BATAC NATIONAL HIGH SCHOOL

Lesson Plan in English for Academic and Professional Purposes

School BATAC NATIONAL HIGH SCHOOL Grade Level 12

Teacher MHELROSE GRACE E. UY Learning Area EAPP
Duration 60 mins. Quarter & Week No. Q2, WEEK 8

I. Objectives REMARKS/ANNOTATIONS
RPMS/PPST INDICATORS
Content Standard The learner understands the principles and uses of
surveys, experiments, and scientific observations.
Performance Standard The learner produces a well-written report for various
disciplines.
Learning competencies The learner:
Summarizes findings and executes the report through
narrative and visual/graphic forms
CS_EN11/12A-EAPP-IIa-d-11
Learning Objectives At the end of the session, the students should be able
to:

1. Identify the use of different graphic forms in

summarizing results.
2. Differentiate various graphic forms.
3. Interpret data results using visual/graphic forms
4. Use graphic/visual forms in summarizing results
II. Content/ Subject SUMMARIZING SURVEY USING GRAPHIC FORMS
Matter
A. References  English For Academic and Professional Purposes by
Grace M. Saqueton and marikit Tara A. Uychoco;
Thought and Expression Academic Wrriting by
Flores Abad et al.
B. Other Learning  DepEd Online Learning Resources
Sources
C. Strategies/  Games, Discussions, Powerpoint Presentation
Materials Used
III. Procedures
A. Preparation Preliminaries (5 minutes)
 Universal Prayer
 Greetings and checking of attendance.
 Some announcements/reminders.
B. Activity Activity: Family Feud Indicator 2: Used a range of
(This activity will be flashed in a powerpoint teaching strategies that
presentation) enhance learner
The students will have an activity and they will follow achievement in literacy and
the directions below: numeracy skills

Directions: Indicator 7: Established a

1. The students will be divided into groups. learner-centered culture by
 BATAC NATIONAL HIGH SCHOOL

2. Each group will be given the same question to using teaching strategies
answer. that respond to their
3. Each group will write five (5) possible answers linguistic, cultural, socio-
within 10 seconds. economic and religious
4. The teacher will reveal the top five (5) answers backgrounds.
(that is according to a sample survey).
5. Their points will be according to the correct
answers that they have written.

Sample Question:
Name a food dogs love just as much as humans do.
Top 5 answers (according to a sample survey)
Steak (48)
Chicken (14)
Bread (13)
Hamburger (13)
Cheese (8)

C. Analysis In this part, the teacher will ask questions about the Indicator 3: Applied a range
activity: of teaching strategies to
Guide Questions: develop critical and creative
1. Have you thought about where did we get the thinking, as well as other
answers from the previous activity? higher-order thinking skills
2. What is the reason why we are doing surveys?
3. What is the importance of doing surveys?
4. What are the different types of non-prose texts
and what are their functions?
D. Abstraction The teacher will proceed with the lesson proper by Indicator 1: Applied
introducing what is non-prose text. knowledge of content within
and across curriculum
What is a non-prose text? teaching areas.
Non-prose texts consist of disconnected words and
numbers instead of the sentences and paragraphs. Indicator 2: Used a range of
teaching strategies that
The teacher will now proceed with the different types of enhance learner
non-prose texts and their functions. achievement in literacy and
1. Bar Graph numeracy skills.
2. Histogram
3. Pictograph Indicator 3: Applied a range
4. Line graph of teaching strategies to
5. Pie Graph develop critical and creative
6. Tables thinking, as well as other
higher-order thinking skills
After the different types of non-prose texts, the teacher
will now proceed on how to present survey results using Indicator 7: Established a
non-prose texts. learner-centered culture by
using teaching strategies
The teacher will give some situations and the class will that respond to their
be an interactive discussion. linguistic, cultural, socio-
economic and religious
 BATAC NATIONAL HIGH SCHOOL

Sample situation: Martha conducted a survey that backgrounds.

shows which language is the most interesting to learn Indicator 8: Adapted and
according to the students/classmates at her school. She used culturally appropriate
interviewed 112 students and obtained the following teaching strategies to
results. address the needs of
learners from indigenous
The teacher will now present the process on how to groups.
present survey results in this sample situation.
Indicator 9: Used strategies
Sample process: for providing timely,
accurate and constructive
Make a bar graph of the results showing the percentage feedback to improve learner
of the students in each category. To make a bar graph, performance.
we list the sport categories on the x−axis and let the
percentage of students be represented by the y−axis. Practical Research 1
To find the percentage of students in each category, we Specific MELC: Plans data
divide the number of students in each category by the collection, data gathering
total number of students surveyed. instruments, and analysis
procedures. (CS-RS11-Iva-c-
3)

Practical Research 2
Specific MELC:
Presents and interprets data
in tabular or graphical forms
(CS_RS12-IId-g-2)
E. Application Survey Says Indicator 9: Used strategies
for providing timely,
With the same group from the pre-activity, they will be accurate and constructive
given different tasks to do: feedback to improve learner
Directions: Given the following data, create a respective performance.
graph of each situation.

