ask the class secretary if do they have
absentees in today’s discussion.)
Pre-Test (The teacher will administer a pre-test)
B. Review
In the previous lesson, you were able define summarization and distinguish the
simple steps in summarizing text.
Summarization of a text teaches you how to take a large selection of text and reduce it
to the main points for more concise understanding. Upon reading a passage, summarizing
helps you learn to determine essential ideas and consolidate important details that
support them. It is a technique that enables you to focus on key words and phrases of an
assigned text that are worth noting and remembering.
C. Motivation
List down the five qualities of a good thesis statement using this Word Search Puzzle
D. Discussion
Thesis Statement
Thesis statement occurs at the end of the introduction, after the background information
on the topic. The thesis statement relates to the background information through a transition,
which could be a full sentence, or a simple transition word, such as therefore, because, but
etc.
The thesis statement is called the “heart of the essay.” The idea of an essay without a
thesis statement is akin to a body without its heart. It also is called the “central point” or the
“core” of an essay. It is comprised of evidences that the writer uses to elaborate on his topic
further. Each of these evidences is then elaborated and discussed in the body paragraphs .
E. Application
Answer the given question in a paragraph form with a maximum of 10 sentences. Be guided by
the assessment rubric given.
How important is the thesis statement in an essay?

F. Generalizat
ion
The teacher
will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION:
Create a detailed abstract of information gathered from the various academic texts read.
Evaluate your answer based on the given rubric.
V. ASSIGNMENT:
Research about Outlining Reading Text.

LESSON PLAN in
DAY 2
I. OBJECTIVES:

Learning Competencies:
Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)
Learning Objectives
k. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
l.history from pre-colonial to
contemporary and representative
texts from the
m. regions.
n. 2. Write a close analysis and
critical interpretation of literary
texts.
o. 3. Show a sense of
adaptability of the Philippine
Literary History
p. 1. Identify geographic,
q. history from pre-colonial to
texts from the
r. regions.
s. 2. Write a close analysis and
texts.
t. 3. Show a sense of
Literary History
a. define outlining;
b. contribute meaningfully to class discussion by identifying their own questions about the
readings; and
c. discuss the steps in outlining a text.
II. LEARNING AREA:

A. Topic : Outlining Reading Text
III. LEARNING TASK

B. Review
In the previous lesson, you were able define thesis statement.

We also learned that it occurs at the end of the introduction, after the background information
on the topic. The thesis statement relates to the background information through a transition,
which could be a full sentence, or a simple transition word, such as therefore, because, but etc.
C. Motivation
Stop, Look & Learn: I will present some words. Give me your insights about the following
words. Each student who can explain each word correctly will receive an additional points to
the next activity.
D. Discussion
An outline is a map of your essay. It shows what information each section or paragraph will
contain and in what order. Most outlines use numbers and/or bullet points to arrange
information and convey points.
Outlining is a tool used in the writing process to help organize your ideas, visualize your
paper’s potential structure and to further flesh out and develop points. It allows you to
understand how you are to connect information to support the thesis statement and the claims
of the paper. An outline provides you with a space to consider ideas easily without needing to
write complete paragraphs or sentences.
Two Main Types of Outlines

a. Topic Outline A topic outline provides an overview of the topics to be included in an essay.
b. Sentence Outline In a sentence outline, the thesis and topic sentence of each supporting
paragraph are fully written out. The sentence outline forces part of the essay to be written
out in sentences before the first draft.
Five Steps in Outlining a Text
1. Read and comprehend the text.

2. Write a clear thesis statement.
3. Create an outline.
4. Organize the outline using the supporting details.
5. Adjust your outline as needed.
E. Application
Arrange the following Steps in Outlining in chronological order, using 1 for the first step and
5 for the last step. Write your answer on the line provided before each number.
_____ Write a clear thesis statement.

_____ Create an outline.
_____ Read and comprehend the text.
_____ Adjust outline as needed.
_____ Organize the outline using the supporting details.
F. Generalization
The teacher will ask the student about what they have learned. The student will
VI. EVALUATION:
Using the Johari’s Window, list down at least your 5 traits for each area
VII. ASSIGNMENT:
Research about the elements of Story?

