English For Academic and Professional Purposes Semi-Detailed Lesson Plan Quarter II: Writing A Position Paper - Day 1 Rowela S. Basa

English for Academic and Professional Purposes
Semi-Detailed Lesson Plan

Quarter II: Writing a Position Paper - Day 1
Rowela S. Basa
I. Objectives: The learner defines what a position paper is LC Code: CS_EN11/12A-
EAPP-IIa-d-1
A. Instructional Objective: Identify the concept of position paper and read an
example of it
II. Subject Matter: Position Paper
A. Topic: Criteria in Analyzing Position Paper
B. References: “English for globalized Classroom Series: English for Academic &
Professional Purposes” pages 186 - 187 and a video entitled “Position Paper”
from https://www.youtube.com/watch?v=C6hfi3GdRhc and a sample position
paper from http://www.kas.de/wf/doc/kas_10085-1442-2-30.pdf?130624052049
retrieved on June 22, 2017.
C. Teaching Materials: video, powerpoint presentation, and projector
III. Procedure
A. Presentation
The teacher will ask the learners to watch a downloaded video clip about the
definition of Position Paper. After this, the learners will have to share in class the
details that they got from the video.
B. Teaching/Modelling
The teacher will have a direct discussion of the definition of a

position paper. In everyday life, people continuously take sides and form
opinions on anything that involves them. However, defending your point by
simply saying “Because I think so” won’t help you make a case. It is therefore
important that you learn how to properly outline your thoughts and make
valid arguments.
A position paper presents the writer’s stand or viewpoint on a particular issue. Writing a
position paper entails outlining arguments and proposing the course of action; by doing so, you
are already taking part in a large debate. It is a more complex version of a persuasive essay,
however, a position paper is not an essay, but it has a various parts just like the concept paper. It
can be likened with a debate but the presentation of the arguments is in a written form.
Presenting an argument implies that you are favoring one side of the issue.
The primary goal of a position paper is to declare a “position” on a certain matter or an
issue. Its secondary goal is to convince or persuade others to take that side of an issue or matter.
Aside from this, you also have the power to change the opinions and attitude of others
when you write a position paper. Because of this, a position paper can be essential tool in
bringing about societal change. For example, if you do not agree with a certain issue or rule, you
can write a position paper to reflect your point of view.
C. Guided Practice
The teacher will ask the learners to think of three problems that beleaguer the
Issue/Problem
Your Opinion
1.
1.
2.
2.
3.
3.
Philippine society today. Enumerate these problems on the space provided on the left side of the
chart below. And then, write the opinion about each of them on the right side of the chart. The
learners may compare their answers with their classmates afterwards.
Although the learners have probably shared different issues in the activity (and even
differing opinions about a single issue), they must have all come up with a particular stance or
opinion with a view of building a better society in mind.
D. Independent Practice
The teacher will ask the learners to read a sample position paper below and fill-in the
chart that comes after it.
“Energy Use and Climate Change - Perspectives for sustainable growth?!”
st
The past decade of the 21 century has witness earth-shaking changes in technology
development and scientific progress, yet the increasing energy use and degrading of environment
have posed a great threat to human race. Wildfires destroy property and harvest in Australia,
melting polar ice caps cause sea level rise which threatens the existing of small islands, storms
and floods cause million dollar damages in Central America and South East Asia, and serious
droughts drive millions of Africans into famines, which can lead to economy instability and
social unrest in these less developed countries. As a responsible member of the African Union
and a country with global consciousness, Angola shows deep concerns toward this issue and
believes progress can be made with joint efforts.
The problem of energy consumption and its induced climate change has been a global
headache, towards which Angola has shown great concern. Recognizing the appreciable
contribution made by The Framework Convention on Climate Change (UNFCCC)and the Kyoto
Protocol in tackling global warming and sea-level rising, Angola would willing to join hands
with the global community in face of environmental disasters. Moreover, since petroleum is one
i
of the pillar industries of Angola , who is also an active member of OPEC, tangible progress,
namely advanced technology and improved energy efficiency, in energy use will prove to be
evolutional.
Confronted with the global climate degradation, Angola suggests that a stable and
reliable outline can be set to describe an outlook of the new millennium to solve the energy
problem (i.e. scarcity of non-renewable energy and extraction of new energy). The harsh status
quo involves in all the stake holders and Angola suggests that the following approaches can be of
significance.
First group would be representing developed, resources importing regions like the
European Union and Japan where either climate change has been granted great attention or
which depend on energy imports and therefore try to reduce costs by using non-renewable
energy more efficient or gain independence by subsidizing renewable, innovative energy
generation e.g. hydro wind power. This group is the main driver of climate conferences like
Kyoto in 1997 and Doha in 2012.
The second group is represented by North America and developing countries including
BRICS, which priority is to meet national demand first to promote further growth/ development
and regards anti climate change action as a subordinate necessity. There are several developed
countries e.g. U.S., Canada and China in this group who are big greenhouse emitters but omit the
Kyoto Protocol. This group didn’t ratify, renounced the Kyoto Protocol or simply didn’t agree to
binding targets. The third group is mostly constituted by energy producing and exporting
countries, including many oil and gas rich African countries like Libya, Nigeria and Angola.
Their main interest is exploiting national resources to export them at high price. Although the
energy demand in those countries is rising as well, compared to trading resources, national
energy security is a fairly sub orientated topic.
Angola agrees that efficient energy use and renewable energies are crucial to limit the
effects of climate change and supports international efforts as long as they do merits to Angola’s’
economic benefit and the global co-prosperity as a whole. Therefore Angola is member to many
multilateral organizations and convention e.g. Angola is signatory to a number of UN
conventions on environmental protection and conversation. Angola believes that before signing
conditional pledges for emission values or certain restriction, countries causing significantly
more greenhouse gas and has not ratified international agreements yet, should be involved first.
Issues Presented in the Paper Suggested Solutions
II. Evaluation
The teacher will ask the learners to share in class their answers for the
independent task activity.
III. Assignment
IV. Reflection
ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES

SEMI-DETAILED LESSON PLAN
QUARTER II: WRITING POSITION PAPER
WEEKS 11 to 14 , DAY 2
Michelle Grace B. Delgado
I. Objectives
CONTENT STANDARD:
The learner understands the principles and uses of a position
paper
PERFORMANCE STANDARD:
The learner presents produces an insightful statement of
principles and reasons for establishing a student organization,
coming up with a group exhibit of creative works, etc.
LEARNING COMPETENCY:
The learner defines what a position paper is
CS_EN11/12A-EAPP-IIa-d-1
Instructional Objective
The learner identifies the parts of a Position Paper.
I. Subject Matter
A. Topic Parts of the Position Paper
B. References Major writing assignment.pdf
C. Teaching Materials
II. Procedure
A. Activity
JIGSAW Puzzle - Group the learners into 3 and solve the jigsaw pattern and make
a arguable caption (7-10 minutes).
gty_gay_marriage_rally_ll_130627_16x9_992.jpg
GW500H348.jpg
JHT10145-kbb-expo15.jpg
B. Analysis
The teacher discuss and explain the different parts of a position paper
INTRODUCTION
(interprets, analyzes and explains the source demonstrating your knowledge)
BODY (presentation of arguments supported BY evidence)
CONCLUSION (summarize, restate in a forceful manner your position)
INTRODUCTION
a) Analyze the source/quote: pull it apart sentence by sentence and explain the
meaning of the source both in general terms and more specifically
b) Identify the perspective the source/quote reflects:
c) Explain your understanding of that ideology (discuss key underlying beliefs or
political principles or economic principles)
d) state your position. Do you agree with the ideological perspective or not?
NOTE:
If taking a qualified position, state it clearly and precisely.
II. BODY
a) Explain your first reason to support your position
b) Factual, relevant and accurate evidence to prove your first argument
c) Explain your second argument/reason
d) Factual, relevant and accurate evidence to prove your second argument
e) Explain your third argument/reason
f) Factual, relevant and accurate evidence to prove your last argument
NOTE:
In General, the strongest/best argument should be the last. Others would advise the
first argument by the strongest/best; never the middle argument.
III.CONCLUDING PARAGRAPH
(summarize, restate in a forceful manner your position)
NOTE:
Please remember that the conclusion should not merely be a brief repetition of your
results – in that case your discussion would seem fairly pointless. Focus instead on
what your results may imply after careful consideration (consideration that you have
outlined in your discussion).
C. Abstraction
1. In one word , Describe the characteristic of the following
Parts of a Position Paper:
a. the Introduction b. Body of Essay c. Concluding Paragraph
2. How to make your stand strong?

