ECHAGUE NATIONAL HIGH

SCHOOL: GRADE/LEVEL: GRADE 11

SCHOOL
DAILY ENGLISH FOR
LESSON TEACHER: ALFA CIELO M. BARUT LEARNING AREA:
ACADEMIC AND
LOG PROFESSIONAL
PUPOSES
DATE/TIME: MARCH 29, 2023 QUARTER: 3RD QUARTER

WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a concept paper.
B. Performance Standards The learner produces a well-balanced concept paper in a specific discipline.
C. Learning Competencies Determines the ways a writer can elucidate on a concept by definition, explication and clarification.
Write the LC code for each (CS_EN11/12A-Eapp-lg-j-20)
D. Learning Objectives At the end of the lesson, 80% of the learners are able to:
a. Define what is Explication
b. Differentiate Definition and Explication
c. Use Explication to elucidate a poem
II. CONTENT
WAYS TO ELUCIDATE A CONCEPT
III. LEARNING RESOURCES
A. References English for Academic and Professional Purposes QUARTER 1– MODULE 7: Ways to Elucidate a Concept
1. Teacher’s Guide pages N/A
2. Learner’s Material pages 12 and 13
pages
3. Textbook pages N/A
4. Additional Materials
from Learning Resource N/A
(LR) Portal
B. Other Learning https://youtu.be/9fJh7O0-juk ; https://medium.com/@EmEmbarty/31-of-the-best-and-most-famous-short-
Resources classic-poems-of-all-time-e445986e6df
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preliminaries:

Good morning, class!

: Good morning, Ma’am.

Before we start, let's pray for guidance from the Lord to enlighten our
minds and understand today's lesson. (Name of the student), could you
lead us in prayer?
: (The student will lead the prayer.)
Amen.
Is everyone present for today's discussion? Secretary, could you
inform me who is absent today?
: None, Ma’am. Everyone is
present in today’s discussion.
Great! Please tidy up your area by checking for any scattered pieces of
paper or trash and arrange your chairs before we start the class
discussion.
: (The students will arrange their
chairs and will pick up the
trashes.)
A. Reviewing previous Before we start our discussion for today, Let us have a recap of what
lesson or presenting the we discussed last time.
new lesson
Anyone from the class? What did we discuss last time?
: (The students raise their hands.)
Yes, (Student’s name) can you give us some background about our
last topic.
 : Last time, we discussed the first
way to elucidate a concept and its
eight techniques. When we say
definition, we are to define the
word either of the eight techniques
we have discussed.
Very good, what are the eight techniques that your classmate is
referring to? Anyone?
: (The students raise the hands.)
Yes, (Student’s name)
:The eight techniques are:
1. Formal
2. By synonym
3. By origin or semantic history
4. By Illustration
5. By function
6. By analysis
7. By contrast
8. By negation

Good, when we say formal what do we do? : (The students raise their hands)

: Yes, (Student’s name) can you tell us the meaning of those eight
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.
:2. By synonym- using a word or
phases 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- a picture or
diagram that helps make
something clear or attractive. An
example or instance that helps
make something clear.
Ex. Known for their shedding their
leaves in the fall, deciduous
include oaks, maples, and
beeches.
: 5. By Function- means the
concept was defined by how we
use or utilize it.
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 contrast- use of opposites.
Ex. Unlike those of gas, the
particles of plasma are electrically
charged.
: By contrast means we use the
antonyms of the concept to explain
it clearly.
: 8. 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.
B. Establishing a purpose
for the lesson Why do we have to know how to elucidate concept? I discussed this
last time.
: (The students are raising their
hands.)
Yes, (Name of the student)
: We need to elucidate concepts
for us to clear the meaning of the
concepts or ideas.
Yes, very good! We need to elucidate those vague points to be able to
understand the point of the concept.

What is the first way again?

:Definition is the first way to
elucidate a concept

Very good! Now that we are clear with the first way, we are now going
to discuss the second way to elucidate a concept which is Explication.
C. Presenting examples/
instances of the new Before we discuss what does Explication or Explicating a concept
lesson mean, I am going to show you an example on how does Explication
work.

(Flash the example of Explication)

What is the title of the poem that was explicated?

