DAILY LESSON LOG School

Teacher
Grade Level
Learning Area EAPP
12

Department of Education Teaching Dates and Time WEEK 1 Quarter QUARTER 4

Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a position paper.
The learner presents a convincing position paper based on properly cited factual evidence; produces an insightful statement of principles and reasons for establishing a student
B. Performance Standards
organization, coming up with a group exhibit of creative works, etc.
Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d-3):
1. Define what a position paper and a manifesto.
C. Learning
2. Gather manifestoes and analyze the arguments used by the writer.
Competencies/Objectives
3. Defend a stand on an issue by presenting reasonable arguments supported by properly cited factual evidences.
4. Write various kinds of position paper.
II. CONTENT WRITING POSITION PAPER
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Begin the class by asking students to Begin the class by briefly revisiting the Begin the class by briefly reviewing the Begin the class by briefly reviewing the
recall the elements of persuasive writing concepts of position papers and concepts of manifestos and analyzing concepts of analyzing arguments with
discussed in the previous lesson. Allow a manifestos discussed in the previous arguments from the previous lesson. cited evidence from the previous lesson.
1. Reviewing previous lesson or
few students to share their answers. lesson.
presenting the new lesson
Recap the importance of critical thinking Recap the importance of presenting
Introduce the topic of the current lesson: Recap the key elements and purposes of and persuasive techniques in academic reasoned arguments supported by
position papers and manifestos. manifestos. and professional writing. credible evidence.
Explain to the students that the purpose Explain to the students that the purpose
Explain to the students that the purpose Explain to the students that the purpose
of this lesson is to enhance their ability to of this lesson is to enhance their ability to
of this lesson is to understand the of this lesson is to enhance their ability
gather manifestos and analyze the defend a stand on an issue by presenting
characteristics and purposes of position to write various types of position papers.
arguments used by the writers. reasonable arguments supported by
2. Establishing the purpose of the papers and manifestos.
properly cited factual evidence.
lesson Emphasize the significance of
Emphasize the importance of critical
Emphasize the importance of these forms understanding different formats and
thinking and discerning persuasive Emphasize the importance of researching
of writing in academic and professional structures of position papers in academic
techniques in professional and academic and using credible sources to strengthen
contexts. and professional contexts.
contexts. their arguments.
3. Presenting examples/instances of Display a position paper and a manifesto Display or distribute printed copies of Display or distribute printed copies of Display or distribute printed copies of
the new lesson on the board or distribute printed copies. various manifestos from different articles or opinion pieces on current different types of position papers, such as
sources, such as political movements, issues from reputable sources. argumentative position papers, policy
Read the examples aloud, and ask the environmental campaigns, or social position papers, or opinion position
students to read along silently. justice organizations. Instruct the students to individually read papers.

