Republic of the Philippines

Department of Education
Region VIII-Eastern Visayas
Schools Division of Leyte
ATTY. ROQUE A. MARCOS MEMORIAL SCHOOL
LA PAZ, LEYTE

Teacher Evangeline Efren-Almenario Learning Area EAPP

Teaching Date Grade Level 12
Teaching Time Quarter 1

I. Learning Targets Specific Objectives

A. Content Standards The learner acquires knowledge of appropriate reading
strategies for a better understanding of academic texts.
B. Performance Standards The learner produces a detailed abstract of information
gathered from the various academic texts read
C. Learning Competencies/Objectives  States the thesis statement of an academic text
(CS_EN11/12A-EAPP-Ia-c-6)
 Outlines reading texts in various disciplines
(CS_EN11/12A-EAPP-Ia-c-8)
a. Specific Daily Objective/s Be able to write an outline based on the given academic
text.
II. Learning Content
A. Topic
B. Concept
C. Integration into other Learning Areas History
D. Values Formation Cooperation,respect, and bing a responsible individual
E. Local Heritage Theme
F. Philosophy Progressivism
G. Code of Ethics ARTICLE III- The teacher and the community Section 1. A
(Cite specific Article, Section) teacher is a facilitator of learning and of the development of
the youth ;he shall, therefore, render the best service by
providing an environment conducive to such learning and
growth.
III. Learning Resources
A. References
1. Teacher’s Guide -
2. Learners’ Materials - Learners’ Activity Sheets, Handouts
3. Textbook -20
4. Additional Materials from the LR portal -None
B. Other Learning Resources - Facebook Newsfeed, Google, Twitter
IV. Procedure
A. Reviewing the previous lesson Begin the lesson by briefly reviewing what they know in
analyzing language features in a text.

Engage students in a short discussion to refresh their memory

and activate prior knowledge.
B. Establishing a purpose for the lesson State the objective of the lesson: "Today, we will learn how
to evaluate the language features in a text to better understand
its purpose and effectiveness."
C. Presenting examples / instances of the new lesson Provide students with a variety of written texts, such as news
articles, opinion pieces, or academic papers.

Read aloud and analyze a selected passage, highlighting

different language features such as figurative language,
rhetorical devices, or persuasive techniques.

Discuss the impact of these language features on the reader

 Republic of the Philippines
Department of Education
Region VIII-Eastern Visayas
Schools Division of Leyte
ATTY. ROQUE A. MARCOS MEMORIAL SCHOOL
LA PAZ, LEYTE

and the overall effectiveness of the text.

D. Discussing new concepts and practicing new skills Introduce specific language features commonly found in
#1 academic and professional texts, such as:
 Tone and register
 Sentence structure and syntax
 Vocabulary and terminology
 Cohesion and coherence

Explain each concept and provide examples for better
comprehension.

Engage students in a brief discussion to ensure their

understanding of the concepts.
E. Discussing new concepts & practicing new skills #2 Introduce the concept of formal language and its role in
academic writing. Discuss the characteristics of formal
language, such as avoiding colloquial expressions, using
precise and objective language, and maintaining a
professional tone.

Engaging activity: Provide students with a set of informal

sentences and ask them to rewrite each sentence using formal
language. For example, a sentence like "I think the
experiment went well" can be rewritten as "The experiment
yielded positive results." This activity allows students to
practice applying formal language in a practical context.
F. Developing Mastery Conduct an interactive and engaging activity, such as a
language feature scavenger hunt.

Distribute different texts (articles, advertisements, speeches,

etc.) to each student or group.

Ask students to find and highlight specific language features

within a given time frame.

Provide feedback and discuss the language features identified

by the students, emphasizing their impact on the text.
G. Making Generalization Summarize the key concepts and skills covered in the lesson.

Facilitate a class discussion on the significance of evaluating

language features in academic and professional contexts.
H. Finding practical applications of concepts and skills Engage students in a discussion about how understanding and
in daily living evaluating language features can be useful in real-life
situations, such as:
 Interpreting and critically analyzing news articles or
advertisements
 Writing professional emails or reports
Understanding complex academic texts
I. Evaluating Learning
Write an outline based on the article given.

Read the article and make an outline. Be guided by the rubric

for outlining. Write your answer on a separate sheet of paper.
Wrigley’s Chewing Gum
 Republic of the Philippines
Department of Education
Region VIII-Eastern Visayas
Schools Division of Leyte
ATTY. ROQUE A. MARCOS MEMORIAL SCHOOL
LA PAZ, LEYTE

(1) Wrigley’s chewing gum was actually developed as a

premium to be given away with other product rather
than as a primary product for sale. As a teenager,
William Wrigley Jr. was working for his father in
Chicago selling soap that has been manufactured in
his father’s factory. The soap was not very popular
with merchants because it was priced at 5 cents, and
this selling price did not leave a good profit margin
for the merchants. Wrigley convinced his father to
raise the price to then cents and to give away cheap
umbrellas as a premium for the merchants. This
worked successfully, confirming to Wrigley that the
use of premium was an effective sales tool.
(2) Wrigley then established his own company, in his
company he was selling soap as a wholesaler, giving
baking soda away as a premium, and using a cook
book to promote each deal. Over time, the baking
soda and cook book became popular than the soap,
so Wrigley began a new operation selling baking
soda, he soon decided on chewing gum. Once again,
when Wrigley realized that the demand for premium
was stronger than the demand for the original
product, he created the Wm. Wrigley Jr. Company
to produce and sell chewing gum.
(3) Wrigley started out with two brands of gum, Vassar
and Lotta gums, and soon introduced Juicy Fruit and
Spearmint. The latter two brands grew in popularity,
while the first two were phased out. Juicy Fruit and
Spearmint are two of Wrigley’s main brands to this
day.

Rubric for grading: Format

Organization/Development - 10 –

Focus 10
Quality of Presentation - 10
Total - 30
J. Additional activities for application and remediation
V. Remarks
VI. REFLECTION
 Republic of the Philippines
Department of Education
Region VIII-Eastern Visayas
Schools Division of Leyte
ATTY. ROQUE A. MARCOS MEMORIAL SCHOOL
LA PAZ, LEYTE

Prepared by: Evangeline Efren-Almenario Checked by: Rowena A. Caldosa

Subject- Teacher Master Teacher II

Noted by:
Gilda P. Cano
Principal III