EAPP FIRST QUARTER LESSONS: Academic Writing,

Outlining, and Concept Paper Unit Plan

Unit Overview
Unit Title
EAPP FIRST QUARTER LESSONS: Academic Writing, Outlining, and Concept Paper
Unit Plan
Unit Summary
This unit is composed of three (3) lessons with each lesson covering;

● Academic Writing
- What is Academic Writing?
- Features of Academic Writing
- Purpose of Academic Writing
- Rules/Practices in Academic Writing
● Outlining
- What is Outlining?
- Guidelines in writing an outline
- Two types of Outlining
● Concept Paper
- What is a Concept Paper?
- Principles of a Concept Paper
- Uses of Concept Paper

Curriculum Links EAPP First Quarter

Year Level Grade 11
Time Frame 11 hours
Unit Foundation
Learning Competencies
Within the first quarter, the students are able to:
▪ 01. Identify learning outcomes that are aligned with learning competencies;
▪ 02. Develop students' understanding of and proficiency with the English
language in order that they are able to communicate it with a decent level of
fluency in both academic and non-academic speech;
▪ 03. Acquire knowledge of appropriate reading strategies for a better
understanding of academic texts. acquire knowledge of appropriate reading
strategies for a better understanding of academic texts.
Unit Objectives
At the end of the learning unit, all of my students will be able to:
I. Acquire the knowledge of what is Academic Writing, what is Outlining, and what
is a Concept Paper and its importance;
II. Demonstrate their understanding about the lesson by creating their own written
work with the use of the proper outlining method.
 Description Subject Integration
The development of this unit is anchored with the mission of the EAPP program to
further develop the learners’ communication skills in English for academic and
professional purposes.
Curriculum Framing Questions
Unit Question ▪ What is the importance of creating Academic
Papers, Outlining, and Concept Papers?
▪ What is the definition of Academic Writing,
Outlining, and Concept Paper?
Content Question ▪ What are the features of Academic Writing?
▪ What are the two types of Outlining?
▪ What are the principles of a Concept Paper?
▪ How can you properly outline your academic and
concept paper?
Assessment Strategies
Assessment Summary (based on the format of the lesson activities)
Exploration Part Challenge Part Generalization Part

FORMATIVE FORMATIVE FORMATIVE

▪ Brainstorming ▪ Learners Feedback ▪ Questioning/Oral
▪ Questioning ▪ Peer-Feedback Recitation

SUMMATIVE SUMMATIVE SUMMATIVE

▪ Formative tests ▪ Creating their own ▪ Short quiz
paper
Assessment Pattern
(L1) Activity #1 (L1) Activity #2 (L1) Activity #3

In the first activity, the In the second activity, the In the third activity, the
teacher will show a quote student will be answering a students will be given
about academic writing. 10-item quiz; they will homework; they will research
choose whether the an article that promotes
The teacher will ask the statement is true or false. Quality Education and write
students what they think of an essay about how important
the quotation. it is in today's world in not less
than 300 words.
(L2) Activity #1 (L2) Activity #2 (L2) Activity #3

In the first activity, the In the second activity, the In the third activity, the
teacher will be presenting students will be outlining students will be given a 5-item
an image about Outlining. based on the timeline they homework; they will choose
The students will guess the did in the first activity; they whether the statement is true
image and answer it based have to follow how to outline or false.They have to write T if
on the questions provided: and the guidelines in writing the statement is true and F if
an outline to properly outline False then input the correct
1. Who are these people their ideas about their school answer.
and what are they doing? life in a one whole sheet of
2. How do architects and paper for 15 minutes.
engineers usually begin
their construction of a
building?
3. If they skip this step and
will just proceed with
construction, what do you
think will happen?

(L3) Activity #1 (L3) Activity #2 (L3) Activity #3

In the first activity, the In the second activity, the In the third activity, the
teacher will be having an students will be given a students will be given
activity called "concept 5-item quiz; they will write E homework; they will research
swap" where students will if the statement shows an and critique a sample concept
randomly pick a card from effective way of writing a paper and elucidate important
a container containing a concept paper and N if points following the guidelines
concept and they have to otherwise. of it (definition, explication
guess the card without and clarification).
using words.
Unit Details
Teacher’s Prerequisite Skills
Professional Learning
The teachers who will implement this unit must possess an in-depth
understanding about the lessons covered in this unit, such as:
▪ Understanding the principles and guidelines of Academic Writing, Outlining, and
Concept Paper;
▪ Knowing the importance and usage of Academic Writing, Outlining, and Concept
Paper;
▪ Sharing inputs to the learners on how to properly write Academic Papers, how to
Outline ideas and concepts, and how to create their own Concept Paper for the
learners to demonstrate their understanding afterwards.
Teaching Learning Strategies
Modeled
You model to the students the concept of Academic Writing, Outlining, and Concept Paper.

Guided
You guide the students on how to apply the concept through detailed instruction on how to make
Academic and Concept papers with the proper outlining method of their ideas and by also giving
them samples on how to do it.

Independent
You let your students work independently by creating their own academic and concept paper with
the use of the proper outlining method.
Outline of the Learning Student’s Activity Sheets
Activities

Lesson 1 Activity 1
▪ The teacher will show a quote “ Academic writing you have to get right. Fiction you have to get
and the students will share plausible. And there's a world of difference.”
their ideas about the —-Elliott Colla
quotation.

Activity 2

▪ Students are divided into Group 1

groups and given texts to
offer opposing viewpoints
on.

Group 2

Group 3
 Activity 3
● What is academic writing based on your understanding?
● What are the different types of academic texts?
▪ Students are asked to
answer questions to check ● What are the features in academic writing?
their understanding about ● What is the purpose of writing academic texts?
the topic. ● How is academic writing important to you?

Activity 4
Direction: Write True if the statement is true and write
False if not.
▪ To apply their learning,
students are tasked to
1. Academic Writing is a process that starts with
answer 10 items questions.
posing a question, problematizing a concept and
evaluating an opinion.
2. It is acceptable to write in a language that is
appropriate and informal but not too pretentious.
3. Sharing your ideas through writing is a great
practice in your academic and professional life.
4. To explore life, to show learning, and to
understand new ideas are the features we
consider in academic writing.
5. One of the rules in academic writing is to make
sure that you can back up your statement with
strong and valid evidence.
6. Business Proposal is an example of academic
writing.
7. To inform, to argue, to persuade and to entertain
are the purposes of writing academic texts.
 8. You must be responsible for, and must be able to
provide evidence and justification for, any claims
you make.
9. It is necessary to make decisions about your
stance on a particular subject, or the strength of
the claims you are making.
10. Academic Writing focuses on evidence-based
arguments and logical reasoning to guide a
reader's
understanding of a subject.

Activity 1

Lesson 2

▪ The students will guess

what the image shown is
all about.

Questions:
1. Who are these people and what are they doing?
2. How do architects and engineers usually begin their
construction of a building?
3. If they skip this step and will just proceed with
construction, what do you think will happen?

Activity 2

Directions:
▪ Students are asked to make
a timeline of their school
 life by categorizing it by ● For 5 minutes, make a timeline of your school life by
year. categorizing it by year, starting when you are in 9th grade
up until the 11th grade.

● Prepare at least two representatives to share their work.

Activity 3
▪ The students are asked to
answer questions to check
their understanding about
the topic.
● What is Outlining?
● Why is it important to outline our ideas?
● How many guidelines are there that you need to
remember when you write an outline?
● What are the two formats of outlining?
● What are the two kinds of outlining?

Activity 4

▪ To apply their learning, the

students will make a
timeline using their output
from the first activity, they
need to follow how to
outline and the guidelines
in writing an outline to
properly outline their ideas
about their school life.
★ Directions: Using the timeline you did in the first activity,
follow how to outline and the guidelines in writing an
outline to properly outline your ideas about your school
life. Get one whole sheet of paper. You have 15 minutes to
accomplish the activity.

Activity 1
Lesson 3
CONCEPTS
▪ Students pick a card from a
1. Happiness
container randomly and 2. Success
guess the concepts. 3. Freedom, or Equality

Activity 2

Sample concept paper:

▪ The students will be
grouped into 5 and each Leveraging on Mobile Payment Methods to gain
group will analyze a Competitive Advantage by Local based Business
sample concept paper.
 Activity 3
● What is a concept paper based on your own
▪ Students are asked to understanding?
answer questions to check ● What are the different parts of a concept paper?
their understanding about ● What are the three ways in elucidating a concept paper?
the topic. ● What are the several uses of a concept paper?
● What are the various kinds of a concept paper?

Activity 4
Direction: Write E if the statement shows an effective way of
▪ To apply their learning, writing a concept paper; and N if otherwise.
students are tasked to
1. Rino fails to indicate the page number in his concept
answer 5 items questions.
paper.
2. Andrew included a literature review for his term paper.
3. Geryl includes in the references all journals he used but
excludes the books he cited.
4. Maxine sticks to one format every time she submits
concept papers to various agencies.
5. Dally uses different style and approach in presenting the
ideas in a concept paper which is fit to the context of
discipline
Materials and Resources Needed for the Entire Unit
Technology- Hardware Technology- Software Others

● Visual Aids
● Laptop ● Canva
● Activity Sheets

Major Links and Sources

[1] Citation 1
Aya. (2021). English for academic and Professional purposes | Features of Academic
Writing.
https://www.youtube.com/watch?v=wNUpTqH1PQA
[2] Citation 2
Yla. (n.d.). English for academic and Professional purposes | EPISODE 3 | Outlining.
https://www.youtube.com/watch?v=fI2fOqZDIJ8&ab_channel=MissYla
[3] Citation 3
Pablico, F., Abellanosa, N., & Melencion, M. (2013). English for Academic and
Professional Purposes - Module 3: Writing Concept Paper.

Matrix Chart of the Unit

Big Ideas Skills & Student’s Assessment Instructional Resources &

Standards Knowledge Strategies Materials

What is the What How will you What What What

student's important draw on evidence instructional resources will
understanding skills will students’ implies that practices and best convey
/prior students learn, ideas to students have strategies will the big ideas
knowledge practice, or connect understood support and concepts
about the apply? students to the big ideas students’ to support
topic? the big ideas? and concepts ability to grasp skill
of the topic? big ideas? attainment?
What are the
essential The student Lesson 1 (L1) Lesson 1 Module-based
questions that will be able to: - Students will Formative - Interpretation Materials &
need to be share their Assessment of the quote Internet-based
addressed to (L1) ideas about - the student provided Materials
ensure student Acquire the the quote will be - Oral
learning? knowledge of shared by the answering a recitation to Powerpoint
what is teacher that 10-item quiz ensure active Presentations/
How do Academic relates with after the participation Visual Aids
teachers Writing? the topic. discussion the whole
decide on - Identify the - Students will - the student session (L1)
what and how different types generate what will research - Formative Aya. (2021).
to assess of Academic topic they will an article that assessment English for
student Texts be discussing promotes academic and
learning? - Appreciate based on the Quality Lesson 2 Professional
the importance quote that was Education - Interpretation purposes |
of Academic shared. and will be of the two
Features of
Writing writing an pictures shown
Academic
Lesson 2 essay not less to test prior
Writing.
(L2) than 300 knowledge
Acquire the - Students will words. - Oral
knowledge on answer three recitation to (L2)
Yla. (n.d.).
 how to questions (L2) ensure active English for
properly about the two - the student participation academic and
organize and pictures will the whole Professional
outline their shown. demonstrate session purposes |
ideas - Students will their - Formative EPISODE 3 |
- Identify the generate understandin assessment Outlining.
two types of what’s the g by using
outlining topic that they the timeline Lesson 3 (L3)
- Follow the will be they did in - Own Pablico, F.,
guidelines on discussing the first interpretation Abellanosa,
how to write after the activity, then, of the card N., &
an outline teacher will they will they chose that Melencion, M.
- Demonstrate show and ask follow the relates with the (2013). English
understanding questions guidelines in topic to be for Academic
by properly about the two writing an discussed and
outlining their pictures in outline about - Oral Professional
self-made relation to the their school recitation to Purposes -
essays topic. life to ensure ensure active Module 3:
their participation Writing
(L3) Lesson 3 understandin the whole Concept Paper.
Acquire the - Students will g about the session
knowledge of take a guess topic. - Formative
what is a what the topic - the student Assessment
concept paper they will be will be
- Identify the discussing answering a
various uses of after they pick 5-item quiz as
concept papers a card from an
in academic, the container assignment.
business, and and guess the
research concept of it. (L3)
contexts - the student
- Follow the will be
principles on answering a
how to make a 5-item quiz
concept paper about the
- Demonstrate topic.
their - the student
understanding will be
by presenting researching
a concept and will be
paper they critiquing a
have sample
developed, concept
explaining its paper and
significance, elucidate
and its important
potential points by
applications in following the
real-world guidelines.
scenarios

4 A’s LESSON PLAN IN ENGLISH FOR ACADEMIC PURPOSES (EAPP)

[ Grade 11 ]
I. OBJECTIVES
At the end of the discussion, 80% of the students should be able to:
1. Acquire the knowledge about Academic Writing
2. Determine the different types of Academic Texts
3. Appreciate the importance of Academic Writing

II. SUBJECT MATTER

TOPIC: Academic Writing
REFERENCES: 1st Quarter Module
https://www.studocu.com/ph/document/university-of-northern-philippines/education/reviewer-ea
pp-summary-of-lessons-discussed-in-eapp/31300765?fbclid=IwAR2WOKtdYWydZqgQBzryBmf
6Rur5bANHQUeeF4UTYItAGFp-a6bTADqxMf8
MATERIALS: PowerPoint Presentation
STRATEGY: Discussion
VALUES INTEGRATION: Appreciation and Understanding

III. PROCEDURE

● Daily Routine
The teacher will start the class with the following routine: greetings, prayer,
classroom management and setting of rules.

