School ENRILE VOCATIONAL HIGH Grade Level HUMMS 11

DAILY SCHOOL
LESSON PLAN Teacher Marilou T. Cruz Learning Area ENGLISH FOR ACADEMIC
Teaching Dates TUESDAY AND THURSDAY Quarter THIRD

MONDAY (NOVEMBER 13, 2017) WEDNESDAY (NOVEMBER15 , 2017)

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of… The learners demonstrate an understanding of…
1. acquires knowledge of appropriate reading strategies 1. acquires knowledge of appropriate reading strategies for
for a better understanding of academic texts a better understanding of academic texts

B. Performance Standard The learners shall be able to… The learners shall be able to…
1. produces a detailed abstract of information gathered from 1. produces a detailed abstract of information gathered from the
the various academic texts read various academic texts read

C. Learning Competency/ The learners will be able to… The learners will be able to…
Objectives 1. determines the structure of a specific academic text 1. determines the structure of a specific academic text
Write the LC code for (CS_EN11/12A-EAPP-Ia-c-1) (CS_EN11/12A-EAPP-Ia-c-1)
each. 2.differentiates language used in academic texts from 2.differentiates language used in academic texts from various
various disciplines( CS_EN11/12A-EAPP-Ia-c-2) disciplines( CS_EN11/12A-EAPP-Ia-c-2)

II. CONTENT Reading Academic Texts* Reading Academic Texts*

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
A. Other Learning www.geology.com www.geology.com
Resource
IV. PROCEDURES
A. Reviewing Students shall answer the following questions. Students shall answer the following questions.
previous lesson or 1. 1.
presenting new
lesson
(REVIEW)
B. Establishing a 1.Ask the students to observe people talking to one another 1.Ask the students to observe people talking to one another .tell
purpose for the .tell them to pay attention to the hand movements of these them to pay attention to the hand movements of these people in
lesson people in conversation. conversation.
(Motivation)
2.Let the students coomunicate to one without using oral 2.Let the students coomunicate to one without using oral
language.find out how long the students can sustain their language.find out how long the students can sustain their “silent
“silent conversation” conversation”

C. Presenting Let the students read the 1.

examples/instances
of the new lesson
(PRE-ACTIVITY)

D. Discussing new
concepts and
practicing new
skills 1
(ACTIVITY
PROPER)
E. Discussing new Prepare the following worksheet indicating the advantage
concepts and and disadvantage of speech ,or vocal language,and of
practicing new gesture or signed language. 1. T
skills 2 speech gesture ac
(DEEPENING) advantage Dis advantage Dis hu
advantage advantage w

F. Developing EXPERIMENT
mastery SEEPY SANDWICH
(POST- Students will be in their home groups. They will be performing
ACTIVITY) an experiment to demonstrate how water infiltration can carry
pollution underground.

Materials:

1. Food coloring to represent the pollutant.

2. 2 Slices of bread to represent the soil and rock
3. A sprayer to produce rainwater.
4. A waterproof work area.

Procedure:

Student No. 1 - holds a slice of bread vertically.

Student No. 2 - adds a drop of food coloring (pollutant) to the

top crust edge of the bread

Student No. 3 - sprays water (rain) on the food coloring Allow

drainage to seep through the crust into the bread.
G. Finding practical Based on the experiment, students will connect the Based on the experiment, students will connect the
applications of demonstration with the real environment and answer the demonstration with the real environment and answer the
concepts and skills following questions. following questions.
in daily living
(APPLICATION) 1. Did the pollution (food coloring) continue through the 1. Did the pollution (food coloring) continue through the bread
bread or was it filtered, leaving only clean water to progress or was it filtered, leaving only clean water to progress
downward? downward?

2. Did the water spread out or go straight down? 2. Did the water spread out or go straight down?

3. Do human activities on the surface have any effect on 3. Do human activities on the surface have any effect on
groundwater quality? groundwater quality?

4. What kinds of pollutants might come from common 4. What kinds of pollutants might come from common
household products? household products?

5. What kinds of pollutants might come from septic tank 5. What kinds of pollutants might come from septic tank fields?
fields?
6. What kinds of pollutants come from landfill seepage?
6. What kinds of pollutants come from landfill seepage?
7. How can groundwater contamination be prevented
7. How can groundwater contamination be prevented

H. Making Man’s activities have greatly affected our water resources Man’s activities have greatly affected our water resources and
generalizations and and have created problems such as water pollution. have created problems such as water pollution.
abstractions about
the lesson
(GENERALIZATION)
I. Evaluating learning Reflective Writing Reflective Writing
(ASSESSMENT) Students will answer the following questions and construct a Students will answer the following questions and construct a
100 word essay for 20 minutes. 100 word essay for 20 minutes.
1. Do you think man has already abused our water 1. Do you think man has already abused our water supply?
supply? 2. As a student, how can you help in resolving the issues
2. As a student, how can you help in resolving the caused by man’s activities on the environment?
issues caused by man’s activities on the
environment?
J. Additional
activities for
application or
remediation
(REMEDIAL)
K. REMARKS

Prepared by: Checked by: Verified by:

MARILOU T. CRUZ LORETO L. GACUTAN JR ELISSA B. LAGGUI

SHS Teacher SHS Coordinator Principal I