GRADE 1 to 12 School NAPOLAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Learning ENGLISH FOR ACADEMIC &

Teacher MARICEL BACATAN
Area PROFESSIONAL PURPOSES (EAPP)
Teaching Dates and
November 18-22, 2024/ Week 3 Quarter SECOND
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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.

The learner The learner The learner

A. Content Standard understands the understands the understands the
principles and uses principles and uses principles and uses
of a position paper of a position paper of a position paper

The learner presents a convincing The learner presents a convincing The learner presents a convincing
position paper based on properly cited position paper based on properly position paper based on properly cited
factual evidence; produces an cited factual evidence; produces an
B. Performance Standard insightful statement of principles and factual evidence; produces an insightful statement of principles and
reasons for establishing a student insightful statement of principles and reasons for establishing a student
organization, coming up with a group reasons for establishing a student organization, coming up with a group
exhibit of creative works, etc. organization, coming up with a group exhibit of creative works, etc.
exhibit of creative works, etc.
Analyzes the arguments used by the Analyzes the arguments used by the Analyzes the arguments used by the
writer/s in manifestoes writer/s in manifestoes writer/s in manifestoes
(CS_EN11/12A-EAPPIIa- d-3) (CS_EN11/12A-EAPPIIa- d-3) (CS_EN11/12A-EAPPIIa- d-3)
C. Learning Competency/Objectives Gather manifestos and analyze the
Write the LC code for each. Define what a position paper is.; arguments used by the writers.; Write various kinds of position paper
Identify situation in which a position Defend a stand on an issue by
paper may be effectively used in the presenting reasonable arguments
present society. supported by properly cited factual
evidence.

Content is what the lesson is all about. It pertains to the subject matter the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT The content will cover: Writing a The content will cover: Writing a The content will cover:
Position Paper Position Paper Writing a Position Paper

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands – on learning promotes concept development.

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A. References

1. Teacher’s Guide pages Melcs Melcs Melcs

English for Academic and Professional English for Academic and English for Academic and Professional
Purposes Module Professional Purposes Module Purposes Module

2. Learner’s Materials pages Includes worksheets, reading Includes worksheets, reading Includes worksheets, reading materials,
materials, or activities for practicing materials, or activities for practicing or activities for practicing identification
identification of discipline-specific identification of discipline-specific of discipline-specific language.
language. language.

3. Textbook pages English for Academic and Professional English for Academic and English for Academic and Professional
Purposes Professional Purposes Purposes Module
Module Module pages. 11-15
pages. 1-4 pages. 5-10
4. Additional Materials from Videos, articles, or multimedia Videos, articles, or multimedia Additional examples of texts with
Learning Resource (LR)portal resources highlighting the importance resources highlighting the importance various structures for further analysis.
of understanding discipline-specific of understanding discipline-specific
language in academic writing. language in academic writing.

B. Other Learning Resource Access to a variety of academic texts Access to a variety of academic texts Access to online resources, articles, or
from different disciplines for analysis. from different disciplines for analysis. videos showcasing different text
structures.

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,
IV. PROCEDURES
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 Begin the lesson by revisiting the Begin by reviewing the structure and Begin by summarizing the key points
presenting the new lesson concept of persuasive writing, which purpose of a position paper from the from the previous lessons on position
was covered in the previous class. previous lesson. Transition to today's papers and manifestos. Explain that
Explain that a position paper is a focus on analyzing arguments within today's focus will be on writing various
specific type of persuasive writing manifestos, which are similar in types of position papers, each tailored
used to express a stance on an issue. purpose but often broader in scope. to different contexts and audiences.
Highlight the importance of Emphasize that understanding these Highlight the importance of adapting
understanding the structure and arguments will help students defend writing style and structure to suit the
purpose of a position paper, as it is a their own positions more effectively. intended purpose and audience.
critical tool in academic, professional,
and societal contexts. Use a brief
discussion about how persuasive
writing can influence societal change
to transition into today's objectives.

