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/wat https://www.youtube.com/watch?v=C6hf ch?v=C6hfi3GdRhc i3GdRhc and a sample position paper from http://www.kas.de/wf/doc/kas http://www.kas.de/wf/doc/kas_10085-144 _10085-1442-22-230.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. paper. In everyday life, people continuously 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 ’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 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
Issue/Problem
Your Opinion
1.
1.
2.
2.
3.
3.
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 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
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 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
Issue/Problem
Your Opinion
1.
1.
2.
2.
3.
3.
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 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 (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 coprosperity 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
1 2 3 4 5
IV.
Evaluation
The teacher will ask the learners to share in class their answers for the independent task activity. V.
Assignment
VI.
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.
II.
Subject Matter A. Topic Parts of the Position Paper B. References Major writing assignment.pdf C. Teaching Materials Procedure A. Activity JIGSAW Puzzle - Group the learners into 3 and solve the jigsaw pattern and make a arguable caption (7-10 minutes).
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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 your knowledge)
demonstrating
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. V. VI.
Assignment (Optional) Remarks:___________________ Reflection (After teaching the lesson):_____________________
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Quarter II - Day 2 Rowela S. Basa I. Objectives (Based on the LC): The learner defines what a position paper is LC Code: CS_EN11/12A-EAPP-IIa-d-1 B. Instructional Objective: Read examples of position paper and get the general idea from 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 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”. B. Teaching/Modelling 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. D.
Independent Practice 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
English for Academic and Professional Purposes 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 CS-EN11/EAPP-IIa-d-2
II.
Subject Matter: Position Paper
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?
B.
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? 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.
Death Penalty Chosen Course Criminal Liability Dress Code ROTC
C.
D.
Implementation of death penalty Interference of parents Lowering the age of Criminal Liability Implementation of dress code Inclusion of ROTC in the K-12 Curriculum
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. 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 Reduction of traffic volume Reduction of pollution Increased use of public transport services
V.
Assignment (Optional)
VI.
Reflection (After teaching the lesson)
Counterclaims/Claims of the Opponent
English for Academic and Professional Purposes Semi-Detailed Lesson Plan 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_EN11/12AEAPP-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 A. Topic: Criteria in Analyzing Position Paper B. References: “English for globalized Classroom Series: English for Academic & Professional Purposes” pages 189 - 192 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. B. Teaching/Modelling 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 (5) Content 35% Paper clearly states the position of the writer. Opening statement captures the reader’s interest.
(4)
SE
LE
N
(3)
(2)
(0)
VGE GE (5) Issue is debatable, fresh, relevant,a nd 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 arguements. Paper appropirately 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 25% 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 20%
(4)
SE
LE
N
(3)
(2)
(0)
VGE GE (5)
(4)
SE
LE
N
(3)
(2)
(0)
Paper showcases the writer’s voice. Paper uses variety of sentence structures. Paper eliminates sexist language. Paper uses language appropriate to text. Paper eliminates wordliness. Grammar and Mechanics 10% Grammar is accurate. Spelling, capitalization, and punctuations are correctly used. Word choice is appropriate. Sentences are well-structured. Documentation and Sources 10% Paper uses citation and reference format. Sources are reliable. Sources used are relevant to the topic. 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. D. Independent Practice The teacher will ask the learners to independently answer the following questions using the table below. Question What is the purpose of the document?
Answer
Question
Answer
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?
IV.
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. V. Assignment The teacher will ask the students to review all the criteria of analyzing a rubric in preparation for the next days’ tasks. VI. Reflection
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Quarter II - Day 5 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_EN11/12AEAPP-IIa-d-3 B. Instructional Objective: Analyze the given position paper.
II.
Subject Matter: Writing a Position Paper A. Topic: Analyzing Position Paper B. References: “English for Globalized Classroom Series: English for Academic & Professional Purposes” pages 189 - 192 C. 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. B. 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 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: 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 only Mexico, but the whole Latin th 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. The learners will evaluate the text using the rubric below:
VGE GE (5) Content 35% Paper clearly states the position of the writer. Opening statement captures the reader’s interest. Issue is debatable, fresh, relevant,a nd 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 arguements. Paper appropirately 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 25% 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.
(4)
SE
LE
N
(3)
(2)
(0)
VGE GE (5)
(4)
SE
LE
N
(3)
(2)
(0)
Flow of ideas is smooth and easy to read. Style 20% Paper showcases the writer’s voice. Paper uses variety of sentence structures. Paper eliminates sexist language. Paper uses language appropriate to text. Paper eliminates wordliness. Grammar and Mechanics 10% Grammar is accurate. Spelling, capitalization, and punctuations are correctly used. Word choice is appropriate. Sentences are well-structured. Documentation and Sources 10% Paper uses citation and reference format. Sources are reliable. Sources used are relevant to the topic. 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. D. Independent Practice 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?
IV.
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. V.
Assignment
The teacher will ask the students to review all the criteria of analyzing a rubric in preparation for the next days’ tasks. VI.
Reflection
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Quarter II - Day 7 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_EN11/12AEAPP-IIa-d-3 C. Instructional Objective: Analyze the given position paper.
