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GRADE 11 School DAPDAP HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher MR. TYRONE WEBSTER PAYAD Learning Area ENGLISH FOR ACADEMIC AND PROF. PURPOSES
Teaching Dates and Time JANUARY 21-25, 2019 Quarter FOURTH/SECOND SEMESTER

Day 1 Day 2 Day 3 Day 4


I. OBJECTIVES
Content Standard The learner will be able to acquire knowledge of The learner will be able to acquire knowledge of The learner will be able to acquire knowledge of The learner will be able to acquire knowledge of
appropriate reading strategies for a better appropriate reading strategies for a better appropriate reading strategies for a better appropriate reading strategies for a better
understanding of academic texts understanding of academic texts understanding of academic texts understanding of academic texts
Performance Standard The learner will be able to produce a detailed The learner will be able to produce a detailed The learner will be able to produce a detailed The learner will be able to produce a detailed
abstract of information gathered from the abstract of information gathered from the various abstract of information gathered from the various abstract of information gathered from the various
various academic texts read. academic texts read. academic texts read. academic texts read.
Learning Competency/Objectives • Check the examination taken. • raises legitimate, contrary views in an • applies the principles of writing effective reviews • defines what a concept paper is
Write the LC code for each. • Discuss the common errors or mistakes appropriate manner and critiques • determines the ways a writer can elucidate on a
committed for the purpose of evaluation. • uses appropriate critical approaches* in writing a • writes an objective/balanced review or critique of concept by definition, explication and clarification
• Participate actively in the discussion. critique such as formalism, feminism, etc. a work of art, an event or a program. LC Code: CS_EN11/12A-EAPP-Id-f-19/20
LC Code: CS_EN11/12A-EAPP-Id-f-15/16 LC Code: CS_EN11/12A-EAPP-Id-f-17/18
II. CONTENT Reading Academic Texts Reading Academic Texts Reading Academic Texts Reading Academic Texts
III. LEARNING RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages Department of Education (2016). English for Department of Education (2016). English for Department of Education (2016). English for Department of Education (2016). English for
Academic and Professional Purposes (Reader). Academic and Professional Purposes (Reader). Academic and Professional Purposes (Reader). Academic and Professional Purposes (Reader).
Quezon City: Sunshine Interlinks Publishing Quezon City: Sunshine Interlinks Publishing Quezon City: Sunshine Interlinks Publishing Quezon City: Sunshine Interlinks Publishing
House, Inc. House, Inc. House, Inc. House, Inc.
Saqueton, G.M and Uychoco M.T.A. (2016). Saqueton, G.M and Uychoco M.T.A. (2016). Saqueton, G.M and Uychoco M.T.A. (2016). Saqueton, G.M and Uychoco M.T.A. (2016).
English for Academic and Professional English for Academic and Professional Purposes. English for Academic and Professional Purposes. English for Academic and Professional Purposes.
Purposes. Manila: REX Book Store. Manila: REX Book Store. Manila: REX Book Store. Manila: REX Book Store.
Additional Materials from Learning Resource
(LR)portal
Other Learning Resources
IV. PROCEDURES
Reviewing previous lesson or presenting the 1. Teacher tells the class about the objectives of 1. Teacher distributes Describing Wheel Handout. 1. Teacher reminds students that even someone 1. Teacher says, “If one points to a book and say
new lesson the today`s activity. who wants to give credit when credit is due can that “that is called a BLAH not a BOOK”, would
accidentally commit plagiarism if they don’t you believe that person? Most probably, you
understand the rules of when we must cite would not take his/her word for it: you may even
sources. question his/her responsibility and maybe, his/her
sanity, because you very well know that is a
BOOK and not a BLAH.”
Establishing a purpose for the lesson 1. Teacher says, “Today, we will check and 1. Teacher divides students into small groups (2 1. As a class, view the video Access Video on 1. Teacher elaborates the art of defining.
eventually discuss your preliminary or 3 individuals per group). Evenly distribute Demand video “Plagiarism 2.0: Information
examination.” students based on ability. Ethics in the Digital Age” or one of the Literati
tutorials on Citation Basics or Citation and
Plagiarism.

1
Presenting examples/Instances of the new 1. Teacher asks the class to read the questions 1. Students place the words “giving credit” in the 1. Students write the following on chart paper and 1. Teacher says, “Try to identify the different
lesson and provide answers. center of the Describing Wheel post it close to the research area or media center techniques in defining as used in each sample.”
in the classroom,
Discussing new concepts and practicing new 1. Teacher processes students` responses and 1. Lead the following discussion: The class discusses the following: 1. Teacher guides the students in identifying the
skills # 1 gives considerations to the deserving ones.  Could anything bad happen to you if you copied 1. Give credit whenever you use: different techniques used in the definitions.
someone else’s idea or words and didn’t give 1. Another person's idea, opinion, or theory.
them credit? (bad grade, kicked out of college, 2. Any facts, statistics, graphs, drawings-any
lose your credibility, pay a fine, go to jail) pieces of information-that are
 How would you feel if someone stole your idea not common knowledge.
and didn’t give you credit – what do you think 3. Quotations of another person's actual spoken
should happen to them if they do? or written words.
 Why might it be unfair to use someone else’s 4. Paraphrases of another person's spoken or
work without giving them credit? written words
 How does it help YOU when you cite sources?
(shows you know what you are talking about,
credible sources give you authority)
 How might it help your reader if you cite sources
(can learn more from the
books you read, know if they can trust your
arguments)
 How would you feel if you posted something
really cool on Facebook and a bunch of people
shared it as if it was their own witty comment, not
giving you credit?
Discussing new concepts and practicing new
skills # 2
Developing mastery 1. Based on the discussion, have students work 1. Students write their answers on a piece of
(leads to Formative Assessment 3) in groups to fill in the spokes of the Describing paper.
Wheel with details about why it is important to
give credit. After 10 minutes of group discussion,
have students return to their original seats.
Finding practical application of concepts and
skills in daily living
Making generalizations and abstractions
about the lesson
Evaluating learning 1. Teacher-made examination 1. Have each group take turns reporting to the 1. After the discussion, students use the Purdue 1. Students discuss the answers in class. Teacher
class as a whole something they wrote in one of Online Writing Lab (OWL) page Paraphrase: processes the answers of the students.
their spokes. In a list on whiteboard or other Write it in Your Own Words to reinforce the
surface in view of all class members, record the concept of paraphrasing. If the reading level of
responses of the groups. Continue until no group the examples provided by the Purdue OWL site is
has anything not appropriate for your class, you may want to
new to add to the class list. provide your own examples using passages from
their textbooks or other more appropriate level
reading material.
Additional activities for application or 1. Teacher tells the students who failed in the 1. Ask students to look at the class list of common 1. Students will be evaluated on the following 1. Teacher concludes, “It is good to know that you
remediation examination to have a retake until they pass it. spoke content, and vote on which reasons to give criteria: have grasped the techniques in defining a term,
credit they think are the most important. Give - Overall attentiveness an idea, or a concept. Again, defining is important

2
each student 3 votes. - Responsiveness during discussion sessions to make sure that common understanding is
Tally with show of hands for each item. Is there - Completion and quality of responses in the shared and to ensure that communication is
any consensus on which are the most compelling Describing Wheel activity effective.”
reasons? - This is only one step in teaching the research
process. Continued practice in paraphrasing and
quoting material can be provided and evaluated,
with teacher and peer feedback benefitting the
student researcher. Final bibliographies turned in
with a research report could then be graded
based on accurate information and style.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
Did the remedial lessons work? No. of
learners who have caught up with the lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked well?
Why did these work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared: Checked: Noted:


TYRONE WEBSTER PAYAD ROWENA T. MANIPON AMALIA D. LISING
Teacher II HT VI- SHS Dept./Assistant Principal Principal II