DLL EAPP Q2 WEEK1 - DLL

English (Central Mindanao University)

Studocu is not sponsored or endorsed by any college or university

Downloaded by Queenie Damalerio (queeniecarpiodamalerio@gmail.com)
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY
LESSON
LOG
SENIOR HIGH SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC Code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources Portals
School SAMPAO INTEGRATED Grade Level & Quarter GRADE 11/ Q2
SCHOOL
Teacher QUEENIE C. DAMALERIO SHS Track Academic
Inclusive Dates WEEK 1 Learning Area English for Academic and
Professional Purposes
MONDAY TUESDAY WEDNESDAY THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
supports the learning of content and competencies and enables children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum
Guides.
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 organization, coming up with a group exhibit of creative works, etc.
Analyzes the arguments used by the Analyzes the arguments used by the writer/s in Defends a stand on an issue by presenting Defends a stand on an issue by
writer/s in manifestoes manifestoes reasonable arguments supported by properly presenting reasonable arguments
CS_EN11/12A-EAPP-IIa-d-3 CS_EN11/12A-EAPP-IIa-d-3 cited factual evidences supported by properly cited factual
CS_EN11/12A-EAPP-IIa-d-4 evidences
CS_EN11/12A-EAPP-IIa-d-4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
1. Ways an author present 3. Types of argument 5. Claims 7. Tips to defend your
an argument 4. Analyzing arguments 6. Three core types of appeals stand on an issue
2. Parts of an argument
List the materials to be used on different days. Varied sources of materials sustain learners’ interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
EAPP Teacher’s Guide Page
142
Student’s Manual page 132-138
Learner’s Packet –EAPP- Week Learner’s Packet –EAPP- Week 1-A Learner’s Packet –EAPP- Week 1-B Learner’s Packet –EAPP-
1-A pages 1-3 pages 1-3 pages 1-3 Week 1-B pages 1-3

B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
CG, BOW, PowerPoint
Presentation
The learners will be asked to
analyse the statement below and
give their opinion and views.
“There is beauty in arguments.”
5 minutes
Elaborate:
In this lesson, you will learn
how to analyze the arguments
used by the writer/s in
manifestoes. You need to bring
with you some experiences or
instances in your life where you
need to assert your beliefs as a
person in order for you to make
a meaningful learning
experience.
5 minutes
The learners will give their
stand on the issue:
“Who talks more: Women or
CG, BOW, PowerPoint Presentation
Directions: Determine your stand on
the following situations and give brief
reasons for each of your stance.
“Quarantine brought more harm than
benefit.”
5 minutes
Elaborate:
“Every day, as we browse different
social media platforms, we are
exposed to different issues in the
society. As responsible citizens, we
should practice analysing the views
and opinion that we see online in
order for us to give meaningful
arguments as well.”
5 minutes
The learners will determine their and
prove their stand on the issue.
“Technology: A friend or foe?”
Page 2 of 7
PowerPoint - SHS MASS TRAINING
OF TEACHERS by Shiela Nina L. Rea-
Santes,Master Teacher II (Slide 17-18)
CG, BOW, PowerPoint Presentation CG, BOW, PowerPoint
Presentation
Review: Review:
On the board, two volunteers will Three volunteers will give the
illustrate the symbol presenting the sources under each type
difference between Inductive appeal:
Argument and Deductive Argument.
5 minutes Logical Appeal
Authoritative Appeal
Emotional Appeal
5 minutes
Elaborate: Elaborate:
Every day, you are bound to make The learners will give their
decisions. And part of your decision insights about the statement
making process is making a stand on below:
issues based on your beliefs,
thoughts, and feelings. However, it is “Argue the point, not the
never easy to make a stand on an person.”
issue. There will be times that you 5 minutes
will be compelled to defend your
stand especially on critical issues. In
times like this, you must know how to
defend your stand by presenting
reasonable arguments based on
evidences in order to persuade others
to listen and to respect your point of
view.
5 minutes
Inquiry-based Approach (Cyclic Collaborative Approach
Inquiry-Model) (Think-pair-Share)
Activity: “Decide Now” Recall a presidential debate

D. Discussing new concepts and
practicing new skills #1
E. Discussing concepts and
practicing new skills #2
Men?” 5 minutes Students will determine their stand on you have watched and share to
5 minutes the following topics. They will also your partner and then to the
identify possible sources of evidence class your observation on how
to defend their claims. the participants presented their
1. Do violent video games cause arguments.
people to act violently? 5 minutes
2. Fast Food: Feeding or
Killing?
3. Is good education a right or a
privilege?
4. Do you agree with mandatory
drug testing?
5. Technology: A friend or a
Foe?
5 minutes
Constructivism Approach- Constructivism Approach- Direct Constructivism Approach- Direct Constructivism Approach-
Direct Instruction Instruction Instruction Direct Instruction
Teacher’s part: Teacher’s part: Teacher’s part: Teacher’s part:
Discussion about: Discussion about: Discussion about: Discussion about:
1. Argument 1. Types of Argument 1. Claim 1. Tips to defend your
2. Manifesto Deductive -without evidence is merely an stand on an issue
3. Ways an author present Inductive opinion. In order to defend a 5 minutes
an argument 10 minutes stand on a particular issue or
a. Reasoning topic, your claim must be
b. Evidence embedded with adequate
c. Appeal evidences.
10 minutes 10 minutes
Integrative Approach (Content- Integrative Approach (Content-based Constructivism Approach- Direct
based Instruction) Instruction) Instruction
Teacher’s part: Teacher’s part: Teacher’s part:
Discussion on the parts of an Discussion about: Discussion about:
argument 1. Analyzing arguments 2. Three Core Types of Appeal
1. A claim or a statement that Guide questions a. Logical
summarizes the idea • "Based on the evidence, is b. Authoritative
2. Reason why that claim is there a different explanation c. Emotional
true, and/or evidence that or claim possible?" 5 minutes
supports that claim • "Is the evidence convincing
5 minutes and sound?"
• "How does the
Page 3 of 7

F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
Collaborative Approach (Think-
pair-Share)
Teacher’s Part:
Analyse the argument below
and identify its parts.
If you want to have a better
future, you should study hard
because more knowledge will
bring more opportunities for
you to achieve better
possibilities in profession and
even in your personal growth.
Answer:
Claim: If you want to have a
better future, you should study
hard
Evidence: because more
knowledge will bring more
opportunities for you to achieve
better possibilities in profession
and even in your personal
growth.
10 minutes
Inquiry-based Approach (Cyclic
Inquiry-Model)
Teacher’s part:
Question: As a HUMSS/HE
student, how will the
knowledge of arguments and
claim help you?
Student’s part:
Answer: My knowledge on
arguments will help me defend
my stand on issues related to
argument/evidence compare
with others you've read?"
5 minutes
Collaborative Approach (Think-pair- Inquiry-based Approach (Cyclic Inquiry-based Approach
Share) Inquiry-Model) (Cyclic Inquiry-Model)
Teacher’s part:
Analyze the argument below and Directions: Questions:
identify the type. Read each of the statement below 1. What are the qualities
thoughtfully then complete the table of a good debater?
Premise 1: All men are mortal (major by categorizing which of the 2. What are the do’s and
premise/very general statement argument are supported with properly don’ts in a debate?
Premise2: Railey is a man. (minor cited factual evidences and which are
premise/more specific) not. Answer:
Conclusion: Railey is a mortal. (very 1. A good debater is
specific statement) Answer: positive, polite, and
1. Unsupported professional.
Premise: The past Marvel movies 2. Supported 2. Argue the point, not
have been incredibly successful at the 3. Supported the person.
box office. 4. Unsupported 10 minutes
Conclusion: Therefore, the next 5. Unsupported
Marvel movie will probably be 10 minutes
successful.
Answer:
Argument 1: Deductive
Argument 2: Inductive
10 minutes
Inquiry-based Approach (Cyclic Collaborative Approach (Think-pair- Collaborative Approach
Inquiry-Model) Share) (Think-pair-Share)
Teacher’s part: Teacher’s part: Teacher’s part:
Question: Why does an argument Question: If you are to write an Question: As a HUMSS
need to be sound and convincing? argument about the status of COVID student, what concepts or
19 cases in the country, what are the topics are most interested and
Student’s part: possible sources for your evidence? challenged? Why?
Answer: A convincing argument will Why?
make someone reliable and credible.
In real-life situations, when we are Student’s part: Student’s part:
asked to give an idea or view about an Answer: For the current status of Answers may vary.
issue, we must not only say what we COVID 19 cases, I will look for news 5 minutes
Page 4 of 7

