EAPP 2nd WEEK

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH
City of San Jose del Monte

LESSON PLAN in
English for Academic and Professional Purposes
February 20-24, 2023
DAY 1
I. OBJECTIVES:
Content Standard: The learner acquires the appropriate knowledge of reading strategies for a
better understanding of academic texts.
Performance Standard: The learner produces a detailed abstract of information gathered

from the various academic texts read.
Learning Competencies: Using various techniques in summarizing a variety of

academic texts (CS_EN11/12A-EAPP-Ia-c-4).
Learning Objectives
At the end of the discussion, the learners will be able to:
a. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
b. history from pre-colonial to
contemporary and representative
texts from the
c. regions.
d. 2. Write a close analysis and
critical interpretation of literary
texts.
e. 3. Show a sense of
adaptability of the Philippine
Literary History
f. 1. Identify geographic,
g. history from pre-colonial to
texts from the
h. regions.
i.2. Write a close analysis and
texts.
j. 3. Show a sense of
Literary History
a. define summarization and distinguish the simple steps in summarizing text;
b. construct a summary about the text entitled: A Brief History of English;and
c. interpret the language used in summary of the text used in ordinary conversation.
II. LEARNING AREA:

A. Topic: Summarization of a Text
B. Reference : DepEd Most Essential Learning Competencies
English for Academic and Professional Purposes – Grade 11/12 Learning Material s
C. Materials : Laptop, PPT Presentation
III. LEARNING TASK
A. Preliminary Activities
Prayer (The teacher will assign a student to lead the prayer.)

Greetings! (The student will greet their teacher.)
Classroom Management (The teacher will ask the student to pick up the pieces of
paper under their tables and chairs)
Checking of attendance (The teacher will ask the class secretary if do they have
absentees in today’s discussion.)
B. Review
In the previous lesson, you were able define text structure.
It refers to how the information within a written text is organized. This strategy helps
you understand that a text might present a main idea and details; a cause and then its
effects; and/or different views of a topic. It helps you in identifying and analyzing text
structures to navigate the various structures presented within nonfiction and fiction texts.
C. Motivation
MY BREAKFAST: The teacher will ask the student to give the summary on how to cook
a fried egg. Use the picture as a guide.
D. Discussion
Summarization of a text teaches you how to take a large selection of text and reduce it to
the main points for more concise understanding. Upon reading a passage, summarizing helps
you learn to determine essential ideas and consolidate important details that support them. It
is a technique that enables you to focus on key words and phrases of an assigned text that are
worth noting and remembering.
Summarization of text builds your comprehension by helping to reduce confusion. You

should process the information you read with the goal of breaking down content into succinct
pieces. Summarizing text by using writing activities builds on your prior knowledge, helps
improve your writing skills and strengthens your vocabulary skills.
Simple Steps in Summarizing Text
1. Read the text comprehensively.

The very first step in making a summary is to have a comprehensive
reading skill.
2. Write the main statements.
Underlining or marking the main ideas from a text is the next step.
3. List down supporting details.
Look for the details that support the main idea.
4. Create a summary.
Prepare the first draft of the summary.
5. Adjust summary as needed.
Omit or add any piece of information that is appropriate for making the
summary
E. Application
What are the five steps in summarizing a text?

Step 1: __________________________________________________________________
Step 2: __________________________________________________________________
Step 3: __________________________________________________________________
Step 4: __________________________________________________________________
Step 5:___________________________________________________________________
F. Generalization
The teacher will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION:
Students will construct a summary about the text entitled: A brief History of English. Use the
graphic organizer as a guide.
V. ASSIGNMENT:
Make a research about Thesis Statement.

LESSON PLAN in
DAY 2
I. OBJECTIVES:

Learning Competencies: states the thesis statement of an academic text

CS_EN11/12A-EAPP-Ia-c-6
Learning Objectives

k. 1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary
l. history from pre-colonial to contemporary and representative texts from the
m. regions.
n. 2. Write a close analysis and critical interpretation of literary texts.
o. 3. Show a sense of adaptability of the Philippine Literary History
p. 1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary
q. history from pre-colonial to contemporary and representative texts from the
r. regions.
s. 2. Write a close analysis and critical interpretation of literary texts.
t. 3. Show a sense of adaptability of the Philippine Literary History
a. define thesis statement;
b. produce a detailed abstract of information gathered from the various academic texts read;
and
c. contribute meaningfully to class discussion by identifying their own questions about the
readings.
II. LEARNING AREA:

A. Topic : Thesis Statement
III. LEARNING TASK

Pre-Test (The teacher will administer a pre-test)
B. Review
In the previous lesson, you were able define summarization and distinguish the
simple steps in summarizing text.
Summarization of a text teaches you how to take a large selection of text and reduce it
to the main points for more concise understanding. Upon reading a passage, summarizing
helps you learn to determine essential ideas and consolidate important details that
support them. It is a technique that enables you to focus on key words and phrases of an
assigned text that are worth noting and remembering.
C. Motivation
List down the five qualities of a good thesis statement using this Word Search Puzzle
D. Discussion
Thesis Statement
Thesis statement occurs at the end of the introduction, after the background information
on the topic. The thesis statement relates to the background information through a transition,
which could be a full sentence, or a simple transition word, such as therefore, because, but
etc.
The thesis statement is called the “heart of the essay.” The idea of an essay without a
thesis statement is akin to a body without its heart. It also is called the “central point” or the
“core” of an essay. It is comprised of evidences that the writer uses to elaborate on his topic
further. Each of these evidences is then elaborated and discussed in the body paragraphs .
E. Application
Answer the given question in a paragraph form with a maximum of 10 sentences. Be guided by
the assessment rubric given.
How important is the thesis statement in an essay?
F. Generalizat
ion
The teacher
will ask the student about what they have learned. The student will
IV. EVALUATION:
Use the graphic organizer below to identify the thesis statement and some important supporting
details on the selection given that you have read. Evaluate your answer based on the given rubric.
V. ASSIGNMENT:
Read On Various Kinds of Thinking By: James Harvey Robinson

LESSON PLAN in
DAY 3
I. OBJECTIVES:


Learning Objectives
u. 1. Identify geographic,
v. history from pre-colonial to
texts from the
w. regions.
x. 2. Write a close analysis and
texts.
y. 3. Show a sense of
Literary History
z. 1. Identify geographic,
aa. history from pre-colonial to
texts from the
bb. regions.
cc. 2. Write a close analysis and
texts.
dd. 3. Show a sense of
Literary History
a. read the text about On Various Kinds of Thinking by James Harvey Robinson;
b. construct a detailed abstract of information gathered from the various academic texts read;
and
c. contribute meaningfully to class discussion by identifying their own questions about the
readings.
II. LEARNING AREA:

III. LEARNING TASK

B. Review
In the previous lesson, you were able define thesis statement.
We also learned that it occurs at the end of the introduction, after the background information
which could be a full sentence, or a simple transition word, such as therefore, because, but etc.
C. Motivation
Stop, Look & Learn: I will present some words. Give me your insights about the following
words. Each student who can explain each word correctly will receive an additional points to
the next activity.
D. Discussion
On Various Kinds of Thinking

By: James Harvey Robinson
We do not think enough about thinking, and much of our confusion is the result of
current illusions in regard to it. Let us forget for the moment any impression we may have
derived from the philosophers, and see what seems to happen in ourselves. The first thing
that we notice is that our thought moves with such incredible rapidity that is almost impossible
to arrest any specimen of it long enough to have a look at it. When we are offered a penny for
our thoughts we also find out that we have recently had so many things in our mind that we
can easily make a selection which will not compromise us too nakedly. On inspection we shall
find that even if we are not downright ashamed of a great part of our spontaneous thinking it
is far too intimate, personal, ignoble or trivial to permit us to reveal more than small part of it.
I believe this must be true to everyone. We do not, of course, know what goes on in other
people’s heads. They tell us very little, and we tell them very little. The spigot of speech, rarely
fully opened, could never emit more than driblets of the ever renewed hogshead of thought-
noch grösser wie’s Heidelberger Fass. We find it hard to believe that other people’s thoughts
are as silly as our own, but they probably are.
We all appear to ourselves to be thinking all the time during our waking hours, and
most of us are that we go on thinking while we all sleep, even more foolishly than when
awake. When uninterrupted by some practical issue we are engaged in what is now known as
a reverie. This is our spontaneous and favourite kind of thinking. We allow our ideas to take
their own course is determined by our hopes and fears, our spontaneous desires, their
fulfilment or frustration; by our likes and dislikes our loves and hates and resentment. There is
nothing else anything like so interesting to ourselves as ourselves. All thought that is not more
or less laboriously controlled and directed will inevitably circle about the beloved Ego. It is
amusing and pathetic to observe this tendency in ourselves and in others. We learn politely
and generously to overlook this truth, but if we dare to think of it, it blazes forth like the
noontide sun.
The reverie of “free association of ideas” as of late becomes the subject of scientific
research. While the investigators are not yet agreed on the result, or at least on the proper
interpretation to be given to them, there can be no doubt that our reveries from the chief
index to our fundamental character. They are reflection of our nature as modified by often
hidden and forgotten experiences. We need not go into the matter further here, for it is
necessary to observe that the reverie is at all times a potent and in many cases an omnipotent
rival to every other kind of thinking. It doubtless influences all our speculations in its persistent
tendency to self – magnification and self-justification, which are its chief preoccupations, but it
is the last thing to make directly or indirectly for honest increase of knowledge. Philosophers
usually talk as if such thinking did not exist or where in some way negligible. This is what
makes their speculations s unreal and often worthless.
The reverie, as any of us can see for himself, is frequently broken and interrupted by
the necessity of a second kind of thinking. We have to make practical decisions. Shall we write
a letter or not? Shall we take the subway or bus? Shall we have dinner at seven or half past?
Shall we buy US rubber or a liberty Bond? Decisions are easily distinguishable from the free
flow of the reverie. Sometimes they demand a good deal of careful pondering and the
recollection of pertinent facts; often, however, they are made impulsively. They are a more
difficult and laborious thing that the reverie, and we resent having to “make up our mind”
when we are tire, or absorbed in a congenial reverie. Weighing a decision, it should be noted,
does not necessarily add anything to our knowledge, although we may, of course seek further
information before making it.
A third kind of thinking is stimulated when any questions our belief and opinions. We
sometimes find ourselves changing our minds without any resistance or heavy emotion, but if
we are told that we are wrong we recent the imputation and hardened our hearts. We are
incredibly heedless in the formation of our beliefs, but find ourselves filled with an illicit
passion for them when anyone proposes to rub us of their companionship. It is obviously not
the ideas themselves that are dear to us, but our self-esteem, which is threatened. We are by
nature stubbornly pledge to defend our own from attack, whether it be our person, our family,
our property, or our opinion. A United State Senator once remarked to a friend of mine that
God Almighty could not make hi change his mind on our Latin-American policy. We may
surrender, but rarely confess ourselves vanquished. In the intellectual world at least peach is
with our victory.
Few of us take the pain to study the origin of our cherished convictions; indeed, we
have a nature repugnance to so doing. We like to continue to believe what we have been
accustomed to accept as true, and the resentment arouse when doubt is cast upon any of our
assumptions lead us to seek every manner of excuse for clinging to them. The result is that
most of our so-called reasoning consists in finding arguments for going on believing as we
already do.
I remember years ago attending a public dinner to which the Governor of the State was
bidden. The chairman explained that his Excellency could not be present for certain “good”
reasons; what the “real” reason were the presiding officer said he would leave us to
conjecture. This distinction between “good” and “real” reason is one of the most clarifying and
essential in the whole realm of thought. We can readily give what seems to us “good” reason
for being a Catholic or a Mason, a Republican or a Democrat, an adherent or opponent of the
League of the Nations. But the “real” reason re usually on a quite different plane. Of course
the importance of this distinction if the popularly, if somewhat obscurely, recognized. The
Baptist Missionary is ready enough to see that the Buddhist is not such because his doctrines
would careful inspection, but because he happened to born in Buddhist family in Tokio. But it
would be treason to his faith to acknowledge that his own partiality for certain doctrine is due
to the fact that his mother was a member of the First Baptist church of Oak Ridge. A Savage
can give all sorts of reasons for his belief that is it dangerous to step on a man’s shadow, and
a newspaper editor can advance plenty of arguments against the Bolshevik. But neither of
them may realize why he happens to be defending his particular opinion.
The “real” reasons for our beliefs are concealed from ourselves as well as from others.
As we grow up we simply adopt the ideas presented to us in regards to such matter as
religion, family, relationship, property, business, our country, and the state. We unconsciously
absorb them from our environment. They are consistently whispered in our ear by the group in
which we happen to live. Moreover, as Mr. Trotter has pointed out, these judgements begin
the product of suggestion and not of reasoning, have the quality of perfect obviousness, so
that to question them. ...is to the believer to carry scepticism to an insane degree, and will be
met by contempt, disapproval, or condemnation, according to the nature of the belief in
question. When therefore, we find ourselves entering an opinion about the basis of which
there is a quality of feeling which tell us that to inquire into it would be absurd, obviously
unnecessary, unprofitable, undesirable, bad form, or wicked, we may know that that opinion is
a non-rational one, and probably, therefore, founded upon inadequate evidence.
We have now examined the various classes of thinking which we can readily observe in
ourselves and which we have plenty of reasons to believe to go on, and always have been
going on, in our fellowmen. We can sometimes get quite pure and sparkling example of all
four kinds, but commonly they are so confused and intermingled in our reverie as not to be
readily distinguishable. The reverie is a reflection of our longings, exultations, and
complacencies, our fears, suspicions, and disappointments. We are chiefly engaged in
struggling to maintain our self-respect and in asserting the supremacy which we all crave and
which seems to us our natural prerogative. It is not strange, but rather quite inevitable, that
our beliefs about what is true and false, good and bad, right and wrong, should be mixed up
with the reverie and be influenced by the same considerations which determined its character
and course. We resent criticisms of our views exactly as we do of anything else connected
with ourselves. Our notion of life and its ideals seem to us to be our own and such as
necessarily true and right, to be defended at all costs.
We very rarely consider, however, the process by which we gained our convictions. If
we did so, we could hardly fail to see that there was usually little ground for our confidence in
them. Here and there, in this department of knowledge or that, someone of us might make a
fair claim to have taken some trouble to get correct ideas of, let us say, the situation in Russia
the sources of our food supply, the origin of the constitution, the revision of the tariff, the
policy of the holy Roman Apostolic Church, modern business organization, trade unions, birth
control, socialism, the League of Nations, the Excess-profits tax, preparedness, advertising in
its social bearings; but only a very exceptional person would be entitled to opinions on all of
even these few matters. And yet most of us have opinions on all these, and on many other
questions of equal importance, of which we may know even less. We feel compelled, as self-
respecting persons, to take sides when they come up for discussion. We even surprised
ourselves by our omniscience. Without taking thought we see in a flash that it is most
righteous and expedient to discourage birth control by legislative enactment, or that one who
decries intervention in Mexico is clearly wrong, or that big advertising is essential to big
business and that big business is the pride of the land. As godlike beings, why should we not
rejoice in our omniscience?
It is clear, in any case, that our convictions on important matters are not the result of
knowledge or critical thought, nor, it may be added, are they often dictated by supported self-
interest. Most of them are pure prejudices in the proper sense of that word. We do not form
them ourselves. They are the whispering of “the voice of the herd”. We have in the last
analysis no responsibility of them and need assume none. They are not really our own ideas,
but those of others no ore well informed or inspired them ourselves, who have got them in the
same careless and humiliating manner as we. It should be our pride to revise our ideas and
not to adhere to what passes for respectable opinion can frequently be shown to be not
respectable at all. We should, in view of the considerations that have been mentioned, resent
our spine credulity.
E. Application
Choose one paragraph from the selection. Identify the thesis statement and make your stand
whether you agree or disagree on your statement. Support your assertion by giving an example.
Write two paragraphs consisting of 15 sentences each. Given below is the assessment rubric
that serves as your guide.
F. Generalization
VI. EVALUATION:
Use the graphic organizer below to identify the thesis statement and some important
supporting details on the selection given that you have read. Evaluate your answer based on
the given rubric.
VII. ASSIGNMENT:
Make a research about the importance of thesis statement.

LESSON PLAN in
DAY 4
I. OBJECTIVES:

Learning Objectives
ee. 1. Identify geographic,

ff. history from pre-colonial to
texts from the
gg. regions.
hh. 2. Write a close analysis and
texts.
ii. 3. Show a sense of
Literary History
jj. 1. Identify geographic,
kk.history from pre-colonial to
texts from the
ll. regions.
mm. 2. Write a close analysis and
texts.
nn. 3. Show a sense of
Literary History
a. explain the purpose of a thesis statement
b. discuss types of writing that use a thesis statement
c. create thesis statements
II. LEARNING AREA:

III. LEARNING TASK

B. Review
In the previous lesson, you were able define thesis statement.
We also learned that it occurs at the end of the introduction, after the background information
which could be a full sentence, or a simple transition word, such as therefore, because, but etc.
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
What is the purpose of Thesis Statement?
The purpose of a thesis statement is to provide a clear, specific argument that will serve as a
guide to the reader so she knows what to expect from your essay. A thesis should be related
to the question or prompt that you are responding to, but it should provide a specific argument
that goes beyond a simple restatement of the subject. The thesis serves as the backbone of
your essay, and you will support the claims that you make in your thesis throughout the piece.
A good thesis will also help you as the writer know how to structure your essay and when to
leave out information that is not relevant to the thesis.
Tps and Examples for Writing Thesis Statements
Tips for Writing Your Thesis Statement
1. Determine what kind of paper you are writing:

 An analytical paper breaks down an issue or an idea into its component parts, evaluates the
issue or idea, and presents this breakdown and evaluation to the audience.
 An expository (explanatory) paper explains something to the audience.
 An argumentative paper makes a claim about a topic and justifies this claim with specific
evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect
statement, or an interpretation. The goal of the argumentative paper is to convince the
audience that the claim is true based on the evidence provided.
2. Your thesis statement should be specific—it should cover only what you will discuss in your
paper and should be supported with specific evidence.
3. The thesis statement usually appears at the end of the first paragraph of a paper.
4. Your topic may change as you write, so you may need to revise your thesis statement to reflect
exactly what you have discussed in the paper.
E. Application
Write the tips onWriting Your Thesis Statement.

1._______________________________________________________________________
2.__________________________________________________________________
3._____________________________________________________________
4.______________________________________________________________
F. Generalization
IV. EVALUATION:
Have students work in groups, pairs, or individually, depending on your students'

needs. Give each grouping a set of topic index cards, a set of writing style index cards, and
chart paper.Demonstrate the activity. On chart paper, write: 'Thesis Statement Menu' on
top. Underneath, write 'Topic,' 'Question,' 'Opinion,' and 'Thesis,' all on different lines. Use
the graphic organizer below to identify the thesis statement and some important supporting
details on the selection given that you have read. Evaluate your answer based on the given
rubric.
V. ASSIGNMENT:
Ask students to choose one topic that our society facing right now. Interview parents, siblings,
or friends on the topic and create new thesis statements using their input.
Prepared:
ROY T. CODINO
Teacher 1
Checked:
BILLY RAY MANUEL

Master Teacher II/ English Coordinator (Lesson Content)
MA. FELISA T. VALENCIA

Master Teacher II/ ABM Subject Group Head
ROBERT S. DELA CRUZ

Senior High School Coordinator
II. REFLECTION
DATE MONDAY (FEB 20, 2023) TUESDAY (FEB 21, 2023) WEDNESDAY (FEB 22, 2023) THURSDAY (FEB 23 2023) FRIDAY (FEB 24, 2023)
SECTIONS
TOTAL NO. OF LEARNERS PER CLASS
A. No. of learners who earned 70%

on the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
D. No. of learners who continue to

require remediation
E. Which of my teaching strategies

work well? Why did these work?
F. What difficulties did I encounter

which my principal or supervisor help
me solve?
G. What innovation or localized

materials did I use/ discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted by:
______________________________ __________________________ __________________________

ROY T. CODINO BILLY RAY MANUEL ROBERT S. DELA CRUZ
Teacher 1 Subject Group Head/Master Teacher II Senior High School Coordinator/Overseer
__________________________
MA. FELISA T. VALENCIA
ABM Subject Group Head/Master Teacher II

EAPP 2nd WEEK

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SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

City of San Jose del Monte

Performance Standard: The learner produces a detailed abstract of information gathered

Learning Competencies: Using various techniques in summarizing a variety of

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

Summarization of text builds your comprehension by helping to reduce confusion. You

Simple Steps in Summarizing Text

1. Read the text comprehensively.

What are the five steps in summarizing a text?

Make a research about Thesis Statement.

Performance Standard: The learner produces a detailed abstract of information gathered

Learning Competencies: states the thesis statement of an academic text

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

Prayer (The teacher will assign a student to lead the prayer.)

How important is the thesis statement in an essay?

Read On Various Kinds of Thinking By: James Harvey Robinson

Performance Standard: The learner produces a detailed abstract of information gathered

Learning Competencies: states the thesis statement of an academic text

At the end of the discussion, the learners will be able to:

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

On Various Kinds of Thinking

Make a research about the importance of thesis statement.

SAPANG PALAY NATIONAL HIGH SCHOOL- SENIOR HIGH

Learning Competencies: states the thesis statement of an academic text

At the end of the discussion, the learners will be able to:

ee. 1. Identify geographic,

II. LEARNING AREA:

III. LEARNING TASK

Prayer (The teacher will assign a student to lead the prayer.)

What is the purpose of Thesis Statement?

Tps and Examples for Writing Thesis Statements

Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

Write the tips onWriting Your Thesis Statement.

Have students work in groups, pairs, or individually, depending on your students'

BILLY RAY MANUEL

MA. FELISA T. VALENCIA

ROBERT S. DELA CRUZ

TOTAL NO. OF LEARNERS PER CLASS

A. No. of learners who earned 70%

C. Did the remedial lessons work? No.

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Prepared by: Checked by: Noted by:

______________________________ __________________________ __________________________

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