Republic of the Philippines

Region VI – Western Visayas

Division of Sagay City
EUSEBIO LOPEZ MEMORIAL INTEGRATED SCHOOL
Senior High School

Specialization: Grade 11
READING & WRITING SKILLS
Level:
NAME: WILLANIE BONA DAGU-OB
DLP No.: Quarter 3RD Quarter Duration: 1 hr
:
Content Standard Understands the requirements of composing academic writing and Code: EN11/12RWS-IVdg-
professional correspondence 12.4
Performance Produces each type of academic writing and professional correspondence following the properties of
Standard well-written texts and process approach to writing.
Learning Identifies the unique features of and requirements in composing texts that are useful across discipline
Competency:
I. LEARNING OBJECTIVES
Knowledge: Define Position Paper
Skills: Identify the unique features of and requirements in composing texts that are useful across discipline
Attitude: Appreciate the importance of making a Position paper
II. II. SUBJECT ACADEMIC WRITING
MATTER:
Topic : Position paper
Concept: Position paper is an academic writing that presents one’s stand or viewpoint on a particular issue. It makes a
claim about something and then prove it through arguments and evidence.
Integration: SOCAL SCIENCE: CURRENT AND RELEVANT ISSUES AND CONCERNS
Resources: CURRICULUM GUIDE;Reading and Writing (C&E Publishing); https://www.writecook.com/upload/
http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf
III. PROCEDURES
A. ACTIVITY GROUP WORK:
Teacher presents an activity sheet that depicts societal issues/concerns
Group I- Talk Show (ELECTION 2019: Dispositions of good official or ideal leader)
Group II- Cartooning(Overstaying of Canada’s Waste Materials/ Products)
Group III- Interview of pregnant women (Expansion of Maternity Leave)
Group IV- Mathematics: Problem Solving (Oil Price Hike by .20 cents)
How much will be deducted to a Sagaynon driver’s monthly take home income if he
consumes at least 3 litres a day. What is its implication?
Group V- Mimic/dramatize(Chinese workers in the Philippines)

Rubric on oral presentation is used. (Please see attached rubric)

Let students brainstorm. Presentation of work follows.

B. ANALYSIS Discussion:
Teacher process students’ work.
During the discussion, teacher would allow students to identify the issue or concern assigned to
them. She would ask students if it’s necessary for them to make their stand on the issue/concern.
How important for young ones like them to take part on the issue.
Teacher then would give emphasis on the essence of Position paper its features and importance.
C. ABSTRACTION What is a position paper and its parts?what are its features? Other than the problems and issues we
dealt a while ago, what other problems and societal issues can you give?
D. APPLICATION With the same group, student do the activity.
A. Teacher presents a picture that depicts current issue.
Issue
Problem statement:
Possible solutions:
Evidence to support the solution:
Specific steps that needs to be done to achieve the
solution
Read the sample position paper and answer the questions that follow. (Please see attached file)
IV. Evaluation
With the same group ,make a stand or position about the issue assigned to you during the activity
V. Assignment earlier. Research and gather reasons and evidences to support your position. You can use the
questions below as your guide.
Group I- Do leaders must have good dispositions?
Group II - Does Duterte administration have all the rights to force/demand Canadian government to
pay for the damages it caused?
Group III- Does additional maternity leave really help to working mothers?
Group IV- Does oil price hike greatly affect the life of every Filipino family?
Group V- Do Chinese workers have the negative impact to Filipino workers and the rate of
employment in the country?

Prepared by:

WILLANIE B. DAGU-OB
Teacher- Demonstrator

Noted by:

SHERYL P. LABRADOR, Ph. D.

Principal II

Recommending Approval:

ELIZABETH B. ROMO
EPS - English

Approved:

NENITA P. GAMAO, Ph. D.

CID Chief
 CELL PHONES IN SCHOOL
Who doesn’t have a cell phone these days? The amazing thing about cell phones is that they are no longer just
used for calling or texting. They have become an indispensable multi-tool wonder. Today’s cell phone is cutting-edge
technology at your fingertips. With this in mind, should students be permitted to use cell phones in school. I believe they
should not just be permitted to use cell phones, they should be required to use them. Cell phones don’t just allow students
to stay connected with family and friends, they are also an excellent learning resource, and they encourage the
responsible use of technology.
To begin with, cell phones make it possible for students to stay in touch with family and friends. A student can
call home and ask a family member to bring them a forgotten assignment or lunch money or to come pick them up if they
are sick. Also, cell phones allow parents to keep track of their children’s whereabouts before, during, and after school. And,
of course, there’s always the possibility of a student needing to contact a parent because of a dangerous situation. Thus,
having a cell phone is like having a guardian angel. Students can also connect with friends, but not just because it’s a fun
thing to do; my teacher asks us to text or email our friends when they are absent to let them know what’s going on in class
and to inform them of any homework. When used responsibly, a cell phone can be an excellent communication tool.
Also, cell phones – especially smart phones - are a fabulous learning resource. Students can use tools such as
the calculator, the map finder, and the calendar. I’ve used my cell phone in Math and Geography and to keep track of my
homework. My science teacher lets us use our smart phones to do research when we are doing group work or working on
a project. For example, when we were studying ecology we did research on local jobs having to do with protecting the
environment. Plus there are lots of great learning websites – including essay-writing websites – we can use to supplement
the learning in class. Cell phones are a quick and easy way to incorporate technology in the classroom.
Finally, cell phones encourage the responsible use of technology. Students can learn when and how to use their
cell phones to enhance their learning. They will become more independent in their work and more motivated to learn.
Students like being allowed to make choices, and they understand consequences. If a student is texting when he/she
should be paying attention to the teacher, the teacher should take the cell phone temporarily away. No big deal. Before a
test, all cell phones should be placed on the teacher’s desk. Again, no big deal. By allowing the use of cell phones,
students will feel like they are being treated like responsible young adults, and they will appreciate that. If teachers are
patient, understanding, and consistent, students will surely become responsible users of technology. In conclusion, people
who oppose the use of cell phones in school do it because of the disruptions and distractions cell phones can cause. But
we must accept that we live in a world of technology and that cell phones are an important and very useful part of that
world. We miss out if we fail to take advantage of the educational power of the cell phone.
All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of
technology. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools. As you’ve
learned from this essay, it’s really not that difficult. Let’s make the most of the day and age we are living in!

From the Position Paper read, answer the following questions. Encircle the letter of the best answer.

1. What is the strong stand of the writer about the use of cell phones in school?
A. He believes that cell phones are not distractions to students.
B. He believes that cell phones are powerful tool in the classroom.
C. He believes that cell phones should not just be permitted, rather, required.
D. He believes that cell phones are best means of communication for students.
2. The following gives the reasons about the writer’s position on the issue. Which one is not a major reason?
A. cell phones make it possible for students to stay in touch with family and friends
B. cell phones – especially smart phones - are a fabulous learning resource
C. cell phones allow parents to keep track of their children’s whereabouts
D. cell phones encourage the responsible use of technology
3. Paragraph 3 contains highlighted sentences. Identify the color of the sentence that provides counter-argument to the
writer’s stand.
A. Blue
B. Yellow
C. Red
D. Green
4. Which is NOT an evidence to support the writer’s reason that cell phones are great learning resource?
A. Cell phones can be used as calculator and calendar
B. Cell phones are used to do research in Science
C. Cell phone provide great learning websites

D. Cell phones encourages independence

5. In the conclusion part of the paper, which of the following restates the position and main arguments?
A. All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of
technology.
B. B. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools.
C. As you’ve learned from this essay, it’s really not that difficult.
D. Let’s make the most of the day and age we are living in!