School Masagana High School Grade Level 11

GRADES 1 TO 12 Teacher
Joseph I. Andagan Learning Area
English for Academic and Professional
DAILY LESSON LOG Purposes
Inclusive Dates August 07-11, 2017 Quarter I

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies/ Objective/s
Write the LC Code for Each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done
for developing content, knowledge, and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
understands the principles and uses of a concept paper
produces a well-balanced concept paper in a specific discipline
The learner defines a concept paper
The learner determines the ways a writer can elucidate on a concept by definition,
(CS_EN11/12A-EAPP-Ig-j-19) explication and clarification (CS_EN11/12A-EAPP-Ig-j-20)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Writing a Concept Paper Writing a Concept Paper
II. CONTENT

IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
English for Academic and Professional
Purposes, Reader First Edition 2016
English for Academic and Professional Purposes, Reader First Edition 2016
Department of Education Republic of
Department of Education Republic of the Philippines
the Philippines

4. Additional Materials for Learning

Resource Portal
B. Other Learning Resources Diwa Learning Systems Inc., University Diwa Learning Systems Inc., University Press of First Asia 2016
Press of First Asia 2016 Barrot J., Sipacio, PJ. Communication Today.
Barrot J., Sipacio, PJ. Communication English For Academic and Professional Purposes for Senior High School. C& E
Today. Publishing, Inc. Quezon city. 2016
English For Academic and Professional
Purposes for Senior High School. C& E
Publishing, Inc. Quezon city. 2016

V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establish a purpose for the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluating learning
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Activity: Let students define a Activity: Divide the group into three groups and assign each group to do the following
concept paper from their own insights. activities:
After formally defining a concept paper, a Topic 1. Definition.
discussion of its use (Barrot, 2016, p. 156/ a. Defining Definition: informal, formal, extended (Barrot, p.157)
Diwa Learning Systems, 2016) will follow. b. Selecting a topic for reading or a presentation of a sample video for concept
Sample topics are to be given to them for formulation. Here, students are tasked to formulate a concept then let them elucidate or
brief readings, and they will be asked later explain their formulated concept by definition.
to define concept paper according to its Suggested Activity:
use. The first group will take this part then let them come up with a definition of a phenomenon
Suggested Readings: or idea using any of the suggested topics below. (Barrot, 2016. Enhanced Teacher’s
1. Boondocks p.85 Manual, p. 96)
2. Months of the Year p.87
3. Days of the Week p.91 Portrait of Monalisa (https://google.com.monalisa)
4. Ketchup p.93 A phenomenon of something (any related video available)
5. Mercury Pollution p.95 Choose from the selection above (text)
6. Hormones in the Body p.97 Topic 2. Explication.
7. Paleolithic Art p.99 a. Defining Explication (Barrot, p.157)
8. Extracts from Words to the b .By analyzing and breaking down ideas in detail from a text or from a video, students will
Intellectuals p.101 be able to unfold the specific meaning of a concept.
9. Why Sinigang? P.104 Suggested Activity:
10. The Sentiments of Kundiman The second group will be asked to come up with an explication of a literary work using one
p.109 of the suggested topics below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96)
11. Our Very Own Arnis p.115 The Road Not Taken by Robert Frost (Barrot, p.159)
12. Fusion vs. Fission p.117 Choose from the Selections above
13. Things: The Throw-Away Society Topic 3. Clarification. The students obtain an informal feedback on the ideas
p.120 as a preliminary for a project proposal (p.159). In this part of the lesson, students will
(English for Academic and Professional analyze a concept by looking or understanding of an example by specifying its
Purposes, Reader First Edition characteristics to arrive at one working definition. (Barrot, p.159)
Suggested Activity:
 J. Additional activities for application or
remediation
1. REMARKS
2. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require remediation.
2016, Department of Education Republic of
the Philippines)
Definition of concept paper may be
presented through: Writing, Students’
Discussion, Topic presentation.
B. Analysis: The students will
present an analysis on the important use of
a concept paper. Topics may be chosen
from the selection above.
C. Abstraction: Ask students to
summarize the topic or generalize what
they have learned from the topic
A. Application: Let students write a
simple concept paper from a topic of their
own choice.
IV. Evaluation: The students will
have a quiz on the definition and uses of a
concept paper.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students to learn? Identify what help your institutional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
Create a third group for this part then let them present a clarification of a concept using
one on the suggested topics below. (Barrot, 2016. Enhanced Teacher’s Manual, p. 96)
Sample Clarification Text (Barrot, p.159)
Choose from the selection above
At the end of these activities, the students will be asked to share their output. Correct
misconceptions if any.
For Suggested Writing Activity: The students may use the following suggested
structures/formats in writing their concept paper.
A. Concept paper for a Project
1. Cover Page
2. Introduction
3. Rationale/ Background
4. Project Description
5. Project Needs and Cost
(Barrot, p.161)
B. Concept Paper for Academic Research
1. Title Page
2. Background of the Study
3. Preliminary Literary Review
4. Statement of the Problems/Objectives
5. Abridged Methodology
6. Timeline
7. References
(Barrot, p.161)
Analysis: Let the students analyze the selected topics and from the lessons and activities,
let them enumerate varieties of ways in elucidating a concept by definition, explication and
clarification.
Abstraction: Ask students to generalize what they have learned from the topic.
Application: Lay down various topics from various fields and let students choose and write
their own simple concept paper.
Evaluation: The students will have a quiz on the definition and uses of a concept paper.
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use / discover
which I wish I wish to share with other teachers.
Prepared by: Checked by:

JOSEPH I. ANDAGAN IRENE S. VELASCO

Teacher III Principal I