1. DAILY LESSON LOG
Department of Education
School Grade Level 12
Teacher Learning Area EAPP
Teaching Dates and Time WEEK 1 Quarter QUARTER 4
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a position paper.
B. Performance Standards
The learner presents a convincing position paper based on properly cited factual evidence; produces an insightful statement of principles and reasons for
establishing a student organization, coming up with a group exhibit of creative works, etc.
C. Learning
Competencies/Objectives
Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d-3):
1. Define what a position paper and a manifesto.
2. Gather manifestoes and analyze the arguments used by the writer.
3. Defend a stand on an issue by presenting reasonable arguments supported by properly cited factual evidences.
4. Write various kinds of position paper.
II. CONTENT WRITING POSITION PAPER
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
Begin the class by asking students to
recall the elements of persuasive
writing discussed in the previous
lesson. Allow a few students to share
their answers.
Introduce the topic of the current
lesson: position papers and
manifestos.
Begin the class by briefly revisiting the
concepts of position papers and
manifestos discussed in the previous
lesson.
Recap the key elements and purposes
of manifestos.
Begin the class by briefly reviewing the
concepts of manifestos and analyzing
arguments from the previous lesson.
Recap the importance of critical
thinking and persuasive techniques in
academic and professional writing.
Begin the class by briefly reviewing
the concepts of analyzing arguments
with cited evidence from the previous
lesson.
Recap the importance of presenting
reasoned arguments supported by
credible evidence.
2. Establishing the purpose of the
lesson
Explain to the students that the
purpose of this lesson is to understand
the characteristics and purposes of
position papers and manifestos.
Explain to the students that the
purpose of this lesson is to enhance
their ability to gather manifestos and
analyze the arguments used by the
writers.
Explain to the students that the
purpose of this lesson is to enhance
their ability to defend a stand on an
issue by presenting reasonable
arguments supported by properly
cited factual evidence.
Explain to the students that the
purpose of this lesson is to enhance
their ability to write various types of
position papers.
2. Emphasize the importance of these
forms of writing in academic and
professional contexts.
Emphasize the importance of critical
thinking and discerning persuasive
techniques in professional and
academic contexts.
Emphasize the importance of
researching and using credible
sources to strengthen their
arguments.
Emphasize the significance of
understanding different formats and
structures of position papers in
academic and professional contexts.
3. Presenting examples/instances
of the new lesson
Display a position paper and a
manifesto on the board or distribute
printed copies.
Read the examples aloud, and ask the
students to read along silently.
Discuss the main elements and
features of each document, such as
purpose, tone, structure, and target
audience.
Encourage students to ask questions
and share their initial observations.
Display or distribute printed copies of
various manifestos from different
sources, such as political movements,
environmental campaigns, or social
justice organizations.
Instruct the students to individually
read the manifestos and take note of
the main arguments presented by the
writers.
Allow time for students to familiarize
themselves with the content and
structure of manifestos.
Display or distribute printed copies of
articles or opinion pieces on current
issues from reputable sources.
Instruct the students to individually
read the texts and identify the
arguments presented and the
evidence used to support them.
Allow time for students to familiarize
themselves with the content and
structure of arguments with cited
evidence.
Display or distribute printed copies of
different types of position papers,
such as argumentative position
papers, policy position papers, or
opinion position papers.
Explain the characteristics and
purposes of each type of position
paper.
Provide examples of well-written
position papers on various topics and
from different fields.
Discuss the structure, organization,
and language features commonly
found in position papers.
4. Discussing new concepts and
practicing new skills #1
Provide a brief explanation of a
position paper, defining it as a
document that presents an argument
or stance on a specific issue. Discuss its
purpose, intended audience, and
structure (introduction, body
paragraphs, conclusion).
Engage the students in a group
discussion by providing a current or
relevant topic. Ask them to form pairs
or small groups to brainstorm
arguments for and against the given
topic.
Have each group select a
spokesperson to present their
arguments to the class.
