Based on DepEd Order no.42, s.

2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE KTO 12 BASIC EDUCATION PROGRAM

School SAN BARTOLOME HIGH SCHOOL Grade Level 11TH

GRADES 1 to 12
ENGLISH FOR ACADEMIC AND
DAILY LESSON LOG Teacher JULLIE ANN D. SAN PABLO Learning Area
PROFESSIONAL PURPOSES
November 20–24
Teaching Dates and Time , 2023 | 6:00-6:50 (ENIAC), 6:50-7:40 (PACIOLI), 10:40- Quarter SECOND
11:30 (COMTE)

I. OBJECTIVES. Objectives must be met over the week and connected to the curriculum standards. To meet the 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 lesson. Weekly objectives shall be delivered from the curriculum guides.

A. Grade Level
The learner understands the principles and uses of a concept paper.
Standard

B. Performance
The learner produces an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative works, etc..
Standards
C. Learning At the end of the lesson, the students must be able to:
Competencies/ a. Determine different kinds of logical fallacy
Objectives (Write the b. Identify factors on authenticity and validity of evidences/information
LC code for each) c. Present reasonable arguments and factual evidences to defend a stand
II. CONTENT. Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Lesson Title: Defends a stand on an issue by presenting reasonable arguments supported by properly cited factual evidences

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.
A. References

1. Teacher’s Guide MELCS Teachers Guide and DBOW

2. Learner’s SHS Applied Subject: English for Academic and Professional Purposes
Materials pages Quarter 2 – Module 2

3. Textbook pages No available textbook

4. Additional
Materials from
None
Learning Resource
(LR) Portal
III. PROCEDURES. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

November 20, 2023 November 21, 2023 November 22, 2023 November 23, 2023 November 24, 2023
Online Classes Online Classes Face-to-face Classes Face-to-face Classes Online Classes

A. Reviewing the Directions: Read the statement Directions: Share to the class Directions: Share to the class Directions: Share to the class Directions: Share to the
previous lesson or below. Write TRUE if the what you remember about what you remember about what you remember about class what you remember
presenting the new statement is correct and yesterday’s discussion. yesterday’s discussion. previous discussion. about previous discussion.
lesson WRONG otherwise.
1. Logical fallacies are errors in
reasoning that invalidates an
argument.
2. Opinions are better than facts
in supporting an argument.
3. Statistics can be used as
evidence to support an
argument.
4. Evidence from expert
interviews can strengthen your
stand.
5. Bandwagon occurs when
someone tries to refute an
argument by attacking the
character of a person instead of
attacking the ideas of the
argument.
B. Establishing a Take a glance on the picture
purpose for the lesson below. Then, answer the
question:

“Which would you follow, the

decision that your mind is saying
or the choice that your heart is
dictating?”
 In this case whichever your
choice, you have to defend it
with reasonable arguments and
factual evidences.

C. Presenting Discussion:
examples/ instance of Logical Fallacies
the new lesson Example, description of logical
fallacies
Factors on authenticity and
validity of evidences/information
presentation of reasonable
arguments and factual
evidences to defend a stand
D. Discussing new Study the example using the Instructions: Read each Task 3: Mind Map TASK 4: Choose Who-One! .
concepts and guide questions: statement below and identify Instructions: Complete the Instructions: Fill out the box
practicing new skills what it describes by choosing mind map below. Write your with the needed information.
the word in the word pool. Write answers in a separate sheet of Have a brief yet clear answer in
your answers in a separate paper. a separate sheet of paper.
sheet of paper. (10 items)

1. These are errors in reasoning

that invalidate an argument.
2. It occurs when the direction
After you accomplish the task
between cause and effect is
go back to the guidelines
reversed.
earlier. Assess your output in
3. It occurs when an arguer
Task 4.
Guide Questions: presents his/her argument as
Are you reminded with the
1. What is the topic? one of only two options
logical fallacies? Did you use
2. What is the stand of the despite the presence of multiple
powerful explanation or
writer? possibilities.
argument?
3. Look at the explanation and 4. We must support the clean
Did you use the C.A.T.L.C?
evidence. Are there any and green program of the
connections? government. Mountaineers
4. How did the writer show the have suffered climbing on the
conclusion? mountains.
5. I cannot accept your
argument because unlike me,
you were not educated at
Harvard University.
E. Developing mastery Task 2: Modified True or False . Task 5: D. Y. S. (Defend
(Leads to Formative Instructions: Write T if the Your Stand)
Assessment 3) statement is true. If it is false Instructions: Given the issue,
change the underlined word write your stand. Defend it
with the correct one. Write your using your
answers in a separate sheet of claims/arguments.
paper. (10 items) For each argument, give an
1. The criteria for assessing evidence. Write your
whether a source is suitable to answers in a separate sheet
use for academic purposes of paper.
are: relevance, authority, Example: Cycling to
currency contents and commute to work or school
references. Stand: In favor
2. Sources not written by Argument: Health benefits,
experts are not valid. environment-friendly
3. Sources published online Evidence: Cycling as a
should always be used as mode of transport should be
reference. promoted since it has
4. Sources that are personal and several health benefits. It’s
editable such as blogs and easy on the joints. When you
Wikipedia are acceptable. sit on a bike, you put your
5. Sources that have no weight on a pair of bones in
relevance to your academic the pelvis called the ischial
paper should not be used. tuberosities. “That makes it
good for anyone with joint
pain or related stiffness,”
says Dr. Clare Safran-
Norton, a physical therapist
at Harvard –affiliated
Brigham and Women’s
Hospital. In addition, it can
save non- renewable
resources. According to the
Encyclopedia of Energy,
bicycles can cover a given
distance using one-
thousandth of the fuel that
an automobile uses. It cuts
down on greenhouse gas
emissions and global climate
change and reduces
pollutants.
 Evaluate the output using
the rubric below.
Content: 15%
Organization: 10%
Grammar and
Mechanics: 10%

35%

F. Making
generalization and
abstractions about the
lesson

G. Evaluating learning
H. Additional Activities
for application for
remediation
I. REMARKS
VI. REFLECTION. Reflection on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. Number of learners
who earned 80% in the
evaluation
B. No. of learners who
requires additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught
up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
this work?
F. What difficulties did
I encounter which my
principal/supervisor
can help me solve?
G. What innovations or
localized materials did
I used/discover which I
wish to share with
other teachers?

Prepared by: Verified by: Checked by: Approved by:

JULLIE ANN D. SAN PABLO ELSA A. BLAZA ABRAHAM M. CULONG ANITA S. BOHOL, ED, LI, B.
Teacher I Master Teacher II Head Teacher VI School Head