January 8 13

ST.
THOMAS ACADEMY
Sto. Tomas, Batangas
S.Y 2015-2016
DAILY LEARNING PLAN

English Area (Grade 9)
Quarter: Facing Challenges

Unit Title: Get Glimpses of Life Challenges in Vignette, Short Stories and Essays
Lesson: Looking Through the Eyes of a Courageous Woman: A Junior’s Perspective
by: Carolina Talavera-Gonzales
Date: January 8-11 2016
Content Standards:
The learner demonstrate understanding of how Anglo-American literature serves as means of

enhancing the self through using strategies in summarizing, assessing, and processing information in texts
listened to and viewed; word derivation and formation strategies; distinctions between and among informative,
journalistic, and literal writing; and appropriate and creative use of word order, punctuation marks, and
interjections.
Performance Standards
The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir,
jazz chant, or rap with appropriate and creative use of word order, punctuation marks and interjections and
effective use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal
strategies.
I. Competencies.
The students should be able to analyze vignette and essays as a means of valuing other people
and their various circumstances in life.
Objectives
a. Identify vignette as a short, well-written sketch of a person or descriptive scene.
b. Explain how the elements of vignette build its theme.
c. Explain the tone, mood, technique, and purpose of the author.
d. Keeping the faith and love for God and others
II. Subject Matter

Lessons: Looking Through the Eyes of a Courageous Woman: A Junior’s Perspective
by: Carolina Talavera-Gonzales
Ref: Essential English 9 by C.T Gonzales
Materials: Books and power point presentation
Learning Task
A. Priming
Ask each to bring picture of a woman whom they consider as a courageous one. In
class, let them tell the characteristics of those women that made them courageous in their
perspective
B. Tasks
Activity
Ask students to analyze the quotation given by Bishop Berkeley, “Our Youth we can
have time but today we may always find time to grow old.”
Analysis
From the title itself, ask the students on what is their understanding on junior’s
perspective?
Base the picture seen on the book, how are the two women in the vignette related to
each other? How do you say so?
Abstraction
 Have the students enumerate the struggles and challenges that Gloria had encountered
in her life?
 Ask them to compare the courageous woman to an object. Then, let them explain their
answer.
Application
Ask students to answer the practice exercise A and B on page 164.
III. Assignment
Ask students to answer exercise C and D on page 165.
No. of Students with mastery: ________

No. of Students need remedial: _______
Prepared by:
Ms. Kim Marjorie S. Jesalva
Ms. Diane Catherine Manalo
Ms. Anna Marielle Ramos
Ms. Kristal Joy A. Zapanta
Noted by: Ms. Kristal Joy A. Zapanta Approved by: Mrs. Lilibeth M. Enriquez
English Coordinator School Principal

ST. THOMAS ACADEMY
S.Y 2015-2016
DAILY LEARNING PLAN


Lesson: Elements of Essay
Date: January 12-13, 2016
Content Standards:

interjections.
strategies.
IV. Competencies.
The students should be able to analyze vignette and essays as a means of valuing other people
and their various circumstances in life.
Objectives
 Recognize essay as a written argument in which some idea is developed and supported.
 Identify the essential elements of an essay.
 Construct an essay that makes their own idea clear by following the elements
 Construct an essay wherein the issue is relevant to the life of the target reader/s.
 Practice selflessness by considering the readers feelings and perspective in writing an
essay
V. Subject Matter
Lessons: Elements of Essay
Learning Task
A. Priming
What are the similarities and differences of vignette and essay? Let them use the venn
diagram.
Essay vignette
Similarities
C. Tasks
Activity
Ask the students to read the essay: “A Senior Citizen Speaks – My Fight for Survival” on pages
156-163
Analysis
Ask students to read Studying Elements of an essay: Writer’s techniques on page 167
Abstraction
Let them remember the following guidelines in writing an essay:
1. Think of an issue to discuss.
2. Talk about the issue: this serves as the Introduction which should reflect the writer’s purpose.
3. Discuss ideas and viewpoint: the Final stand of the writer which discusses whether he/she is
for or against the issue being discussed.
4. Discuss the significance of the issue to the reader and reader’s life: this is the application part
in which the reader’s perception, response or reactions, and appreciation of the theme or issue
are discussed.
Application
Analyze the narrative essay “A Senior Speaks” and write about its elements the issue, the final
position of the writer, and the writer’s issues. Consider the guide questions in each element of
the essay.
1. The issue: The Introduction which reflects the writer’s purpose.