1. Melissa conducted a survey to answer the

question “What sport do junior high school
students like to watch on TV the most?” She
collected the following information on her data
collection sheet. Make a bar graph of the
results.

2. Samuel conducted a survey to answer the

following question: “What is the favorite kind of
 BATAC NATIONAL HIGH SCHOOL

pie of the people living in my town?” By

standing in front of his grocery store, he
collected the following information on his data
collection sheet: Make a pie chart of the results.

3. Jonas conducted a survey on the total amount

of transportation allowance of all the students
in his Grade 11 class for the ten months of the
school year. He gathered the following data.
Make a line graph of the results.

F. Assignment Conduct a survey and gather answers to the question: Indicator 7: Established a
Who helped you cope with the challenges brought by learner-centered culture by
the new normal in education? using teaching strategies
that respond to their
Then, present the result in any of the non-prose linguistic, cultural, socio-
materials discussed. Write your output in a one-whole economic and religious
sheet of paper. backgrounds.

Prepared by: Checked by:

MHELROSE GRACE E. UY MARLON T. LUMANG

Teacher II Master Teacher I

Approved by:

CONNIE MARIE ANGELIE MAE P. BALIGNASAY

School Principal II
 BATAC NATIONAL HIGH SCHOOL

Lesson Plan in English for Academic and Professional Purposes

School BATAC NATIONAL HIGH Grade Level 10

SCHOOL
Teacher MHELROSE GRACE E. UY Learning Area ENGLISH 10
Date & (February 27, 2024 11:00am Quarter & Week No. Q2, WEEK 5
Duration to 12 NN) 60 mins.

I. Objectives REMARKS/ANNOTATIONS
RPMS/PPST INDICATORS

Content Standard The learner demonstrates communicative

competence through his or her
understanding of literature and other text
types for a deeper appreciation of world
literature, including Philippine Literature.
Performance Organize an independent and systematic
Standard approach to critiquing a selected reading
selection.
Learning The learner:
competencies
Critique a literary selection based on
moralist approach
Learning Objectives At the end of the lesson, the students are
expected to:

1. Identify the characteristics of moralist

approach;
2. Critique a literary selection based on
Moralist approach; and;
3. Do a meaningful task to apply the
characteristics of moralist approach.
II. Content/ FEATURES AND CHARACTERISTICS OF
Subject MORALIST APPROACH
Matter
A. References  SLM Quarter 3 – Module 6: Critique a
Literary Selection Based on Moralist
Approach
B. Other  DepEd Online Learning Resources
Learning
Sources
C. Strategies/  Games, Discussions, Powerpoint
Materials Presentation
Used
III. Procedures
A. Preparation Preparation and Setting In
 Prayer
 Attendance and Classroom Rules
 BATAC NATIONAL HIGH SCHOOL

 Ask the students what makes them

inspired or what motivates them to
study.
 Set the mood of the learners and
remind them that during discussion
of the lesson, everybody should listen
carefully and participate in the
discussion.
B. Activity

C. Analysis

D. Abstraction Discussion of the Lesson

 Discuss carefully the meaning,
characteristics, and features of
moralist approach based on the
previous activity.
 Emphasize in the lesson that judging
literary works by their ethical
teachings and by their effects on
readers is the focus of the moralist
approach.

During Activity
 Give students 3 pictures where they
will apply the concepts of moralist
approach.

 After discussion of the lesson, the

students are encouraged to ask
questions or clarify things about the
characteristics of moralist approach.
E. Application Practice Task
 The teacher will introduce the text
entitled “The Story of the Aged
Mother” by Matsuo Basho. The
teacher will give a short background
of the author and the story.
 The students are instructed to
answer the questions and be ready
for the sharing afterwards.
 The teacher will ask the students
these questions:
 What are the things your mother
has sacrificed for you?
 How do you appreciate your
mother’s sacrifice?
 Are you also willing to take
sacrifice for your mother?

 BATAC NATIONAL HIGH SCHOOL

F. Assignment

Prepared by: Checked by:

MHELROSE GRACE E. UY WHELLALYN G. DULDULAO

Teacher II Academic Head Teacher, JHS

Approved by:

CONNIE MARIE ANGELIE MAE P. BALIGNASAY

School Principal II