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
my stand. This will also help
me improve my judgment on
issues and will broaden my
perspective.
5 minutes
Inquiry-based Approach (Cyclic
Inquiry-Model)
Question:
Can we consider a claim
without an evidence an
argument?
Answer:
No, because a claim without an
evidence is just a mere opinion.
5 minutes
Directions: Determine your
stand on the following
situations and give brief reasons
for each of your stance.
1. The government’s
response to COVID 19
pandemic is appropriate
and affective.
2. Learning is relevant and
meaningful despite
having no face-to-face
interaction.
10 minutes
know, but we should also provide
concrete evidence.
5 minutes
Inquiry-based Approach (Cyclic
Inquiry-Model)
Using a Venn diagram, give the
similarities and differences between
inductive and deductive argument.
Answer:
Deductive – General to Specific
Inductive- Specific to General
5 minutes
Directions: Write a deductive and
inductive argument on the issue given
below.
“Education is the primary key for a
better future.”
10 minutes
Page 5 of 7
reports and articles online which are
DOH based. These sources are
reliable sources for they provide
relevant information about the
COVID 19.
5 minutes
Inquiry-based Approach (Cyclic
Inquiry-Model)
Question: Which of the three core Directions: Write your
types of appeal is the most argument on the issue given
appropriate to use? below.
Answer: Which is better, digital reading
Each type of appeal is equally or traditional reading?
significant and appropriate depending 5 minutes
on the issue or topic. Arguments
should be backed up by evidence that
are strong and convincing.
5 minutes
Directions: Read the text “Women Activity: Debate between male
talk too much” on page 132. and female learners.
Complete the table below by writing
supported and unsupported
arguments. Topic:
Topic Supported Unsuppor Which is better, digital reading
Argument ted or traditional reading?
Argument 20 minutes
Women
Talk Too
Much
10 minutes
 J. Additional activities for
application or remediation
IV.REMARKS
V.REFLECTION
A. No. of learners who earned 60% in
the evaluation.
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
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor can
Directions: Determine your
stand on the following
situations and give brief reasons
for each of your stance.
1. Modular distance
learning produced
competent learners.
Plan Accomplished
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
251 out of 253 got 60% and
above in the evaluation.
2 learners
Yes, 20 learners
None
Collaborative Approach (Think-
pair-Share) because the learners
were able to discover the lesson
with the help of their peers
Evaluating Learning- the
learners were confused in doing
Directions: Write a deductive and Directions: Watch a new report about Directions: Write an argument
inductive argument on the issue given the DSWD Cash Allowance about an issue related to your
below. Assistance and complete the table strand and identify the appeal
“Eating fruits makes our body fit and below by writing supported and used.
healthy.” unsupported arguments.
Topic:
Topic Supported Unsuppor Argument:
Argument ted
Argument
DSWD
Cash
Assistan
ce
Plan Accomplished Plan Accomplished Plan Accomplished except to
HUMSS 12 Pythagoras
240 out of 253 got 60% and above in 252 out of 253 got 60% and above in 248 out of 251 got 60% and
the evaluation. the evaluation. above in the evaluation.
13 learners 1 learner 3 learners
Yes, 13 learners Yes, 1 learner Yes, 3 learners
None None None
Inquiry-based Approach (Cyclic Inquiry-based Approach (Cyclic Collaborative Approach
Inquiry-Model) because the learners Inquiry-Model) (Think-pair-Share)
were able to justify their answers Activity: “Decide Now” Before the debate, learners
which is actually an application of This activity gave the learners an collaborate and brain storm
their learning. avenue to apply their decision making about their claims and
skills by arguing on the topic and arguments, then learners were
providing evidence. able to apply their learning
during the debate proper.
Discussion and explaining an Question: If you are to write an During the debate, learners
example for each type of argument. argument about the status of COVID made unnecessary noise that
Page 6 of 7
 help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other learners?
the activity
Question: As a HUMSS/HE
student, how will the
knowledge of arguments and
claim help you?
This question is relevant to
learners’ track and strand.
The learners will determine their and
prove their stand on the issue.
“Technology: A friend or foe?”
This part of the lesson let the learners
argue on whether technology is a
friend or foe by explaining their
experiences.
19 cases in the country, what are the
possible sources for your evidence?
Why?
Learners were confused on the
possible sources to use in a given
topic.
The evaluating learning activity
engaged the learners in independent
learning using books where they
analysed an academic text and look
for supported and not supported facts.
caused confusion to some of
them.
Question: As a HUMSS
student, what concepts or
topics are most interested and
challenged? Why?
This question is relevant to
learners’ track and strand.