B. Establishing a purpose for the Community Issue Discussion: Ask 1. Manifesto Gallery Walk: Set up a 1. Position Paper Showcase: Display
lesson students to identify a community issue gallery walk with printed manifestos examples of different types of position
they are passionate about and discuss from various organizations. papers (e.g., academic, professional,
how a position paper could help
Encourage students to walk around, advocacy) and discuss their unique
address it. This inclusive activity
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 requires no materials and encourages read, and jot down interesting features.
students to think about real-world arguments. 2. Audience Analysis Activity: Have
applications.
2. Argument Brainstorm: Ask students brainstorm different audiences
students to brainstorm issues they for a position paper and discuss how
care about and list potential the paper's tone and content might
arguments for and against these
change. This inclusive activity requires
issues. This inclusive activity requires
no materials and engages students in no materials and engages students in
critical thinking. critical thinking.

C. Presenting examples/Instances of A position paper articulates a clear Manifestos are public Position papers can vary in style
the new lesson stance on an issue, supported by declarations of principles and and structure depending on their
evidence and reasoning. It is often intentions, often used by political purpose and audience.
used in academic conferences, policy- parties, organizations, and Understanding these variations is
making, and advocacy to influence movements to communicate their crucial for effectively
decisions and drive change. stance on issues. Analyzing communicating a stance in different
arguments within manifestos can contexts.
reveal rhetorical strategies and
persuasive techniques.
D. Discussing new concepts and Talking Point: Discuss the core Talking Point: Discuss the Talking Point: Discuss the importance
practicing new skills # 1 structure of a position paper, which significance of identifying and of tailoring a position paper to its
includes an introduction, a clear understanding the arguments and audience, considering factors such as
statement of position, supporting evidence presented in manifestos to tone, language, and evidence.
arguments, counterarguments, and a critically evaluate their effectiveness. Activity: Audience-Tailored Writing
conclusion. Activity: Argument Analysis Exercise Exercise
Activity: Position Paper Breakdown Materials: Sample manifestos Materials: N/A
Materials: N/A Significance: Develops analytical Significance: Helps students
Significance: Helps students skills by dissecting arguments within understand how to adapt writing for
understand the essential components manifestos. different audiences.
of a position paper. Instructions: Instructions:
Instructions: 1. Distribute sample manifestos to 1. Choose a topic and identify two
1. Explain the structure of a position students. different audiences (e.g., academic vs.
paper. 2. Identify the main arguments and community).
2. Provide an example position paper supporting evidence in each 2. Write a brief position statement for
and have students identify its key manifesto. each audience.
components. 3. Evaluate the effectiveness of the 3. Compare the differences in tone and
3. Discuss why each component is arguments presented. content.
necessary. Rubrics: Rubrics:
Rubrics: - Identification of arguments (10pts) - Appropriateness of tone (10pts)
- Identification of components (10pts) - Analysis of supporting evidence - Clarity of position (10pts)
- Understanding of purpose (10pts) (10pts) - Adaptation to audience (10pts)
- Participation in discussion (10pts) Assessment Questions:
Assessment Questions: 1. How did you adapt your writing for
1. What are the key components of a each audience?
position paper? 2. What challenges did you face in

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 2. Why is it important to include tailoring your position statement?
counterarguments in a position paper? 3. How did your understanding of
3. How does a position paper differ the audience influence your writing
from other types of essays? choices?

E. Discussing new concepts and Activity 1 (pair work): Position Paper

practicing new skills # 2 Role-Play
Materials: Scenario cards
Significance: Encourages
collaboration and critical thinking.
Instructions:
1. In pairs, select a scenario card with
a specific issue.
2. Each pair writes a brief position
statement on the issue.
3. Role-play a meeting where they
present and defend their position.
Rubrics:
- Clarity of position statement (10pts)
- Use of supporting arguments (10pts)
- Engagement in role-play (10pts)
Assessment Questions:
1. How did you decide on your
position for the role-play?
2. What challenges did you face while
defending your position?
3. How did your partner's perspective
influence your understanding of the
issue?