II.
Subject Matter: Writing a Position Paper A. Topic: Analyzing Position Paper B. 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-applelove-taylor retrieved on June 22, 2017 C. 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. B. 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 The teacher will ask the learners to choose their own partner for this dyad analysis 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 pe riod… 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 The learners will evaluate the text using the rubric below:
VGE GE (5)
Content 35% Paper clearly states the position of the writer. Opening statement captures the reader’s interest. Issue is debatable, fresh, relevant,a nd 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 arguements. Paper appropirately 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 25% 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.
(4)
SE
LE
(3)
(2)
VGE GE (5)
(4)
SE
LE
(3)
(2)
Flow of ideas is smooth and easy to read. Style 20% Paper showcases the writer’s voice. Paper uses variety of sentence structures. Paper eliminates sexist language. Paper uses language appropriate to text. Paper eliminates wordliness. Grammar and Mechanics 10% Grammar is accurate. Spelling, capitalization, and punctuations are correctly used. Word choice is appropriate. Sentences are well-structured. Documentation and Sources 10% Paper uses citation and reference format. Sources are reliable. Sources used are relevant to the topic. 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. D. Independent Practice 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?
IV.
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. V. Assignment VI.
Reflection
English for Academic and Professional Purposes Semi-Detailed Lesson Plan Quarter II - Day 6 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_EN11/12AEAPP-IIa-d-3 D. Instructional Objective: Analyze the given position paper.
II.
Subject Matter: Writing a Position Paper A. Topic: Analyzing Position Paper B. 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-paperon-the-rh-bill-from-christian-pro-life-resources-for-the-Philippines retrieved on June 22, 2017 C. 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. B. 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 The teacher will ask the learners to choose their own partner for this dyad analysis 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
2.
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.
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
5
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. 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 alreadyconceived 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
7
8
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. 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”. 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. The learners will evaluate the text using the rubric below: VGE GE (5) Content 35% Paper clearly states the position of the writer. Opening statement captures the reader’s interest. Issue is debatable, fresh, relevant,a nd 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 arguements. Paper appropirately applies logical, ethical and/or emotional appeals. Paper is free from logical fallacies. Conclusion restates the position of the writer.
(4)
SE
LE
N
(3)
(2)
(0)
VGE GE (5) Conclusion presents feasible course of action. Closing statement is powerful. Organization 25% 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 20% Paper showcases the writer’s voice. Paper uses variety of sentence structures. Paper eliminates sexist language. Paper uses language appropriate to text. Paper eliminates wordliness. Grammar and Mechanics 10% Grammar is accurate. Spelling, capitalization, and punctuations are correctly used. Word choice is appropriate. Sentences are well-structured. Documentation and Sources 10% Paper uses citation and reference format. Sources are reliable.
(4)
SE
LE
N
(3)
(2)
(0)
VGE GE (5)
(4)
SE
LE
N
(3)
(2)
(0)
Sources used are relevant to the topic. 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. D. Independent Practice 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?
IV.
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. V. Assignment VI.
Reflection
ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES SEMI-DETAILED LESSON PLAN QUARTER II : WRITING POSITION PAPER WEEKS 11 to 14 , DAY 8 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 defends a stand on an issue by presenting reasonable arguments supported by properly-cited factual evidences CS_EN11/12A-EAPP-IIa-d-4 Instructional Objective 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-thelaw-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-citingtextualevidenc.docx&ved=OahUKEwirm5if4NDUAhUEHJQKHeaeAOMQFghLM AQ&usg=AFQjCNF8ELdio1_VUdRv7lIvc_oakbYirw C. Teaching Materials 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):_____________________
ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES SEMI-DETAILED LESSON PLAN QUARTER II : WRITING POSITION PAPER WEEKS 11 to 14 , DAY 9 Michelle Grace B. Delgado VII. 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 defends a stand on an issue by presenting reasonable arguments supported by properly-cited factual evidences CS_EN11/12A-EAPP-IIa-d-4 Instructional Objective 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 … In her article … In the opinion of … (Author’s Name) shows that … (Author’s name) argues that … (Author’s name)+ (a marker verb)
Acknowledge Agrees Believes Compares Denies Endorses Implies Observes Refutes Responds
Writes Adds Argues Claims Confirms Disputes Grants Insists Point out Rejects Suggests
Admits Asserts Comments Declares Emphasizes Illustrates Notes Reasons Reports Thinks
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. D. Independent Practice 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 VI. Reflection (After teaching the lesson)
ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES SEMI-DETAILED LESSON PLAN
QUARTER II : WRITING POSITION PAPER WEEKS 11 to 14 , DAY 10 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 defends a stand on an issue by presenting reasonable arguments supported by properly-cited factual evidences CS_EN11/12A-EAPP-IIa-d-4 Instructional Objective 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 C. Teaching Materials 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 P A strong A A claim is claim is R made in made in response T response Makes a strong to the I to the claim question C question to open I to open the the P presentati presentati A on. on. N T Two clear Two reasons reasons Provides clear have have reasons for been been making that provided provided claim for for making making that that claim. claim. At least At least two two pieces of pieces of Provides strong strong evidence supporting evidence have evidence for have been reasons been P provided provided A to support to support R each each reason. T reason. I There is a There is a C Provides a clear countercl I counterclaim countercl aim and and responds aim and P response to it with response A supported evidence supported N by by evidence. T evidence. Eye Eye contact is contact is Eye contact made made with multiple with with a points in the many number audience different of people people in in the the audience audience througho
2 A claim is made but it doesn’t respond directly to the question, or it isn’t presented at the beginning .
1
There is no claim made.
One reason has been provided for making that claim.
No reasons have been provided for making the claim.
There is at least one piece of evidence to support each reason.
No evidence is provided to support the reasons presented .
There is some evidence of a countercl aim and response.
There is no countercl aim or response.
Eye contact is made with one or two people.
Eye contact is not made with anyone in the audience.
througho ut, advocati ng persuasiv ely.
Speaks clearly and slowly enough for everyone to hear and understand
Speaking is paced perfectly througho ut — — slow slow and clear enough for everyone to understan d.
ut, advocati ng persuasiv ely. Speaking is paced well for a majority of the time — slow and clear enough for most people to understan d.
Speaking is paced well some of the time — slow and clear enough for some people to understan d.
Volume is appropria Volume is Volume is Appropriate te for appropria appropria volume everyone te for te for to hear — most some not too people to people to loud and hear. hear. not too quiet. Every Most Some word is words are words are Correct pronounc pronounc pronounc pronunciation ed clearly ed clearly ed clearly and and and correctly. correctly. correctly. SOURCE: Common Core ELA Curriculum • G8:M4:U2:L16 • First Edition
Speaking is too rushed and not clear enough. It is very difficult for most people to understan d. Volume is challengi ng for most people to hear. Very few words are pronounc ed clearly or correctly.
REMARKS: Presentations to be continued the next day.
ENGLISH ACADEMIC FOR PROFESSIONAL PURPOSES SEMI-DETAILED LESSON PLAN QUARTER II : WRITING POSITION PAPER
WEEKS 11 to 14 , DAY 11 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 defends a stand on an issue by presenting reasonable arguments supported by properly-cited factual evidences CS_EN11/12A-EAPP-IIa-d-4 Instructional Objective 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 Presentation B. References : Common Core ELA Curriculum • G8:M4:U2:L17 G8:M4:U 2:L17 • First Edition Editio n C. Teaching Materials 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
English for Academic and Professional Purposes MERLENE D. PALANOG
SKILL-BASED LESSON PLAN 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. Content Standard- The learner understands the principles and uses of a position paper. LEARNING COMPETENCY- Writes various kinds of position paper CS-EN11/EAPP-IIa-d-5
A.
Instructional Objective : write an outline of a position paper
II.
Subject Matter: 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
C.
Teaching Materials
III.
Procedure E. F.
Presentation: Brainstorm on controversial or arguable topic in the school . Let the students take their stand on the issue. 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.
H.
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. 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)
VI.
Reflection (After teaching the lesson)
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
MERLENE D. PALANOG
SKILL-BASED LESSON PLAN Quarter II: Writing a Position Paper Week 11-14, Day 13 I.
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. Content Standard- The learner understands the principles and uses of a position paper. LEARNING COMPETENCY- Writes various kinds of position paper CS EN11/EAPP-II a-d-5
A. II.
Instructional Objective : write a position paper ( 2 days )
Subject Matter: Position Paper 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. 187197
C. III.
Teaching Materials:
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. VI.
Reflection (After teaching the lesson)
English for Academic and Professional Purposes MERLENE D. PALANOG SKILL-BASED LESSON PLAN Quarter II: Writing a Position Paper Week 11-14, Day 14 I.
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. Content Standard- The learner understands the principles and uses of a position paper. LEARNING COMPETENCY- Writes various kinds of position paper CS-EN11/EAPP-IIa-d-5
A.
Instructional Objective : write a position paper ( continuation - 2nd day )
II.
Subject Matter: Position Paper
A.
Topic: Writing a position paper B. References: English for Academic and Professional Purposes for Senior High School , pp. 187-197
C.
Teaching Materials:
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
I.
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? 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. V. VI.
Evaluation: Students will continue revising their final output V. Assignment (Optional) Reflection (After teaching the lesson)
English for Academic and Professional Purposes MERLENE D. PALANOG
SKILL-BASED LESSON PLAN QUARTER II: WEEK 11-14, DAY 15-16 III.
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. Content Standard- The learner understands the principles and uses of a position 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 )
II.
Subject Matter: Position Paper
A.
Topic: Writing various position paper B. References: English for Academic and Professional Purposes for Senior High School by Jessie Saraza Barrot,Ph.D., Philippe Sipacio, pp. 187-197
C.
Teaching Materials:
III.
Procedure: J.
K.
L.
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. 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. Guided Practice ( Give more exercises- group, dyad, collaborative) Students will do editing and proofreading for final submission
M.
IV.
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. 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% Style25% TOTAL100%
V. Assignment: Make researches on your given task to come up with effective output for final presentation before the class the next day. VI.
Reflection (After teaching the lesson)