● Review Lesson
The teacher will ask the students about their lesson last meeting.

The teacher will asks the following:

1. What have we discussed in the last meeting?
2. What are the different writing styles?

● Motivation
➢ The teacher will show a quote.

“ Academic writing you have to get right. Fiction you have to get plausible. And there's a world
of difference.”
—-Elliott Colla
➢ The teachers ask the students what they think of the quotation.

Based on the students’ responses, the teacher introduces the lesson for the day and the lesson
objectives.

A. Activity
● The class will be divided into three (3) groups to work in a collaborative activity.
● Each group will be given 5 minutes to read and analyze the given texts.

B. Analysis
 ● Each group will have two (2) representatives to share their answers of the following
questions:
- What is the main point of the text?
- What is your stand according to the topic?

C. Abstraction
ACADEMIC WRITING

❖ What is Academic Writing?

- is a process that starts with posing a question, problematizing a concept,
evaluating an opinion, and ends in answering the question or questions posed in
clarifying the problems, and or arguing for a stand.
- focuses on evidence-based arguments and logical reasoning to guide a reader's
understanding of a subject.

❖ Nature of Academic Text

Why write?
1. To explore your life
➔ Writing in a personal journal helps you learn about yourself.
2. To understand new ideas
➔ Writing in a learning log helps you become better student
3. To show learning
➔ Your teachers assign paragraphs, essays, reports and etc. to see how
well you are learning
4. To share ideas
➔ Sharing your ideas through writing is a great practice in your academic
and professional

❖ Types of Academic Texts

★ Article - means of publishing results of research or development community

- claims, proves, argues, implies
★ Conference Paper - edited further for journal publication
★ Essay - small scale article and often argues for a concept, standpoint, or
opinion
★ Blog Article - defines its relationship of the community independently
- Approaches journal articles and wiki articles
★ Report - statements of: work in progress, final results and outcomes
★ Proposal - proposes a research or development project
★ Thesis - master thesis, doctoral thesis, course books

❖ Purpose of Academic Writing

➔ To inform - it shows or explains factual information. It's the writer's goal to
enlighten the reader with topics that are usually real or contain facts.
➔ To argue - a specific point- the writer attempts to influence the reader and
usually makes an argument.
 ➔ To persuade - it's the writer's goal to persuade the reader to agree with the
writer's opinion.

❖ FEATURES OF ACADEMIC TEXTS

● COMPLEX
- Written language has longer words, it is lexically dense and it has a
more varied vocabulary.
- Written texts are shorter and the language has more grammatical
complexity, including more subordinate clauses and more passives.
● FORMAL
- should avoid colloquial words and expressions.
● PRECISE
- facts are given accurately and precisely.
● OBJECTIVE
- objective rather than personal.
- has fewer words that refer to the writer or the reader.
- main emphasis should be on the information. that you want to give and
the arguments you want to make, rather than you.
● EXPLICIT
- It is the responsibility of the writer in English to make it clear to the
reader how the various parts of the text are related.
● ACCURATE
- uses vocabulary accurately.
- Most subjects have words with narrow specific meanings.
● HEDGING
- it is necessary to make decisions about your stance on a particular
subject, or the strength of the claims you are making.
● RESPONSIBLE
- you must be responsible for, and must be able to provide evidence and
justification for, any claims you make. You are also responsible for
demonstrating an understanding of any source texts you use.

❖ Rules/Practices in Academic Writing

Academic Writing is thinking. You cannot just write anything that comes to your mind.
Consider the following:
➔ You should abide by the set rules and practices in writing.
➔ You have to write in a language that is appropriate and formal but not too
pretentious.
➔ You also have to consider the knowledge and background of your audience.
➔ You have to make sure that you can back up your statement with strong and
valid evidence.

Consider the ff. areas as you write:

➔ Content - clarity of the purpose and the thesis statement, relevance on the
supporting points to the thesis statement, knowledge on the subject matter.
 ➔ Structure- coherence and logical sequencing of the ideas.
➔ Language and Style - word choice, sentence construction.

D. Application
● Oral Participation
- What is academic writing based on your understanding?
- What are the different types of academic texts?
- What are the features in academic writing?
- What is the purpose of writing academic texts?
- How is academic writing important to you?