Facilitate a class discussion by asking
students to share their observations
and impressions of the manifestos
they have read.
Guide the discussion to focus on the
arguments used by the writers in the
manifestos.
Introduce the concept of persuasive
techniques, such as emotional
appeals, logical reasoning, use of
evidence, and rhetorical devices.
Analyze specific examples of
persuasive techniques found in the
manifestos provided.
Facilitate a class discussion on the
elements of a well-supported
argument, including clear claim or
stance, reasoning, and proper citation
of factual evidence.
Discuss the importance of using
credible sources and the
consequences of relying on unreliable
or biased information.
Provide examples of different types of
evidence, such as statistical data,
expert opinions, case studies, or
personal anecdotes.
Facilitate a class discussion on the key
elements of position papers, such as
clear thesis statement or claim,
supporting arguments,
counterarguments, and conclusion.
Analyze the structure of a sample
position paper together, focusing on
the introduction, body paragraphs,
and conclusion.
Discuss the importance of using
credible sources and proper citation
to support arguments in position
papers.
3. Facilitate a class discussion,
encouraging students to express their
opinions and debate the topic.
Encourage students to ask questions
and express their opinions on the
effectiveness of the arguments
presented.
Guide students in identifying and
analyzing the arguments and evidence
in the texts provided earlier.
5. Discussing new concepts and
practicing new skills #2
Provide a brief explanation of a
manifesto, describing it as a public
declaration of principles, beliefs, or
intentions by an individual or a group.
Discuss its purpose, tone, structure,
and intended impact on the audience.
Show examples of famous manifestos
or excerpts from manifestos relevant
to societal or environmental issues.
Divide the students into pairs or small
groups and ask them to create their
own manifesto on a topic of their
choice (e.g., education, social justice,
environmental sustainability).
Allow time for students to discuss and
collaborate on writing their
manifestos.
Each group should select a
representative to present their
manifesto to the class.
Divide the students into small groups
and assign each group a different
manifesto to analyze.
Instruct the groups to identify and
discuss the main arguments used in
their assigned manifesto.
Encourage students to evaluate the
effectiveness of the arguments and
the overall persuasive impact of the
manifesto.
Each group should prepare a brief
presentation summarizing their
findings and insights.
Divide the students into small groups
and assign each group a specific issue
or topic to research.
Instruct the groups to gather evidence
from credible sources to support their
assigned stance on the issue.
Encourage them to use a variety of
sources, such as academic journals,
reputable websites, or expert
interviews.
Each group should prepare a short
presentation summarizing their
arguments and citing the evidence
they found.
Divide the students into small groups
and assign each group a different type
of position paper to work on.
Provide students with prompts or
topics related to their assigned type of
position paper.
Instruct the groups to brainstorm and
outline their position papers,
identifying the main arguments and
supporting evidence.
Encourage students to use credible
sources and proper citation
techniques.
6. Developing Mastery
Conduct a writing activity where
students individually write a position
paper or a manifesto based on a given
prompt or topic.
Provide guidelines and emphasize the
importance of using appropriate
language, persuasive techniques, and
a clear structure.
After completing their written pieces,
encourage students to exchange their
Conduct a role-playing activity where
each group presents their analysis of
the manifesto to the class.
After each presentation, facilitate a
class discussion to provide feedback
and allow students to share their
perspectives on the arguments
analyzed.
Encourage constructive criticism and
open dialogue to further deepen their
Conduct a debate activity where
students have the opportunity to
defend their stand on the assigned
issue.
Divide the class into two groups,
representing different viewpoints on
the issue.
Allow time for each group to present
their arguments and cite the evidence
they gathered.
Conduct a writing workshop where
students work on drafting their
position papers individually or in pairs.
Circulate among the students,
providing guidance, feedback, and
assistance as needed.
Emphasize the importance of clarity,
coherence, and logical progression of
arguments in their writing.
4. papers with a partner for peer
feedback.
Collect the papers for evaluation
purposes.
understanding of persuasive
techniques. Encourage students to engage in
respectful and constructive debate,
countering each other's arguments
with reasoned responses supported
by properly cited evidence.
Encourage students to use
appropriate language and writing
conventions for academic and
professional purposes.
7. Finding practical applications
of concepts and skills in daily
living
Engage the students in a brief
discussion about how the skills and
knowledge gained from
understanding position papers and
manifestos can be applied in their
daily lives.
Encourage students to identify
instances where persuasive writing is
important, such as writing a letter to
the editor, preparing a persuasive
speech, or creating a persuasive
advertisement.
Engage the students in a brief
discussion about the relevance of
analyzing arguments and persuasive
techniques in their daily lives.
Encourage them to identify situations
where understanding and critiquing
arguments are important, such as
media consumption, decision-making
processes, or engaging in debates.
Engage the students in a brief
discussion about how the skills of
presenting reasoned arguments and
using properly cited evidence can be
applied in their daily lives.
Encourage them to identify situations
where these skills are valuable, such as
participating in discussions, making
informed decisions, or advocating for
causes they believe in.
Engage the students in a brief
discussion about how the skill of
writing position papers can be applied
in their daily lives.
Encourage them to identify situations
where writing a position paper can be
useful, such as expressing opinions,
advocating for causes, or participating
in debates or discussions.
8. Generalizing and abstractions
about the lesson
Summarize the key points discussed in
the lesson, highlighting the
characteristics and purposes of
position papers and manifestos.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
Summarize the key points discussed in
the lesson, emphasizing the
significance of analyzing arguments in
manifestos and recognizing
persuasive techniques.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
Summarize the key points discussed in
the lesson, highlighting the
significance of presenting reasoned
arguments supported by properly
cited evidence.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
Summarize the key points discussed in
the lesson, highlighting the
significance of understanding
different types of position papers and
their structures.
Allow students to ask any remaining
questions or seek clarification on any
topic discussed.
9. Evaluating Learning
Conduct a brief quiz or ask students to
provide written responses to
questions related to the lesson
content.
Assess their understanding of the
definitions, features, and purposes of
position papers and manifestos.
Assign a written reflection where
students analyze a manifesto of their
choice outside the classroom and
identify the arguments used by the
writer, as well as evaluate the
persuasive techniques employed.
Assess their ability to gather
manifestos, identify arguments, and
analyze persuasive techniques.
Assign a written task where students
are asked to write a short persuasive
essay on a given topic, defending a
specific stance using reasonable
arguments supported by properly
cited evidence.
Assess their ability to formulate
arguments, incorporate evidence, and
correctly cite their sources.
Collect and evaluate the students'
draft position papers based on the
criteria discussed in class, such as
clarity, organization, use of evidence,
and proper citation.
Provide constructive feedback and
suggestions for improvement.
10. Additional Activities for
Application or Remediation
Assign a homework task where
students are asked to analyze a
Provide additional resources, such as
online articles, TED Talks, or speeches,
Provide additional resources, such as
articles, videos, or online debates,
Assign a peer review activity where
students exchange their draft position
5. position paper or a manifesto from a
reliable source (e.g., newspaper,
organization's website) and write a
short critique or reflection.
Provide additional resources, such as
articles or videos, for students who
want to explore the topic further.
where students can further explore
and practice analyzing arguments and
persuasive techniques.
Encourage students to engage in
debates or discussions on current
issues, using the skills they have
developed in analyzing arguments.
where students can further practice
presenting reasoned arguments and
using properly cited evidence.
Encourage students to engage in peer
review activities where they provide
feedback on each other's written or
oral arguments.
papers and provide feedback to each
other.
Encourage students to revise their
position papers based on the
feedback received.
Alternatively, assign a class discussion
or debate where students present
their position papers orally and
engage in critical discussions.
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 worked well? Why
did this work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