F. Developing mastery Activity: Personal Position Statement Activity: Position Defense Essay Activity: Individual Position Paper
(leads to Formative Assessment Materials: Notebooks, pens Materials: Notebooks, pens Creation
3) Significance: Reinforces individual Significance: Reinforces individual Materials: Notebooks, pens
understanding and expression of understanding and ability to defend a Significance: Reinforces individual
personal views. position with evidence. understanding and ability to write for
Instructions: Instructions: different contexts.
1. Choose a topic you are passionate 1. Choose an issue you are Instructions:
about. passionate about. 1. Choose a topic and audience.
2. Write a personal position statement, 2. Write an essay defending your 2. Write a position paper tailored to that
including supporting arguments and a position, using evidence from audience, using evidence and rhetorical
counterargument. manifestos and additional research. strategies.
3. Share with a peer for feedback. 3. Share with a peer for feedback. 3. Share with a peer for feedback.
Rubrics: Rubrics: Rubrics:

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 - Clarity of position (10pts) - Clarity of position (10pts) - Clarity of position (10pts)
- Depth of supporting arguments - Use of evidence (10pts) - Use of evidence (10pts)
(10pts) - Quality of argument defense (10pts) - Adaptation to audience (10pts)
- Consideration of counterarguments Assessment Questions: Assessment Questions:
(10pts) 1. What issue did you choose and 1. What topic did you choose and why?
Assessment Questions: why? 2. What was the most challenging part
1. What topic did you choose and 2. What was the most challenging of writing your position paper?
why? part of writing your defense essay? 3. How did feedback from your peer
2. What was the most challenging part 3. How did feedback from your peer help improve your paper?
of writing your position statement? help improve your essay?
3. How did feedback from your peer
help improve your statement?

G. Finding practical application of Use the Jigsaw Method to explore Utilize Problem-Based Learning by Utilize Project-Based Learning by
concepts and skills in daily living how position papers can be applied in having students identify a community having students identify a real-world
various fields such as education, problem and develop a manifesto to issue and write a position paper
business, and government. propose solutions. This task advocating for change. This task
encourages critical thinking and real- encourages critical thinking and real-
world application of skills. world application of skills.

H. Making generalizations and Understanding the structure and Analyzing and defending arguments Writing various kinds of position papers
abstractions about the lesson purpose of a position paper is crucial within manifestos enhances critical requires adapting to different audiences
for effectively communicating and thinking and persuasive and contexts, which enhances
defending a stance on important communication skills. These skills are persuasive communication skills. These
issues. This skill is applicable in essential for effectively advocating for skills are essential for effectively
diverse fields, from academia to change and influencing public advocating for change and influencing
policy-making. opinion. public opinion.
Reading material: Reading material: Reading material:
1. "The Art of Persuasion: How 1. "Manifestos and Their Impact on 1. "Adapting Your Writing: A Guide to
Position Papers Influence Policy Social Movements" - An article Audience Analysis" - An article
Decisions" - An article exploring how examining how manifestos have exploring strategies for tailoring writing
position papers shape governmental shaped historical and contemporary to different audiences.
policies. movements. 2. "The Power of Persuasion: Writing
2. "Academic Position Papers: 2. "The Rhetoric of Manifestos: Effective Position Papers" - A study on
Bridging Theory and Practice" - A Strategies for Effective the impact of well-crafted position
Argumentation" - A study on the papers in various fields.
study on the role of position papers in
rhetorical techniques used in
academic discourse.
successful manifestos.
A. Evaluating learning Teacher will conduct formative Higher Order Thinking Skills Questions:
assessment for the remaining time. 1. How can writing different types of
position papers improve your
communication skills? (answer: By
adapting to different contexts and
audiences, you become a more
versatile communicator.)

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B. Additional activities for application Assignment: Community Manifesto
or remediation Creation
Teaching Strategy: Project-Based
Learning
Overview: Guide students to work in
groups to create a manifesto
addressing a local issue.
Assessment: What issue did your
group choose, and what solutions did
you propose in your manifesto?

V. REMARKS

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?
VI. REFLECTION
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?

Submitted by: Checked and Reviewed: Noted:

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EMILY D. ALBARICO JEFFREY S. OLIVER EVELYN A. MAALAM - VALDEZ, Ed.D
Teacher Head Teacher V School Principal