School MAYOR RAMON A. BENJAMIN SR.

NHS Grade Level XI

DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Time 08/05/2024 – 08/09/2024 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
B. Performance
The learner produces a detailed abstract of information gathered from the various academic texts read
Standard
C. Learning Competency TOWN FIESTA CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia-
/ Objectives c-1: determines the c-1: determines the c-1: determines the c-2: differentiates language
structure of a specific structure of a specific structure of a specific used in academic texts
academic text academic text academic text from various disciplines

II. CONTENT Language Used in Language Used in Language Used in Language Used in
Academic Text Academic Text Academic Text Academic Text
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from LR
Portal
B. Other Learning Ybañez, Actub, et al. Ybañez, Actub, et al. Ybañez, Actub, et al. Ybañez, Actub, et al.
Resource English for Academic and English for Academic and English for Academic English for Academic and
Professional Purposes Professional Purposes and Professional Professional Purposes
Quarter 1 – Module 1: Quarter 1 – Module 1: Purposes Quarter 1 – Module 1:
Reading Academic Texts. Reading Academic Texts. Quarter 1 – Module 1: Reading Academic Texts.
Reading Academic
Texts.
III. PROCEDURE
A. Reviewing previous The teacher will asked the Teacher will review
lesson or presenting the students to define the the prior discussion
new lesson word “Language”
B. Establishing a purpose Ask the students what
for the lesson language they know.
C. Presenting Ask the students to
examples/Instances of enumerate some
the new lesson importance of Language
D. Discussing new
Processing of their
concepts and practicing
new skills # 1 answers.
E. Discussing new
Discussion of the lesson
concepts and practicing
new skills # 2 on Academic Language
F. Developing mastery
(leads to Formative Oral recitation
Assessment 3)
G. Finding practical Seeking for a job
application of concepts interview, recitations
and skills in daily living during class discussions
and putting your orders.
H. Making generalizations Asked:
and abstractions about What is the impact of
the lesson Academic language in our
daily lives?
I. Evaluating learning Activity Activity
Students will read and Read the Article written
answer the questions by Sharon Housley in
below. 1. What is the 2012. Then, extract the
easiest writing assignment essential statements of
you have done so far? the Introduction, Body
2. How about the most and Conclusion.
difficult writing
assignment you have
done?
3. Based on your answer,
what do you think is
academic writing and its
differences from other
 kinds of writing?

Using the Venn diagram,

students will compare and
J. Additional activities for contrast the
application or remediation characteristics of
academic texts from non-
academic texts.

Students demonstrated a strong understanding of the key components of academic text structure, particularly the importance of clear
IV. REMARKS introduction, well- developed body paragraphs and concise conclusion. They were able to identify these elements in sample texts and apply it
to their writing.
Teaching text structure has been a valuable learning experience for both myself and my students. By fostering their understanding of the
V. REFLECTION fundamental principles of academic writing. I am confident that they will be better equipped to communicate their ideas effectively and
succeed in their academic endeavours.
ABM 11
A. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
B. No. of learners who require NONE
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 NONE
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 by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher III Principal I
 School RAMON A. BENJAMIN SR. NHS Grade Level XI
DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Time 08/12/2024 – 08/16/2024 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
C. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
D. Performance
The learner produces a detailed abstract of information gathered from the various academic texts read
Standard
C. Learning Competency CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia-c- CS_EN11/12A-EAPP-Ia-c-
/ Objectives c-3: explains the specific c-4: uses knowledge of c-4: uses knowledge of 5: uses various techniques 5: uses various techniques
ideas contained in various text structure to glean the text structure to glean the in summarizing a variety in summarizing a variety
academic texts information he/she needs information he/she needs of academic texts of academic texts

II. CONTENT Techniques in Techniques in

Text Structures Text Structures Text Structures summarizing academic summarizing academic
text text
III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide
pages
6. Learner’s Materials
pages
7. Textbook pages
8. Additional
Materials from LR
Portal
D. Other Learning Ybañez, Actub, et al. Ybañez, Actub, et al. Ybañez, Actub, et al. Ybañez, Actub, et al. Ybañez, Actub, et al.
Resource English for Academic and English for Academic and English for Academic and English for Academic and English for Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1:
Reading Academic Texts. Reading Academic Texts. Reading Academic Texts. Reading Academic Texts. Reading Academic Texts.
III. PROCEDURE
J. Reviewing previous What do we mean by Brief review of the Brief review of the Let’s the students recall
lesson or presenting the
 new lesson previous discussion how much they’ve learned
“TEXT? previous lesson.
in the previous lesson.
K. Establishing a purpose Activity 1. pg. 17(EAPP
for the lesson Module)
Let the students define the Student will match the
given word. group of words in Column
A to their meanings in
Column B.
L. Presenting Students will try to recall
examples/Instances of one of the novels or short
the new lesson stories discussed in one of
their previous classes in
English; they will choose
Ask the students “How do
one selection out of the
we write an effective
several they tackled
paragraph and essays?”
throughout their school
life. Then, on a separate
sheet of paper, they will
try to rewrite the story
using their own words.
M. Discussing new Discussion of the topic on
concepts and practicing Let the students briefly Techniques in
new skills # 1 explain their answers. Summarizing Academic
Texts
N. Discussing new Discussion of the lesson
concepts and practicing on Text Structures:
new skills # 2 Narrative, Chronological,
Processing of students’ process or sequence,
answers. cause and effect, problem
and solution, comparison
and contrast and
description/definition.
O. Developing mastery Group Activity: The Oral Recitation ACTIVITY 1
(leads to Formative students will explain how Students will summarize
Assessment 3) the given text was the texts by completing
organized. the sample graphic
organizer given by the
teacher.
Essay 1: Importance of
 Education
Essay 2: Why is
Education Important in
Our Society

P. Finding practical
Writing effective
application of concepts
and skills in daily living paragraphs and essays.
Q. Making generalizations
Guided Questions
and abstractions about
the lesson
R. Evaluating learning Activity
Students will answer the
ff. questions.

Writing Activity: Write a

S. Additional activities for
250-word essay and use at
application or
remediation least two (2) text
structures.
One of the highlights of the lesson was the interactive activities that encourage students to identify text structures in different types of texts.
IV. REMARKS
These activities promoted active participation and critical thinking, helping students grasp the concept effectively.
I was particularly impressed with how students engaged in discussion and successfully identified text structures in diverse text. Their ability to
V. REFLECTION
apply this knowledge in practical exercises showcased their growth in this area.
ABM 11
H. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
I. No. of learners who require NONE
additional activities for
remediation who scored
below 80%
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
 K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Time 08/19/2024 – 08/23/2024 Quarter First
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
E. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
F. Performance
The learner produces a detailed abstract of information gathered from the various academic texts read
Standard
C. Learning Competency Uses various techniques Uses various techniques Uses various techniques Uses various techniques Uses various techniques
/ Objectives in summarizing a variety in summarizing a variety in summarizing a variety in summarizing a variety in summarizing a variety
of academic texts- of academic texts- of academic texts- of academic texts- of academic texts-
CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia-
c-5 c-5 c-5 c-5 c-5

II. CONTENT Techniques in Techniques in Techniques in Techniques in Techniques in

summarizing academic summarizing academic summarizing academic summarizing academic summarizing academic
text text text text text
III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide
pages
10. Learner’s Materials
pages
11. Textbook pages
12. Additional
Materials from LR
Portal
F. Other Learning Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Resource Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1:
Reading Academic Texts. Reading Academic Texts. Reading Academic Texts. Reading Academic Texts.
III. PROCEDURE
T. Reviewing previous Activity. The teacher will ask The teacher will ask
lesson or presenting the Direction: Students will students about the students about the
new lesson try to recall one of the previous discussion about previous discussion about
novels or short stories the techniques in the techniques in
they discussed in one of summarizing academic summarizing academic
their previous classes in texts. texts.
English; They will choose
one selection out of the
several they tackled
throughout their school
life. Then, on a separate
sheet of paper, they will
try to rewrite the story
using their own words.
U. Establishing a purpose Teacher will encourage
for the lesson students to read their
output.
V. Presenting After students read their
examples/Instances of output. The teacher will
the new lesson ask the following
questions.

1. Did you find the

retelling of the story
difficult? Why or why
not?
2. What strategies did
you employ in order to
retell the story? Did you
find these strategies
helpful? Why or why
not?
W. Discussing new The teacher will discuss
concepts and practicing the new lesson about
new skills # 1 Techniques in
Summarizing Academic
Texts
X. Discussing new The teacher will continue
concepts and practicing discussing the lesson
 new skills # 2 about Techniques in
Summarizing Academic
Texts
Y. Developing mastery Activity.
(leads to Formative Directions: The students
Assessment 3) will read the text given by
the teacher and they write
a 3-5 sentence summary
of the following text using
any of the techniques
mentioned in the
discussion.
Z. Finding practical The teacher will ask
application of concepts students to create a
and skills in daily living sentences using the
techniques in
summarizing and
academic texts
AA. Making generalizations The teacher will ask
and abstractions about students what are the
the lesson techniques used in
summarizing academic
texts and how these
techniques help them in
organizing their ideas in
summarizing academic
texts.
BB. Evaluating learning Assessment.
Direction: Students will
read the text entitled
“From the Autopsy
Surgeon’s Report” and
they will answer the
questions that follow.
CC. Additional activities for
The teacher will follow up
application or
remediation the said activity.
One of the highlights of the lesson was the interactive activities that encourage students to identify techniques in summarizing academic texts.
IV. REMARKS
These activities promoted active participation and critical thinking, helping students grasp the concept effectively.
 I was particularly impressed with how students engaged in discussion and successfully identified the techniques in summarizing academic
V. REFLECTION
texts and how it is used in diverse text. Their ability to apply this knowledge in practical exercises showcased their growth in this area.
ABM 11
O. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
P. No. of learners who require NONE
additional activities for
remediation who scored
below 80%
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who NONE
continue to require
remediation
S. Which of my teaching
strategies worked well?
Why did these work?
T. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
U. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I
 School RAMON A. BENJAMIN SR. NHS Grade Level XI
DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Time 08/26/2024 – 08/31/2024 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
G. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
H. Performance
The learner produces a detailed abstract of information gathered from the various academic texts read
Standard
C. Learning Competency States the thesis statement States the thesis statement
States the thesis statement of an academic text- of an academic text- Paraphrase /explains a Paraphrase /explains a text
/ Objectives
of an academic text- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- text using one’s own using one’s own words-
CS_EN11/12A-EAPP-Ia- c-6: c-6 words- CS_EN11/12A- CS_EN11/12A-EAPP-Ia-
c-6 EAPP-Ia-c-7 c-7
II. CONTENT Thesis Statement Thesis Statement Thesis Statement Paraphrasing Paraphrasing
III. LEARNING
RESOURCES
G. References
13. Teacher’s Guide
pages
14. Learner’s Materials
pages
15. Textbook pages
16. Additional
Materials from LR
Portal
H. Other Learning Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Resource Academic and Academic and Academic and Academic and Academic and Professional
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Purposes
Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module 2:
Identifying Thesis Identifying Thesis Identifying Thesis Identifying Thesis Identifying Thesis
Statement and Outlining Statement and Outlining Statement and Outlining Statement and Outlining Statement and Outlining
Reading Text Reading Text Reading Text Reading Text Reading Text
III. PROCEDURE
DD. Reviewing previous What do we mean by Brief review on the Brief review on the Brief review on the
lesson or presenting the
 new lesson previous lesson on Thesis previous lesson.
“Thesis? previous lesson.
Statement
EE. Establishing a purpose Let the students define the Ask the students to write
for the lesson given word. their own statement.
FF. Presenting Answer the following
examples/Instances of questions:
the new lesson
Let the students identify
Ask the students to define 1. What is
whether their statements
“Thesis Statement” PARAPHRASING?
are good thesis statement.
2. What are the different
ways in paraphrasing?
GG. Discussing new
Let the students briefly Let the students process
concepts and practicing
new skills # 1 explain their answers. their answers.
HH. Discussing new The teacher will show
concepts and practicing some examples of
new skills # 2 paraphrasing.
Example 1
Discussion of the lesson Original: Giraffes like Acacia
Processing of students’ Discussion of the topic
on the key features of a leaves and hay and they can
answers. paraphrasing consume 75
thesis statement
pounds of food a day.
Paraphrase: A giraffe can eat up
to 75 pounds of Acacia leaves
and hay
everyday.
II. Developing mastery Guided Questions Practice paraphrasing the
(leads to Formative following sentences:
Assessment 3) 1. We need more proof that
active learning really works.
Individual Activity: 2. They will build a huge
Oral Recitation Activity
TRUE or FALSE medical center on the old site in
the near future.
3. The organizers cancelled the
talk because the main speaker
was ill.
JJ. Finding practical
Writing effective Writing effective
application of concepts
and skills in daily living paragraphs and essays. paragraphs and essays.
KK. Making generalizations Let the students sum up Guided Questions
and abstractions about the lesson.
 the lesson
LL. Evaluating learning Activity Seatwork Quiz
MM. Additional activities
for application or
remediation
This lesson on thesis statement was a productive and enlightening session. We delved into a vital aspect of academic writing, emphasizing the
IV. REMARKS significance of a clear and well-structured thesis statement. As lesson progressed, it was evident that students improve their ability to
formulate concise and effective thesis statements. This progress is a positive sign of their development as writers and critical thinkers.
One highlight of the lesson was the engaging class discussion where students shared their thesis statement and provided constructive feedback
V. REFLECTION
to one another. This collaborative approach encouraged critical thinking and improved their thesis-writing skills.
ABM 11
V. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
W. No. of learners who require NONE
additional activities for
remediation who scored below
80%
X. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
Y. No. of learners who continue NONE
to require remediation
Z. Which of my teaching
strategies worked well? Why
did these work?
AA. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
BB. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

 Teacher Learning English for Academic and
DAILY SHARMAINE T. TACUYAN
Area Professional Purposes
LESSON LOG Teaching Dates / Time 09/02/2024 – 09/06/2024 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
I. Content Standard The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
J. Performance
The learner produces a detailed abstract of information gathered from the various academic texts read
Standard
C. Learning Competency Paraphrase /explains a Paraphrase /explains a 0utlines reading texts in 0utlines reading texts in 0utlines reading texts in
/ Objectives text using one’s own text using one’s own various disciplines various disciplines various disciplines
words- CS_EN11/12A- words- CS_EN11/12A- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia-
EAPP-Ia-c-7 EAPP-Ia-c-7 c-8 c-8 c-8
II. CONTENT Paraphrasing Paraphrasing Outlining Outlining Outlining
III. LEARNING
RESOURCES
I. References
17. Teacher’s Guide
pages
18. Learner’s Materials
pages
19. Textbook pages
20. Additional
Materials from LR
Portal
J. Other Learning Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Resource Academic and Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module 2:
Identifying Thesis Identifying Thesis Identifying Thesis Identifying Thesis Identifying Thesis
Statement and Outlining Statement and Outlining Statement and Outlining Statement and Outlining Statement and Outlining
Reading Text Reading Text Reading Text Reading Text Reading Text
III. PROCEDURE
NN. Reviewing previous Review on the previous Brief review of the Review on the previous Brief review on
lesson or presenting the lesson on Thesis previous lesson. lesson on Paraphrasing identifying main topic and
new lesson
 Statement supporting details.
OO. Establishing a purpose Show two different Ask the students to define Show an example of an
for the lesson Present a video clip.
sentences. “Paraphrasing” outline.
PP. Presenting Ask the students to Ask the students to
examples/Instances of Let the students briefly Let the students take
differentiate the two identify what is being
the new lesson explain their answers. down notes.
sentences. shown.
QQ. Discussing new
Let the students briefly Discussion of main topic
concepts and practicing
new skills # 1 explain their answers. and supporting details.
RR. Discussing new Discussion of the lesson
concepts and practicing Processing of students’ Discussion of the lesson Discussion of the lesson
on Paraphrasing
new skills # 2 answers. on Outlining. on Outlining.
Techniques
SS. Developing mastery
(leads to Formative Guided Questions Oral Recitation Oral Response Guided Questions
Assessment 3)
TT. Finding practical
Writing effective Writing effective Writing effective Writing effective
application of concepts
and skills in daily living paragraphs and essays. paragraphs and essays. paragraphs and essays. paragraphs and essays.
UU. Making generalizations Let the students
and abstractions about Let the students sum up Let the students simplify
Guided Questions generalize the whole
the lesson the lesson. the lesson.
lesson.
VV. Evaluating learning Seatwork Writing Activity Activity Seatwork Quiz
WW. Additional activities Review on the previous Brief review on
Brief review of the Review on the previous
for application or lesson on Thesis identifying main topic and
remediation previous lesson. lesson on Paraphrasing
Statement supporting details.
The majority of the students showed a solid understanding of paraphrasing and outlining , successfully rewording the text with accurate
IV. REMARKS interpretations and identified and arranged the main concepts and supporting information logically, showcasing a comprehensive
understanding of the content.
Majority of the students successfully grasped the concept of paraphrasing. They were able to convey the meaning of the text in their own
V. REFLECTION words and effectively outlined the reading texts, displaying a commendable ability to recognize and structure the main ideas and supporting
information in a logical and coherent manner.
ABM 11
CC. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
DD. No. of learners who require NONE
additional activities for
remediation who scored
below 80%
EE. Did the remedial lessons
 work? No. of learners who
have caught up with the
lesson
FF. No. of learners who NONE
continue to require
remediation
GG. Which of my teaching
strategies worked well?
Why did these work?
HH. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
II. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

 Teacher Learning English for Academic and
SHARMAINE T. TACUYAN
DAILY Area Professional Purposes
LESSON LOG Teaching Dates / Quarter
09/09/2024 – 09/13/2024 First
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
K. Content Standard The learner understands the principles and uses of a reaction paper/ review/ critique
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.
L. Performance  Film
Standard  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.
C. Learning Competency Forms opinions based on Forms opinions based on Cites specific sources to Cites specific sources to Cites specific sources to
/ Objectives facts facts support claims support claims support claims
CS_EN11/12A-EAPP-Id- CS_EN11/12A-EAPP-Id- CS_EN11/12A-EAPP-Id- CS_EN11/12A-EAPP-Id- CS_EN11/12A-EAPP-Id-
f-11 f-11 f-12 f-12 f-12
II. CONTENT Objective Assessment Objective Assessment Objective Assessment Objective Assessment Objective Assessment
III. LEARNING
RESOURCES
K. References
21. Teacher’s Guide
pages
22. Learner’s Materials
pages
23. Textbook pages
24. Additional
Materials from LR
Portal
L. Other Learning Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Resource Academic and Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3:
Objective Assessment Objective Assessment. Objective Assessment Objective Assessment Objective Assessment
III. PROCEDURE
XX. Reviewing previous Review on the previous
lesson or presenting the Review on the previous
lesson on Objective
new lesson lesson on Paraphrasing
Assessment
YY. Establishing a purpose Students take a look at the Students presenting their
for the lesson picture on page 5 of their Processing students’ activity given by the
module. answers teacher from the previous
meeting.
ZZ. Presenting Teacher ask the following
examples/Instances of questions.
the new lesson Teacher processing
What can you say about
students’ answers from
it? List down what you
activities given to them
think in the dialogue box
given below.
AAA. Discussing new From the text about the
concepts and practicing “The Digital Divide: The
new skills # 1 Students answer the Challenge of Technology
Students do the following Activity 1: What do you and Equity” the students
activity in their activity think about Technology? summarize the text by
notebook. Express your opinions completing the given
about it. ORGANIZER with details
about the text.

BBB. Discussing new Teacher ask the following

concepts and practicing questions
new skills # 2 1. What are your bases of
listing down those words?
2. Are the words in your Processing students’
list based on facts? How answers
do you know?
3. Do you consider your
list as your opinions?
Why?
CCC. Developing mastery Teacher discuss some
(leads to Formative examples of phrases used .
Assessment 3) in presenting an opinion
DDD. Finding practical Teacher ask students how Based from the listed
application of concepts technology helps in daily opinions and gathered
and skills in daily living lives. facts that support students
opinions, they will start
 presenting their ideas to
convince others to agree
with them.
EEE. Making Teacher ask the following
generalizations and questions.
abstractions about the 1. Do you agree with the
lesson text says?
2. What is assessment of
the text?
FFF. Evaluating learning Students’ Activity
Directions: Write an
objective assessment of
the text that you have
read. Use the given
outline guide below to
organize your ideas. You
can use a scratch paper
first before you finalize
your outline. Write your
final outline in your
activity notebook.
Students will do the Students will read the
activity Text about the “The
Directions: Research Digital Divide: The
online or some books for Challenge of Technology
GGG. Additional activities
facts to support your and Equity”
for application or Quiz
remediation opinions. Write the
FACTS in the second
column and explain how
these facts support your
opinions
The majority of the students showed a solid grasp of connecting factual details to form opinions. They were able to articulate their thoughts
IV. REMARKS coherently, utilizing the given facts to support their ideas. These students actively displayed a willingness to consider different perspectives
while presenting their opinions.
I observed that most of the students showed commendable progress in grasping the concept of grounding their opinions in factual information.
V. REFLECTION
They demonstrated an understanding of distinguishing between opinions and facts, and effectively used evidence to support their views.
ABM 11
JJ. No. of learners who earned
80% in the evaluation GAS 11
HUMSS 11
 SMAW 11
KK. No. of learners who require NONE
additional activities for
remediation who scored
below 80%
LL. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
MM. No. of learners who NONE
continue to require
remediation
NN. Which of my teaching
strategies worked well?
Why did these work?
OO. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
PP. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I
 School RAMON A. BENJAMIN SR. NHS Grade Level XI
DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Quarter
09/30/2024 – 10/04/2024 Second
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
M. Content Standard The learner understands the principles and uses of a reaction paper/ review/ critique
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.
N. Performance  Film
Standard  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.
C. Learning Competency Uses appropriate critical Uses appropriate critical Uses appropriate critical Uses appropriate critical Uses appropriate critical
/ Objectives approaches* in writing a approaches* in writing a approaches* in writing a approaches* in writing a approaches* in writing a
critique such as critique such as critique such as critique such as critique such as
formalism, feminism, etc. formalism, feminism, etc. formalism, feminism, etc. formalism, feminism, etc. formalism, feminism, etc.
CS_EN11/12A-EAPP-Id- CS_EN11/12A-EAPP-Id- CS_EN11/12A-EAPP- CS_EN11/12A-EAPP- CS_EN11/12A-EAPP-
f-16 f-16 Id-f-16 Id-f-16 Id-f-16
II. CONTENT Approaches in Literary Approaches in Literary Approaches in Literary Approaches in Literary Approaches in Literary
Criticism Criticism Criticism Criticism Criticism
III. LEARNING
RESOURCES
M. References
25. Teacher’s Guide
pages
26. Learner’s Materials
pages
27. Textbook pages
28. Additional
Materials from LR
Portal
N. Other Learning Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Resource Academic and Academic and Academic and Academic and Academic and
 Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3:
Approaches in Literary Approaches in Literary Approaches in Literary Approaches in Literary Approaches in Literary
Criticism Criticism Criticism Criticism Criticism
III. PROCEDURE
HHH. Reviewing previous Review on the previous Review the previous
lesson or presenting the Quick review of the
lesson on objectives lesson on approaches in
new lesson previous discussion
assessment literary criticism
III. Establishing a purpose Ask the students why they
for the lesson think of when they heard
the word “criticism”
JJJ. Presenting Let the students
examples/Instances of enumerate words related
the new lesson to Literary Criticism.
KKK. Discussing new The teacher will show a Teacher will discuss the
concepts and practicing dialogue to the students limitations of each
new skills # 1 and ask the following approach and the
questions: importance of choosing
The teacher will use
1. Was the response of the the most appropriate lens
examples from literary
student appropriate? for a particular text.
works to illustrate how
Why?
each approach might be
2. What kind of language
applied
should the student use?
3. What are the things to
consider when you want
to express your thoughts?
LLL. Discussing new Discussion on the Encourage discussion and
concepts and practicing different approaches in debate among students
new skills # 2 writing a critique about the different
(Formalism, Feminism, interpretations generated
and Marxism, etc.) by the various approaches
MMM. Developing mastery Let the students read the
(leads to Formative excerpt of “Ang Bayan
Assessment 3) Muna Bago ang Sarili”
and let them analyse or
examine what critical
approaches did the
writer/author used.
NNN. Finding practical The teacher will divide
 application of concepts students into groups of 3-
and skills in daily living 4, provide each group
with a handout containing
an excerpt from literary
text, and assign each
group to analyse the text
using their assigned
approach.
OOO. Making The teacher will ask the
generalizations and Student’s activity. students the following of
abstractions about the Approaches in Literary questions:
lesson Criticism 1. What are the different
Directions: Summarize approaches used academic
what you have read by writing.
completing the table with 2. Why one must use
what you understood. appropriate language for a
specific discipline?
PPP. Evaluating learning The teacher will collect
written analysis from each Quiz
group for assessment.
QQQ. Additional activities
for application or
remediation
The group activity was particularly successful in fostering active learning and collaborative analysis. Students will able to share their
IV. REMARKS
perspectives and engage in meaningful discussions about the different interpretations generated by each approach.
The lesson effectively introduced students and their value in understanding literature and the use of concrete examples and group activities
V. REFLECTION
helped to make the abstract concepts more tangible and accessible.
ABM 11
QQ. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
RR. No. of learners who require NONE
additional activities for
remediation who scored
below 80%
SS. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
TT. No. of learners who NONE
continue to require
 remediation
UU. Which of my teaching
strategies worked well?
Why did these work?
VV. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
WW. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

