School Caraga National High School Grade Level & Quarter Grade 11

1st Semester/1st Quarter

Teacher JEMAR M. BANDAJA SHS Track GAS, TVL, STEM
DAILY LESSON LOG
Week No. Week 19 Learning Area English for Academic and Professional
SENIOR HIGH
Inclusive Dates 30 SEPTEMBER 2019 Purposes
SCHOOL
1-3 OCTOBER 2019
Scheduled Time 7:30am -8:30am/ 9:45am- Topic Reading Academic Text
10:45am/10:45am 11:45am
MONDAY TUESDAY (continuation) WEDNESDAY THURSDAY (continuation)
A. Content: Writing the Report Survey/Field A. Content: Writing the Report Survey/Field A. Content: Writing the Report Survey/Field A. Content: Writing the Report Survey/Field
Report/Laboratory/Scientific Technical Report Report/Laboratory/Scientific Technical Report Report/Laboratory/Scientific Technical Report Report/Laboratory/Scientific Technical Report

Content Standard: Understands the principles Content Standard: Understands the Content Standard: Understands the principles Content Standard: Understands the principles and
and uses of surveys, experiments and scientific principles and uses of surveys, experiments and uses of surveys, experiments and scientific uses of surveys, experiments and scientific
observations. and scientific observations. observations. observations.

Performance Standard: Produces a well- Performance Standard: Produces a well- Performance Standard: Produces a well- Performance Standard: Produces a well-written
written report for various disciplines. written report for various disciplines. written report for various disciplines. report for various disciplines.

Curriculum Guide Page No. 5 of 6 Curriculum Guide Page No. 5 of 6 Curriculum Guide Page No. 5 of 6 Curriculum Guide Page No. 5 of 6
B. Learning Competencies/Objectives: B. Learning Competencies/Objectives: B. Learning Competencies/Objectives: B. Learning Competencies/Objectives:

At the end of sixty minute period, the At the end of sixty minute period, the At the end of sixty minute period, the At the end of sixty minute period, the learner
learner are able to: learner are able to: learner are able to: are able to:
 Conducts surveys, experiments or  Conducts surveys, experiments or  Conducts surveys, experiments or  Conducts surveys, experiments or
observations; observations; observations; observations;
 To describe the parts of a sample  To describe the parts of a sample  To describe the parts of a sample  To describe the parts of a sample report;
report; report; report;  To write a short report with similar
 To write a short report with similar  To write a short report with  To write a short report with similar parts;
parts; similar parts; parts;  To describe the practice of religious
 To describe the practice of religious  To describe the practice of  To describe the practice of religious freedom;
freedom; religious freedom; freedom;

Curriculum Guide Page No: 5 of 6 Curriculum Guide Page No: 5 of 6 Curriculum Guide Page No: 5 of 6
Curriculum Guide Page No: 5 of 6
C. Subject Matter: C. Subject Matter: C. Subject Matter: C. Subject Matter:

1. Terms 1. Terms 1. Terms 1. Terms

a. Vocabulary a. Vocabulary a. Vocabulary a. Vocabulary

a) madrassah/ madrasah/ a) madrassah/ madrasah/ madrasa/ a) madrassah/ madrasah/ madrasa/ a) madrassah/ madrasah/ madrasa/
madrasa/ medrese [mah DRA medrese [mah DRA sa/-sey] -- medrese [mah DRA sa/-sey] -- medrese [mah DRA sa/-sey] -- school
sa/-sey] -- school or college, school or college, especially one school or college, especially one or college, especially one attached
 especially one attached to a attached to a mosque where attached to a mosque where young to a mosque where young men
mosque where young men study young men study theology. men study theology. (adapted from study theology. (adapted from
theology. (adapted from (adapted from www.dictionary.com/browse/madra www.dictionary.com/browse/madra
www.dictionary.com/browse/m www.dictionary.com/browse/ma sah) sah)
adrasah) drasah) b) iftar -- the meal served at sunset b) iftar -- the meal served at sunset
b) iftar -- the meal served at sunset b) iftar -- the meal served at sunset during Ramadan, as Muslims break during Ramadan, as Muslims break
during Ramadan, as Muslims during Ramadan, as Muslims the daily fast. Muslims traditionally the daily fast. Muslims traditionally
break the daily fast. Muslims break the daily fast. Muslims first break the fast with dates and first break the fast with dates and
traditionally first break the fast traditionally first break the fast either water or a yogurt drink. After either water or a yogurt drink. After
with dates and either water or a with dates and either water or a maghrib prayer, they then have a maghrib prayer, they then have a
yogurt drink. After maghrib yogurt drink. After maghrib full-course meal, consisting of soup, full-course meal, consisting of soup,
prayer, they then have a full- prayer, they then have a full- salad, appetizers and main dishes. salad, appetizers and main dishes.
course meal, consisting of soup, course meal, consisting of soup, (islam.about.com/od/ramadan/g/Ift (islam.about.com/od/ramadan/g/Ift
salad, appetizers and main salad, appetizers and main ar.htm) ar.htm)
dishes. dishes.
(islam.about.com/od/ramadan/ (islam.about.com/od/ramadan/g c) maghrib prayer -- the sunset prayer c) maghrib prayer -- the sunset prayer
g/Iftar.htm) /Iftar.htm) which begins when the sun has which begins when the sun has
completely set completely set
c) maghrib prayer -- the sunset c) maghrib prayer -- the sunset (http://www.iccuk.org/page.php? (http://www.iccuk.org/page.php?
prayer which begins when the prayer which begins when the section=religious&page=timetablegu section=religious&page=timetablegu
sun has completely set sun has completely set ide) ide)
(http://www.iccuk.org/page.php (http://www.iccuk.org/page.php?
? section=religious&page=timetabl d) Abbreviations d) Abbreviations
section=religious&page=timetab eguide) Ask the students to look up all the Ask the students to look up all the
leguide) abbreviations used in the report and abbreviations used in the report and
d) Abbreviations read aloud the complete name. read aloud the complete name.
b. Abbreviations Ask the students to look up all
Ask the students to look up all the the abbreviations used in the MILF – Moro Islamic Liberation MILF – Moro Islamic Liberation Front
abbreviations used in the report and report and read aloud the Front NGOs – nongovernmental NGOs – nongovernmental organizations
read aloud the complete name. complete name. organizations
NCMF – National Commission on Muslim
MILF – Moro Islamic Liberation MILF – Moro Islamic Liberation NCMF – National Commission on Filipinos
Front NGOs – nongovernmental Front NGOs – nongovernmental Muslim Filipinos
organizations organizations DepEd – Department of Education RBEC
DepEd – Department of Education -- Revised Basic Education Curriculum
NCMF – National Commission on NCMF – National Commission on RBEC -- Revised Basic Education CHR -- Commission on Human
Muslim Filipinos Muslim Filipinos Curriculum CHR -- Commission on
Human
DepEd – Department of Education DepEd – Department of
RBEC -- Revised Basic Education Education RBEC -- Revised Basic
 Curriculum CHR -- Commission on Education Curriculum CHR --
Human Commission on Human
2. Outline
2. Outline 2. Outline
2. Outline
Call one student to the board to write a two- Call one student to the board to write a Call one student to the board to write a two-
level topic outline of the report by listening Call one student to the board to write a two-
level topic outline of the report by listening two-level topic outline of the report by
to the suggestions of the students for each level topic outline of the report by listening to
to the suggestions of the students for each listening to the suggestions of the
division and subdivision entry. the suggestions of the students for each division
division and subdivision entry. students for each division and subdivision
and subdivision entry.
entry.
Remind the student writing on the board Remind the student writing on the board
that capitalization style should be the Remind the student writing on the board that
that capitalization style should be the Remind the student writing on the board
sentence case, in which only the first word capitalization style should be the sentence case,
sentence case, in which only the first word that capitalization style should be the
has the initial letter capitalized, as in writing in which only the first word has the initial letter
has the initial letter capitalized, as in writing sentence case, in which only the first
a sentence, but without a period after the capitalized, as in writing a sentence, but without
a sentence, but without a period after the word has the initial letter capitalized, as
last word. a period after the last word.
last word. in writing a sentence, but without a
period after the last word.
Compare the sentence case with the title Compare the sentence case with the title case,
Compare the sentence case with the title
case, in which all main words have their in which all main words have their initial letters
case, in which all main words have their Compare the sentence case with the title
initial letters capitalized, as in writing a title. capitalized, as in writing a title.
initial letters capitalized, as in writing a title. case, in which all main words have their
initial letters capitalized, as in writing a
Tell the class to omit the introduction and Tell the class to omit the introduction and
Tell the class to omit the introduction and title.
conclusion. Give clues by telling them to conclusion. Give clues by telling them to notice
conclusion. Give clues by telling them to
notice the numbered sections of the report, the numbered sections of the report, and to
notice the numbered sections of the report, Tell the class to omit the introduction and
and to base the outline on these. Check that base the outline on these. Check that the format
and to base the outline on these. Check that conclusion. Give clues by telling them to
the format of the report they read has these of the report they read has these section
the format of the report they read has these notice the numbered sections of the
section headings written on a separate line headings written on a separate line within the
section headings written on a separate line report, and to base the outline on these.
within the text, as these will comprise the text, as these will comprise the resulting topic
within the text, as these will comprise the Check that the format of the report they
resulting topic outline below: outline below:
resulting topic outline below: read has these section headings written
on a separate line within the text, as
I. Religious demography I. Religious demography
I. Religious demography these will comprise the resulting topic
outline below:
A. Status of government respect for religious A. Status of government respect for religious
A. Status of government respect for religious
freedom freedom
freedom I. Religious demography
B. Legal/ policy framework B. Legal/ policy framework
B. Legal/ policy framework
C. Government practices C. Government practices
C. Government practices A. Status of government respect for
D. Muslim students in selected public D. Muslim students in selected public
D. Muslim students in selected public religious freedom
elementary schools and private madrassahs elementary schools and private madrassahs E.
elementary schools and private madrassahs B. Legal/ policy framework
E. Abuses by rebel or foreign forces or Abuses by rebel or foreign forces or terrorist
E. Abuses by rebel or foreign forces or C. Government practices
terrorist organizations organizations
terrorist organizations D. Muslim students in selected public
 elementary schools and private
II. Status of societal respect for religious madrassahs E. Abuses by rebel or foreign II. Status of societal respect for religious II. Status of societal respect for religious
freedom) forces or terrorist organizations freedom) freedom)