D. Application
Identify the Parts of a position paper from the article “ Mahatma Gandhi’s
Hunger Strikes “.
“ Mahatma Gandhi’s Hunger Strikes “
(1) Mohandas Gandhi (1869-1948), honored by his supporters with the name
Mahatma or “great soul” was a prominent twentieth-century Indian politician and
spiritual leader. Through his philosophy based on courage, truth, and non-violent
resistence, he established a number of economic and social reforms for India.
Furthermore, he effectively led the nation to its independence in1947. One of his
most potent forms of protest was the hunger strikes or fast.
(2) Throughout his career, Gandhi staged a total of 17 hunger strikes. The first was in
1918 to express his solidarity with mill workers. They had lost their positions because
of a labor dispute and were unable to feed their families. To demonstrate his support
for their cause and for their suffering. He initiated a fast, which resulted in a quick
settlement and increased wages for the laborers. In 1932, he began a “fast until death”
to protest discriminatory British laws. These were aimed at legalizing the caste
system and segregating the dalits or untouchable caste into a separate electoral body.
In 1933, the respected leader began a three-week hunger strike to protest British rule
in the country. In 1939, he fasted for the same reason and to promote the cause of
independent and unified India. In august 1947, his dream was realized, albeit with
partitioning of greater India into the two separate nations of India and Pakistan, with a
majority of Hindus in the former and a predominance of Muslim in the latter.
(3) Gandhi’s two most notable fasts were in September 1947 and January 1948. In the
first, shortly after India won its independence in august 1947, the governor of
Calcutta spoke of him not as “Mahatma” but as “ the magician,” for he successfully
ended a summer violence and bloodshed in a vicious civil war between Muslim and
Hindus that had left 4000 dead and 20,000 wounded. In the second, fasted to promote
tolerance among Sikhs, Hindus and Muslim. Because he was successful in achieving
consensus among leaders of the various groups, it is ironic that Gandhi was
assassinated 10 days later by a fellow Hindu. The militant could not tolerate his view
that Muslim and Hindus were equal and no one religion was superior to another.
III. Evaluation (Individual )

Using the same article “ Mahatma Gandhi’s Hunger Strikes “, Choose sentences
that best describe the introduction, Body and concluding paragraph.
IV. Assignment (Optional)

V. Remarks:___________________
VI. Reflection (After teaching the lesson):_____________________
Quarter II - Day 2
Rowela S. Basa
I. Objectives (Based on the LC): The learner defines what a position paper is LC Code:
B. Instructional Objective: Read examples of position paper and get the general idea from it
Professional Purposes” pages 187 - 188
C. Teaching Materials: powerpoint presentation and projector
III. Procedure
A. Presentation
The teacher will ask the learners to have the semantic word webbing activity of
the word “guidelines”.
The teacher will have a discussion of the definition of the Guidelines in Writing a
Position Paper.
1. Choose an issue. When choosing one, keep the following guidelines in mind.
The issue should be debatable because you won’t be able to make a stand
if the topic is not debatable.
The issue should be current or relevant.
The issue should be written in a question from and answerable by yes or
no.
The issue should be narrow and manageable.
2. Begin the writing process by conducting an in-depth research on the issue.
3. Make sure to define unfamiliar terms when you first mention them.
4. Be aware of the various positions about the issue and explain and analyze them
objectively.
5. Reflect on your position and identify its weaknesses.
6. Cite valid and reliable sources to establish the credibility of your arguments.
7. View the issue in a different perspective so you can present unique approach.
8.Limit your position paper in two pages.
9. Analyze your target readers and align your arguments to their beliefs, needs,
interests, and motivations.
10. Summarize the other side’s counterarguments and use various evidence and
data to refute them.
11. Use an active voice as much as possible to achieve dynamic and firm one.
12. Arrange your evidence logically using an inductive or deductive approach.
13. Check your argument for fallacies and eliminate them. Fallacies, or errors in
reasoning weaken your argument.
14. Use ethical, logical, and emotional appeal. An ethical appeal relates to your
credibility and competence as a writer; a logical appeal refers to a rational
approach in developing an argument; while an emotional appeal uses
arguments in a way that evokes feelings.
C. Guided Practice
The teacher will ask the learners to choose their partner and begin answering the
given activity below.
Instruction: Write G if the practice is good one; write W if not.
______ 1. Patrick considers all possible views on the issue at hand.
______ 2. Alex says that the issue is crucial component of a position paper.
______ 3. Brendon thinks that an issue is debatable if it cannot be answered by
yes or no.
______ 4. Peter conducts an audience analysis to help him write a more
persuasive position paper.
______ 5. Katy boasts about her credentials to establish her credibility as a writer.
______ 6. Jack primarily uses opinions in supporting his arguments.
______ 7. Nicki uses statistical data in supporting her arguments.
______ 8. Brandon believes that the main goal of a position paper is to inform
readers.
______ 9. Jamie uses emotional appeal in all of his position paper because it is the
best type of appeal.
______ 10. Matt restates his position in the concluding paragraph.
The teacher will ask the learners to read the given text below and answer the
questions that follows it.
A Measured Response to the World
Marikit Tara Alto Uychoco
1. The world can be a chaotic place. Often, there seems to be no ryhme or reason in the
events that happen to us. Oftentimes, people despair, and the modern alienation articulated by
Henry Thoreau may be true for many----"The mass of men lead lives of quiet desperation.”
2. In order to make sense of the world, people write. In order to create a semblance of order and
understanding of one's experiences people write. Often enough, they write a measured response
to what has happened to them. This takes on various forms, but for the purpose of this textbook,
the forms, but for the purpose of this textbook, the forms we will explore are the review and the
reaction paper.
3. Of course, some may consider a diary entry to be a reaction paper to the world.However, diary
entries are personal in their significance, while the reaction paper's significance os societal. The
reaction paper is written for the enlightenment pf one's fellow human beings; a diary entry is
written for the enlightenment of the self. Both have their significance, however, only the reaction
paper is considered significantly valuable for the academe.
4. There is also a difference in form: the reaction paper is more formal, more descriptive, and
often uses the rhetorical devices of description and narration in order to prove a point; while the
diary entry is less formal, less descriptive, and does not endeavor to persuade or to make another
person understand; hence, there is no real effort in using rhetorical devices. Oftentimes, the diary
entry is a way to rage against petty insults and grievances.
5. When one reads a reaction paper, one expects to be informed and amused. Reaction papers
help us in our everyday decisions: from what movie we should watch, to the clothing that we
should wear, and the causes that we should believe in. It tells us that we are not alone in
experiencing the world, and that there are others before us who care to tell us what to watch out
for, and how to best experience what we are about to go through.
6. Modern interations of the reaction paper are the movie, review, gadget review, trip advisor
post, and other travel reviews, restaurant reviews , and essays that discuss a social phenomenon
or a common experience. Many editorials can be considered reaction papers, if not, position
papers. Many of them are written in newspapers, magazines, and weblogs.
7. Although the modern world can be a lonely and alienating place, the reaction paper can reach
put and tell us that we are not alone. It helps to know that the other person is going through the
same experience as well, and that this person has something to tell you about how to survive,
what to avoid, and where to seek pleasure. A reaction paper, when done right, can help us
process our own experience, and help us see things that we weren't able to see on on our own.
8. Im today's multimedia world, this stretches across countries and over territorial borders, where
a housewife from Manila can tell a tourist from Tokyo how to best survive Manila's hot summer.
We reach out to one another, in order to make the world a better place, by mapping the world for
others, and letting them know where beauty and darkness reside.
1. Do you agree with the essay? Why or why not?