What is the main objective of the writer in writing?
Is there an issue which she wants to convey to her readers?
2. The final position of the writer which explains her views and plans.
What are the writer’s views? Does she have plans? Is there a final stand given by the
writer?
Does the writer discuss whether she is for or against an issue?
3. The writer’s issue which is expected to be relevant to the life of the reader.
Does the writer mention the significance of the issue to the reader and the reader’s life
or does she explain the significance the issue to herself?
Does she share something (e.g. insights or lessons) which the reader can apply in their
lives as a part of the reader’s perception, response or reactions, and appreciation of the
theme or issue discussed in the essay?
VI. Assignment
Make a five-paragraph essay of any topic that is relevant to the present trends or issues. Your target
readers are teenagers.

No. of Students need remedial: ______
Prepared by:

ST. THOMAS ACADEMY
S.Y 2015-2016
DAILY LEARNING PLAN


Lesson: Formal versus Informal Language
Date: January 14-15, 2016
Content Standards:

interjections.
strategies.
I. Competencies.
The students should be able to analyze and explain how the language may be influenced by
culture, history, environment, or other factors
Objectives
a. Identify the appropriate time and place of using a certain form of language.
b. Explain the formal and informal communications styles for various situations.
c. Give examples of formal and informal language
d. Keeping the faith and love for God and others by using polite and appropriate language in
talking to people in any scenario.
II. Subject Matter

Lessons: Formal versus Informal Language
Learning Task
A. Priming
Words we use for our friends may not all be used for new acquaintances. In some
situations we act and talk in formal manner, while in other situations we may feel relaxed and
talk informally. So, what is your insight on formality?
B. Tasks
Activity
Ask students to identify the following words as formal or informal.
a. Offspring b. Children c. kids d. Place
e. Flat f. Abode
Analysis
Ask them to give different scenarios on when to use the formal and informal language.
Ex: 1. Faculty meetings discussing academic matters- FORMAL
2. Friends chatting- INFORMAL
Abstraction
 On the blank space provided write formal or informal for each of the following signs.
Which words sere as clues which help you identify the formal from the informal?
Sign 1: THIS PUBLIC HOUSE IS CLOSE UNTIL FURTHER NOTICE
__________________________
Sign 2: DO NOT ALIGHT WHILE THE BUS IS IN MOTION
__________________________
Sign 3: DO NOT TALK TO THE DRIVER WHEN THE BUS IS MOVING
__________________________
Sign 4: DO NOT ADDRESS THE DRIVER WHEN THE BUS IS STATIONARY
__________________________
Sign 5: WE REGRET WE CANNOT ACCEPT CHEQUES
__________________________
Sign 6: WE ARE SORRY WE CANNOT ACCEPT CHEQUES
__________________________
Application
Group the students into 5. With the use of only 1 scenario (i.e. sharing a problem), each
group must present it in both formal and informal language/manner.
III. Assignment
Ask students to answer exercise 3 on page 173.

No. of Students need remedial: _______
Prepared by:

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Home > Curriculum > Modules > Writing & Critical Thinking Resources > Elements of the Essay
Elements of the Essay
Gordon Harvey
"Elements of the Essay" appears on this website with the gracious permission of Gordon Harvey of the Harvard Writing Program. All
rights reserved under international and pan-American copyright conventions, including the right of reproduction in whole or in part in
any form.
When you are asked to write essays for university classes, you are usually being asked to write arguments. An argument is a
proposition plus some reasons why the writer thinks it true: "I think that X is the case, because A, which implies B, which leads to C,"
where A, B, and C are sub-topical propositions containing items of evidence that support the truth of X and that follow one another in a
significant, developing order. Following are some basic elements of academic argument (whatever terms you use for them):
1. Thesis: your main insight or idea about a text or topic, and the main proposition (though it may have several parts) that your
essay demonstrates. It should be true but arguable (not obviously or patently true, but one alternative among several), be
limited enough in scope to be argued in a short composition and with available evidence, and get to the heart of the text or topic
being analyzed (not be peripheral). It should be given early (not just be implied -- though its fullest and sharpest statement may
be withheld for a time), and it should govern the whole essay (not disappear in places).
2. Motive: the reason, which you establish at the start of your essay, why a reader (someone besides your instructor) might want
to read an essay on this topic, needs to hear your particular thesis argued and explained.* How is it that your thesis isn't just
obvious, that other people hold or might hold other views (which you think need correction or adjustment) or need enlightening.
Your motive won't necessarily be the reason you first got interested in the topic, or the personal motivation behind your
engagement with it, which could be private and idiosyncratic: indeed it's what you say to suggest that your
argument isn't idiosyncratic, but rather of interest to all serious students of your topic. Nor should the others you posit who hold
another view, might be puzzled or surprised, might have missed something, be straw dummies. Your motive should be a
genuine: a misapprehension or puzzle that an intelligent reader would plausibly have and argue for, a point that such a reade r
would really overlook. Defining motive should be the main business of your introductory paragraphs, where it is usually
introduced by a form of the complicating word "But."
3. Evidence: the data -- facts, examples, or details -- that you refer to, quote, or summarize to support your thesis. There needs to
be enough evidence to be persuasive; it needs to be the right kind of evidence to support the thesis (with no obvious pieces of
evidence overlooked); it needs to be sufficiently concrete for the reader to trust it (e.g. in textual analysis, it often helps to find
one or two key or representative passages to quote and focus on); and if summarized, it needs to be
summarized accurately and fairly.
4. Analysis: the work of breaking down, interpreting, and commenting upon your data, of saying what can be inferred from the
data such that it supports a thesis (is evidence for something). Analysis is what you do with data when you go beyond
observing or summarizing it: you show how its parts contribute to a whole or how causes contribute to an effect; you draw out
the significance or implication not apparent to a superfical view. Analysis is what makes the writer feel present, as a reasoning
individual; so your essay should do more analyzing than it does summarizing or quoting.
5. Keyterms: the recurring terms or basic oppositions that your argument rests upon, usually literal but sometimes metaphors.
These terms usually imply certain assumptions -- unstated beliefs about life, history, literature, reasoning, etc. that you don't
argue for but simply assume to be true. An essay's keyterms should be clear in meaning (define if necessary) and appear
throughout (not be abandoned half-way); they should be appropriate for the subject at hand (not unfair or too simple -- e.g.
implying a false or constraining opposition); and they should not be inert clichés or abstractions (e.g. "the evils of society"). The
attendant assumptions should bear logical inspection, and if arguable they should be explicitly acknowledged.
6. Structure: the sequence of main sections or sub-topics, and the turning points between them. Your sections should follow a
logical order, and the links in that order should be apparent to the reader (see "stitching"). But it should also be a progressive
order -- there should be a direction of development or complication, not simply be a list or restatements of the thesis ("Macbeth
is ambitious: he's ambitious here; and he's ambitious here; and he's ambitious here too; thus, Macbeth is ambitious"). And the
order should be supple enough to allow your to explore the topic, not just hammer home a thesis. (If the essay is complex or
long, its structure may be briefly announced or hinted at after the thesis, in a road map or plan sentence.)
7. Stitching: words that tie together the parts of your argument, most commonly by (a) signaling transitions, acting as signposts to
indicate how a new section, paragraph, or sentence follows from the one previous; but also by (b) by recollecting an idea or
word or phrase used or quoted earlier. Repeating keyterms is especially helpful at points of transition from one section to
another, to show how the new section fits in.
8. Sources: persons or documents -- referred to, summarized, or quoted -- that help you demonstrate the truth of your argument.
