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
understand the purpose and
structure of position papers
and be able to write a well-
organized introduction.
Objective: Students will Objective: Students will
learn how to develop learn how to address
strong arguments in counterarguments
position papers. effectively in their position
papers.
Objective: Students will
learn how to write a strong
conclusion for their position
papers.

Paksang Aralin Lesson Plan 2: Developing Lesson Plan 3: Addressing Lesson Plan 4: Concluding
(Subject Matter) Lesson Plan 1: Introduction
Arguments in Position Counterarguments in Position Papers
to Position Papers
Papers Position Papers

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Lesson Procedure: Lesson Procedure: Lesson Procedure:
Lesson or Presenting the 1. Begin by 1. Begin by discussing 1. Begin by discussing
New Lesson explaining the Lesson Procedure: the importance of the purpose and
concept of position 1. Review the acknowledging and significance of a
papers: their structure of a addressing conclusion in a
purpose, audience, position paper and counterarguments position paper.
and structure. the importance of in a position paper. 2. Review the essential
2. Share examples of supporting 2. Model the process elements of a strong
well-written arguments. of addressing a conclusion: restating
position paper 2. Discuss the counterargument by the thesis,
introductions. characteristics of a using an example summarizing key
3. Discuss the strong argument: from the students' arguments, and
essential elements logical reasoning, papers. leaving a lasting
of an effective evidence, 3. Guide students impression.
introduction: hook, counterarguments, through the steps of 3. Analyze model
background and rebuttals. identifying conclusions and
information, thesis 3. Model the process counterarguments identify the
statement. of developing an and responding to strategies used to
4. Provide students argument by them effectively. achieve their impact.
with a template for choosing a topic 4. In pairs or small 4. In pairs or small
organizing their from the list and groups, have groups, have
introduction. brainstorming students work on students revise the
5. In pairs or small potential addressing the conclusions of their
groups, ask students arguments. counterarguments position papers.
to choose a topic 4. In pairs or small they identified in 5. Ask students to
from their groups, have their papers. share their revised
brainstormed list students choose a 5. Ask students to conclusions with the
and create an topic from the list share their class and facilitate a
introduction for a and work together responses with the discussion on the
position paper on to develop three class and facilitate a effectiveness of
that topic using the strong arguments discussion on the different approaches.
template. supporting their effectiveness of 6. Provide feedback
6. After completing position. different strategies. and suggestions for
their introductions, 5. Ask students to 6. Provide feedback improvement.
have students share share their and suggestions for
their work with the arguments with the improvement.
class for feedback class and facilitate a
and discussion. discussion on the
effectiveness of
different
approaches.
6. Provide feedback
and guidance on
improving their
arguments.
b. Establishing purpose for . Pre-Lesson Activity: Pre-Lesson Activity:
the lesson 1. Ask students to 1. Ask students to
Pre-Lesson Activity: select one of the identify the most
1. Provide students position papers they challenging part of
Pre-Lesson Activity: with a list of have written so far writing a conclusion
1. Start with a controversial topics and identify one in their position
brainstorming related to current counterargument papers.
activity: Ask events or their that could be raised
students to list five curriculum and ask against their
controversial topics them to choose one position.
they are interested to focus on.
in or have heard
about recently.

c. Presenting
example/instances of
the new lesson -.
d. Discussing new concepts

e. Continuation of the
discussion of new
concepts
f. Developing Mastery

g. Finding practical Post-Lesson Activity: Post-Lesson Activity: Post-Lesson Activity: . Post-Lesson Activity:
applications of concepts 1. Assign students to 1. Assign students to 1. Assign students to 1. Assign students to
and skills in daily living write the body write the body revise their position revise the
paragraphs and paragraphs of their papers, conclusions of their
conclusion of their position papers, incorporating the position papers
position papers, incorporating the counterarguments based on the
using the arguments they they addressed in feedback received in
introductions they developed in class. class. class.
created in class. 2. Collect the papers 2. Collect the revised 2. Collect the final
 2. Collect the papers papers for papers for evaluation
for evaluation and
for evaluation and evaluation and and provide written
provide written
provide written provide written feedback.
feedback.
feedback. feedback. 3. Provide an answer
3. Provide an answer
3. Provide an answer 3. Provide an answer key with model
key with model
key with model key with model conclusions for
body paragraphs
body paragraphs paragraphs students to compare
and arguments for
and a conclusion addressing their work.
students to compare
for students to counterarguments
their work.
compare their work. for students to
compare their work.

h. Making generalizations
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?