School VIGAN NATIONAL HIGH SCHOOL WEST Grade Level 12

Grades 1 to 12 Teacher JEFFERSON R. ANCHETA Learning English for Academic And Professional Purposes –
DAILY LESSON Area Applied Track Subject
LOG (DLL) Teaching Dates and Time FEBRUARY 19-23,2024 Quarter Third
12 - Confucius |10:00-11:00
12 – Aristotle | 3:00 – 4:00

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. Objectives
A. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standard The learner produces a detailed abstract of information gathered from various academic texts read.
C. Learning Competencies/ CS_EN11/12A-EAPP-1a-c-3 CS_EN11/12A-EAPP-1a-c-3 CS_EN11/12A-EAPP-1a-c-4 CS_EN11/12A-EAPP-1a-c-4
Objectives The learner explains the specific The learner explains the specific The learner uses knowledge of The learner uses knowledge of text
ideas contained in various ideas contained in various text structures to glean the structures to glean the information he/she
academic texts. academic texts. information he/she needs. needs.

CS_EN11/12/A-EAPP-1a-c-7 CS_EN11/12/A-EAPP-1a-c-7 The learners should be able to: The learners should be able to:
The learner paraphrases/ The learner paraphrases/ a. define annotation; and a. define main idea and supporting
explains a text using one’s own explains a text using one’s own b. identify the important details;
words. words. ideas in a text through b. differentiate stated main idea and
annotation. implied main idea; and
The learners should be able to: The learners should be able to: c. determine the main idea of a
a. Use knowledge of a. determine the good and given paragraph.
paraphrasing to explain bad paraphrase by using
ideas presented in a text. knowledge of the
characteristics of
paraphrase; and
b. paraphrase/ explain in
own words ideas
presented in a text.
II. Content Explaining Specific Ideas in Explaining Specific Ideas in Annotating Texts Determining the Main Idea and
Academic Texts Academic Texts Supporting Details
III. Learning Resources
A. References
B. Materials
IV. Procedures
A. Warm-up/Review
B. Introduction/ Motivation
http://homeworktips.about.
com/od/mathhomework/
a/mathishard.htm
http://recursostic.educacion.es/
secundaria/edad/3esoingles/
3quincena9/impresos/
shopping_trends.pdf
Copies of texts for analysis
Ask the students the
characteristics of a good
paraphrase.
Ask the students (STEM/GAS):
Do you love Mathematics? Why?
(ABM/GAS): Have you ever
bought something online?
Which do you think is better:
buying from an online store or
form a physical store?
Process the students’ answers.
Saqueton, G. and Uychoco, M.T. http://manoa.hawaii.edu/
(2016.) English for Academic and undergrad/learning/wp-content/uploads/
Professional Purposes. Quezon 2014/
City: Rex Printing Company. 03/MAIN-IDEAS-AND-SUPPORTING.pdf
http://learning.blogs.
nytimes.com/2011/03/
07/briefly-noted-practicing-useful-
annotation-strategies/?_r=0
Word search Main idea bags
Sample annotated text Copies of text for analysis
Copies of texts for annotation
Review the 3 kinds of text Review the definition of annotation.
structures discussed in Week 1.
Read an excerpt from the article Main Idea Bags
“What I Really Want is Someone
Rolling Around the Text”. Ask the Give each group a main idea bag. Inside
students to pay close attention to the main idea bags are words. The
the details answering the students shall be able to determine the
following questions: relationship of the words (e.g. words:
1. What changed the pencil, paper, eraser; answer: drawing).
writer’s reading life
forever? The first group to be able to determine the
2. What kinds of markings relationship of the words shall be
does the author put in his declared the winner.
books?
3. Why does the author put
markings on his books?
Process their answers.
C. Presentation of the Give the students a copy of the
Lesson/Delivery text they have to read.
Let the students read the text for
10 minutes. Highlight the words
that you think serve as hindrance
to their understanding of the text.
STEM/GAS: persistence,
cumulative, stack, framework
ABM/GAS: hassle, overlook,
convenience, accurate
After reading the text, ask the
students what they think the
meaning of the words.
Give the guide questions then let
the students read the text again.
STEM/GAS:
1. What is the meaning of
difficult according to
dictionary.com?
2. What makes Math
difficult for students?
3. Why does the author say
that Math is like a stack
of building blocks?
4. Why is the promotion of
a student to another
grade level considered a
Tell the students that one way of Ask: How did you come up with your
easily finding information in a text answer?
is through annotation.
Relate it to reading by telling that there
Present an example of an are main idea and supporting details
annotated text. found in texts.
From the sample given, ask the Let the students share their ideas about
students their idea of annotation. main idea.
Give the definition of annotation. Consolidate their answers to come up
(A note by way of explanation or with a definition of main idea. Then
comment added to a text or present the definition of supporting
diagram) details.
Ask the students to mention the Present a paragraph. Annotate the
ways the writer annotated the paragraph for better understanding. Let
text. the students determine the main idea.
Introduce to the students the 6 Ask the students if the main idea has
steps to annotating a text. been stated in one of the sentences in the
paragraph.
Reading
(For paragraph 1, the answer is yes while
Give the students a text to read paragraph 2 is no.)
(Should We Pay for Plastic
Bags?) Reveal that the main idea of paragraph 1
is an example of stated main idea while
Let the students read the text for paragraph 2 is implied main idea.
5 minutes.
Let the students share their ideas about
these two kinds of main idea.
 problem?
ABM/GAS
1. What are the benefits of
online shopping?
2. What makes online
shopping convenient?
3. Why is comparison of
products easier in online
shopping?

Process the answers.

D. Practice Let the students explain or Guided Practice Give a topic (e.g. friend, teacher etc.) and
paraphrase the highlighted ideas Ask the students to do the steps let them write their one idea about it.
in the text. in annotating a text.
Tell the students that what they did is
Give the students a set of similar to writing the implied main idea of
prepared annotations. a paragraph.

Let the students match the

annotation to the appropriate
paragraphs.
E. Evaluation Paper and Pencil Test
I. True or False
II. Ask the students to
determine which
among the choices is
the best paraphrase.
III. Ask the students to
paraphrase specific
ideas from a text
read.
V. Remarks
J.Additional activities for application or
 remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to 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 these work?
F.What difficulties did I encounter which
my principal or supervisor can help me
solve?
G.What innovation or localized material did
I use/discover which I wish to share with
other teachers?

Prepared by:
Checked by:
JEFFERSON R. ANCHETA
Teacher III REYNARIO T. VILORIA
School Principal