School ALEXIS G SANTOS NATIONAL HIGH Grade Level 12
SCHOOL
DAILY Teacher MERLE ANGELI M, SANTOS Learning Area ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSE
LESSON Teaching Week JUNE 16-20, 2025 Quarter I
LOG
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES 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 support the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content The learner acquires knowledge of appropriate The learner acquires knowledge of appropriate The learner acquires knowledge of appropriate The learner acquires knowledge of appropriate
Standards reading strategies for a better understanding of reading strategies for a better understanding of reading strategies for a better understanding of reading strategies for a better understanding of
academic texts. academic texts. academic texts. academic texts.
B. Performance The learner produces a detailed abstract of The learner produces a detailed abstract of The learner produces a detailed abstract of The learner produces a detailed abstract of
Standards information gathered from the various academic information gathered from the various academic information gathered from the various academic information gathered from the various
texts read. texts read. texts read. academic texts read.
C. Learning Most Essential Learning Competency: Most Essential Learning Competency: Most Essential Learning Competency: Most Essential Learning Competency:
Competencies/ Differentiate Language Used in Academic Text Differentiate Language Used in Academic Text Differentiate Language Used in Academic Text from Differentiate Language Used in Academic Text
Objectives from Various Disciplines from Various Disciplines Various Disciplines from Various Disciplines
Lesson Objectives: Unpacked Learning Competency: Lesson Objective Lesson Objectives:
Differentiate language in academic text Lesson Objective: Define objectivity in academic writing. Measure mastery of applying formality
from various disciplines. Define formality in academic writing. Identify biased and objective statements in and objectivity in academic writing.
Identify the purpose, language, audience Identify formal and informal language a text.
and style of academic text. features in texts. Revise biased or opinionated statements
Revise informal sentences into formal into objective academic statements
academic statements.
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.
II. CONTENT
Differentiating Language Used in Features of Academic Language: Features of Academic Language: Objectivity QUIZ on Formality and Objectivity
Academic Texts from Various Disciplines Formality
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning EAPP Module 1 pp 10-11
Resources English for Academic and Professional Purposes
(Phoenix) pp.1-9
[Link]
A. Reviewing previous Instruct students to think of a word or term that Review: Ask students to recall the properties of Recap: “Last time, we learned how to make our Allow students to brush through their notes
lesson or presenting
the new lesson
has something to do with writing. They can think academic writing (e.g., objectivity, formality, writing formal. What are some things we avoid for review and instruct them to prepare an
of the different terms that were used during their evidence-based reasoning). when writing formally?” answer sheet. (5-10 min)
previous years about writing and try to
incorporate them in this activity.
B. Establishing a Ask: “What do you think makes writing formal?” Bridge to today’s lesson: “Today, we’ll work on Explain the test directions and discourage all
purpose for the lesson
keeping our writing objective — free from bias and forms of academic dishonesty. (5min)
emotion.”
State the importance of objectivity in academic
writing (e.g., research, analysis, and reports must
be fair and based on facts).
Given the picture, students grouped as follow will
write a set of directions for the following persons
who need to get to the entrance of the building:
Groups 1 and 5 - a five year old girl
Groups 2 and 6 - a man on a wheelchair
Groups 3 and 7 - a deaf woman
Groups 4 and 8 – a ninety-year-old woman
Inclusivity of PWD and women
C. Presenting
examples/ instances
Ask guide questions to establish the new lesson: Display two versions of a paragraph (formal Show two sample statements: Test Proper 20-25 minutes
of the new lesson
vs. informal).
1. What were your difficulties in writing Let students compare and list noticeable Biased: “I believe students should not be forced to
instructions for your audience? differences. wear uniforms because it’s unfair.”
2. Do you think the recipients of your
instructions will safely get to their destination? Objective: “Research suggests that mandatory
What difficulties do you think will they encounter school uniforms may limit students’ freedom of
and how can these be addressed? expression.”
3. If you can improve your set of directions,
what revisions can you make? Ask students to spot the difference in tone, word
Approach of Teaching: Problem Inquiry based choice, and evidence use.
D. Discussing new Walkthrough students to the Academic writing Discuss key characteristics of formal writing: Explain: Check papers and record them, taking note of
concepts and
practicing new styles. No contractions (e.g., don’t → do not) items that were least mastered.
skill Define academic language and academic writing. No personal pronouns (e.g., I think Objectivity means avoiding I, my, we, strong
#1 Introduce the factors that shapes academic emotional words, and personal opinions unless
→ It can be argued)
writing: purpose, language, audience and style of Avoiding slang or casual phrases supported by evidence.
academic text. Using discipline-specific vocabulary
Use third person and cite facts, statistics, or
studies.
Highlight biased language vs. objective academic
language.
E. Discussing new Differentiate academic and non academic text • Group Activity: Provide students with mixed
concepts and
practicing new skill
using the previous activity as a springboard formal/informal sentences.
#2 Interdisciplinary: • Task: Identify and revise the informal parts.
• Class Check: Share answers and discuss
revisions.
F. Developing Students examine the three texts below and fill Pair Work: Revise a short informal paragraph and Provide a worksheet with 5 biased statements.
Mastery of the
lesson
out the table that follows. Together with two convert it into a formal academic tone.
classmates, they will discuss their findings and In pairs, students revise each to make them
when called upon, present the observations to the Guide them with a checklist: objective.
class. Avoid contractions
Use academic vocabulary Share and discuss sample answers with the class.
Be objective and precise
Use third person
G. Finding practical Ask for insight and reflections: Think of an SMS Ask: “Why is objectivity important in writing reports
applications of
personal message in your school networking Ask: “Why is formality important in school reports, or giving opinions in real life — in school, news, or
concepts & skills in
daily living account or e-mail that was missent to you. Reflect job applications, or emails to professionals?” work settings?”
on the details that made you realize that you were Example: Misleading or biased information in
not the intended recipient of the Highlight real-life application in college essays social media can influence public opinion unfairly
[Link] and professional correspondence.
H. Generalizing & Wrap-up: ask what is the importance of What are the most important rules to remember Summarize key points:
abstractions
about the lesson
considering the purpose, audience, and your own when writing formally?” Objectivity = fairness, neutrality, evidence-
role in writing a text. Students may include Summarize: based claims.
experiences to support their point. Use third person Avoid using emotional or biased language.
Language Strategy: Interdisciplinary Avoid contractions and slang Support arguments with facts, not feelings.
Use formal and academic tone
Language Strategy:
Frame
Interdisciplinary
English
I. Evaluating Answer the following questions: ICT Integration Students revise 3 informal sentences into formal Students write a 3–4 sentence paragraph on a Remediate by discussing the item least mastered
Learning academic style.
1. What kind of writing requires a writer to simple issue (e.g., "Cellphones in school") using and schedule a retake of the quiz.
have more knowledge about a chosen Substitute the suitable single word verb objective language.
topic? form to make the sentence appear more
A. academic writing B. creative writing C. free formal.
writing D. letter writing 1. James added up the number of the
2. What language is used in academic writing? attendees. ( ans: calculated)
A. casual B. colloquial C. formal D. informal 2. The meeting will carry on even
3. Which of the following deals with the way without your presence. ( continue)
the writer organizes a text?
A. audience B. purpose C. style D. tone
J. Additional activities Rewrite the sentences by omitting words or phrases List ways Explicitness can be achieved in
for application or List 10 phrasal verb forms and their more formal
remediation Homework: Using the Venn Diagram, differentiate to achieve objectivity academic writing. pp10-11 on EAPP textbook
one word verbs.
academic text from non-academic text
V. REMARKS
VI. REFLECTION
HUMSS A HUMSS B HUMSS A HUMSS B HUMSS A HUMSS B HUMSS A HUMSS B
A. No. of learners who earned
60% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 60%
C. Did the remedial lesson
work? No. of learners who
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?
Submitted by: Submitted to: Noted by:
MERLE ANGELI M. SANTOS GLEYNES R. CRUZ MARIA LOURDES L RAMOS
Teacher III Asst School Principal II School Principal III
Note:
