School Caraga National High School Grade Level & Quarter
1st Semester/1st Quarter
Teacher
DAILY LESSON LOG
Week No.
SENIOR HIGH
Inclusive Dates
SCHOOL
Scheduled Time
MONDAY
A. Content: Writing Concept Paper
Content Standard: Understands the principles
and uses of concept paper
Performance Standard: Produces a well-
balanced concept paper in a specific discipline
Curriculum Guide Page No. 3 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the
learner are able to:
1) Identifies situations in which a concept
paper may be effectively used to
improved our society;
2) A definition usually forms the core of
a concept paper;
3) Definition may consist of the original
meaning of the term/concept,
especially one of foreign borrowing,
and the modifications on its original
meaning and
4) The later and present-day uses of the
word clarify the concept further.
Curriculum Guide Page No: 3 of 6
JEMAR M. BANDAJA
Week 12
12-15 AUGUST 2019
7:30am -8:30am/ 9:45am-
10:45am/10:45am 11:45am
TUESDAY (continuation)
A. Content: Writing Concept Paper
Content Standard: Understands the
principles and uses of concept paper
Performance Standard: Produces a well-
balanced concept paper in a specific
discipline
Curriculum Guide Page No. 3 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the
learner are able to:
5) Identifies situations in which a
concept paper may be effectively
used to improved our society;
6) A definition usually forms the
core of a concept paper;
7) Definition may consist of the
original meaning of the
term/concept, especially one of
foreign borrowing, and the
modifications on its original
meaning and
8) The later and present-day uses
of the word clarify the concept
further.
Curriculum Guide Page No: 3 of 6
Grade 11
SHS Track
Learning Area
Topic
WEDNESDAY (continuation)
A. Content: Writing Concept Paper
Content Standard: Understands the principles
and uses of concept paper
Performance Standard: Produces a well-
balanced concept paper in a specific discipline
Curriculum Guide Page No. 3 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the
learner are able to:
9) Identifies situations in which a concept
paper may be effectively used to
improved our society;
10) A definition usually forms the core
of a concept paper;
11) Definition may consist of the original
meaning of the term/concept,
especially one of foreign borrowing,
and the modifications on its original
meaning and
12) The later and present-day uses of
the word clarify the concept further.
Curriculum Guide Page No: 3 of 6
GAS, TVL, STEM
English for Academic and Professional
Purposes
Reading Academic Text
THURSDAY(continuation)
A. Content: Writing Concept Paper
Content Standard: Understands the principles and
uses of concept paper
Performance Standard: Produces a well-balanced
concept paper in a specific discipline
Curriculum Guide Page No. 3 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the learner
are able to:
13) Identifies situations in which a concept paper
may be effectively used to improved our
society;
14) A definition usually forms the core of a
concept paper;
15) Definition may consist of the original
meaning of the term/concept, especially
one of foreign borrowing, and the
modifications on its original meaning
and
16) The later and present-day uses of the
word clarify the concept further.

C. Subject Matter:
Definitions3
Purposes:
1. To clarify meaning of words, or to correct
misinterpretations, or misuse of a term.
2. To stipulate the meaning of a term by
limiting, extending, or redirecting the sense
in which a term is usually understood; to use
a term, borrowed from another field of
knowledge, in a special way. Ex: “Window
dressing” – used to make a shop window
more attractive to buyers. stipulatively used
in a false banking report to deceptively
project an impression of economic stability or
financial growth.
Techniques:
1. Formal – follows a pattern or equation:
term + genus + differentia (differentiating
characteristics) Ex. A robot is a machine that
looks like a human being and performs
complex acts of a human being (Webster)
2. By synonym- using a word or phrase that
shares a meaning with the term being
defined. Ex: Hashish – marijuana.
3. By origin or semantic history – Ex. Yoga
comes from the Sanskrit “to join”
4. By Illustration – Ex: Known for their
shedding their leaves in the fall, deciduous
C. Subject Matter:
Definitions3
Purposes:
1. To clarify meaning of words, or to
correct misinterpretations, or misuse of
a term.
2. To stipulate the meaning of a term by
limiting, extending, or redirecting the
sense in which a term is usually
understood; to use a term, borrowed
from another field of knowledge, in a
special way. Ex: “Window dressing” –
used to make a shop window more
attractive to buyers. stipulatively used in
a false banking report to deceptively
project an impression of economic
stability or financial growth.
Techniques:
1. Formal – follows a pattern or
equation: term + genus + differentia
(differentiating characteristics) Ex. A
robot is a machine that looks like a
human being and performs complex acts
of a human being (Webster)
2. By synonym- using a word or phrase
that shares a meaning with the term
being defined. Ex: Hashish – marijuana.
3. By origin or semantic history – Ex. Yoga
3. By origin or semantic history – Ex. comes from the Sanskrit “to join”
Yoga comes from the Sanskrit “to join”
4. By Illustration – Ex: Known for their 4. By Illustration – Ex: Known for their
C. Subject Matter:
Definitions3
Purposes:
1. To clarify meaning of words, or to correct
misinterpretations, or misuse of a term.
2. To stipulate the meaning of a term by
limiting, extending, or redirecting the sense
in which a term is usually understood; to use
a term, borrowed from another field of
knowledge, in a special way. Ex: “Window
dressing” – used to make a shop window
more attractive to buyers. stipulatively used
in a false banking report to deceptively
project an impression of economic stability
or financial growth.
Techniques:
1. Formal – follows a pattern or equation:
term + genus + differentia (differentiating
characteristics) Ex. A robot is a machine that
looks like a human being and performs
complex acts of a human being (Webster)
2. By synonym- using a word or phrase that
shares a meaning with the term being
defined. Ex: Hashish – marijuana.
Curriculum Guide Page No: 3 of 6
C. Subject Matter:
Definitions3
Purposes:
1. To clarify meaning of words, or to correct
misinterpretations, or misuse of a term.
2. To stipulate the meaning of a term by limiting,
extending, or redirecting the sense in which a
term is usually understood; to use a term,
borrowed from another field of knowledge, in a
special way. Ex: “Window dressing” – used to
make a shop window more attractive to buyers.
stipulatively used in a false banking report to
deceptively project an impression of economic
stability or financial growth.
Techniques:
1. Formal – follows a pattern or equation: term +
genus + differentia (differentiating
characteristics) Ex. A robot is a machine that
looks like a human being and performs complex
acts of a human being (Webster)
2. By synonym- using a word or phrase that
shares a meaning with the term being defined.
Ex: Hashish – marijuana.
3. By origin or semantic history – Ex. Yoga comes
from the Sanskrit “to join”
4. By Illustration – Ex: Known for their shedding
trees include oaks, maples, and beeches.
5. By function – Ex: A thermometer measures
temperature change.
6. By analysis (Breaking down wholes into
parts, aspects into levels, and a process into
steps) Ex: The republican form of government
has three branches: the executive, the
legislative, and the judiciary.
7. By likeness or similarity – Ex: Brighter than
100million suns, quasars stand like beacons
on the shore of the universe…
8. By analogy or metaphor –Ex: The germs
and bacteria or antigens are like a gang of
villains invading our body, attacking our
unseen defenders, the layers of
macrophages, cytokines, and lymphocytes,
9. By contrast- use of opposites Ex: Unlike
those of gas, the particles of plasma are
electrically charged.
10. By negation – stating what a term is not.
Ex: Wild rice, an American delicacy, is not rice
