School: WESTERN BICUTAN NATIONAL HIGH SCHOOL Grade Level: 12

GRADES 1 to 12 Teacher: Marvin S. Gonowon Learning Area: English for Academic and
DAILY LESSON LOG Professional Purposes
Teaching Dates and Time: September 18-22, 2023 1STSemester

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards:
B. Performance Standards:
C. MELCS/ MELCS:
Competencies/Objectives: 1. Identify the text structure used in a written text
2. Determine the purpose of a text
3. Organize information in a text
4. Write an academic text with a right structure

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.
Differentiate Language used in Academic Texts from various Discipline
II. CONTENT
Four Types of Speech
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES MODULE
1. Teacher’s Guide Pages

2. Learner’s Materials Pages SLMs,

3. Textbook Pages
4. Additional Materials from POWERPOINT,Google classroom for outputs Youtube, Google Meet App for Online Class
Learning Resource (LR)
portal
B. Other Learning Resources Pictures Projector, speaker laptop Copy of the text PowerPoint presentation
I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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. Reviewing Previous Lesson or 1. Opening Prayer,

 Presenting the New Lesson 2. Thought for the Day
3. Greetings
4. Review of the past lesson (10 Basic Rules of Netiquette)
5. Checking of the assignment (if there’s any)

Let’s remember that an academic text is a reading material that provides information which includes concepts, theories and other information related to the
specific. Proficiency in academic context means effective and efficient use of English for communication and interaction with the print.
Directions: Put the following sentences in the correct order. Number them chronologically. Then arrange them into a logical paragraph.
___ A. Put it on top of the turkey.
___ B. First, get the ingredients, three slices of bread, cooked bacon, turkey,
lettuce, tomato, butter, and mayonnaise.
___ C. Spread the second piece of bread with butter and mayonnaise on both sides.
___ D. Toast the bread if you want.
___ E. A clubhouse sandwich is easy to make.
___ F. Put butter and mayonnaise on the last piece of bread and put it on top of the
sandwich.
___ G. To make the sandwich, spread one piece of bread with butter and
mayonnaise.
___ H. Cut it in half and eat.
___ I. Put a piece of lettuce on the bread, and then a piece of tomato and the
turkey.
___ J. Then, put on bacon, tomato, and lettuce.

B. Establishing a Purpose for the

Lesson
Think of a thesis statement or a topic sentence. Develop it into a paragraph consists of not more than ten sentences. State the
purpose of the text. Write on the space provided.

_____________________________________________________

Purpose of the text: ____________________________________________

C. Presenting Identify which text structure is appropriate to use for each topic sentence to develop into paragraph/s. Write your answer on the space
Examples/Instances of the provided.
Lesson
1. A story about your future dream ________________

2. An incident that taught me a lesson _______________

 3. How to communicate online _______________

4. School life of a Junior and a Senior High School student _______________

5. The things that I always bring in my travel ________________

D. Discussing New Concepts and Processing questions:

Practicing New Skills #1
1. Why is the structure an important feature of an academic writing/text?
2. How will a reader know the author’s purpose in his written text?
3. What makes an academic text interesting to read?
E. Discussing New Concepts and
Practicing New Skills #2 Text structure refers to the way an author arranges information in his writing. Text structure provides the format and enables writers to organize
their thoughts as they write. It also provides the reader a structure in which information can be found and understood while it's being read.

Structure is an important feature of academic writing. A well-structured text enables the reader to follow the argument and navigate the text. In
academic writing a clear structure and a logical flow are imperative to a cohesive text.
An Important feature of academic texts is that they are organised in a specific way; they have a clear structure. This structure makes it easier for
your reader to navigate your text and understand the material better. It also makes it easier for you to organise your material.
The structure of an academic text should be clear throughout the text and within each section, paragraph and even sentence.

Structures of a Specific Academic Text:

1. Examples and illustrations – reinforced by examples, illustrate, support,

and explain the key point.
Illustration - are additional examples, written in story form
2. Narration - sequence of events that tells the reader what happened
3. Description – physical image or a practical view of the topic
4. Process – sequences that describe how an action is done or how
something works, usually chronologically
5. Comparison and contrast – comparison stresses the similarities, contrast
the differences
6. Analogy - explains one thing or procedure in terms of another. It shows
comparison between things that seem to have little in common
7. Cause and effect – presents the reason why a situation took place
8. Classification and division - In classification, alike things are related by
grouping them into classes or groups. In division, a subject is developed through breaking it down into smaller parts.
9. Definition - places a term or idea into a general group then gives
details to differentiate it from others in the same group.
10. Enumeration - list or itemize a set of topics or sequences
F. Developing Mastery
(Leads to Formative Assessment A. Compare and Contrast
3)
On notebook, write the similarities and differences information and demonstration ,as well as, persuasion and entertainment through Venn Diagram
 B. Collaborative Learning Activity
1. The teacher will divide the class into three Groups ; and Three Groups in Online Group using breakaway feature of zoom application.
2.The Teacher will visit each Group for more instructions ; The teacher will visit each breakaway group and will give the questions to be answered.
3. Think time.
4. The group member takes turns verbally giving responses.
5. The secretary will take note of the final answer of the group in each question.
6. The group will choose a member who will report the group’s answer in each question.
Questions:
1. How does speech and Language affects students’ reading comprehension ?
2. How can we provide more emphasis to our speech ?
3. In what way, we can make a live speech we need establish a positive relationship with the audience

Reminders: Watch for your: Words, Actions, Thoughts, Character and Heart
G. Finding Practical Applications
of Concepts and Skills in Daily Directions: Match Column A with Corresponding structure of Text found in Column B. Write your answer on the blank
Living provided.
A B
__1. Presents the reason
why a situation took place. A. Analogy
__2. Extended examples,
presented in story form. B. Enumeration
__3. Itemize a set of topics or
a series of some kind. C. Examples & Illustrations
__4. Explains the nature of something D. Cause and Effect
__5. Provides a physical picture or
a functional view of the topic E. Classification & Division
__6. Develops sequences that describe
how an action is carried out F. Comparison & Contrast
or how something works.
__7. Develops a topic by examining G. Description
its similarities or differences to
another thing, process, or state.
__8. Explains one object or process H. Definition
in terms of another.
__9. Develops the subject by relating I. Process
its parts to wholes
__10. Series of events that tells what J. Narration
Happened K. Persuasion
H. Making Generalizations and Today, I have learned that information, persuasion, demonstration and entertainment, I should
 Abstractions about the Lesson ___________________________________________________________.
-
I. Evaluating Learning
A. Individual Assessment
Provide a brief description (3 sentences may do) of Information, persuasion , demonstration, and entertainment respectively.

B. Group Assessment
Group 1. Make an infographic about the importance of Speech
Group 2. Make a poster showing the relevance of speech
Group 3. Write a short jingle implying 4 types of speech for the Filipino society

Reminders: Watch for your: Words, Actions, Thoughts, Character and Heart.

*A rubric will be given to each group which serves as a scoring guide to evaluate your output, or a project.

JINGLE RUBRICS
J. Additional Activities for Assignment:
Application or Remediation
Make an essay of each of the following :
(Remember to follow the instructions – Your essay should have Introduction, body , and conclusion.)

To Inform
To Persuade
To Demonstrate
To Entertain
V. REMARKS

VI. Reflection

A. No. of learners who earned

80% in the evaluation
B. No. of learners who requires
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
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/supervisor can help
me solve?
G. What innovations or localized
 materials did I used/discover
which I wish to share with
other teachers?

Checked by:

JOYCE V. CUEVA MONALIZA T.MESA R ONALD A. APILLANES

Master Teacher l Head Teacher Vl / Acting Chief for Curriculum Implementation Master Teacher ll

Prepared by:

MARVIN S. GONOWON
English Teacher

DRAMA PRESENTATION RUBRICS

CRITERIA Very Good Good Fair Poor

4 pts 3 pts 2 pts 1 pt.

-well written -nicely written -writing is fair -poor writing

Script -extremely creative -creative -some aspects are creative -not very creative
-suspense and tension -suspense and tension are built -some attempts were made to add -no attempt has been made to add suspense
are built up in a very up well suspense and tension and tension
clever manner

Use of Class Time -group was on task 100% of the time -group was consistently on task -group was sometimes on task during -group had much difficulty staying on task
during work sessions during work sessions work sessions during work sessions
 -students have actually "become" the -students stay in character -students are sometimes in character -students are not commited to their roles
Role Play roles they are playing throughout the scenes and have throughout the scenes -the audience does not believe in the
-actors are 100% believable in their made a strong commitment to -sometimes the actors are believable characters.
roles their roles
-actors are believable

-Many props and costumes were -Props and costumes were used -Some props and costumes were used to -Minimal props and costumes were used to
Props/Costuming included to add to the sense of drama effectively to add to the sense of add to the sense of drama add to the sense of drama
at all times drama

Overall Dramatic Effect -Outstanding Dramatic Performance -Very Good Dramatic -Satisfactory Dramatic Performance -Dramatic Performance Needs More Work
Performance