LESSON PLAN SECTION TIME

School: Southern Samar National Comprehensive High School 11 GAS A 8:20-9:20

Teacher: Chris A. Osdon 11 GAS B 9:40-10:40
Learning Area: Reading and Writing Skills 11 HUMSS A 10:40-11:40
Semester/Quarter: Second/IV 11 TVL 1:00-2:00
11 ABM 2:00-3:00
I. OBJECTIVES
A. Content Standards
The learner understands the requirements of composing academic writing and professional
correspondence.
B. Performance Standards
The learner produces each type of academic writing and professional correspondence following
the properties of well-written texts and process approach to writing.
C. Learning Competencies/ Objectives
Identifies the unique features of and requirements in composing texts that are useful across
disciplines.
c. Position Paper (EN11/12RWS-IVdg-12.4)

K - Identify the features and requirements of a position paper

S - Write a position paper
A - Display biased-free claims

KBI: Uses gender sensitive arguments or standings in developing a position paper

II. CONTENT/LEARNING RESOURCES

Content Purposeful writing in the Disciplines and for
Professions
References
1. Curriculum Guide pp. 3

2. Textbook ENGLISH for academic and Professional Purposes

pp. 65-80
3. Online Resources 1. Depedtambayanph.blogspot.com
2. lrmds.deped.gov.ph
3. https://wikipedia.com
4. https://google.com

III. PROCEDURES
A. Before the lesson
a. Preliminary Activities
Greetings
Prayer (Interfaith/Optional)
Checking of attendance
Other instructions
b. Reviewing previous lesson or presenting the new lesson
Ask students to give the benefits one can get from writing a project proposal
c. Motivation
 Q & A. Ask the students why they have chosen their current track/strand (relate it to
position paper writing)
B. During the lesson
a. Establishing a Purpose for the lesson
Present the lesson objectives. In this lesson, the students will be able to identify
features of and requirements of a position report.
b. Presenting examples/instances of the new lesson
Group the students into 5.
1. Have each group share their stand on the following issues.
A. Bullying
B. Teenage Pregnancy
C. Online Addiction
D. Mobile Game Addiction
E. Absenteeism
c. Discussing new concepts and practicing new skills #1
1. What supports your stand on the issues given to you?
2. How did you state your claims on the issues?
d. Discussing new concepts and practicing new skills #2
a. Have them define a position paper and explain its features through a diagram?
b. Teacher’s Input (Discuss position paper writing)
C. After the Lesson
a. Developing Mastery (Leads to Formative Assessment)
Using the same group, have them evaluate a position paper using the reflective checklist
(See attached checklist.)
b. Finding practical applications of concepts and skills in daily living
Based from the issues given, have them point out the benefit of being free from biases.
c. Making generalizations and abstractions about the lesson
1.What is a position a paper?
2. What are the parts of a position paper?
3. How are we going to write a position paper?
d. Evaluating Learning
Directions: Write a position paper on any of the topics below.
A. Bullying
B. Teenage Pregnancy
C. Online Addiction
D. Early Parenting
E. Absenteeism

IV. REMARKS

V. REFLECTION
A. No. of learners who earned 80% and
above on the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learner who caught up with the lesson
D. No. of learner who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?
 Checklist for reflective writing

When assessing a reflective writing report the following is a list of things that the lecturer is looking for.
You don’t need to do all of these; just try some.

The student…
 Gives a brief account of the work and spreads this through the reflection
 Does not solely write about what was done and nothing else
 Shows awareness of how they learnt; possible ways are:
 Learning by reading/research
 Learning by doing/experiment
 Learning by asking other students and by explaining his/her ideas to others
 Learning by asking the lecturer/lab technician questions
 Learning by thinking about the experiment, checking it against the theory and deciding
whether he/she is now satisfied or is still curious
 Learning by making mistakes
 Connects the different ways of learning into Kolb’s learning cycle and judges whether or not this
cycle is applicable to him/her (see http://www.rlo-
cetl.ac.uk:8080/rlo/reflective_writing/reflective_writing.html for information on this)
 Describes something that motivated him/her to learn
 Shows some awareness of his/her learning style and compares this to the result of a learning
style test
 Does not just talk about what was done but focuses more on how an approach was developed
and why decisions were taken
 Criticises his/her work by identifying the good and bad points
 Talks about ideas for next time; shows that he/she will modify behaviour, even in a small way,
based on the experience
 Discusses how the experience has not just improved technical knowledge but has also had
implications for other skills – self learning, communication, team work, etc.
 Has an awareness of the broader picture and how concepts from other modules have fed into
this

Ways to reflect:
Write about something you’ve learnt and how this happened. What did you not know before this
problem, what do you know now and how did you bridge the gap.
Describe something that’s important to you but you’re still not sure about and suggest how you might
find the answer to this question or suggest some possible answers.
What you did well, what went wrong, what would you do different next time
Applications of what you’ve been doing in a wider context/the world
Gibb’s approach to reflection: