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1. GRADE 11 to 12
DAILY LESSON
LOG
School CADUANG TETE NATIONAL HIGH
SCHOOL
Grade
Level
11
Teacher MRS.MIGUELA T. FLORES Learning
Area
EAPP
Teaching Dates and
Time
Dec 04-Dec 08, 2017 Quarter THIRD
SESSION 1 SESSION 2 SESSION 3 SESSION 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 of 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 Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance
Standard
The learner produces a detailed abstract of information gathered from the various academic texts read
C.Learning
Competency/Objecti
ves
Use knowledge of text
structure to glean the
information needed.
a. Description
b. Sequential
c. Cause and Effect
d. Problem Solution
e, Comparison and
Contrast
CS-EN11/EAPP –Ia-c-I-
3
Day 1
I. Text Structure
A. Cause and Effect
1. Causal
Relationship
to other
event
2. Examples of
CAUSE AND
EFFECT
3. Signal words
for
Cause and
effect
Day 2
I. Problem Solution
A. Introduce and
describe PROBLEM
then SOLUTION
follows
Day 3
I . Comparison and
Contrast
A. Similarities and
Differences
1. Objects or things
2. Places
3. Ideas/events
4. Persons/animals
Day 4
I.Argument
A. Encourage readers
1. To do
2. To believe
3. To Claim
4. To hold strong
evidence
II. CONTENT Importance of English Writing
Text Structure: CAUSE AND
EFFECT
Text Structure: PROBLEM-
SOLUTION
Text Structure:
COMPARISON AND
CONTRAST
Text Structure:
ARGUMENT
IV. LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based
materials is integrated like in the form of hand-outs and the likes. However, hands-on learning promotes concept development on
the part of the learners.
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2. A. References English for academic and
professional purposes 2016
Contemporary Technical
English: by Magpayo, E.. et.
al.1999
Effective Writing: by
Alcantara R.D. and Cabanilla, J.
Q. 2005
Reading and Writing Skills:
by Tiongson M. A and
Rodriguez, M. C.
Integrated Approach to
reading and Writing: by
Sebastian, E 2001
Critical Thinking and
Writing: by Cavina K. 1998
DOWNLOADED FEATURES FOR
EAPP: CAUSE AND EFFECT
English for academic and
professional purposes 2016
Contemporary Technical
English: by Magpayo, E.. et.
al.1999
Effective Writing: by Alcantara
R.D. and Cabanilla, J. Q. 2005
Reading and Writing Skills: by
Tiongson M. A and Rodriguez, M. C.
Integrated Approach to
reading and Writing: by
Sebastian, E 2001
Critical Thinking and Writing:
by Cavina K. 1998
DOWNLOADED FEATURES FOR
EAPP: PROBLEM- SOLUTION
English for academic and
professional purposes
2016
Contemporary Technical
English: by Magpayo, E..
et. al.1999
Effective Writing: by
Alcantara R.D. and
Cabanilla, J. Q. 2005
Reading and Writing
Skills: by Tiongson M. A
and Rodriguez, M. C.
Integrated Approach to
reading and Writing: by
Sebastian, E 2001
Critical Thinking and
Writing: by Cavina K. 1998
DOWNLOADED FEATURES
FOR EAPP:NARRATION
English for academic and
professional purposes
2016
Contemporary Technical
English: by Magpayo, E.. et.
al.1999
Effective Writing: by
Alcantara R.D. and Cabanilla,
J. Q. 2005
Reading and Writing
Skills: by Tiongson M. A and
Rodriguez, M. C.
Integrated Approach to
reading and Writing: by
Sebastian, E 2001
Critical Thinking and
Writing: by Cavina K. 1998
DOWNLOADED FEATURES
FOR EAPP;SEQUENTIAL
1. Teacher’s Guide
pages
Internet:
http://www.tluee./imke/acawriting/Ty
pes_ofacademic_texts.html
Internet:
http://www.tluee./imke/acawriting/Types
_ofacademic_texts.html
Internet:
http://www.tluee./imke/acawriting
/Types_ofacademic_texts.html
Internet:
http://www.tluee./imke/acawri/Typ
es_ofacademic_texts.html
2. Learner’s
Materials pages
Hand-outs Hand-outs Hand-outs Hand-outs
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
Lapel, audio speaker, DLP,
chalkboard and whiteboard
marker
Lapel, audio speaker, DLP,
chalkboard and whiteboard
marker
Lapel, audio speaker,
DLP, chalkboard and
whiteboard marker
Lapel, audio speaker, DLP,
chalkboard and
whiteboard marker
B. Other Learning
Resources
Downloaded Features for
EAPP : Cause and Effect, Hand-
outs to be distributed
Downloaded Features for EAPP:
Academic Text and its Relevant to
stud, Hand-outs to be distributed
Downloaded Features for
EAPP: Comparison and
Contrast, Hand-outs to be
distributed
Downloaded Features for
EAPP: Argument Hand-outs
to be distributed
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately, so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
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3. processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous
lesson or presenting
the new lesson
Ask something about Text Structure
SEQUENTIAL
Explore students’ analysis
on certain Cause and Effect
text
Explore students’ analysis
on certain academic text
Explore students’ analysis
on certain Descriptive Text
B. Presenting
examples/Instances
of the new lesson.
Present sample text Structure by
Cause and Effect
Research on different kinds
of Text Structure by
Problem Solution
Get copies of sample text
Structure by Comparison
and Contrast, then
describe the academic text
based on its content and
form.
Get copies of sample text
Structure by Argumention,
then describe the academic
text based on its content and
form
C. Presenting
examples/Instances
of the new lesson
Interact to the given text Structure
Recall a Text Structure for Cause and
Effect which you did when you were
in Junior High.
Find the difference of each text
Structure that you were encountered.
Provide a sample that will
identify the kind of text
structure related about
Problem-Solution.
Interact to the given Text
Structure by Comparison
and Contrast
Make an interaction to the
given Text Structure by
Argumentation
Present the sample text
structure intended for
Argumentation
D. Discussing new
concepts and
practicing new skills
# 1
Share the information they know about
the different samples for these Text
Structure
Write a Text Structure by Cause and
Effect
Share the information they
know about the different
samples for these Text
Structure
Share the information they
know about the different
samples for academic Write
a text structure by
Comparison and Contrast
Share the information they
know about the different
samples for academic Write
on text structure by
Argumentation.
Identify the signal words that
are intended for sequential
E. Discussing new
concepts and
practicing new skills
# 2
Expound skills and knowledge about
the words they encountered from the
text in the product of Text Structure.
Such as: therefore, such as, hence,
as a result, due to, because of,
reason why, thus, since, for this
reason.
Expound skills and
knowledge about the words
they encountered from the
text. Such as: one
answer , one reason,
consider, to solve this,
the dilemma
Expound skills and
knowledge about the words
they encountered from the
text . Such as: same as,
similar, as well as,
as..as, differ from, on
the other hand,
whereas, both either..or
Show a sample text for
Argumentation and Ask how
important is this in certain
point for Academic Writing. .
Such as: as you can see, to
illustrate, another
reason, finally, in
conclusion
F. Developing mastery
(leads to Formative
Assessment
Give more examples for probable
responses
Share their understanding
through learners’ context
View out their
understanding through
learners’ context
Acquire more benefits when
having this argument.
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4. G. Finding practical
application of
concepts and skills in
daily living
Associate content of the text to their
lives
Associate life experiences
to the present
Do a group work to enhance
critical thinking ability in
description.
Do a group work to enhance
critical thinking ability in
sequential.
H. Making
generalizations and
abstractions about
the lesson
-do- -do- -do- -do-
I. Evaluating learning Associate the content of the text to
their lives.
Interact to the text Give more examples for
probable responses
Give more examples for
probable responses
J. Additional activities
for application or
remediation
IV. REMARKS Gain an idea from them on how they value the subject itself in their schooling
Concretize the samples through classroom interaction.
Grouping and Interactive Activity lead them to perform actively.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what assistance your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
3
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
In a totality of 65 learners 62 0f them got the passing required average for the subject
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
Yes
D. No. of learners who
continue to require
remediation
3
E. Which of my
teaching strategies
worked well? Why
did these work?
Speak loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and
embarrassment.
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5. F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
SPEAKING THE LANGUAGE with spontaneity is still a difficulty of the students.
Inconsistency in using the language.
Consistency of using the LANGUAGE must always be applied for them to be practiced.
Not giving them the permission to speak Tagalog or Pampango
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
I used Lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
Prepared by: Checked By:
MIGUELA T. FLORES ELIZA D. CUNANAN
Senior High School Teacher Principal II
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