School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time June 3 - 7, 2019 7:30-8:30 AM

Monday Tuesday Wednesday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures m
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessm
I. OBJECTIVES and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from t

1. The learner demonstrates 1. The learner understands the

understanding of critical reading importance of academic integrity and
strategies intellectual honesty
A. Content Standards 2. The leaner recognizes the 2. The learner demonstrates
importance of critical reading in 3. respect for
academic. another individual’s work in academic
writing
The learner applies critical reading The learner applies academic writing
strategies using SQ3R skills using strategies such as quoting,
B. Performance Standards summarizing, and paraphrasing

1. Identify the different parts of the 1. Distinguish between original work

SQ3R and plagiarized text
C. Learning Competencies / 2. Quote,
2. Read a selection using
Objectives SQ3R paraphrase, and/or summarize an
original text
Content is what the lesson is all about. Content is what the lesson is all about.
It pertains to the subjet matter that the It pertains to the subjet matter that the
teacher aims to teach. In the CG, the teacher aims to teach. In the CG, the
II. CONTENT content can be tackled in a week or content can be tackled in a week or
two. Study Skills: Critical two. Study Skills: Critical
Reading Reading

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
 1.http://www.criticalreading.com/ 1.http://www.blinn.edu/brazos/pa
critical_reading.htm rallelstud/development/Annotatio
2.http://www.uefap.com/reading/r nsummary.pdf
eadfram.htm 2.http://writing.wisc.edu/Handboo
3.http://writing.colostate.edu/guid 3.http://writing.wisc.edu/Handboo
4.https://www.csuohio.edu/writin k/AnnBib_content.html
g-center/critical-reading-what- critical- 4.https://www.mesacc.edu/~paoi
reading-and-why-do-i- need-do-it h30491/ArgumentsQuoteSumma
5.http://www.skillsyouneed.com/l rizeParaphr.html
earn/critical-reading.html 3.http://www.indiana.edu/~wts/pa
6.http://www.educationcorner.co mphlets/plagiarism.pdf
m/sq3r-textbook-strategy.html 4.https://www.princeton.edu/pr/p
ub/integrity/pages/plagiarism/
B. Other Learning Resources 5.https://www.indiana.edu/~istd/e
xamples.html
6.http://www.ucalgary.ca/pubs/ca
lendar/current/k-1.html
7.https://www.indiana.edu/~plag/
practice.html
8.http://www.stevendkrause.com/
tprw/Chapter%203.pdf
k/QPA_paraphrase2.html

IV. PROCEDURES
Say/Ask: Yesterday, we learned about 1. Present two very brief texts (original
different ways to read more critically. text and plagiarized text) 2. Say: Can
What were the 6 strategies we you read the texts using SQ3R? 3. Wait
discussed yesterday? (5 minutes) for the learners to realize that there is
something wrong. Once a learner
points out the similarity, cut the
A. Reviewing previous lesson or activity. Use prompts (i.e., Do you
notice something wrong with the two
presenting the new lesson texts?) if the activity goes beyond 5
minutes. (5 minutes)
1

Say: Today we will learn about another Ask: What is intellectual honesty? Why
reading strategy that some of you may is it important to acknowledge the
be familiar with already: SQ3R. What work of other individuals in your
B. Establishing a purpose for the do you think these letters stand for? (5 work? In what ways can we ensure
minutes) intellectual honesty in our written
lesson work? (5 minutes)

1. Introduce and discuss the SQ3R 1. Say/Ask: When we use someone

strategy. 2. Discuss the different else’s work without giving proper
elements of SQ3R: Survey, Question, credit, we commit plagiarism. How
Read, Recall and Review (15 minutes) can we avoid commiting plagiarism
2. Introduce
C. Presenting examples / instances of and provide defintions for: quotations,
paraphrases, and summaries
the new lesson 3. Provide and
discuss examples for each (20
minutes)

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2
 Post a short selection in front of the Show 3 original texts with a
class. Using this, guide the learners paraphrased/quoted/ summarized text
into reading the text using SQ3R. (10 and a plagiarized text. Ask the learners
minutes) to identify the text that was correctly
F. Developing Mastery quoted, paraphrased, and/or
summarized. (5 minutes)

G. Finding practical applications of

concepts and skills in daily living
Ask: What are the advantages of using Ask: Apart from schools, in what other
a strategy like SQ3R in reading texts? settings is intellectual honesty
H. Making Generalizations and (5 minutes) important? Why do you say so? (5
abstractions about the lesson minutes)
Activity: Give copies of a short Activity: Present a short selection to
selection (that includes chapter and the learners. Ask them how they would
section headings) to the learners. Ask include the selection in their academic
them to read the selection, and to use papers by quoting, paraphrasing,
the SQ3R strategy. They may write
directly on their copies of the and/or summarizing. Output may be
I. Evaluating learning done in notebooks or a sheet of paper.
selection to show that they have
followed the SQ3R strategy. (20 (20 minutes)
minutes)

J. Additional activities for application

or remediation
Critical reading will be discussed for Critical reading will be discussed for
V. REMARKS two days (SHS Orientation) two days (SHS Orientation) HOLIDAY - Eid'l Fitr

VI. REFLECTION
TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
ABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes
7:30-8:30 AM Quarter: 1st Semester - Quarter 1

Thursday Friday
urriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
edge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

The Learners acquires knowledge of

appropriate reading strategies for a
better understanding of academic texts

The Learners produces a detailed

abstract of information gathred from
the various academic texts read.

The learers will be able to define the

academic writing

Definition of Academic Writing

English for Academic and Professional

Purposes Book. -Grace M. Sequeton
and Marikit Tara A. Uychoco

Page 3

page 4-8

page 3-8
Ask the learners what is the easiest
writing assignment have they done so
far?

Say: "Today we will learn about how

to distinguish academic writing from
other kinds of writing."

Define Academic Writing and its

characteristics.

Define and give examples of acedemic

paper

Discuss how to read criticaly the text,

using reading strategies.
 Reading strategies help to
distinguished the academic paper to
other papers.

Ask learners for a short recap

Finish to scaffold through questioning.

VACANT

TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time June 10-14, 2019 7:30-8:30 AM

Monday Tuesday Wednesday

I. OBJECTIVES
The Learners acquires knowledge of The Learners acquires knowledge of
appropriate reading strategies for a appropriate reading strategies for a
A. Content Standards better understanding of academic texts better understanding of academic texts

The Learners produces a detailed The Learners acquires knowledge of

abstract of information gathred from appropriate reading strategies for a
B. Performance Standards the various academic texts read. better understanding of academic texts

The learners will be able to enumerate The learner differentiates language

C. Learning Competencies / the purpose of academic writing used in a academictexts from various
disciplines.
Objectives

Purpose of Academic Writing Features of Academic Text

II. CONTENT
III. LEARNING RESOURCES
English for Academic and Professional English for Academic and Professional
Purposes Book. -Grace M. Sequeton Purposes Book. -Grace M. Sequeton
A. References and Marikit Tara A. Uychoco and Marikit Tara A. Uychoco

Page 14
1. Teacher's Guide pages Page 9
Page 15
2. Learner's Materials pages Page 9

3. Textbook pages page 10-11

4. Additional Materials from Learning

Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recap on the definition and to Ask the learner how to become critical
distinguished on other papers reader.
presenting the new lesson
Present a video with regards to critical Present a video on suggested ways to
B. Establishing a purpose for the reading help learners become critical reader
lesson
Present the requirements in critical Learners should test their skills on
C. Presenting examples / instances of thinking. how they critized the text given. (Give
the new lesson a text)
 The learners will enumerate the Learners discuss how they apply the
D. Discussing new concepts and purpose of academic writing. suggested ways for becoming active
practicing new skills #1 reader.

E. Discussing new concepts and

practicing new skills #2

F. Developing Mastery

Presents some suggested ways to help Ask learner how they critic the text
G. Finding practical applications of you become critical reader. gave by the teacher.
concepts and skills in daily living
Ask the learners for positive outcome Ask the learners for a short recup
H. Making Generalizations and of applying diferent ways in reading
abstractions about the lesson critically.

Finish to scaffold through questioning. Finish to scaffold through ramdom

questioning with their work.
I. Evaluating learning

J. Additional activities for application

or remediation
HOLIDAY - INDEPENDENCE
V. REMARKS DAY

VI. REFLECTION
TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
BAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes
7:30-8:30 AM Quarter: 1st Semester - Quarter 1

Thursday Friday

The Learners acquires knowledge of

appropriate reading strategies for a
better understanding of academic texts

The Learners acquires knowledge of

appropriate reading strategies for a
better understanding of academic texts

Leaners expalins the specific ideas

contained in various academic texts.

Importance of Academic text

English for Academic and Professional

Purposes Book. -Grace M. Sequeton
and Marikit Tara A. Uychoco

Learners will give a short recup of the

past lesson.

Watching video presentation with

regards on how the academic paper
help in human's daily life.

Learners enumerate the significant of

reading academic writing.
 Ask learners how academic writing
help in the society.

Ask the learners for a short recup

Finish to scaffold through ramdom

questioning with their work.

VACANT

TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time June 17-21, 2019 7:30-8:30 AM

Monday Tuesday Wednesday

I. OBJECTIVES
The Learners acquires knowledge of The Learners acquires knowledge of The Learners acquires knowledge of
appropriate reading strategies for a appropriate reading strategies for a appropriate reading strategies for a
A. Content Standards better understanding of academic texts better understanding of academic texts better understanding of academic texts

The Learners acquires knowledge of The Learners acquires knowledge of The Learners acquires knowledge of
appropriate reading strategies for a appropriate reading strategies for a appropriate reading strategies for a
B. Performance Standards better understanding of academic texts better understanding of academic texts better understanding of academic texts

The learners uses knowledge of text The learners uses knowledge of text The learners use various techniques in
C. Learning Competencies / structure to glean the information structure to glean the information summarizing a variety of academic
Objectives he/she needs. he/she needs. writing.

II. CONTENT Effective Active Reader Requirements in critical thinking Summarizing the text.

III. LEARNING RESOURCES

A. References English for Academic and Professional English for Academic and Professional English for Academic and Professional
Purposes Book. -Grace M. Sequeton Purposes Book. -Grace M. Sequeton Purposes Book. -Grace M. Sequeton
and Marikit Tara A. Uychoco and Marikit Tara A. Uychoco and Marikit Tara A. Uychoco

1. Teacher's Guide pages Page 15 Page 16 Page 18-27

2. Learner's Materials pages page 28

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Youtube.com Youtube.com Youtube.com

IV. PROCEDURES
Recup on the importance and Ask the leaners to enumerate the Recup on how to act critical
A. Reviewing previous lesson or features of academic writing. characteristics of active reader thinker.
presenting the new lesson

Say: "Since our topic for today is Show a video about tips how to Present the lesson on what is
B. Establishing a purpose for the about active reader, how do you critisized text. Logical fallacy?
lesson discribe first what is active?

Show a video on how the Present an example of positive Show the short story entitled
C. Presenting examples / instances of researcher collect datas for their critical thinker. "Love is a Fallacy" as video
the new lesson study. presentation
 Learners will enumerate the Learners will enumerate how to Learners will answer the
D. Discussing new concepts and characteristics of active reader act critical thinker. comprehension questions on how
practicing new skills #1 the title is love is a fallacy

E. Discussing new concepts and

practicing new skills #2

F. Developing Mastery

Learners try to answer the Learners give their own Learners give how the author
G. Finding practical applications of question about text given by the explanation of each characteristic succesful in accomplising his
concepts and skills in daily living teacher. (Activity) of critical thinker. purpose on the story.

Learner will sum up to the lesson Ask the learners for a short recup Learrner make summary for the
H. Making Generalizations and of the day story.
abstractions about the lesson

Learners pass their activity. Finish to scaffold though Learners will give at least five
I. Evaluating learning questioning logical fallacies and give an
example for each.

J. Additional activities for application

or remediation

V. REMARKS

VI. REFLECTION
TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
BAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes
7:30-8:30 AM Quarter: 1st Semester - Quarter 1

Thursday Friday

The Learners acquires knowledge of

appropriate reading strategies for a
better understanding of academic texts

The Learners acquires knowledge of

appropriate reading strategies for a
better understanding of academic texts

Learners will state the thesis

staatement of an academic text.

Thesis Stament.

English for Academic and Professional

Purposes Book. -Grace M. Sequeton
and Marikit Tara A. Uychoco
page 30

Youtube.com

Recup on techniques in
summarizing the text.

Present a video featuring thesis

statement.

Present atleast two examples of

thesis statement
 Learners will identify what is the
controling idea by determining the
thesis stament of the text.

Learner show how to create thesis

stament by give their own thesis
statement about current issue.

Learner will enumerate the lesson

of the day.

Finish to scaffold though

questioning

VACANT

TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time June 24-28, 2019 7:30-8:30 AM

Monday Tuesday Wednesday

I. OBJECTIVES
The Learners acquires knowledge of The Learners acquires knowledge of The Learners acquires knowledge of
appropriate reading strategies for a appropriate reading strategies for a appropriate reading strategies for a
A. Content Standards better understanding of academic texts better understanding of academic texts better understanding of academic texts

The Learners produce a detailed The Learners produce a detailed The Learners produce a detailed
B. Performance Standards abstract of information gathered from abstract of information gathered from abstract of information gathered from
the various academic texts read. the various academic texts read. the various academic texts read.

C. Learning Competencies / Learnes will paraphrases/ explains a Learners will outlines readings textx in Learners will outlines readings textx in
text using one's own words various disciplines various disciplines
Objectives
II. CONTENT Paraphrasing Pre-writing process Steps in Choosing a Topic.

III. LEARNING RESOURCES

English for Academic and Professional English for Academic and Professional English for Academic and Professional
Purposes Book. -Grace M. Sequeton Purposes Book. -Grace M. Sequeton Purposes Book. -Grace M. Sequeton
A. References and Marikit Tara A. Uychoco and Marikit Tara A. Uychoco and Marikit Tara A. Uychoco

1. Teacher's Guide pages page 31 page 32-33 page 34-35

2. Learner's Materials pages

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources youtube.com
IV. PROCEDURES
Review of the basic features of thesis Ask the students what are dicipline Review on the pre-writing process.
A. Reviewing previous lesson or statements and recall the definitions of implied in paraphrasing the ideas of
presenting the new lesson thesis statements. others.

Make the learners realized expressing Make the learners realized writing is Introduce the four steps in choosing a
B. Establishing a purpose for the self in own word is important in like a skill that can be learned. topic effectively.
lesson academing writing.
Start by asking learners to cite The teacher will mention a broud Emphasized the importance of the four
circumstances, based from their own concept for example, gender issues steps for choosing a topic.
experiences, wherein paraphrasing and learners give an idea related to the
C. Presenting examples / instances of used. The teacher add more examples, concept.
the new lesson preferably those applications in
everyday life and those relevant to
certain job.
 Discuss how paraphrase the text given. Learners will give their own concept: Cite an exmples of each steps that may
D. Discussing new concepts and (e.g. homosexuality or gender bias) encourage to colaborate their cognitive
practicing new skills #1 abilities in writing.

Discuss that the pre-writing is step-by-

E. Discussing new concepts and step process. The teacher state the
steps on how to related concept in a
practicing new skills #2 broad concept.

Ask learners to enumerate the steps on

how to choose a topic.
F. Developing Mastery

Ask learners to give their own Learners shows how they jot down the Give the leaners group activity on
G. Finding practical applications of paraphrase on the given text to them different terms and ideas of each how they possible topic may generate
concepts and skills in daily living per group. mentioned concept. out of the topic.

Rediscuss the lesson on how to Ask the learners for a short recup Each member of the group will give
H. Making Generalizations and paraphrase properly in writing. their own ideas on the asign topic per
abstractions about the lesson group.

Finish to scaffold though questioning Finish to scaffold though questioning Teacher give it an group assignment.
I. Evaluating learning

J. Additional activities for application

or remediation

V. REMARKS

VI. REFLECTION
TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
ABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes
7:30-8:30 AM Quarter: 1st Semester - Quarter 1

Thursday Friday
VACANT LOCAL HOLIDAY

TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time July 1-5, 2019 7:30-8:30 AM

Monday Tuesday Wednesday

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

At the end of the session, learners are At the end of the session, learners are
expected to: 1. summarizes the content expected to: 1. create a simplified
of an academic text CS_EN11/12A- timeline on the history of English
EAPP-Ia-c-9
At the end of the session, learners are
C. Learning Competencies / Learners will outlines readings textx in expected to:
Objectives various disciplines 1. summarizes the content of an
academic text
CS_EN11/12A-EAPP-Ia-c-9

II. CONTENT Pre-writing process A Brief History of English A Brief History of English

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. En
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept devel
English for Academic and Professional MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM
Purposes Book. -Grace M. Sequeton
and Marikit Tara A. Uychoco
A. References

1. Teacher's Guide pages page 32-33

2. Learner's Materials pages Page 10-19 Page 10-19

3. Textbook pages Page 10-19 Page 10-19

4. Additional Materials from Learning
Resource Portal

B. Other Learning Resources Slideshare Slideshare

IV. PROCEDURES
Ask the students what are dicipline (Re-reading of the text: A Brief Ask the students to share trivia they
A. Reviewing previous lesson or implied in paraphrasing the ideas of History of English) have researched about English
presenting the new lesson others. language.

Make the learners realized writing is Presents the objective/s of the lesson. States the objective of today’s lesson
B. Establishing a purpose for the like a skill that can be learned.
lesson
The teacher will mention a broud English Language Trivia through Tell the students that they will
C. Presenting examples / instances of concept for example, gender issues Powerpoint presentation. continue their group activity and that
and learners give an idea related to the they will have their presentation today.
the new lesson concept.
 Learners will give their own concept: Group Session/Collaborative Reading. Group Output Presentation. Each
(e.g. homosexuality or gender bias) Each group will be given a copy of the group will choose 2 representatives to
D. Discussing new concepts and reading selection. They will present and discuss their output.
brainstorm and collaborate among
practicing new skills #1 their group mates.

Discuss that the pre-writing is step-by- The teacher will supplement the
step process. The teacher state the students’ discussion and presentation
E. Discussing new concepts and steps on how to related concept in a
practicing new skills #2 broad concept.

Each group will present their output in

the class. GAS 11 class will present
their outputs using Powerpoint
presentations.TVL 11 class will
F. Developing Mastery present their outputs using manila
papers.

Learners shows how they jot down the Ask:

G. Finding practical applications of different terms and ideas of each What is the relevance of studying the
mentioned concept. history of English?
concepts and skills in daily living

Ask the learners for a short recup Ask:

What have you learned/ realized in
today’s lesson? Let the students
H. Making Generalizations and mention the different changes in
abstractions about the lesson English during the four periods.

Finish to scaffold though questioning Quiz

I. Evaluating learning
Ask the students to research more Students will research on the history
J. Additional activities for application trivia about the English language and of English in the Philippines.
will share it to the class next meeting.
or remediation

V. REMARKS

VI. REFLECTION
TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
BAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes
7:30-8:30 AM Quarter: 1st Semester - Quarter 1

Thursday Friday

The learner acquires knowledge of

appropriate reading strategies for a
better understanding of academic
texts.
The learner produces a detailed
abstract of information gathered from
the various academic texts read.

At the end of the session,learners are

expected to: 1. determines the
structure of a specific academic text
CS_EN11/12A-EAPP-Ia-c-1

Structures of Academic Texts (Reading

Academic Texts)
f materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
as paper-based materials. Hands-on learning promotes concept development.
Menoy, J. Z (2016). English for
Academic and Professional Purposes:
A Multidisciplinary Approach. Books
ATBP. Publishing Corp. Mandaluyong
City

Page 3-16

Page 3-16

English for Academic and Professional

Purposes: A Multidisciplinary
Approach

Distribution of handouts/printouts.
(Students will be given ample time to
scan the contents of the
handouts/printouts).
Presents the objective/s of the lesson.

Structures of Academic Texts through

Powerpoint presentation.
 Pair Work. Each pair will be given
paragraphs to identify and analyze.

Pair Work. Each pair will be given

paragraphs to identify and analyze.
(Volunteers will be given the
opportunity to share their outputs to
the class).

Continue reading the provided

handout/printout.

VACANT

TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time July 8-12, 2019 7:30 - 8:30 AM

Monday Tuesday Wednesday

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

At the end of the session, learners are At the end of the session, learners are
expected to: 1. differentiates language expected to: 1. determines the
C. Learning Competencies / used in academic texts from various structure of a specific academic text.
Objectives disciplines. CS_EN11/12A-EAPP-Ia- CS_EN11/12A-EAPP-Ia-c-1
c-2

Structures of Academic Texts Reading Academic Texts

II. CONTENT (Reading Academic Texts)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. E
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept deve
Menoy, J. Z (2016). English for Menoy, J. Z (2016). English for
Academic and Professional Purposes: Academic and Professional Purposes:
A Multidisciplinary Approach. Books A Multidisciplinary Approach. Books
A. References ATBP. Publishing Corp. Mandaluyong ATBP. Publishing Corp. Mandaluyong
City City

1. Teacher's Guide pages

Page 3-16 Page 19-42
2. Learner's Materials pages
Page 3-16
3. Textbook pages
4. Additional Materials from Learning
Resource Portal
English for Academic and Professional Slideshare
B. Other Learning Resources Purposes: A Multidisciplinary
Approach
IV. PROCEDURES
Ask the students to recall the previous Paper Tower Game: The class will be
lessons and if there are still some divided into groups. Each group will
A. Reviewing previous lesson or questions and clarifications. be given 10 pieces of paper. Each
presenting the new lesson group will build a tower out of the
papers given.

States the objective of today’s lesson Presents the objective/s of the lesson.
B. Establishing a purpose for the
lesson

Structures of Academic Texts through The students will answer questions

C. Presenting examples / instances of Powerpoint presentation. that process the Paper Tower Game
the new lesson activity. The teacher may ask
questions about the structure of the
Paper Tower.
 The students will be given sample
reading texts. They are going to
analyse the structure of the given texts
D. Discussing new concepts and by studying how the texts were
practicing new skills #1 written. Guide questions may be asked
to the students.

The teacher will supplement the

E. Discussing new concepts and knowledge of the students on the
structure of text through PowerPoint
practicing new skills #2 presentation.

Think-Pair-Share: Students will bring

out their copy of sample texts. A
student will find a pair and together
they will analyse their material.
F. Developing Mastery Afterwards, they are going to share
insights to each other and to the class.

Ask:
What is the importance of knowing the
G. Finding practical applications of Structures of Academic Texts?
concepts and skills in daily living

Ask: Students will be asked what is text

What have you gained from the lesson structure all about? How important is
H. Making Generalizations and about the Structures of Academic the knowledge of text structure helps
abstractions about the lesson Texts? you in your reading and writing
endeavour?

Individual Activity:
Paragraph Analysis
I. Evaluating learning

Individual Activity: Assignment:

J. Additional activities for application Paragraph Analysis (continuation) Each student will bring 1 short coupon
bond for the Paper Tower activity.
or remediation

MASS & HAPPY SCHOOL

V. REMARKS MOVEMENT PROGRAM

VI. REFLECTION
TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
ABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes
7:30 - 8:30 AM Quarter: 1st Semester - Quarter 1

Thursday Friday

The learner acquires knowledge of

appropriate reading strategies for a
better understanding of academic
texts.
The learner produces a detailed
abstract of information gathered from
the various academic texts read.

At the end of the session, learners are

expected to:1. determines the structure
of a specific academic text.
CS_EN11/12A-EAPP-Ia-c-1

Reading Academic Texts

of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
as paper-based materials. Hands-on learning promotes concept development.
Menoy, J. Z (2016). English for
Academic and Professional Purposes:
A Multidisciplinary Approach. Books
ATBP. Publishing Corp. Mandaluyong
City

Page 19-42

Slideshare

Recall/Review
The students will recall the insights
shared during the first session
particularly on structure.

Presents the objective/s of the lesson.

Let the students realize that today’s
lesson is the continuation of
yesterday’s lesson.
 The students will analyse different
academic texts and compare or
contrast the texts in terms of structure.

Ask:
What is the relevance of the text
structure to your life as student of EAP
and as future professionals?

Students will write an essay in a whole

short bond paper applying their
knowledge on texts structure.

VACANT

TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time July 16-20, 2018

Monday Tuesday Wednesday

I. OBJECTIVES
The learner acquires knowledge of appropriate reading The learner understands the principles and uses of a
A. Content Standards strategies for a better understanding of academic texts reaction paper/ review/ critique.

The learner produces a detailed abstract of information The learner produces an objective assessment of an
B. Performance Standards gathered from the various academic texts read. event, a person, a place or a thing.

C. Learning Competencies / At the end of the session, learners are expected to

differentiates language used in academic texts from various
At the end of the session, learners are expected to
forms opinions based on facts
Objectives disciplines. CS_EN11/12A-EAPP-Ia-c-2 CS_EN11/12A-EAPP-Id-f-11

II. CONTENT Reading Academic Texts Structure of Academic Texts

III. LEARNING RESOURCES
MRS. PRINCESS GRACE M.
A. References KIM
1. Teacher's Guide pages

2. Learner's Materials pages Page 19-42 Page 45-47

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare Slideshare, Youtube, Google
IV. PROCEDURES
Review The students will recall popular lines
A. Reviewing previous lesson or Let students recall the importance of from Philippine TV series and movies
presenting the new lesson structure and language use in reading and they will act it out in front of the
academic texts. class.

B. Establishing a purpose for the States the objective of Presents the objective/s of the
lesson today’s lesson. lesson.

The teacher will relate the

C. Presenting examples / instances of
preliminary activity to this new
the new lesson lesson.
The students will describe the
D. Discussing new concepts and following:
practicing new skills #1 • Philippine teleserye
• Philippine movies
Reading Session (Part I)
E. Discussing new concepts and The students will read the assigned texts to their
group. After reading, they are going to discuss the
practicing new skills #2 salient points within the group and later will be
shared to the whole class.

F. Developing Mastery
 What kinds of values are reflected in
G. Finding practical applications of Philippine TV series and movies? How
concepts and skills in daily living are going to apply these values to our
daily lives?

H. Making Generalizations and

abstractions about the lesson

Students will write an essay in a whole short bond

paper on the discipline of their choice. Students What is the lesson all
I. Evaluating learning should observe the structure and language that suits
their chosen discipline. about?

J. Additional activities for application

or remediation
The lesson will be tackled into
V. REMARKS two sessions. Class Susp

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
G-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 1

Wednesday Thursday Friday
Class Suspended Due to Southwest Monsoon

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time July 23-27, 2018

Monday Tuesday Wednesday

I. OBJECTIVES

A. Content Standards

B. Performance Standards
C. Learning Competencies /
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 Learning
Resource Portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the

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
G. Finding practical applications 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

V. REMARKS Class Suspended Due to Typhoon and Southw

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
G-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 1

Wednesday Thursday Friday
uspended Due to Typhoon and Southwest Monsoon/ Flood

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time July 30 - August 3, 2018

Monday Tuesday Wednesday

I. OBJECTIVES

A. Content Standards The learner understands the principles and uses of a reac
B. Performance Standards The learner produces an objective assessment of an event
C. Learning Competencies / At the end of the session, learners are expected to
forms opinions based on facts (CS_EN11/12A-
At the end of the session, learners are expected to
At the end of the session, learners are expected to
presents ideas convincingly (CS_EN11/12A-EAPP-
make inferences based on facts
Objectives EAPP-Id-f-11) Id-f-13)

II. CONTENT Structure of Academic Texts Art

III. LEARNING RESOURCES At the end of the session, learners are expected to forms opinions based o

A. References MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

1. Teacher's Guide pages

2. Learner's Materials pages Page 45-47 Page 47-48 Page 48-50

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google

IV. PROCEDURES
The students will recall popular lines Family Feud - The class will be divided into
A. Reviewing previous lesson or Jeopardy Game- The students will play the
from Philippine TV series and movies two who will assume as Group 1 and 2. Each Jeopardy Game still on Philippine TV series,
presenting the new lesson and they will act it out in front of the group will represent a family who will play the movies, actors and actresses.
class. game similar to Family Feud.

B. Establishing a purpose for the Presents the objective/s of thePresents the objective/s of the lesson. Let
students realize that today’s lesson is the
Presents the objective/s of
lesson the lesson. continuation of yesterday’s lesson. the lesson (new topic).

The teacher will relate the The teacher will process the
C. Presenting examples / instances of
the new lesson
preliminary activity to this preliminary activity in
new lesson. relation to the lesson.
The students will describe the Reading Session (Part II)- The students will read Lecture Session- The teacher will discuss the
D. Discussing new concepts and following: the assigned texts to their group. After reading, they technicalities of writing review, reaction and
practicing new skills #1 Reading Session
• Philippine (Part I)
teleserye are going to discuss the salient points within the critique papers. Let the students realize that the text
group and later will be shared to the whole class. they’ve read is an example of critique paper.
The students will
• Philippine read the
movies
assigned texts to their group.
E. Discussing new concepts and After reading, they are going
practicing new skills #2 to discuss the salient points
within the group and later will
be shared to the whole class.
F. Developing Mastery
 What kinds of values are reflected in
G. Finding practical applications of What are the 4 positive values that should be
Philippine TV series and movies? How are
promoted by Philippine TV series and
concepts and skills in daily living going to apply these values to our daily
movies? How can these be possible?
lives?

H. Making Generalizations and What is the lesson all

abstractions about the lesson about?

I. Evaluating learning
Performance Task
• Short movie

J. Additional activities for application

or remediation

V. REMARKS

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 1

Wednesday Thursday Friday

r understands the principles and uses of a reaction paper/ review/ critique.

produces an objective assessment of an event, a person, a place or a thing.
At the end of the session, learners are expected to At the end of the session, learners are expected to cites
At the end of the session, learners are expected to
presents ideas convincingly (CS_EN11/12A-EAPP- specific sources to support claims (CS_EN11/12A-
make inferences based on facts
Id-f-13) EAPP-Id-f-12)

Art Structure of Academic Texts Art

ession, learners are expected to forms opinions based on facts (CS_EN11/12A-EAPP-Id-f-11)
MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

Page 48-50 Page 47-48 Page 50-53

Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google

Jeopardy Game- The students will play the Family Feud - The class will be divided into Review of previous
two who will assume as Group 1 and 2. Each
Jeopardy Game still on Philippine TV series, group will represent a family who will play the
movies, actors and actresses. game similar to Family Feud. objectives and concepts.

Presents the objective/s of Presents the objective/s of the lesson. Let

the students realize that today’s lesson is the
States the objective of
the lesson (new topic). continuation of yesterday’s lesson. today’s lesson.
The teacher will process the
preliminary activity in
relation to the lesson.
Lecture Session- The teacher will discuss the Reading Session (Part II)- The students will read
technicalities of writing review, reaction and the assigned texts to their group. After reading, they
critique papers. Let the students realize that the text are going to discuss the salient points within the
they’ve read is an example of critique paper. group and later will be shared to the whole class.
 What are the 4 positive values that should be
promoted by Philippine TV series and
movies? How can these be possible?

Performance Task
• Short movie Writing Critique Paper

Use TVL Tuesday's Lesson

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time August 6-10, 2018

Monday Tuesday Wednesday

I. OBJECTIVES

A. Content Standards The learner understands the p

B. Performance Standards The learner produces an objec
C. Learning Competencies / At the end of the session, learners are expected to
presents ideas convincingly
Objectives CS_EN11/12A-EAPP-Id-f-13

II. CONTENT
III. LEARNING RESOURCES

A. References MRS. PRINCESS GRACE M. KIM

1. Teacher's Guide pages

2. Learner's Materials pages 54-57

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare, Youtube, Google

IV. PROCEDURES

A. Reviewing previous lesson or Short Recall of previous week’s

lesson. The teacher may ask questions
presenting the new lesson to elicit answer from the students.

B. Establishing a purpose for the Presents the objective/s of

lesson the lesson
The students will work on their group. They
will brainstorm on the similarities and
C. Presenting examples / instances of differences of the ff: Reaction paper, Review
the new lesson paper, & Critique paper

Group Work: The group will be given 15 minutes

D. Discussing new concepts and working time to brainstorm on the given topics.
They will use PPT presentation/manila paper for
practicing new skills #1 their output which they will discuss after the given
time.

E. Discussing new concepts and Presentation/Discussion: Each group

will choose 2 representatives to
practicing new skills #2 present and discuss their shared ideas.
F. Developing Mastery

G. Finding practical applications of

concepts and skills in daily living

H. Making Generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for application

Internet research
or remediation

V. REMARKS Sick Leave

VI. REFLECTION
GAS TVL TVL TVL
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday

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.
At the end of the session, learners are expected to At the end of the session, learners are expected to
presents ideas convincingly presents ideas convincingly At the end of the session, learners are expected to
CS_EN11/12A-EAPP-Id-f-13 CS_EN11/12A-EAPP-Id-f-13 create concepts that are catchy and current.

Reaction Paper

MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

54-57 54-57 57-60

Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google

Short Recall of previous week’s Short Recall of previous week’s

lesson. The teacher may ask questions lesson. The teacher may ask questions
Review of yesterday’s
to elicit answer from the students. to elicit answer from the students. lesson.
Presents the objective/s of the lesson.
Presents the objective/s of Presents the objective/s of Let the students realize that today’s
the lesson the lesson lesson is the continuation of yesterday’s
lesson.
The students will work on their group. They The students will work on their group. They
will brainstorm on the similarities and will brainstorm on the similarities and
differences of the ff: Reaction paper, Review differences of the ff: Reaction paper, Review
paper, & Critique paper paper, & Critique paper

Group Work: The group will be given 15 minutes Group Work: The group will be given 15 minutes
working time to brainstorm on the given topics.
They will use PPT presentation/manila paper for
working time to brainstorm on the given topics.
They will use PPT presentation/manila paper for
…continuation of the group’s
their output which they will discuss after the given their output which they will discuss after the given
time. time.
presentation and discussion.
The teacher will discuss the important
Presentation/Discussion: Each group Presentation/Discussion: Each group
points of the students’ reports and
will choose 2 representatives to will choose 2 representatives to
supplement points which they have
present and discuss their shared ideas. present and discuss their shared ideas.
missed.
 Using Venn diagram, the students will
compare and contrast reaction, review and
critique paper. Students will be asked to give
at least three descriptions.

Ask: What instances will you be able to

apply your knowledge of the lesson?
How will these help you in your future
endeavour?

Differentiate reaction, review and

critique papers? What are their
similarities.

Pair-Think-Share: The students will analyse three

different papers and they are going to classify
each paper according to category. They need to
justify their answer.

Internet research Internet research Internet research

Use TVL Tuesday's Lesson

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time August 13 - 17, 2018
Monday Tuesday Wednesday
I. OBJECTIVES
The learner understands the principles a
A. Content Standards critiqu
The learner produces an objective assess
B. Performance Standards a thin
C. Learning Competencies / At the end of the session, learners are
Objectives expected to outline a reaction paper

II. CONTENT Outlining a Reaction Paper

III. LEARNING RESOURCES

A. References MRS. PRINCESS GRACE M. KIM

1. Teacher's Guide pages

2. Learner's Materials pages Page 60-65

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare, Youtube, Google
IV. PROCEDURES

A. Reviewing previous lesson or Presentation: Outlining a

presenting the new lesson Reaction Paper
Presents the objective/s of the
B. Establishing a purpose for the lesson. Ask: What is an
lesson outline?
The students will watch the following suggested
C. Presenting examples / instances of movie/s and they will write their reaction after
the new lesson viewing. - An Inconvenient Truth; PK; Beautiful
Mind & Cloud At Last

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing Mastery
G. Finding practical applications 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

V. REMARKS Class Suspended Due to Flood The film viewing will be

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 1

Wednesday Thursday Friday

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.
At the end of the session, learners are At the end of the session, learners are
expected to outline a reaction paper expected to write a reaction paper

Outlining a Reaction Paper Writing a Reaction Paper

MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

Page 60-65 Page 66-67

Slideshare, Youtube, Google Slideshare, Youtube, Google

Presentation: Outlining a Review and/or continuation

Reaction Paper of the film viewing
Presents the objective/s of the
lesson. Ask: What is an States the objective of
outline? today’s lesson.
The students will watch the following suggested
movie/s and they will write their reaction after
viewing. - An Inconvenient Truth; PK; Beautiful
Mind & Cloud At Last
 Reaction Paper
Students will write 600-800 word
reaction paper based on the film they
have seen.
Reaction Paper
Students will write 600-800 word
reaction paper based on the film they
have seen.

The film viewing will be done in two sessions. Examination Day

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time August 20-24, 2018
Monday Tuesday Wednesday
I. OBJECTIVES
The learner understands the principles and uses of a
A. Content Standards reaction paper/ review/ critique. The learner understan
B. Performance Standards The learner produces an objective assessment of an
event, a person, a place or a thing. The learner produces a w
C. Learning Competencies / At the end of the session, learners are expected to At the end of the session, learners are expected to
defines what a concept paper is
differentiate different critical approaches
Objectives CS_EN11/12A-EAPP-Ig-j-19

II. CONTENT Critique Paper Holiday Concept Paper

III. LEARNING RESOURCES

A. References MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

1. Teacher's Guide pages

2. Learner's Materials pages Page 56-57 Page 64-65

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare, Youtube, Google Slideshare, Youtube, Google
IV. PROCEDURES
Ask the students if they still have
A. Reviewing previous lesson or Short Recall of previous week’s lesson. The
some questions on the previous week
teacher may ask questions to elicit answer
presenting the new lesson from the students. lesson before proceeding to the new
lesson.

B. Establishing a purpose for the Presents the objective/s of Presents the objective/s of
lesson the lesson. the lesson.
Presents a video clip to the students. After Ask Motivating Question:
C. Presenting examples / instances of viewing, let the students comment on the Do you have any idea, concept or project in
the new lesson following: Character, Culture, Psychological &
Form/Structure
mind that you want to propose or suggest to
your school or community?

Discuss the different critical

D. Discussing new concepts and Ask the students what is their idea
approaches. Let the students realize
about concept paper?
practicing new skills #1 that what they did earlier used
Discuss what a concept paper is.
different approaches.

E. Discussing new concepts and

practicing new skills #2

The students will work with their group and

they will conceptualize a project for Barrio
F. Developing Mastery Kapos considering the concerns of the
citizens.
 Each member will assume a role to come up with a
G. Finding practical applications of project and their budget allocation from the
donation of private corporations. (Adapted from
concepts and skills in daily living Ateneo seminar)

H. Making Generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for application Internet research,

or remediation Internet research
readings
V. REMARKS Holiday

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday

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

The learner produces a well-balanced concept paper in a specific discipline
At the end of the session, learners are expected to At the end of the session, learners are expected to
At the end of the session, learners are expected to
defines what a concept paper is defines what a concept paper is
CS_EN11/12A-EAPP-Ig-j-19 CS_EN11/12A-EAPP-Ig-j-19 distinguish the structure/s of a concept paper

Concept Paper Concept Paper Structure/s of a Concept Paper

MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

Page 64-65 Page 64-65 Page 66-67

Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google

Ask the students if they still have Ask the students if they still have
some questions on the previous week some questions on the previous week Review the definition of
lesson before proceeding to the new lesson before proceeding to the new concept paper.
lesson. lesson.

Presents the objective/s of Presents the objective/s of Presents the objective/s of

the lesson. the lesson. the lesson.
Ask Motivating Question: Ask Motivating Question:
Do you have any idea, concept or project in Do you have any idea, concept or project in
mind that you want to propose or suggest to mind that you want to propose or suggest to
your school or community? your school or community?

Ask the students what is their idea Ask the students what is their idea
about concept paper? about concept paper?
Discuss what a concept paper is. Discuss what a concept paper is.

Discuss the various kinds of concept

paper, importance and the format of
concept paper.
The students will work with their group and The students will work with their group and
they will conceptualize a project for Barrio they will conceptualize a project for Barrio
Kapos considering the concerns of the Kapos considering the concerns of the
citizens. citizens.
Each member will assume a role to come up with a Each member will assume a role to come up with a Let the students identify the
project and their budget allocation from the project and their budget allocation from the
donation of private corporations. (Adapted from donation of private corporations. (Adapted from situations in which concept paper is
Ateneo seminar) Ateneo seminar) helpful?

Let the students sum up the

lesson by answering guide
questions.

Internet research, Internet research, Internet research,

readings readings readings
Use TVL Tuesday's Lesson

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time August 27-31, 2018
Monday Tuesday Wednesday
I. OBJECTIVES

A. Content Standards The learner understands the p

B. Performance Standards The learner produces an objec
C. Learning Competencies / At the end of the session, learners are expected to
presents ideas convincingly
Objectives CS_EN11/12A-EAPP-Id-f-13

II. CONTENT
III. LEARNING RESOURCES

A. References MRS. PRINCESS GRACE M. KIM

1. Teacher's Guide pages

2. Learner's Materials pages 54-57

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare, Youtube, Google

IV. PROCEDURES

A. Reviewing previous lesson or Short Recall of previous week’s

lesson. The teacher may ask questions
presenting the new lesson to elicit answer from the students.

B. Establishing a purpose for the Presents the objective/s of

lesson the lesson
The students will work on their group. They
will brainstorm on the similarities and
C. Presenting examples / instances of differences of the ff: Reaction paper, Review
the new lesson paper, & Critique paper

Group Work: The group will be given 15 minutes

D. Discussing new concepts and working time to brainstorm on the given topics.
They will use PPT presentation/manila paper for
practicing new skills #1 their output which they will discuss after the given
time.

E. Discussing new concepts and Presentation/Discussion: Each group

will choose 2 representatives to
practicing new skills #2 present and discuss their shared ideas.

F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living

H. Making Generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for application

Internet research
or remediation
OB to CCNHS (Carrer Guidance
V. REMARKS Holiday- National Heroes Day Program)

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday

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.
At the end of the session, learners are expected to At the end of the session, learners are expected to
presents ideas convincingly presents ideas convincingly At the end of the session, learners are expected to
CS_EN11/12A-EAPP-Id-f-13 CS_EN11/12A-EAPP-Id-f-13 create concepts that are catchy and current.

Reaction Paper

MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM

54-57 54-57 57-60

Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google

Short Recall of previous week’s Short Recall of previous week’s

lesson. The teacher may ask questions lesson. The teacher may ask questions
Review of yesterday’s
to elicit answer from the students. to elicit answer from the students. lesson.
Presents the objective/s of the lesson.
Presents the objective/s of Presents the objective/s of Let the students realize that today’s
the lesson the lesson lesson is the continuation of yesterday’s
lesson.
The students will work on their group. They The students will work on their group. They
will brainstorm on the similarities and will brainstorm on the similarities and
differences of the ff: Reaction paper, Review differences of the ff: Reaction paper, Review
paper, & Critique paper paper, & Critique paper

Group Work: The group will be given 15 minutes Group Work: The group will be given 15 minutes
working time to brainstorm on the given topics.
They will use PPT presentation/manila paper for
working time to brainstorm on the given topics.
They will use PPT presentation/manila paper for
…continuation of the group’s
their output which they will discuss after the given their output which they will discuss after the given
time. time.
presentation and discussion.
The teacher will discuss the important
Presentation/Discussion: Each group Presentation/Discussion: Each group
points of the students’ reports and
will choose 2 representatives to will choose 2 representatives to
supplement points which they have
present and discuss their shared ideas. present and discuss their shared ideas.
missed.
Using Venn diagram, the students will
compare and contrast reaction, review and
critique paper. Students will be asked to give
at least three descriptions.
 Ask: What instances will you be able to
apply your knowledge of the lesson?
How will these help you in your future
endeavour?

Differentiate reaction, review and

critique papers? What are their
similarities.

Pair-Think-Share: The students will analyse three

different papers and they are going to classify
each paper according to category. They need to
justify their answer.

Internet research Internet research Internet research

Use TVL Tuesday's Lesson

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time September 3 -7, 2018
Monday Tuesday Wednesday
I. OBJECTIVES

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

B. Performance Standards The learner produces a well-balanced concept paper in a specific discipline. The learner present a convin
C. Learning Competencies / At the end of the session, learners are expected to At the end of the session, learners are expected to
At the end of the session, the learners are expected
to defines what a position paper is. (CS_EN11/12A-
propose a project for their concept paper. write their concept paper
Objectives EAPP-Iia-d-1)

II. CONTENT Title/Project Proposal for the Concept Paper Writing a Concept Paper The Case for Short Words.
III. LEARNING RESOURCES

A. References MRS. PRINCESS GRACE M. KIM MRS. PRINCESS GRACE M. KIM EAPP Book
1. Teacher's Guide pages Page 136-137
2. Learner's Materials pages Page 68-69 Page 70-71 Page 72-73

3. Textbook pages
4. Additional Materials from Learning
Resource Portal
B. Other Learning Resources Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google
IV. PROCEDURES

A. Reviewing previous lesson or Review of the past Review of the past

presenting the new lesson Review
lesson. lesson.
Ask the students how they
B. Establishing a purpose for the Presents the objective/s of States the objective of
choose words when they write
lesson the lesson today’s lesson. their composition.
Pair-Think-Share: Tell the students to
C. Presenting examples / instances of find a pair. They are going to think and Let the pair continue their writing Let students to comment on the
plan a project for the school or activity. Present the rubric for following ending lines from the
the new lesson community. Share their insights about their concept paper. famous poem "Ullysses"
their plan.
Give the class these last two lines of William
D. Discussing new concepts and Shakespeare's "So long as men can breath and
practicing new skills #1 eyes can see, So long lives this, and this gives
life to thee.

E. Discussing new concepts and

practicing new skills #2

Pre-Writing
F. Developing Mastery The pair will help each other and will
write their draft of their concept paper.
G. Finding practical applications of Ask the learners to what the
concepts and skills in daily living proposition of the selection.

Learners now try to express their

H. Making Generalizations and
stand on the issue of using short
abstractions about the lesson words whener possible.

Concept Paper Planning and

I. Evaluating learning
Draft Writing

J. Additional activities for application

Internet research, readings Finalized there Concept Paper
or remediation

V. REMARKS

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday

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

The learner present a convincing position paper based on properly cited factual evidence.
At the end of the session, the learners are expected At the end of the session, the learners are expected
At the end of the session, the learners are
to defines what a position paper is. (CS_EN11/12A- to defines what a position paper is. (CS_EN11/12A-
EAPP-Iia-d-1) EAPP-Iia-d-1) expected to defines what a position paper is.

The Case for Short Words. The Case for Short Words. Persuading Words

EAPP Book EAPP Book EAPP Book

Page 136-137 Page 136-137
Page 72-73 Page 72-73 Page 74-76

Slideshare, Youtube, Google Slideshare, Youtube, Google Slideshare, Youtube, Google

Review of the past Review of the past

Review
lesson. lesson.
Ask the students how they Ask the students how they Ask learners how much they sure
choose words when they write choose words when they write that they assumption is based on
their composition. their composition. fact. (Contraceptive Plans)

Let students to comment on the Let students to comment on the Let the learners comments on
following ending lines from the following ending lines from the
famous poem "Ullysses" famous poem "Ullysses" the debatable issue.
Give the class these last two lines of William Give the class these last two lines of William Tell the student to find a pair. They
Shakespeare's "So long as men can breath and Shakespeare's "So long as men can breath and
eyes can see, So long lives this, and this gives eyes can see, So long lives this, and this gives are going to think and give they
life to thee. life to thee. stand in particular issue.

Pre-Writing: The pair will help

each other and will write their
draft of their dabetable paper.
 Ask the learners to what the Ask the learners to what the
proposition of the selection. proposition of the selection.

Learners now try to express their Learners now try to express their
stand on the issue of using short stand on the issue of using short
words whener possible. words whener possible.

Debatabe Paper Draft

Writing

Internet research, readings

Use TVL Tuesday's Lesson

TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time September 10-14, 2018
Monday Tuesday Wednesday
I. OBJECTIVES

A. Content Standards

B. Performance Standards
C. Learning Competencies /
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 Learning
Resource Portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the

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
G. Finding practical applications 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

V. REMARKS

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday

Class Suspended Due to Typhoon Ompong

 Class Suspended Due to Typhoon Ompong

GAS GAS TVL GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time September 10-14, 2018
Monday Tuesday Wednesday
I. OBJECTIVES

A. Content Standards

B. Performance Standards
C. Learning Competencies /
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 Learning
Resource Portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the

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
G. Finding practical applications 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

V. REMARKS

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday
TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III
 School: DOYONG-MALABAGO NATIONAL HIGH SCHOOL

GRADES 1 to 12 DAILY Teacher: IRISH VIVIEN E. ZARATE

LESSON LOG Teaching Dates and Time
Monday Tuesday Wednesday
I. OBJECTIVES

A. Content Standards

B. Performance Standards
C. Learning Competencies /
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 Learning
Resource Portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the

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
G. Finding practical applications 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

V. REMARKS

VI. REFLECTION
GAS TVL TVL GAS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for the
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 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:

IRISH VIVIEN E. ZARATE

TEACHER II
-MALABAGO NATIONAL HIGH SCHOOL Grade Level: 11
English for Academic & Professional
Learning Area: Purposes

Quarter: 1st Semester - Quarter 2

Wednesday Thursday Friday
TVL GAS GAS TVL

Checked:

JASMIN C. AGONCILLO
HEAD TEACHER III