 Teacher Learning English for Academic and
SHARMAINE T. TACUYAN
DAILY Area Professional Purposes
LESSON LOG Teaching Dates / Quarter
10/07/2024 – 09/11/2024 Second
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner understands the principles and uses of a position paper
B. Performance
The learner presents a convincing position paper based on properly cited factual evidence
Standard
C. Learning Competency Defines what a position Defines what a position Identifies situations in Identifies situations in Identifies situations in
/ Objectives paper - CS_EN11/12A- paper - CS_EN11/12A- which a position paper which a position paper which a position paper
EAPP-IIa-d-1 EAPP-IIa-d-1 may be effectively used in may be effectively used in may be effectively used in
our present society- our present society- our present society-
CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP-IIa-
d-2 d-2 d-2
II. CONTENT Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LR Portal
B. Other Learning Resource Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Academic and Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4:
Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper
III. PROCEDURE
A. Reviewing previous Motive Question:
lesson or presenting the new Motive Question: How can position paper
lesson Review the previous
What are the current be used to promote social
lesson
issues in the Philippines? change or address
complex issues?
B. Establishing a purpose for Ask the students to define Processing students
the lesson what a position or stand in
answers
a certain topic is?
C Presenting Let the students
examples/Instances of the enumerate ways on how
new lesson to convince their readers
to believe them?
D. Discussing new concepts Discussion on the Discuss to the students the Discuss to the students the
and practicing new skills # 1 definition of Position common types of a importance of position
Paper position paper. paper in the society.
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery Guide Questions:
(leads to Formative 1. What is the primary
Assessment 3) purpose of position paper?
2. How can a position
paper be used to
Oral Response
effectively advocate for a
a particular viewpoint?
3. Can position paper help
us to find solutions to
global problems?
G. Finding practical Exercises / Activities for
application of concepts and students
skills in daily living
Directions: Open the
following links and read
about the “Dolomite
Writing a position paper Project in Manila Bay”.
Write your Position Paper
regarding the topic
afterward. To those who
do not have access to the
internet, you may read the
article provided .
H.Making generalizations
Let the students simplify
and abstractions about the
lesson the lesson.
I. Evaluating learning Activity Guide Questions:
1. What is a Position
 Paper?
2. What are the Elements
of a position paper?
3. At which element of the
Position Paper, the author
should state his/ her
Thesis Statement? Quiz
4. Which element of the
Position Paper should the
author incorporate the
shreds of evidence
supporting his claim?
5. What should be written
in the Concluding
paragraph of the Position
Paper?
V. Rubrics for
Ask the students to define Let students summarize
J. Additional activities for
application or remediation
what a position or stand in what have they learned in
a certain topic is? the lesson.
Most of the students actively engaging in the discussion. Showing their understanding by having participated in activities and by giving their
IV. REMARKS
own ideas about the topic position paper.
I observed that the students are more active in participation if it is engage to the real life scenarios, collecting their ideas about the importance
V. REFLECTION
of position paper made me think that they are unique individual with different perspectives, full various ideas and knowledge about the topic.
ABM 11
A. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
B. No. of learners who require NONE
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 NONE
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 by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Quarter
10 /14/2024 – 10/18/2024 Second
Time
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Brgy. Fiesta Parade and
Playground
Demonstration
A. Content Standard The learner understands the principles and uses of a position paper
B. Performance Produces an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative
Standard works, etc.
C. Learning Competency Gathers manifestoes and Gathers manifestoes and Gathers manifestoes and Gathers manifestoes and
/ Objectives analyzes the arguments analyzes the arguments analyzes the arguments analyzes the arguments
used by the writer/s- used by the writer/s- used by the writer/s- used by the writer/s-
CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP- CS_EN11/12A-EAPP-
d-3 d-3 IIa-d-3 IIa-d-3
II. CONTENT Analyzes the arguments Analyzes the arguments Analyzes the arguments Analyzes the arguments
used by the writer/s used by the writer/s used by the writer/s used by the writer/s
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LR Portal
B. Other Learning Resource Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Academic and Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4:
Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper
III. PROCEDURE
A. Reviewing previous
Review the previous
lesson or presenting the new
lesson lesson
B. Establishing a purpose for Ask the students, what is
the lesson claim.
C Presenting
Processing students
examples/Instances of the
new lesson answers
D. Discussing new concepts Discuss to the students the
and practicing new skills # 1 claim of, value and policy
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery Exercises / Activities Analyze the arguments
(leads to Formative A. Directions: Analyze used by the writer in the
Assessment 3) the arguments presented following manifestoes by
by the writer in the underlining it. Then, state
following whether it is the Claim of
manifestoes by Fact, Claim of Value or
underlining it. Claim of Policy.
1. COVID-19 pandemic _______ 1. Democratic
has opened a wide array government is the most
of digital desirable system of
Entrepreneurship government ever since.
opportunities to many of _______ 2. Music heals
the Filipinos. the grieving soul.
2. Traditional _______ 3. Social Media
entrepreneurs have Marketing should be
suffered a great loss from legislated to avert
their sales scammers.
because of this COVID- _______ 4. Modular and
19 pandemic. Blended Learning
3. Today’s entertainment Modality is the safest
shows are virtually Learning Delivery
accessible anywhere. Modality at this time of
4. Distance Learning pandemic than Face-to-
Delivery Modality has Face learning delivery.
reminded parents of their _______5. Covid-19
parental responsibility in pandemic is a marketing
the education of their strategy of pharmaceutical
children at home. companies.
5. Rap music is the best _______ 6. Isolation of
music ever. Covid-19 patients in
quarantine facilities
promotes self-worth and
spiritual strength.
7
_______ 7. The
 government should
address the internet
connection problem of the
country in a more precise
policy.
_______ 8. Exercising
regularly is better than
skipping meals to weigh
down.
_______ 9. Child
Protection Policy
prompted the increasing
number of Juvenile
Delinquencies.
_______ 10. Marijuana,
for medical purposes,
should be legalized.
G. Finding practical Let the students make
application of concepts and sentences/statements
skills in daily living using the three types of
Oral Recitation
claims: claim of fact,
claim of value and claim
of policy.
H.Making generalizations Guide Questions
and abstractions about the 1. What is an argument?
lesson 2. How many types of
Claims are there?
3. What is the clue word
for the Claim of Policy?
4. What is the clue word
or manner to determine
the Claim of Value?
5.How do you
differentiate the Claim of
Fact from other Claims?
6. When can you say that
a statement or text is
argumentative?
I. Evaluating learning Directions: State whether
 the argument is a Claim of
Fact, a Claim of Value or
a Claim of Policy
1. Working smarter
guarantees success faster
than working harder.
2. A Work from Home
guidelines should be
strictly observe
particularly
in places where cases of
COVID-19 are high.
3. Apples are better than
bananas.
4. Daily writing practice
has led to improved
writing skills for the
students of Binulig
Elementary Schools.
5. Department of
Education should include
in its curriculum Financial
Management subject to
teach learners how to
manage their finances
Reflection
1. What have you learned
about the lesson?
2. Which part or concept
J. Additional activities for of the lesson you find
application or remediation hard to understand?
3. What activity can you
suggest that would help
your teacher help you on
your learning?
Class discussions were engaging, with students providing relevant examples to illustrate each type of claim. And also students showed critical
IV. REMARKS
thinking skills in identifying and distinguishing between claims of fact, value, and policy.
V. REFLECTION Using real-life examples and case studies helped the students see the practical applications of these concepts.
A. No. of learners who earned ABM 11
 GAS 11
80% in the evaluation HUMSS 11
SMAW 11
B. No. of learners who require NONE
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 NONE
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 by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Quarter
10 /21/2024 – 10/25/2024 Second
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 I. OBJECTIVES
A. Content Standard The learner understands the principles and uses of a position paper
B. Performance Produces an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative
Standard works, etc.
C. Learning Competency Defends a stand on an Defends a stand on an Defends a stand on an Defends a stand on an Defends a stand on an
/ Objectives issue by presenting issue by presenting issue by presenting issue by presenting issue by presenting
reasonable arguments reasonable arguments reasonable arguments reasonable arguments reasonable arguments
supported by properly- supported by properly- supported by properly- supported by properly- supported by properly-
cited factual evidences- cited factual evidences- cited factual evidences- cited factual evidences- cited factual evidences-
CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP- CS_EN11/12A-EAPP-IIa- CS_EN11/12A-EAPP-IIa-
d-4 d-4 IIa-d-4 d-4 d-4
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LR Portal
B. Other Learning Resource Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Academic and Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4:
Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper
III. PROCEDURE
A. Reviewing previous Review the previous Review the previous
Review the previous Review the previous Review the previous
lesson or presenting the new lesson lesson
lesson lesson lesson lesson
B. Establishing a purpose for Read the objectives of the
the lesson lesson
C Presenting Ask the students:
examples/Instances of the 1. Why is it that it is
new lesson important to give credits
to the author/writer or
other sources if we want
to borrow their works or
 ideas?
2. Do you any idea what
is plagiarism?

