School Masagana High School Grade Level 11

GRADES 1 TO 12 Teacher
Joseph I. Andagan Learning Area
English for Academic and Professional
DAILY LESSON LOG Purposes
Inclusive Dates Quarter II

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies/ Objective/s
Write the LC Code for Each
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 to support the learning of content and competencies and enable students to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
understands the principles and uses of a position paper
presents a convincing position paper based on properly cited factual evidence
Present ideas convincingly (CS_EN11/12A-
The learner defines what a position paper
The learner defines what a position paper The learner defines what a position paper EAPP-Id-f13)
is LC Code: CS_EN11/12A-EAPP-IIa-d-1 is CS_EN11/12A-EAPP-IIa-d-1 is LC Code: CS_EN11/12A-EAPP-IIa-d-1 Appreciate a work of Art

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Criteria in Analyzing Position Paper Parts of the Position Paper Criteria in Analyzing Position Paper Writing the Position Paper
II. CONTENT

IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials for Learning
Resource Portal
B. Other Learning Resources
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
(DepEd Copy, LM) English for
Academic and Professional Purposes
p.45
“English for globalized Classroom Major writing assignment.pdf “English for globalized Classroom Series: Rex Bookstore: English for Academic
Series: English for Academic & English for Academic & Professional and Professional Purposes p.66
Professional Purposes” pages 186 - Purposes” pages 187 - 188
187 and a video entitled “Position
Paper” from
https://www.youtube.com/watch?
v=C6hfi3GdRhc and a sample position
paper from

V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establish a purpose for the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluating learning
http://www.kas.de/wf/doc/kas_10085-
1442-2-30.pdf?130624052049
retrieved on June 22, 2017.
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 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. Presentation A. Activity Presentation Pre-reading
The teacher will ask the learners to watch a JIGSAW Puzzle - Group the learners into The teacher will ask the
downloaded video clip about the definition 3 and solve the jigsaw pattern and make a learners to have the semantic word Unlocking Difficulties
of Position Paper. After this, the learners arguable caption (7-10 minutes). webbing activity of the word
will have to share in class the details that “guidelines”.
they got from the video. gty_gay_marriage_rally_ll_130627_16x9_9 B. Teaching/Modelling Have the students look up the meanings of
92.jpg The teacher will have a these expressions in order for them to read
B. Teaching/Modelling discussion of the definition of the the text with greater facility.
The teacher will have a GW500H348.jpg Guidelines in Writing a Position
direct discussion of the definition of a Paper. a. Cubist style
position paper. In JHT10145-kbb-expo15.jpg 1. Choose an issue.
everyday life, people continuously take When choosing one, keep the following
sides and form opinions on guidelines in mind. b. Filtered through the artist’s eyes
B. Analysis
anything that involves them. However, The teacher discuss and explain the The issue
defending your point by different parts of a position paper should be debatable because you won’t be c. Visual argument
simply saying “Because I think so” won’t able to make a stand if the topic
help you make a case. INTRODUCTION is not d. Multiple perspectives
It is therefore important that you learn (interprets, analyzes and explains debatable.
how to properly outline The issue
the source demonstrating your
your thoughts and make valid should be current or relevant. e. Stronghold
knowledge)
arguments. The issue
A position paper presents the should be written in a question from and f. Outrage
BODY (presentation of arguments
writer’s stand or viewpoint on a particular supported BY evidence) answerable by yes or no.
issue. Writing a position paper entails The issue g. Mural
outlining arguments and proposing the CONCLUSION (summarize, restate in a should be narrow and manageable.
course of action; by doing so, you are 2. Begin the writing
forceful manner your position) h. Devastation of war
already taking part in a large debate. It is a process by conducting an in-depth
more complex version of a persuasive research on the issue.
essay, however, a position paper is not an INTRODUCTION i. Commissioned
J. Additional activities for application or essay, but it has a various parts just like the
remediation 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 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?!”
The past decade of the 21st
century has witness earth-shaking changes
in technology development and scientific
progress, yet the increasing energy use
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).
3. Make sure to define
unfamiliar terms when you first mention j. Atrocity
them.
4. Be aware of the
various positions about the issue and k. Imminent
explain and analyze them objectively.
5. Reflect on your l. Critically acclaimed
position and identify its weaknesses.
6. Cite valid and m. Depicts images simultaneously
reliable sources to establish the credibility
of your arguments.
7. View the issue in a n. Assumptions
different perspective so you can present
unique approach. o. Emotional cacophony of war
8.Limit your position
paper in two pages. p. Carnage of war
9. Analyze your target
readers and align your arguments to their
beliefs, needs, interests, and 2. Motivation
motivations.
10. Summarize the What does the painting below illustrate?
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 Guernica by Pablo Picasso (1937) DepEd
and firm one. LM EAPP p.45)
12. Arrange your
evidence logically using an inductive or Interest the students in the role that these
deductive approach. art works played in reacting to socio-
13. Check your political events and advancing the artists’
argument for fallacies and eliminate them. views and positions. Mention the powerful
Fallacies, or errors in reasoning
Victor Hugo novel turned stage play and
weaken your argument.
movie, Les Miserables; silversmith Paul
14. Use ethical, logical,
and emotional appeal. An ethical appeal Revere’s engraving, the Boston Massacre,
relates to your credibility which mainly galvanized the anti-British
and competence as a writer; a Revolution; Francisco Goya’s The Third of
logical appeal refers to a rational approach May1808, the most famous and extreme
in developing an depiction of Napoleon’s execution of
argument; while an emotional Spanish rebels; even Jose Rizal’s Noli Me
appeal uses arguments in a way that Tangere which inspired our own anti-
evokes feelings. Spanish revolution.
C. Guided Practice
The teacher will ask the
learners to choose their partner and begin Motive question
answering the given
Why did Picasso title his painting,
1. REMARKS
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 to learn? Identify what help your institutional supervisors can
2. REFLECTION provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use / discover
which I wish I wish to share with other teachers.
Pursuant of DepEd Order No. 42, s. 2016

Prepared by: Checked by:

JOSEPH I. ANDAGAN IRENE S. VELASCO

Teacher III Principal I