2. What are the instances when you felt that you were doing or believing
something wrong, but was not able to fully explain or say why you felt that way?
3. What issues do you think are important in your life? Why is it important to
analyze them?
4. Why is it important for citizens of the nation to be able to analyze argument?
IV. Evaluation
The teacher will ask for volunteers to share their answers.
V. Assignment
VI. Reflection
MERLENE D. PALANOG
SKILL-BASED LESSON PLAN
Quarter II: Writing a Position Paper
Week 11-14, Day 3
I. Objectives
Performance Standard- The learner presents a convincing position paper based on
properly cited factual evidence.
Content Standard- The learner understands the principles and uses of a position
paper.
LEARNING COMPETENCY- Identifies situations in which a position paper may
be effectively used in our present society
CS-EN11/EAPP-IIa-d-2
A. Instructional Objective : Identifies situations in which a position paper may be

effectively used in our present society
A. Topic: Identify situations for position paper
B. References:
Valdez, P. N. (n.d.). English for Academic and Professional Purposes for Senior High
School. Phoenix pp. 66-71
C. Teaching Materials:
III. Procedure:
A. Presentation:
Fast Talk:
Students will be asked to answer questions quickly.
1. Are you in favor of death penalty?
2. Do you allow your parents to interfere with the course you are going to
pursue?
3. Are you in favour of lowering the age of criminal liability?
4. Do you think implementing dress code in school would improve
students’performance?
5. Are you in favour of the inclusion of ROTC in our K-12 curriculum?
B. Teaching/Modelling:
The teacher will explain why students give different answers. There are many issues
in our school or community wherein we have to make our stand. The position paper is
devoted to a discussion of one side of an issue for the author to convince the reader to
take his side by presenting credible evidence.
The following list of topics can be the source of issues for subject of a position paper.
Topic issue
Death Penalty Implementation of death penalty

Chosen Course Interference of parents
Criminal Liability Lowering the age of Criminal Liability
Dress Code Implementation of dress code
ROTC Inclusion of ROTC in the K-12
Curriculum
C. Practice ( Give more exercises- group, dyad, collaborative)

An issue is developed into an argumentative thesis that states the stand of the author
on the issue.
Example:
The establishment of commercial buildings especially poultry near school should be
prohibited because of the risks it poses to the health of our students and the
discomfort it brings to the environment.
Claims- These are statements that support the author’s stand. The author cites risks
to the health of the students and the environment as well to strengthen his point or
stand.
Evidence- These are proofs to strengthen the author’s claim.
1. Evidence from survey, library research, and experiments.
2. Evidence from informant interviews ( those who have direct experience
related to the problem or issue).
3. Evidence from expert interviews.
D. Independent Practice ( once the skill is mastered , can also be the evaluation)
Given the issue , stand,and claims, write a thesis statement.

Example:
Issue: Cycling to commute to work or school
Stand: In favour
Claims: Health benefits, saves money, environment-friendly
Thesis statement: Cycling as a mode of transport should be promoted since it has
several health benefits. It can help save non-renewable resources and can be
financially rewarding.
1. Issue: Implementing K to 12 education system in the Philippines
Stand: Against
Claims: Lack of facilities, inadequacy of teacher training, increased expenses of
parents
Thesis statement:______________________________
2. Issue: Political dynasties
Stand: Against
Claims: Monopolized power in public office, possibility of corruption, crowding
of democratic choices
Thesis Statement:____________________________
IV. Evaluation:
Below are claims for the issue” Implementing a no private policy for two days a week
along major highways in Metro Manila” Think of counterclaims for each and draft a
short paragraph to reflect these.
Claims Counterclaims/Claims of the Opponent
Reduction of traffic volume

Reduction of pollution
Increased use of public transport services
V. Assignment (Optional)
VI. Reflection (After teaching the lesson)

Quarter II - Day 4
Rowela S. Basa
I. Objectives (Based on the LC): The learner gathers manifestoes and analyzes the
arguments used by the writer/s LC Code: CS_EN11/12A-EAPP-IIa-d-3
A. Instructional Objective: Identify the different criteria in analyzing a position paper

and practice analyzing a text
II. Subject Matter: Writing a Position Paper
C. Teaching Materials: powerpoint presentation and projector
III. Procedure
A. Presentation
The teacher will make use of the strategy “Activating Prior Knowledge” in the
presentation of the lesson. He/she will ask the learners what usual questions do
they have in mind whenever they read an essay. Possible answers would be: what is the purpose
of the writer in writing this? Who are the intended reader? What are the points presented? etc.
The teacher will have a direct discussion of the criteria that are usually used in
analyzing a text.
Content includes the following:
Paper clearly states the position of the writer.
Opening statement captures the reader’s interest.
Issue is debatable, fresh, relevant, and somehow original.
Arguments reflect higher level of thought.
Paper considers all possible counterarguments.
There are sufficient pieces of evidence to support the claim.
Paper refutes the opposing arguments logically.
Paper aligns the arguments to the target reader’s beliefs, attitude, values, and
motivations.
Paper employs appropriate method in presenting arguments.
Paper appropriately applies logical, ethical and/or emotional appeals.
Paper is free from logical fallacies.
Conclusion restates the position of the writer.
Conclusion presents feasible course of action.
Closing statement is powerful.
Organization includes the following:
Paper uses organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the paper’s organization.
Flow of ideas is smooth and easy to read.
Style includes the following:
Paper showcases the writer’s voice.
Paper uses variety of sentence structures.
Paper eliminates sexist language.
Paper uses language appropriate to text.
Paper eliminates wordiness.
Grammar and mechanics include:
Grammar is accurate.
Spelling, capitalization, and punctuations are correctly used.
Word choice is appropriate.
Sentences are well-structured.
Documentation and sources includes:
Paper uses citation and reference format.
Sources are reliable.
Sources used are relevant to the topic.
The teacher will also discuss in class the questions that may be used for in-depth
analysis of a position paper: What is the purpose of the writer? What is the writer’s persona?
Who are the intended readers? What are the strengths and weaknesses of the paper? What are
the possible revisions needed to make it better?
C. Guided Practice
The teacher will ask the learners to choose their own partner for this dyad analysis
activity. The learners will be given a sample position paper that they have to analyze using the
criteria (content, organization, style, grammar and mechanics, and documentation and sources).
The text is below followed by the rubric.
State represented: THE KINGDOM OF NETHERLANDS
Topic: Innovative measures to improve

the social and political status of the stateless people
The Kingdom of Netherlands expresses it deep concern of the rising problem with the
stateless people all over the world. The Netherlands fully supports all international efforts for
solving this major humanitarian matter, reaffirms its readiness for a continuation active role and
declares its position for a needable openness, cooperation and pragmatism that the international
community can assist in a satisfactory conclusion to this problem.
Due to our willingness for an open progressive dialogue and actions in satisfactory
conclusion, The Kingdom of Netherlands is calling upon other states for a full respect and
observation of the Convention relating to the Status of Stateless Persons, adopted by the United
Nations organization and full cooperation in developing innovative measure to improve the
social and political status of the stateless people. The Kingdom of Netherlands believes that there
are three major points on which the international community should focus its attention in solving
the matter of stateless people and which should be a focus of further development. Firstly, the
prevention of statelessness; secondly, the reduction of statelessness; and thirdly, the protection of
stateless people. The outlined three objectives form the core of the problem and introduce the
path to the creation of working solutions. The Kingdom of Netherlands is convinced that the first
and most important initiative should be the prevention of statelessness by improving bilateral,
regional and international cooperation. This should include sharing “best practices” in areas such
as registration and documentation in order to prevent people of falling between “the cracks” and
becoming accidental victims of statelessness due to discrepancies in law and legal systems.
Possession of nationality is essential for full participation in society; many are unable to exercise
a full range of social and political rights, as a result of their statelessness or ‘national minority’
status in many countries. This is why the Kingdom of Netherlands is convinced that the efforts to
develop common law principles with regard to nationality and legislation of this status are
essential part of the prevention of the occurrence of statelessness. The Kingdom of Netherlands
expresses its position of the need of improvement and facilitation of the legislation path and
nationality questions where applicable, in full respect of the stateless person’s private matters
and the legal system of the state required. Such improvement of the status should include
reasonable attention to the questions of deportation; also working practices in integration of
stateless people by providing them with all possible levels of education, health care and
household; aiming to work closely at national, regional and international levels to develop new
policies and strengthen existing laws, consultation – and development of policies – in specific
areas such as strengthening the rights and individual identities and the matters of integration by
both local and international working mechanisms. The Kingdom of Netherlands calls upon the
other states to work upon an improvement of the mutual work in order to develop a better social
and political status of the stateless people, where as countries should mutually share the
responsibility for the stateless.
The Kingdom of Netherlands would like also to draw attention to problems that have
occurred in matters concerning the stateless women and children and expresses its desire for the
creation of working mechanisms in which a guiding principle should be the best interest of the
standard of children- the usual least protected victims of the statelessness. By focusing its
attention on the matter of the protection of the stateless people in general, the Kingdom of
Netherlands believes that the international community should join its efforts in developing the
existing practices in protection and help for people with a stateless status all over the world by
exchanging working mechanisms and involvement in problems with full cooperation in order to
solve a pressing matter wherever it has occur. As far as the Human Rights Commission is
concerned it should place a greater emphasis on assisting countries that face problems. In return,
these countries should demonstrate openness for dialogue with the UN human rights
mechanisms. The Kingdom of Netherlands affirms its position to work towards a better life and
living conditions for all displaced people.
The learners will evaluate the text using the rubric below:
VGE GE SE LE N
(5) (4) (3) (2) (0)
Content 35%
Issue is debatable, fresh, relevant,a nd somehow original.
Paper aligns the arguments to the target reader’s beliefs, attitude,