IV. EVALUATION
Direction: Write True if the statement is true and write False if not.

11. Academic Writing is a process that starts with posing a question, problematizing
a concept and evaluating an opinion. T
12. It is acceptable to write in a language that is appropriate and informal but not too
pretentious. F
13. Sharing your ideas through writing is a great practice in your academic and
professional life. T
14. To explore life, to show learning, and to understand new ideas are the features
we consider in academic writing. F
15. One of the rules in academic writing is to make sure that you can back up your
statement with strong and valid evidence. T
16. Business Proposal is an example of academic writing. F
17. To inform, to argue, to persuade and to entertain are the purposes of writing
academic texts. F
18. You must be responsible for, and must be able to provide evidence and
justification for, any claims you make. T
19. It is necessary to make decisions about your stance on a particular subject, or the
strength of the claims you are making. T
20. Academic Writing focuses on evidence-based arguments and logical reasoning
to guide a reader's understanding of a subject. T

V. ASSIGNMENT
Instructions: Research an article that promotes Quality Education. Write an essay about how
important it is in today's world. Write in not less than 300 words.

Prepared by: Loren I. Sinining

LESSON PLAN IN ENGLISH FOR ACADEMIC PURPOSES (EAPP)

[ Grade 11 ]

I. OBJECTIVES
 At the end of the discussion, 85% of the students should be able to:

1. Acquire the knowledge on how to properly organize and outline their ideas;
2. Identify the two types of outlining;
3. Follow the guidelines on how to write an outline;
4. Demonstrate understanding by properly outlining their self-made essays.

II. SUBJECT MATTER

TOPIC: Outlining
REFERENCES: https://www.youtube.com/watch?si =2gPBw
8iRcuIHM1Jb&v=fI2fOqZDIJ8&feature=youtu.be
MATERIALS: Curriculum guide, PPT presentation
STRATEGY: Discussion
VALUES INTEGRATION: Cooperation and Participation

III. PROCEDURE

Preliminary Activities
The teacher will start the class with a short prayer, greetings, checking of attendance and
reminders about the rules the teacher has set to ensure the active participation of the students

Review
In this part the teacher will ask the students to recall their last topic.

Motivation
Let the students guess what the image shown is all about.

QUESTIONS:

1. Who are these people and what are they doing?

2. How do architects and engineers usually begin their construction of a building?
3. If they skip this step and will just proceed with construction, what do you think will
happen?

Based on the students’ responses, introduce the lesson for the day and the lesson objectives.

A. Activity
 ● For 5 minutes, instruct the learners to make a timeline of their school life by
categorizing it by year, starting when they are in 9th grade up until the 11th
grade.
● Ask at least two learners to share their work.

B. Analysis

● Using the timeline the learners made in the activity, the teacher will emphasize
the importance of coherence and unity in paperworks, and how important it is to
properly outline paperwork for it to be arranged and follow a specific pattern.

C. Abstraction

OUTLINING
❖ Introduce Outlining:

➔ Outlining
- is a tool we use in the writing process to help organize our ideas,
visualize our paper’s potential structure, and to further flesh out and
develop points.

- It allows the writer to understand how he or she will connect

information to support the thesis statement and the claims of the paper.

- Outlines give a visual structure to your work and are used to show
relationships and hierarchies within your content.

❖ How to Outline:

➔ To outline, you must create a linear, organized plan for your paper that
shows the main ideas that you will discuss as well as their relationships
within the paper.
➔ To organize your idea in an outline, you must begin by answering the
question that leads to your thesis statement.
➔ Use the two or three main ideas from this technique as your main
heading.
➔ Write subtopics for each main idea
➔ Write the supporting details for each of the subtopics.
❖ 7 Guidelines in Writing an Outline:

➔ Place the title at the center above the outline.

➔ Every level of the outline must have at least two items (I and II, A and
B, 1 and 2).
➔ Put a period after each numeral and letter.
➔ Indent each new level of the outline.
➔ All items of one kind (roman numerals, capital letters, Arabic numerals)
should line up with each other.
➔ Capitalize the first letter of each item.
 ➔ The terms Introduction, Body, and Conclusion do not have to be
included in the outline.

❖ Formats of Outlining:

There are two formats of Outlining, which are as follows:

➔ Alphanumeric Outline

- This outline includes a prefix at the beginning of each topic as a

reference aid.
- PREFIX in the form of ‘Roman Numerals’ for the top level,
‘uppercase letters’ in the alphabet for the next level, ‘Arabic
Numerals’ for the next level, and then ‘lowercase letters’ for
the next level.
- Each numeral or letter is followed by a period, and each item is
capitalized.

➔ Decimal Outline

- This outline is similar in format to the alphanumeric outline.

