School LORETO NHS (A Stand-Alone) SHS Grade Level Grade 11

1st Semester/1st Quarter

Teacher CHARLET T. MONSANTO Learning Area ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES

Teaching Dates and Quarter 1ST QUARTER

Time Sept. 23-Sept 27, 2024

MONDAY / TUESDAY / WEDNESDAY / THURSDAY /

I. OBJECTIVES

A. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read.
The learner

1. Internalizes the vision, mission, objectives and core values of the school.

C. Objectives/ Learning 2. determines the structure of a specific academic text.

Competencies 3. differentiates language used in academic texts from various disciplines.
4. explains the specific ideas contained in various academic texts.
5. uses knowledge of text structure to glean the information he/she needs
6. uses various techniques in summarizing a variety of academic texts
II. CONTENT Reading Academic Texts Reading Academic Texts Reading Academic Texts
III. LEARNING
RESOURCES
C. References
 1. TG/pages
2. LM/pages
3. Textbooks/pages EAPP by WYSON (VIBAL) EAPP by WYSON (VIBAL)p. 2-15 EAPP by WYSON (VIBAL)
4. Additional from
LRMDS portal
D. Other Learning
Resources
IV. PROCEDURES
A. Motivation/Reviewing Think, Group, Share, the students will be Review: let 5 students recite the vision, mission, Review:
previous lesson or grouped into 5 and share their ideas about objectives and core values of the school.
What are the usual features of a textbook?
presenting the new lesson philosophy, vision, mission, objectives and
core values.
B. Establishing purpose of the After they have shared their ideas about what To check learner’s prior knowledge, they are asked to
lesson philosophy, vision, mission, objectives and give ideas about what academic text is.
core values are, each group are going to share
it to the class.
C. Presenting The teacher presents the philosophy, vision, Presentation of the different structure of textbooks in
examples/instances of the mission, objectives and core values of the the Natural and Social Sciences (for STEM) and
new lesson school. Mathematics and Humanities (for ABM).
D. Discussing new concepts Discussion of the philosophy, vision and YOUR OPINION: The teacher provides sample textbook in
and practicing new skills #1 mission of the school. natural science and mathematics and the
Is it acceptable for you to use first person pronouns
students identify the different features
such as I, we, our and us when writing for the natural
present on the sample.
and social sciences and Mathematics and
Humanities?
E. Discussing new concepts Discussion of the objectives and core values of Presentation and discussion of sample textbooks in
and practicing new skills #2 the school. the Natural and Social Sciences and Mathematics
and Humanities.
F. Developing Mastery (Leads Concept mapping: the students will be Short Answers:
to Formative Assessment) grouped and they are going to present the What is the scientific method? What
1. In what ways are the natural sciences and the is its importance in the natural and
difference of philosophy, vision, mission,
social sciences, Mathematics and Humanities social sciences?
objectives and core values using a concept
similar? Different?
map. What is the importance of pictures
2. What is the thesis statement? Why is it in textbooks in the natural and social
important to identify the thesis statement of a sciences?
lesson?
3. Describe the language used in the natural sciences
and the social sciences, Mathematics and What are some good practices in
Humanities. Why do these materials make use of studying math? Explain why they
such a writing style? can potentially work effectively.
What are the elements in math
textbook? How can you effectively
use them?

G. Finding practical As a student, what would be your philosophy, REFLECTION:

applications of concepts and vision, mission, objectives and core values?
skills in daily living Try to think of your reading habit. Do you think that
you ought to read more or less of academic texts?
Provide an explanation for your answer.
H. Making Generalization and What is the importance of having a mission, 1. What are academic texts?
abstractions about the vision, objectives and core values as an
lesson 2. What are the usual parts of a textbook used in the
individual?
natural and the social sciences, Mathematics and
Humanities?
 3. How can knowing the structure of a text help a
reader locate specific information?
I. Evaluation/Assessment Is it important to have a vision, mission, CHALLENGE: use the VENN DIAGRAM
objectives and core values in life?
Look for other textbooks in the natural and the social
sciences, Mathematics and Humanities. Closely
examine them, and see if they share the same features
with the sample presented. if not, try to determine in
what ways they are different, and assess whether you
find these features effective in communicating the
content of the lesson.
J. Additional activities for Assignment: let the students memorize the
application or remediation vision, mission, objectives and core values of
the school.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No of learners who
have caught up with 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/supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers

Prepared & Submitted By: Checked & Approved By:

CHARLET T. MONSANTO LUALHATI B. GUPANA, MAEd
Subject Teacher SCHOOL HEAD
 GRADES 1 to 12 School NORTHEASTERN Grade Level GRADE 11
COLLEGE
DAILY Teach Learning ENGLISH FOR ACADEMIC AND
LESON PROFESSIONAL PURPOSES
LOG DAILY
er
LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL
Area
PURPOSES
3rd

Teaching Dates and Quarter

Time

TUESDAY THURSDAY

I. OBJECTIVES

A. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of

B. Performance Standards academic texts. The learner produces a detailed abstract of information gathered from the various

academic texts read.

C. Objectives/ Learning The learner

Competencies
1. uses various techniques in summarizing a variety of academic texts.
2. states the thesis statement of an academic text.
3. paraphrases/ explains a text using one’s own words.
manner?
II. CONTENT Reading Academic Texts

III. LEARNING RESOURCES

H. Presenting examples/instances of the new One minute paper:
lesson
Students free write on the question”Is it
D. References
important to produce an outline before writing
the actual essay?”
1. TG/pages

2. LM/pages

EAPP by WYSON (VIBAL)

3. Textbooks/pages

4. Additional
from LRMDS
portal

E. Other Learning Resources

IV. PROCEDURES Review:

F. Motivation/Reviewing previous What are the usual features of a

lesson or presenting the new lesson textbook?

How do architects and engineers

G. Establishing purpose of the lesson usually begin their construction of a
building? Why do they begin in this
Reading Academic Texts
Reading Academic Texts

EAPP by WYSON (VIBAL)p. 2-15

EAPP by WYSON (VIBAL)

Presentation: the students presents their

outline on their respective subject areas.

Your Opinion:

The teacher asks the students their ideas

about bibliography.

Discussion on Bibliography list: Traditional

and annotated.
DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
 GRADES 1 to School NORTHEASTERN Grade Level GRADE 11
COLLEGE
12 DAILY LESON Teach Learning ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
LOG
DAILY
er
LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL
Area
PURPOSES
Teaching Dates and
Time Quarter 3rd

TUESDAY THURSDAY

I. OBJECTIVES

K. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of

L. Performance Standards academic texts. The learner produces a detailed abstract of information gathered from the various

academic texts read.

The learner
M. Objectives/ Learning
Competencies 1. summarizes the content of an academic Text.
2. paraphrases/ explains a text using one’s own words.
3. writes a précis/abstract/summary of texts in the various disciplines.
II. CONTENT
R. Presenting examples/instances of the Discussion of paraphrasing and the process of
new lesson Reading Academic Texts paraphrasing.

III. LEARNING RESOURCES

N. References

5. TG/pages

6. LM/pages

EAPP by WYSON (VIBAL)

7. Textbooks/pages

8. Additional
from LRMDS
portal

O. Other Learning Resources

IV. PROCEDURES Try to recall one of the novels or short
stories you have heard. And then on a
P. Motivation/Reviewing previous separate sheet of paper, try to rewrite
lesson or presenting the new lesson the story using your own words.

Did you find the retelling of the story

Q. Establishing purpose of the lesson difficult? Why or why not?

What strategies did you employ in order

to retell the story? Did you find these
strategies helpful?
Reading Academic Texts
Reading Academic Texts

EAPP by WYSON (VIBAL)p. 2-15

EAPP by WYSON (VIBAL)

Review: What is a summary or precis?

Introduction of the lesson about summary or

precis.

Presentation of an excerpt from an

autobiography of an anonymous writer.