values, and motivations.
Paper employs appropriate method in presenting arguements.
Paper appropirately applies logical, ethical and/or emotional

appeals.
Organization 25%
Paper uses organizational pattern and structure appropriate for the

genre.

VGE GE SE LE N
(5) (4) (3) (2) (0)
Ideas are correctly placed which improves the paper’s

organization.
Style 20%
Paper eliminates wordliness.
Grammar and Mechanics 10%
Documentation and Sources 10%
Total
Legend: VGE - to a very great extent; GE - to a great extent; SE - to some extent;

LE - to a little extent; N- Not at all.
The teacher will ask the learners to independently answer the following questions
using the table below.
Question Answer
What is the purpose of the document?
What is the writer’s persona?
Who are the intended readers?
What are the strengths of the paper?
What are the weaknesses of the paper?
What possible revisions needed to make it

better?
II. Evaluation
The teacher will ask the learners to individually write a summary of the position
paper they have read which includes the arguments, number of pieces of
evidences, and analysis.
III. Assignment
The teacher will ask the students to review all the criteria of analyzing a rubric in
preparation for the next days’ tasks.
IV. Reflection

Quarter II - Day 5
Rowela S. Basa
B. Instructional Objective: Analyze the given position paper.
A. Topic: Analyzing Position Paper
D. References: “English for Globalized Classroom Series: English for Academic &
E. Teaching Materials: powerpoint presentation and projector
III. Procedure
A. Presentation
The teacher will ask the students to share in class the different criteria used in
analyzing a position paper as a form of a review.
E. Teaching/Modelling
The teacher will discuss in class the connection of the text from the previous day
and the text that the learners will analyze for this day. The text from the previous day
and todays’ text are both representing the State of Netherlands and it somehow touches
the social and political status of the country.
C. Guided Practice
activity. The learners will be given a sample position paper that they have
to analyze using the criteria (content, organization, style, grammar and mechanics, and
documentation and sources). The text is below followed by the rubric.
State represented: THE KINGDOM OF NETHERLANDS
Topic: Situation of Mexican National Human Rights Commission
The Kingdom of Netherlands expresses its deep concern in relation of the present
situation in the Mexican National Human Rights Commission and strongly believes that this
wide ranging problem should be of a great concern by The United Nations Human Rights
Council and the international community in the present moment.
According to last reports by Human Rights Watch, we regretfully determine, that less has
changed on the matter of human rights in the region since the crucial events, that marked not
th
only Mexico, but the whole Latin America area in the 1960’s and 1970’s of the 20 century. It is
obvious that besides the democratic social and politics structure in Mexico, basic human rights,
discrimination based on racial, political and other matters, still occur not only by separated
groups of people, but in the whole country and on all its political and social levels. This is why
The Kingdom of Netherlands believes that in such unstable situation the role of the Mexican
National Human Rights Commission is of a crucial meaning where a clear violation of basic
human rights is obvious. We express our deepest concern regarding the Mexican National
Human Rights Commission and its inability to face the situation in an adequate way,
acknowledging of what is in best interest of the harmed people.
The Kingdom of Netherlands recognizes as major problems on the behalf of the

Commission the huge influence of the local state political authorities in its work, which seriously
endangers the fairness and openness of the commission’s work, and violates not only the
international law, but also founding chapters of the Charter of The United Nations organization;
lack of publicity of cases brought to the attention of the Commission which practically makes its
work useless. The Kingdom of Netherlands are calling upon fast and effective measures on the
matter on the behalf of the international community and reaffirms its readiness to play an active
role in it. We are calling upon the establishment and development of a working collaboration in
the field of practices between the international community and with the Commission, whereas to
improve publicity level of all cases that are in concern of the Commission and the creation of a
working mechanisms for abolishing the precarious influence of the local political authorities over
the work of the Commission. The Kingdom of Netherlands calls for the introduction of
legislation reforms in order to harmonize Mexican law with international human rights
regulations especially the promotion of guaranteed opportunity of public access to information
regarding the work of the Mexican National Human Rights Commission. This should be a step
closer towards the idea the state initiations to remedy human rights abuses.
VGE GE SE LE N
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Content 35%

VGE GE SE LE N
(5) (4) (3) (2) (0)

Paper appropirately applies logical, ethical and/or emotional appeals.
Organization 25%

genre.
Style 20%

VGE GE SE LE N
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Question Answer

better?
V. Evaluation
paper they have read which includes the arguments, number of pieces of evidences, and
analysis.
VI. Assignment
The teacher will ask the students to review all the criteria of analyzing a rubric in
preparation for the next days’ tasks.
VII. Reflection

Quarter II - Day 7
Rowela S. Basa
C. Instructional Objective: Analyze the given position paper.
F. References: “English for Globalized Classroom Series: English for Academic &
Professional Purposes” pages 189 - 192 and the sample text from
http://taylorswift.tumblr.com/post/122071902085/to-apple-love-taylor retrieved
on June 22, 2017
G. Teaching Materials: powerpoint presentation and projector
III. Procedure
A. Presentation
The teacher will ask the students to share in class their answers from the previous
days’ independent task.
F. Teaching/Modelling
The teacher will discuss in class the topic of the text for today, the “Taylor Swift’s
Open Letter to Apple’s Music Streaming Service”.
C. Guided Practice
activity. The learners will be given the copy of the position paper that they
have to analyze using the criteria (content, organization, style, grammar and
mechanics, and documentation and sources). The text is below followed by the
rubric.
To Apple, Love Taylor
I write this to explain why I’ll be holding back my album, 1989, from the new streaming
service, Apple Music. I feel this deserves an explanation because Apple has been and will
continue to be one of my best partners in selling music and creating ways for me to connect with
my fans. I respect the company and the truly ingenious minds that have created a legacy based on
innovation and pushing the right boundaries.
I’m sure you are aware that Apple Music will be offering a free 3 month trial to anyone
who signs up for the service. I’m not sure you know that Apple Music will not be paying writers,
producers, or artists for those three months. I find it to be shocking, disappointing, and
completely unlike this historically progressive and generous company.
This is not about me. Thankfully I am on my fifth album and can support myself, my
band, crew, and entire management team by playing live shows. This is about the new artist or
band that has just released their first single and will not be paid for its success. This is about the
young songwriter who just got his or her first cut and thought that the royalties from that would
get them out of debt. This is about the producer who works tirelessly to innovate and create, just
like the innovators and creators at Apple are pioneering in their field…but will not get paid for a
quarter of a year’s worth of plays on his or her songs.
These are not the complaints of a spoiled, petulant child. These are the echoed sentiments
of every artist, writer and producer in my social circles who are afraid to speak up publicly
because we admire and respect Apple so much. We simply do not respect this particular call.
I realize that Apple is working towards a goal of paid streaming. I think that is beautiful
progress. We know how astronomically successful Apple has been and we know that this
incredible company has the money to pay artists, writers and producers for the 3 month trial
period… even if it is free for the fans trying it out.
Three months is a long time to go unpaid, and it is unfair to ask anyone to work for
nothing. I say this with love, reverence, and admiration for everything else Apple has done. I
hope that soon I can join them in the progression towards a streaming model that seems fair to
those who create this music. I think this could be the platform that gets it right.
But I say to Apple with all due respect, it’s not too late to change this policy and change
the minds of those in the music industry who will be deeply and gravely affected by this. We
don’t ask you for free iPhones. Please don’t ask us to provide you with our music for no
compensation.
Taylor
VGE GE SE LE N
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0
)
Content 35%
Paper aligns the arguments to the target reader’s beliefs, attitude, values, and
motivations.
Paper appropirately applies logical, ethical and/or emotional appeals.
Organization 25%
Paper uses organizational pattern and structure appropriate for the genre.

