Grade Level: Grade 11 Learning Area: EAPP

Date: August 22- Sept 1, 2017 Quarter: I

OBJECTIVES:
1. define what is a concept paper
2. react to the point of view of the selection;
3. use definition and the different techniques of defining through differentiated activities;
4. write a persuasive letter using definition and the different techniques of defining.
5. identifies situations in which a concept paper may be effectively used to improve our society

A. CONTENT
STANDARDS: The learner understands the principles and uses of a concept paper.
B. PERFORMAN
CE The learner produces a well-balanced concept paper in a specific discipline.
STANDARDS:

C. LEARNING
COMPETENC
IES/ The learner is able to:
Objectives 19. Define what a concept paper is
20. Determine the ways a writer can elucidate on a concept by definition, explication and
clarification
21. Identify situations in which a concept paper may be effectively used to improve our society
22. Comprehend various kinds of concept papers
23. Explain and clarify concepts in fields such as:
Art
Business
Law
Philosophy
Politics
Religion
Science
Sports
TechVoc
Home Economics
Agri. fishery
I.A
ICT

24. Present a novel concept or project with accompanying visuals/ graphic aids

D. LC Code CS_EN11/12A-EAPP-Ig-j-19
CS_EN11/12A-EAPP-Ig-j-20
CS_EN11/12A-EAPP-Ig-j-21
CS_EN11/12A-EAPP-Ig-j-22
CS_EN11/12A-EAPP-Ig-j-23
CS_EN11/12A-EAPP-Ig-j-24
E. CONTENT: Writing Concept Paper
 F. LEARNING
RESOURCES:
A. References

1. Teacher’s
guide pages
2. Learner’s
material
pages
3. Textbook
Pages
4. Additional
Materials for
Learning
Resource (LR
portal)
B. Other Chalk and board, Manila Paper
Learning
Resources
G. PROCEDURE Teacher’s Activity Student’s Activity
S:
A. Reviewing
previous
lesson or
presenting
new lesson
Preliminaries (5mins) Before you take your seats, please pick up the pieces of paper and
arrange your chairs.

Okay, that’s enough. You may now take your seats.

Prayer
Everybody stand up. Let us pray. Please lead the prayer (call a student) In the name of the
Father, of the Son,
Greetings and of the Holy Spirit.
Good Morning class! Amen. ………
Attendance
Checking Teacher will call the class who is assigned for the Modes of Learning Good Morning,
(MOL) Ma’am Calderon!
(Teacher will call the class monitor to report who are absent and
Reading of the teacher will verify)
House Rules
HOUSE RULES
Reviewing of the (Students will read the rules)
previous lesson
Class, I want everybody to bear in mind our house rules every day in
class.

Call one (1) student as part of the Modes of Learning group Student 1:

Reading of the At the end of this day class, we will all be able to: (Students will listen)
Objective 1. Read a specific academic text
2. Know the structures of an academic text
 3. Determine the structure of a specific academic text

B. Establishing Today you will watch a video clip. List down at least 5 words in
a Purpose your notebook which is related to the video that you are going to
for the watch. Then after watching the video, in two minutes, you will discuss (Students will watch
Lesson the words that you listed among your group to come up with one word. the video.)
After doing the consensus, select one member from the group to
Motivation explain why you choose that word and why it is significant to you. (Students will list
down words.)

(Students will discuss

the words they listed
by group.)

(Every group will

choose one
significant word
based from the
video.)
C. Presenting (10mins)
examples/ Time is up…..
instances of Let us proceed now to your explanation by group.
the new Reporter from group 1
lesson
Reporter from group 2
Activity Reporter from group 3
Reporter from group 4

(The teacher will process the answers by group)

Analysis
D. Discussing I told you last meeting to read in advance the reading selection
new written by Ronald C. Israel. (5mins)
concepts
and
Before we discuss the selection, let us be familiarize first with the difficult
practicing
new skills #1 words found in the selection.

