School ANDRES M.
LUCIANO HIGH SCHOOL – SHS
Daily
Lesson Log
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
Methodologies
IV. PROCEDURES
A. Reviewing previous lesson or
Grade Level 11
Teacher James V. Henson Learning Area EAPP (English for Academic and Professional Purposes)
Teaching Dates September 26-30, 2022 Quarter 1st Quarter
and Time
SESSION 1 SESSION 2 SESSION 3 SESSION 4
1. The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
1. The learner produces a detailed abstract of information gathered from the various academic texts read
Classes suspended due  Identify various  . Define Thesis statement. 1. Define outline and its uses.
to Typhoon Karding. summarizing techniques;  . Identify the rules in writing and 2. Classify outlines according
Remedial Instruction identifying the thesis statement.
and to content and format
will be scheduled.  Evaluating the correctness and
 Apply any or a 3. Explain the outlining
appropriateness of a thesis statement.
combination of these  Write a thesis statement.
process and identify the
techniques in a well- (CS_11 - EAPP - Ia - c6) components of an effective
written summary. outline.
(CS_EN11/12A-EAPP-Ia-c-5). 4. Create an outline on a
particular topic.
Summary. Thesis statement Outlining
English for Academic and : Barrot J. and Sipacio P. (2016) Communicate “Why and How to Create a Useful
Professional Purposes Module 3 - Today English for Academic and Outline.” Purdue Online Writing
Professional Purposes for Senior High School. Lab. Accessed
Using various techniques in
pp 86-103 April 22, 2020.
summarizing a variety of academic Apiras L. (2016). English for Academic and https://owl.purdue.edu/owl/general
texts First Professional Purposes. Pp. 119-128 _writing/the_writing_process/
developing_an_outline/
how_to_outline.html
Teacher-Made Power Point Teacher-Made Power Point Presentation Teacher-Made Power Point
Presentation Presentation
4As: Activity, Analysis, Abstraction 4As: Activity, Analysis, Abstraction and 4As: Activity, Analysis, Abstraction
and Assessment Assessment and Assessment
A. Activity As a review, the teacher will mentioned in the class A. Activity
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances
of new lesson
D. Discussing new concepts and
practicing new skills #1
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications of
concepts and skills
Ask the students to write or answer
YAH if they agree to the statement;
write or answer NAH if
not. To the following statements:
1. Summary is a dumb thing that
teachers make you write. 2. Summary
is the entire text, told in your own
words. 3. You write your own
opinions, like “This was a great
story!”, in your
summary. 4. In writing a summary,
the format is always in a paragraph
form. 5. The length of the summary
depends on how many important
details it
needs to cover.
B. Analysis
Ask the students the following
questions:
1. WHAT IS A SUMMARY?
2. WHAT IS NOT A SUMMARY?
3. IS SUMMARY ALWAYS IN
SENTENCES?
C. Abstraction
The teacher will present the different
techniques in summarizing
regarding summarizing various academic texts
Ask the students to tell whether a sentence that will
be provided by the teacher is a GOOD or BAD
thesis statement.
The teacher will explain the importance of
knowing the Thesis Statement of an Academic
Text
B. Analysis
The teacher will show examples of thesis statement
and explain its relationship with the entire
academic text
The teacher will explain to the class the ways on
how to determine Thesis Statement
The Teacher will ask the learners to identify the
Thesis Statement of an Academic Text
the relevance of a Thesis Statement will be realized
by the learners and able to apply it in their reading
ability.
Facilitate a review about Thesis
Statement.
Present a Pictures of human Anatomy,
Blueprint, and Recipes. Then ask the
students the following questions:
1. Why is the skeletal system an
important structure of human
anatomy?
2. What is the importance of
architectural skills in building
constructions?
3. Why is there a need to list all the
ingredients prior to cooking your
dish?
Facilitate using Socratic method in
discussing the outlining.
B. Analysis
1. Ask the students the importance of
outlining
2. ask the students on what the rules
and basic principles of outlining are
3. ask the students the different
formats of outlining
C. Abstraction
Discuss and give more examples of
outlines.
D. Application
Ask the students about real life
situation issues. Then provide an
outline format and ask the students to
supply the information needed on the
outline given to them.
 H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning IV. Evaluation
Read the following sentences. As you
read, complete the following tasks in your
notebook: A. Identify sentences which are too
broad or too narrow (TB/TN) B. Identify
sentences which announce the topic (A) C.
Identify incomplete ideas (INC) D. Identify the
thesis statements that are fine as they are
(OK) 1. Ilocos Norte is famous for its
landscape, weather, and delicacies. 2. Miss X
can make fifteen different types of pie. 3. If
you quit eating out, you may save more
money. 7 4. If more people quit smoking
there would be fewer government resources
needed to pay for long hospital stays,
expensive equipment and costly awareness
programs. 5. James listens to hard rock every
night before bed. 6. This essay identifies
Philippines’ greatest presidents and senators.
7. The movie’s graphics made the audience
feel like they were fighting aliens too. 8.
Religion is a controversial issue. 9. How I
arrived at the library. 10. This essay concerns
the role of moss in the ecosystem
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
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

Prepared by: Checked by: Noted by:

James V. Henson Daniel H. Rodriguez Marvin C. Licup
MT-II HT-III/SHS Focal Person Principal IV