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SCHOOL Sto.

Cristo Integrated School (SHS) GRADE LEVEL 12- Frost and 12-Norton
GRADES 1 TO 12 TEACHER Mrs. Racquel R. Decena LEARNING AREA English for Academic and Professional Purposes
DAILY LESSON LOG TEACHING DATES September 16-19, 2019 Quarter 2nd QTR
(MTWTh 11-12nn 12-Frost; 12-1pm 12-Norton)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
September 9, 2019) September 10, 2019 September 11, 2019 September 12, 2019
I.OBJECTIVES 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 support the learning of content
and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards The learner understands the principles and uses of a The learner understands the principles and uses The learner should be able to:
concept paper. of a concept paper. -identify the situation where concept paper is needed to improve a situation.
B.Performance Standards The learner produces a well-balanced concept paper in a specific discipline.
C.Learning Competencies/Objectives The learner defines what a concept paper is. Determines the ways a writer can elucidate on a identifies situations in which a concept paper Explains and clarifies concepts in fields
Write the LC Code for each (CS_EN11/12A-EAPP-Ig-j-19) concept by definition, explication, and may be effectively used to improve our society CS_EN11/12A-EAPP-Ig-j-23
clarification.CS-EN11/12A-EAPP-Ig-j-20 CS_EN11/12A-EAPP-Ig-j-21
II.CONTENT Writing the Concept Paper
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Communication Today English for Academic and Professional Purposes for Senior High School; Ref. Communication Today: English for Academic Purposes for Senior High School by Jessie Saraza Barrot,Ph.D. & Philippe Fresnillo Sipacio,pages 154-163
IV.PROCEDURES 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.
A.Reviewing previous lesson or presenting The class reviews the previous lessons/activities. Ask the students the following question: Let's Warm Up: The teacher asks the learners to be
the new lesson The teacher will ask the students to review the 1. What are the common ways of writing a in groups, then each group should identify a
class about the past lesson concept paper? problem that the teenagers or school are currently
(Definition of Concept Paper) 2. Can you please cite one way of defining a experiencing. Illustrate a scenario which shows the
concept? problem on a 1/8 illustration board. Think of
3. Can you explain the difference between possible solution to address the identified problem
explication and clarification? and come up with summary of learners proposed
solution. Lastly, they will present illustrations and
proposed solution to the class.
B.Establishing a purpose for the lesson The teacher starts the lesson through an activity. Group Activity “Be Professional” Self-audit: After completing Let's Warm Up, the
(graphic organizer) For them to learn what other ways a writer could -Students will be grouped and will be given 5 to teacher instructs the learners to accomplish the
determine his work or concept by definition, 10 words particular into a certain field (medicine, table by ticking the column that determines how
explication and clarification. business, education, etc) often the learners practice what the given
-They will create a short skit using the unfamiliar statements say (usually,sometimes,seldom,never).
words after researching its meaning. They will sample: I state the problems that will be solved by
present their skit in front. my research or project.

C.Presenting examples/instances of the The class tries to define the word “concept” using the Presenting some sample works that could be After the short presentation, it will be discussed The teacher explains what a concept paper is.
new lesson words in the graphic organizer. explain by either definition, explication and pointing the different areas where concept paper
clarification. can be beneficial.
D.Discussing new concepts and practicing The teacher presents the content through a Explain the situation where concept paper can Discuss the three ways in Explaining a Concept
new skills #1 PowerPoint presentation: What is a Concept Paper. Discussion on how a writer can elucidate a help individual in understanding a situation or a (Informal,Formal and extended)
concept by determining the ways either by terminology.
definition, explication and clarification.
E.Discussing new concepts and practicing The teacher presents the principles and uses of a Provide scenarios where one will be needing The teacher shows the learners some signal words
new skills #2 concept paper. After the brief discussion, the students will be the concept papers to understand new information in that they can use in any of the three ways to
one to give their own simple examples. an in-depth way. explain a concept.
F.Developing mastery The teacher presents examples of concept papers to Show a video presentation of a situation where a The teacher shows the learners some signal words
(Leads to formative assessment) the learners for better familiarization and critiquing. certain professional uses a high sounding that they can use in any of the three ways to
jargon. Ask the students to jot down jargon explain a concept. academic research: Title Page,
unfamiliar to them. Background of the Study, Preliminary Literature
Review, Statement of the Problem/Objectives,
Abridged Methodology, Time- line and references.
G.Finding practical/applications of The class are grouped (depends on the number of For them to learn how to come-up with a Since they have the list of the high sounding There is sequencing activity in which the teacher
concepts and skills in daily living class). They are given texts and then they identity if statement based on the concept that they are jargons which is related to their field, as a group, will show the guidelines in writing a concept paper
the text is a concept paper or not using the principles going to give. they will brainstorm and research about the in jumbled positions. The learners will arrange the
and uses of a concept paper. word. After 5 minutes, they will present their given to come up with a well-written concept paper.
understanding of the word.
H. Making generalizations and Critique Paper is a paper in which you analyze and Ask the learner, “Why concept paper is essential Checking for Understanding: The teacher presents
abstractions about the lesson evaluate an author’s work. This requires you to Ask students to summarize what they have to their field?” 8 item statements about was discussed and the
conduct a thorough and detailed study of the piece learned. learner is asked to write E if the given statement
you are critiquing, analyzing the author’s style, shows an effective way of writing a concept paper
evidences, opinions, credentials, conclusions and and N if not.
logic. sample:_________ Rino fails to indicate the page
number in his concept paper.
I.Evaluating Learning The learners are evaluated using a grading rubric. Let students write a short concept paper with The teacher tasks the learners to think and write of
Through oral recitation/make a simple statement one of the words they list in the previous task. a concept to any fields and explain their chosen
of their own. Let them indicate the particular situation where it concept using definition, explication or clarification.
is most needed.
J.Additional activities for application or The learner searches about how a writer explains
remediation his/her concepts by definition, explication and
clarification.
V.REMARKS

VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
C.Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D.No. of learners who continue to require
remediation
E.Which of my teaching strategies worked
well? Why did these work?
F.What difficulties did I encounter which
my principal or supervisor can help me
solve?
G.What innovation or localized material did
I use/discover which I wish to share with
other teachers?
Prepared by: Reviewed by: Noted by :
RACQUEL R. DECENA VLADIMIR A. MANUEL RODELIO D. QUIAMBAO RONALD I. CASTRO, ED. D.
SHS Teacher II SHS Coordinator Assistant Principal II Principal IV