GRADE 1 to 12 School SEPNAS Grade Level 12

DAILY LESSON Teacher Learning Area ENGLISH FOR ACADEMIC AND

GERALDINE D. SARMIENTO
LOG PROFESSIONAL PURPOSES
Teaching Dates and Time OCTOBER 09-13, 2023 Quarter/eek FIRST/1ST SEMESTER/ Week 6
12-HUMSS B (1:00-2:00)
12-HUMSS C (2:00-3:00)
12-HUMSS E (4:00-5:00)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 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 support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

A. Content Standard The learners acquire knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standard The learner produces a detailed abstract of information gathered from the various academic texts read
C. Learning States the thesis statement of an States the thesis statement of States the thesis statement of States the thesis statement of an
Competency/Objectives academic text (CS_EN11/12A- an academic text an academic text academic text (CS_EN11/12A-
Write the LC code for each. EAPP-Ia-c-6) (CS_EN11/12A-EAPP-Ia-c-6) (CS_EN11/12A-EAPP-Ia-c-6) EAPP-Ia-c-6)
Values Integration: Shared Decision Making/Equalized Opportunities
II. CONTENT 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.
Outline and Guidelines in Activities on Outlining Reading
Thesis Statement Elements of Thesis Statement
Writing It Text
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages ADM EAPP Module 2 (pp. 2-6) ADM EAPP Module 2 (pp. 6-12)
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource TV, laptop, powerpoint presentation
IV. PROCEDURES 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 THESIS easy! Review of the previous class THESIS bank! Review of the previous class
 presenting the new lesson Directions: Using the word bank,
Directions: Create a thesis
arrange the main ideas and
statement based on the given discussion discussion
subordinate ideas in order to
information.
create an outline
B. Establishing a purpose for the
lesson
C. Presenting
Presentation of outputs on the
examples/Instances of the new
previous activity
lesson
D. Discussing new concepts and Discussion about Thesis Discussion about Elements of Discussion regarding Outline
practicing new skills # 1 Statement Thesis Statement and Its Guidelines
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery THESIS LIKE IT! OUTLINE in USE! OUTLINE round the world!
(leads to Formative Dirtections: Read the Directions: Read the passage Directions: Using the given
THESIS It!
Assessment 3) paragraph entitled, “The entitled, “The Psychology of information, create an outline on
Directions: Four (4) groups of
Golden Age of Comics”. Fame”. Provide the thesis the “Origins of Writing”
learners will determine the thesis
Identify the thesis statement statement and its outline. Utilize
statement in each text.
using its elements. the guidelines in writing an
outline.
G. Finding practical application of OUTline in USE
concepts and skills in daily Directions: Give at least three (3)
living scenario/s in which outlining is
use
H. Making generalizations and Give insights about the
Write a reflective essay about the Write a reflective essay about
abstractions about the lesson topic discussed
discussion and indicate its
the topic discussed
importance
I. Evaluating learning Directions: Read the article,
Wrigley’s Chewing Gum and
#FINDING THESIS!
make an outline. Consider the
Directions: Read the short
rubric as basis for evaluation:
passages given. Provide the
Format ------------------------ 5
thesis statement in each
Organization ----------------- 5
number.
Quality of Presentation ---- 10
TOTAL------------------------ 20
J. Additional activities for
application or remediation
V. REMARKS English for Academic and Professional Purposes subject is taken only for four (4) times a week with one (1) hour per meeting.
VI. REFLECTION 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 learn? Identify what help your instructional supervisors can 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 with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these 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 to share with
other teachers?

Prepared by: Checked: Recommending Approval: Approved:

GERALDINE D. SARMIENTO SHIELA S. DE GUZMAN, PhD VIRGINIA A. DIOLA TOMAS G. FERRER JR.
Teacher II Subject Group Head- Comm Arts Asst. Principal II School Principal IV