In your hands are five different

words printed in the meta cards. I will read and show you the definitions
of the words. You are going to identify which of those words are being
defined. Then, raise the word that you have selected as your answer.
Do I make the instructions clear?

Okay good! Let us begin.

1. Beginning to exist; recently formed or developed.
2. A place where objects are made by heating or shaping metal.
3. A person who works to make other people lives better.
4. Loyalty to a person, country, group, etc.
 5. To make (something) cover, involve, or affect the entire
world.

E. Discussing
new
concepts
and TEXT DEFINITION
practicing EXPLICATIO CLASSIFICATIO
new skills #2 N N
Sample
Text 1
Sample
Text 2
Sample
Text 3

DIFFERENT WAYS IN WRITING A CONCEPT PAPER: Definition, Explication,

and Classification (2 HOURS)
The class is divided into small groups and the teacher gives 3 sample
concept papers (excerpts) to each group.

Sample Chart: DIRECTION: Write your reasons or specify the

feature/part of the sample text that makes it a definition, explication, or
classification
KINDS OF CONCEPT PAPERS (2 HOURS)
The teacher divides the class into small groups. Each group is given 2
sample texts/concept papers that represent the Informal and Formal
kinds of a Concept Paper.
Each group is asked to compare and contrast the given texts through
a Venn diagram, focusing on the following features:
Content
Organization and Style
Grammar and Word Choice
Then, each group presents their outputs to the class proceeded with
a group feedbacking.
The teacher processes their outputs through a mini-lecture.

The teacher presents the individual phases/parts in writing a concept

paper through a lecture-presentation:
1st Phase: Project Title
2nd Phase: Project Rationale The topics of the
3rd Phase: Project Description (Implementation/Methodology, concept paper should
Management, and Budget and Resource) only be in a
4th Phase: Abstract school/classroom
5th Phase: Paper Presentation context.
For the discussion of each phase, students are expected to Suggested topics
bring/present their own sample. Critiquing of the samples using guide for the
questions is done. school/classroom
After presenting all the phases, the class is divided into groups. The based concept paper:
groups are asked to brainstorm and plan for a topic to propose for their Absenteeism
 concept paper. Topics should be about the problems/needs in the Tardiness
classroom or school. No Internet
The groups’ topics are submitted and critiqued by the teacher before Connection
proceeding to the next task. Proper Disposal of
Then, each group is asked to fill-up the following worksheet that Garbage
serves as an outline for their initial plan of their concept paper.

The teacher instructs the class to gather pertinent sources to help

justify their plan.
Then, the group presents their initial plan to the whole class in a form
of a graphic organizer for critiquing before writing the first draft.
Suggested Guide Questions for the Critiquing:
Is the topic timely and relevant?
Does the proposed plan address possible solutions to the identified
school-concerns?
Is the plan feasible?
Are there readily accessible sources for information and budget?

F. Developing
Mastery
(Leads to
formative
assessment
3)
G. Finding (2 mins.)
practical
applications
of concepts
and skills in
daily living
H. Making Why do we need to define a word?
generalizatio It is important because it clarifies the meaning of a word or concept (2 mins.)
ns about the and it also limit the scope of that particular word or concept.
lesson
 1. Evaluate Since you are done reading, you will be answering an activity by group. (15 mins.)
Learning You are group into four and each group has a question/ activity to be
answered/performed. You are only given 2 minutes to answer. Materials
will be provided each group.

GROUP 1
DEFINE ME and ENUMERATE ME!
What does global citizenship mean?
What are its basic assumptions?

GROUP 2
UNDERSTAND ME!
What are the foremost challenges that we face in the new millennium?

GROUP 3
APPLY ME through CONCEPT MAPPING
What are the things that you need to do to promote globalization?

GROUP 4
INTERPRET ME through Venn Diagram
What are the advocacies of the world leaders for the past 70 years and
the advocacies in the 20th century?