They are typically sources of (a) factual information or data, (b) opinions or interpretation on your topic, (c) comparable versions
of the thing you are discussing, or (d) applicable general concepts. Whether you are affirming or challenging your sources, they
need to be efficiently integrated and fairly acknowledged by citation -- see Writing with Sources.
9. Reflecting: acts of pausing your demonstration to reflect on it, to raise or answer a question about it -- as when you (a) consider
a counter-argument -- a possible objection, alternative, or problem that a skeptical or resistant reader might raise;
(b) define your terms or assumptions (what do I mean by this term? or, what am I assuming here?); (c) handle a newly
emergent concern (but if this is so, then how can X be?); (d) draw out an implication (so what? what might be the wider
significance of the argument I have made? what might it lead to if I'm right? or, what does my argument about a single aspect of
this suggest about the whole thing? or about the way people live and think?); (e) consider a possibleexplanation for the
phenomenon that has been demonstrated (why might this be so? what might cause or have caused it?); and (f) offer
a qualification or limitation to the case you have made (what you're not saying). The first of these reflections can come
anywhere in an essay; the second usually comes early; the last four often come late (they're common moves of conclusion).
10. Orienting: giving bits of information, explanation, and summary that orient the reader who isn't expert in your subject, enabling
such a reader to follow the argument. The orienting question is, what does my reader need here? And the answer can take
many forms: necessary factual information about the text, author, or event (e.g., given in your introduction); a summary of a text
or passage about to be analyzed; pieces of information along the way about passages, people, or events mentioned (including
announcing or "set-up" phrases for quotations and sources -- see Writing with Sources). The challenge is to orient briefly and
gracefully.
11. Stance: The implied relationship of you, the writer, to your readers and subject: how and where you implicitly position yourself
as an analyst. Stance is defined by features such as style and tone (e.g. familiar or formal); the presence or absence of
specialized language and knowledge; the amount of time spent orienting a general, non-expert reader; the use of scholarly
conventions of form and style. Your stance should be established within the first few paragraphs of your essay, and it should
remain consistent.
12. Style: the choices you make of words and sentence structure. Your style should be exact and clear (should bring out main idea
and action of each sentence, not bury it) and plain without being flat (should be graceful and a little interesting, not stuffy).
13. Title: should both interest and inform. To inform -- i.e. inform a general reader who might be browsing in an essay collection of
bibliography -- your title should give the subject and focus of the essay. To interest, your title might include a linguistic twist,
paradox, sound pattern, or striking phrase taken from one of your sources (the aptness of which phrase your reader comes
gradually to see). You can combine the interesting and informing functions in a single title or split them into title and subtitle. The
interesting element shouldn't be too cute; the informing element shouldn't go so far as to state a thesis. Don't underline your
own title, except where it contains the title of another text.
A footnote on motive:
*Why should your idea interest someone other than your instructor? Well, perhaps...
 the truth isn't what one would expect, or what it might first appear to be on first reading;
 there's an interesting wrinkle in the matter, a complexity;
 the standard opinion of the text, or a certain published view, needs challenging or qualifying;
 a simple or common or obvious-seeming approach to this has more implications, or explains more, than it may seem;
 an approach to this that may seem irrelevant, isn't;
 there's a contradiction or tension here;
 there's an ambiguity, something unclear, that could mean two or more things;
 this matter is difficult, or complicated, and needs some sorting out;
 there's a mystery or puzzle or question here that needs answering or explaining;
 we can learn about a larger phenomenon by studying this smaller one;
 published views of the matter conflict;
 this seemingly tangential or insignificant matter is actually important, or interesting. And so on.

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ST.

DAILY LEARNING PLAN

Quarter: Facing Challenges

The learner demonstrate understanding of how Anglo-American literature serves as means of

II. Subject Matter

Ask students to answer exercise C and D on page 165.

No. of Students with mastery: ________

English Coordinator School Principal

DAILY LEARNING PLAN

Quarter: Facing Challenges

The learner demonstrate understanding of how Anglo-American literature serves as means of

1. The issue: The Introduction which reflects the writer’s purpose.

No. of Students with mastery: ________

English Coordinator School Principal

DAILY LEARNING PLAN

Quarter: Facing Challenges

The learner demonstrate understanding of how Anglo-American literature serves as means of

II. Subject Matter

No. of Students with mastery: ________

English Coordinator School Principal

Elements of the Essay

another, to show how the new section fits in.

 there's an interesting wrinkle in the matter, a complexity;

 there's a contradiction or tension here;

 this matter is difficult, or complicated, and needs some sorting out;

 there's a mystery or puzzle or question here that needs answering or explaining;

 we can learn about a larger phenomenon by studying this smaller one;

 published views of the matter conflict;

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