D. Discussing new concepts Discuss to the students the

and practicing new skills # 1 In-text Citation
E. Discussing new concepts
and practicing new skills # 2
( to be continued)
F. Developing mastery Activity Proper Activities/ Exercises Oral Recitation
(leads to Formative Day 1: Citing Sources in Directions: Using APA
Assessment 3) MLA Format format, cite the following
1. Activities/ Exercises text in Parenthetical
Directions: Using MLA Citations and Narrative
format, cite the following Citations.
text in Parenthetical 1. “Chinese government
Citations and Narrative ensures that only the
Citations. richest of the rich could
1. “Chinese government afford
ensures that only the to have a car.”- Villa,
richest of the rich in the 2001
country could afford to Parenthetical Citations:
have a car.”- Villa, 21 Narrative Citations:
Parenthetical Citations: 2. “Traffic jam is an
Narrative Citations: ordinary scene in Metro
2. “Traffic jam is an Manila.”-Salazar; Villa
ordinary scene in Metro 2017
Manila.”-Salazar; Villa Parenthetical Citations:
287 Narrative Citations:
Parenthetical Citations: 3. “Knowledge in various
Narrative Citations: subjects and current issues
3. “Knowledge in various benefits a student in
subjects and current issues many ways.”- Guane,
benefits a student in many Sumugat, Austero 2018
ways.”- Guane, Sumugat, Parenthetical Citations:
Austero 220 Narrative Citations:
Parenthetical Citations: 4. “Teaching is a love
Narrative Citations: shared to create a ripple
4. “Teaching is a love effect in knowledge,
shared to create a ripple skills, and moral
 effect in knowledge,
skills, and moral responsibility and
responsibility and commitment for the
commitment for the common good.”-The
common good.”-The Reaper Organization 2010
Reaper Organization 101 Parenthetical Citations:
Parenthetical Citations: Narrative Citations:
Narrative Citations: 5. “Wealth grows
5. “Wealth grows wherever men exert
wherever men exert energy.”-Constantino
energy.”-Constantino Parenthetical Citations:
Parenthetical Citations: Narrative Citations:
Narrative Citations:
G. Finding practical
application of concepts and (to be continued)
skills in daily living
H.Making generalizations
What is MLA and APA
and abstractions about the
lesson and how they vary?
I. Evaluating learning Guide Questions Guide Questions
1. What Citation Method 1. What Citation
did you use in the Method did you use in
activity? the activity?
2. What is MLA?
2. What is APA?
Describe.
3. What are the commonly
Describe.
used citation styles used 3. How does
today? Parenthetical Citation
differ from Narrative Quiz
4. How does Parenthetical
Citation differ from Citation in
Narrative Citation in APA Format?
MLA Format?
5. Which documentation
style refers to
Parenthetical and
Narrative
Citations?
J. Additional activities for
application or remediation
IV. REMARKS Students demonstrated a good understanding of MLA and APA in-text citation styles and the lesson emphasized the academic integrity and
 proper credit to sources.
Teaching in-text citation reinforced the importance of academic honesty and responsible research practices. Using real-life scenarios helped
V. REFLECTION
students understand practical applications.
ABM 11
A. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
B. No. of learners who require NONE
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 NONE
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 by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I

School RAMON A. BENJAMIN SR. NHS Grade Level XI

DAILY Teacher Learning English for Academic and
LESSON LOG SHARMAINE T. TACUYAN
Area Professional Purposes
Teaching Dates / Quarter
10 /21/2024 – 10/25/2024 Second
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES CLASSES ARE SUSPENDED CLASSES ARE SUSPENDED
due to weather due to weather
disturbance disturbance
A. Content Standard The learner understands the principles and uses of a position paper
 B. Performance Produces an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative
Standard works, etc.
C. Learning Competency
/ Objectives

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LR Portal
B. Other Learning Resource Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for Ybañez, et al. English for
Academic and Academic and Academic and Academic and Academic and
Professional Purposes Professional Purposes Professional Purposes Professional Purposes Professional Purposes
Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4:
Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper Writing a Position Paper
III. PROCEDURE
A. Reviewing previous Review the previous Review the previous
Review the previous Review the previous Review the previous
lesson or presenting the new lesson lesson
lesson lesson lesson lesson
B. Establishing a purpose for Read the objectives of the
the lesson 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 3)
G. Finding practical
application of concepts and
 skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
ABM 11
A. No. of learners who earned GAS 11
80% in the evaluation HUMSS 11
SMAW 11
B. No. of learners who require NONE
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 NONE
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 by: Noted by: Approved by:

SHARMAINE T. TACUYAN JERICK M. BRILLO GINALYN A. HUQUERIZA LOURDES V. PALIGUMBA

Teacher II Master Teacher I Head Teacher II Principal I