Justice Cecilia Munoz Palma Senior

GRADE 11 School: High School Grade Level: 11

DAILY LESSON Teacher: Ruben Ryan C. Fajardo Learning Area: English for Academic and Professional Purposes
LOG Teaching Dates and
Time: September 2-6, 2019 Quarter: 1

DAY 1 DAY 2 DAY 3 DAY 4

OBJECTIVES
A. Content Standards The learner understands the principles The learner understands the principles The learner understands the principles and The learner understands the principles and
and uses of a concept paper. and uses of a position paper. uses of a position paper. uses of a position paper.
B. Performance Standards The learner produces a well-balanced The learner presents a convincing The learner presents a convincing position The learner presents a convincing position
concept paper in a specific discipline. position paper based on properly cited paper based on properly cited factual paper based on properly cited factual
factual evidence produces an insightful evidence produces an insightful statement evidence produces an insightful statement
statement of principles and reasons for of principles and reasons for establishing a of principles and reasons for establishing a
establishing a student organization, student organization, coming up with a student organization, coming up with a
coming up with a group exhibit of group exhibit of creative works, etc. group exhibit of creative works, etc.
creative works, etc.
C. Learning CS_EN11/12A-EAPP-Id-f-18 CS_EN11/12A-EAPP-IIa-d-1 CS_EN11/12A-EAPP-IIa-d-1 CS_EN11/12A-EAPP-IIa-d-1
Competencies/Objectives CS_EN11/12A-EAPP-IIa-d-2 CS_EN11/12A-EAPP-IIa-d-2 CS_EN11/12A-EAPP-IIa-d-2
CS_EN11/12A-EAPP-IIa-d-3 CS_EN11/12A-EAPP-IIa-d-3 CS_EN11/12A-EAPP-IIa-d-3
CS_EN11/12A-EAPP-IIa-d-4 CS_EN11/12A-EAPP-IIa-d-4 CS_EN11/12A-EAPP-IIa-d-4
CS_EN11/12A-EAPP-IIa-d-5 CS_EN11/12A-EAPP-IIa-d-5 CS_EN11/12A-EAPP-IIa-d-5
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guides EAPP (Teacher’s Guide) p.80 EAPP (Teacher’s Guide) p.142 EAPP (Teacher’s Guide) p.143 EAPP (Teacher’s Guide) p.144
2. Learner’s Material pages EAPP (Reader) p.87 EAPP (Reader) p.132 EAPP (Reader) p.47 EAPP (Reader) p.48
3. Textbook Pages
4. Additional Reference
from Learning Resource
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson Motivating Introduction Motivate the “The Case for Short Words” “Doubts about Doublespeak” “The Other Side of E-mail”
or presenting the new students with these instructions. 1.
lesson Think of the origins of place names – Introduction: Inform the students that Introduction: Ask the students if they have Motivating Introduction 1. Find out from
Manila (Maynilad), Ilocos, Sultan language is arbitrary and writers choose heard of people who work as “sanitation the students if they have an email or a
Kudarat 2. Think of the origins of terms words freely. Many students think that engineers” or as “governesses.” Or they Facebook account. 2. Ask them these
named after people- Watt, pasteurize, their writing becomes more impressive have probably encountered expressions questions: a. What is the purpose of your
shrapnel, galvanize, mesmerize when they use highfalutin, ornate, such as “persons who are chronologically e-mail? Why did you open an e-mail
polysyllabic words, and complicated advanced in age” or those who are account? b. How many messages do you
syntax. Simple language and have greater “vertically or horizontally challenged.” Do usually receive/send in one day? c. Do
impact on the audience, according to they know what these expressions mean? these messages usually need immediate
some scholars. 2. Ask the students how Sanitation engineers may not have a attention or action? 3. Let the students
they choose words when they write their college degree or formal training in reflect on their need for the e-mail. Ask
compositions. Do they use a dictionary or engineering. These people were once (or them how they took care of their
a thesaurus? What kind of words do they still are) referred to as “custodial workers” communication needs before the e-mail
prefer? 3. Ask their bases for their or “janitors” or even “street cleaners.” was invented.
reference. 4. Ask the students to Governess is a dignified term for a nanny.
comment on the following ending lines Senior citizens, the elderly, are indeed
from the famous poem “Ulysses” by advanced in age. People who are too short
Alfred Lord Tennyson or too tall face a “challenge” in height.
“Informal settlers” squat on land that do
“Made weak by time and fate But strong not own. “Unconventional beauty” refers
in will To strive, to seek, to find, and not to the exact opposite of beauty.
to yield.”

Call their attention to the influence of

rhythm (i.e., the succession of stressed
 and unstressed syllables), brevity, and
syntactic structures, specifically
parallelism, or the poet’s choice. Give the
class these last two lines of William
Shakespeare’s “Sonnet XVIII”: Ask them
to react to these verses.

So long as men can breathe and eyes can

see, So long lives this, and this gives life
to thee.

B. Establishing a purpose for Lesson Proper 1. What is the proposition Tell the students to make a list of ten
the lesson of this selection? 2. Ask the students to expressions like the ones given above. 1.
prepare a list of the reasons given in the Ask the students what they think of these
selection for using short words. 3. expressions. 2. Ask the students if they
Encourage the students to express their have used doublespeak at home or in
stand on the issue of using short words school. Let them cite examples.
whenever possible.
C. Presenting Read and React Lesson Proper Lesson Proper 1. Call the students’
examples/instances of the attention to Par. 2, Sentence 2 which says:
new lesson 1. Unlocking verbal Difficulties. Ask the 1. Let the students read the selection. Tell “Like all new media, e-mail has a dark
students to look up the meanings of them to outline it. side.” What purpose does this sentence
these terms and use them in sentences. serve? 2. Make the class prepare an outline
a. forage for food b. thongs c. full of 2. Ask the students: that will list down both the advantages and
whimsy d. flatfootedly e. vernal disadvantages of the e-mail based on the
equinox f. prosy and downright english a. What is doublespeak? arguments presented in the selection. 3.
g. potency of medicine h. shrivel i. vault Ask the students if the author of this article
of the sky j. wheedled b. What are the uses of doublespeak? totally rejects the e-mail.

2. Comprehension guide c. What are the different kinds of

doublespeak? Give some examples of
a. Ask the students to complete the each. d. Does the author favor the use of
following table summarizing the origins doublespeak? Present the author’s
of months of the year and the days of arguments for his position.
the week. Include both the Latin/Italian
and English origins.
b. Provide them this “Lesson
Supplement: On Etymologies”

c. Origins of words include the Greek or

Latin root words, modified by the prefix
and suffixes. Examples given are words
for time, place, size, and shape:
Anachronism, Antediluvian, Antipode,
Primeval, and Archipelago.
Geographical names include mesa,
Delta, Estuary, Longitude, Latitude, and
Cloud. c. Provide them this “Lesson
Supplement: On Etymologies:” i.
Etymology of a word as the origin of
that Word: The word etymology is
derived from the Greek word
 ἐτυμολογία, etymologia, itself from
ἔτυμον, etymon, meaning "true sense,"
and the suffix -logia, denoting "the
study of." ii. Around seventy-five per
cent of English words come from Greek
and Latin roots. Hence, you can
multiply your word bank a hundredfold
if you are familiar with these roots.
Below are thirty common root words
from Greek and Latin.

D. Discussing new concepts i. Etymology of a word as the origin of

and practicing new skill #1 that Word: The word etymology is
derived from the Greek word
ἐτυμολογία, etymologia, itself from
ἔτυμον, etymon, meaning "true sense,"
and the suffix -logia, denoting "the
study of."

ii. Around seventy-five per cent of

English words come from Greek and
Latin roots. Hence, you can multiply
your word bank a hundredfold if you
are familiar with these roots. Below are
thirty common root words from Greek
and Latin
Another affix, the suffix, changes the
meaning and use of the word. It is
usually placed after the root of the
word. This chart could help the learners
master how suffixes indicate the uses
of the words.

Again, suggest that there are myriad

possibilities of combining roots,
prefixes, and suffixes. Concluding
Learning Activities 1. Breaking Down
Words. Break down the following
words into their prefixes, suffixes, and
 roots. Then guess their meanings. An
example is provided for you.

E. Discussing new concepts SUMMARY:

and practicing new skill #2
1.The etymological stories behind
words, like those of the months of the
year and days of the week, can be both
entertaining and thought-provoking.
These origin stories though may be very
 different from the present meanings
and uses of the words.

2. As a strategy for clarifying terms,

etymological narratives could form the
introduction of a concept paper. 3. The
study of words, their roots, prefixes,
and suffixes, could help the learners
understand polysyllabic words, or form
new words from these building blocks
of words.
F. Developing mastery (Leads
to Formative Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Concluding Activity Concluding Activity Concluding Activity

1. Let the students express their initial 1. Let the students take a stand on the use 1. Let the students assess their need for
position on one of the following issues: a. of doublespeak and defend their position. their e-mail or Facebook account.
School uniforms should no longer be
required. b. The Mother-Tongue-Based- 2. Make the students write an essay on the 2. Ask them to comment on the good and
Multilingual Education (MTBMLE) policy advantages/disadvantages of the use of bad effects of e-mail and Facebook on their
should be implemented up to Grade 6. doublespeak own lives.

2. Assign the students to look for 3. Ask the students to search for speeches 3. Share with your students your own
evidence to support their position. delivered by politicians on their experiences and some news accounts you
accomplishments while in office. have read about some good and bad
3. Ask the students to write a position effects of e-mail and Facebook postings.
paper. Tell them to mention the 4. Tell the students to observe how people
evidences they found to support their in government argue about different
reasons. Show them how to cite their issues. Advise the students to respond
sources properly. critically to the way people present
 arguments and evidence to defend their
position.
J. Additional activities for
application or remediation
IV. REMARKS
V. 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 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: NOTED BY: CHECKED BY:

Ruben Ryan Fajardo Romelita C. Tumaneng Dr.Agapito T. Lera

Teacher III Assistant Principal II Principal IV