GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING 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
School PANGASINAN I Grade Level 11
Teacher GROUP 3 Learning Area ENGLISH FOR ACADEMIC and
PROFESSIONAL PURPOSES
Teaching Dates and Time Quarter
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
Understand the principles and uses of a concept paper
Produce a well-balanced concept paper in a specific discipline
Identify situations in which a CS_EN11/12A-EAPP-Ig-j-22 CS_EN11/12A-EAPP-Ig-j-22 CS_EN11/12A-EAPP-Ig-j-22
concept paper may be Comprehends various kinds of Comprehends various kinds of Comprehends various kinds of
effectively used to improve our concept papers concept papers concept papers
society CS_EN11/12A-EAPP-Ig-
j-21 1.Determine the main idea and the 1.Distinguish the similarities and 1.Critique various kinds of
supporting details of the concept differences of the various kinds of concept papers through
Objectives: papers presented through a graphic concept paper through a VENN differentiated instruction.
1. Determine explicit or organizer. DIAGRAM
implicit situations 2.Determine the importance of
through concept paper 2.Explain the content of the concept critiquing a concept paper
analysis paper based on the main idea and through a concept map.
2. Discuss the efficacy of its supporting details through a class
the concept paper to be presentation
used to address
situations
Writing A Concept Paper Writing Concept Paper Writing Concept Paper Writing Concept Paper
English for Academic and
Professional Purposes
REX Bookstore, 2016 by
Saqueton and Uychoco
https://custompapers.com/essays
-articles/concept-papers/
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 IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Let the students review the
techniques in elucidating
concepts
Picture Analysis:
Have the students state what
situations shown in the pictures
and give recommendations
In a group by 5, let the students
analyze a sample concept paper
to identify situations using a table.
Have them work for 10 minutes.
Have the students present the
situations they identified in the
paper. Have the students be open
for questions for validation.
GROUP ACTIVITY
WHAT’S IN THE BAG?
Divide the class into groups. Have
each group decide on a topic. The goal
is for each group to create mystery
bag full of similar items, with one item
being the key that ties them altogether.
Once the groups have their mystery
bag stocked allow each one to present
bags to the class. Each group must
take out one eitem at a time with the
key item being last. The goal is to
guess the idea of the bag.
GROUP ACTIVITY
GAME: GUESS THE MAIN IDEA
Have the groups guess the main idea
out of series of pictures. They too can
create their own guess the main idea
pictures. Just make sure to remind
them to add details to their pictures so
it will be easier for the guesser to
figure out.
Lecture / Discussion through PPT
The teacher will provide a sample
concept paper alongside with a list
of guide questions to the students
for analysis.
RECAPITULATION
GROUP ACTIVITY
GAME: SPOT THE DIFFERENCE
The class will be divided into 2
groups. The teacher will flash a set of
pictures on screen in which the 2
groups will spot the similarities and
differences found in the picture.
The teacher will give sample
concept papers from 2 different
disciplines.
The students will be provided with
a list of guide questions which will
be answered while reading the
sample concept paper.
RECAPITULATION
SUPER SECRET SURPRISE
STICKY NOTES
The teacher will give a pile of
sticky notes to the students.
They will roam around the room
and leave comments for their
other classmates.
Just little comments about what
they like about that person.
We don’t tell anyone about
them so when the students go
back to their chairs, there will
be a little surprise and some
positivity for them.
Ping pong critique
The teacher will write thought-
provoking questions on ping
pong balls and place them in a
jar. Students must draw a ball
and talk or write about the
questions. As they get better,
students can write their own
questions to place in the jar.
TABLE TOP TWITTER
The class will be divided into
three groups and will form a
circle. The teacher will place a
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E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Have the students discuss the
efficacy of the concept paper
used to address the situations
Have the students state the value
of a concept paper in addressing
situations
The class will be divided into 3
groups. Each group is expected to
come up with a graphic organizer
containing the main idea and
supporting details of the sample
concept paper given by the
teacher.
The graphic organizer made by
each group will now serve as their
basis in creating a simple
paragraph to generalize their
understanding of the concept
paper.
The groups shall now be ready to
present their graphic organizer to
the class. They are expected to
explain their understanding of the
concept paper.
The students will present the
answered guide questions to the
class.
Group the class into 5. Each
group is expected to come up
with a VENN DIAGRAM,
distinguishing the similarities and
differences on the 2 concept
sample concept paper at the
middle of each group on top of
a manila paper.
Have the groups use 150
characters to live a written
response on the manila paper.
OLYMPIC JUDGING
Let the group exchange their
output in the previous activity.
Each group will be given 15
mins. To critique the output,
and will also be provided with a
blank paper and marker after 15
mins., the output will be
returned to its corresponding
group.
The first group will be asked to
raise their output while the other
group gives it a score form 1-
10. The group leader shall be
the one to explain the reasoning
behind their scores.
The teacher will ask the
students to cite the importance
of critiquing a concept paper
with the use of a concept map,
which will be presented to the
class.
DEVIL’S ADVOCATE
The class will be divided into
three groups. Each group will
be given various kinds of
concept paper. The groups will
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 papers. write both an argument for why
the concept paper is successful
and why it is not successful.
By explaining opinions,
opposite of their own they must
think even more deeply.
Class presentation shall follow
after finishing the output.
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?

DIVERSE PANGASINAN I
KRISTAL BANDONG WENY CACHO, JR. KENNA MARIE SAMSON
AURORA BRAVO ADELA ARELLANO BEVERLY CONSUL
BRENDA JILL GARCIA WINNIE CALIMLIM MARY ANN APIGO
APRIL LOPEZ ARLYNE ROSARIO RICHARD ORA
ADORALYN BUAN MARICAR MUSNI ARNOLITA SOLOMON
MARITES BASI SHERYL CAGUIOA JENELLE DE VERA
ALYSSA GLAZELLE NOTARTE RECHELLE MONTEMAYOR
LEILANI ROSARIO ELA GOROSPE
NORALIZA ABALOS JOEL DELA VEGA

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