VGE GE SE LE N
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Style 20%
Total

Question Answer

Question Answer

better?
VIII. Evaluation
IX. Assignment
X. Reflection

Quarter II - Day 6
Rowela S. Basa
D. Instructional Objective: Analyze the given position paper.
H. References: “English for Globalized Classroom Series: English for Academic &
Professional Purposes” pages 189 - 192 and the sample text from
http://veritas899.weebly.com/my-blog1/position-paper-on-the-rh-bill-from-
christian-pro-life-resources-for-the-Philippines retrieved on June 22, 2017
I. Teaching Materials: powerpoint presentation and projector
III. Procedure
A. Presentation
The teacher will ask the students to share in class their answers from the previous
days’ independent task.
G. Teaching/Modelling
The teacher will discuss in class the topic of the text for today, the “Position Paper
on the RH Bill” by the Christian Pro-life Resources of the Philippines. The
idea or concept of “RH Bill” will be discussed through the use of a semantic web.
The learners will be asked to share in class the words that they think are
associated with the given word.
C. Guided Practice
activity. The learners will be given the copy of the position paper that they have to analyze using
the criteria (content, organization, style, grammar and mechanics, and documentation and
sources). The text is below followed by the rubric.
POSITION PAPER ON THE RH BILL

by Christian Pro-life Resources for the Philippines
These are the reasons why we say NO to the RH bill:
1 The RH bill carries with it an oppressive punishment for people who will not comply
with it, making disagreeing with it and teaching something contrary to it a crime. Section
21 of the RH bill says that “the ff. acts are prohibited: any health care service provider,
whether public or private, who shall knowingly withhold information or impede the
dissemination thereof, and/or intentionally provide incorrect information regarding
programs and services on reproductive health including the right to informed choice and
access to a full range of legal, medically-safe and effective family planning methods”
BUT- who defines what is correct or incorrect here? The RH bill and its proponents. If
the RH bill proponents says that an IUD is not abortifacient, and abortion is not wrong,
and that life does not begin at conception, all of which are totally wrong and against
Christian principles, so when Christian health workers will teach about the sanctity of life
and that life begins at conception, and that sex should only be between married couples,
we will be violating the RH bill and committing crimes once it becomes law.
2. The RH Bill undermines the institution of marriage. As Christians do not have any
doctrine prohibiting ligation, you may think it may not be of concern to many Christians,
but the RH bill considers a prohibited act (Sec 28) if a health worker ” refuses to perform
voluntary ligation and vasectomy and other legal and medically-safe reproductive health
care services on any person of legal age on the ground of lack of spousal consent or
authorization”. The Catholic and Muslim nurses and doctors who refuse to perform
ligation or vasectomy, will be committing a crime. We do not malign or disdain Catholics
on this matter. It is against their doctrine. BUT, for us, the RH bill terribly undermines
marriage : the Bill puts into law that a woman or man does NOT have to have spousal
consent or authorization to have a ligation or vasectomy. And if a health worker refuses
to perform this procedure, on this particular ground of lack of spousal consent, he or she
will be committing a crime. Christian, Catholic and Muslim marriages will be affected by
this.
3 The RH bill undermines parental authority and undermines the family, which are against
Christian principles. The RH Bill will punish those health workers (Sec. 21) who “refuse
to provide reproductive health care services to an abused minor, whose abused condition
is certified by the proper official or personnel of the Department of Social Welfare and
Development (DSWD) or to a duly DSWD-certified abused pregnant minor on whose
case no parental consent is necessary”. What does it mean by “reproductive health care
services to an abused pregnant minor”? Pregnant young women all the more need
parental guidance and consent is necessary for whatever “reproductive health services”
will be done on these young abused women! Why doesn’t the bill specify what
“reproductive health services” will be done on such minors, who are already pregnant? Is
this bill trying to hide the use of abortion or the use of abortifacient chemical
contraceptives like the “emergency contraceptive” as “solutions” offered to an abused
minor who is already pregnant? And all without a parent’s consent, which is totally
unacceptable to Christian doctrine.
4 The RH bill has a conscientious objection provision, BUT, it negates it by REQUIRING

