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Writing A Concept Paper

This document contains a daily lesson plan for a Grade 12 English class. The lesson plan focuses on teaching students how to write a concept paper, including its purpose, structure, and key components. The lesson involves discussing the different parts of a concept paper, having students come up with their own concept paper ideas in groups, and evaluating the group outputs. The teacher reflects on the lesson and student progress.

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RJ Fernandez
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360 views

Writing A Concept Paper

This document contains a daily lesson plan for a Grade 12 English class. The lesson plan focuses on teaching students how to write a concept paper, including its purpose, structure, and key components. The lesson involves discussing the different parts of a concept paper, having students come up with their own concept paper ideas in groups, and evaluating the group outputs. The teacher reflects on the lesson and student progress.

Uploaded by

RJ Fernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GRADE 1 to 12 School BUTING SENIOR HIGH SCHOOL Grade Level 12

Teacher RABIN JOY M. FERNANDEZ Learning Area ENGLISH FOR ACADEMIC AND
DAILY LESSON PROFESSIONAL PURPOSES
LOG Week Number and Teaching Week No. 12 September 9-13, 2019 Quarter SECOND
Date

SESSION 1&2

I. OBJECTIVES
A. Content Standard Acquires knowledge of appropriate reading strategies for a better understanding of academic texts
B. Performance Standard Produces a detailed abstract of information gathered from the various academic texts read
C. Learning 1. Understand what a concept paper is; the three ways of writing concept paper and the steps in writing concept paper.
Competency/Objectives 2. Identify the situations in which a concept paper may be effectively used in the present society; and
3. Reflect on the importance of writing a concept paper.
II. CONTENT Writing a Concept Paper
III. LEARNING
RESOURCES
A. References Communicate Today: English for Academic and Professional Purposes for SHS by Barrot and Sipacio: pp. 154 - 183
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
IV. PROCEDURES
A. Reviewing previous lesson or Identify the following statement. (10 seconds game/ppt) pls refer to the powerpoint presentation.
presenting the new lesson
B. Establishing a purpose for the Last time we have discussed what concept paper is and the three ways of writing a concept paper.
lesson Today we will be discussing the parts of concept paper in writing a project.
C. Presenting Watch the short video about the topic.
examples/Instances of the
new lesson Give your idea about the short clip that you have watched.
D. Discussing new concepts and Concept Paper for a Project
practicing new skills # 1
We use structure when we want to propose a certain tangible project.
1. Cover Page:
 State the name of the proponents and their affiliation
 State the address, contact number, and email addresses of the proponents
 State the head of the agency and his/her contact information
 State the date of submission
2. Introduction
 State the information about the funding agency to show that you understand its mission.
 State the mission of the agency that the proponents represent and align it to the funding agency’s mission. Also, state the year the proponents’ agency
was established, its major accomplishments, and other details that demonstrate its capability to undertake the proposed project.
 Present and describe other partner agencies and why they are qualifies as such.
 Provide reasons why the funding agency should support the project.

E. Discussing new concepts and 3. Rationale


practicing new skills # 2  State the gap in knowledge to be addressed by the project.
 State the problems to be solved
 State the project’s significance.

4. Project Description
 State the goals and objectives of the project.
 Present the methodology (sometimes termed as Action Plan, Project, Project Activities, or Approach)
 Present the timeline expressed I months and year.
 State the benefits or anticipated outcomes.
 State how success of outcomes will be evaluated

5. Project Needs and Cost


 Outline the main budget; include the item description and amount
 Explain or justify how the budget will be used
 List the personnel or equipment needed for the project

F. Developing mastery Can you make a concept paper?


(leads to Formative
Assessment 3)

G. Finding practical application Group Activity:


of concepts and skills in daily
living. – Think of a concept paper related to your community or school needs.
– Explain your chosen concept by following the guidelines in writing a concept paper for a project.
Rubric for Evaluating Group Output
Grading Criteria Points
Content  Accurate information 50
 Key concepts evident
(Parts of the Concept Paper)
Presentation  Voice and actions were loud and clear 25
 Time-bound and thorough
Creativity  Used a different strategy in presenting 25
their output
TOTAL 100
H. Making generalizations and Fill the Word Bank with words or phrases that explains the use and importance of writing a concept paper.
abstractions about the lesson
I. Evaluating learning Write E if the statement shows an effective way of writing a concept paper and N if not.
_____1. Rino fails to indicate the page number in his concept paper
_____2. Andrew included a literature review for the concept paper he made for his term paper.
_____3. Gerly includes in the references all journals he used but excludes the books he cited.
_____4. Thea made her timeline independent from the details in the methodology
_____5. Yana requested a budget from the details in the methodology.
J. Additional activities for
application or remediation
V. REMARKS Group presentation will be continued to the next meeting if there will not be enough time.

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 works?
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?
Prepared by: Checked by: Approved by:
RABIN JOY M. FERNANDEZ MARIA CRISELDA M. REYES MONETTE P. VEGA
Subject Teacher Subject Coordinator Principal II

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