LESSON PLAN in
DAY 3
I. OBJECTIVES:

Learning Objectives

u. 1. Identify geographic,
v. history from pre-colonial to
texts from the
w. regions.
x. 2. Write a close analysis and
texts.
y. 3. Show a sense of
Literary History
z. 1. Identify geographic,
aa. history from pre-colonial to
texts from the
bb. regions.
cc. 2. Write a close analysis and
texts.
dd. 3. Show a sense of
Literary History
a. define story;
readings; and
c. give the elements of the story.
II. LEARNING AREA:

III. LEARNING TASK

B. Review
In the previous lesson, you were able define outlining.

We also learned that Outlining is a tool used in the writing process to help organize your ideas,
visualize your paper’s potential structure and to further flesh out and develop points. It allows
you to understand how you are to connect information to support the thesis statement and the
claims of the paper. An outline provides you with a space to consider ideas easily without
needing to write complete paragraphs or sentences.
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
A story or narrative is a connected series of events told through words (written or spoken),
imagery (still and moving), body language, performance, music, or any other form of
communication. You can tell a story about anything, and the events described can be real or
imaginary; covering both fiction and nonfiction; and leaving no topic, genre, or style untouched.
There are stories about all things and all times; past, present and future. Whenever you’re
telling somebody about a series of events, you are telling a story, no matter what the subject
nor when they occurred. As such, stories are of great value to human culture, and are some of
the oldest, most important parts of life.
Five Key Elements of a Story

1. Setting
A story's setting refers not only to the physical location, but also the time the action takes
place. It is the where and the when of a story.
2. Character
Depending on the nature of the story, characters are most often people or animals. Writers
use characters to perform the actions and speak the dialogue of a story. They move a story’s
plot forward. They are the who of a story.
Two Most Essential Characters in a Story
a. Protagonist is the main character or principal character or group of characters in a story.

Writers use the protagonist to drive the story forward—the protagonist’s goals reflect the overall
story goals, the plot moves forward based on the protagonist’s decisions, and their character
arc is what the readers follow throughout the story.
b. Antagonist is the opposer or combatant working against the protagonist’s or leading

characters’ goal (“antagonizing”) and creating the main conflict.
3. Plot
The plot relates to the events that happen in a story. It is the what of the story. Plot
usually begins with a problem and ends in the story’s resolution.
Five Parts of Plot
Exposition
The exposition is the beginning of the story and prepares the way for upcoming events. In the
exposition, the author introduces the major characters, establishes the setting and reveals
major conflicts in the story. The author often discusses the characters' backstory, so readers
gain insight as to why characters act or respond as they do. For example, the exposition in "The
Adventures of Huckleberry Finn" by Mark Twain centers on the introduction of Huckleberry Finn,
an adolescent who's unhappy living with a strict widow, and has a shallow relationship with his
greedy, unfit father. The setting is the mid-1800s in a small river town along the Mississippi
River; the conflict revolves around Huck's desire to experience adventure, and his running
away. The exposition sets the stage for his tumultuous, life-changing journey on a riverboat.
Rising Action
The rising action occurs when the main problem or conflict is addressed with a form of action.
The rising action always leads up to the climax. During the rising action, the protagonist often
encounters some sort of crisis that creates tension. For example, in "The Maze Runner" by
James Dashner, the rising action occurs when Thomas -- the protagonist -- enters the maze to
try to escape his prison-like existence and save his friends.
Climax
The climax is the pivotal point in the story when the protagonist deals with the culmination of
events. The climax often centers on the protagonist's most difficult challenge or bleakest
moment, according to Pasadena City College. For example, in "The Hunger Games" by Suzanne
Collins, the climax occurs when Katniss and Peeta -- the primary protagonists -- decide to eat
poisonous berries and commit double suicide, rather than kill one another. The climax is the
most exciting part of the story and initiates a turning point in the characters' lives.
Falling Action
The falling action occurs immediately after the climax and details the consequences -- good or
bad -- that the characters must deal with after the turning point of events. It leads up to the
resolution and sets the stage for the final chapter of the story. For example, in "To Kill a
Mockingbird" by Harper Lee, the falling action occurs when the antagonist, Bob Ewell, assaults
two of the primary protagonists -- Scout and Jem Finch -- and the town recluse saves the
children by killing Ewell. The altercation is a direct result of the climax -- Ewell wants revenge
after the children's father, an attorney, defends an innocent black man and rebukes Ewell for
lying about the case and mistreating his own daughter.
Resolution
The resolution tells us what happens to the characters after the conflict is resolved. All the loose
ends are tied up, unless the author plans to write a sequel and purposely leaves room for
further plot developments. Some stories have happy endings; others have sad endings. The
resolution leaves readers with a sense of closure, so they understand the fate of the
protagonists and antagonists.
4. Conflict
Every good story requires conflict. This conflict can be thought of as a challenge or problem that
drives the action of the story. No conflict, no story. Setting up a series of cause and effect
events, conflict gives these events their why.
Two Types of Conflict:
a. Internal conflict is when a character struggles with their own opposing desires or beliefs. It
happens within them, and it drives their development as a character.
b. External conflict sets a character against something or someone beyond their control.
External forces stand in the way of a character’s motivations and create tension as the
character tries to reach their goals.
5. Theme
A little more abstract than the previous elements, the theme refers to the underlying insight,
the moral or idea that the writer is expressing through the story. It is often thought of as the
‘message’ of the story.
More Advanced Story Elements
a. Point of View:
To identify the POV in a story, students must ask “who is telling the story?” Is it a first,
third, or even second (rare!) person narrator? Are they omniscient or limited in their
perspective? Does the perspective shift between different characters?
b. Tone:
A writing’s tone is established through word choices, use of literary devices, grammar,
rhythm, and rhyme etc. Tone is the overall ‘flavour’ of the story that is created by using all of
these techniques combined. It is the attitude the writer displays towards their subject or
theme.
c. Style:
Related to tone in many regards, style is the individual author’s unique voice and it is again
evidenced in their word choices, plot patterns, sentence structures etc. The writer’s personal
style is a strong contributor to a writing’s tone.
d. Mood:
This is about the effect the writer creates in the reader and how they evoke it through
their use of language.
Why Are Story Elements Important?
Knowing how to identify the elements of the story deepens your level of comprehension and
enhances your appreciation of the story. Understanding how it is organized is necessary for you
to access the highest levels of comprehension of that story. It also provides you with a frame of
reference that greatly assists with recall.
E. Application
After familiarizing the five key elements of a story, complete the outline with the details from
the poem “Porphyria’s Lover”.
I. Setting
A. Time : ______________________________
B. Place : ______________________________
II. Character
A. Protagonist : _________________________
B. Antagonist : _________________________
III. Plot A. Introduction:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. Rising Action:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
C. Climax:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
D. Falling Action:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
E. Resolution:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IV. Conflict
________________________________________________________________________
V.Themes
_______________________________________________________________________
F. Generalization
IV. EVALUATION:
Complete the following statements. Evaluate your answer based on the rubric below.
I have learned that outlining the text