at all but the seed of a tall aquatic grass.
[Since these purposes and techniques of
definition will be helpful in understanding
concept papers and writing them, you would
do well to discuss these in class.]
shedding their leaves in the fall,
deciduous trees include oaks, maples,
and beeches.
5. By function – Ex: A thermometer
measures temperature change.
6. By analysis (Breaking down wholes
into parts, aspects into levels, and a
process into steps) Ex: The republican
form of government has three branches:
the executive, the legislative, and the
judiciary.
7. By likeness or similarity – Ex: Brighter
than 100million suns, quasars stand like
beacons on the shore of the universe…
8. By analogy or metaphor –Ex: The
germs and bacteria or antigens are like a
gang of villains invading our body,
attacking our unseen defenders, the
layers of macrophages, cytokines, and
lymphocytes,
9. By contrast- use of opposites Ex:
Unlike those of gas, the particles of
plasma are electrically charged.
10. By negation – stating what a term is
not. Ex: Wild rice, an American delicacy,
is not rice at all but the seed of a tall
aquatic grass.
[Since these purposes and techniques of
definition will be helpful in
understanding concept papers and
writing them, you would do well to
discuss these in class.]
shedding their leaves in the fall, deciduous
trees include oaks, maples, and beeches.
5. By function – Ex: A thermometer
measures temperature change.
6. By analysis (Breaking down wholes into
parts, aspects into levels, and a process into
steps) Ex: The republican form of
government has three branches: the
executive, the legislative, and the judiciary.
7. By likeness or similarity – Ex: Brighter
than 100million suns, quasars stand like
beacons on the shore of the universe…
8. By analogy or metaphor –Ex: The germs
and bacteria or antigens are like a gang of
villains invading our body, attacking our
unseen defenders, the layers of
macrophages, cytokines, and lymphocytes,
9. By contrast- use of opposites Ex: Unlike
those of gas, the particles of plasma are
electrically charged.
10. By negation – stating what a term is not.
Ex: Wild rice, an American delicacy, is not
rice at all but the seed of a tall aquatic grass.
[Since these purposes and techniques of
definition will be helpful in understanding
concept papers and writing them, you would
do well to discuss these in class.]
their leaves in the fall, deciduous trees include
oaks, maples, and beeches.
5. By function – Ex: A thermometer measures
temperature change.
6. By analysis (Breaking down wholes into parts,
aspects into levels, and a process into steps) Ex:
The republican form of government has three
branches: the executive, the legislative, and the
judiciary.
7. By likeness or similarity – Ex: Brighter than
100million suns, quasars stand like beacons on
the shore of the universe…
8. By analogy or metaphor –Ex: The germs and
bacteria or antigens are like a gang of villains
invading our body, attacking our unseen
defenders, the layers of macrophages, cytokines,
and lymphocytes,
9. By contrast- use of opposites Ex: Unlike those
of gas, the particles of plasma are electrically
charged.
10. By negation – stating what a term is not. Ex:
Wild rice, an American delicacy, is not rice at all
but the seed of a tall aquatic grass.
[Since these purposes and techniques of
definition will be helpful in understanding
concept papers and writing them, you would do
well to discuss these in class.]
 D. References: D. References: D. References: D. References:

TM/TG Pages: 70-76 TM/TG Pages: 70-76 TM/TG Pages: 70-76 TM/TG Pages: 70-76
LM Pages: 94-132 LM Pages: 94-132 LM Pages: 94-132 LM Pages: 94-132
Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet

E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies:

 The teacher will be asking the  The teacher will be asking the  The teacher will be asking the  The teacher will be asking the students
students to identify the meaning of it students to identify the meaning students to identify the meaning of to identify the meaning of it text and let
text and let them use in a sentences. of it text and let them use in a it text and let them use in a them use in a sentences.
sentences. sentences.
Assessment:
Assessment: Assessment:
 Quiz Assessment:
 Quiz  Quiz
 Quiz
F. Remarks: F. Remarks: F. Remarks: F. Remarks:

This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and
Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in the whole
whole semester with 1 hour per session. the whole semester with 1 hour per session. whole semester with 1 hour per session. semester with 1 hour per session.

Prepared by: Checked by: Noted by: Approved:

JEMAR M. BANDAJA JOAN B. CAHILOG ALLAN H. PALMA GIL MARILYN S. CAPIÑA, ED.D.
SHS Teacher 1 Master Teacher, Academic Track SHS Focal Person Secondary School Principal IV