GRADE 1 to 12 School ANONANG NATIONAL HIGH SCHOOL Grade Level
DAILY LESSON LOG 11:TVL/GAS/
HUMMS/ABM
Senior High School Teacher MENJIE B. ANTIPORTA
Learning Area ENGLISH FOR ACADEMIC AND PROFESSIONSL PURPOSES
Teaching Dates and Time July 22-26,2019 7:45-8:45; 11:00-12:00 Quarter First
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates development of communication skills in English for academic and professional purposes.
A. Content Standard
The learner understands the principles and uses of a concept paper.
B. Performance Standard
The learner produces a well-balanced concept paper in a specific discipline.
C. Learning The learner defines what a concept paper The learner determines the ways a writer can The learner identifies situations The learner comprehends
Competency/Objectives is. elucidate on a concept by definition, explication in which a concept paper may be various kinds of concept
Write the LC code for each. and clarification. effectively used to improve our paper
CS_EN11/12A-EAPP-Ig- society.
j-19 CS_EN11/12A-EAPP-Ig- CS_EN11/12A-EAPP-
j-20 CS_EN11/12A-EAPP-Ig- Ig-j-22
j-21
II. CONTENT
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.
Defining a concept paper Ways to Elucidate a Concept Situations That Call for Concept Paper Various Kinds of concept
Writing Paper
III. LEARNING English for Academic and Professional Purposes Textbook, PPT and other sources online
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource Activity Sheet Activity Sheet Concept Paper Brainstorming Kinds of Concept Paper
IV. PROCEDURES
A. Reviewing previous The class summarizes what they have The class summarizes what
lesson or presenting the The teacher asks three students to review The class summarizes what they have learned learned from the previous discussion. they have learned about the
new lesson the past lesson and state their learning. from the previous discussion. previous discussions.
B. Establishing a purpose QUESTIONS: QUESTIONS: Each group will analyze two
for the lesson What are your insights about What is difficult about writing a concept types of concept paper
concept papers? paper? presented to them.
What are involved in writing a Why is it difficult?
concept paper?
C. Presenting The class is given a sample concept paper
examples/Instances of which they will analyze in terms of content. The class brainstorms on how to elucidate a
the new lesson concept.
D. Discussing new concepts The class discusses on the importance of The class scrutinizes the ways of elucidating a Students go to their
and practicing new skills writing a concept paper. concept through given sample texts. respective groups and
#1 discuss on which type of
concept paper best fits their
study.
E. Discussing new concepts Students practice explain the parts of a The class defines and describes each type of
and practicing new skills concept paper based on the given sample. elucidating a concept.
#2 a. Definition
b. Explication
c. Clarification
F. Developing mastery The class develops mastery of the lesson Students develop mastery of the lesson through
(leads to Formative through a group activity on identifying the a group activity on the three ways of elucidating
Assessment 3) format of a concept paper. a concept.
G. Finding practical How does writing a concept paper help you Why is it necessary to elucidate a concept?
application of concepts to become a better writer?
and skills in daily living
H. Making generalizations Students generalize the meaning and Students generalize the meaning and
and abstractions about importance of the lesson. importance of the lesson.
the lesson
I. Evaluating learning Students form a group and brainstorm on Students attempt to write a background study of Each group brainstorms on timely issues Each group presents their
DRANHS situations for a possible concept a DRANHS situation related to their concept faced by the school, or the community, or chosen type of concept paper
paper making. paper. the country. and convinces the audience
The group lists their top three choices and why such format will work on
explains the urgency to conduct a their concept paper.
research of such topics.
J. Additional activities for
application or remediation
V. REMARKS
VI. 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 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
materials did I use/discover
which I wish to share with
other teachers?
Checked by:
VIOLETO S. CLAROS
SCHOOL PRINCIPAL II