: (The students raise their hands.)
Yes, (Name of the student)
: The title of the poem that was
explicated is “The Road Not Taken
by Robert Frost
Very good, the work is from a site Literarydevices.net and they have
explained the poem of Frost in a detailed manner
D. Discussing new
concepts and practicing After I have shown you an example of using the way Explication to
new skills #1 elucidate a concept, we are now going to thoroughly discuss what we
mean by Explication.

(Name of the student) Please read the definition of Explication.

: Explication is an attempt to
reveal the meaning by calling
attention to implications, such as
the connotations of words and the
tone conveyed by the brevity or
length of a sentence. An
explication is a commentary that
makes explicit what implicit.
We have the word implicit and explicit stated there, what do we mean
by those words? Anyone?
: (The students are raising their
Yes, (Name of the student) hands.)

: When we say explicit it means

something that is stated plainly,
while implicit refers to something
that is implied and not stated
directly.
Very good, in other words explicit is clear and direct, while implicit was
 complicated and not direct to the point.

Please read the next definition, (Name of the student)

: Explication is a method of
explanation in which sentence,
verse, quotes, or phrases are
taken from a literary or academic
work then interpreted and
explained in a detailed way. You
may begin by analyzing how the
text was constructed and end with
a concise conclusion by restating
your major arguments.

Explication not only illuminates a

piece of literature, but also serves
to remind the readers about its
historical setting and formal
properties of style and language.
E. Discussing new
concepts and practicing So how do we use this method to elucidate concepts? Do you have
new skills #2 any idea, based on the given definition here ( Is a method of
explanation in which sentence, verse, quotes, or phrases are taken
from a literary or academic work then interpreted and explained in a
detailed way. You may begin by analyzing how the text was
constructed and end with a concise conclusion by restating your major
arguments.)

How do we do this?
: (The students raise their hands.)
Yes, (Name of the student)
: To use this method we need to
select specific sentences, verses,
quotes, or phrases from the
literary or academic work then we
explain them in detailed manner.
We will begin to explain how the
works was created. Maybe, we
explain the structure of the poem,
what method, and what style the
author have integrated in his/ her
work. And after that, we will now
have to make our conclusion by
restating our major arguments or
what we are claiming in the
author’s work.
Good! In constructing our explications, we will also follow the all-
purpose format which is your explication needs to have its introduction,
body, and conclusion.

Is Explication clear?
:Yes Ma’am
No more questions coming from the group?
:None Ma’am
Good.
F. Developing Mastery
(Leads to Formative What does Explication mean again?
Assessment 3) : (Students raise their hands to
answer.)
Yes, (Name of the student)

: Explication is an attempt to
reveal the meaning by calling
 attention to implications, such as
the connotations of words and the
tone conveyed by the brevity or
length of a sentence. An
explication is a commentary that
makes explicit what implicit.
Very good, how do we do it?
: To use this method we need to
select specific sentences, verses,
quotes, or phrases from the
literary or academic work then we
explain them in detailed manner.
We will begin to explain how the
works was created it maybe, we
explain the structure of the poem,
what method, and what style the
author have integrated in his/ her
work. And after that we will now
have to make our conclusion by
restating our major arguments or
what we are claiming in the
author’s work.

Lastly, what is the difference between the first way and the second way
of elucidating a concept? : (Students raise their hands to
answer.)

: Yes, (Name of the student) : Definition is just making it clear

by giving a short description of the
term, but when it comes to
Explication we will analyze the
concept and explain it in detail and
concise.

Good to know that you have understood the lesson for today.
G. Finding practical
applications of concepts Is discussion an example of explication, yes or no?
and skills in daily living : Yes, Ma’am.
Why do you say so?
: Because through discussions we
are able to explain the topics very
detailed. And because it was
explained properly we are able to
understand it too.
Very good. Can you give an example of explication in real life
situations? In your everyday lives, can you give some explications that
you are doing?

: (The students raise their hands to

Yes, (Name of the student) answer.)

: When we are to be interviewed

by other people, may it be for a job
application or even in qualitative
researches. They are going to ask
some important questions, and we
will answer them as well as
explain to them our intentions.

Yes, good!

Another is when you wanted to bond with your friends outside you will
explain to your parents, what will you do outside, when are you going
home etc. etc.
 Are we clear?
: Yes Ma’am
H. Making generalizations Now, before we end our lesson, who can summarize our today’s
and abstractions about the discussion?
lesson : (The students raise their hands to
answer.)
Yes, (name of the student)?
: Our lesson for today is about the
second way on how to elucidate a
concept; Explication.
What have you learned about explication?
Explication is an attempt to reveal
the meaning by calling attention to
implications, such as the
connotations of words and the
tone conveyed by the brevity or
length of a sentence. An
explication is a commentary that
makes explicit what implicit.

Explicit means clear and direct,

while implicit is not direct and
complicated.

Very well said! It seems that you already understood today’s

discussion.
I. Evaluating Learning
Direction. The class will be divided into five groups, and you will work
as a team to explicate the assigned literary works of some famous
poets. After 15 minutes choose one representative from your group to
present to us your output.

Write your answer in a one whole yellow paper. Your output should
have an introduction (2-3 sentences), body (minimum of six
sentences), and a conclusion (3-4 sentences). Refer to the rubrics of
the activity. Additional direction, any correction that is present in the
group’s paper will be a deduction to their total score.

Task:

Group 1- No Man Is An Island by John Donne

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less.
As well as if a promontory were.
As well as if a manor of thy friend’s
Or of thine own were:
Any man’s death diminishes me,
Because I am involved in mankind,
And therefore never send to know for whom the bell tolls;
It tolls for thee.

Group 2- Stopping by Woods On a Snowy Evening by Robert Frost

Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Group 3- Do not Stand At My Grave And Weep by Mary Elizabeth

Frye

Do not stand at my grave and weep

I am not there. I do not sleep.
I am a thousand winds that blow.
I am the diamond glints on snow.
I am the sunlight on ripened grain.
I am the gentle autumn rain.
When you awaken in the morning’s hush
I am the swift uplifting rush
Of quiet birds in circled flight.
I am the soft stars that shine at night.
Do not stand at my grave and cry;
I am not there. I did not die.

Group 4- Fire and Ice by Robert Frost

Some say the world will end in fire,
Some say in ice.
From what I’ve tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

Group 5- Dreams by Langston Hughes

Hold fast to dreams

For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow

RUBRICS

Poetry Explication - Rubric

Category (5) Excellent (4) Satisfactory (2) Unsatisfactory
Argumentation Makes a clear Statement The essay fails
and accurate regarding to make a clear
or defensible meaning might statement
statement be muddled or about the
about the unclear, perhaps poem’s
poem’s contains some meaning or
 meaning. misreading. makes a wild
Effectively or indefensible
uses evidence claim.
from the
poem to
explain the
meaning.
Organization The essay is The logic might The essay
well seem haphazard fails to
organized or random, but proceed in a
and well the essay logical
developed, generally makes a fashion or
with each case about includes
paragraph the poem’s irrelevant
introducing observations.
supporting meaning.
evidence in a Might misidentify
logical
fashion. poetic form.
Poetic Demonstrate Correctly Is unable to
s a clear identifies some correctly
Forms/Devices knowledge of poetic devices identify poetic
poetic form and indicates how devices and/or
and device. those are used in discuss their
Correctly the poem. Might use in the
identifies and not make a clear poem.
historicizes connection
the poetic between the
form when device and the
relevant. meaning. Might
Makes demonstrate
accurate some confusion
connections about the form.
between the
poetic
devices and
the content
to explicate
how the poet
constructs
meaning in
the piece.
Grammar and Is clear and Might have Demonstrates
concise and some errors repeated
Style is written or patterns of
without misspellings, errors in
grammatical but agreement or
errors. generally punctuation;
makes sense uses confusing
and uses syntax.
language with
clarity.
J. Additional activities for Do you have any questions about our lesson?
application or remediation : None, Ma’am.
Okay! If you don’t have any questions our class will end here.

So, that’s ends our lesson for today. I hope you understand the
discussion and hopefully you will keep in mind what you have learned
today.

Goodbye class. See you next meeting.

: Goodbye, Ma’am.
V. REMARKS

VI. REFLECTION
A. No. of learners who ______ of Learners who earned 80% above
earned 80% on the
formative assessment
B. No. of learners who _______ of Learners who require additional activities for remediation
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
mediation
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
use/discover which I wish
to share with other
teachers?
Prepared by:
ALFA CIELO M. BARUT
Practice Teacher
___Yes ___No
____ of Learners who caught up the lesson
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Dyads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ Poems/ Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s cooperation in doing their tasks
__ Bullying among students
__ Students’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Checked by:
CATHRENE JOY J. APOSTOL
Critic Teacher