4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
Discuss the main elements and features
of each document, such as purpose, tone,
structure, and target audience.
Encourage students to ask questions and
share their initial observations.
Provide a brief explanation of a position
paper, defining it as a document that
presents an argument or stance on a
specific issue. Discuss its purpose,
intended audience, and structure
(introduction, body paragraphs,
conclusion).
Engage the students in a group discussion
by providing a current or relevant topic.
Ask them to form pairs or small groups to
brainstorm arguments for and against the
given topic.
Have each group select a spokesperson to
present their arguments to the class.
Facilitate a class discussion, encouraging
students to express their opinions and
debate the topic.
Provide a brief explanation of a
manifesto, describing it as a public
declaration of principles, beliefs, or
intentions by an individual or a group.
Discuss its purpose, tone, structure, and
intended impact on the audience.
Show examples of famous manifestos or
excerpts from manifestos relevant to
societal or environmental issues.
Divide the students into pairs or small
groups and ask them to create their own
manifesto on a topic of their choice (e.g.,
Instruct the students to individually read
the manifestos and take note of the main
arguments presented by the writers.
Allow time for students to familiarize
themselves with the content and structure
of manifestos.
Facilitate a class discussion by asking
students to share their observations and
impressions of the manifestos they have
read.
Guide the discussion to focus on the
arguments used by the writers in the
manifestos.
Introduce the concept of persuasive
techniques, such as emotional appeals,
logical reasoning, use of evidence, and
rhetorical devices.
Analyze specific examples of persuasive
techniques found in the manifestos
provided.
Encourage students to ask questions and
express their opinions on the
effectiveness of the arguments presented.
Divide the students into small groups and
assign each group a different manifesto
to analyze.
Instruct the groups to identify and discuss
the main arguments used in their
assigned manifesto.
Encourage students to evaluate the
effectiveness of the arguments and the
overall persuasive impact of the
manifesto.
Each group should prepare a brief
the texts and identify the arguments
presented and the evidence used to
support them.
Allow time for students to familiarize
themselves with the content and structure
of arguments with cited evidence.
Facilitate a class discussion on the
elements of a well-supported argument,
including clear claim or stance,
reasoning, and proper citation of factual
evidence.
Discuss the importance of using credible
sources and the consequences of relying
on unreliable or biased information.
Provide examples of different types of
evidence, such as statistical data, expert
opinions, case studies, or personal
anecdotes.
Guide students in identifying and
analyzing the arguments and evidence in
the texts provided earlier.
Divide the students into small groups and
assign each group a specific issue or
topic to research.
Instruct the groups to gather evidence
from credible sources to support their
assigned stance on the issue.
Encourage them to use a variety of
sources, such as academic journals,
reputable websites, or expert interviews.
Each group should prepare a short
presentation summarizing their
Explain the characteristics and purposes
of each type of position paper.
Provide examples of well-written
position papers on various topics and
from different fields.
Discuss the structure, organization, and
language features commonly found in
position papers.
Facilitate a class discussion on the key
elements of position papers, such as clear
thesis statement or claim, supporting
arguments, counterarguments, and
conclusion.
Analyze the structure of a sample
position paper together, focusing on the
introduction, body paragraphs, and
conclusion.
Discuss the importance of using credible
sources and proper citation to support
arguments in position papers.
Divide the students into small groups and
assign each group a different type of
position paper to work on.
Provide students with prompts or topics
related to their assigned type of position
paper.
Instruct the groups to brainstorm and
outline their position papers, identifying
the main arguments and supporting
evidence.
Encourage students to use credible
 education, social justice, environmental
sustainability).
Allow time for students to discuss and
collaborate on writing their manifestos.
Each group should select a representative
to present their manifesto to the class.
Conduct a writing activity where students
individually write a position paper or a
manifesto based on a given prompt or
topic.
Provide guidelines and emphasize the
importance of using appropriate
language, persuasive techniques, and a
6. Developing Mastery clear structure.
After completing their written pieces,
encourage students to exchange their
papers with a partner for peer feedback.
Collect the papers for evaluation
purposes.
Engage the students in a brief discussion
about how the skills and knowledge
gained from understanding position
papers and manifestos can be applied in
their daily lives.
7. Finding practical applications of
concepts and skills in daily living
Encourage students to identify instances
where persuasive writing is important,
such as writing a letter to the editor,
preparing a persuasive speech, or creating
a persuasive advertisement.
Summarize the key points discussed in
the lesson, highlighting the characteristics
and purposes of position papers and
8. Generalizing and abstractions manifestos.
about the lesson
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
9. Evaluating Learning Conduct a brief quiz or ask students to
provide written responses to questions
presentation summarizing their findings
and insights.
Conduct a role-playing activity where
each group presents their analysis of the
manifesto to the class.
After each presentation, facilitate a class
discussion to provide feedback and allow
students to share their perspectives on the
arguments analyzed.
Encourage constructive criticism and
open dialogue to further deepen their
understanding of persuasive techniques.
Engage the students in a brief discussion
about the relevance of analyzing
arguments and persuasive techniques in
their daily lives.
Encourage them to identify situations
where understanding and critiquing
arguments are important, such as media
consumption, decision-making processes,
or engaging in debates.
Summarize the key points discussed in
the lesson, emphasizing the significance
of analyzing arguments in manifestos and
recognizing persuasive techniques.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
Assign a written reflection where
students analyze a manifesto of their
arguments and citing the evidence they
found.
Conduct a debate activity where students
have the opportunity to defend their stand
on the assigned issue.
Divide the class into two groups,
representing different viewpoints on the
issue.
Allow time for each group to present
their arguments and cite the evidence
they gathered.
Encourage students to engage in
respectful and constructive debate,
countering each other's arguments with
reasoned responses supported by
properly cited evidence.
Engage the students in a brief discussion
about how the skills of presenting
reasoned arguments and using properly
cited evidence can be applied in their
daily lives.
Encourage them to identify situations
where these skills are valuable, such as
participating in discussions, making
informed decisions, or advocating for
causes they believe in.
Summarize the key points discussed in
the lesson, highlighting the significance
of presenting reasoned arguments
supported by properly cited evidence.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
Assign a written task where students are
asked to write a short persuasive essay on
sources and proper citation techniques.
Conduct a writing workshop where
students work on drafting their position
papers individually or in pairs.
Circulate among the students, providing
guidance, feedback, and assistance as
needed.
Emphasize the importance of clarity,
coherence, and logical progression of
arguments in their writing.
Encourage students to use appropriate
language and writing conventions for
academic and professional purposes.
Engage the students in a brief discussion
about how the skill of writing position
papers can be applied in their daily lives.
Encourage them to identify situations
where writing a position paper can be
useful, such as expressing opinions,
advocating for causes, or participating in
debates or discussions.
Summarize the key points discussed in
the lesson, highlighting the significance
of understanding different types of
position papers and their structures.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
Collect and evaluate the students' draft
position papers based on the criteria

related to the lesson content.
Assess their understanding of the
definitions, features, and purposes of
position papers and manifestos.
Assign a homework task where students
are asked to analyze a position paper or a
manifesto from a reliable source (e.g.,
newspaper, organization's website) and
10. Additional Activities for
write a short critique or reflection.
Application or Remediation
Provide additional resources, such as
articles or videos, for students who want
to explore the topic further.
choice outside the classroom and identify
the arguments used by the writer, as well
as evaluate the persuasive techniques
employed.
Assess their ability to gather manifestos,
identify arguments, and analyze
persuasive techniques.
Provide additional resources, such as
online articles, TED Talks, or speeches,
where students can further explore and
practice analyzing arguments and
persuasive techniques.
Encourage students to engage in debates
or discussions on current issues, using the
skills they have developed in analyzing
arguments.
a given topic, defending a specific stance
using reasonable arguments supported by
properly cited evidence.
Assess their ability to formulate
arguments, incorporate evidence, and
correctly cite their sources.
Provide additional resources, such as
articles, videos, or online debates, where
students can further practice presenting
reasoned arguments and using properly
cited evidence.
Encourage students to engage in peer
review activities where they provide
feedback on each other's written or oral
arguments.
discussed in class, such as clarity,
organization, use of evidence, and proper
citation.
Provide constructive feedback and
suggestions for improvement.
Assign a peer review activity where
students exchange their draft position
papers and provide feedback to each
other.
Encourage students to revise their
position papers based on the feedback
received.
Alternatively, assign a class discussion
or debate where students present their
position papers orally and engage in
critical discussions.

V. 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 this 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?