GRADE 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
D. Objectives
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
TAGUDIN NATIONAL HIGH SCHOOL Grade Level 11
RALPH NICOLE A. SEVILLA Learning Area EAPP
October 29-November 2, 2018 Quarter 3
SESSION 1 SESSION 2 SESSION3 SESSION 4
The learner acquires knowledge of appropriate reading strategies for a better understanding of academic text.
The learner produces a detailed abstract of information gathered from the various academic texts read.
The learner differentiates language The learner explains the specific ideas
The learner determines the structure of
used in academic texts from various contained in various academic texts.
a specific academic text.
disciplines. (CS_EN11/12A-EAPP-Ia-c- (CS_EN11/12A-EAPP-Ia-c-3)
(CS_EN11/12A-EAPP-Ia-c-1)
2)
At the end of the lesson, the learner At the end of the lesson, the learner At the end of the lesson, the learner At the end of the lesson, the learner
will be able to: will be able to: will be able to: will be able to:
a. recognize some fun facts about the a. define academic texts; a. define jargon; a. determine the structure of a text; and
English language; b. determine various structures of b. recognize the jargons across b. explain the ideas found in a text.
b. define English for Academic and academic texts; and disciplines;
Professional Purposes; c. provide examples for each type of c. identify the text structure in texts
c. differentiate English for Academics structure. across disciplines; and
and English for Professionals; and d. compare and contrast the language
d. explain the relevance of the English across disciplines.
language in real life.
English: A Crazy Language Structures of Academic Texts Language Across Disciplines Explaining Ideas in Academic Texts
Miciano, M.Z. & Miciano, R.Z. (2016). English for academic and professional purposes. Makati City: Don Bosco Press, Inc.
Ask: Review: Yesterday, I have given you an Review:
assignment, now kindly read the text Answer the following questions:
Read this: “Buffalo buffalo Buffalo Yesterday, we have talked about some that you have chosen and explain its 1. What is jargon?
buffalo buffalo buffalo Buffalo buffalo.” fun facts about the English language. text structure. 2. What is the importance of being
Kindly cite some of these facts? knowledgeable about the jargons of a
Does this group of words make sense? specific discipline?
Is it ungrammatical or not? Can we
consider it as a correct sentence?
Ask: Ask: Ask:

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
Do you find English easy to
comprehend? Why or why not?
Present fun facts about the English
language by playing fact or bluff.
Discuss the definition of English for
Academic and Professional Purposes
Say it till your Tongue Twists!
Pronounce properly the words to be
shown by the teacher
Test Thy Spelling Bee Power!
Ask the learners to spell out some of
the most difficult words in English.
.
Ask the learners to complete the
prompt:
English language is _______________.
In actual situations, is it an advantage
for someone to be proficient enough in
the use of the English language? Why?
In a form of a group game, ask the
learners to match the texts structures
with the sample academic texts.
Based on the examples given, ask the
learners to provide their own definition
of the structures.
Ask the learners to cut out/ copy a
paragraph from a written material (book,
newspaper, magazine, etc.). Paste it on
a sheet of paper. Then, identify the
structure present in the text and
1. What do you think is the meaning of
the following words:
a. blueprint;
b. keyboard; and
c. order?
In a form of a game called A-Z, divide
the class into four groups. In five
minutes, each group shall list down
words/phrases related to their field of
specialization.
Based on the previous activity, ask the
learners to define jargons.
Present the text structures across the
disciplines.
Ask the learners to identify the
dominant structure in an excerpt.
Underline the language cues. Then,
explain the specific ideas found in the
text. (Do excerpt number one in page
19 as a class)
Compare and contrast the language
used across disciplines. Example: The
word blueprint can either be used in the
field of engineering and education. In
engineering, blueprint refers to the
structural plan of a building. On the
other hand, blueprint refers to the
lesson plan in education.
Identify the dominant structure in the
given excerpts. Underline the language
cues in each one. Then, explain the
specific ideas found in the excerpts. (Do
numbers two to five)
 underline the sentence which proves
the text’s structure.
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% on
the formative assessment

B. No. of learners require additional

activities for 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

materials did I use/discover which I wish
to share with other teachers?

Prepared by: Checked by: Noted and Recommending Approval by: Approved by:

RALPH NICOLE A. SEVILLA IRENE A. JAVILLONAR MAXILINDA JELLY P. QUITON JUNE C. RACCA
Subject Teacher Subject Group-Head Assistant Principal II Principal IV
VI. REFLECTIONS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners require additional
activities for 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
materials did I use/discover which I wish
to share with other teachers?
21st Century Literature from the Philippines and the World (Grade 12-ABM-1)
Among the 54 learners who took the 30-
item teacher made summative test, 49
learners passed.
Five learners who took the test got
failing scores and eight learners were
absent and some attended the meeting
for irregular students with failing grades.
I took the remaining time to explain
further to the learners, specifically those
with low scores, the items which they
find difficult to answer.
Eight learners should take first the test
before I can determine whether they
need remediation or not.
The use of audio materials like songs
are effective means to sustain the
attention of the learners. During the
duration of the song, the learners sing
along which makes the discussion fun
and interesting.
There are no tangible learner’s material
and teacher’s guide in the subject.
Internet sources can be very useful;
however, books can be more reliable.
VI. REFLECTIONS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners require additional
activities for 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
materials did I use/discover which I wish
to share with other teachers?
21st Century Literature from the Philippines and the World (Grade 12-ABM-2)
Among the 35 learners who took the 30-
item teacher made summative test, 32
learners passed.
Three learners who took the test got
failing scores and one was absent
because she is sick.
I took the remaining time to explain
further to the learners, specifically those
with low scores, the items which they
find difficult to answer.
The learner should take first the test
before I can determine whether she
needs remediation or not.
The use of audio materials like songs
are effective means to sustain the
attention of the learners. During the
duration of the song, the learners sing
along which makes the discussion fun
and interesting.
There are no tangible learner’s material
and teacher’s guide in the subject.
Internet sources can be very useful;
however, books can be more reliable.
VI. REFLECTIONS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners require additional
activities for 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?
21st Century Literature from the Philippines and the World (Grade 12-TVL-1)
Among the 51 learners who took the 30-
item teacher made summative test, 41
learners passed.
Ten learners who took the test got
failing scores and seven learners were
absent without prior notice to be
excused.
I took the remaining time to explain
further to the learners, specifically those
with low scores, the items which they
find difficult to answer.
Seven learners who were absent should
take first the test before I can determine
whether they need remediation or not.
The use of audio materials like songs
are effective means to sustain the
attention of the learners. During the
duration of the song, the learners sing
along which makes the discussion fun
and interesting.
There are no tangible learner’s material
and teacher’s guide in the subject.
Internet sources can be very useful;
however, books can be more reliable.

G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
VI. REFLECTIONS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners require additional
activities for 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?
The position of the blackboard is not
strategic for a huge class. Learners
seated on the left and right sides of the
stage could hardly see the writings on
the board.
21st Century Literature from the Philippines and the World (Grade 12-TVL-3)
Among the 44 learners who took the 30-
item teacher made summative test, 42
learners passed.
Two learners who took the test got
failing scores and eight learners were
absent without prior notice to be
excused.
I took the remaining time to explain
further to the learners, specifically those
with low scores, the items which they
find difficult to answer.
Learners who were absent should take
first the test before I can determine
whether they need remediation or not.
The use of audio materials like songs
are effective means to sustain the
attention of the learners. During the
duration of the song, the learners sing
along which makes the discussion fun
and interesting.
There are no tangible learner’s material
and teacher’s guide in the subject.
Internet sources can be very useful;
however, books can be more reliable.
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?