1. The document outlines a lesson plan for an 11th grade English class on concept papers.
2. The objectives are for students to understand and define concept papers, determine how writers can elucidate concepts, and identify situations where concept papers can improve society.
3. The content covers writing a concept paper. Learning resources include references, textbooks, and a PowerPoint.
4. Procedures include discussing what is a concept paper, its purpose, characteristics of a good one, and forming groups to develop concept paper topics and exercises. Students will then write their own concept paper.
1. The document outlines a lesson plan for an 11th grade English class on concept papers.
2. The objectives are for students to understand and define concept papers, determine how writers can elucidate concepts, and identify situations where concept papers can improve society.
3. The content covers writing a concept paper. Learning resources include references, textbooks, and a PowerPoint.
4. Procedures include discussing what is a concept paper, its purpose, characteristics of a good one, and forming groups to develop concept paper topics and exercises. Students will then write their own concept paper.
1. The document outlines a lesson plan for an 11th grade English class on concept papers.
2. The objectives are for students to understand and define concept papers, determine how writers can elucidate concepts, and identify situations where concept papers can improve society.
3. The content covers writing a concept paper. Learning resources include references, textbooks, and a PowerPoint.
4. Procedures include discussing what is a concept paper, its purpose, characteristics of a good one, and forming groups to develop concept paper topics and exercises. Students will then write their own concept paper.
1. The document outlines a lesson plan for an 11th grade English class on concept papers.
2. The objectives are for students to understand and define concept papers, determine how writers can elucidate concepts, and identify situations where concept papers can improve society.
3. The content covers writing a concept paper. Learning resources include references, textbooks, and a PowerPoint.
4. Procedures include discussing what is a concept paper, its purpose, characteristics of a good one, and forming groups to develop concept paper topics and exercises. Students will then write their own concept paper.
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SCHOOL Calantas National High School GRADE LEVEL Grade 11- TVL
TEACHER Cheery Ann A. Mozo LEARNING AREA English for Academic and Professional Purposes GRADES 1 TO 12 DAILY LESSON LOG TEACHING DATES AND TIME September 11, 2019 QUARTER Second 10:00-12:00 am September 16, 2019 10:00-12:00 am
SESSION 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 concept paper
B.Performance Standards The learner produces a well-balanced concept paper in a specific discipline
C.Learning Competencies/Objectives 1. defines what a concept paper is
Write the LC Code for each 2. determines the ways a writer can elucidate on a concept by definition, explication and clarification 3. identifies situations in which a concept paper may be effectively used to improve our society 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. Writing a Concept Paper III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s 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. 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 Projector screen LCD Laptop Extension cord Powerpoint presentation Input texts Activity sheets IV.PROCEDURES 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 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.Reviewing previous lesson or presenting the new lesson Checking the attendance B.Establishing a purpose for the lesson C.Presenting examples/instances of Giving the instructions for the day’s activity (Note: Instructions may be flashed/projected on the LCD): the new lesson D.Discussing new concepts and • Answer the following questions: practicing new skills #1 1. What is a concept paper? 2. Why should people write a concept paper? E.Discussing new concepts and Input texts will be distributed. Teacher will begin the discussion by asking the following questions: practicing new skills #2 1. In your opinion, why does the academe value the concept paper? 2. How should a good concept paper be written?
F.Developing mastery To further enhance our understanding of academic texts, let us now focus (Leads to formative assessment) on the discussion using a powerpoint presentation G.Finding practical/applications of We shall now prepare for a workshop by applying what we have learned. Please form four groups. Assign one member as the leader and another as concepts and skills in daily living rapporteur. 1. Prepare possible topics for writing concept paper. 2. Prepare enhancement activities/exercises for writing concept paper.
H. Making generalizations and
abstractions about the lesson I.Evaluating Learning J.Additional activities for application 1. Applying what you have learned today, write a concept paper. or remediation V.REMARKS VI.REFLECTION 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 learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. 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?