by law “that the conscientious objector shall immediately refer the person seeking such
care and services to another health care service provider within the same facility or one
which is conveniently accessible”. (Sec. 21) So even if a Catholic or Muslim doctor
refuses to perform a ligation, they are required to refer. People who conscientiously
object must NOT be required to refer. They are already objecting.
5 The RH Bill will require Christian churches and schools to provide reproductive health
care services to its employees. All abortifacient forms of birth control, those that prohibit
the conceived embryo from implanting in the uterine wall, are unacceptable to Christian
teachings. The RH Bill will require employers to provide “reproductive health care
services, supplies and devices to all workers, more particularly women workers.” The RH
bill will punish employers for not following section 17, which states: “all Collective
Bargaining Agreements (CBAs) shall provide for the free delivery by the employer of
reasonable quantity of reproductive health care services, supplies and devices to all
workers, more particularly women workers. In establishments or enterprises where there
are no CBAs or where the employees are unorganized, the employer shall have the same
obligation.” So employers are required to provide reproductive health care to its
employees! Remember, this will become a law. This will affect Christian, Catholic and
Muslim employers, even Christian churches and schools, because our churches and
schools have employees. Remember, intrauterine devices and some birth control pills are
abortifacient, meaning they prevent implantation of an already-conceived embryo. Life
begins at conception, therefore anything that kills an embryo or prevents it from
implanting causes an abortion or death of the human embryo. As Christians, we know
that life begins at conception. We reject any form of any birth control that kills a
conceived life.
6 Contrary to claims by RH bill proponents in Congress that abortion is not mentioned, the
bill specifically mentions abortion in Sec. 4 in its definition of terms: It lists as the fourth
element of reproductive health care the “prevention of abortion and management of post-
abortion complications”. You may say, but it prevents abortion, what’s wrong? But why
must “management of post-abortion complications” be part of reproductive health?
Abortion is a crime. Why must the RH bill specifically mention management of post-
abortion complications? It specifies “abortion” as the cause of the complication. What
this does is that it sets apart induced, illegal, morally wrong, criminal abortion as a
procedure or cause necessitating management. Why not just make it a more general
“provision of emergency obstetric care to everyone who needs it”? The very fact that
abortion is specified as the cause of the complication means that the RH bill condones
abortion and gives it special treatment. Abortion is murder of the unborn baby and a
grievous sin before God. It is the shedding of innocent blood. It is a crime under
Philippine laws.
7 The RH bill will teach the entire nation, especially the young people, its definitions of
human sexuality, sex, sexual identity, interpersonal relationships, affection, intimacy and
gender roles. They will also define contraception and abortion. In Section 4, the RH bill
defines “Reproductive health education” as “the process of acquiring complete, accurate
and relevant information on all matters relating to the reproductive system, its functions
and processes and human sexuality; and forming attitudes and beliefs about sex, sexual
identity, interpersonal relationships, affection, intimacy and gender roles. It also includes
developing the necessary skills to be able to distinguish between facts and myths on sex
and sexuality; and critically evaluate. and discuss the moral, religious, social and cultural
dimensions of related sensitive issues such as contraception and abortion.” Once again,
who decides what is correct and What are facts? The Bill and its proponents determine
that. And once it is a law, whatever they (the proponents and the Population Commission)
define these things to be, will be what is correct and anyone who teaches otherwise will
be committing crimes. And once again, abortion is mentioned. Abortion has nothing to do
with “responsible parenthood” and “family planning”.
8 We reject the RH Bill It will teach our children and the entire country a sex education
curriculum which its proponents have formulated. The RH Bill says in Sec. 12,
“Mandatory Age-Appropriate Reproductive Health Education.”– “Reproductive Health
Education in an age-appropriate manner shall be taught by adequately trained teachers
starting from Grade 5 up to Fourth Year High School….The POPCOM, in coordination
with the Department of Education, shall formulate the Reproductive Health Education
curriculum, which shall be common to both public and private schools and shall include
related population and development concepts in addition to the following subjects and
standards : Reproductive health and sexual rights; Reproductive health care and services;
Attitudes, beliefs and values on sexual development, sexual behavior and sexual health;
Proscription of the hazards of abortion and management of post-abortion complications;
Responsible parenthood.. Use and application of natural and modern family planning
methods to promote reproductive health, achieve desired family size and prevent
unwanted, unplanned and mistimed pregnancies; Abstinence before marriage; Prevention
and treatment of HIV/AIDS and other, STIs/STDs, prostate cancer, breast cancer,
cervical cancer and other gynecological disorders; Responsible sexuality; and Maternal,
peri-natal and post-natal education, care and services.” While prevention of AIDS and
STDs, abstinence before marriage and responsible parenthood are good, there is nothing
good with the government teaching “Attitudes, beliefs and values on sexual development,
sexual behavior and sexual health” to our children! Plus, once again they have managed
to insert “abortion” again. What will be taught about the “hazards of abortion” ? Abortion
is 100% fatal and 100% hazardous to the unborn baby who has been aborted! Why must
“management of post-abortion complications” be taught in sex education?
9 We reject the RH bill because it’s really about money for contraceptive manufacturers
and suppliers. The RH bill puts into law that contraceptives will be made into essential
medicines. Sec. 10 says “Hormonal contraceptives, intrauterine devices, injectables and
other allied reproductive health products and supplies shall be considered under the
category of essential medicines and supplies which shall form part of the National Drug
Formulary and the same shall be included in the regular purchase of essential medicines
and supplies of all national and local hospitals and other government health units.” The
RH bill only lays the groundwork for government purchases of contraceptives, including
some contraceptives that are abortifacient, which we reject.
10 We reject the RH bill because it encourages a two-child policy. In Sec. 16, “Ideal Family
Size” it says: “The State shall assist couples, parents and individuals to achieve their
desired family size within the context of responsible parenthood for sustainable
development and encourage them to have two children as the ideal family size. Attaining
the ideal family size is neither mandatory nor compulsory. No punitive action shall be
imposed on parents having more than two children.” While it says that it is not mandatory
or compulsory, it will still become a law, meaning, the law will encourage this two-child
policy. If it is written in the law, it will be part of legislated health policy. Previous
versions of the RH Bill (the past HB 3773) even had a provision that government
scholarships will only be extended to the first two children in a family. Surprisingly, it is
no longer in the present bill. But what if this is put into the implementing rules and
regulations? And people who will have large families will be stigmatized even if they are
not punished.
Whatever is good in the bill is already legal and is being done. Yes, women who
aborted/killed their children must not be refused emergency obstetric care. But RA 8344,
already penalizes the refusal of hospitals and medical clinics to administer appropriate
initial medical treatment and support in emergency and serious cases. Women who have
aborted/killed their babies are already given emergency obstetric care through this act.
HIV-AIDS programs are already in place through RA 8504,the “Philippine AIDS
Prevention and Control Act of 1998″. The RH bill tries to encompass so many health
issues under it such that people who reject the RH bill are viewed as anti-women, anti-
health, anti-HIV prevention and anti-development.
But now we have shown you what is definitely worth rejecting in the RH bill-it is
the hidden agenda tucked into the RH bill, the oppressive nature of the bill toward those
who reject it, the values it undermines and the questionable “values” it will try to teach.
VGE GE SE LE N
(5) (4) (3) (2) (0)
Content 35%

Paper appropirately applies logical, ethical and/or emotional

appeals.
Organization 25%

genre.
Style 20%
VGE GE SE LE N
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Total

Question Answer

Question Answer

better?
XI. Evaluation
XII. Assignment
XIII. Reflection

QUARTER II : WRITING POSITION PAPER
I. Objectives
CONTENT STANDARD:
paper
coming up with a group exhibit of creative works, etc.
LEARNING COMPETENCY:
The learner defends a stand on an issue by presenting
reasonable arguments supported by properly-cited factual
evidences
The learner cites and identify text-based evidence that provides
the strongest support to defend his stand.
II. Subject Matter

D. Topic : Citation of text-based evidence
E. References :
http://www.businessmirror.com.ph/kids-in-conflict-with-the-
law-and-lowering-of-criminal-liability/
How to write the Argument essay.pdf
Ways to support an argument. pdf
(www.umt.edu/writingcenter)
https://pershingrocks.files.wordpress.com/2015/10/transitions-for-citing-textual-
evidenc.docx&ved=OahUKEwirm5if4NDUAhUEHJQKHeaeAOMQFghLMAQ&us
g=AFQjCNF8ELdio1_VUdRv7lIvc_oakbYirw
Manila Paper , markers
III. Procedure
Introduction
Have a short review of the body of the Position paper. Definition
of Citation and its purposes.
E. Activity ( Refer Activity 1)

The activity is Called CITATION SCAVENGER HUNT . Group the learners and
present the Article “Kids in conflict with the law and lowering of criminal liability”.
Let the learners cite support and evidence from the article and jot down with the
corresponding paragraph numbers. Write their output in a manila paper. (10 Minutes)
F. Analysis (Refer Discussion)

From the group’s citations let them post and show their work outcome. Let the
the teacher present the types of support and evidence and learners will identify the
types of their outputs accordingly.
List of some types of support and evidence that might be

present on learner’s citations.
  Statistics
  Dialogue /Relevant Personal Testimony
  Definitions
  Examples
  Anecdotal Evidence
  Contrast and comparison
  Cause and effect
 Expert Opinions
 Visuals
 Quotation
 Factual Data
The teacher will explain /add details about the types of

evidences gathered by the learners.The Teacher may discuss
the numbering of paragraph as example of citing.
G. Abstraction (Refer Activity 2)

How will you gather support and evidence for
Articles and other sources?
H. Application (Refer Activity 3)

How will you convince your audience to take your sides
on the following debatable issues:
1. It is a must for the SHS students to wear complete uniform
2. Implementation of ROTC in Senior High School
3. Use of mobile phones inside the classroom.
IV. Evaluation:
Each group member will present their previous work with the use of the transitions
for citing textual evidence.
V. Assignment
The learner will choose a topic from LESSONDAY 3 and able to plan ahead how to
gather evidences, use Sandwich Quote organizer and present it on Day 10& 11 (Defending
Stand)
VI. Remarks:___________________
VII. Reflection (After teaching the lesson):_____________________
VII. Objectives
CONTENT STANDARD:
paper
coming up with a group exhibit of creative works, etc. LEARNING
COMPETENCY:
evidences
The learner organizes gathered evidence for each body paragraph
Using the Quote Sandwich organizer.
II. Subject Matter
A. Topic Quote Sandwich Organizer
B. References
www.washoesschools.net/lib08/NV01912265/centricity/domain/253/social
%The20Sandwish.pdf
C. Teaching Materials graphic organizer
III. Procedure
A. Presentation
Introduce some examples of signal phrases and maker verbs to introduce your
quotes. Then use Quote Sandwich organizer and explains the guidelines for
Quotation. Show the picture of a sandwich and further discuss the guidelines.
Some examples of Signal Phrases and Marker Verbs
SIGNAL PHRASES MARKER VERBS
 According to … Acknowledge Writes Admits

