Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

LESSON CABAY NATIONAL HIGH

EXEMPLAR School SCHOOL Grade Level Grade 11 SAPPHIRE
Teacher ANNA MARIE A. RANILLO Learning Area EAPP
Teaching Date NOVEMBER 09, 2023 Quarter/Sem 2ND Quarter, 1ST Sem
Teaching Time 3:00 -4:00 School Year 2023-2024

I. OBJECTIVES
A. Content Standard The learner understands the principles and uses of a position paper.

B. Performance The learner presents a convincing position paper based on properly cited factual evidence.
Standard

C. Most Essential 1. define a position paper

Learning 2. identifies situations in which a position paper may be effectively used in our present society
Competencies
3. gathers manifestoes and analyzes the arguments used by the writer/s
(MELCS)
4. defends a stand on an issue by presenting reasonable arguments supported by properly-cited
factual evidences
5. writes various kinds of position papers
D. Enabling
Competencies
II. CONTENT POSITION PAPER
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s Detailed Lesson Plan in English for Academic and Professional Purposes
Material Pages Drexler, P. (2014). Consider the benefits of the 4-day work week. Retrieved on
May 29, 2017 from https://www.forbes.com/sites/peggydrexler/2014/09/29/
consider-the-benefits-of-the-4-day-work-week/#4e62964945a2
Guilford, C.(2001). Occasions for Argumentative Essays. Writing
Argumentative Essays. Retrieved May 29, 2017 from the World Wide Web:
http://www.powa.org/argufrms.htm Previously adapted from: Hairston, M.
(1982) A Contemporary Rhetoric (3rd ed.). Boston: Houghton Mifflin.
position paper. (n.d.) Dictionary.com Unabridged. Retrieved on May 29, 2017
from Dictionary.com website from http://www.dictionary.com/browse/positionpaper
2 | P a g e Regional Mass Training of Senior High School Teachers in the Academic
Track
Xavier University Library (2014). How to write a position paper. Retrieved on
May 29, 2017 from http://www.xavier.edu/library/students/documents/
position_paper.pdf
c. Textbook Pages
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

d. Additional Youtube Website: https://www.youtube.com/watch?

Learning v=aQ5Lz6l9IWw&list=PLU5D8CSgrhvfE6zkq5xfJhfJYxxHnrPor
Materials from
the Learning Pena and Anudin, Oral Communication. Vibal Group Inc. 2016
Resources Ang, Jaime, Oral Communication in Context for Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech Communication.5th ed. National Bookstore Bulan, Celia T., and
de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals, Experimental Edition.
Department of Speech Communication and Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of Speech Communication. 12th ed. New York: Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
B. List of Learning Oral Communication in Context Module
Resources for
Development and
Engagement
Activities
IV. PROCEDURES
 CLASSROOM MANAGEMENT

1. Conduct the following routine activities:

 Opening Prayer
A. INTRODUCTION
 Checking of Attendance
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

Review of the Past Lesson

Task 1: Share, Share, Share!

Indicator 1
The class will be grouped into four groups. Each group will Modeled effective
brainstorm their thoughts on the topic and will associate any applications of content
word/s that will confirm your stand on the issue, write your answer knowledge within and
in the metacards. across curriculum
teaching areas.
Pro1 through cheering
(Integrative
Pro2 through rapping Learning)
Anti1 through singing
Anti2 through poem reading
(The presentation of outputs will them follow. The teacher will
facilitate the presentation of the outputs of the students. Then,
the teacher will process the answers.)

Topic: The country is improving in the tenure of President

Ferdinand Marcos Jr.

Indicator 2
MOTIVATION Developed and applied
effective teaching
Task 2: Traffic Lights Game strategies to promote
critical and creative
(The teacher will distribute flaglets for each group. The flaglets contain red, thinking, as well as
green and orange). Each group will be given a set. other higher-order
Each member is tasked to give his or her stand on the issues that will be flashed thinking skills.
on the screen. If the member agrees, he will raise (Inquiry Based
B. DEVELOPMENT the green flaglet. If he does not agree, raise the red one and if he is undecided, Learning)
he will raise the orange one. Each representative should come forward and be
ready to defend his answer. You are only given 30 seconds to answer.
Propositions:
LIBRT: homeworks should be banned during weekends.
LIBRT: cellphones should be banned in elementary and secondary schools.
LIBRT: wearing of uniforms should not be compulsory in public schools.
LIBRT: annual drug tests should be administered to all SHS students.
LIBRT: flag ceremony should be conducted everyday in schools.
Indicator 1
Presentation of the Lesson Modeled effective
applications of content
knowledge within and
Discuss the following key concepts of the lesson using across curriculum
PowerPoint presentation and instructional materials. teaching areas.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

Position Paper
Position paper is an essay that presents an opinion about an issue,
typically that of the author or another specified entity; such as a
political party. Position papers are published in academia, in politics, in
law and other domains. Like a debate, a position paper presents one
side of an arguable opinion about an issue. The goal of a position paper
is to convince the audience that your opinion is valid and defensible.
Ideas that you are considering need to be carefully examined in
choosing a topic, developing your argument, and organizing your paper.
It is very important to ensure that you are addressing all sides of the
issue and presenting it in a manner that is easy for your audience to
understand. Your job is to take one side of the argument and
persuade your audience that you have well-founded knowledge of the
topic being presented. It is important to support your argument with
evidence to ensure the validity of your claims, as well as to refute the
counterclaims to show that you are well informed about both sides.

Discussion and Analysis of the Lesson Indicator 5

Worked with
colleagues to share
INDIVIDUAL ACTIVITY differentiated,
developmentally
Activity: Ask the learners to read the argumentative essay :Why appropriate
women talk too much? opportunities to address
learners’ differences in
Essay: Women Talk too much – Janet Holmes gender, needs,
strengths, interests
Myth 6: Women Talk Too Much In the myth, “Women Talk Too Much,” Janet and experiences.
Holmes discusses the misconception that women talk more than men. Throughout
the myth she proves that this overused statement is false. She finds that the (Experiential
environment, and different situations are what women’s discussions depend on, Learning)
and ironically men tend to dominate them. Holmes discusses numerous studies
that measured the amount of talking used by men and women in different
contexts. The first study, which she called the “New Zealand Study,” found that
men dominated talking time. This generally starts when children are attending
elementary school (formal contexts). They found that two-thirds of the classroom
discussion is taken by teachers and the rest is taken over by male students. The
explanation for these findings is that males are more concerned than females
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

about earning status and power. So they feel that by, “participating and verbally
contributing,” will help to gain more status in formal contexts. Formal contexts
meaning public situations (i.e. business meetings, seminars, committee meetings,
etc.) The study also found that men tend to dominate discussions by patronizing
women. For example, in this chapter they give a scenario of a work meeting. In
the meeting the woman discusses an issue and is interrupted by a male colleague.
He interrupts by saying, “I think what Anne is trying to say Roger is….” By
interrupting, he’s putting across a message that he knows better (a way of trying
to achieve higher status), and ends her part in the discussion. (p.43) Therefore, in
formal contexts women often don’t participate in discussions. Private contexts are
those situations that involve, “developing and reinforcing friendships and
intimate relationships.” They aren’t so much about improving status. Women feel
more comfortable talking in this context because it mainly because it’s purpose is
to develop or maintain a social relationship such as friendships, or family ties.
However, studies found that the amount of men and women talking in private
contexts wasn’t much different from other contexts. Women are more agreeable
and encourage contribution from others. Whereas men are more informative and
referential. (p.45) Holmes then went on to discuss social confidence. Social
confidence is when you have a great deal of knowledge on a subject, making you
more likely to contribute to a discussion. One of the studies took two groups,
both having a mix of men and women, and gave one group (the experts) extra
information on a topic that would be discussed. They found that when the topic
was discussed, the group that was given the information participated more than
the other group. Therefore, gender didn’t make a difference it was the familiarity
or expertise in the discussion that gave them confidence to talk. Lastly, another
study conducted monitored the discussion of spouses. It found that men once
again dominated the discussions. Furthermore, they found that if the women were
involved or associated with a feminist organization, the tables were turned and
the women would talk more. The chapter showed that women aren’t necessarily
the ones to take charge of discussions. Instead men are seen taking part and
overtaking discussions to gain status and power. Women are more likely to talk
when they are in the majority, and with family and friends. They also are more
inclined to participate in discussions if they are invited by others, or when they
have expertise on the topic making them socially confident. In summation,
discussions aren’t necessarily taken over by women. It all depends on where the
discussion is taking place, who it is taking place with, and to what degree the
individuals have expertise on the topic of discussion.

Activity 3: Foldable Face Figure

Write the proposition on two faces that the students must create with the foldable
figure of men and women, students should write their evidences on who talk
more men or women and right their discussions on each face creatively ceated by
the student.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

Indicator 3
C. ENGAGEMENT Worked with colleagues
Group Activity to model and shared
effective techniques in the
management of classroom
Task 4: Make an Infomercial (The teacher will let the students go to structure to engage
their group. Two groups will be assigned to one proposition: one for learners, individually or in
groups, in
affirmative, and the other for negative. Each group will create a meaningful exploration,
persuasive 2-minute infomercial on their position on the given debate discovery and hands-on
activities within a range
propositions.) Class, now that you already know how to cite the stand of physical
of the author of the position paper, now you will make a persuasive 2- learning environments.

minute infomercial on the proposition assigned to your groups. You are (Constructivism)
given only 10 minutes to create make and practice for your
presentation. Your infomercial should: give accurate facts; convey your
position clearly; have a :catchy phrase” or slogan and use appropriate
language use appropriate dialogue to help aid in understanding of
content. Make sure that each member of the group contributes to the
output. Am I clear class? Before you start crafting your output, please
be guided with the rubric which will be the basis of scoring for your
group’s output. Are there any modification or suggestion that you want
to have with your rubrics?
Suggested propositions:  LIBRT: sex education should be taught in the Indicator 1
basic education curriculum.  LIBRT: cellphones should be banned in Modeled effective
elementary and secondary schools. applications of content
knowledge within and
across curriculum
teaching areas.

(Integrative
Learning)
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

Generalization

Independent Activity 2: Communication Model in (Experiential

Action Learning)
Multiple-Choice Test
Direction: Read and analyze the following statements Indicator 6
very carefully. Choose the correct answer from the given Developed and applied
D. ASSIMILATION choices. effective strategies in
1. What do you call an academic paper that aims to the planning and
management of
present the stand
developmentally
of the author or a person on an issue?
sequenced teaching and
a. concept paper b. position paper c. essay d. journal learning process to
2. These are contents of a position paper, EXCEPT meet curriculum
a. thesis statement b. arguments c. counterclaims requirements and
d. opinion varied teaching
contexts.
3. Which of the following should NOT be included in the
introduction of a position paper?
a. claims c. topic
b. thesis statement d. background information
4. How many claims or arguments are necessary or ideal
in defending a stand on an issue?
a. two b. three c. four d. one
5. This is the last part of a position paper that includes
the restatement of the thesis statement, arguments and
plan of action.
a. body b. introduction c. conclusion d. claims
6. Each claim or argument of the writer should be
supported with clear facts or evidence.
a. true b. false c. never d. all of the above
7. These are the claims of the opposite side or those who
disagrees with the author’s/ person’s stand on the issue.
a. claims b. opinions c. counterclaims d. arguments
8. Before writing a position paper, is it necessary to
check if the issue is real?
a. true b. false c. never d. all of the above
9. What other term can be used to refer to a position
paper?
a. manifesto b. essay c. concept paper d. research
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

10. Which among the choices can be a source of

evidence to strengthen one’s claims?
a. statistics c. researches
b. journals d. all of the above

V. Reflection Ask learners about his thoughts on this financial planning quotes (Reflective
Learning)

PREPARED BY:

ANNA MARIE A. RANILLO

MT-I
CHECKED:

SHIRLEY S. VILLA
HEAD TEACHER I
NOTED:

ARIEL C. DEL MUNDO

PRINCIPAL I
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon