Republic of the Philippines

Department of Education
National Capital Region
Division of Taguig City and Pateros

DAILY LESSON LOG

S.Y. 2025 – 2026

School Maria Concepcion Cruz High School Grading Period Quarter 1 – Week 1
Teacher Alexander N. Igancio Date June 16 – 20, 2025
Learning Area English for Academic and Professional Purposes Grade Level Grade 11 – Sapphire

Date Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.
B. Performance Standard The learners:
The learner produces a detailed abstract of information gathered from the various academic texts read.
C. Most Essential Learning Differentiates language used in academic texts from various disciplines
Competencies
D. Specific objectives By the end of the lesson, the learner’s will be able to:
• Differentiate language used in academic texts from various disciplines.
• Determine the structure of a specific academic text.
• Explain the specific ideas contained in various academic texts.
• Use knowledge of text structure to glean the information he/she needs.
• Use various techniques in summarizing a variety of academic texts.
II. CONTENT Understanding academic and non- Diagnostic Test Understanding and distinguishing Understanding the importance of
academic texts, their differences, and academic and non-academic texts using summarizing techniques and
how to use academic language appropriate language. identifying text structures in
properly in writing and speaking. academic texts.
III. LEARNING RESOURCES
A. References Curriculum Guide, English for Curriculum Guide, English for Academic Curriculum Guide, English for
Academic and Professional Purposes and Professional Purposes – Grade 11 Academic and Professional
– Grade 11 Alternative Delivery Alternative Delivery Mode Quarter 1 – Purposes – Grade 11 Alternative
Mode Quarter 1 – Module 1: Reading Module 1: Reading Academic Texts First Delivery Mode Quarter 1 – Module
Edition, 2020 (DepEd)
 Academic Texts First Edition, 2020 1: Reading Academic Texts First
(DepEd) Edition, 2020 (DepEd)
Other Learning Resources www.youtube.com www.youtube.com www.youtube.com www.youtube.com
IV. PROCEDURES
A. Review of the lesson Prayer
Greetings Review of the previous lesson
Checking of attendance
B. Establishing a purpose for Today, we will learn how academic Today, we will learn how academic texts Today, we will learn how to
the lesson and non-academic texts are different. are organized using different text summarize academic texts using
As Mariconians, you read and write structures. As Mariconians, you often simple techniques and how to
every day—in schoolwork, on social read announcements, instructions, and recognize different text structures.
media, and even in chat with friends. even write essays or reports. Knowing As Mariconians, you often read long
Understanding these differences will how ideas are arranged—whether it’s by texts in school and online. Learning
help you write better, speak more order, cause and effect, or comparison— how to spot text patterns and
clearly, and succeed in your studies will help you understand readings faster summarize helps you understand
and future career. and express your thoughts more clearly better, remember important ideas,
in your schoolwork. and express your thoughts clearly in
both schoolwork and everyday life.

C. Presenting examples/ The teacher will present several Matching Informal and Academic Understanding Text Structures
instances of the lesson guided exercises to help learners Vocabulary Through Matching and Retelling
explore and apply their understanding Activities
of academic and non-academic texts, Learners will be given sample
text structures, and summarizing vocabulary matching tasks to recognize The teacher will present examples
skills. These activities will serve as the difference between informal and of different text structures by
examples to reinforce the lesson’s key formal (academic) language, helping engaging students in a matching
concepts. them understand how word choices activity that connects text structure
affect the tone and appropriateness of a types with their definitions. Learners
1. Categorizing Text Types text. will also retell a familiar story using
2. Identifying Tex Structures their own words to apply their
3. Summarizing a Paragraph understanding of narrative structure
and reflect on their comprehension
strategies.
D. Discussing new concepts A. What’s In: Read short passages. Understanding and Classifying Text Exploring Techniques in
and practicing new skills Identify whether each passage is Structures Summarizing Academic Texts
#1 Academic (A) or Non-Academic (N).
• The teacher will guide learners in • Begin with a simple
B. What’s New identifying different text structures explanation of summarizing
Answer reflective questions: such as cause and effect, sequence, and its importance in
• Easiest writing task done so far compare and contrast, problem- understanding academic
• Most difficult writing task done solution, and definition or description texts.
 • Describe academic writing and by discussing their purpose, signal • Show examples of common
how it differs from other types of words, and graphic organizers. summarizing strategies
writing using familiar stories:
• Students will practice by classifying o Somebody–
C. What Is It sample signal words and answering Wanted–But–So–
Short discussion on: guide questions to better understand Then
how ideas are organized in o SAAC (State,
• Definition and purpose of academic texts. Assign, Action,
academic texts Complete)
• Differences between academic o 5Ws and 1H
and non-academic texts o First–Then–Finally
• Features of academic texts (e.g., o Give Me the Gist
formal, objective, well-organized,
evidence-based) • Go through each technique
• Structure, tone, language, step by step with sample
citation, and thesis-driven focus content.
E. Discussing new concepts Topic: Academic vs. Social The Importance of Text Structures in
and practicing new skills Language Reading • Use a shared example for
#2 • Definition of academic language everyone to try applying
and social language • The teacher will explain why one of the strategies
• Comparison of academic and understanding text structures is together.
social language through important for better reading and
characteristics learning.
• Examples of academic language
vocabulary • Students will discover how
• Examples of social or informal recognizing text structures helps
language vocabulary them organize ideas, connect
• Characteristics of academic details, and remember key points.
language: They will also reflect on how this
o Formality knowledge can improve the way they
o Objectivity understand and summarize what
o Impersonality they read.
• Table showing differences in
structure, tone, and purpose
• Identification of appropriate
contexts for using each type of
language
• Short examples of sentence
transformations from social to
academic
 • Emphasis on relevance of
academic language in school
success and written outputs
• Visual aids or charts showing key
distinctions

F. Developing mastery Activity Type: True or False Identifying Text Structures Applying Summarizing
• Answering 10 True or False Techniques
statements to assess • Learners will identify the text
understanding of academic structure used in given statements. The student will read the titled
language and texts • Answers will be written on a “Understanding the Calories”. They
• Statements cover academic separate sheet of paper. will write a 3–5 sentence summary
language features (formality, • The activity reinforces mastery of of the passage using any
objectivity, complexity) different types of text structures such summarizing technique you’ve
• Includes comparison between as cause and effect, sequence, learned (e.g., Somebody–Wanted–
academic and non-academic problem-solution, and others. But–So–Then, SAAC, 5Ws and 1H,
texts First–Then–Finally, or Give Me the
• Reinforces reading Gist). Use a separate sheet of
comprehension, critical thinking, paper for your written summary.
and language awareness

G. Finding practical Activity: From Casual to Academic: Text Structures in a Mariconian’s Life Exploring Techniques in
applications of concepts Fixing How We Express Ideas Summarizing Academic Texts
and skills in daily living • Learners will think of a real situation
• Present a real-life scenario they experience as MCCHS students Application Task:
involving a student from MCCHS (e.g., preparing for a school The student will use a summarizing
who used informal language in a program, dealing with class technique to share a real
school task. suspensions, attending a flag experience in school.
• Guide students to reflect on the ceremony, or organizing group
difference between casual and work). Instructions:
academic language. • Think of something you
• Ask students to answer the • They will write a short paragraph recently read or heard in
following three questions based about that experience and identify school (e.g., a lesson,
on the situation: the text structure they used (e.g., announcement, or story).
1. What was wrong with how sequence, cause-effect, problem- • Choose one summarizing
Bryan wrote his answer? solution). technique (Somebody–
2. Why is academic language Wanted–But–So–Then,
important in schoolwork? • They will answer the reflection SAAC, 5Ws and 1H, First–
3. How can Bryan improve his question: Then–Finally, or Give Me
answer using academic the Gist).
words?
 “How does knowing the text structure • Write a short summary (3–5
help you express your ideas better in sentences) using the
school?” chosen technique.
• Share your summary with a
seatmate.

H. Making generalization An academic text is a reading material Text structure refers on how the Summarizing helps students
and abstractions about that provides information which information within a written text is understand long texts more easily
the lessons. include concepts and theories that are organized. This strategy helps students by identifying the main ideas and
related to the specific discipline. understand that a text might present a removing unnecessary details. It
Common text includes introduction, main idea and details; a cause and then makes learning more efficient and
body, and conclusion. On one hand, its effects; and/or different views of a clear, especially in academic
students who master academic topic. This will help students monitor reading.
language are more likely to be their comprehension.
successful in Complete the reflection prompts
academic and professional settings. GETTING DEEPER! below after learning the techniques
in summarizing academic texts.
GETTING DEEPER! • Lesson: Write your answers in 1–2
• Lesson: • What I want to say about the lesson: sentences only.
• What I want to say about the • What I found out:
lesson: GETTING DEEPER!
• What I found out:
• Lesson:
• What I want to say about the
lesson:
• What I found out:

I. Evaluating learning Activity: What I Can Do Writing a Personal Experience Using What I Can Do:
Text Structure In a paragraph, summarize a recent
Learners will evaluate the use of personal experience that helped
academic language in sample texts The teacher will ask the students to write you learn something important—
by checking for formality, objectivity, an essay about a memorable experience whether in school, at home, or in
and clarity, applying the concepts as a student of MCCHS, such as a your community. Use a
discussed in class. school event, a challenge they faced, or summarizing technique that best fits
a personal success. They will be the nature of your story (e.g.,
instructed to choose and apply an Somebody–Wanted–But–So–Then,
appropriate text structure (e.g., cause- SAAC, 5Ws and 1H, First–Then–
effect, problem-solution, sequence, etc.) Finally, or Give Me the Gist).
in organizing their ideas. This activity will Use a separate sheet for your
help assess their understanding of text answer.
 structures and their ability to apply them Rubrics:
in real-life writing situations. • Concept – 20 pts.
• Convention – 15 pts.
• Creativity and
Organization – 15 pts.
• Total – 50 pts.

J. Additional activities for Additional Activity: Rewriting Informal Additional Activity: Analyzing School Additional Activity: Rewriting
application or remediation Sentences into Academic Language Announcements Using Text Structure Paragraphs Using a Summarizing
Technique
Remediation: Identifying Features of Remediation: Sorting Signal Words by
Academic Texts Through Guided Text Structure Remediation Activity: Identifying
Exercises Text Structures and Features of
Academic Texts

V. REMARKS
VI. REFLECTION

Prepared by: Noted by:

ALEXANDER N. IGANCIO EMELITA A. CAONES

Teacher III Teacher-in-Charge