SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resources
IV. PROCEDURES
School DAPDAP HIGH SCHOOL
Teacher MR. MAR CHAN N. MANGUERA
Teaching Dates and Time Week 8 (July 24-28, 2017)
Day 1
The learner understands the principles
and uses of a concept paper.
The learner produces a well-balanced
concept paper in a specific discipline.
identifies situations in which a
concept paper may be effectively used
to improve our society
comprehends various kinds of
concept papers
LC Code: CS_EN11/12A-EAPP-Ig-j-
21/22
Writing Concept Paper
Department of Education (2016).
English for Academic and Professional
Purposes (Reader). Quezon City:
Sunshine Interlinks Publishing House,
Inc.
Saqueton, G.M and Uychoco M.T.A.
(2016). English for Academic and
Professional Purposes. Manila: REX
Book Store.
Grade Level
Learning Area
Day 2
The learner understands the principles
and uses of a concept paper.
The learner produces a well-balanced
concept paper in a specific discipline.
Display effective understanding of the
subject covered throughout the unit.
Express appreciation of the value of
test-taking.
Follow correct procedures and
directions in test-taking.
Preliminary Examination
Department of Education (2016).
English for Academic and Professional
Purposes (Reader). Quezon City:
Sunshine Interlinks Publishing House,
Inc.
Saqueton, G.M and Uychoco M.T.A.
(2016). English for Academic and
Professional Purposes. Manila: REX Book
Store.
11/12
ENGLISH FOR ACADEMIC AND PROF. PURPOSES (EAPP)
Quarter FIRST QUARTER/FIRST SEMESTER
Day 3
The learner understands the principles
and uses of a concept paper.
The learner produces a well-balanced
concept paper in a specific discipline.
Display effective understanding of the
subject covered throughout the unit.
Express appreciation of the value of
test-taking.
Follow correct procedures and
directions in test-taking
Preliminary Examination
Department of Education (2016).
English for Academic and Professional
Purposes (Reader). Quezon City:
Sunshine Interlinks Publishing House,
Inc.
Saqueton, G.M and Uychoco M.T.A.
(2016). English for Academic and
Professional Purposes. Manila: REX Book
Store.
Day 4
The learner understands the principles
and uses of a concept paper.
The learner produces a well-balanced
concept paper in a specific discipline.
Check the examination taken.
Discuss the common errors or
mistakes committed for the purpose of
evaluation.
Participate actively in the discussion.
Preliminary Examination Checking
Department of Education (2016).
English for Academic and Professional
Purposes (Reader). Quezon City:
Sunshine Interlinks Publishing House,
Inc.
Saqueton, G.M and Uychoco M.T.A.
(2016). English for Academic and
Professional Purposes. Manila: REX Book
Store.
1
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
1. Teacher says, Think about this
question: What do you think is more
masculine, your class nerd or
basketball star? Explain your answer.
1. Students pair up and identify a male
celebrity whom they think exudes
manliness/manhood.
1. Students list down at least five
reasons to support their choice.
1. Students discuss their answers in
class. They may draw or sketch the
celebrity to show the picture of the
celebrity as visual aid.
1. Students answer the following
questions:
What are your different ideas on
manhood/manliness?
What is/are the dominant notion(s)
of manhood/manliness? Why do you
think so?
1. Students read the first sample essay.
They find out how their ideas match
Paul Theorouxs. Then, they annotate
the text as they read.
1. Students circle the words and/or
concepts that are not familiar to them,
1. Teacher asks the class to put their
things in front to avoid any form of
cheating while taking the examination.
1. Teacher tells the class about the do`s
and don`ts in taking an examination for
them to learn how they can best to
prepare and study for exams. This will
remind them to perform better on tests
and achieve the academic success they
desire.
1. Teacher administers and facilitates
the examination.
1. Students participate in both select-
response questions as well as short
essays.
1. Teacher-made examination
1. Teacher asks students some feedback
regarding the examination taken.
1. Teacher asks the class to put their
things in front to avoid any form of
cheating while taking the examination.
1. Teacher tells the class about the do`s
and don`ts in taking an examination for
them to learn how they can best to
prepare and study for exams. This will
remind them to perform better on tests
and achieve the academic success they
desire.
1. Teacher administers and facilitates
the examination.
1. Students participate in both select-
response questions as well as short
essays.
1. Teacher-made examination
1. Teacher asks students some feedback
regarding the examination taken.
1. Teacher tells the class about the
objectives of the today`s activity.
1. Teacher says, Today, we will check
and eventually discuss your preliminary
examination.
1. Teacher asks the class to read the
questions and provide answers.
1. Teacher processes students`
responses and gives considerations to
the deserving ones.
1. Teacher-made examination
1. Teacher tells the students who failed
in the examination to have a retake
2
 especially those that have references until they pass it.
to American culture. They write
questions and/or comments on the
margins, too.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Approved by: Noted by:

MAR CHAN N. MANGUERA LORNA B. CASTRO RUPERTO G. PATANGUI, Jr., Ph.D. AMPARO M. MUOZ, Ed.D.
T-III, DapDap High School HT-III, English Department SHS-Focal Person, DapDap High School Principal III, DapDap High School