Week 11-14 (Writing Position Papers)

English for Academic and Professional Purposes
Semi-Detailed Lesson Plan
Quarter II: Writing a Position Paper - Day 1
Rowela S. Basa
I. Objectives: The learner defines what a position paper is LC Code:

CS_EN11/12A-EAPP-IIa-d-1
A. Instructional Objective: Identify the concept of position paper and

read an example of it
II. Subject Matter: Position Paper
A. Topic: Criteria in Analyzing Position Paper
B. References: “English for globalized Classroom Series: English for

Academic & Professional Purposes” pages 186 - 187 and a video
entitled “Position Paper” from
https://www.youtube.com/watch?v=C6hfi3GdRhc and a sample
position paper from http://www.kas.de/wf/doc/kas_10085-1442-2-
30.pdf?130624052049 retrieved on June 22, 2017.
C. Teaching Materials: video, powerpoint presentation, and projector
III. Procedure
A. Presentation
The teacher will ask the learners to watch a downloaded video clip
about the definition of Position Paper. After this, the learners will
have to share in class the details that they got from the video.
B. Teaching/Modelling
The teacher will have a direct discussion of the definition of a

position paper. In everyday life, people continuously take sides
and form opinions on anything that involves them. However,
defending your point by simply saying “Because I think so” won’t
help you make a case. It is therefore important that you learn
how to properly outline your thoughts and make valid
arguments.
A position paper presents the writer’s stand or viewpoint on a particular
issue. Writing a position paper entails outlining arguments and proposing the
course of action; by doing so, you are already taking part in a large debate. It is
a more complex version of a persuasive essay, however, a position paper is not
an essay, but it has a various parts just like the concept paper. It can be likened
with a debate but the presentation of the arguments is in a written form.
Presenting an argument implies that you are favoring one side of the issue.
The primary goal of a position paper is to declare a “position” on a certain
matter or an issue. Its secondary goal is to convince or persuade others to take
that side of an issue or matter.
Aside from this, you also have the power to change the opinions and
attitude of others when you write a position paper. Because of this, a position
paper can be essential tool in bringing about societal change. For example, if
you do not agree with a certain issue or rule, you can write a position paper to
reflect your point of view.
C. Guided Practice
The teacher will ask the learners to think of three problems that beleaguer
the Philippine society today. Enumerate these problems on the space provided
on the left side of the chart below. And then, write the opinion about each of
Issue/Problem Your Opinion
1. 1.
2. 2.
3. 3.
them on the right side of the chart. The learners may compare their answers with
their classmates afterwards.
Although the learners have probably shared different issues in the activity
(and even differing opinions about a single issue), they must have all come up
with a particular stance or opinion with a view of building a better society in
mind.
D. Independent Practice
The teacher will ask the learners to read a sample position paper below
and fill-in the chart that comes after it.
“Energy Use and Climate Change - Perspectives for sustainable growth?!”
st
The past decade of the 21 century has witness earth-shaking changes in
technology development and scientific progress, yet the increasing energy use
and degrading of environment have posed a great threat to human race.
Wildfires destroy property and harvest in Australia, melting polar ice caps cause
sea level rise which threatens the existing of small islands, storms and floods
cause million dollar damages in Central America and South East Asia, and
serious droughts drive millions of Africans into famines, which can lead to
economy instability and social unrest in these less developed countries. As a
responsible member of the African Union and a country with global
consciousness, Angola shows deep concerns toward this issue and believes
progress can be made with joint efforts.
The problem of energy consumption and its induced climate change has
been a global headache, towards which Angola has shown great concern.
Recognizing the appreciable contribution made by The Framework Convention
on Climate Change (UNFCCC)and the Kyoto Protocol in tackling global
warming and sea-level rising, Angola would willing to join hands with the global
community in face of environmental disasters. Moreover, since petroleum is one
i
of the pillar industries of Angola , who is also an active member of OPEC,
tangible progress, namely advanced technology and improved energy
efficiency, in energy use will prove to be evolutional.
Confronted with the global climate degradation, Angola suggests that a

stable and reliable outline can be set to describe an outlook of the new
millennium to solve the energy problem (i.e. scarcity of non-renewable energy
and extraction of new energy). The harsh status quo involves in all the stake
holders and Angola suggests that the following approaches can be of
significance.
First group would be representing developed, resources importing regions

like the European Union and Japan where either climate change has been
granted great attention or which depend on energy imports and therefore try to
reduce costs by using non-renewable energy more efficient or gain
independence by subsidizing renewable, innovative energy generation e.g.
hydro wind power. This group is the main driver of climate conferences like
Kyoto in 1997 and Doha in 2012.
The second group is represented by North America and developing

countries including BRICS, which priority is to meet national demand first to
promote further growth/ development and regards anti climate change action
as a subordinate necessity. There are several developed countries e.g. U.S.,
Canada and China in this group who are big greenhouse emitters but omit the
Kyoto Protocol. This group didn’t ratify, renounced the Kyoto Protocol or simply
didn’t agree to binding targets. The third group is mostly constituted by energy
producing and exporting countries, including many oil and gas rich African
countries like Libya, Nigeria and Angola. Their main interest is exploiting national
resources to export them at high price. Although the energy demand in those
countries is rising as well, compared to trading resources, national energy
security is a fairly sub orientated topic.
Angola agrees that efficient energy use and renewable energies are
crucial to limit the effects of climate change and supports international efforts
as long as they do merits to Angola’s’ economic benefit and the global co-
prosperity as a whole. Therefore Angola is member to many multilateral
organizations and convention e.g. Angola is signatory to a number of UN
conventions on environmental protection and conversation. Angola believes
that before signing conditional pledges for emission values or certain restriction,
countries causing significantly more greenhouse gas and has not ratified
international agreements yet, should be involved first.
Issues Presented in the Paper Suggested Solutions
IV. Evaluation
The teacher will ask the learners to share in class their answers for
the independent task activity.
V. Assignment
VI. Reflection
ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES
SEMI-DETAILED LESSON PLAN
QUARTER II: WRITING POSITION PAPER
WEEKS 11 to 14 , DAY 2
Michelle Grace B. Delgado
I. Objectives
CONTENT STANDARD:
The learner understands the principles and uses of a position
paper
PERFORMANCE STANDARD:
The learner presents produces an insightful statement of
principles and reasons for establishing a student organization,
coming up with a group exhibit of creative works, etc.
LEARNING COMPETENCY:
The learner defines what a position paper is
Instructional Objective
The learner identifies the parts of a Position Paper.
I. Subject Matter
A. Topic Parts of the Position Paper
B. References Major writing assignment.pdf
C. Teaching Materials
II. Procedure
A. Activity
JIGSAW Puzzle - Group the learners into 3 and solve the jigsaw
pattern and make a arguable caption (7-10 minutes).
gty_gay_marriage_rally_ll_130627_16x9_992.jpg
GW500H348.jpg
JHT10145-kbb-expo15.jpg
B. Analysis
The teacher discuss and explain the different parts of a position
paper
INTRODUCTION
(interprets, analyzes and explains the source demonstrating
your knowledge)
BODY (presentation of arguments supported BY evidence)
CONCLUSION (summarize, restate in a forceful manner your position)
INTRODUCTION
a) Analyze the source/quote: pull it apart sentence by sentence and
explain the meaning of the source both in general terms and more
specifically
b) Identify the perspective the source/quote reflects:
c) Explain your understanding of that ideology (discuss key underlying
beliefs or political principles or economic principles)
d) state your position. Do you agree with the ideological perspective or
not?
NOTE:
If taking a qualified position, state it clearly and precisely.
II. BODY
a) Explain your first reason to support your position
b) Factual, relevant and accurate evidence to prove your first
argument
c) Explain your second argument/reason
d) Factual, relevant and accurate evidence to prove your second
argument
e) Explain your third argument/reason
f) Factual, relevant and accurate evidence to prove your last
argument
NOTE:
In General, the strongest/best argument should be the last. Others
would advise the first argument by the strongest/best; never the
middle argument.
III.CONCLUDING PARAGRAPH
(summarize, restate in a forceful manner your position)
NOTE:
Please remember that the conclusion should not merely be a brief
repetition of your results – in that case your discussion would seem fairly
pointless. Focus instead on what your results may imply after careful
consideration (consideration that you have outlined in your discussion).
C. Abstraction
1. In one word , Describe the characteristic of the following
Parts of a Position Paper:
a. the Introduction b. Body of Essay c. Concluding Paragraph
2. How to make your stand strong?
D. Application
Identify the Parts of a position paper from the article “ Mahatma
Gandhi’s Hunger Strikes “.
“ Mahatma Gandhi’s Hunger Strikes “

(1) Mohandas Gandhi (1869-1948), honored by his supporters with the
name Mahatma or “great soul” was a prominent twentieth-century
Indian politician and spiritual leader. Through his philosophy based on
courage, truth, and non-violent resistence, he established a number of
economic and social reforms for India. Furthermore, he effectively led
the nation to its independence in1947. One of his most potent forms of
protest was the hunger strikes or fast.
(2) Throughout his career, Gandhi staged a total of 17 hunger strikes.

The first was in 1918 to express his solidarity with mill workers. They had
lost their positions because of a labor dispute and were unable to feed
their families. To demonstrate his support for their cause and for their
suffering. He initiated a fast, which resulted in a quick settlement and
increased wages for the laborers. In 1932, he began a “fast until
death” to protest discriminatory British laws. These were aimed at
legalizing the caste system and segregating the dalits or untouchable
caste into a separate electoral body. In 1933, the respected leader
began a three-week hunger strike to protest British rule in the country.
In 1939, he fasted for the same reason and to promote the cause of
independent and unified India. In august 1947, his dream was realized,
albeit with partitioning of greater India into the two separate nations of
India and Pakistan, with a majority of Hindus in the former and a
predominance of Muslim in the latter.
(3) Gandhi’s two most notable fasts were in September 1947 and
January 1948. In the first, shortly after India won its independence in
august 1947, the governor of Calcutta spoke of him not as “Mahatma”
but as “ the magician,” for he successfully ended a summer violence
and bloodshed in a vicious civil war between Muslim and Hindus that
had left 4000 dead and 20,000 wounded. In the second, fasted to
promote tolerance among Sikhs, Hindus and Muslim. Because he was
successful in achieving consensus among leaders of the various
groups, it is ironic that Gandhi was assassinated 10 days later by a
fellow Hindu. The militant could not tolerate his view that Muslim and
Hindus were equal and no one religion was superior to another.
III. Evaluation (Individual )

Using the same article “ Mahatma Gandhi’s Hunger Strikes “, Choose
sentences that best describe the introduction, Body and concluding
paragraph.
IV. Assignment (Optional)
V. Remarks:___________________
VI. Reflection (After teaching the lesson):_____________________
Quarter II - Day 2
Rowela S. Basa
I. Objectives (Based on the LC): The learner defines what a position paper is
LC Code: CS_EN11/12A-EAPP-IIa-d-1
B. Instructional Objective: Read examples of position paper and get the
general idea from it
B. References: “English for globalized Classroom Series: English for Academic
& Professional Purposes” pages 187 - 188
C. Teaching Materials: powerpoint presentation and projector
III. Procedure
A. Presentation
The teacher will ask the learners to have the semantic word
webbing activity of the word “guidelines”.
The teacher will have a discussion of the definition of the Guidelines
in Writing a Position Paper.
1. Choose an issue. When choosing one, keep the following
guidelines in mind.
The issue should be debatable because you won’t be able to
make a stand if the topic is not debatable.
The issue should be current or relevant.
The issue should be written in a question from and answerable
by yes or no.
The issue should be narrow and manageable.
2. Begin the writing process by conducting an in-depth research on
the issue.
3. Make sure to define unfamiliar terms when you first mention them.
4. Be aware of the various positions about the issue and explain and
analyze them objectively.
5. Reflect on your position and identify its weaknesses.
6. Cite valid and reliable sources to establish the credibility of your
arguments.
7. View the issue in a different perspective so you can present
unique approach.
8.Limit your position paper in two pages.
9. Analyze your target readers and align your arguments to their
beliefs, needs, interests, and motivations.
10. Summarize the other side’s counterarguments and use various
evidence and data to refute them.
11. Use an active voice as much as possible to achieve dynamic
and firm one.
12. Arrange your evidence logically using an inductive or deductive
approach.
13. Check your argument for fallacies and eliminate them. Fallacies,
or errors in reasoning weaken your argument.
14. Use ethical, logical, and emotional appeal. An ethical appeal
relates to your credibility and competence as a writer; a
logical appeal refers to a rational approach in developing an
argument; while an emotional appeal uses arguments in a way that
evokes feelings.
C. Guided Practice
The teacher will ask the learners to choose their partner and begin
answering the given activity below.
Instruction: Write G if the practice is good one; write W if not.
______ 1. Patrick considers all possible views on the issue at hand.
______ 2. Alex says that the issue is crucial component of a position
paper.
______ 3. Brendon thinks that an issue is debatable if it cannot be
answered by yes or no.
______ 4. Peter conducts an audience analysis to help him write a
more persuasive position paper.
______ 5. Katy boasts about her credentials to establish her
credibility as a writer.
______ 6. Jack primarily uses opinions in supporting his arguments.
______ 7. Nicki uses statistical data in supporting her arguments.
______ 8. Brandon believes that the main goal of a position paper is
to inform readers.
______ 9. Jamie uses emotional appeal in all of his position paper
because it is the best type of appeal.
______ 10. Matt restates his position in the concluding paragraph.
The teacher will ask the learners to read the given text below and
answer the questions that follows it.
A Measured Response to the World
Marikit Tara Alto Uychoco
1. The world can be a chaotic place. Often, there seems to be no ryhme or

reason in the events that happen to us. Oftentimes, people despair, and the
modern alienation articulated by Henry Thoreau may be true for many----"The
mass of men lead lives of quiet desperation.”
2. In order to make sense of the world, people write. In order to create a

semblance of order and understanding of one's experiences people write.
Often enough, they write a measured response to what has happened to them.
This takes on various forms, but for the purpose of this textbook, the forms, but for
the purpose of this textbook, the forms we will explore are the review and the
reaction paper.
3. Of course, some may consider a diary entry to be a reaction paper to the
world.However, diary entries are personal in their significance, while the reaction
paper's significance os societal. The reaction paper is written for the
enlightenment pf one's fellow human beings; a diary entry is written for the
enlightenment of the self. Both have their significance, however, only the
reaction paper is considered significantly valuable for the academe.
4. There is also a difference in form: the reaction paper is more formal, more
descriptive, and often uses the rhetorical devices of description and narration in
order to prove a point; while the diary entry is less formal, less descriptive, and
does not endeavor to persuade or to make another person understand; hence,
there is no real effort in using rhetorical devices. Oftentimes, the diary entry is a
way to rage against petty insults and grievances.
5. When one reads a reaction paper, one expects to be informed and amused.
Reaction papers help us in our everyday decisions: from what movie we should
watch, to the clothing that we should wear, and the causes that we should
believe in. It tells us that we are not alone in experiencing the world, and that
there are others before us who care to tell us what to watch out for, and how to
best experience what we are about to go through.
6. Modern interations of the reaction paper are the movie, review, gadget
review, trip advisor post, and other travel reviews, restaurant reviews , and essays
that discuss a social phenomenon or a common experience. Many editorials
can be considered reaction papers, if not, position papers. Many of them are
written in newspapers, magazines, and weblogs.
7. Although the modern world can be a lonely and alienating place, the
reaction paper can reach put and tell us that we are not alone. It helps to know
that the other person is going through the same experience as well, and that this
person has something to tell you about how to survive, what to avoid, and
where to seek pleasure. A reaction paper, when done right, can help us process
our own experience, and help us see things that we weren't able to see on on
our own.
8. Im today's multimedia world, this stretches across countries and over territorial
borders, where a housewife from Manila can tell a tourist from Tokyo how to best
survive Manila's hot summer. We reach out to one another, in order to make the
world a better place, by mapping the world for others, and letting them know
where beauty and darkness reside.
1. Do you agree with the essay? Why or why not?

2. What are the instances when you felt that you were doing or
believing something wrong, but was not able to fully explain or say why you felt
that way?
3. What issues do you think are important in your life? Why is it
important to analyze them?
4. Why is it important for citizens of the nation to be able to analyze
argument?
IV. Evaluation
The teacher will ask for volunteers to share their answers.
V. Assignment
VI. Reflection
MERLENE D. PALANOG
SKILL-BASED LESSON PLAN
Quarter II: Writing a Position Paper
Week 11-14, Day 3
I. Objectives
Performance Standard- The learner presents a convincing position
paper based on properly cited factual evidence.
Content Standard- The learner understands the principles and uses of a
position paper.
LEARNING COMPETENCY- Identifies situations in which a position paper
may be effectively used in our present society
CS-EN11/EAPP-IIa-d-2
A. Instructional Objective : Identifies situations in which a position

paper may be effectively used in our present society
A. Topic: Identify situations for position paper
B. References:
Valdez, P. N. (n.d.). English for Academic and Professional Purposes for

Senior High School. Phoenix pp. 66-71
C. Teaching Materials:
III. Procedure:
A. Presentation:
Fast Talk:
Students will be asked to answer questions quickly.
1. Are you in favor of death penalty?
2. Do you allow your parents to interfere with the course you are
going to pursue?
3. Are you in favour of lowering the age of criminal liability?
4. Do you think implementing dress code in school would improve
students’performance?
5. Are you in favour of the inclusion of ROTC in our K-12 curriculum?
B. Teaching/Modelling:
The teacher will explain why students give different answers. There are
many issues in our school or community wherein we have to make our
stand. The position paper is devoted to a discussion of one side of an
issue for the author to convince the reader to take his side by
presenting credible evidence.
The following list of topics can be the source of issues for subject of a
position paper.
Death Penalty Implementation of death penalty

Chosen Course Interference of parents
Criminal Liability Lowering the age of Criminal
Liability
Dress Code Implementation of dress code
ROTC Inclusion of ROTC in the K-12
Curriculum
C. Practice ( Give more exercises- group, dyad, collaborative)

An issue is developed into an argumentative thesis that states the
stand of the author on the issue.
Example:
The establishment of commercial buildings especially poultry near
school should be prohibited because of the risks it poses to the health
of our students and the discomfort it brings to the environment.
Claims- These are statements that support the author’s stand. The
author cites risks to the health of the students and the environment as
well to strengthen his point or stand.
Evidence- These are proofs to strengthen the author’s claim.
1. Evidence from survey, library research, and experiments.
2. Evidence from informant interviews ( those who have direct
experience related to the problem or issue).
3. Evidence from expert interviews.
D. Independent Practice ( once the skill is mastered , can also be the
evaluation)
Given the issue , stand,and claims, write a thesis statement.

Example:
Issue: Cycling to commute to work or school
Stand: In favour
Claims: Health benefits, saves money, environment-friendly
Thesis statement: Cycling as a mode of transport should be promoted
since it has several health benefits. It can help save non-renewable
resources and can be financially rewarding.
1. Issue: Implementing K to 12 education system in the Philippines
Stand: Against
Claims: Lack of facilities, inadequacy of teacher training, increased
expenses of parents
Thesis statement:______________________________
2. Issue: Political dynasties
Stand: Against
Claims: Monopolized power in public office, possibility of
corruption, crowding of democratic choices
Thesis Statement:____________________________
IV. Evaluation:
Below are claims for the issue” Implementing a no private policy for two
days a week along major highways in Metro Manila” Think of
counterclaims for each and draft a short paragraph to reflect these.
Claims Counterclaims/Claims of the

Opponent
Reduction of traffic volume
Reduction of pollution
Increased use of public transport
services
V. Assignment (Optional)
VI. Reflection (After teaching the lesson)

Quarter II - Day 4
Rowela S. Basa
I. Objectives (Based on the LC): The learner gathers manifestoes and

analyzes the arguments used by the writer/s LC Code: CS_EN11/12A-
EAPP-IIa-d-3
A. Instructional Objective: Identify the different criteria in analyzing a

position paper and practice analyzing a text
II. Subject Matter: Writing a Position Paper
B. References: “English for globalized Classroom Series: English for

Academic & Professional Purposes” pages 189 - 192
III. Procedure
A. Presentation
The teacher will make use of the strategy “Activating Prior

Knowledge” in the presentation of the lesson. He/she will ask the
learners what usual questions do they have in mind whenever they read an
essay. Possible answers would be: what is the purpose of the writer in writing this?
Who are the intended reader? What are the points presented? etc.
The teacher will have a direct discussion of the criteria that are
usually used in analyzing a text.
Content includes the following:
Paper clearly states the position of the writer.
Opening statement captures the reader’s interest.
Issue is debatable, fresh, relevant, and somehow original.
Arguments reflect higher level of thought.
Paper considers all possible counterarguments.
There are sufficient pieces of evidence to support the claim.
Paper refutes the opposing arguments logically.
Paper aligns the arguments to the target reader’s beliefs, attitude,
values, and motivations.
Paper employs appropriate method in presenting arguments.
Paper appropriately applies logical, ethical and/or emotional
appeals.
Paper is free from logical fallacies.
Conclusion restates the position of the writer.
Conclusion presents feasible course of action.
Closing statement is powerful.
Organization includes the following:
Paper uses organizational pattern and structure appropriate for the
genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the paper’s
organization.
Flow of ideas is smooth and easy to read.
Style includes the following:
Paper showcases the writer’s voice.
Paper uses variety of sentence structures.
Paper eliminates sexist language.
Paper uses language appropriate to text.
Paper eliminates wordiness.
Grammar and mechanics include:
Grammar is accurate.
Spelling, capitalization, and punctuations are correctly used.
Word choice is appropriate.
Sentences are well-structured.
Documentation and sources includes:
Paper uses citation and reference format.
Sources are reliable.
Sources used are relevant to the topic.
The teacher will also discuss in class the questions that may be used
for in-depth analysis of a position paper: What is the purpose of the writer? What
is the writer’s persona? Who are the intended readers? What are the strengths
and weaknesses of the paper? What are the possible revisions needed to make
it better?
C. Guided Practice
The teacher will ask the learners to choose their own partner for this
dyad analysis activity. The learners will be given a sample position paper that
they have to analyze using the criteria (content, organization, style, grammar
and mechanics, and documentation and sources). The text is below followed
by the rubric.
State represented: THE KINGDOM OF NETHERLANDS
Topic: Innovative measures to improve

the social and political status of the stateless people
The Kingdom of Netherlands expresses it deep concern of the rising

problem with the stateless people all over the world. The Netherlands fully
supports all international efforts for solving this major humanitarian matter,
reaffirms its readiness for a continuation active role and declares its position for a
needable openness, cooperation and pragmatism that the international
community can assist in a satisfactory conclusion to this problem.
Due to our willingness for an open progressive dialogue and actions in

satisfactory conclusion, The Kingdom of Netherlands is calling upon other states
for a full respect and observation of the Convention relating to the Status of
Stateless Persons, adopted by the United Nations organization and full
cooperation in developing innovative measure to improve the social and
political status of the stateless people. The Kingdom of Netherlands believes that
there are three major points on which the international community should focus
its attention in solving the matter of stateless people and which should be a
focus of further development. Firstly, the prevention of statelessness; secondly,
the reduction of statelessness; and thirdly, the protection of stateless people. The
outlined three objectives form the core of the problem and introduce the path
to the creation of working solutions. The Kingdom of Netherlands is convinced
that the first and most important initiative should be the prevention of
statelessness by improving bilateral, regional and international cooperation. This
should include sharing “best practices” in areas such as registration and
documentation in order to prevent people of falling between “the cracks” and
becoming accidental victims of statelessness due to discrepancies in law and
legal systems. Possession of nationality is essential for full participation in society;
many are unable to exercise a full range of social and political rights, as a result
of their statelessness or ‘national minority’ status in many countries. This is why the
Kingdom of Netherlands is convinced that the efforts to develop common law
principles with regard to nationality and legislation of this status are essential part
of the prevention of the occurrence of statelessness. The Kingdom of
Netherlands expresses its position of the need of improvement and facilitation of
the legislation path and nationality questions where applicable, in full respect of
the stateless person’s private matters and the legal system of the state required.
Such improvement of the status should include reasonable attention to the
questions of deportation; also working practices in integration of stateless
people by providing them with all possible levels of education, health care and
household; aiming to work closely at national, regional and international levels
to develop new policies and strengthen existing laws, consultation – and
development of policies – in specific areas such as strengthening the rights and
individual identities and the matters of integration by both local and
international working mechanisms. The Kingdom of Netherlands calls upon the
other states to work upon an improvement of the mutual work in order to
develop a better social and political status of the stateless people, where as
countries should mutually share the responsibility for the stateless.
The Kingdom of Netherlands would like also to draw attention to problems

that have occurred in matters concerning the stateless women and children
and expresses its desire for the creation of working mechanisms in which a
guiding principle should be the best interest of the standard of children- the
usual least protected victims of the statelessness. By focusing its attention on the
matter of the protection of the stateless people in general, the Kingdom of
Netherlands believes that the international community should join its efforts in
developing the existing practices in protection and help for people with a
stateless status all over the world by exchanging working mechanisms and
involvement in problems with full cooperation in order to solve a pressing matter
wherever it has occur. As far as the Human Rights Commission is concerned it
should place a greater emphasis on assisting countries that face problems. In
return, these countries should demonstrate openness for dialogue with the UN
human rights mechanisms. The Kingdom of Netherlands affirms its position to
work towards a better life and living conditions for all displaced people.
The learners will evaluate the text using the rubric below:
VGE GE SE LE N
(5) (4) (3) (2) (0)
Content 35%

VGE GE SE LE N
(5) (4) (3) (2) (0)
Issue is debatable, fresh, relevant,a nd somehow

original.
There are sufficient pieces of evidence to support the

claim.
Paper aligns the arguments to the target reader’s

beliefs, attitude, values, and motivations.
Paper employs appropriate method in presenting

arguements.
Paper appropirately applies logical, ethical and/or

emotional appeals.
Organization 25%
Paper uses organizational pattern and structure

appropriate for the genre.

organization.
Style 20%
VGE GE SE LE N
(5) (4) (3) (2) (0)
Paper eliminates wordliness.
Grammar and Mechanics 10%
Documentation and Sources 10%
Total
Legend: VGE - to a very great extent; GE - to a great extent; SE - to

some extent; LE - to a little extent; N- Not at all.
The teacher will ask the learners to independently answer the

following questions using the table below.
Question Answer
What is the purpose of the

document?
Question Answer
What is the writer’s persona?
Who are the intended readers?
What are the strengths of the paper?
What are the weaknesses of the

paper?
What possible revisions needed to

make it better?
IV. Evaluation
The teacher will ask the learners to individually write a summary of

the position paper they have read which includes the arguments,
number of pieces of evidences, and analysis.
V. Assignment
The teacher will ask the students to review all the criteria of
analyzing a rubric in preparation for the next days’ tasks.
VI. Reflection
Quarter II - Day 5
Rowela S. Basa

EAPP-IIa-d-3
B. Instructional Objective: Analyze the given position paper.
A. Topic: Analyzing Position Paper
B. References: “English for Globalized Classroom Series: English for

Academic & Professional Purposes” pages 189 - 192
III. Procedure
A. Presentation
The teacher will ask the students to share in class the different
criteria used in analyzing a position paper as a form of a review.
The teacher will discuss in class the connection of the text from the
previous day and the text that the learners will analyze for this day.
The text from the previous day and todays’ text are both representing
the State of Netherlands and it somehow touches the social and political
status of the country.
C. Guided Practice
dyad analysis activity. The learners will be given a sample position
paper that they have to analyze using the criteria (content,
organization, style, grammar and mechanics, and documentation and sources).
The text is below followed by the rubric.
State represented: THE KINGDOM OF NETHERLANDS
Topic: Situation of Mexican National Human Rights Commission

The Kingdom of Netherlands expresses its deep concern in relation of the
present situation in the Mexican National Human Rights Commission and strongly
believes that this wide ranging problem should be of a great concern by The
United Nations Human Rights Council and the international community in the
present moment.
According to last reports by Human Rights Watch, we regretfully

determine, that less has changed on the matter of human rights in the region
since the crucial events, that marked not only Mexico, but the whole Latin
th
America area in the 1960’s and 1970’s of the 20 century. It is obvious that
besides the democratic social and politics structure in Mexico, basic human
rights, discrimination based on racial, political and other matters, still occur not
only by separated groups of people, but in the whole country and on all its
political and social levels. This is why The Kingdom of Netherlands believes that in
such unstable situation the role of the Mexican National Human Rights
Commission is of a crucial meaning where a clear violation of basic human
rights is obvious. We express our deepest concern regarding the Mexican
National Human Rights Commission and its inability to face the situation in an
adequate way, acknowledging of what is in best interest of the harmed people.
The Kingdom of Netherlands recognizes as major problems on the behalf

of the Commission the huge influence of the local state political authorities in its
work, which seriously endangers the fairness and openness of the commission’s
work, and violates not only the international law, but also founding chapters of
the Charter of The United Nations organization; lack of publicity of cases
brought to the attention of the Commission which practically makes its work
useless. The Kingdom of Netherlands are calling upon fast and effective
measures on the matter on the behalf of the international community and
reaffirms its readiness to play an active role in it. We are calling upon the
establishment and development of a working collaboration in the field of
practices between the international community and with the Commission,
whereas to improve publicity level of all cases that are in concern of the
Commission and the creation of a working mechanisms for abolishing the
precarious influence of the local political authorities over the work of the
Commission. The Kingdom of Netherlands calls for the introduction of legislation
reforms in order to harmonize Mexican law with international human rights
regulations especially the promotion of guaranteed opportunity of public
access to information regarding the work of the Mexican National Human Rights
Commission. This should be a step closer towards the idea the state initiations to
remedy human rights abuses.
VGE GE SE LE N
(5) (4) (3) (2) (0)
Content 35%
Issue is debatable, fresh, relevant,a nd somehow original.

claim.
Paper aligns the arguments to the target reader’s beliefs,

attitude, values, and motivations.

arguements.

emotional appeals.
Organization 25%


organization.
VGE GE SE LE N
(5) (4) (3) (2) (0)
Style 20%
Spelling, capitalization, and punctuations are correctly

used.
Total

Question Answer

document?

paper?

make it better?
IV. Evaluation

the position paper they have read which includes the arguments, number of
pieces of evidences, and analysis.
V. Assignment
The teacher will ask the students to review all the criteria of
analyzing a rubric in preparation for the next days’ tasks.
VI. Reflection
Quarter II - Day 7
Rowela S. Basa

EAPP-IIa-d-3
C. Instructional Objective: Analyze the given position paper.

Academic & Professional Purposes” pages 189 - 192 and the sample
text from http://taylorswift.tumblr.com/post/122071902085/to-apple-
love-taylor retrieved on June 22, 2017
III. Procedure
A. Presentation
The teacher will ask the students to share in class their answers from
the previous days’ independent task.
The teacher will discuss in class the topic of the text for today, the
“Taylor Swift’s Open Letter to Apple’s Music Streaming Service”.
C. Guided Practice
dyad analysis activity. The learners will be given the copy of the
position paper that they have to analyze using the criteria
(content, organization, style, grammar and mechanics, and documentation
and sources). The text is below followed by the rubric.
To Apple, Love Taylor
I write this to explain why I’ll be holding back my album, 1989, from the
new streaming service, Apple Music. I feel this deserves an explanation because
Apple has been and will continue to be one of my best partners in selling music
and creating ways for me to connect with my fans. I respect the company and
the truly ingenious minds that have created a legacy based on innovation and
pushing the right boundaries.
I’m sure you are aware that Apple Music will be offering a free 3 month
trial to anyone who signs up for the service. I’m not sure you know that Apple
Music will not be paying writers, producers, or artists for those three months. I find
it to be shocking, disappointing, and completely unlike this historically
progressive and generous company.
This is not about me. Thankfully I am on my fifth album and can support
myself, my band, crew, and entire management team by playing live shows.
This is about the new artist or band that has just released their first single and will
not be paid for its success. This is about the young songwriter who just got his or
her first cut and thought that the royalties from that would get them out of debt.
This is about the producer who works tirelessly to innovate and create, just like
the innovators and creators at Apple are pioneering in their field…but will not
get paid for a quarter of a year’s worth of plays on his or her songs.
These are not the complaints of a spoiled, petulant child. These are the
echoed sentiments of every artist, writer and producer in my social circles who
are afraid to speak up publicly because we admire and respect Apple so
much. We simply do not respect this particular call.
I realize that Apple is working towards a goal of paid streaming. I think

that is beautiful progress. We know how astronomically successful Apple has
been and we know that this incredible company has the money to pay artists,
writers and producers for the 3 month trial period… even if it is free for the fans
trying it out.
Three months is a long time to go unpaid, and it is unfair to ask anyone to

work for nothing. I say this with love, reverence, and admiration for everything
else Apple has done. I hope that soon I can join them in the progression towards
a streaming model that seems fair to those who create this music. I think this
could be the platform that gets it right.
But I say to Apple with all due respect, it’s not too late to change this
policy and change the minds of those in the music industry who will be deeply
and gravely affected by this. We don’t ask you for free iPhones. Please don’t ask
us to provide you with our music for no compensation.
Taylor
VGE GE SE LE N
(5) (4) (3) (2) (

0
)
Content 35%
Issue is debatable, fresh, relevant,a nd somehow original.
There are sufficient pieces of evidence to support the claim.
Paper aligns the arguments to the target reader’s beliefs,

attitude, values, and motivations.
Paper employs appropriate method in presenting arguements.
Paper appropirately applies logical, ethical and/or emotional

appeals.
Organization 25%
Paper uses organizational pattern and structure appropriate for

the genre.

organization.
VGE GE SE LE N
(5) (4) (3) (2) (

0
)
Style 20%
Total

Question Answer

document?

paper?

make it better?
IV. Evaluation

V. Assignment
VI. Reflection
Quarter II - Day 6
Rowela S. Basa

EAPP-IIa-d-3
D. Instructional Objective: Analyze the given position paper.

Academic & Professional Purposes” pages 189 - 192 and the sample
text from http://veritas899.weebly.com/my-blog1/position-paper-
on-the-rh-bill-from-christian-pro-life-resources-for-the-Philippines
retrieved on June 22, 2017
III. Procedure
A. Presentation
The teacher will ask the students to share in class their answers from
the previous days’ independent task.
The teacher will discuss in class the topic of the text for today, the
“Position Paper on the RH Bill” by the Christian Pro-life
Resources of the Philippines. The idea or concept of “RH Bill” will
be discussed through the use of a semantic web. The learners will be asked to
share in class the words that they think are associated with the
given word.
C. Guided Practice
dyad analysis activity. The learners will be given the copy of the position paper
that they have to analyze using the criteria (content, organization, style,
grammar and mechanics, and documentation and sources). The text is below
followed by the rubric.
POSITION PAPER ON THE RH BILL
by Christian Pro-life Resources for the Philippines
These are the reasons why we say NO to the RH bill:
1 The RH bill carries with it an oppressive punishment for people who will not
comply with it, making disagreeing with it and teaching something
contrary to it a crime. Section 21 of the RH bill says that “the ff. acts are
prohibited: any health care service provider, whether public or private,
who shall knowingly withhold information or impede the dissemination
thereof, and/or intentionally provide incorrect information regarding
programs and services on reproductive health including the right to
informed choice and access to a full range of legal, medically-safe and
effective family planning methods” BUT- who defines what is correct or
incorrect here? The RH bill and its proponents. If the RH bill proponents
says that an IUD is not abortifacient, and abortion is not wrong, and that
life does not begin at conception, all of which are totally wrong and
against Christian principles, so when Christian health workers will teach
about the sanctity of life and that life begins at conception, and that sex
should only be between married couples, we will be violating the RH bill
and committing crimes once it becomes law.
2. The RH Bill undermines the institution of marriage. As Christians do not have

any doctrine prohibiting ligation, you may think it may not be of concern
to many Christians, but the RH bill considers a prohibited act (Sec 28) if a
health worker ” refuses to perform voluntary ligation and vasectomy and
other legal and medically-safe reproductive health care services on any
person of legal age on the ground of lack of spousal consent or
authorization”. The Catholic and Muslim nurses and doctors who refuse to
perform ligation or vasectomy, will be committing a crime. We do not
malign or disdain Catholics on this matter. It is against their doctrine. BUT,
for us, the RH bill terribly undermines marriage : the Bill puts into law that a
woman or man does NOT have to have spousal consent or authorization
to have a ligation or vasectomy. And if a health worker refuses to perform
this procedure, on this particular ground of lack of spousal consent, he or
she will be committing a crime. Christian, Catholic and Muslim marriages
will be affected by this.
3 The RH bill undermines parental authority and undermines the family,

which are against Christian principles. The RH Bill will punish those health
workers (Sec. 21) who “refuse to provide reproductive health care services
to an abused minor, whose abused condition is certified by the proper
official or personnel of the Department of Social Welfare and
Development (DSWD) or to a duly DSWD-certified abused pregnant minor
on whose case no parental consent is necessary”. What does it mean by
“reproductive health care services to an abused pregnant minor”?
Pregnant young women all the more need parental guidance and
consent is necessary for whatever “reproductive health services” will be
done on these young abused women! Why doesn’t the bill specify what
“reproductive health services” will be done on such minors, who are
already pregnant? Is this bill trying to hide the use of abortion or the use of
abortifacient chemical contraceptives like the “emergency
contraceptive” as “solutions” offered to an abused minor who is already
pregnant? And all without a parent’s consent, which is totally
unacceptable to Christian doctrine.
4 The RH bill has a conscientious objection provision, BUT, it negates it by

REQUIRING by law “that the conscientious objector shall immediately refer
the person seeking such care and services to another health care service
provider within the same facility or one which is conveniently accessible”.
(Sec. 21) So even if a Catholic or Muslim doctor refuses to perform a
ligation, they are required to refer. People who conscientiously object
must NOT be required to refer. They are already objecting.
5 The RH Bill will require Christian churches and schools to provide

reproductive health care services to its employees. All abortifacient forms
of birth control, those that prohibit the conceived embryo from implanting
in the uterine wall, are unacceptable to Christian teachings. The RH Bill will
require employers to provide “reproductive health care services, supplies
and devices to all workers, more particularly women workers.” The RH bill
will punish employers for not following section 17, which states: “all
Collective Bargaining Agreements (CBAs) shall provide for the free
delivery by the employer of reasonable quantity of reproductive health
care services, supplies and devices to all workers, more particularly
women workers. In establishments or enterprises where there are no CBAs
or where the employees are unorganized, the employer shall have the
same obligation.” So employers are required to provide reproductive
health care to its employees! Remember, this will become a law. This will
affect Christian, Catholic and Muslim employers, even Christian churches
and schools, because our churches and schools have employees.
Remember, intrauterine devices and some birth control pills are
abortifacient, meaning they prevent implantation of an already-
conceived embryo. Life begins at conception, therefore anything that kills
an embryo or prevents it from implanting causes an abortion or death of
the human embryo. As Christians, we know that life begins at conception.
We reject any form of any birth control that kills a conceived life.
6 Contrary to claims by RH bill proponents in Congress that abortion is not

mentioned, the bill specifically mentions abortion in Sec. 4 in its definition
of terms: It lists as the fourth element of reproductive health care the
“prevention of abortion and management of post-abortion
complications”. You may say, but it prevents abortion, what’s wrong? But
why must “management of post-abortion complications” be part of
reproductive health? Abortion is a crime. Why must the RH bill specifically
mention management of post-abortion complications? It specifies
“abortion” as the cause of the complication. What this does is that it sets
apart induced, illegal, morally wrong, criminal abortion as a procedure or
cause necessitating management. Why not just make it a more general
“provision of emergency obstetric care to everyone who needs it”? The
very fact that abortion is specified as the cause of the complication
means that the RH bill condones abortion and gives it special treatment.
Abortion is murder of the unborn baby and a grievous sin before God. It is
the shedding of innocent blood. It is a crime under Philippine laws.
7 The RH bill will teach the entire nation, especially the young people, its
definitions of human sexuality, sex, sexual identity, interpersonal
relationships, affection, intimacy and gender roles. They will also define
contraception and abortion. In Section 4, the RH bill defines
“Reproductive health education” as “the process of acquiring complete,
accurate and relevant information on all matters relating to the
reproductive system, its functions and processes and human sexuality;
and forming attitudes and beliefs about sex, sexual identity, interpersonal
relationships, affection, intimacy and gender roles. It also includes
developing the necessary skills to be able to distinguish between facts
and myths on sex and sexuality; and critically evaluate. and discuss the
moral, religious, social and cultural dimensions of related sensitive issues
such as contraception and abortion.” Once again, who decides what is
correct and What are facts? The Bill and its proponents determine that.
And once it is a law, whatever they (the proponents and the Population
Commission) define these things to be, will be what is correct and anyone
who teaches otherwise will be committing crimes. And once again,
abortion is mentioned. Abortion has nothing to do with “responsible
parenthood” and “family planning”.
8 We reject the RH Bill It will teach our children and the entire country a sex
education curriculum which its proponents have formulated. The RH Bill
says in Sec. 12, “Mandatory Age-Appropriate Reproductive Health
Education.”– “Reproductive Health Education in an age-appropriate
manner shall be taught by adequately trained teachers starting from
Grade 5 up to Fourth Year High School….The POPCOM, in coordination
with the Department of Education, shall formulate the Reproductive
Health Education curriculum, which shall be common to both public and
private schools and shall include related population and development
concepts in addition to the following subjects and standards :
Reproductive health and sexual rights; Reproductive health care and
services; Attitudes, beliefs and values on sexual development, sexual
behavior and sexual health; Proscription of the hazards of abortion and
management of post-abortion complications; Responsible parenthood..
Use and application of natural and modern family planning methods to
promote reproductive health, achieve desired family size and prevent
unwanted, unplanned and mistimed pregnancies; Abstinence before
marriage; Prevention and treatment of HIV/AIDS and other, STIs/STDs,
prostate cancer, breast cancer, cervical cancer and other gynecological
disorders; Responsible sexuality; and Maternal, peri-natal and post-natal
education, care and services.” While prevention of AIDS and STDs,
abstinence before marriage and responsible parenthood are good, there
is nothing good with the government teaching “Attitudes, beliefs and
values on sexual development, sexual behavior and sexual health” to our
children! Plus, once again they have managed to insert “abortion” again.
What will be taught about the “hazards of abortion” ? Abortion is 100%
fatal and 100% hazardous to the unborn baby who has been aborted!
Why must “management of post-abortion complications” be taught in sex
education?
9 We reject the RH bill because it’s really about money for contraceptive
manufacturers and suppliers. The RH bill puts into law that contraceptives
will be made into essential medicines. Sec. 10 says “Hormonal
contraceptives, intrauterine devices, injectables and other allied
reproductive health products and supplies shall be considered under the
category of essential medicines and supplies which shall form part of the
National Drug Formulary and the same shall be included in the regular
purchase of essential medicines and supplies of all national and local
hospitals and other government health units.” The RH bill only lays the
groundwork for government purchases of contraceptives, including some
contraceptives that are abortifacient, which we reject.
10 We reject the RH bill because it encourages a two-child policy. In Sec. 16,

“Ideal Family Size” it says: “The State shall assist couples, parents and
individuals to achieve their desired family size within the context of
responsible parenthood for sustainable development and encourage
them to have two children as the ideal family size. Attaining the ideal
family size is neither mandatory nor compulsory. No punitive action shall
be imposed on parents having more than two children.” While it says that
it is not mandatory or compulsory, it will still become a law, meaning, the
law will encourage this two-child policy. If it is written in the law, it will be
part of legislated health policy. Previous versions of the RH Bill (the past HB
3773) even had a provision that government scholarships will only be
extended to the first two children in a family. Surprisingly, it is no longer in
the present bill. But what if this is put into the implementing rules and
regulations? And people who will have large families will be stigmatized
even if they are not punished.
Whatever is good in the bill is already legal and is being done. Yes,
women who aborted/killed their children must not be refused emergency
obstetric care. But RA 8344, already penalizes the refusal of hospitals and
medical clinics to administer appropriate initial medical treatment and
support in emergency and serious cases. Women who have
aborted/killed their babies are already given emergency obstetric care
through this act. HIV-AIDS programs are already in place through RA
8504,the “Philippine AIDS Prevention and Control Act of 1998″. The RH bill
tries to encompass so many health issues under it such that people who
reject the RH bill are viewed as anti-women, anti-health, anti-HIV
prevention and anti-development.
But now we have shown you what is definitely worth rejecting in the
RH bill-it is the hidden agenda tucked into the RH bill, the oppressive
nature of the bill toward those who reject it, the values it undermines and
the questionable “values” it will try to teach.
VGE GE SE LE N
(5) (4) (3) (2) (0)
Content 35%
Issue is debatable, fresh, relevant,a nd somehow

original.

claim.
Paper aligns the arguments to the target reader’s

beliefs, attitude, values, and motivations.

arguements.

emotional appeals.

VGE GE SE LE N
(5) (4) (3) (2) (0)
Organization 25%


organization.
Style 20%
Spelling, capitalization, and punctuations are correctly

used.

VGE GE SE LE N
(5) (4) (3) (2) (0)
Total

Question Answer

document?

paper?

make it better?
IV. Evaluation

V. Assignment
VI. Reflection
QUARTER II : WRITING POSITION PAPER
I. Objectives
CONTENT STANDARD:
paper
coming up with a group exhibit of creative works, etc.
LEARNING COMPETENCY:
The learner defends a stand on an issue by presenting
reasonable arguments supported by properly-cited factual
evidences
The learner cites and identify text-based evidence that
provides the strongest support to defend his stand.
II. Subject Matter

D. Topic : Citation of text-based evidence
E. References :
http://www.businessmirror.com.ph/kids-in-conflict-with-the-
law-and-lowering-of-criminal-liability/
How to write the Argument essay.pdf
Ways to support an argument. pdf
(www.umt.edu/writingcenter)
https://pershingrocks.files.wordpress.com/2015/10/transitions-for-citing-
textual-
evidenc.docx&ved=OahUKEwirm5if4NDUAhUEHJQKHeaeAOMQFghLM
AQ&usg=AFQjCNF8ELdio1_VUdRv7lIvc_oakbYirw
Manila Paper , markers
III. Procedure
Introduction
Have a short review of the body of the Position paper. Definition

of Citation and its purposes.
E. Activity ( Refer Activity 1)

The activity is Called CITATION SCAVENGER HUNT . Group the
learners and present the Article “Kids in conflict with the law and
lowering of criminal liability”. Let the learners cite support and
evidence from the article and jot down with the corresponding
paragraph numbers. Write their output in a manila paper. (10 Minutes)
F. Analysis (Refer Discussion)

From the group’s citations let them post and show their work
outcome. Let the the teacher present the types of support and
evidence and learners will identify the types of their outputs
accordingly.
List of some types of support and evidence that might be

present on learner’s citations.
 Statistics
 Dialogue /Relevant Personal Testimony
 Definitions
 Examples
 Anecdotal Evidence
 Contrast and comparison
 Cause and effect
 Expert Opinions
 Visuals
 Quotation
 Factual Data
The teacher will explain /add details about the types of

evidences gathered by the learners.The Teacher may discuss
the numbering of paragraph as example of citing.
G. Abstraction (Refer Activity 2)

How will you gather support and evidence for
Articles and other sources?
H. Application (Refer Activity 3)

How will you convince your audience to take your sides
on the following debatable issues:
1. It is a must for the SHS students to wear complete uniform
2. Implementation of ROTC in Senior High School
3. Use of mobile phones inside the classroom.
IV. Evaluation:
Each group member will present their previous work with the use of
the transitions for citing textual evidence.
V. Assignment
The learner will choose a topic from LESSONDAY 3 and able to plan
ahead how to gather evidences, use Sandwich Quote organizer and present
it on Day 10& 11 (Defending Stand)
VI. Remarks:___________________
VII. Reflection (After teaching the lesson):_____________________
VII. Objectives
CONTENT STANDARD:
paper
coming up with a group exhibit of creative works, etc. LEARNING
COMPETENCY:
evidences
The learner organizes gathered evidence for each body paragraph
Using the Quote Sandwich organizer.
II. Subject Matter
A. Topic Quote Sandwich Organizer
B. References
www.washoesschools.net/lib08/NV01912265/centricity/domain/253
/social%The20Sandwish.pdf
C. Teaching Materials graphic organizer
III. Procedure
A. Presentation
Introduce some examples of signal phrases and maker verbs to

introduce your quotes. Then use Quote Sandwich organizer and
explains the guidelines for Quotation. Show the picture of a sandwich
and further discuss the guidelines.
Some examples of Signal Phrases and Marker Verbs
SIGNAL PHRASES MARKER VERBS

 According to … Acknowledge Writes Admits
 In her article … Agrees Adds Asserts
 In the opinion of … Believes Argues Comments
 (Author’s Name) Compares Claims Declares
shows that … Denies Confirms Emphasizes
 (Author’s name) Endorses Disputes Illustrates
argues that … Implies Grants Notes
 (Author’s name)+ (a Observes Insists Reasons
marker verb) Refutes Point out Reports
Responds Rejects Thinks
Suggests
The “quote sandwich” is a method that aids you in

effectively adding quotes. See below for a further
explanation.
Introduce It!
Quotation + Citation!
Explain It
B. Teaching/Modeling
Introduce It!
Before adding your quote introduce it with a signal phrase or a marker verb (see
the marker verb handouts).
Ex: House Speaker Pantaleon D. Alvarez and Rep. Fredenil H. Castro of

the Second District of Capiz explain …
Quotation + Citation!
After you have introduced your quote with a signal phrase or marker
verb add in your quote.
Ex. House Speaker Pantaleon D. Alvarez and Rep. Fredenil H. Castro of the
Second District of Capiz explain that “It is the policy of the state to ensure that
the Filipino youth shall be taught to accept responsibility for their words and
deeds as early as possible, and not to unduly pamper them with impunity from
the criminal responsibility upon reaching the age of 9 years.”
Explain It!
Now that you’ve added in your quote, explain why the quote is
important. What do you think it means? How does it connect to your
topic sentence and thesis? (Your explanation should be at least as long,
or longer that the quotation itself.
Ex. When a child before reaching the age of 9, he/she has already
understand the consequences of committing crime. Proper education and
discipline are imprinted. One way to educate them is letting the children learn
and understand student’s handbook in school and abiding them will guide
them to be law abiding citizen.
C. Guided Practice (Refer Activity 1 Day8)