 In her article … Agrees Adds Asserts
 In the opinion of … Believes Argues Comments
 (Author’s Name) shows Compares Claims Declares
that … Denies Confirms Emphasizes
 (Author’s name) argues Endorses Disputes Illustrates
that … Implies Grants Notes
 (Author’s name)+ (a Observes Insists Reasons
marker verb) Refutes Point out Reports
Responds Rejects Thinks
Suggests
The “quote sandwich” is a method that aids you in

effectively adding quotes. See below for a further
explanation.
Introduce It!
Quotation + Citation!
Explain It
B. Teaching/Modeling
Introduce It!
Before adding your quote introduce it with a signal phrase or a marker verb (see the marker
verb handouts).
Ex: House Speaker Pantaleon D. Alvarez and Rep. Fredenil H. Castro of the Second
District of Capiz explain …
Quotation + Citation!
After you have introduced your quote with a signal phrase or marker verb add in
your quote.
Ex. House Speaker Pantaleon D. Alvarez and Rep. Fredenil H. Castro of the Second
District of Capiz explain that “It is the policy of the state to ensure that the Filipino youth
shall be taught to accept responsibility for their words and deeds as early as possible, and
not to unduly pamper them with impunity from the criminal responsibility upon reaching
the age of 9 years.”
Explain It!
Now that you’ve added in your quote, explain why the quote is important. What do
you think it means? How does it connect to your topic sentence and thesis? (Your
explanation should be at least as long, or longer that the quotation itself.
Ex. When a child before reaching the age of 9, he/she has already understand the
consequences of committing crime. Proper education and discipline are imprinted. One way to
educate them is letting the children learn and understand student’s handbook in school and
abiding them will guide them to be law abiding citizen.
C. Guided Practice (Refer Activity 1 Day8)

Let the students go to their previous groupings and they will apply the signal and
marker verbs on their output from Citation Scavenger Hunt.
From the Article “ Is Bad language Unacceptable on TV?”,
Let the learner cite a quotation and use the Sandwich
Quote Organizer.
IV. Evaluation
Read the whole article “ Is bad Language Unacceptable on TV?” and choose 3
quotations organized by Sandwich Quote that may explain your stand.
V. Assignment
Continue working on the selected topic and use Sandwich
Quote organizer

I. Objectives
CONTENT STANDARD:
paper
COMPETENCY:
evidences
The learner appropriately uses a visual component to clarify,
support, and emphasize the content of my speech.
The learner presents claims and findings in a focused,
coherent manner (use relevant evidence, sound reasoning,
and well-chosen details).
The learner uses effective speaking techniques (appropriate
eye contact, adequate volume, and clear pronunciation).
II Subject Matter
A. Topic : POSITION SPEECH Presentation
B. References :
Common Core ELA Curriculum • G8:M4:U2:L17 • First Edition
Position Speech Rubric, projector , TV,Realia
III Procedure
A. Presentation
Before Adapting a Speech, let the learner understand what is “visual
component” included in the Position Speech Rubric. Explain that the use of a visual
component is necessary to meet the needs on certain criteria to show whether or not
they have met the objectives.
“VISUAL COMPONENT”
- aims to clarify, support, and emphasize the content of my
speech.It is something that they show in their speeches to
support their ideas.
PRESENT THE RUBRIC for POSITION SPEECH
SPEAKER 4 3 2 1
P A claim is
A made but it
A strong
R A claim is doesn’t
claim is
T made in respond
made in
I Makes a strong response to directly to
response to There is no
C claim the question the
the question claim made.
I to open the question, or
to open the
P presentation it isn’t
presentation
A . presented at
.
N the
T beginning.
Two clear
Two reasons One reason No reasons
Provides clear reasons
have been has been have been
reasons for have been
provided for provided for provided for
making that claim provided for
making that making that making the
making that
claim. claim. claim.
claim.
At least two
At least two
pieces of There is at
Provides strong pieces of No evidence
strong least one
supporting evidence is provided
evidence piece of
evidence for have been to support
have been evidence to
reasons provided to the reasons
provided to support
support presented.
support each reason.
P each reason.
each reason.
A There is a
R There is a There is
clear
T Provides a counterclai some
counterclai There is no
I counterclaim and m and evidence of
m and counterclai
C responds to it with response a
response m or
I evidence supported counterclai
supported response.
P by m and
by
A evidence. response.
evidence.
N Eye contact Eye contact
T is made is made
with many with a
different number of Eye contact
Eye contact with Eye contact
people in people in is not made
multiple points in is made
the the with anyone
the audience with one or
audience audience in the
two people.
throughout, throughout, audience.
advocating advocating
persuasively persuasively
. .
Speaks clearly and Speaking is Speaking is Speaking is Speaking is
slowly enough for paced paced well paced well too rushed
everyone to hear perfectly for a some of the and not
and understand throughout majority of time—slow clear
—slow and the time— and clear enough. It is
clear slow and enough for very
clear
difficult for
enough for enough for some
most people
everyone to most people people to
to
understand. to understand.
understand.
understand.
Volume is
appropriate
Appropriate Volume is Volume is Volume is
for
volume appropriate appropriate challenging
everyone to
for most for some for most
hear—not
people to people to people to
too loud and
hear. hear. hear.
not too
quiet.
Every word Most words Some words Very few
is are are words are
Correct
pronounced pronounced pronounced pronounced
pronunciation
clearly and clearly and clearly and clearly or
correctly. correctly. correctly. correctly.
SOURCE: Common Core ELA Curriculum •
G8:M4:U2:L16 • First Edition
REMARKS:
Presentations to be continued the next day.

I. Objectives
CONTENT STANDARD:
paper
COMPETENCY:
evidences
The learner presents claims and findings in a focused,
coherent manner (use relevant evidence, sound reasoning,
and well-chosen details).
The learner uses effective speaking techniques (appropriate
eye contact, adequate volume, and clear pronunciation).
II Subject Matter
A. Topic : POSITION SPEECH Presentation
B. References :
Common Core ELA Curriculum • G8:M4:U2:L17 • First Edition
Position Speech Rubric, projector , TV,Realia
III Procedure
Presentation
Present the Rubrics again,Learners (audience) share
Feedback and give suggestions.
Continue to individual presentations.
IV. EVALUATION
Evaluation based on Position Speech Rubrics

MERLENE D. PALANOG
Quarter II- Writing a Position Paper
Week 11-14 , Day 12
II. Objectives
Performance Standard- The learner produces an insightful statement of principles
and reasons for establishing a student organization, coming up with a group exhibit of
creative works, etc.
paper.
LEARNING COMPETENCY- Writes various kinds of position paper
A. Instructional Objective : write an outline of a position paper

A. Topic: Outlining a position paper
B. References: English for Academic and Professional Purposes for Senior High School by
Jessie Saraza Barrot, Ph.D. , Philippe John Fresnillo Sipacio pp.186-187
III. Procedure
E. Presentation: Brainstorm on controversial or arguable topic in the school . Let the

students take their stand on the issue.
F. Teaching/Modelling:
Sample of Position Paper Outline
TOPIC Have CPs and Social Media made families closer or not?
STAND/POSITION No, I believe that CPs and Social Media have NOT made
families closer.
EXPLANATION There is less talk and more text nowadays; less touch and more
tweets.
EVIDENCE The report, entitled Bringing Families Closer Together, provides

a snapshot of the impact of communication technology on
families…
CONCLUSION Einstein has predicted, “I fear one day that technology will
surpass our human interaction. The world will have a generation
of idiots.” Cellular phones and Social Media have made a rift in
the relationships among family members.
( Source- PPT Krismelleh D. Belaro)
The teacher will discuss the parts of an outline.
1.Parts of an outline
a. An Introduction
 Identification of the issue

 Statement of the position
b. Body
 Background information
 Supporting evidence or facts
 A discussion of both sides of the issue
c. Conclusion
 Restate your position
 Suggested course of action
 Possible solutions
G. Guided Practice ( Give more exercises- group, dyad, collaborative)

Students will be grouped into five and read the sample of position paper
entitled “Paper Bags and Their Effects on the Environment” written by Audrey
Chua-Unsu on page 72 of English for Academic and Professional Purposes by
Paolo Nino M. Valdez, Ph D.
With the guidance of the teacher, the students will make an outline of the
position paper using the structure above.
H. Independent Practice ( once the skill is mastered , can also be the evaluation)
Read and comprehend the following outline of a position paper. Then, decide what
issue you are going to write. After that, fill up the parts of the paper using the
template below. Your reasons or opinions should be concretized by facts.
I. Introduction- One Paragraph
A. Background and relevance of the issue
B. Thesis statement ( Use prior knowledge on how to write thesis statement)
C. Reasons you believe what you do
II. Body- Three paragraphs
A. explanation of reasons you believe what you do and its opposing
viewpoints.
III. Conclusion:
A. Restate your thesis in different words
B. Provide a suggestion or a call to action.
IV. Evaluation: Do the independent practice, this will serve as an evaluation part.
V. Assignment (Optional)