- The added benefit is a system of decimal notation that clearly
shows how every level of the outline relates to the larger whole.
It uses numbers as labels.
❖ Kinds of Outline According to Structure:

➔ Topic Outline

- This kind of outline makes use of keywords and phrases.

- A topic outline is divided into three levels — the headings, the
subheadings, and the sub-subheadings.

● For the Headings, look for the main ideas in the

passage or text. Roman numerals (e.g., I, II, III…) are
used to identify the headings.
● For the Subheadings, you need to get the supporting
ideas that further explain the main ideas. Use capital
letters (e.g., A, B, C…) to present the subheadings.
● For the Sub-Subheadngs, they are the specific details or
concrete exiamples of the supporting ideas, Arabic
numbers (e.g., 1, 2, 3…) are used for sub-subheadings.
However, sub-subheadings are only given when
necessary.

➔ Sentence Outline

- This outline, on the other hand, uses complete sentences as its

entries. It is also known as expanded outline.
 D. Application

After the discussion, the teacher will ask the students the following questions as
far as their understanding of the lesson is concern:

● What is Outlining?
● Why is it important to outline our ideas?
● How many guidelines are there that you need to remember when you
write an outline?
● What are the two formats of outlining?
● What are the two kinds of outlining?

I. EVALUATION

Directions: Using the timeline you did in the first activity, follow how to outline and the
guidelines in writing an outline to properly outline your ideas about your school life.
Get one whole sheet of paper. You have 15 minutes to accomplish the activity.

II. ASSIGNMENT

Directions: Write T if it's True and F if it's false, then input the correct answer.

1. In outlining, it contains three different kinds of outlining according to structure.

2. Outlining gives a visual structure to your work and is used to show relationships and hierarchies
within your content.
3. Topic outline is divided into three levels — headings, subheadings, and sub-subheadings.
4. In the alphanumeric outline, each item is not capitalized.
5. You have to place the title of the topic in the center part of the outline.

Prepared by: Diane G. Preglo

 LESSON PLAN IN ENGLISH FOR ACADEMIC PURPOSES (EAPP)
[ Grade 11 ]

I. OBJECTIVES
At the end of the discussion, 75% of the students should be able to:
1. Acquire the knowledge of what is a concept paper
2. Identify the various uses of concept papers in academic, business, and research contexts.
3. Follow the principles on how to make a concept paper
4. Demonstrate their understanding by presenting a concept paper they have developed,
explaining its significance, and its potential applications in real-world scenarios.

II. SUBJECT MATTER

TOPIC: Concept Paper

REFERENCES:
https://www.scribd.com/document/534149051/Q1-MODULE-7
MATERIALS: Curriculum guide, Powerpoint Presentation
STRATEGY: Discussion
VALUES INTEGRATION: Respect and Excellence

III. PROCEDURE

● Greetings
● Prayer
● Checking of Attendance
● Review Lesson
● Motivation

Let the student pick a card from a container randomly and guess the concepts. They should keep their
concept a secret. Once everyone has a concept, they have to convey this concept without using words.

Concepts:
1. Happiness
2. Success
3. Freedom or Equality

Based on the students’ responses, the teacher introduces the lesson for the day and the lesson
objectives.

A. Activity
● The class will be divided into five (5) groups to work in a collaborative task.
● Each group will be instructed to analyze a sample concept paper in 5 minutes.

B. Analysis
 ● Bring the class back together.
● Ask 1 representative from each group to share their findings and insights from
their analysis and discuss their answers using the provided questions.

1. What is the main concept or idea presented in the paper?

2. How is the problem or issue described?
3. Are references and citations used appropriately?

C. Abstraction

Concept Paper

❖ What is a concept paper?

➢ A concept paper is a summary document of a project proposal that tells what the project
is all about, the reasons for conducting the project and how it will be carried out. This
paper also provides an overview of the project, and help funding agencies eliminate
proposals that are likely to be disapproved.

It has several uses:

• Serves a foundation of the full proposal
• Determines whether the project is feasible or not
• Piques the interest of the potential funding agencies
• Obtains informal feedback on the ideas prior to preparing the full proposal.
• Helps in addressing social issues which plague our society

❖ Various Kinds of a concept paper.

Concept Paper for a Project

➢ Use the structure below when you want to propose a certain tangible project in your
discipline.

● Cover Page contains

✓ Proponent’s name
✓ Proponent’s contact number, email address
✓ Proponent’s agency
✓ Date of submission

● Introduction contains
✓ Short description of proponent’s agency, major accomplishments and capability
to undertake the proposed project.
✓ Reasons why the funding agency should support the project

● Rationale or Background contains

✓ State the problem to be solved
✓ State the project’s significance
 ● Project Description contains
✓ Objective of the project
✓ Methodology (Action Plan)
✓ Timeline
✓ Anticipated outcome
✓ How the outcome will be evaluated
.
● Project Needs and Cost contains
✓ Budget, item description and amount
✓ Personnel or equipment needed

Concept Paper for Academic Research

➢ Use the structure below when you intend to present an idea or concept for a research
you want to pursue

● Title Page contains

✓ Research title
✓ Name and school
✓ Date of submission

● Background of the Study contains

✓ State the field you are researching on
✓ State the problems to be addressed by the research, provide statistics and
previous studies to prove your claim
✓ Reasons in conducting the research
✓ Theoretical and practical implications

● Preliminary Literature Review contains

✓ Provide theoretical framework
✓ Provide major related literature review at least 5
✓ Provide brief synthesis of the reviewed literature and studies.

● Statement of the Problem/Objectives contains

✓ State the general problem in one sentence
✓ State your specific research questions of objectives.

● Methodology contains
✓ Context and participants of the study
✓ Instruments to be used
✓ Data collection procedures
✓ Data analysis scheme to be used

● Timeline contains
✓ Duration of the research (Gantt chart)
 ● Reference contains
✓ List of books, journals, and other resources cited in your paper

❖ Three Ways in Elucidating a Concept

A concept paper aims to clarify a concept that can be about any topic from any field. It can also be a
summary that tells the reader what the project is, why it is important, and how it will be carried out. It
aims to capture the thoughts and ideas while the research proposal captures the ideas in a structured
manner for approval to research. It is not easy to write a concept paper but with careful study and
research you can create one.

There are many ways a writer can expound on a concept. You can use definition, explication, and
clarification

1. Definition
➔ Identifies a term and sets it apart from all other terms that may be related to it. Often, definitions
begin by mentioning the general class to which a term belongs. Then they provide specific to
distinguish the term from other members of that class. You can use these techniques:

a. Formal - follows a pattern or equation; term+ genus+ differentia (differentiating characteristics)

Example: Technology is the branch of knowledge dealing with engineering or applied sciences.

b. By synonym - using a word or phrase that shares a meaning with term being defined.
Example: Technology-Knowledge, Computers

c. By origin or semantic History Example: Technology comes from the Greek work tekhnologia.

d. By Illustration Example: Technology involves the use of machineries in every aspect of work.

e. By function Example: Technology uses hi-tech machines to get the work done.

f. By analysis - breaking down wholes into parts, aspects to levels and process into steps)
Example: Technology is defined as the application of scientific knowledge for practical purposes,
especially in industry

g. By likeness of similarity Example: Technology is likened to modern living where robots exist.

h. By analogy or metaphor Example: Technology is like a robot that makes life easier.

i. By contrast - use of opposites Example: Unlike manual work, technology makes work efficient.

j. By negation - stating what the term is not Example: Technology is not harmful if used properly.

2. Explication
➔ the process by which concepts are defined for scientific purposes."To explicate" something is,
in the most general sense of the term, to spell out its implications. Thus, it is the process of
spelling out the implications of something, and derived from this, in turn, is the sense of
 "explication" that refers to the product of this process: some account of what the implications of
something are. Explication, in other words, is a kind of explanation.

in the final stanza of his poem The Road Not Taken, Frost talks about his dilemma of coming upon
two diverging path, and not knowing which one to choose. The third line is very important, as it
delivers an idea of choosing between the two divergent paths.

The tone in this stanza shifts from regretful to optimistic. The two roads symbolically represent
individual choices. The mood is neither depressed nor unhappy, but the poet sighs because he knows
what the complexities our life may have for him. Whether he has chosen a right or a wrong path, it has
a compelling impact on his life. The phrase "less traveled" suggests the theme of individualism.
From: The Road Not Taken (by Robert Frost

3. Clarification
➔ a method of explanation in which the points are organized from a general abstract idea to
specific and concrete examples. The analysis of the concept is done by looking at the examples
and specifying their characteristics.

Signal Words for Clarification

After all for instance namely that is

As an example in other words put another way to be specific

Consider the following in particular specifically

example

To clarify for example in short stated differently

Justice is a broad concept which encompasses a wide set of ideas, most of which also branch out into
smaller notions. For instance, it can refer to the sentencing of a criminal based on due process. When
an individual gets what he deserves, even outside the hands of the law, it is also considered justice in
some context. This may come in the form of vigilante justice, in which a person dissatisfied with the
system doles out punishing to wrong-doers. Poetic justice is also another related concept which is
used in literature to show how the good is always rewarded while bad forces always meet a grim end.
In the context of this paper, justice while be clearly delineated into any instance in which the law is
successfully and fairly applied to an individual, resulting in either and arrest or a release. To illustrate,
if a theft is caught and tried in court through due process, and is found to be guilty and then sentenced
accordingly, it can be said that justice was served. However, if the same thief is caught in the act by a
band of villagers and was bitten right then and there, it will be considered justice in the context of the
paper, as the process has not undergone due process

❖ Parts of a concept paper

 A concept paper is a short summary of what the project is and why it is important and how it is
carried out. It serves as a prelude to a full paper. It aims to objectively inform the reader about
the idea or concept. It is an embodiment of your ideas on a certain topic.

A concept paper provides a concise summary of the key elements of a funding request for the
purpose of soliciting feedback and/or buy--in from prospective funders, prospective partners, and
other potential stakeholders.
A concept paper should follow any technical specifications provided by the funder. If no
specifications are provided, you may use the following: Match the formatting of the funder’s full
proposal specifications OR

- 1” margins
- single
- spaced
- 11 pt Arial
- 0.25” left indented, fully justified paragraphs
- Bold headings where appropriate

The parts of a concept paper may vary depending on the specifications of the funding agencies, or
nature of the concept paper as used in a specific discipline. When a concept paper is used as a
prelude to a full-blown research, the following parts may be present:

Title Page contains

Research title
Name and school
Date of submission

Background of the Study contains

State the field you are researching on
State the problems to be addressed by the research, provide statistics and previous studies to prove
your claim
Reasons in conducting the research Theoretical and practical implications

Preliminary Literature Review contains

Provide theoretical framework
Provide major related literature review at least 5 Provide brief synthesis of the reviewed literature and
studies.

Statement of the Problem/Objectives contains

State the general problem in one sentence
State your specific research questions of objectives.

Methodology contains
Context and participants of the study
Instruments to be used
Data collection procedures
Data analysis scheme to be used
Timeline contains
Duration of the Research (gantt chart)

Reference contains
List of books, journals, and other resources cited in your paper

When you want to write a concept paper for a project proposal, you must follow the specifications
given by the funder or if there is none the following parts should be present:

● Introduction
Introduce your idea and identify the program or opportunity you think is a good fit.
Demonstrate that you understand the mission of the funding agency and the types of
projects that they support. Identify how your project meets the goals of the funder. Identify
any other funders that will be involved and their interest in the project where
appropriate. Introduce the question, problem, or need to be addressed.

● Purpose/Need
Briefly provide supporting documentation for the importance of addressing this question,
problem, or need. If you have statistical data, use it. Cite significant and compelling
sources. Why does this project matter? Make sure you cite or refer to what others have
accomplished relative to your project.

● Project Description
Concisely describe what you plan to do, your approach, who benefits and potential impacts.

● Goals/Objectives/Aims/Research Questions
Outline your goals, objectives/aims, and research questions. Goals are simply a clearer
statement of the vision, specifying the accomplishments to be achieved if the vision is to
become real. The target objectives/aims are clearer statements of the specific activities
required to achieve the goals. A goal is a statement describing a broad or abstract intent, state
or condition. An objective is a statement of action or intent to achieve measurable outcomes that
relate to the goal.

● Methods and Timeline

Briefly describe how the project be carried out, providing sufficient detail to allow the reader to
assess feasibility and likely impact but not so much detail that the reader is overwhelmed.
Make sure the methods and timeline are explicitly related to the goals and objectives.

● Expected Outcomes/Benefits (and often Evaluation)

● Budget/Needs & Requested Support
● Contact Information.

D. Application
Oral Participation
What is a concept paper based on your own understanding?
What are the different parts of a concept paper?
What are the three ways in elucidating a concept paper?
What are the several uses of a concept paper?
What are the various kinds of a concept paper?
IV. EVALUATION
Write E if the statement shows an effective way of writing a concept paper; and N if otherwise.
1. Rino fails to indicate the page number in his concept paper.
2. Andrew included a literature review for his term paper.
3. Geryl includes in the references all journals he used but excludes the books he cited.
4. Maxine sticks to one format every time she submits concept paper to various agencies.
5. Dally uses different style and approach in presenting the ideas in a concept paper which is fit to the
context of discipline

V. ASSIGNMENT

Research and critique a sample concept paper and elucidate important points following the
guidelines of it (definition, explication and clarification).

Prepared by: Jenny Lou Labrador

RESULT OF STUDENTS’ ASSESSMENT

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Prepared by:
Jenny Lou Labrador, Diane Preglo, and Loren Sinining, ENG3A