2. Additional
for
application
or
renovation
3. Assignment/
Agreement
4. REMARKS:

5. REFLECTION

Prepared by:

KRYSTEL GRACE L. CALDERON

SST- II
Checked by:

EMELIA G. REAMBONANZA
Master Teacher
 Noted by:

NERISSA E. GUMAPAC
SHS- Assistant Principal II

What Does it Mean to be a Global Citizen?

By Ronald C. Israel

At The Global Citizens’ Initiative we say that a “global citizen is someone who identifies with being part of an
emerging world community and whose actions contribute to building this community’s values and practices.”

To test the validity of this definition we examine its basic assumptions: (a) that there is such a thing as an emerging
world community with which people can identify; and (b) that such a community has a nascent set of values and practices.

Historically, human beings have always formed communities based on shared identity. Such identity gets forged in
response to a variety of human needs— economic, political, religious and social. As group identities grow stronger, those
who hold them organize into communities, articulate their shared values, and build governance structures to support their
beliefs.

Today, the forces of global engagement are helping some people identify as global citizens who have a sense of
belonging to a world community. This growing global identity in large part is made possible by the forces of modern
information, communications and transportation technologies. In increasing ways these technologies are strengthening
our ability to connect to the rest of the world—through the Internet; through participation in the global economy; through
the ways in which world-wide environmental factors play havoc with our lives; through the empathy we feel when we see
pictures of humanitarian disasters in other countries; or through the ease with which we can travel and visit other parts of
the world.

Those of us who see ourselves as global citizens are not abandoning other identities, such as allegiances to our
countries, ethnicities and political beliefs. These traditional identities give meaning to our lives and will continue to help
shape who we are. However, as a result of living in a globalized world, we understand that we have an added layer of
responsibility; we also are responsible for being members of a world-wide community of people who share the same global
identity that we have.

We may not yet be fully awakened to this new layer of responsibility, but it is there waiting to be grasped. The major
challenge that we face in the new millennium is to embrace our global way of being and build a sustainable values-based
world community.

What might our community’s values be? They are the values that world leaders have been advocating for the past
70 years and include human rights, environmental protection, religious pluralism, gender equity, sustainable worldwide
economic growth, poverty alleviation, prevention of conflicts between countries, elimination of weapons of mass
destruction, humanitarian assistance and preservation of cultural diversity.

Since World War II, efforts have been undertaken to develop global policies and institutional structures that can
support these enduring values. These efforts have been made by international organizations, sovereign states, transnational
corporations, international professional associations and others. They have resulted in a growing body of international
agreements, treaties, legal statutes and technical standards.

Yet despite these efforts we have a long way to go before there is a global policy and institutional infrastructure
that can support the emerging world community and the values it stands for. There are significant gaps of policy in many
domains, large questions about how to get countries and organizations to comply with existing policy frameworks, issues
of accountability and transparency and, most important of all from a global citizenship perspective, an absence of
mechanisms that enable greater citizen participation in the institutions of global governance.

The Global Citizens’ Initiative sees the need for a cadre of citizen leaders who can play activist roles in efforts to
build our emerging world community. Such global citizenship activism can take many forms, including advocating, at the
local and global level for policy and programmatic solutions that address global problems; participating in the decision-
making processes of global governance organizations; adopting and promoting changes in behavior that help protect the
earth’s environment; contributing to world-wide humanitarian relief efforts; and organizing events that celebrate the
diversity in world music and art, culture and spiritual traditions.

Most of us on the path to global citizenship are still some whereat the beginning of our journey. Our eyes have
been opened and our consciousness raised. Instinctively, we feel a connection with others around the world yet we lack
the adequate tools, resources, and support to act on our vision. Our ways of thinking and being are still colored by the
trapping of old allegiances and ways of seeing things that no longer are as valid as they used to be. There is a longing to
pull back the veil that keeps us from more clearly seeing the world as a whole and finding more sustainable ways of
connecting with those who share our common humanity.