Let the students go to their previous groupings and they will apply the
signal and marker verbs on their output from Citation Scavenger Hunt.
From the Article “ Is Bad language Unacceptable on TV?”,
Let the learner cite a quotation and use the Sandwich
Quote Organizer.
IV. Evaluation
Read the whole article “ Is bad Language Unacceptable on TV?” and
choose 3 quotations organized by Sandwich Quote that may explain your
stand.
V. Assignment
Continue working on the selected topic and use Sandwich
Quote organizer

I. Objectives
CONTENT STANDARD:
paper
COMPETENCY:
evidences
The learner appropriately uses a visual component to
clarify, support, and emphasize the content of my speech.
The learner presents claims and findings in a focused,
coherent manner (use relevant evidence, sound reasoning,
and well-chosen details).
The learner uses effective speaking techniques (appropriate
eye contact, adequate volume, and clear pronunciation).
II Subject Matter
A. Topic : POSITION SPEECH Presentation
B. References :
Common Core ELA Curriculum • G8:M4:U2:L17 • First Edition
Position Speech Rubric, projector , TV,Realia
III Procedure
A. Presentation
Before Adapting a Speech, let the learner understand what is
“visual component” included in the Position Speech Rubric. Explain
that the use of a visual component is necessary to meet the needs on
certain criteria to show whether or not they have met the objectives.
“VISUAL COMPONENT”
- aims to clarify, support, and emphasize the content of my
speech.It is something that they show in their speeches to
support their ideas.
PRESENT THE RUBRIC for POSITION SPEECH
SPEAKER 4 3 2 1
P A claim is
A A strong made but
A claim is
R claim is it doesn’t
made in
made in respond
T response
response directly to
I Makes a strong to the There is
to the the
C claim question no claim
question question,
I to open made.
to open or it isn’t
the
P the presented
presentati
A presentati at the
on.
N on. beginning
T .
Two clear Two
One No
reasons reasons
reason reasons
Provides clear have have
has been have
reasons for been been
provided been
making that provided provided
for provided
claim for for
making for
making making
that making
that that
claim. the claim.
claim. claim.
At least
At least
two No
two
pieces of There is at evidence
pieces of
Provides strong strong least one is
evidence
supporting evidence piece of provided
have
evidence for have evidence to support
been
P reasons been to support the
provided
A provided each reasons
to support
to support reason. presented
R each
each .
T reason.
reason.
I There is a
C There is a There is
Provides a clear
countercl some There is
I counterclaim countercl
aim and evidence no
P and responds aim and
response of a countercl
A to it with response
supported countercl aim or
N evidence supported
by aim and response.
by
T evidence. response.
evidence.
Eye Eye
contact is contact is Eye
Eye
Eye contact made made contact is
contact is
with multiple with with a not made
made
points in the many number with
with one
audience different of people anyone in
or two
people in in the the
people.
the audience audience.
audience througho
througho ut,
ut, advocati
advocati ng
ng persuasiv
persuasiv ely.
ely.
Speaking
Speaking Speaking Speaking
is paced
is paced is paced is too
well for a
perfectly well some rushed
Speaks clearly majority
througho of the and not
and slowly of the
ut—slow time— clear
enough for time—
and clear slow and enough. It
everyone to slow and
enough clear is very
hear and clear
for enough difficult
understand enough
everyone for some for most
for most
to people to people to
people to
understan understan understan
understan
d. d. d.
d.
Volume is
appropria
Volume is Volume is Volume is
Appropriate te for
appropria appropria challengi
volume everyone
te for te for ng for
to hear—
most some most
not too
people to people to people to
loud and
hear. hear. hear.
not too
quiet.
Every Most Some Very few
word is words are words are words are
Correct pronounc pronounc pronounc pronounc
pronunciation ed clearly ed clearly ed clearly ed clearly
and and and or
correctly. correctly. correctly. correctly.
SOURCE: Common Core ELA Curriculum •
G8:M4:U2:L16 • First Edition
REMARKS:
Presentations to be continued the next day.

I. Objectives
CONTENT STANDARD:
paper
COMPETENCY:
evidences
The learner presents claims and findings in a focused,
coherent manner (use relevant evidence, sound reasoning,
and well-chosen details).
The learner uses effective speaking techniques (appropriate
eye contact, adequate volume, and clear pronunciation).
II Subject Matter
A. Topic : POSITION SPEECH Presentation
B. References :
Common Core ELA Curriculum • G8:M4:U2:L17 • First Edition
Position Speech Rubric, projector , TV,Realia
III Procedure
Presentation
Present the Rubrics again,Learners (audience) share
Feedback and give suggestions.
Continue to individual presentations.
IV. EVALUATION
Evaluation based on Position Speech Rubrics

MERLENE D. PALANOG
Quarter II- Writing a Position Paper
Week 11-14 , Day 12
II. Objectives
Performance Standard- The learner produces an insightful statement of
principles and reasons for establishing a student organization, coming
up with a group exhibit of creative works, etc.
position paper.
LEARNING COMPETENCY- Writes various kinds of position paper
A. Instructional Objective : write an outline of a position paper
A. Topic: Outlining a position paper
B. References: English for Academic and Professional Purposes for Senior

High School by Jessie Saraza Barrot, Ph.D. , Philippe John Fresnillo Sipacio
pp.186-187
III. Procedure
E. Presentation: Brainstorm on controversial or arguable topic in the

school . Let the students take their stand on the issue.
F. Teaching/Modelling:
Sample of Position Paper Outline
TOPIC Have CPs and Social Media made families closer or

not?
STAND/POSITION No, I believe that CPs and Social Media have NOT
made families closer.
EXPLANATION There is less talk and more text nowadays; less touch
and more tweets.
EVIDENCE The report, entitled Bringing Families Closer Together,
provides a snapshot of the impact of communication
technology on families…
CONCLUSION Einstein has predicted, “I fear one day that

technology will surpass our human interaction. The
world will have a generation of idiots.” Cellular
phones and Social Media have made a rift in the
relationships among family members.
( Source- PPT Krismelleh D. Belaro)
The teacher will discuss the parts of an outline.
1.Parts of an outline
a. An Introduction
 Identification of the issue

 Statement of the position
b. Body
 Background information
 Supporting evidence or facts
 A discussion of both sides of the issue
c. Conclusion
 Restate your position
 Suggested course of action
 Possible solutions
G. Guided Practice ( Give more exercises- group, dyad, collaborative)

Students will be grouped into five and read the sample of
position paper entitled “Paper Bags and Their Effects on the
Environment” written by Audrey Chua-Unsu on page 72 of English
for Academic and Professional Purposes by Paolo Nino M. Valdez,
Ph D.
With the guidance of the teacher, the students will make an
outline of the position paper using the structure above.
H. Independent Practice ( once the skill is mastered , can also be the
evaluation)
Read and comprehend the following outline of a position paper. Then,
decide what issue you are going to write. After that, fill up the parts of
the paper using the template below. Your reasons or opinions should
be concretized by facts.
I. Introduction- One Paragraph
A. Background and relevance of the issue
B. Thesis statement ( Use prior knowledge on how to write thesis
statement)
C. Reasons you believe what you do
II. Body- Three paragraphs
A. explanation of reasons you believe what you do and its
opposing viewpoints.
III. Conclusion:
A. Restate your thesis in different words
B. Provide a suggestion or a call to action.
IV. Evaluation: Do the independent practice, this will serve as an evaluation

part.
V. Assignment (Optional)
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

MERLENE D. PALANOG

Week 11-14, Day 13
I. Objectives
position paper.
CS EN11/EAPP-II a-d-5
A. Instructional Objective : write a position paper ( 2 days )
A. Topic: Writing a position paper
B. References: English for Academic and Professional Purposes for

Senior High School by Jessie Barrot, Ph. D., Philippe Sipacio, pp. 187-
197
III. Procedure:
a. Presentation:
Presentation of some written outline of the students
b. Teaching/Modelling:
1. Read the Sample Position Paper entitled “Innovative measures to
improve the social and political status of the stateless people” on
pages 193-194 . English for Academic and Professional Purposes
for Senior High School by Jessie Saraza Barrot, Ph.D., Philippe John
Fresnillo Sipacio , pp. 193-194.
2. The teacher will discuss that the sample follows guidelines in writing
a position paper
Reference: English for Academic and Professional Purposes for Senior
High School , pp. 187-18
C.Guided Practice ( Give more exercises- group, dyad, collaborative)
Briefly reread the given position paper and pay special attention to
the structural features by answering the questions below. Then, discuss
your observations in pairs for 15 minutes.
1. How does the position paper begin?
2. What organization does the position paper follow? How it is
structured?
3. How would you describe the style and approach of presentation of
ideas?
4. How are supporting details presented? Are the explanations
sufficient?
5. What cohesive devices were used to improve the flow and clarity of
ideas?
6. How would you describe the conclusion? How is it organized?
D.Independent Practice ( once the skill is mastered , can also be the

evaluation)
Read the following scenarios below . Pick one and write a position
paper based on the scenario you choose.
A. The student council is petitioning to prepare an arts festival in your
school, but the administration is reluctant to agree to the plan
because it involves taking two days off the students’ normal
classes. As one of the organizers, you are tasked to write a position
paper which argues your stand for the establishment of the activity
to the administration.
B. You would like to establish a new student organization for a hobby
or sports you share with a hundred students in your batch. However
the head of the club organizations think that establishing a
student organization is unnecessary because you all talk about
your interest outside school anyway. So you write a position paper
to outline your arguments so that the head can see your stand on
the issue.
C. You and the teenagers in your community would like to organize a
concert as a fund-raising activity for the street children in your city.
The community elders disapprove because it would eat up much
of your time for school and that what you are planning is a job for
adults. As a leader of the group, you are tasked to write a position
paper addressed to the community elders to show your arguments
in favour of organizing the concert.
.
IV. Evaluation: The independent practice will serve as an evaluation
part. Students will be given ample time to plan their paper by
generating more ideas by brainstorming and clustering with their
classmates.
V. Assignment (Optional)-Conduct a preliminary research by getting the

sources that you might need for writing your position paper. Be sure that your
sources are taken from reliable sources.

MERLENE D. PALANOG
Week 11-14, Day 14
I. Objectives
position paper.
A. Instructional Objective : write a position paper ( continuation - 2nd day )
A. Topic: Writing a position paper

Senior High School , pp. 187-197
III. Procedure:
A.Presentation:
Presentation of some well- written output of the students, if there are

any.
Note: Some students will also be given ample time to finish writing their
position paper.
B.Teaching/Modelling:
3. Read some well – written position paper of the students.

4. The teacher will discuss some guidelines observed in the paper.
5. The teacher will extend assistance to students who may need help
in writing their position paper.
C.Guided Practice ( Give more exercises- group, dyad, collaborative)
 Peer Critiquing – Students will exchange work with their

partner and do the peer critiquing using the following guide
questions below. ( Use a blue or green-inked pen in
evaluating your partner’s work? Focus on :
Content
c. Does the paper clearly state the position of the writer?
d. Does the opening statement capture the reader’s interest?
e. Is the issue debatable, fresh and relevant?
f. Do the arguments reflect higher level of thought?
g. Does the paper use evidence from reputable sources?
h. Are there sufficient pieces of evidence to support the claim?
i. Does the paper consider all possible counter arguments?
j. Does the paper refute the opposing arguments?
k. Does the paper align the arguments to the target reader’s beliefs,
attitudes, values and motivations.
l. Does the paper employ appropriate method in presenting
arguments?
m. Does the paper consider logical, ethical, or emotional appeal?
n. Does the paper eliminate logical fallacies?
o. Does the conclusion present feasible course of actions?
p. Is the closing statement powerful?
Organization
q. Does the paper use organizational pattern and structure
appropriate for the genre?
r. Are cohesive devices effectively used?
s. Are the ideas correctly placed which improves the paper’s
organization?
t. Is the flow of ideas smooth and easy to read?
Style
u. Does the paper showcase the writer’s voice?
v. Does the paper use a variety of sentence structure?
w. Is the paper free from sexist language?
x. Does the paper use language appropriate to context?
y. Is the paper free from colloquial word expressions?
I. References: English for Academic and Professional Purposes for Senior
High School , p.195-196
1. The teacher will do the checking of the students’ work.

D. Independent Practice ( once the skill is mastered , can also be the
evaluation)
1. Students will do the revision of their written work.
IV. Evaluation: Students will continue revising their final output

V. V. Assignment (Optional)
MERLENE D. PALANOG
QUARTER II: WEEK 11-14, DAY 15-16
III. Objectives
position paper.
LEARNING COMPETENCY- Writes various kinds of position papers
CS EN11/EAPP-IIa-d-5
A. Instructional Objective : writes various kinds of position paper ( 2 days )
A. Topic: Writing various position paper

Senior High School by Jessie Saraza Barrot,Ph.D., Philippe Sipacio, pp.
187-197
III. Procedure:
J. Presentation:
Presentation of some well- written output of the students
Note: Some students will be given ample time to finish revising their final
output of position paper.
K. Teaching/Modelling:
6. Read some well – written position paper of the students.
7. The teacher will reinforce or clarify some common errors committed
in writing the position paper.
L. Guided Practice ( Give more exercises- group, dyad, collaborative)

Students will do editing and proofreading for final submission
M. Independent Practice ( once the skill is mastered , can also be the
evaluation).
Students will be grouped into three and write various kinds of position
paper.
ABM- create a brochure on provision of internet connection
in the school premises.
ICT- make a convincing advertisement or video clips on the
advantage of developing reading habits than playing video games.
HUMSS-make a letter to the school principal on the
implementation of “ No Trash Can Policy” in the classroom.
Food and Beverage- make a comic strip on the policy of not
selling softdrinks and junkfoods in the school canteen.
STEM- make a position on allowing the Senior High School
students to have field trips or outside exposure as avenues for learning.
IV. Evaluation: The independent practice will serve as an evaluation part.
Students will be given ample time to work on their output observing the
given rubrics below.
Criteria - 25%
Content - 25%
Organization 25%
Style- 25%
TOTAL- 100%
V. Assignment: Make researches on your given task to come up with

effective output for final presentation before the class the next day.

Week 11-14 (Writing Position Papers)

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English for Academic and Professional Purposes

Semi-Detailed Lesson Plan

Quarter II: Writing a Position Paper - Day 1

I. Objectives: The learner defines what a position paper is LC Code:

A. Instructional Objective: Identify the concept of position paper and

II. Subject Matter: Position Paper

A. Topic: Criteria in Analyzing Position Paper

B. References: “English for globalized Classroom Series: English for

C. Teaching Materials: video, powerpoint presentation, and projector

The teacher will have a direct discussion of the definition of a

Issue/Problem Your Opinion

“Energy Use and Climate Change - Perspectives for sustainable growth?!”

Confronted with the global climate degradation, Angola suggests that a

First group would be representing developed, resources importing regions

The second group is represented by North America and developing

Issues Presented in the Paper Suggested Solutions

BODY (presentation of arguments supported BY evidence)

CONCLUSION (summarize, restate in a forceful manner your position)

2. How to make your stand strong?

“ Mahatma Gandhi’s Hunger Strikes “

(2) Throughout his career, Gandhi staged a total of 17 hunger strikes.

III. Evaluation (Individual )

1. The world can be a chaotic place. Often, there seems to be no ryhme or

2. In order to make sense of the world, people write. In order to create a

1. Do you agree with the essay? Why or why not?

SKILL-BASED LESSON PLAN

Quarter II: Writing a Position Paper

Week 11-14, Day 3

A. Instructional Objective : Identifies situations in which a position

II. Subject Matter: Position Paper

A. Topic: Identify situations for position paper

Valdez, P. N. (n.d.). English for Academic and Professional Purposes for

Death Penalty Implementation of death penalty

C. Practice ( Give more exercises- group, dyad, collaborative)

Given the issue , stand,and claims, write a thesis statement.

Claims Counterclaims/Claims of the

VI. Reflection (After teaching the lesson)

Semi-Detailed Lesson Plan

I. Objectives (Based on the LC): The learner gathers manifestoes and

A. Instructional Objective: Identify the different criteria in analyzing a

II. Subject Matter: Writing a Position Paper

A. Topic: Criteria in Analyzing Position Paper

B. References: “English for globalized Classroom Series: English for

C. Teaching Materials: powerpoint presentation and projector

The teacher will make use of the strategy “Activating Prior

State represented: THE KINGDOM OF NETHERLANDS

Topic: Innovative measures to improve

The Kingdom of Netherlands expresses it deep concern of the rising

Due to our willingness for an open progressive dialogue and actions in

The Kingdom of Netherlands would like also to draw attention to problems

(5) (4) (3) (2) (0)

Paper clearly states the position of the writer.

Opening statement captures the reader’s interest.

(5) (4) (3) (2) (0)

Issue is debatable, fresh, relevant,a nd somehow

Arguments reflect higher level of thought.

Paper considers all possible counterarguments.

There are sufficient pieces of evidence to support the

Paper refutes the opposing arguments logically.

Paper aligns the arguments to the target reader’s

Paper employs appropriate method in presenting

Paper appropirately applies logical, ethical and/or

Paper is free from logical fallacies.

Conclusion restates the position of the writer.