SCHOOL JULIO LEDESMA NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 11

DAILY
TEACHER RHEA O. MARIMLA LEARNING AREA ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
LESSON
LOG TEACHING WEEK WEEK 14 ( February 26 – March 2, 2018) QUARTER 2ND QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

February 26 (Monday) February 28 (Wednesday) March 1 (Thursday) March 2 (Friday)
I. OBJECTIVES
A. Content Standard The learner …
understands the principles and uses of a reaction paper/review/critique paper
B. Performance Standard 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

C. Learning Competencies The learner will be able to: The learner will be able to: The learner will be able to: The learner will be able to:

1. presents ideas 1. uses the appropriate language 1. raises legitimate, contrary views in 1. uses appropriate language for
convincingly for a specific discipline an appropriate manner a specific discipline
CS_EN11/12A-EAPP-Id-f-11 CS_EN11/12A-EAPP-Id-f-13 CS_EN11/12A-EAPP-Id-f-14 CS_EN11/12A-EAPP-Id-f-15

II. CONTENT
The Structure and and Language of Supporting Claims
Critique

LEARNING OBJECTIVES
Learning Objectives: Learning Objectives: Learning Objectives:
Students learn the following: Students learn the following: Students learn the following:
 a. Identify the forms of Reaction paper a. Support claims using facts
a. Iidentify the quidelines in writingb. Identify the Basic qualities of a good b. Express their ideas and reacctions on
a critique paper reaction paper certain issues.
b. Critique or react base on facts. c. Identify the Basic Qualities of an
Adequate Critical Judgement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG pg.27 - 33 TG 28- 30
2. Learner’s Material LM pg 45 - 47
3. Textbook Pages none English for Academic and English for Academic and Professional
Professional Purposes PG. 47-49 Purposes PG. 49 - 50
B. Other Learning none
Resources
IV. PROCEDURES
A. Previewing previous Starter: Motivation:
Motivating Introduction
lesson or presenting the 1. Regale the students with the Get a review of a recent book from 1. Ask students how a lawye could be
new lesson socio-political roles of famous art online or print sourcces and able to win a case?
works, especially the painting, together with a partner, fill out the 2. Ask how winners in contests are
Guernica.
table below. judged?
2. Interest the students in the role Strengths (Cite events or
that these art works played in
reacting to socio-political events observations)
and advancing the artists’ views and Weaknesses (Cite particular scenes
positions. or observations)
Lesson Proper
Reading the Critique and Reacting
to It

B. Establishing a purpose Ask Students:

for the lesson Why are facts important in
presenting agruments and
supporting claims?
C. Presenting 1. Let students read a sample reading
Structural Analysis. Explain these Group Activity:
examples/instances of elements to the students: material on how facts are used in
the lesson a. Main idea. React on issues using emojies supporting an author’s claim.
b. Supporting details.

D. Discuss new concepts
and Practicing new skills
E. Developing Mastery
2. Answer comprehension response
1. Value Communicated Discuss the Structure of Language Discuss how facts help support claims
a. Sound critical judgment
and Critiques on page 47 - 48 and how to find and cite facts to use
b. A fair and balanced for arguments.
assessment of situations or
events, people and things
2. Basic Content
a. Ranges from an off-hand gut
reaction, favorable or
unfavorable, merely expressive
of emotion to a more rational
impersonal critical analysis that
seriously communicates some
value, ethical or moral, some
hidden or forgotten truth, and
some aesthetic delight
b. May take the form of a
reflection, an appeal, a protest,
a tribute or denunciation, a
speculation
c. In general, the content would
include the following topics:
1.) For human situations:
a.) A brief description of the
event
b.) People involved, their roles
and contributions
c.) Other driving forces, in the
open or hidden and unsuspected
d.) Implications and
consequences
e.) Assessment and
prognostication
Indivudual Activity: Identifying the Task 1:
qualities of a good reaction paper. Based on the discussion, fill out the table
and identify how and where
 F. Finding Practical Concluding Activities Concluding Activity: `
Inspire student appreciation for
applications of concepts significant visual reactions (art Let students identify the
and skills in daily living works) to socio-political strengths and weaknesses of
phenomena by immersing the sample reaction paper.
learners in these projects:
2. Academic Track: List at least
ten famous politically committed
art works of the world, the
occasion or event that each
work reacts to/against, and the
message and impact of the work
on the people for which it was
created. Then write a three-
paragraph essay explaining how
and why visual art works make
for effective visual socio-political
statements/arguments.

G. Making generalizations What is a reaction paper? Why are facts important in supporting
and abstractions about What are the qualities of a good claims?
the lesson reaction paper?

H. Evaluating Learning Do task 2 on page 48. Prepare

thesis statement and outline Let students identify an issue and let them
state their claims. Cite facts for each claim
stated.

I. Additional Activities for

application or
remediation
V. REMARKS
Actual Date taught:
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
Prepared by:
RHEA O. MARIMLA