ERNESTO RONDON SENIOR HIGH SCHOOL

DAILY LEARNING PLAN SY 2024-2025

GRADE LEVEL 12
TEACHER
Republic of the Philippines
Department of Education KIM RICARDO LEARNING AREA EAPP
National Capital Region
Schools Division Office of Quezon City OFFICIAL TIME 6:00 AM – 12:20 PM QUARTER 2ND
ERNESTO RONDON
HIGH SCHOOL
Road 3, Project 6, Quezon City
DATE OF SUBMISSION 11/11/2024 DATE SUBMITTED 11/12/2024

I. OBJECTIVES After the lesson, the learners will be able to:

A. Content Standards understands the principles and uses of a position paper.
B. Performance Standards presents a convincing position paper based on properly cited factual evidence
MELCs: identifies situations in which a position paper may be effectively used in
C. Learning Competencies/ our present society. (CS_EN11/12A-EAPP-IIa-d-2)
Objectives 1. defines what a position paper is,
Write the LC code 2. identifies situations in which a position paper may be effectively used in
for each our present society; and
3. presents ideas convincingly.
II. CONTENT Position Paper
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English for Academics and Professional Purposes Teacher’s Guide pp. 99-101
2. Learner’s Materials pages English for Academics and Professional Purposes pp. 115-117
3. Textbook pages N/A
4. Additional Materials from
N/A
Learning Resource (LR) portal
 Websites: https://alexandercollege.ca/wp-content/uploads/2015/04/3.-
B. Other Learning Resources Literature-Review-worksheet.pdf
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT:
presenting the new lesson Cooperative Learning. (DAY 1)
The students will be divided into five groups and asked to complete the K-W-L
chart on the statement: "Have you ever participated in a local community
debate regarding innovative waste management?" Back up your claims with
facts.

B. Establishing a purpose for the

lesson

C. Presenting examples/instances ENGAGE:

of the new lesson Pre-test.
The teacher will ask the students to answer the following questions:
 1. What is the primary purpose of a position paper?
a. To summarize research findings
b. To persuade readers by presenting an argument on a specific issue
c. To entertain the audience with fictional elements
d. To explore multiple viewpoints without taking a stand

2. Which of the following is TRUE about evidence in a position paper?

a. It is optional and can be replaced by personal opinions.
b. It is essential for supporting the writer's argument.
c. It should only include opinions from friends and family.
d. It should focus solely on counterarguments.

3. In a position paper, what is the term for a concise sentence that clearly states
the writer's main argument or stance?
a. Topic sentence
b. Thesis statement
c. Summary statement
d. Counterargument

4. Which part of a position paper is responsible for acknowledging and

responding to opposing views?
a. Introduction
b. Body
c. Counterarguments
d. Conclusion

5. Why is it important to address counterarguments in a position paper?

a. To confuse the audience with different perspectives
b. To strengthen the argument by addressing potential criticisms
c. To show that the writer is unsure of their stance
d. To make the position paper longer

EXPLORE 1: Position Paper Drafting

Activity 1: Project-Based Learning
Materials - Paper, pens, rubric for evaluation
Significance - This activity allows students to practice drafting a position paper on
a topic of their choice, reinforcing their understanding of structure and
argumentation.
Instructions.
1) Choose a current issue that interests you.
D. Discussing new concepts and 2) Research your topic and gather relevant information.
practicing new skills #1 3) Write a draft of your position paper following the required format.
Rubric:
-(Clarity of argument) - 15 pts.
-(Use of evidence) - 10 pts.
-(Structure and format) - 5 pts.
Assessment Questions:
1) What is your position on the chosen issue?
2) What evidence supports your position?
3) How does your paper address counterarguments?
E. Discussing new concepts and EXPLORE 2:
practicing new skills #2 Activity 2: Cooperative Learning
Materials - Peer review checklist
Significance - Students will learn to provide constructive feedback and improve their
writing through collaboration.
Instructions.
1) Exchange your position paper draft with a partner.
2) Use the peer review checklist to provide feedback.
3) Revise your draft based on the feedback received.
Rubric:
 -(Constructiveness of feedback) - 10 pts.
-(Incorporation of feedback) - 10 pts.
-(Engagement in the process) - 5 pts.
Assessment Questions:
1) What feedback did you find most helpful?
2) How did your partner's insights influence your revision?
3) What changes did you make based on the feedback?

Activity 3: Group Discussion

[Teaching Strategy:] Interactive Learning

Materials - None
Significance - This activity encourages students to articulate their ideas verbally and
supports diverse learning styles.
Instructions -
1) Form small groups and discuss a controversial topic.
2) Each student should present their position and reasoning.
3) After the discussion, summarize the main points shared by the group.
Rubric
-(Participation in discussion) - 10 pts.
-(Clarity of presentation) - 10 pts.
-(Ability to summarize) - 5 pts.

Assessment Questions:
1) What position did you take during the discussion?
2) What was the most compelling argument you heard?
3) How did your perspective change after the discussion?

EXPLAIN:
Pose Question: Based on the following activity, the teachers will explain:
Activity 1 - Teacher explains the components of a position paper, using examples to
F. Developing mastery (leads to illustrate how to develop a thesis statement and support it with evidence.
Formative Assessment 3) Activity 2 - Students ask questions about the writing process, and the teacher facilitates a
discussion on common challenges faced when writing position papers.
Activity 3 - Teacher provides examples of effective position papers and highlights the
techniques used to present ideas convincingly.
ELABORATE: Project-Based Learning
Task 1 (DAY 2) - Write a position paper on a recent legislative proposal in the
Philippines, emphasizing how your stance can influence public opinion and policy.
G. Finding practical applications of Task 2 (DAY 3) - Create a presentation to share your position paper with the
concepts and skills in daily living class, using visual aids to enhance your argument.
Supporting Material 1 - Article on the importance of civic engagement in writing.
Supporting Material 2 - Sample position papers on various topics.

ELABORATE:
H. Making generalizations and Wrapping Up!
abstractions about the lesson 1. What are the key elements of a position paper?
2. How can a position paper be used in advocating for social change?
3. What strategies can be employed to present ideas convincingly?
I. Evaluating learning EVALUATE. (DAY 3)
A 5-item Quiz will be given.
Multiple choices.
Direction: Write the letter of the best answer on your answer sheet.
1. What is the primary purpose of a position paper?
a. To summarize research findings
b. To persuade readers by presenting an argument on a specific issue
c. To entertain the audience with fictional elements
d. To explore multiple viewpoints without taking a stand

2. Which of the following is TRUE about evidence in a position paper?

a. It is optional and can be replaced by personal opinions.
b. It is essential for supporting the writer's argument.
c. It should only include opinions from friends and family.
d. It should focus solely on counterarguments.

3. In a position paper, what is the term for a concise sentence that clearly states the writer
main argument or stance?
a. Topic sentence
b. Thesis statement
 c. Summary statement
d. Counterargument

4. Which part of a position paper is responsible for acknowledging and responding to

opposing views?
a. Introduction
b. Body
c. Counterarguments
d. Conclusion

5. Why is it important to address counterarguments in a position paper?

a. To confuse the audience with different perspectives
b. To strengthen the argument by addressing potential criticisms
c. To show that the writer is unsure of their stance
d. To make the position paper longer
EXTEND: (DAY 4) The goal of this activity is to apply your understanding of position
papers in real-world scenarios by analyzing two case studies. You will use the given
scenarios to practice creating well-structured and persuasive position papers.

Understand the Use-Cases

Read the two use-cases carefully and identify the purpose, audience, and context
for each scenario:

Case 1: Writing for an NGO to advocate for a new community program.

Case 2: Preparing for a debate competition to defend a position on a
controversial topic.

A. Analyze the Situation

For each use-case, consider the following:
What is the main argument or thesis of the position paper?
Who is the target audience, and what are their potential concerns or interests?
What evidence or examples could be used to support your argument?
What counterarguments might arise, and how will you address them?
Plan the Position Paper
Use the following structure for both use-cases:

J. Additional activities for Introduction: Introduce the issue and state your thesis.
application or remediation Body: Present evidence and reasoning to support your thesis.
Counterarguments: Address opposing views and refute them convincingly.
Conclusion: Summarize your position and provide a strong closing statement.

B. Write Your Drafts

Draft a position paper for Use-case 1 advocating for the new community
program.
Draft a position paper for Use-case 2 on the controversial topic provided (or
select one relevant to your context).

Present Your Work (Optional)

For Use-case 1, share your position paper with peers or simulate presenting it to
stakeholders in the NGO.
For Use-case 2, prepare to read or present your position paper as if you were in a
debate competition.

C. Self-Assessment
After completing both position papers, evaluate your work:
Did you clearly state your thesis and support it with relevant evidence?
Did you address and refute counterarguments effectively?
Is the language persuasive and appropriate for the audience?

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

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 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?

Prepared by: Checked by: Recommending Approval by:

KIM RICARDO GLADYS A. PELOTIN MARIA SHEILA A. TEODORO

Teacher I Master Teacher I Head Teacher II