EAPP11S1Q1W7D2

Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte
CODE EAPP11S1Q1W7D1
School Grade Level 11 Quarter 1st
GRADES 1 to
English for Academic and
12 DAILY Teacher Learning Area
Professional Purposes
LESSON PLAN
Teaching Date and Time
The learner understands the principles and uses of a concept

1. Content Standards
paper.
The learner produces a well-balanced concept paper in a specific
2. Performance Standards
discipline.
Define what a concept paper is. (CS_EN11/12A-EAPP-Ig-j-19)
I. OBJECTIVES
Determine the ways a writer can elucidate on a concept by definition,

explication and clarification. (CS_EN11/12A-EAPP-Ig-j-20 )
3. Learning Competencies/
Objectives Specific Objectives:
1. Identify the different root words and affixes

2. Appreciate breaking down the words into the root words,
prefixes, and suffixes.
3. Summarize pre-assigned texts.
“Months of the Year” and “Days of the Week” : Clarifying
II. CONTENT (Subject Matter/Lesson)
Concepts through Etymological Narratives
1. Teacher’s Guide pages EAPP TG, pp. 80 – 85.
A. REFERENCES
III. LEARNING RESOURCES
2. Learner’s Materials pages EAPP Reader, pp. 87 – 92.

3. Textbook pages
4. Additional Materials from
Learning Resource portal
Merriam- Webster Application. (2017). Merriam-Webster, Inc.
B. Other Learning Resources
Second Level Support Service. Using Graphic Organizers in
Teaching and Learning. (2008). Navan: Costello Print.
Board Work (10 minutes)
IV. PROCEDURES
Ask the students to think of words they thought of when they

1. Reviewing previous lesson or hear or see the word etymology. With the use of Brain Droplets,
presenting the new lesson write the word etymology in the umbrella and the words they
thought of at the droplets.
ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

Region V – Bicol
Camarines Norte
(5 minutes)
Inform students that etymology is “the history of the word”

(Merriam-Webster, 2017) and around 75% of English words came
from Greek and Latin words.
Project or post the origin of the word etymology; then explain it.
Check the words written by students in the brain droplets.
Recognize students who answered nearest to the formal definition
of the word etymology.
2. Establishing a purpose for the

lesson

Region V – Bicol
Camarines Norte
Group Work (15 minutes)
Ask the students to complete the table in a Manila Paper

summarizing the pre-assigned texts Months of the Year and Days of
the Week. Include both the Latin / Italian and English origins.
Checking must be done upon posting all the manila papers on

the board.
Month / Day Roman / Meaning / English Meaning /

Italian Description origin Description
Origin
January
February
March
1. Presenting examples/instances April
of the new lesson
May
June
July
August
September
October
November
December
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
(15 minutes)
1. Discussing new concepts and Distribute copies of the following (from EAPP TG) to groups.
practicing new skills #1 Intruct them to study the tables.

Region V – Bicol
Camarines Norte
1. Thirty Useful Greek and Latin Roots
2. Prefixes

Region V – Bicol
Camarines Norte
3. Suffixes

Region V – Bicol
Camarines Norte
Ask students the following questions:

1. How does the English language evolve?
2. Discussing new concepts and
practicing skills #2 2. Which of the affixes do you frequently use?
2. What benefits can we get from using the affixes?
From the lists, select three words from the column Examples; then
break down the words into their prefixes, suffixes, and roots. Then
guess their meaning. An example is provided for you.
3. Developing mastery Words Roots PrefixesSuffixes Meaning

microcosmic cosm micro -ic being or
(world) (small) (characteri like a
-zed by, miniature
being) world
Solicit responses from students regarding their learning for today.
Their answer may focus on the following:
4. Making generalizations and
abstractions about the lesson
1. Present meaning and uses of the words may be different from
its origin.

Region V – Bicol
Camarines Norte
2. Writing about etymology could form the introduction of a

concept paper.
3. The study of words, their roots, prefixes, and suffixes, could
help understand polysyllabic word, or form new words from the
building blocks of words.
5. Finding practical applications of Ask students this questions: How does learning the root words
concepts and skills in daily living and affixes help you in your studies?
Using the same procedure in the previous activity, break down
the words assigned to you. Use the same table.
6. Evaluating learning
Look for the meanings of the following words; then use these
words in sentences:
1. Additional activities for
application or remediation
1. district 3. ingredients 4. staples of
2. exotic 4. mass-produced the kitchen
V. REMARKS
A. No. of learners who earned 80%

in the evaluation
VI. REFLECTION
B. No. of learners who require

additional activities for
remediation
C. Did the lesson work? No. of
learners who have caught up w/
the lesson
D. No. of learners who continue to
require remediation

Region V – Bicol
Camarines Norte
E. Which of my teaching strategies

worked well? Why did these
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?

Region V – Bicol
Camarines Norte
PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for

the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts

and practicing new skills #1
E. Discussing new concepts

and practicing skills #2
F. Developing mastery
G. Making generalizations and

abstractions about the
lesson
H. Finding practical
applications of concepts
and skills in daily living
I. Evaluating learning
J. Additional activities for

application or remediation

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Republic of the Philippines

The learner understands the principles and uses of a concept

Determine the ways a writer can elucidate on a concept by definition,

1. Identify the different root words and affixes

2. Learner’s Materials pages EAPP Reader, pp. 87 – 92.

Ask the students to think of words they thought of when they

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

Inform students that etymology is “the history of the word”

2. Establishing a purpose for the

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

Group Work (15 minutes)

Ask the students to complete the table in a Manila Paper

Checking must be done upon posting all the manila papers on

Month / Day Roman / Meaning / English Meaning /

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

1. Thirty Useful Greek and Latin Roots

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

Ask students the following questions:

3. Developing mastery Words Roots PrefixesSuffixes Meaning

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

2. Writing about etymology could form the introduction of a

A. No. of learners who earned 80%

B. No. of learners who require

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

E. Which of my teaching strategies

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

B. Establishing a purpose for

D. Discussing new concepts

E. Discussing new concepts

G. Making generalizations and

J. Additional activities for

ÂfWb VtÅtÜ|Çxá aÉÜàxM Ytv|Ä|àtà|Çz WÜxtÅá‹? itÄâ|Çz TáÑ|Ütà|ÉÇá‹Ê

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