II. Status of societal respect for religious

freedom)

Statistical, numerical, and other data

Statistical, numerical, and other data Statistical, numerical, and other data
Divide the class into 4 groups. Assign the
Divide the class into 4 groups. Assign the first group to paragraphs 1, 3, and 4; the Divide the class into 4 groups. Assign the
first group to paragraphs 1, 3, and 4; the three other groups, to paragraphs 2, 5, first group to paragraphs 1, 3, and 4; the Statistical, numerical, and other data
three other groups, to paragraphs 2, 5, and and the last, respectively. [Check that three other groups, to paragraphs 2, 5, and
the last, respectively. [Check that paragraph paragraph 6 is not a duplicate of the last, respectively. [Check that paragraph Divide the class into 4 groups. Assign the first
6 is not a duplicate of paragraph 5.] paragraph 5.] 6 is not a duplicate of paragraph 5.] group to paragraphs 1, 3, and 4; the three other
groups, to paragraphs 2, 5, and the last,
Tell each group to list down or enumerate Tell each group to list down or Tell each group to list down or enumerate all respectively. [Check that paragraph 6 is not a
all numbers, dates, and percentages found enumerate all numbers, dates, and numbers, dates, and percentages found in duplicate of paragraph 5.]
in the paragraph assigned, and then identify percentages found in the paragraph the paragraph assigned, and then identify
what each represents. assigned, and then identify what each what each represents. Tell each group to list down or enumerate all
represents. numbers, dates, and percentages found in the
Par. 1: two out of four – annexes (of the Par. 1: two out of four – annexes (of the paragraph assigned, and then identify what each
peace framework agreement on the Par. 1: two out of four – annexes (of peace framework agreement on the represents.
Bangsamoro) that were signed by the the peace framework agreement on the Bangsamoro) that were signed by the
government and the MILF Bangsamoro) that were signed by the government and the MILF Par. 1: two out of four – annexes (of the
government and the MILF peace framework agreement on the
Par. 2:  Par. 2:  Bangsamoro) that were signed by the
 105.7 million – total population of Par. 2:   105.7 million – total population of government and the MILF
the Philippines   105.7 million – total population the Philippines 
 July 2013 – date of the population of the Philippines   July 2013 – date of the population Par. 2: 
estimate   July 2013 – date of the estimate   105.7 million – total population of the
 2000 – year when the survey was population estimate   2000 – year when the survey was Philippines 
conducted by the National Statistics  2000 – year when the survey was conducted by the National Statistics  July 2013 – date of the population
Office approximately 93% -- conducted by the National Office approximately 93% -- estimate 
percentage of Christian population Statistics Office approximately percentage of Christian population  2000 – year when the survey was
in the Philippines  93% -- percentage of Christian in the Philippines  conducted by the National Statistics
 80-85 percent – percentage of population in the Philippines   80-85 percent – percentage of Office approximately 93% -- percentage
Roman Catholics in the Philippine  80-85 percent – percentage of Roman Catholics in the Philippine of Christian population in the Philippines
 population  Roman Catholics in the Philippine population  
 5 percent – percentage of Islam, as population   5 percent – percentage of Islam, as  80-85 percent – percentage of Roman
the largest minority religion, in the  5 percent – percentage of Islam, the largest minority religion, in the Catholics in the Philippine population 
Philippine population  as the largest minority religion, in Philippine population   5 percent – percentage of Islam, as the
 2012 – year when the NCMF the Philippine population   2012 – year when the NCMF largest minority religion, in the
estimated the number of Muslims in  2012 – year when the NCMF estimated the number of Muslims in Philippine population 
the Philippines  estimated the number of the Philippines   2012 – year when the NCMF estimated
 10.7 million – number of Muslims Muslims in the Philippines   10.7 million – number of Muslims the number of Muslims in the
estimated by the NCMF to be in the  10.7 million – number of Muslims estimated by the NCMF to be in the Philippines 
Philippines approximately 11 estimated by the NCMF to be in Philippines approximately 11  10.7 million – number of Muslims
percent – percentage of Muslims the Philippines approximately 11 percent – percentage of Muslims estimated by the NCMF to be in the
estimated by the NCMF to be in the percent – percentage of Muslims estimated by the NCMF to be in the Philippines approximately 11 percent –
Philippines  estimated by the NCMF to be in Philippines  percentage of Muslims estimated by the
 60 percent – percentage of Muslims the Philippines   60 percent – percentage of Muslims NCMF to be in the Philippines 
residing in Mindanao and nearby  60 percent – percentage of residing in Mindanao and nearby  60 percent – percentage of Muslims
islands Muslims residing in Mindanao islands residing in Mindanao and nearby islands
and nearby islands
Par. 3: less than 5 percent – Par. 3: less than 5 percent – Par. 3: less than 5 percent – percentage
percentage of other religious groups Par. 3: less than 5 percent – percentage of other religious groups of other religious groups including
including international percentage of other religious including international international denominations,
denominations, domestically groups including international denominations, domestically domestically established churches, and
established churches, and Lumad or denominations, domestically established churches, and Lumad or Lumad or indigenous people with
indigenous people with animistic established churches, and Lumad indigenous people with animistic animistic and syncretic (amalgamated or
and syncretic (amalgamated or or indigenous people with and syncretic (amalgamated or fused) religions
fused) religions animistic and syncretic fused) religions
(amalgamated or fused) religions Par. 4:
Par. 4: Par. 4:  five – number of sharia district court
 five – number of sharia district court Par. 4:  five – number of sharia district court judgeships that are vacant or unfilled
judgeships that are vacant or  five – number of sharia district judgeships that are vacant or
unfilled court judgeships that are vacant unfilled  43 – number of circuit court judgeships
or unfilled that are vacant or unfilled
 43 – number of circuit court  43 – number of circuit court
judgeships that are vacant or  43 – number of circuit court judgeships that are vacant or  588 – number of madrassahs registered
unfilled judgeships that are vacant or unfilled with the NCMF
unfilled 
 588 – number of madrassahs  588 – number of madrassahs  79 – number of madrassahs registered
registered with the NCMF  588 – number of madrassahs registered with the NCMF with the DepEd
 registered with the NCMF 
 79 – number of madrassahs   79 – number of madrassahs Par 5: 
 registered with the DepEd  79 – number of madrassahs registered with the DepEd  58 million pesos ($1.3 million) – amount
registered with the DepEd provided by DepEd to private
Par 5:  Par 5:  madrassahs or Muslim theology schools
 58 million pesos ($1.3 million) – Par 5:   58 million pesos ($1.3 million) – 
amount provided by DepEd to  58 million pesos ($1.3 million) – amount provided by DepEd to  69 – number of madrassahs that
private madrassahs or Muslim amount provided by DepEd to private madrassahs or Muslim received funding from DepEd 
theology schools  private madrassahs or Muslim theology schools 
 69 – number of madrassahs that theology schools   69 – number of madrassahs that  2012-2013 – school year when DepEd
received funding from DepEd   69 – number of madrassahs that received funding from DepEd  provided funds for madrassahs
received funding from DepEd 
 2012-2013 – school year when  2012-2013 – school year when  31 percent – increase in the funding for
DepEd provided funds for  2012-2013 – school year when DepEd provided funds for madrassahs, compared to the previous
madrassahs DepEd provided funds for madrassahs year 
madrassahs
 31 percent – increase in the funding  31 percent – increase in the funding  17 – number of additional madrassahs
for madrassahs, compared to the  31 percent – increase in the for madrassahs, compared to the that received DepEd funding 
previous year  funding for madrassahs, previous year 
compared to the previous year   August 8 (2012) – date when DepEd
 17 – number of additional  17 – number of additional issued an advisory affirming the right of
madrassahs that received DepEd  17 – number of additional madrassahs that received DepEd Muslim women to wear the hijab in
funding  madrassahs that received DepEd funding  schools 
funding 
 August 8 (2012) – date when DepEd  August 8 (2012) – date when DepEd  July (2012) – date when DepEd issued
issued an advisory affirming the  August 8 (2012) – date when issued an advisory affirming the Department Order No. 32 
right of Muslim women to wear the DepEd issued an advisory right of Muslim women to wear the
hijab in schools  affirming the right of Muslim hijab in schools   Department Order No. 32 – DepEd order
women to wear the hijab in reiterating its policy on protecting the
 July (2012) – date when DepEd schools   July (2012) – date when DepEd religious rights of students 
issued Department Order No. 32  issued Department Order No. 32 
 July (2012) – date when DepEd  2001 – year when the DepEd issued its
 Department Order No. 32 – DepEd issued Department Order No. 32  Department Order No. 32 – DepEd policy on the religious rights of students
order reiterating its policy on  order reiterating its policy on 
protecting the religious rights of protecting the religious rights of
students   Department Order No. 32 – students   February 1-7 (2013) – Interfaith
DepEd order reiterating its policy Harmony Week 
 2001 – year when the DepEd issued on protecting the religious rights  2001 – year when the DepEd issued
its policy on the religious rights of of students  its policy on the religious rights of  August 4 (2012) – date when three Moro
students  students  Islamic missionaries were shot and killed
 2001 – year when the DepEd in Libungan, North Cotabato by
  February 1-7 (2013) – Interfaith issued its policy on the religious  February 1-7 (2013) – Interfaith unidentified suspects
Harmony Week  rights of students  Harmony Week 
Last Part:

 August 4 (2012) – date when three  February 1-7 (2013) – Interfaith  August 4 (2012) – date when three  50 – number of Muslim, Christian, and
Moro Islamic missionaries were shot Harmony Week  Moro Islamic missionaries were shot Lumad youth representatives who
and killed in Libungan, North and killed in Libungan, North attended a Youth Council Summit two-
Cotabato by unidentified suspects  August 4 (2012) – date when Cotabato by unidentified suspects day Summit – duration of the youth
three Moro Islamic missionaries summit on leadership and governance
Last Part:
were shot and killed in Libungan, Last Part: training across religious boundaries 
 50 – number of Muslim, Christian, North Cotabato by unidentified  50 – number of Muslim, Christian,
and Lumad youth representatives suspects and Lumad youth representatives  two iftars – number of iftars held by the
who attended a Youth Council Last Part: who attended a Youth Council U.S. Embassy 
Summit two-day Summit – duration Summit two-day Summit – duration
of the youth summit on leadership  50 – number of Muslim, of the youth summit on leadership  80 – number of religious leaders and
and governance training across Christian, and Lumad youth and governance training across Muslim youth for whom the U.S.
religious boundaries  representatives who attended a religious boundaries  ambassador held an iftar (Ramadan
Youth Council Summit two-day meal after sunset) 
 two iftars – number of iftars held by Summit – duration of the youth  two iftars – number of iftars held by
the U.S. Embassy  summit on leadership and the U.S. Embassy   70 – number of youth leaders, civil
governance training across society organizations, and local officials
 80 – number of religious leaders and religious boundaries   80 – number of religious leaders and for whom the U.S. ambassador held a
Muslim youth for whom the U.S. Muslim youth for whom the U.S. second iftar
ambassador held an iftar (Ramadan  two iftars – number of iftars held ambassador held an iftar (Ramadan
meal after sunset)  by the U.S. Embassy  meal after sunset)   first-ever – the first visit in history made
by a U.S. ambassador to a Manila
 70 – number of youth leaders, civil  80 – number of religious leaders  70 – number of youth leaders, civil mosque during Ramadan, during which a
society organizations, and local and Muslim youth for whom the society organizations, and local dialogue on religious tolerance was held
officials for whom the U.S. U.S. ambassador held an iftar officials for whom the U.S. with religious and community leaders
ambassador held a second iftar (Ramadan meal after sunset)  ambassador held a second iftar
 October – month when the U.S.
 first-ever – the first visit in history  70 – number of youth leaders,  first-ever – the first visit in history Embassy worked with a local NGO in a
made by a U.S. ambassador to a civil society organizations, and made by a U.S. ambassador to a peace advocacy program in Mindanao
Manila mosque during Ramadan, local officials for whom the U.S. Manila mosque during Ramadan,
during which a dialogue on religious ambassador held a second iftar during which a dialogue on religious  40 – number of Muslim, Christian, and
tolerance was held with religious tolerance was held with religious Lumad youth leaders in Mindanao for
and community leaders  first-ever – the first visit in history and community leaders whom a peace advocacy program was
made by a U.S. ambassador to a prepared)
 October – month when the U.S. Manila mosque during Ramadan,  October – month when the U.S.
Embassy worked with a local NGO in during which a dialogue on Embassy worked with a local NGO in
 a peace advocacy program in religious tolerance was held with a peace advocacy program in
Mindanao religious and community leaders Mindanao

 40 – number of Muslim, Christian,  October – month when the U.S.  40 – number of Muslim, Christian,
and Lumad youth leaders in Embassy worked with a local and Lumad youth leaders in
Mindanao for whom a peace NGO in a peace advocacy Mindanao for whom a peace
advocacy program was prepared) program in Mindanao advocacy program was prepared)

 40 – number of Muslim,
Christian, and Lumad youth
leaders in Mindanao for whom a
peace advocacy program was
prepared)

Quantifying expressions
Quantifying expressions Quantifying expressions
Ask the class to identify quantity terms used
in the report Ask the class to identify quantity terms Ask the class to identify quantity terms used
used in the report in the report
Quantifying expressions
a. Estimates
b. Survey conducted a. Estimates a. Estimates
Ask the class to identify quantity terms used in
c. Most belong b. Survey conducted b. Survey conducted
the report
d. A small number c. Most belong c. Most belong
e. An increasing number d. A small number d. A small number
a. Estimates
f. Approximately e. An increasing number e. An increasing number
b. Survey conducted
g. Large f. Approximately f. Approximately
c. Most belong
h. Some human rights NGOs g. Large g. Large
d. A small number
i. All five sharia... h. Some human rights NGOs h. Some human rights NGOs
e. An increasing number
j. Both, or neither i. All five sharia... i. All five sharia...
f. Approximately
k. First-eve visit j. Both, or neither j. Both, or neither
g. Large
k. First-eve visit k. First-eve visit
h. Some human rights NGOs
i. All five sharia...
j. Both, or neither
k. First-eve visit
D. References: D. References: D. References: D. References:

TM/TG Pages: 185-191 TM/TG Pages: 185-191 TM/TG Pages: 185-191 TM/TG Pages: 185-191
LM Pages: 197-200 LM Pages: 197-200 LM Pages: 197-200 LM Pages: 197-200
Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet
E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies:

 Let the students write a report  Let the students write a report  Let the students write a report  Let the students write a report relevant
relevant to their track – relevant to their track – relevant to their track – to their track –

a. Academic: on a movie, tv show, talk f. Academic: on a movie, tv show, k. Academic: on a movie, tv show, talk p. Academic: on a movie, tv show, talk
show, interview of a public official talk show, interview of a public show, interview of a public official show, interview of a public official
official
b. Art and Design: on an exhibit or l. Art and Design: on an exhibit or q. Art and Design: on an exhibit or (song/
(song/ dance) performance in g. Art and Design: on an exhibit or (song/ dance) performance in dance) performance in school/ a mall/
school/ a mall/ etc. (song/ dance) performance in school/ a mall/ etc. etc.
school/ a mall/ etc.
c. Tech-Voc: on a food fest, cook fest, m. Tech-Voc: on a food fest, cook fest, r. Tech-Voc: on a food fest, cook fest,
restaurant h. Tech-Voc: on a food fest, cook restaurant restaurant
fest, restaurant
d. Sports: on a boxing match/ n. Sports: on a boxing match/ s. Sports: on a boxing match/ basketball
basketball game/ volleyball game i. Sports: on a boxing match/ basketball game/ volleyball game game/ volleyball game
basketball game/ volleyball game
e. IT and IA: on hacking government o. IT and IA: on hacking government t. IT and IA: on hacking government and
and bank websites/ Internet j. IT and IA: on hacking government and bank websites/ Internet bank websites/ Internet connectivity in
connectivity in rural areas/ and bank websites/ Internet connectivity in rural areas/ rural areas/
connectivity in rural areas/

Assessment: Assessment: Assessment: Assessment:

 Tell the class to do a survey of their  Tell the class to do a survey of  Tell the class to do a survey of their  Tell the class to do a survey of their own
own class on their use of social their own class on their use of own class on their use of social class on their use of social media. Let
media. Let them consider the social media. Let them consider media. Let them consider the them consider the following questions:
following questions: kind of social the following questions: kind of following questions: kind of social kind of social media often used, time
media often used, time and place of social media often used, time and media often used, time and place of and place of use, length and frequency
use, length and frequency of use, place of use, length and use, length and frequency of use, of use, reasons for using, effects of
reasons for using, effects of social frequency of use, reasons for reasons for using, effects of social social media interaction on family, etc.
media interaction on family, etc. using, effects of social media media interaction on family, etc.
interaction on family, etc. Feedback (for activities)/ Assessment Results
Feedback (for activities)/ Assessment Results Feedback (for activities)/ Assessment Results
Feedback (for activities)/ Assessment Let the students review their reports for
Let the students review their reports for Results Let the students review their reports for grammar, brevity, clarity, and directness. Also,
grammar, brevity, clarity, and directness. grammar, brevity, clarity, and directness. let them check that the different parts of their
Also, let them check that the different parts Let the students review their reports for Also, let them check that the different parts report have proper section headings.
of their report have proper section grammar, brevity, clarity, and directness. of their report have proper section
headings. Also, let them check that the different headings.
parts of their report have proper section
headings.

Reminder Reminder
Reminder Reminder
a. Report – relays information or a. Report – relays information or recounts
a. Report – relays information or recounts recounts events in a presentable form a. Report – relays information or recounts events in a presentable form
events in a presentable form events in a presentable form
b. Executive summary – summarizes the b. Executive summary – summarizes the main
b. Executive summary – summarizes the main points of a report. May be read in b. Executive summary – summarizes the points of a report. May be read in lieu of the
main points of a report. May be read in lieu lieu of the report itself, unlike the shorter main points of a report. May be read in lieu report itself, unlike the shorter abstract which is
of the report itself, unlike the shorter abstract which is read to help the reader of the report itself, unlike the shorter read to help the reader decide whether to read
abstract which is read to help the reader decide whether to read the longer report abstract which is read to help the reader the longer report itself. May be 5-10% of the
decide whether to read the longer report itself. May be 5-10% of the length of the decide whether to read the longer report length of the original report
itself. May be 5-10% of the length of the original report itself. May be 5-10% of the length of the
original report original report
Parts of a report – Parts of a report –
Parts of a report – a. Overview – briefly states the main Parts of a report – a. Overview – briefly states the main points of
a. Overview – briefly states the main points points of the report, its purpose, and the a. Overview – briefly states the main points the report, its purpose, and the conclusion, with
of the report, its purpose, and the conclusion, with recommendations, if any of the report, its purpose, and the recommendations, if any
conclusion, with recommendations, if any conclusion, with recommendations, if any
b. Background – introduces the subject b. Background – introduces the subject and
b. Background – introduces the subject and and explains the reason for the report b. Background – introduces the subject and explains the reason for the report
explains the reason for the report explains the reason for the report
c. Discussion – presents findings including c. Discussion – presents findings including
c. Discussion – presents findings including evidence (facts, arguments, details, data, c. Discussion – presents findings including evidence (facts, arguments, details, data, and
evidence (facts, arguments, details, data, and results) evidence (facts, arguments, details, data, results)
and results) and results)
d. Conclusion – reviews main points; may d. Conclusion – reviews main points; may
d. Conclusion – reviews main points; may include recommendations. d. Conclusion – reviews main points; may include recommendations.
include recommendations. include recommendations.
Summary Summary
Summary Summary
a. The Philippine Constitution, laws, and a. The Philippine Constitution, laws, and policies
a. The Philippine Constitution, laws, and policies protect religious freedom, which a. The Philippine Constitution, laws, and protect religious freedom, which the
policies protect religious freedom, which the the government respects, although there policies protect religious freedom, which the government respects, although there were
 government respects, although there were were reports on abuse religious government respects, although there were reports on abuse religious discrimination.
reports on abuse religious discrimination. discrimination. Economic, social, and reports on abuse religious discrimination. Economic, social, and religious issues contribute
Economic, social, and religious issues religious issues contribute to armed Economic, social, and religious issues to armed conflict in certain provinces in the
contribute to armed conflict in certain conflict in certain provinces in the south. contribute to armed conflict in certain south.
provinces in the south. provinces in the south.
b. However, the Philippine government b. However, the Philippine government has
b. However, the Philippine government has has signed two of four annexes of the b. However, the Philippine government has signed two of four annexes of the peace
signed two of four annexes of the peace peace framework agreement with the signed two of four annexes of the peace framework agreement with the MILF on the
framework agreement with the MILF on the MILF on the Bangsamoro. framework agreement with the MILF on the Bangsamoro.
Bangsamoro. Bangsamoro.
c. U.S. Embassy officials have encouraged c. U.S. Embassy officials have encouraged the
c. U.S. Embassy officials have encouraged the peace process, discussed religious c. U.S. Embassy officials have encouraged peace process, discussed religious freedom
the peace process, discussed religious freedom issues with officials, and the peace process, discussed religious issues with officials, and maintained outreach
freedom issues with officials, and maintained outreach with religious freedom issues with officials, and with religious leaders and NGOs for interfaith
maintained outreach with religious leaders leaders and NGOs for interfaith activities. maintained outreach with religious leaders activities.
and NGOs for interfaith activities. and NGOs for interfaith activities.
F. Remarks: F. Remarks: F. Remarks: F. Remarks:

This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and
Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in the whole
whole semester with 1 hour per session. the whole semester with 1 hour per session. whole semester with 1 hour per session. semester with 1 hour per session.

Prepared by: Checked by: Noted by: Approved:

JEMAR M. BANDAJA JOAN B. CAHILOG ALLAN H. PALMA GIL MARILYN S. CAPIÑA, ED.D.
SHS Teacher 1 Master Teacher, Academic Track SHS Focal Person Secondary School Principal IV