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
MERLENE D. PALANOG

Week 11-14, Day 13
I. Objectives
paper.
CS EN11/EAPP-II a-d-5
A. Instructional Objective : write a position paper ( 2 days )
A. Topic: Writing a position paper
B. References: English for Academic and Professional Purposes for Senior High
School by Jessie Barrot, Ph. D., Philippe Sipacio, pp. 187-197
III. Procedure:
a. Presentation:
Presentation of some written outline of the students
b. Teaching/Modelling:
1. Read the Sample Position Paper entitled “Innovative measures to improve the
social and political status of the stateless people” on pages 193-194 . English
for Academic and Professional Purposes for Senior High School by Jessie
Saraza Barrot, Ph.D., Philippe John Fresnillo Sipacio , pp. 193-194.
2. The teacher will discuss that the sample follows guidelines in writing a position
paper
Reference: English for Academic and Professional Purposes for Senior High
School , pp. 187-18
C.Guided Practice ( Give more exercises- group, dyad, collaborative)
Briefly reread the given position paper and pay special attention to the structural
features by answering the questions below. Then, discuss your observations in pairs
for 15 minutes.
1. How does the position paper begin?
2. What organization does the position paper follow? How it is structured?
3. How would you describe the style and approach of presentation of ideas?
4. How are supporting details presented? Are the explanations sufficient?
5. What cohesive devices were used to improve the flow and clarity of ideas?
6. How would you describe the conclusion? How is it organized?
D.Independent Practice ( once the skill is mastered , can also be the evaluation)
Read the following scenarios below . Pick one and write a position paper based
on the scenario you choose.
A. The student council is petitioning to prepare an arts festival in your school, but
the administration is reluctant to agree to the plan because it involves taking two
days off the students’ normal classes. As one of the organizers, you are tasked to
write a position paper which argues your stand for the establishment of the
activity to the administration.
B. You would like to establish a new student organization for a hobby or sports you
share with a hundred students in your batch. However the head of the club
organizations think that establishing a student organization is unnecessary
because you all talk about your interest outside school anyway. So you write a
position paper to outline your arguments so that the head can see your stand on
the issue.
C. You and the teenagers in your community would like to organize a concert as a
fund-raising activity for the street children in your city. The community elders
disapprove because it would eat up much of your time for school and that what
you are planning is a job for adults. As a leader of the group, you are tasked to
write a position paper addressed to the community elders to show your
arguments in favour of organizing the concert.
.
IV. Evaluation: The independent practice will serve as an evaluation part. Students
will be given ample time to plan their paper by generating more ideas by
brainstorming and clustering with their classmates.
V. Assignment (Optional)-Conduct a preliminary research by getting the sources that you

might need for writing your position paper. Be sure that your sources are taken from reliable
sources.

MERLENE D. PALANOG
Week 11-14, Day 14
I. Objectives
paper.
A. Instructional Objective : write a position paper ( continuation - 2nd day )
A. Topic: Writing a position paper
School , pp. 187-197
III. Procedure:
A.Presentation:
Presentation of some well- written output of the students, if there are any.
Note: Some students will also be given ample time to finish writing their position
paper.
B.Teaching/Modelling:
3. Read some well – written position paper of the students.

4. The teacher will discuss some guidelines observed in the paper.
5. The teacher will extend assistance to students who may need help in writing their
position paper.
C.Guided Practice ( Give more exercises- group, dyad, collaborative)
 Peer Critiquing – Students will exchange work with their partner and do
the peer critiquing using the following guide questions below. ( Use a blue
or green-inked pen in evaluating your partner’s work? Focus on :
Content
c. Does the paper clearly state the position of the writer?
d. Does the opening statement capture the reader’s interest?
e. Is the issue debatable, fresh and relevant?
f. Do the arguments reflect higher level of thought?
g. Does the paper use evidence from reputable sources?
h. Are there sufficient pieces of evidence to support the claim?
i. Does the paper consider all possible counter arguments?
j. Does the paper refute the opposing arguments?
k. Does the paper align the arguments to the target reader’s beliefs, attitudes, values
and motivations.
l. Does the paper employ appropriate method in presenting arguments?
m. Does the paper consider logical, ethical, or emotional appeal?
n. Does the paper eliminate logical fallacies?
o. Does the conclusion present feasible course of actions?
p. Is the closing statement powerful?
Organization
q. Does the paper use organizational pattern and structure appropriate for the genre?
r. Are cohesive devices effectively used?
s. Are the ideas correctly placed which improves the paper’s organization?
t. Is the flow of ideas smooth and easy to read?
Style
u. Does the paper showcase the writer’s voice?
v. Does the paper use a variety of sentence structure?
w. Is the paper free from sexist language?
x. Does the paper use language appropriate to context?
y. Is the paper free from colloquial word expressions?
I. References: English for Academic and Professional Purposes for Senior High
School , p.195-196
1. The teacher will do the checking of the students’ work.
D. Independent Practice ( once the skill is mastered , can also be the evaluation)
1. Students will do the revision of their written work.
IV. Evaluation: Students will continue revising their final output

V. V. Assignment (Optional)
MERLENE D. PALANOG
QUARTER II: WEEK 11-14, DAY 15-16
III. Objectives
paper.
LEARNING COMPETENCY- Writes various kinds of position papers
CS EN11/EAPP-IIa-d-5
A. Instructional Objective : writes various kinds of position paper ( 2 days )
A. Topic: Writing various position paper

School by Jessie Saraza Barrot,Ph.D., Philippe Sipacio, pp. 187-197
III. Procedure:
J. Presentation:
Presentation of some well- written output of the students
Note: Some students will be given ample time to finish revising their final output of
position paper.
K. Teaching/Modelling:
6. Read some well – written position paper of the students.
7. The teacher will reinforce or clarify some common errors committed in writing
the position paper.
L. Guided Practice ( Give more exercises- group, dyad, collaborative)

Students will do editing and proofreading for final submission
M. Independent Practice ( once the skill is mastered , can also be the evaluation).
Students will be grouped into three and write various kinds of position paper.
ABM- create a brochure on provision of internet connection in the school
premises.
ICT- make a convincing advertisement or video clips on the advantage of
developing reading habits than playing video games.
HUMSS-make a letter to the school principal on the implementation of “
No Trash Can Policy” in the classroom.
Food and Beverage- make a comic strip on the policy of not selling
softdrinks and junkfoods in the school canteen.
STEM- make a position on allowing the Senior High School students to
have field trips or outside exposure as avenues for learning.
IV. Evaluation: The independent practice will serve as an evaluation part. Students will
be given ample time to work on their output observing the given rubrics below.
Criteria - 25%
Content - 25%
Organization 25%
Style- 25%
TOTAL- 100%
V. Assignment: Make researches on your given task to come up with effective output for
final presentation before the class the next day.

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English for Academic and Professional Purposes

Semi-Detailed Lesson Plan

II. Subject Matter: Position Paper

A. Topic: Criteria in Analyzing Position Paper

C. Teaching Materials: video, powerpoint presentation, and projector

The teacher will have a direct discussion of the definition of a

“Energy Use and Climate Change - Perspectives for sustainable growth?!”

ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES

CONCLUSION (summarize, restate in a forceful manner your position)

2. How to make your stand strong?

“ Mahatma Gandhi’s Hunger Strikes “

III. Evaluation (Individual )

IV. Assignment (Optional)

1. Do you agree with the essay? Why or why not?

SKILL-BASED LESSON PLAN

Quarter II: Writing a Position Paper

Week 11-14, Day 3

A. Instructional Objective : Identifies situations in which a position paper may be

II. Subject Matter: Position Paper

A. Topic: Identify situations for position paper

Death Penalty Implementation of death penalty

C. Practice ( Give more exercises- group, dyad, collaborative)

Given the issue , stand,and claims, write a thesis statement.

Claims Counterclaims/Claims of the Opponent

Reduction of traffic volume

VI. Reflection (After teaching the lesson)