DAILY LESSON LOG
Teacher JOZIEL B. KHIONG
I. WEEKLY OBJECTIVES
A. Content Standards
1. Performance Standards
2. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing yesterday’s
lesson or Presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
School CATAINGAN NATIONAL HIGH SCHOOL Grade Level 11
Learning Area EAPP
Teaching Dates and NOVEMBER 16-17, 2022 Quarter 2ND
Time
7:30 – 11:30 AM
1:00 – 4:00 PM
Day 1 Day 2
The learners demonstrate acquires the knowledge of:
a) understands the principles and uses of a concept paper
The learner produces a well-balanced concept paper in a specific discipline.
The learner… The learner…
 Defines what a concept paper is (CS_EN11/12A-EAPP-Ig-j-19)  Determines the ways a writer can elucidate on a concept by
 Determines the ways a writer can elucidate on a concept by definition, explication and clarification (CS_EN11/12A-EAPP-
definition, explication and clarification (CS_EN11/12A-EAPP- Ig-j-20)
Ig-j-20)  Comprehends various kinds of concept papers
 Identifies situations in which a concept paper may be (CS_EN11/12A-EAPP-Ig-j-22)
effectively used to improve our society (CS_EN11/12A-EAPP-  Explains and clarifies concepts in fields such as Business,
Ig-j-21) Philosophy, Science and Tech Voc –HE and IA
((CS_EN11/12A-EAPP-Ig-j-23.2, 23.4, 23.7, 23.10, 23.11)
Writing Concept Paper
a. Teacher’s Guide
b. Learner’s Module
“Things: Throw Away Society” by Alvin Toffler
Cumulative Clarification of the Concept
DCC REGISTERED
 Daily routine: Prayer, Checking of Attendance and Greetings QMS-THR-FORM12
 Daily routine: Prayer, Checking of Attendance, Greetings and
Recap
Motivating Introduction
1. Think. Pose these thought-provoking questions about material
 Day 1 Day 2
values, about how they view their possessions, such as toys, clothes,
cell phones, drawing sets, and other personal property:
a. Have you ever considered wearing a paper wedding gown
(females) and paper tuxedo? Would you keep these after the
wedding ceremony or recycle the set into a curtain or table runner/
placemat?
b. Do you still keep toys that you played with when you were in
lesson grade school? Why?
c. What is your dream gadget – the one you want to buy if you had
the means? How long would you keep it?
d. If you had to leave your home because of a disaster, like fire, or
flood waters, which three possessions would you bring with you?
Why?
e. Can you list some items that you used only once or twice,
and then throw away?
D. Discussing new concepts Think Further.
and practicing new skills # 1 Lead the class in reflecting further on the idea of materialism.
(Leads to Formative Ask these questions:
Assessment 1) a. Are you a materialist? In what ways?
b. In what ways are you not a materialist?
c. What do you think of paper napkins, non-returnable bottles,
and other disposable products?

The teacher-guided reading of the essay, a sample concept

paper, should not
only clarify the meaning and implications of a “throw-away
society,” but also afford the learners a model for planning an
essay. As they deduce the thesis sentence and the supporting
details, identify the strategy used for the introduction, then identify
the patterns of paragraph development used in the essay, the
students can later prepare a rudimentary plan for an essay,
through a properly limited thesis sentence with at least three
supporting details; then write an introductory paragraph modeled
after the strategy used in the reading text.

 LESSON PROPER
1. Pre reading activity
a. Getting to know the author
(The Teacher could spark up interest in the Author)
b. Unlocking Difficulties
(some difficult words may slow down the learners’
comprehension of the essay. The teacher could ask the
 Day 1 Day 2
students to guess their meanings from context, before
looking up their meanings in a reliable dictionary and trying
touse them in sentences)
a. eminently – outstandingly, prominently.
b. humanoid - a synthetic human being.
c. iridescent- producing a rainbow of colors.
d. transience – fleeting; moving from place to place.
e. inextricably – too tangled to get free; inescapably.
f. sumptuous- lavish; suggesting great expense or size.
2. Reading activity
Read Alvin Toffler’s “Things: the Throw-Away Society.”
a. silent reading
b. reading aloud
3. Post reading acitivity
a. Make the students React to the essay by answering these
leading
comprehension questions, and in the process, guide the
students in
unraveling the meaning of the text. (The italicized answers
guide the
teacher.)
a. What is the thesis of the essay?
b. do you agree or disagree with the thesis?why?
c. How does Toffler’s use of the Barbie doll aid in developing
his main
point?
d. What does Toffler mean by “Our attitudes toward things
reflect basic value judgments (Par. 6)?
e. Do you think that Toffler opposes the use of disposable
products (such as Kleenex, paper towels, toothbrushes,
lighters, etc.)? Explain.
f. Do you consider yourself a part of the “throw away”
society? Why?
g. Which is the best course of action to address the growing
tendency to
discard/throw away possessions?

E. Developing mastery (Leads

to Formative Assessment
3)
 Day 1 Day 2

Ask the students to choose one of these topics, write an apt thesis
sentence for it, then provide at least three specific details to support
F. Finding practical his/her main point/thesis.
applications of concepts 1. Academic - What do you think of garage sales? Of “ukay-
and skills in daily living ukay” bargains?
2. Academic - How does advertising support a materialistic
society?
3. Sports - Life without disposable products
G. Making generalizations and
abstractions about the
lesson
Part One: Comprehension
Select the best answer. Write the letters only.
H. Evaluating learning
Part Two: Concept Paper
Structural Analysis (TG page 141)
I. Additional activities for
application or remediation
V. REFLECTION
A. No.of learners who earned
80 % of the formative
assessment
B. No.of learners who require
additional activities for
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 this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
 Day 1 Day 2
use/discover which I wish
to share with other
teachers?
Prepared: Checked:

JOZIEL B. KHIONG JANICE A. MARTIN

TEACHER II ASST. PRINCIPAL II

Date: Date: