School: Grade Level:

GRADES 1 to 12
Teacher: . Learning Area: EAAP
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: 1 OR 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman
(Content Standards)

Pamantayan sa Pagganap
(Perfomance Standards)

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective
Objective: Students will be
able to defend a stand on
an issue by presenting
reasonable arguments
supported by properly cited
factual evidence.
Objective: Students will be
able to evaluate the
reliability of sources when
defending a stand on an
issue.
Objective: Students will be
able to construct a
persuasive essay defending
a stand on an issue using
reasonable arguments and
properly cited factual
evidence.
Objective: Students will
engage in a classroom
debate to defend their stands
on different issues using
reasonable arguments and
properly cited factual
evidence.

Paksang Aralin Lesson Plan 4: Classroom

(Subject Matter) Lesson Plan 1: Introduction Lesson Plan 2: Evaluating Lesson Plan 3: Debate
to Defending a Stand the Reliability of Sources Constructing a Persuasive
Essay

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous
Lesson or Presenting the
New Lesson
b. Establishing purpose for
the lesson
Pre-Lesson Activities: Pre-Lesson Activities: Pre-Lesson Activities:
1. Quick Poll: Think-Pair-Share: In pairs, 1. Think-Pair-Share: In
Pre-Lesson Activities:
Conduct a quick 1. True or False: students discuss the pairs, students
poll in which Present students elements of a persuasive discuss the benefits
students choose with a list of essay and what makes it of engaging in
their stance on a statements related effective debates and how
controversial topic to source reliability they can effectively
(e.g., climate (e.g., "All defend their stands.
change, gun information on the
control, social internet is
media influence). accurate") and ask
2. Think-Pair-Share: them to determine
In pairs, students if each statement is
discuss their chosen true or false.
stance and briefly .
list a few arguments
to support their
position.

c. Presenting Lesson Activities: Lesson Activities: Lesson Activities:

example/instances of 1. Introduction (10
the new lesson Lesson Activities:
1. Introduction (10
minutes): a. Begin
the lesson by
discussing the
importance of
defending a stand
on an issue using
reasonable
arguments and
factual evidence. b.
Highlight the
1. Introduction (10
minutes): a. Begin minutes): a. Begin
the lesson by the lesson by
discussing the reviewing the
importance of using elements of a
reliable sources persuasive essay,
when defending a such as a clear
stand on an issue. b. thesis statement,
Explain the criteria supporting
for evaluating arguments, and
source reliability, evidence. b.
such as credibility, Emphasize the
1. Introduction (10
minutes): a. Begin
the lesson by
discussing the
importance of
engaging in debates
to present and
defend stands on
issues. b. Highlight
the significance of
using reasonable
arguments and
 significance of expertise, bias, and importance of using properly citing
properly citing currency. reasonable factual evidence
sources to establish 2. Source Evaluation arguments and during a debate.
credibility and Activity (25 properly citing 2. Topic Selection (15
avoid plagiarism. minutes): a. Provide factual evidence to minutes): a. Choose
2. Choosing a Topic students with a strengthen the two or three
(15 minutes): a. selection of sources essay. controversial topics
Provide a list of related to a 2. Thesis Statement for the debate or
controversial topics particular issue. b. Development (15 allow students to
or allow students to In pairs or small minutes): a. Instruct suggest topics. b.
choose their own groups, students students to write a Divide the class into
issue of interest. b. evaluate the clear thesis two or three groups,
In pairs or small reliability of the statement that assigning each group
groups, students sources using a clearly expresses a different topic to
select a topic and provided checklist their stance on a debate.
write down their or worksheet. c. chosen issue. b. 3. Research and
chosen stance. Discuss their Encourage students Preparation (25
3. Research and evaluations as a to make their thesis minutes): a. In their
Evidence Gathering class, focusing on statement specific, assigned groups,
(25 minutes): a. differences in arguable, and students conduct
Instruct students to assessments and supported by research to gather
conduct research on reasoning. evidence. arguments and
their chosen topic 3. Identifying Reliable 3. Outline Creation evidence supporting
to find factual Sources (20 (20 minutes): a. their stance on the
evidence supporting minutes): a. Instruct Students create an given topic. b.
their stance. b. students to find outline for their Students should also
Students should additional sources persuasive essay, anticipate
take notes on their related to their organizing their counterarguments
findings and chosen issue. b. arguments and and prepare
properly cite their They should supporting rebuttals.
sources. evaluate the evidence. b. 4. Classroom Debate
4. Presentation of reliability of these Remind students to (40 minutes): a.
Arguments (20 sources individually include Each group presents
minutes): a. Each using the criteria counterarguments their arguments,
student presents discussed. c. and rebuttals to using reasonable
their arguments in Students should strengthen their arguments and
support of their select the most position. properly citing
stance, using the reliable sources to 4. Essay Writing (30 factual evidence. b.
gathered evidence. support their stance. minutes): a. Encourage students
 4. Justifying Source Students write their to engage in
Selection (15 persuasive essays, respectful and
minutes): a. using their outlines constructive
Students present as a guide. b. discussion, focusing
b. Encourage
their chosen Encourage students on the strength of
students to structure
reliable sources and to incorporate their arguments and
their arguments
explain why they properly cited counterarguments.
logically, provide
are trustworthy and factual evidence to
clear reasoning, and
relevant to their support their
cite their sources
stance. b. arguments
during the
Encourage effectively.
presentation.
discussion and
-.
critical evaluation
of the presented
sources among
students.

d. Discussing new concepts

e. Continuation of the
discussion of new
 concepts
f. Developing Mastery
g. Finding practical Post-Lesson Activities:
applications of concepts
and skills in daily living
h. Making generalizations
Post-Lesson Activities: . Post-Lesson Activities:
1. Peer Review (15 1. Peer Review (20 1. Reflection (15
minutes): a. minutes): a. minutes): a.
Students form pairs Students exchange Facilitate a class
or small groups and their essays with a discussion on the
provide feedback partner for peer benefits and
on each other's review. b. Students challenges of
Post-Lesson Activities:
arguments and provide feedback engaging in debates
1. Written Reflection
evidence. b. on the clarity of to defend stands on
(10 minutes): a.
Emphasize the arguments, use of issues. b. Students
Students write a
importance of evidence, and share their
short reflection on
constructive overall reflections on their
the importance of
criticism and persuasiveness. performance and
using reliable
suggestions for 2. Revision and Final strategies they used
sources and how it
improvement. Draft (15 minutes): during the debate.
impacts their ability
2. Reflection and a. Students revise
to defend a stand
Revision (10 their essays based
effectively.
minutes): a. on peer feedback
Answer Key: No answer
Students reflect on and make any
key is provided for this
the feedback necessary
activity as it involves
received and revise improvements. b.
subjective analysis and
their arguments if Instruct students to
reflection.
necessary. b. They submit their final
should consider drafts for
incorporating evaluation.
additional evidence
or clarifying their
reasoning.
.
 and abstractions about
the lesson
i. Evaluating learning

j. Additional activities for

application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
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?