Getting married to writing

DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
 GRADES 1 to 12 School NORTHEASTERN COLLEGE Grade Level GRADE 11

DAILY LESON Teacher LOUELLA JASMIN G. LAZARO, LPT Learning Area ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
LOG DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Teaching Dates and Time MARCH 2,3,4,5, AND 6 Quarter 3RD QUARTER – 7TH WEEK
Week 4
MWF (9:00-10:00) (11:00-12:00)

TTH (8:30-10:00) (10:00 – 11:30)

SESSION 1 SESSION 2 SESSION 3

I. OBJECTIVES

The learner
A. Content Standard
understands the principles and uses of a reaction paper/ review critique

B. Performance Standards The learner

 produces an objective assessment of an event, a person, a place or a thing.
 writes a comprehensive review /reaction paper.
-Performance Arts, Play, Dance, Sports, etc.
-Film

-Participation in a religious or community festival

-Art Exhibit
 critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria.
critiques graphic design communication materials such as posters, billboards, commercials, digital and other media.
The learner
1. forms opinions based on facts
C. Objectives/ Learning Competencies 2. cites specific sources to support claims
3. presents ideas convincingly
4. uses the appropriate language for a specific discipline
Writing the Reaction Writing the Reaction Writing the Reaction
II. CONTENT
Paper/Review/Critique Paper/Review/Critique Paper/Review/Critique
III. LEARNING RESOURCES

D. References

9. TG/pages
10. LM/pages
 DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Prepared by: Checked by: Noted by:

LOUELLA JASMIN G. LAZARO, LPT JINKY N. NACARIO, LPT DIONICIO D. VILORIA, Ed. D.
Subject teacher HUMSS Coordinator BEC Principal
 GRADES 1 to 12 School NORTHEASTERN COLLEGE Grade Level GRADE 11

DAILY LESON LOG Teacher LOUELLA JASMIN G. LAZARO, LPT Learning Area ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
Week 5 DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Teaching Dates and Time MARCH 9,10,11,12 and 13 Quarter 3rd QUARTER -8TH WEEK

MWF (9:00-10:00) (11:00-12:00)

TTH (8:30-10:00) (10:00 – 11:30)

SESSION 1 SESSION 2 SESSION 3

SESI. OBJECTIVES

The learner
A. Content Standard
understands the principles and uses of a reaction paper/ review, critique.

B. Performance Standards The learner

 produces an objective assessment of an event, a person, a place or a thing.
 writes a comprehensive review /reaction paper.
-Performance Arts, Play, Dance, Sports, etc.
-Film

-Participation in a religious or community festival

-Art Exhibit
 critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria.
critiques graphic design communication materials such as posters, billboards, commercials, digital and other media.
The learner
1. forms opinions based on facts
2. cites specific sources to support claims
C. Objectives/ Learning Competencies 3. presents ideas convincingly
4. uses the appropriate language for a specific discipline
5. applies the principles of writing effective reviews and critiques
6. writes an objective/balanced review or critique of a work of art, an event or a program
II. CONTENT
Writing the Reaction Paper/Review/Critique Writing the Reaction Paper/Review/Critique Writing the Reaction Paper/Review/Critique
III. LEARNING RESOURCES

D. References

13. TG/pages
 DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Prepared by: Checked by: Noted by:

LOUELLA JASMIN G. LAZARO, LPT JINKY N. NACARIO, LPT DIONICIO D. VILORIA, Ed. D.
Subject teacher HUMSS Coordinator BEC Principal

Camera

iphon
History Screen
e4

Battery
DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
 GRADES 1 to School NORTHEASTERN Grade Level GRADE 12
COLLEGE
12 DAILY LESON Teache Learning ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
LOG r Area
FIRST- Prefinal Examination
Week 8 DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL
Teaching Dates and
PURPOSES
Quarter
Time

MONDAY/THURSDAY TUESDAY/FRIDAY WEDNESDAY/SATURDAY

I. OBJECTIVES

A. Content Standard The learner understands the principles and uses of a concept paper.

The learner produces a well-balanced concept paper in a specific discipline.

B. Performance Standards
The learner….

1. defines what a concept paper is

2. determines the ways a writer can elucidate on a concept by definition, explication and clarification
3. identifies situations in which a concept paper may be effectively used to improve our society
4. comprehends various kinds of concept papers
5. explains and clarifies concepts in fields such as:
a. Art
b. Business
C. Objectives/ Learning
Competencies c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc: Home Economics; Agri. Fishery; I.A; ICT
6. presents a novel concept or project with accompanying visuals/ graphic aids
II. CONTENT
18. LM/pages
Writing Concept Writing Concept Paper
Paper
III. LEARNING EAPP by WYSON EAPP by WYSON (VIBAL)p. EAPP by WYSON
RESOURCES (VIBAL) 2-15 (VIBAL)

D. References

17. TG/pages
Writing Concept Paper
DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
 GRADES 1 to School NORTHEASTERN Grade Level GRADE 12
COLLEGE
12 DAILY LESON Teache Learning ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
LOG r Area
FIRST- Prefinal Examination
Week 8 DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL
Teaching Dates and
PURPOSES
Quarter
Time

MONDAY/THURSDAY TUESDAY/FRIDAY WEDNESDAY/SATURDAY

I. OBJECTIVES

W. Content Standard The learner understands the principles and uses of a concept paper.

The learner produces a well-balanced concept paper in a specific discipline.

X. Performance Standards
The learner….

7. defines what a concept paper is

8. determines the ways a writer can elucidate on a concept by definition, explication and clarification
9. identifies situations in which a concept paper may be effectively used to improve our society
10. comprehends various kinds of concept papers
11. explains and clarifies concepts in fields such as:
j. Art
k. Business
Y. Objectives/ Learning
Competencies l. Law
m. Philosophy
n. Politics
o. Religion
p. Science
q. Sports
r. TechVoc: Home Economics; Agri. Fishery; I.A; ICT
12. presents a novel concept or project with accompanying visuals/ graphic aids
II. CONTENT
22. LM/pages
Writing Concept Writing Concept Paper
Paper
III. LEARNING EAPP by WYSON EAPP by WYSON (VIBAL)p. EAPP by WYSON
RESOURCES (VIBAL) 2-15 (VIBAL)

Z. References

21. TG/pages
Writing Concept Paper
DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
 GRADES 1 to School NORTHEASTERN Grade Level GRADE 12
COLLEGE
12 DAILY LESON Teach Learning ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
LOG
DAILY
er
LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL
Area
PURPOSES
Teaching Dates and
Time Quarter FIRST

MONDAY/THURSDAY TUESDAY/FRIDAY WEDNESDAY/SATURDAY

I. OBJECTIVES

U. Content Standard The learner understands the principles and uses of a position paper.

V. Performance The learner…

Standards
1. presents a convincing position paper based on properly cited factual evidence.

2. produces an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative
works, etc.

The learner…

1. defines what a position paper is

W. Objectives/ Learning 2. identifies situations in which a position paper may be effectively used in our present society
Competencies
3. gathers manifestoes and analyzes the arguments used by the writer/s

4. defends a stand on an issue by presenting reasonable arguments supported by properly-cited factual evidences

II. CONTENT enumerating these problems

Writing the Position Paper Writing the Position Paper
on the left side and then your
III. LEARNING RESOURCES opinion on the right.

X. References

25. TG/pages

26. LM/pages

27. Textbooks/pages EAPP by WYSON (VIBAL) EAPP by WYSON (VIBAL)p. 2-15

28. Additional
from LRMDS
portal

Y. Other Learning Resources

IV. PROCEDURES
Let us see if students are aware of the current Review: What is an editorial?
events that is happening in our country.
Z. Motivation/Reviewing previous
lesson or presenting the new lesson

Think of at least three problems that trouble

the Philippine society today. Use the table in
 Writing the Position
Paper

EAPP by WYSON (VIBAL)

Passing of the first draft of the

editorial for the revision of the work
of the students.
DAILY LESSON LOG – ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES