SCHOOL Marawi National High School GRADE LEVEL Grade 12

GRADES 12
ENGLISH FOR ACADEMIC AND
DAILY LESSON LOG TEACHER JESSA MAY A. MARCOS LEARNING AREA
PROFESSIONAL PURPOSES (EAPP)
TEACHING DATES AND TIME July 6-10, 2026 TERM First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

[Link] 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 to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
[Link] Standards The learner understands the principles and uses of a reaction paper/ review/ critique
[Link] Standards The learner produces an objective assessment of an event, a person, a place or a thing.
Writes a comprehensive review /reaction paper
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit
Critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria
Critiques graphic design communication materials such as posters, billboards, commercials, digital and other media
[Link]/Objectives Form opinions based on facts Cite specific sources to support Present ideas convincingly
Write the LC Code for each
FIRST SUMMATIVE CS_EN11/12A-EAPP-Id-f-11 claims CS_EN11/12A-EAPP-Id-f-13
TEST CS_EN11/12A-EAPP-Id-f-12
[Link] Content is what the lesson is 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.
Writing the Reaction Paper/Review/ Critique

[Link] 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 Bernardo, C.S. (2019) English for Bernardo, C.S. (2019) English for Bernardo, C.S. (2019) English for Bernardo, C.S. (2019) English for
Academic and Professional Academic and Professional Academic and Professional Academic and Professional Purposes.
Purposes. Rex Book Store, Inc. Purposes. Rex Book Store, Inc. Purposes. Rex Book Store, Inc. Rex Book Store, Inc.
[Link]’s Guides/Pages  EAPP Learner's Material/Textbook (DepEd-approved)
[Link]’s Materials Pages  Curriculum Guide for EAPP (DepEd)
[Link] Pages  Online resources (e.g., Purdue OWL, academic writing guides from reputable universities)
[Link] Materials from  Sample argumentative and persuasive essays
Learning Resources (LR) portal
[Link] Learning Resources Whiteboard/Blackboard, markers/chalk, Projector (optional), Handouts with sample texts, Activity sheets, Laptop/tablet for
presentations
[Link] 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 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 Review: Briefly ask the students Say: Yesterday, we discussed Ask: Why is having a strong foundation
presenting the new lesson about the difference of facts and forming opinions based on facts. of facts and proper citations important
opinions. How do we ensure those facts are when you want someone to believe
reliable and trustworthy? What what you’re saying?
makes an opinion strong?
[Link] a purpose for the Fact or Opinion Blitz The Accusation Game Mini Sales Pitch
lesson
The teacher will read aloud 10-12 Imagine someone makes a You need to convince your classmates
short statements. Some should serious accusation against you or that a specific local initiative in Camiling
be clear facts and others clear your friend. How would you want (e.g., promoting eco-tourism,
opinions. The students will them to prove it? supporting local bakeshop businesses,
participating in a school clean-up drive,
indicate whether it’s fact or
etc.) is the most important thing our
opinion using a pre-made card Present a simple, relatable
school should focus on this month.
(one side FACT, other side scenario: Someone claimed that
OPINION) our school canteen is now serving Give students 1 minute to think of one
unhealthy food. If you were going brief reason and how they’d present it.
to tell the principal about this,
how would you convince them Ask 3-5 volunteers to deliver a very
it’s true? What proof would you short (15-20 seconds) ”mini sales pitch”
need? to convince the class.

Elicit answers like: I’d show them Connect it to presenting ideas

the menu, I’d get student convincingly.
testimonials, etc.

Connect this to academic writing

and introduce the concept of
credibility.
[Link] examples/instances of After the blitz, ask students: How Ask: Ask: What makes an idea convincing?
the new lesson do you differentiate fact and 1. Why cite?
opinion? Guide them towards 2. What to cite?
understanding that facts are
verifiable, while opinions are
personal beliefs or judgements
[Link] new concepts and Understanding Facts and Opinions Discuss: Types of sources Brainstorm with students the qualities
practicing new skills #1 1. Defining Terms  Books of a convincing argument/idea. Write
 Fact  Journal articles their ideas on the board.
 Opinion  Reputable websites Guide them to the key elements of
  Key Distinction  Research studies/reports convincing.
2. Why do opinions need  interviews
facts?
[Link] new concepts and Activity: Opinion supported by How to Cite In-text (Basic Activity: Unconvincing vs. Convincing
practicing new skills #2 Fact introduction to parenthetical
 Divide the class into small citation) Give two versions of a short paragraph
groups (3-4 students). or set of bullet points on a simple,
Provide each group with  APA relatable topic (e.g., why students
2-3 controversial or  MLA should participate in school clubs, why
thought-provoking online learning has pros/cons).
 Rule of thumb
statements (opinions)
Ask the students which of the version is
 For each opinion, the
more convincing and why.
group must brainstorm
and list at least 3 factual Facilitate a class discussion pointing out
pieces of evidence that the differences in terms of the
could support that elements discussed.
opinion.
 Ask each group to share
one of their opinions and
the facts they gathered to
support it.

[Link] mastery Individual task: Constructing a Activity: Claim and Cite Activity: Build a Convincing
(Leads to formative assessment) supported opinion Argument
Provide a handout with 3-4 short
Provide students with a short, passages/excerpts from different Divide the class into small groups
neutral text or a visual (e.g., an mock sources (one from a book, and provide each group with one
infographic, a short news from an online article, from a general claim related to a local issue
report, etc.)
headline) or school life (e.g., The school should
Task: read the passage, write one
Task: Based only on the provided implement a recycling program,
claim and properly cite the source
text/visual, they need to : using a basic in-text parenthetical Students should have more say in
 Formulate one opinion citation school activities).
related to the content
 Identify at least 2 specific Let them brainstorm and write down
facts from the text/visual their claim and supporting points in a
that support their opinion logical order.

[Link] practical/applications of Engaging in Constructive Conversations/Debate

concepts and skills in daily living Whether it’s a family discussion about household chores, a chat with friends about a movie, or a debate on a community issue: You learn to
articulate why you hold a certain view, backing it up with observations or shared experiences (which can serve as facts in a personal context)
H. Making generalizations and Ask: Ask: Ask:
 abstractions about the lesson  What is the most  What have you learned  What are the essential
important takeaway from about citing sources ingredients for presenting
our lesson today? today? ideas convincingly?
[Link] activities for Find a short news article, read it Find one news article, identify one Choose any issue relevant to our
 Why is it important for us,  Why is academic integrity  Why is being able to present
application or remediation carefully then, write down one specific claim made by the author community. Write a short paragraph (5-7
as student and future so important, not just in ideas convincingly important
opinion you formed based on the and cite it in-text using the basic sentences) where you present one idea
professionals, to always school but in life? in your life, beyond EAPP
article and list three facts from that (Author, year) format. or solution convincingly.
base our opinions on  When you share class?
article that support your opinion.
facts? information especially
[Link] something serious, how
[Link] Reflect on your teaching and assess yourself as a teacher. Think about your students, progress
can citing this week.
sources or What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide
verifyingforinformation
you so when you
make
meet them, you can ask relevant questions. you a more responsible
[Link]. of learners who earned 80% digital citizen?
of the formative assessment
[Link]. of learners
I. Evaluating who require
Learning Ask the students to check their Give a short paragraph writing task Let the students present their
additional activities to remediation seatmates’ individual work in (topic of their choice) where output in the activity Build a
[Link] the remedial lessons work? Constructing a supported students must use at least two Convincing Argument.
No. of learners who have caught up opinion activity for accuracy and provided sources with in-text
with the lesson clarity. citations.
[Link]. of learners who continue to
require remediation Provide students with a short,
[Link] of my teaching strategies neutral text or a visual (e.g., an
worked well? Why did these work? infographic, a short news
[Link] difficulties did I encounter headline)
which my principal or supervisor Task: Based only on the provided
can help me solve? text/visual, they need to :
[Link] innovation or localized  Formulate one opinion
material did I use/discover which I related to the content
wish to share with other teachers? Identify at least 2 specific facts
from the text/visual that support
their opinion

Prepared by: Checked: Noted:

JESSA MAY A. MARCOS JOVERT G. TAÑOTE EDGAR V. VILORIA, EdD

Teacher III Master Teacher II Principal IV