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
It is very important in a writing process because

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I can improve more about the outlining by

__________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
V. ASSIGNMENT:
Read about Black Nazarene Procession Awes American Tourist By: Julliane Love De Jesus January 9th,
2014 .

LESSON PLAN in
DAY 4
I. OBJECTIVES:

Learning Objectives
ee. 1. Identify geographic,

ff. history from pre-colonial to
texts from the
gg. regions.
hh. 2. Write a close analysis and
texts.
ii. 3. Show a sense of
Literary History
jj. 1. Identify geographic,
kk.history from pre-colonial to
texts from the
ll. regions.
mm. 2. Write a close analysis and
texts.
nn. 3. Show a sense of
Literary History
a. read Black Nazarene Procession Awes American Tourist By: Julliane Love De Jesus January
9th, 2014;
readings; and
c. construct an essay about Black Nazarene Procession Awes American Tourist By: Julliane
Love De Jesus January 9th, 2014.
II. LEARNING AREA:

III. LEARNING TASK


B. Review
In the previous lesson, you were able define story.

We also learned that story or narrative is a connected series of events told through words
(written or spoken), imagery (still and moving), body language, performance, music, or any
other form of communication. You can tell a story about anything, and the events described can
be real or imaginary; covering both fiction and nonfiction; and leaving no topic, genre,
or style untouched. There are stories about all things and all times; past, present and future.
Whenever you’re telling somebody about a series of events, you are telling a story, no matter
what the subject nor when they occurred. As such, stories are of great value to human culture,
and are some of the oldest, most important parts of life. We also discuss about the elements of
story.
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
Black Nazarene Procession Awes American Tourist

By: Julliane Love De Jesus
January 9th, 2014
MANILA, Philippines—It’s not only local devotees who would travel for miles and battle through
a sea of ecstatic devotees just to touch the centuries-old black statue of Jesus Christ known as
the Black Nazarene.
Some foreigners do, too.
American tourist Gerry Blevins got a baptism of fire when he was lured to the massive daylong
pilgrimage and took part briefly in the procession.
He said touching the Black Nazarene image gave him a tough time, but added that “people just
got to have the patience.”
“It’s a once in a lifetime thing. You only get one chance to do it,” he told INQUIRER.net.
As the procession kicked off at Quirino Grandstand on Thursday morning, the crowd swelled in
minutes and Blevins was among those who swarmed to the carriage.
A native of Delaware state, the American national said he came to the Philippines for his Filipina
girlfriend and that it was his first time to participate in the Black Nazarene procession.
“At first, when I got here at 1 p.m. there’s just insanity trying to get to touch the Black
Nazarene,” he jokingly said.
Blevins chose not to take off his shoes for fear of hurting his feet when he joined the procession
that trudged through garbage-strewn route of Nazarene’s journey.
Just for a little thrill, Blevins said he climbed a tree to capture the Black Nazarene being revered
by millions of devotees in the most unusual way.
But despite the raucous crowd, he said he still believes that the Philippines is “much nicer
[place] than the United States.”
The wooden statue of Christ, crowned with thorns and bearing a cross, is believed to have been
brought from Mexico to Manila on a galleon in 1606 by Spanish missionaries. The ship that
carried it caught fire, but the charred statue survived and was named the Black Nazarene.
Some believe the statue’s survival of fires and earthquakes through the centuries, and intense
bombings during World War II, are a testament to its mystical powers.
E. Application
After
reading
the text
“Black
Nazarene Procession Awes American Tourist” complete the outline by writing down the events
in the selection “Black Nazarene Procession Awes American Tourist.”
F. Generalization
IV. EVALUATION:
Based on your answers on the previous activity, make a 200-word essay focusing on the
elements of a story. Evaluate your answer based on the rubric.
Prepared:
ROY T. CODINO
Teacher 1
Checked:
BILLY RAY MANUEL

Master Teacher II/ English Coordinator (Lesson Content)
MA. FELISA T. VALENCIA

Master Teacher II/ ABM Subject Group Head
ROBERT S. DELA CRUZ

Senior High School Coordinator
II. REFLECTION
DATE MONDAY (FEB 27, 2023) TUESDAY (FEB 28, 2023) WEDNESDAY (MARCH1, 2023) THURSDAY (MARCH 2, 2023) FRIDAY (MARCH 3, 2023
SECTIONS
SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
11-SOCIAL
11-SOCIAL
11-SOCIAL
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
11-Interior
11-Interior
11-Interior
11-Interior
TOURISM
TOURISM
TOURISM
TOURISM
11-SOCIAL
WELFARE
WELFARE
WELFARE
11-PUBLIC
11-PUBLIC
11-PUBLIC
11-PUBLIC
WELFARE
DESIGN
DESIGN
DESIGN
DESIGN
ADMIN
ADMIN
ADMIN
ADMIN
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
TOTAL NO. OF LEARNERS PER CLASS 44 53 47 47 51 51 44 53 47 47 52 51 44 53 47 47 51 51 44 53 47 47 51 51
A. No. of learners who earned 70%

on the formative assessment
B. No. of learners who require
additional activities for remediation
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

work well? Why did these work?
F. What difficulties did I encounter

which my principal or supervisor help
me solve?
G. What innovation or localized

materials did I use/ discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted by:
______________________________ __________________________ __________________________

ROY T. CODINO BILLY RAY MANUEL ROBERT S. DELA CRUZ
Teacher 1 Subject Group Head/Master Teacher II Senior High School Coordinator/Overseer
__________________________
MA. FELISA T. VALENCIA
ABM Subject Group Head/Master Teacher II

EAPP 3rd WEEK

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SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

City of San Jose del Monte

Performance Standard: The learner produces a detailed abstract of information gathered

Learning Competencies: states the thesis statement of an academic text

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

How important is the thesis statement in an essay?

Research about Outlining Reading Text.

Performance Standard: The learner produces a detailed abstract of information gathered

Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

In the previous lesson, you were able define thesis statement.

Two Main Types of Outlines

Five Steps in Outlining a Text

1. Read and comprehend the text.

_____ Write a clear thesis statement.

Research about the elements of Story?

Performance Standard: The learner produces a detailed abstract of information gathered

Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

In the previous lesson, you were able define outlining.

Five Key Elements of a Story

Two Most Essential Characters in a Story

a. Protagonist is the main character or principal character or group of characters in a story.

b. Antagonist is the opposer or combatant working against the protagonist’s or leading

Five Parts of Plot

Two Types of Conflict:

More Advanced Story Elements

Why Are Story Elements Important?

I have learned that outlining the text

It is very important in a writing process because

I can improve more about the outlining by

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

Performance Standard: The learner produces a detailed abstract of information gathered

Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

At the end of the discussion, the learners will be able to:

ee. 1. Identify geographic,

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

In the previous lesson, you were able define story.

Black Nazarene Procession Awes American Tourist

Some foreigners do, too.

BILLY RAY MANUEL

MA. FELISA T. VALENCIA

ROBERT S. DELA CRUZ

A. No. of learners who earned 70%

C. Did the remedial lessons work? No.

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Prepared by: Checked by: Noted by:

______________________________ __________________________ __________________________

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