School: SAN JOSE NATIONAL HIGH SCHOOL Grade Level: 11/12

GRADES 1 to 12 Teacher: . ESTHER FAITH C. CARPIO Learning Area: EAAP

DAILY LESSON LOG
MELC BASED Teaching Dates and Time: Aug. 29- Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts / The learner understands the principles and uses of a reaction paper/
Pangnilalaman review/ critique / The learner understands the principles and uses of a concept paper
(Content Standards)

Pamantayan sa The learner produces a detailed abstract of information gathered from the various academic texts read / The learner produces an objective assessment of an event, a person, a place or
Pagganap 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
(Perfomance Standards) 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 The learner produces a well balanced concept paper in a specific discipline
Pamantayan sa
Pagkatuto
(Learning
Competencies)
Layunin
Lesson Objective
Objective: Students will learn
about language conventions
in academic writing across
disciplines.
Objective: Students will Pre-Lesson Activity:
explore disciplinary registers 1. Display a sample
Objective: Students will and their impact on academic academic essay on a Objective: Students will
Objective: Students will be
understand how language texts. familiar topic (e.g., understand the importance
able to differentiate language
varies in different academic the effects of of text structure in
used in academic texts from
disciplines. technology on gathering information from
various disciplines.
society). texts.
2. Ask students to
identify any
conventions or
language features
they notice in the
essay.
Paksang Aralin Lesson 2: Language Lesson 4: Language
(Subject Matter) Lesson 1: Introduction to Lesson 1: Introduction to
Variation in Academic Lesson 3: Exploring Conventions in Academic
Academic Language Text Structure
Disciplines Disciplinary Registers Writing

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing
Previous
Lesson or
Presenting the
New Lesso

b. Establishing Pre-Lesson Activity: Pre-Lesson Activity: Pre-Lesson Activity:

purpose for
Pre-Lesson Activity:
1. Provide students with 1. Give students a brief Pre-Lesson Activity: 1. Display a sample 1. Display a short
the lesson
a short academic text overview of different 1. Provide students with academic essay on a passage or article
from a discipline academic disciplines, sample academic texts familiar topic (e.g., with a clear text
they are familiar with such as science, from different the effects of structure (e.g., cause
(e.g., a science or humanities, social disciplines. technology on and effect, compare
history article). sciences, and arts. 2. Ask them to read the society). and contrast,
2. In pairs, students 2. Ask students to texts and underline any 2. Ask students to problem and
should read the text brainstorm examples words or phrases they identify any solution).
and underline any of language they consider to be conventions or 2. Ask students to read
unfamiliar words or think might be disciplinary jargon or language features the passage
phrases. specific to each specific to that field. they notice in the individually and
3. As a class, discuss discipline. essay. identify the text
the words and . structure used.
phrases identified, Lesson Activities:
and ask students to
share their
understanding of the
text.
c. Presenting Lesson Activities: Register Analysis (25 minutes) Analyzing Language Introduction to Text
example/insta Vocabulary Exploration (15 Divide the class into Conventions (25 minutes) Structure (10 minutes)
nces of the Lesson Activities:
new lesson
minutes) small groups and assign Provide students with Define text structure
Define Academic Language Present students with each group a different a variety of academic as the organization
(10 minutes)
 a list of discipline- academic discipline. texts from different
Introduce the concept
specific terms related Provide each group disciplines.
of academic and arrangement of
to different academic with an academic text In pairs or small
language and its information in a
disciplines. from their assigned groups, students
importance in text.
Divide the class into discipline. should identify and
different disciplines. Explain the
small groups and In their groups, analyze the language
Discuss the different types of
assign each group a students should identify conventions used in
characteristics of text structures
discipline. and highlight examples each text.
academic language, commonly used in
In their groups, of register usage in the Encourage students to
such as formal academic and
students should match text. focus on discipline-
vocabulary, nonfiction texts
the terms with the Ask each group to specific citation
specialized (e.g., chronological,
appropriate share their findings and styles, formal
terminology, and descriptive,
discipline. explain how the sentence structures,
precise language sequential, problem-
Discuss the answers as a register contributes to and appropriate
usage. solution).
class and clarify any the text's tone and grammar and
-.
misconceptions clarity. punctuation.
d. Discussing 1. Register Adaptation 1. Editing Exercise (20
new concepts (20 minutes) minutes)
● Distribute a ● Distribute a
1. Analyzing general topic sample
Discipline-specific (e.g., climate paragraph
Vocabulary (15 change) to each from an
minutes) student. academic 1. Identifying Text
● Divide the essay that
● Ask students to Structure (20
class into contains errors minutes)
write a
small j groups 1. Text Analysis (25 in language
paragraph about ● Provide
and assign minutes) conventions.
the topic in the students
each group a register of a ● In pairs or
● Provide with a set of
different specific individually,
academic students with passages or
sample texts discipline. students articles that
discipline Students should aim to use should
(e.g., science, from various represent
academic vocabulary, sentence identify and various text
history, structures, and other language correct the
mathematics, disciplines. structures.
features characteristic of that errors using
literature). ● In pairs or ● In small
discipline the
● Provide each small groups, appropriate groups or
group with a students language individually,
text from should read conventions students
their assigned and analyze for the given should read
discipline. the texts. discipline. the texts and
● Encourage identify the
● In their ● Students
text structure
groups, students to should explain used.
students identify their
discipline- ● Discuss the
should corrections
identify and specific and the answers as a
highlight vocabulary, reasoning class and ask
discipline- sentence behind them. students to
specific structures, and explain how
vocabulary. any other they
language determined
● Ask each
features that the text
group to distinguish the structure.
share their texts.
findings with
e. Continuation 2. Comparing 2. Comparing Language Lesson Activities: Lesson Activities: 1. Analyzing Text
of the Academic Language Variation (15 1. Introduction to 1. Introduction to Structure (25
discussion of
new concepts
(20 minutes) minutes) Registers (10 minutes) Language minutes)
● Distribute ● Facilitate a ● Explain the Conventions (10 ● Give
minutes)
two different class concept of students a
academic discussion on registers and ● Discuss the longer
texts from the differences their role in importance of passage or
distinct observed in academic language article and
disciplines to the texts from writing. conventions in ask them to
each student. different ● Differentiate academic identify the
● In pairs, disciplines. writing, such text structure
between formal,
● Encourage as sentence on their
students informal, and
structure, own.
should read students to technical
grammar, ● In pairs or
both texts and share their registers.
punctuation,
compare the findings and Discuss how registers vary small
and citation
language used insights on across different disciplines groups,
styles.
in each. how language students
Highlight the necessity of
● Students varies based should
adhering to disciplinary-
on the discuss the
should specific conventions in
academic text structure
identify different academic
discipline. and its
similarities disciplines
Discuss the implications of impact on
and
discipline-specific language understandin
differences in
for effective communication g the
terms of
and understanding information
vocabulary,
presented.
sentence
structure, and ● Students
style. should
● Discuss the create an
outline or
findings as a
visual
class,
representatio
highlighting
n that
the diversity
highlights
of academic
the main
language
components
across
 disciplines. of the text
structure.

f. Developing
Mastery
g. Finding Post-Lesson Activity: Post-Lesson Activity: . Post-Lesson Activity:
● .
practical 1. Reflective Writing 2. Reflective Writing Post-Lesson Activity: 1. Text Structure
applications of Post-Lesson Activity: 1. Application of
(10 minutes) (10 minutes) Scavenger Hunt (15
concepts and 1. Peer Review (15 Language
skills in daily ● Ask students ● Ask students minutes)
minutes) Conventions (15
living ● Provide
to to individually ● Students should minutes)
individually write a short students
exchange their ● Provide
write a short reflection on with a
paragraphs with students with
reflection on what they variety of
a partner from a a writing
what they learned about texts (e.g.,
different prompt related
● learned about academic articles,
discipline. to a specific
language. essays,
academic ● Partners should discipline
● Students excerpts)
language. (e.g., "Write
review each and ask
● Students should discuss an essay on
other's them to
the challenges the causes of
should paragraphs and identify the
of the French
discuss the provide text structure
understanding Revolution
challenges of feedback on the used in each.
academic texts using proper
understanding successful ● Students
and suggest language
academic adaptation of
strategies to conventions should
texts and the register.
improve their for history"). justify their
suggest ● Encourage
comprehensio answers and
strategies to ● Students
n. students to provide
improve their should write a
discuss the evidence
comprehensio short
effectiveness of from the
n. paragraph or
the language texts to
choices and outline support their
suggest applying the reasoning.
improvements. language
conventions
relevant to the
discipline.
● Encourage
 students to
refer to the
knowledge
gained in the
lesson while
incorporating
the
appropriate
language
conventions.

h. Making
generalization
s and
abstractions
.
about the
lesson
i. Evaluating
learning

j. Additional
activities for
application or
remediation
REMARKS

REFLECTIO
N

a. Number of
learners
who
earned
80% of the
evaluation
b. Number of
learners
who
require
additional
activities
for
 remediatio
n who
scored
below 80%
c. Did the
remedial
lesson
work?
d. Number of
learners
who have
caught up
with the
lesson
e. Number of
learners
who
continue to
require
remediatio
n
f. What
difficulties
did I
encounter
which my
principal
or
supervisor
can help
me solve?
g. What
innovation
or
localized
materials
did I
use/discov
er which I
wish to
share with
other
teachers?